Winston-Salem/ Forsyth County Schools by pcm1ji

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									                          Winston-Salem/ Forsyth County Schools




                   Recommended 7th Grade Pacing Guide
                 African, Asian & Australian (Oceanic) Studies
                                                        Developed in 2008




*for a detailed set of Graphic Organizers, go to the following website: http://lv1.wsfcs.k12.nc.us/lv/io_s001_04.forward?_docid=FC42B600-
            FFFF-FF89-1606-30C64BC084F1&_Appid=123&_ioID=125&_wsuuid=E7B3F857-FFFF-FF95-5464-3778ABB08A02



                                                                                                                                            1
Introduction
Several teachers from WSFCS met and developed pacing guides in 2008 for African, Asian & Australian (Oceanic) Studies, a document
that will undergo review and revisions as necessary. The goal was to establish a realistic pacing guide based on 126-160 actual
instructional days full of suggested ideas to successfully cover the curriculum. Lastly, the committee members included relevant (and
helpful) information for teachers to use based on best teaching practices that are research-based, so that teachers can use such resources
to modify their instruction and empower them to develop features (such as Essential Questions) on their own.

Preparing students for the workplace, college, and an increasingly global society lies at the heart of Social Studies instruction. With the
new graduation focus on preparing students for the 21st Century workplace, it has become even more important to develop strong
academic students and prepare them in the best ways possible to succeed in a global society.

How can the Pacing Guides be used?

      To guide instructional pacing so that key areas receive proper attention by including helpful information such as…
           o Suggested number of days per unit
           o Thematic concepts in each unit
           o Key Terms/People/Places/Events – factual material to recognize and recall
           o Vocabulary to help build a child’s knowledge of academic words through word walls and word maps
           o Target Goals for students to accomplish by the end of units
           o Global connections that can be extensions of the NC Standard Course of Study
           o The NC Standard Course of Study for easy reference
      To establish with teachers quarterly benchmarks for units of study that should be complete by the end of each quarter to insure a rich and
       complete curriculum. Students who transfer from one school to another during the school year can best be served by shared pacing between
       our schools.
      To foster collaborative planning among novice and master teachers by providing suggested curriculum elements (essential questions, global
       connections, vocabulary, and target goals)
      Pacing Guides will be made public to students and parents via website: http://wsfcs.k12.nc.us/departments/socialstudies
      Pacing Guides will be evaluated at the end of the first year and any district-wide recommendations will lead to revisions as needed. This is a
       living document and must continue to be perfected as years go by.




                                                                                                                                                        2
Table of Contents
Pages…

  4-5. Overview of Pacing Guide/Curriculum Document Features

6-28. WSFCS Pacing Guide/Curriculum Document for African, Asian, & Australian
(Oceanic) Studies: Quarters 1-4
         pg. 7-8: Pacing Guide
         pg. 9: Core Curriculum-A Top 100 List of Key Terms/People/Places/Events
         pgs. 10-28: Curriculum Support Document for Africa, Asia, & Australia (Oceania)

Appendix:
     NC DPI’s Bloom-Marzano Hybrid Taxonomy of Cognitive Levels (to help develop effective questions)
     An Item Shells Approach to Formulating Questions for Each Cognitive Level

    We extend deep gratitude and appreciation to all the 7th grade teachers who,
                for many years, have helped this pacing guide evolve.
 Your experience, time, and commitment have been valuable throughout the process.



                                                                                                         3
“In Focus”:
                2008-2009 WS/FCS Recommended 7th Grade Pacing Guide
Each chapter of the current adoption correlates
to specific Competency Goals (CGs), but
                        at a Glance   on 126-160 instructional days)
schools can instead focus on 1-2 principal CGs (based
that are natural fits for the given unit; CG 13 is 1st Q
                   Unit                                                      2nd Q                 3rd Q              4th Q            Current
touched upon in each unit through “Global                                                                                             Adoption-
Connections” (see next page)                                                                                                          Gibbs Smith
         Introduction to 7th grade            √-5 days                                                                                 [Chps]
                                                                                                  Days: in order to cover the
                                                  √-9-11 days
 Overview of geographical & other                                                                                                       (page)
                                                                                                   entire curriculum, each unit        viii, 1-2
social studies skills (previewing Africa)/                                                         contains an instructional
                In Focus: CG 1                                                                     window; however,
Africa                                            √-35-46 days                                     instructors should look at
                                                                                                   the end of each quarter as
                                                                                                                                         3-10

                                                                                                   a benchmark to aim for.
 Ancient African Kingdoms/ In                       14-17 days
   Focus CG 8
 Regions of Africa (North, West,                    4-7 days
   Central, East & South)/ In Focus CG 3&11
                                      5-13 days in 1st quarter allotted for any of the following:
     reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration
Regions of Africa (North, West,                                           17-22 days                                                   3-10
                                                                                             Loss of Instructional Time: each
Central, East and South)--continued                                                          quarter takes into consideration
SW Asia/ In Focus CGs 7 & 9                                             √-                   loss of instructional time due to
                                                                              24-29 days various school/district matters
                                                                                                                                        11-14

                                                                          15-18 days        Current adoption: each unit has
                                                                                       been aligned
                                      5-13 days in 2nd quarter allotted for any of the following: to the current
                                                                                              textbook adoption; practice/
      reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOGhowever,registration
                                                                                             instructors should be teaching the
SW Asia- continued                                                                             9-11 days
                                                                                             SCOS instead of the textbook
                                                                                                                                        11-14

Indian Ocean                                                                                 √-23-29 days                             15-19, 25
 South Asia/ In Focus: CGs 5 & 12                                          16-19 days
 Southeast Asia/ In Focus CG 4                                             7-10 days
                                           rd
                             5-13 days in 3 quarter allotted for any of the following:
      reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration
                                                                                                                                                    4
While the suggested number of days is                                    Unit EQs: What is the key learning for this unit,
important to cover the curriculum effectively,                           that serves as an “umbrella” for all the lessons?
the numbers listed here are meant to provide a                           The unit EQ can address the Competency
general “weight” to each unit’s place in a year.                         Goals (CG) that are in “In Focus” for the unit.

UNIT OF STUDY/THEME:              Indian Ocean: South Asia/ In Focus: CGs 5 &12
    Suggested                          Unit Essential
    # of Days         16-19              Question
                                                                         How is religion reflected in all aspects of South Asian culture?

    Examples of Lesson                                             Concepts &                                               Examples of Target Goals
                                    SCOS Objectives                                             Vocabulary Builder
    Essential Questions                                      Key People/Terms/Events                                         & Global Connections
Geography:                      Textbook correlates to:      Concepts:                         Vocabulary:                   Students should be able to…
 How do the mountain           CGs 2-6, & 8-12
                                                              needs-health (& lack of)         subcontinent                 Explain which skill(s)
   ranges influence life in                                   communication (&lack             monsoon                         would be helpful in
                                In Focus: CGs 5 & 12                                                                             better understanding
   South Asia?                  5.01 Describe the relationship
                                                                   of)                          vegetarian
                                                                                                                                 the Indus civilization
 In what ways does the         between the location of natural  unity                         annual/ monthly              Show how human life
   climate of South Asia        resources, and economic          deeds                           rainfall                       has been dependent on
   impact the dietary           development, and analyze the     physical/spiritual            sanitation                      the Himalayas, rivers,
                                impact on selected cultures,
   needs of its people?
                                countries, and regions in
                                                                   worlds                       polytheism                      and monsoon season
                 “Lesson Essential Questions”= written
                                Africa, Asia, and Australia.     diffusion (religious)         reincarnation                Understand how
History:         in “student-friendly” language,                 imperialism                   caste system                    religions co-exist in
                 contain a clear target for students,
 How did India change                                                                                                            students will
                                                                                        “Vocabulary Builder”: content-based,India/ Look for
                                5.02 Examine the different       fundamentalism                cremation
                                                     and are
                 connect to other lesson EQs,(traditional,
   when new faiths took                                                                 use these terms regularly beyond the course; useful
                                                                                                                                 similarities &
                                economic systems,
                 a specific aspect of the Unit EQ.               outsourcing (jobs)            bartering
   power?                       command, and market),                                   for students to refer to during a unit as a Word Wall
                 EQs should developed in selected societies  religion/ faith
 How did European              drive instruction & be                                          population roadmap for unit mastery
                                                                                         “Target Goals”: adensity
                                                                 resistance                   cottage industries
                                                                                             “Global Connections”: developing students for
                 made                       students.
   imperialism change visible for alltheir effectiveness in  violence
                                in Africa, Asia, and Australia,
                                and assess                                                      coup
                                                                                            the global workforce through social studies; by
   South Asia?                  meeting basic needs.
                                                                                            applying the global connections, CG 13 will be
                                                                                                regime
                                                                Terms/People/Places/Events: covered throughout the year.
                                                                                                cyclones
Society & Culture:              5.03 Explain how the
                                                                 anthropology                  nuclear weapons
 How do diverse                allocation of scarce resources
                                                                 sociology                                                  Global Connections:
   religions affect daily
                                requires economic systems to                                    fundamentalism               Examples of skills used
                                make basic decisions regarding  Himalayas
   life in South Asia?                                                                          overpopulation                  in discoveries of other
                                the production and distribution
                                                                 jute                          constitutional
 Which institutions            of goods and services, and                                                                       societies with few
                                evaluate the impact on the       Hinduism                        government                     written records: Minoa/
   form the foundation of
   South Asia?                  standard of living in selected   epic poems                                                     Inca/ Africa

                                                                                                                                                           5
6
                           WS/FCS Recommended 7th Grade Pacing Guide
                             at a Glance (based on 126-160 instructional days)
                    Unit                                1st Q                2nd Q                3rd Q               4th Q            Current
                                                                                                                                      Adoption-
                                                                                                                                      Gibbs Smith
          Introduction to 7th grade               √-5 days                                                                             [Chps]

                                                  √-9-11 days
 Overview of geographical & other                                                                                                       (page)
                                                                                                                                       viii, 1-2
social studies skills (previewing Africa)/
                In Focus: CG 1
Africa                                            √-35-46 days                                                                           3-10


 Ancient African Kingdoms/ In                       14-17 days                                                                        (3-5)
   Focus CG 8
 Regions of Africa (North, West,                    4-7 days                                                                          (6-10)
   Central, East & South)/ In Focus CG 3&11
                                       5-13 days in 1st quarter allotted for any of the following:
     reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration
Regions of Africa (North, West,                                           17-22 days                                                   (6-10)
Central, East and South)--continued
SW Asia/ In Focus CGs 7 & 9                                             √-    24-29 days
                                                                                                                                        11-14

                                                                          15-18 days
                                      5-13 days in 2nd quarter allotted for any of the following:
      reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration
SW Asia- continued                                                                               9-11 days                             11-14

Indian Ocean                                                                                 √-23-29 days                             15-19, 25
 South Asia/ In Focus: CGs 5 & 12                                          16-19 days                                                (15-18)
 Southeast Asia/ In Focus CG 4                                             7-10 days                                                 (19, 25)
                                           rd
                             5-13 days in 3 quarter allotted for any of the following:
      reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration
                                                                                                                                                    7
Eastern Asia                                                                                                    √-23-30                19-24
 China/ In Focus CGs 2 & 10                                                                                        16-20 days       (19-21)
 Japan and Korea/ In Focus CG 2                                                                                     7-10 days       (19, 22-
                                                                                                                                        24)
Oceania                                                                                                             √-7-10 days        26-27
 Australia, New Zealand, &
  Polynesia/ In Focus CG 6
                                     5-13 days in 4th quarter allotted for any of the following:
     reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration




                                                                                                                                                 8
1. Australia/Oceania            37. creation of Israel       72. Qin dynasty
2. Korean peninsula             38. Code of Hammurabi        73. Great Wall of China
3. SW Asia                      39. Q’uran                   74. terracotta warriors
4. SE Asia                      40. cuneiform                75. Mandate of Heaven
5. Indian subcontinent          41. Mecca (or Makkah)        76. Mao Zedong
6. Indian Ocean                 42. Diaspora                 77. “Cultural Revolution”
7. Atlantic Ocean               43. Five Pillars of Islam    78. “Great Leap Forward”
8. Pacific Ocean                44. Sunni                    79. Deng Xiaoping
9. Persian Gulf                 45. Shiite (or Shia)         80. Hong Kong
10. Himalayas                   46. OPEC                     81. 1989 Tiananmen Square
11. Bantu migration             47. Saddam Hussein           82. Issue of Taiwan
12. Giza                        48. Dome of the Rock-        83. Tibetan freedom
13. the Rosetta Stone               Jerusalem                84. Chinese New Year &
14. Valley of the Kings         49. Ayatollah Khomeini           lunar calendar
15. Ramses II                   50. Hinduism                 85. “Hermit Kingdom”
16. Kush                        51. Ganges River             86. Japanese invasion of
17. Axum                        52. Buddhism                     Korea
18. Mansa Musa                  53. Taj Mahal                87. DMZ
19. Timbuktu                    54. Sepoy Mutiny             88. Meiji Restoration
20. Supreme Being/Animism       55. New Delhi                89. Japanese capture of
21. The 1884 Berlin             56. Mohandas Gandhi              Manchuria
    Conference                  57. Bangladesh (East         90. Pearl Harbor
22. Rwandan genocida & civil        Pakistan)                91. Enola Gay-Hiroshima-
    war                         58. Bollywood                    Nagasaki
23. de-colonization             59. Asian Pacific Rim        92. Shintoism
24. Suez Canal                  60. “Ring of Fire”           93. Tokyo
25. Camp David Accords          61. US presence in the       94. the Outback
26. World Bank                      Philippines              95. the Great Barrier Reef
27. Afrikaners                  62. Vietnam War              96. Aborigines
28. apartheid                   63. Ho Chi Minh              97. British Commonwealth
29. Zulu                        64. “domino theory”          98. Uluru (or Ayers) Rock
30. Nelson Mandela              65. Petronas Towers          99. Dreamtime
31. Sudan (Darfur Crisis)       66. Gobi Desert              100. Polynesia
32. Middle East                 67. Yangtze River
33. Muhammad                    68. Han empire              Core Curriculum for 7th Grade Africa, Asia,
34. Islam                       69. Mandarin
35. Muslims                     70. Confucianism
                                                                    & Australia (Oceania)—
36. Tigris & Euphrates rivers   71. Daoism & Laozi          A list of top 100 Key Terms/People/Places/Events (see units)
                                                                                                                      9
     7th-Grade Pacing Guide – Africa, Asia, & Australia (Oceania)
           Every unit will contain the following broad themes: geography, history, society & culture, government, economics, & globalization
UNIT OF STUDY/THEME:             Overview of geographical & other social studies skills (previewing Africa)/In Focus: CG 1
   Suggested                          Unit Essential        How can we use the five themes of geography to better understand the Eastern
   # of Days         9-11               Question                                           Hemisphere?

   Examples of Lesson                                                 Concepts &                                      Examples of Target Goals
                                  SCOS Objectives                                            Vocabulary Builder
   Essential Questions                                          Key People/Terms/Events                                & Global Connections
Geography:                    Textbook correlates to:          Concepts:                   Vocabulary:                Students should be able to…
 What importance does        CGs 1-3 & 9
                                                                traits (physical)          location                  recall the five themes of
   water play in the lives                                      culture                    place                       geography & become
                              In Focus: CG 1                                                                             more proficient using
   of people from the         1.01 Create maps, charts,                                     human-environmental
   Eastern Hemisphere?                                         Terms/People/Places/Events:                               them.
                              graphs, databases, and models                                   interaction
 In what ways do                                               Africa                                                  discuss the physical
                              as tools to illustrate                                        movement
                                                                Asia                                                     geography of Africa,
   humans impact the          information about different
                                                                                            region
                              people, places and regions in                                                               Asia, & Oceania.
   environment?                                                 Australia/ Oceania         continent
 How can we apply the
                              Africa, Asia, and Australia.
                                                                Arabian Peninsula                                       understand the
                                                                                            subcontinent                 relationship between
   five themes of             1.02 Generate, interpret, and     Korean Peninsula           peninsula                    humans & their
   geography to better        manipulate information from       Middle East                geography                    environment.
   understand the             tools such as maps, globes,       Polynesia                  history
                              charts, graphs, databases, and                                                             locate, identify, &
   diversity of the Eastern
                              models to pose and answer
                                                                SW Asia                    economics
   Hemisphere?                                                                                                            analyze the regions
                              questions about space and         SE Asia                    anthropology                 (and continents) that
 Which country would         place, environment and society,  Indian subcontinent         archaeology                  will be explored this
   you like to visit most     and spatial dynamics and          Indian Ocean
   from continents we’ll      connections.                                                                                year.
                                                                Atlantic Ocean
   study this year?                                             Pacific Ocean
 How did the geography       1.03 Use tools such as maps,                                                            Global Connections
                              globes, graphs, charts,           Red Sea                                               Revisit South America
   of ancient Africa affect   databases, models, and artifacts  Persian Gulf                                             & Europe through
   the movement of            to compare data on different      South China Sea                                          multiple comparisons
   people?                    countries of Africa, Asia, and
                                                                Himalayas                                                based on the 5 themes.
 How do Africa’s             Australia and to identify
                              patterns as well as similarities  Bantu migration
   climate zones affect its   and differences.
   vegetation?
                                                                                                                                                    10
UNIT OF STUDY/THEME:            Africa: Ancient African Kingdoms/ In Focus: CG 8
   Suggested                         Unit Essential
   # of Days         14-17             Question
                                                                                     Why is Africa a continent of change?

    Examples of Lesson                                                Concepts &                                      Examples of Target Goals
                                  SCOS Objectives                                            Vocabulary Builder
    Essential Questions                                        Key People/Terms/Events                                 & Global Connections
Geography:                   Textbook correlates to:           Concepts:                   Vocabulary:                Students should be able to…
 How has geography          CGs 2-12
                                                                domestication              delta                         identify major African
   shaped Africa’s                                              civilization               pharaohs                       leaders and their
                             In Focus: CG 8
   distinct regions?         8.01 Describe the role of key      society                    pyramids                       influences.
 How did rivers             historical figures and evaluate    trade                      papyrus                       investigate the variety
   influence life?           their impact on past and           theocracy                  theocracy                      of traditions and
                             present societies in Africa,
                                                                slavery                    hieroglyphics                  cultures.
History:                     Asia, and Australia.
                                                                imperialism                city-state                    identify the
 How did ancient                                               colonization               arranged marriage              contributions made by
                             8.02 Describe the role of key
   civilizations along the                                                                                                  the Ancient Kingdoms
                             groups such as Mongols,            traditions                 lineage
   Nile River become                                                                                                        of Africa.
                             Arabs, and Bantu and evaluate                                  matrilineal
   models of a well          their impact on historical and
                                                               Terms/People/Places/Events:  elders                        analyze the early
   organized society?        contemporary societies of                                                                      empires of Africa by
                             Africa, Asia, and Australia.       the Sphinx                 subsistence farmers
 Which key figures                                             Giza
                                                                                                                            describing their
                                                                                            shifting agriculture           traditions,
   changed the course of                                        the Rosetta Stone
   ancient Africa’s
                             8.03 Identify major                                            ancestors                      governments, and
                             discoveries, innovations, and      Nile River Valley          racism
   history?                  inventions and assess their                                                                    economic
                                                                Valley of the Kings        imperialism
 How did the Atlantic       influence on societies past and                                                                development.
                             present.                           King Tut                   colonialism                   interpret the effects of
   slave trade change
   Africa?                                                      Ramses II                  corrupt                        colonization and
 Why did Europeans                                             Kush                       authoritarian                  independence in
   decide to de-colonize                                        Axum                       diversify                      Africa today.
   after WWII?                                                  Ghana
                                                                Mali
                                                                Mansa Musa
                                                                Timbuktu
                                                                Songhai

                                                                                                                                                       11
    Examples of Lesson                                Concepts &                              Examples of Target Goals
                             SCOS Objectives                             Vocabulary Builder
    Essential Questions                        Key People/Terms/Events                         & Global Connections
Society & Culture:                              Great Zimbabwe                               Global Connections:
 In what ways were                             markets                                       Compare slavery in
   later Nile kingdoms                          Masai                                           America to slavery in
   different than the                           Supreme                                         Africa. (including
   Egyptians?                                    Being/animism                                   ancient & modern
 How did the arrival of                        Christianity                                    slavery)
   new religions change                         Islam                                         Review imperialism in
   Africa? (Islam &                             Triangular trade                                other areas (US-
   Christianity)                                The Berlin Conference                           P.Rico-Guam-Samoa,
                                                 (1884)                                          & North & South
Economics:                                                                                       America.)
                                                King Leopold &
 How did trade connect                          Congo                                         Compare/ Contrast
   the ancient African                                                                           Ghana’s tribal leaders
                                                Rwandan genocide &
   kingdoms?                                                                                     to England’s
                                                 civil war
 What differences do                                                                            monarchy.
                                                Henry Stanley
   you see between West                                                                        Look at similarities
                                                David Livingstone
   & East African trading                                                                        between Manifest
                                                cash crops
   kingdoms?                                                                                     Destiny & Arab
                                                Kwame Nkrumah                                   expansion across
Government:                                     Algerian War                                    North Africa.
 Why was religion                              Rhodesia                                      Briefly examine the
  important to the                              Nelson Mandela                                  cradles of civilization.
  function of Ancient                           Ellen Johnson-Sirleaf
  Egypt’s government?                           de-colonization
                                                global economy
Current
Issues/Globalization:
 How do traditional and
    modern Africa coexist?
 What have been the
    lasting effects of
    imperialism on Africa
    today?

                                                                                                                            12
UNIT OF STUDY/THEME:          Africa: Regions of Africa (North, West, Central, East and South)/ In Focus: CGs 3 & 11
   Suggested                       Unit Essential
   # of Days      21-29              Question
                                                        How has human-environmental interaction led to a diverse set of African cultures?

    Examples of Lesson                                        Concepts &                                        Examples of Target Goals
                                SCOS Objectives                                           Vocabulary Builder
    Essential Questions                                 Key People/Terms/Events                                  & Global Connections
Geography:                  Textbook correlates to:     Concepts:                         Vocabulary:           Students should be able to…
 How the lack of           CGs 2-9 & 10-12
                                                         imperialism                      oasis                  contrast different
   natural resources                                     colonization                     protectorate            cultures in Africa.
                            In Focus: CGs 3 & 11
   impacted Northern        3.01 Identify ways in which  traditions                       desertification        recognize the
   Africa?                  people of selected areas in  slavery                          shanty towns            interplay between
 How did the physical      Africa, Asia, and Australia  trade                            slave trade             culture, economy, and
   environment of Central   have used, altered, and adapted
                                                         economic development             equatorial              population in regards
   Africa affect European   to their environments in order                                                          to human
                            to meet their needs and                                        export economies
   colonization?            evaluate the impact of their      Terms/People/Places/Events:  natural resources       development (and
 How do mountains          actions on the development of      Maghreb                      herding
                                                                                                                    rights.)
   affect the lives of      cultures and regions.              Aswan High Dam                                     discuss the
                                                                                           overgrazing
   people throughout                                           Suez Canal                                          relationship between
                            3.02 Describe the                                              deforestation
   Africa?                                                                                                          specialization (being
                            environmental impact of            Camp David Accords         conservation            an expert in one job,
                            regional activities such as        Anwar Sadat                vaccinations
History:                    deforestation, urbanization, and  Muammar Qaddafi
                                                                                                                    product or service) &
                                                                                           ethnic violence
 What attracted Arab       industrialization and evaluate                                                          interdependence
                            their significance to the global
                                                               call to prayer             nationalism             (depending on others)
   invaders to North
                            community.                         Swahili                    independence            in the production of
   Africa?
                                                               nomads                     imperialism
 What effects did                                                                                                  goods and services.
                            3.03 Examine the development  the Sahel                       patrilineal
   European traders have                                                                                           explain the
   on the African slave
                            and use of tools and               rainforests                civil wars              consequences of
                            technologies and assess their
   trade?                   influence on the human ability     Biafra War                 dictator                immigration for
 Why did Europeans         to use, modify, or adapt to their  ivory trade                corruption              native groups of
   begin exploring inner    environment.                       ECOWAS                     rebel forces            Africa.
   Africa in the 1800s?                                        Congo River                parliamentary
                            3.04 Describe how physical
                            processes such as erosion,
                                                               International              cash crops
                            earthquakes, and volcanoes           Monetary Fund (IMF)  poaching
                            have resulted in physical          World Bank                 genocide
                                                                                                                                              13
     Examples of Lesson                                                Concepts &                                   Examples of Target Goals
                                  SCOS Objectives                                              Vocabulary Builder
    Essential Questions                                          Key People/Terms/Events                             & Global Connections
   What factors were        patterns on the earth's surface      abeng                      tourism               compare and contrast
                             and analyze the effects on
    considered as
                             human activities.
                                                                  Mbuti people               censor                 how colonialism is
    Europeans divided                                             Patrice Lumumba            industrialization      related to the
    Africa? (can also        11.01 Identify the concepts           (Congo)                                            economic and military
    address what factors     associated with culture such as      Horn of Africa                                     problems in Africa
    were ignored)            language, religion, family, and      Tsetse fly                                         today.
   Why did the Boers &      ethnic identity, and analyze
                                                                  Jomo Kenyatta
                             how they can link and separate                                                         Global Connections:
    British clash in South   societies.                           Cape Town
    Africa?                                                       Zulu                                              Discuss North and
                                                                                                                       West Africa’s
                             11.02 Examine the basic needs        Afrikaners
Society & Culture:           and wants of all human beings                                                             connection to U.S.
                                                                  apartheid
 How does Islam             and assess the influence of                                                               history.
                                                                  Johannesburg
   influence daily life      factors such as environment,                                                            Debate how global
                             values, and beliefs in creating      Nelson Mandela
   throughout Africa?                                                                                                  humanitarian aid has
                             different cultural responses.        F.W. de Klerk
 How do Africans try to                                                                                               helped (or hurt) the
   hold on to their                                               Thabo Mbeki                                         people of Africa.
                             11.03 Compare characteristics
   traditional culture       of political, economic,              Archbishop Desmond                                Analyze whether
   while surrounded by       religious, and social                 Tutu                                                international relief aid
   Western influences?       institutions of selected cultures    Great Rift Valley                                   projects (UNICEF,
 How are the customs of
                             and evaluate their similarities      Lake Victoria                                       LIVE AID) in Africa
                             and differences.
   the various ethnic                                             Sudan (Darfur Crisis)                               have been successful.
   groups in Central         11.04 Identify examples of           Somalia                                           Compare the number
   Africa different?         economic, political, and social      Masai                                               of Africans infected
 How are blacks and         changes, such as agrarian to                                                              with AIDS to other
                             industrial economies,
   whites overcoming                                                                                                   parts of the world.
                             monarchical to democratic
   cultural differences in   governments, and the roles of                                                           Which elements in
   South Africa?             women and minorities, and                                                                 African culture have
                             analyze their impact on culture.                                                          made the HIV/AIDS
Economics:                                                                                                             epidemic so severe?
 After independence,                                                                                                Compare Ghana’s
   why were many                                                                                                       independence
   African nations still                                                                                               movement with the
   economically linked to                                                                                              American Revolution.
   Europe?
                                                                                                                                                  14
     Examples of Lesson                                Concepts &                               Examples of Target Goals
                               SCOS Objectives                             Vocabulary Builder
     Essential Questions                         Key People/Terms/Events                         & Global Connections
   Why is Central                                                                               Compare the
    Africa’s growth in                                                                            Holocaust with the
    agriculture limited?                                                                          Genocide in Rwanda.
   What are the most                                                                            Examine the global
    important economic                                                                            impact of conflict
    activities in E. Africa?                                                                      diamonds.
                                                                                                 Research what types
Government:                                                                                       of vaccinations are
 Why has the transition                                                                          required to travel to
  from colonial rule been                                                                         Africa.
  difficult for African                                                                          How have Africa’s
  nations?                                                                                        improvements in
 How can the history of                                                                          transportation and
  the Suez Canal help us                                                                          communication helped
  understand Egypt’s                                                                              to promote
  modern history?                                                                                 globalization?
 Why are unstable
  governments the basis
  of many conflicts in
  Western Africa?

Current
Issues/Globalization:
 Which modern issue is
    most dangerous for a
    bright African future?
    (AIDS, poverty, ethnic
    fighting, corruption,)
   What does an oil-based
    economy mean for the
    future of oil-rich
    African states?


                                                                                                                           15
UNIT OF STUDY/THEME:             SW Asia/ In Focus: CGs 7 & 9
   Suggested                           Unit Essential             What historical foundations help explain the variety of governments found in SW
   # of Days        24-29                Question                                                      Asia?

   Examples of Lesson                                                 Concepts &                                        Examples of Target Goals
                                   SCOS Objectives                                              Vocabulary Builder
    Essential Questions                                         Key People/Terms/Events                                  & Global Connections
Geography:                    Textbook correlates to:          Concepts:                      Vocabulary:               Students should be able to:
 How has the geography       CGs 2-12
                                                                climate                       relief                   explain how people
   of SW Asia affected the                                      vegetation                    strait                     adapted to an arid
                              In Focus: CGs 7 & 9                                                                          environment.
   lifestyles of people?                                        religion/faith                aquifer
                              7.01 Identify historical events                                                            state the reasons for
 How have people             such as invasions, conquests,     change                        depletion                  conflict/tensions
   traditionally adapted      and migrations and evaluate       conflict                      deforestation              between Arabs and
                              their relationship to current
   to an arid
                              issues.
                                                                cooperation                   sects                      Jews.
   environment?                                                 human rights                  holocaust                assess the global
 In what ways has            7.02 Examine the causes of key  fundamentalism                  domesticate                economic impact made
   technology addressed       historical events in selected     resources (natural)           mosque                     by decisions from of oil-
   the issue of limited                                                                                                    producing states.
                              areas of Africa, Asia, and        technology                    monotheism
   fresh water?               Australia and analyze the short-                                                           demonstrate a
                                                                development                   polytheism
 If the oil-rich countries   and long-range effects on                                                                    knowledge of the roots
                              political, economic, and social   ethnicity                     covenant                   of Islam, its beliefs, and
   of SW Asia were to
   exhaust their supply of
                              institutions.                                                    messiah                    current trends.
                                                                  Terms/People/Places/Events:  socialism                effectively highlight the
   oil, how would that        9.01 Trace the historical            “Arab World”               mixed economy              diversity of the region.
   affect their economies?    development of governments,
                              including traditional, colonial,     non-Arab states            terrorism
                                                                     (Turkey, Iran)                                     Global Connections:
History:                      and national in selected                                         sanctions
                                                                   Red Sea                                              Examine how the Arab-
 Which enduring
                              societies, and assess their                                      theocracy                  Israeli conflict has
   legacies were
                              effects on the respective            Persian Gulf               fundamentalism
                              contemporary political                                                                       expanded outside the
   established by early       systems.                             Arabian peninsula          patriarchal                region. (ex: 1972
   civilizations in the                                            Middle East                Sabbath                    Olympic attacks, Al
   Fertile Crescent?          9.02 Describe how different          Muhammad                   secular                    Qaeda-Hizbollah-Hamas
 Which figures do you        types of governments such as         Islam                                                  attacks, US politicians’
                              democracies, dictatorships,
   believe had the most       monarchies, and oligarchies in
                                                                   Muslims                                                support of Israel)
   significant impact on      Africa, Asia, and Australia          Tigris & Euphrates
   SW Asian history?          carry out legislative, executive,      rivers
                                                                                                                                                        16
    Examples of Lesson                                                   Concepts &                               Examples of Target Goals
                                  SCOS Objectives                                            Vocabulary Builder
    Essential Questions                                            Key People/Terms/Events                         & Global Connections
   How did the creation of and judicial functions and             Lebanese civil war                               Examine the Armenian
    Israel affect life in SW evaluate the effectiveness of         “black gold”                                      genocide in relation to
                             each.                                                                                    other mass
    Asia?                                                          creation of Israel
                                                                                                                      exterminations. (the
                                 9.03 Identify the ways in which  Code of Hammurabi                                  Holocaust, Pol Pot,
Society & Culture:               governments in selected areas     Q’uran                                            Rwanda, Darfur,
 What unique cultural           of Africa, Asia, and Australia    cuneiform                                         NativeAmericans, etc.)
   characteristics do the        deal with issues of justice and
                                 injustice, and assess the         Phoenician alphabet                              Examine other oil-rich
   people of Southwest           influence of cultural values on   Shariah                                           nations around the
   Asia share?                   their practices and               Mecca (or Makkah)                                 world.
 How have the three             expectations.                                                                       Look at the global
                                                                   Torah
   monotheistic religions                                                                                             contributions in arts
                                 9.04 Describe how different       Diaspora                                          and sciences from SW
   co-existed throughout
                                 governments in Africa, Asia,      Gospels                                           Asia-especially the Arab
   the history of the
                                 and Australia select leaders and  Kaaba                                             role in reintroducing
   region?                       establish laws in comparison to  Medina (or Madinah)
 How would you                                                                                                       Classical learning to
                                 the United States and analyze
   describe life for women       the strengths and weaknesses      Five Pillars of Islam                             Europeans.
                                 of each.                          hajj                                             Compare/Contrast SW
   throughout SW Asia?                                                                                                Asia to other arid areas
                                                                   caliph
                                                                                                                      of the world.
Economics:                                                         Ottoman Empire                                   Analyze the global reach
 What are the key                                                 Sunni                                             of Islam.
   export products of                                              Shiite OR Shia
   Southwest Asia?                                                 Imams
 In what ways do the                                              the number zero
   economies of oil-rich                                           OPEC
   countries compare to                                            fossil water
   those that lack                                                 Arab nationalism
   significant oil                                                 Zionists
   resources? (some oil-                                           Golda Meir
   rich: Saudi Arabia, Iran,                                       Iran-Iraq War
   Iraq, Kuwait/ some not
                                                                   Persian Gulf War
   rich in oil: Dubai,
                                                                   Saddam Hussein
   Jordan, Israel, Yemen,
   Lebanon)                                                        Iraq War
                                                                   WMD
                                                                                                                                                 17
   Examples of Lesson                                  Concepts &                               Examples of Target Goals
                              SCOS Objectives                              Vocabulary Builder
   Essential Questions                           Key People/Terms/Events                         & Global Connections
Government:                                      Palestinians/ PLO
 In what ways do                                Al Jazeera
  different forms of                             Kurds
  government in                                  Dome of the Rock-
  Southwest Asia                                   Jerusalem
  coexist?                                       Ayatollah Khomeini
 How have differing                             Bedouins
  points of view between                         Islamization
  Arab & pro-Israeli
  governments led to
  turmoil around the
  world?
 What do you think is
  the main difference
  between Shia & Sunni
  governments?

Current Issues /
Globalization:
 What does the rapid
   development of Dubai
   tell us about the future
   of SW Asia?
 What does the trend
   towards
   fundamentalist
   societies mean for the
   modernization of Arab
   states?




                                                                                                                           18
UNIT OF STUDY/THEME:            Indian Ocean: South Asia/ In Focus: CGs 5 &12
   Suggested                         Unit Essential
   # of Days         16-19             Question
                                                                     How is religion reflected in all aspects of South Asian culture?

    Examples of Lesson                                           Concepts &                                          Examples of Target Goals
                                  SCOS Objectives                                           Vocabulary Builder
    Essential Questions                                   Key People/Terms/Events                                     & Global Connections
Geography:                    Textbook correlates to:     Concepts:                         Vocabulary:              Students should be able to…
 How do the mountain         CGs 2-6, & 8-12
                                                           needs-health (& lack of)         subcontinent            Explain which skill(s)
   ranges influence life in                                communication                    monsoon                   would be helpful in
                              In Focus: CGs 5 & 12                                                                      better understanding
   South Asia?                                             unity
                              5.01 Describe the relationship                                 vegetarian
                                                                                                                        the Indus civilization.
 In what ways does the                                    deeds
                              between the location of natural                                annual/ monthly         Show how human life
   climate of South Asia      resources, and economic      physical/spiritual                 rainfall                 has been dependent on
   impact the dietary         development, and analyze the
                                                             worlds                          sanitation                the Himalayas, rivers,
                              impact on selected cultures,
   concerns of its people?
                              countries, and regions in    diffusion (religious)            polytheism                and monsoon season.
                              Africa, Asia, and Australia. imperialism                      reincarnation           Understand how
History:                                                   fundamentalism                   caste system              religions co-exist in
 How did India change        5.02 Examine the different   outsourcing (jobs)               cremation                 India. Look for
   when new faiths took       economic systems, (traditional,                                                           similarities &
                              command, and market),        religion/ faith                  bartering                 differences among
   power?
                                                           resistance
                              developed in selected societies                                population density
 How did European                                                                                                      major faiths. (Islam
                                                           violence
                              in Africa, Asia, and Australia,                                cottage industries        Christianity, Sikhism
   imperialism change         and assess their effectiveness in                              coup                      Buddhism, & Hinduism)
   South Asia?                meeting basic needs.
                                                                Terms/People/Places/Events:  regime                  Explain why India &
                              5.03 Explain how the
                                                                 anthropology               cyclones                  Pakistan matter today.
Society & Culture:
                                                                 sociology                  nuclear weapons
 How do diverse              allocation of scarce resources
                                                                                                                     Global Connections:
                              requires economic systems to       Himalayas                  fundamentalism
   religions affect daily     make basic decisions regarding  jute                                                   Identify examples of
   life in South Asia?        the production and distribution                                overpopulation            skills used in discoveries
 Which institutions          of goods and services, and         Hinduism                   constitutional            of other societies with
   form the foundation of     evaluate the impact on the         epic poems (Baghavad-        government               few written records:
   South Asia?                standard of living in selected       Gita, Ramayana,                                      Minoa/ Inca/ Africa.
 How does Indian
                              societies and regions of Africa,     Mahabharata)                                       Investigate other river
                              Asia, and Australia.
   culture reflect a blend                                       Brahman Nerguna                                       valley civilizations
   of the modern with the     5.04 Describe the relationship     Karnma-Dharma-                                        (Egypt &
                                                                   Moksha                                               Mesopotamia.)
   traditional?               between specialization and

                                                                                                                                                     19
    Examples of Lesson                                                   Concepts &                              Examples of Target Goals
                                   SCOS Objectives                                          Vocabulary Builder
    Essential Questions                                           Key People/Terms/Events                         & Global Connections
                                 interdependence, and analyze      Aryans                                          Research other “Golden
                                 its influence on the                                                                Ages”: Renaissance
Economics:
                                 development of regional and
                                                                   Sanskrit
 Which industries are           global trade patterns.            Indus River valley                               Italy, West Africa,
   key to India’s rapidly                                                                                            height of Islam.
                                                                   Ganges River
   growing economy?                                                                                                 List major religions in
                                 12.01 Examine the major belief         o (GONE-gah)                                 USA today (or NC.)
 How does the size of           systems in selected regions of    The Buddha
                                 Africa, Asia, and Australia, and                                                   Investigate nuclear
                                 analyze their impact on cultural  Buddhism
   the population affect                                                                                             issues in Pakistan &
   the economy of South          values, practices, and            Nirvana                                          Iran.
   Asia? (you may flip the       institutions.                     civilization
   two factors)
                                                                   Rajahs
                                 12.02 Describe the relationship
                                                                   Mauryan Empire
Government:                      between and cultural values of
                                                                   The “Golden Age”
 Why does religion              selected societies of Africa,
                                 Asia, and Australia and their     Mughal Empire
   affect the policies of
   governments in South
                                 art, architecture, music, and     Taj Mahal
                                 literature, and assess their
   Asia to varying degrees significance in contemporary            Sepoy Mutiny
   (differently)?                culture.                          Victorian style
                                                                   New Delhi
Current Issues/ Globalization:   12.03 Identify examples of        Mohandas Gandhi
 Which current issue do         cultural borrowing, such as
                                                                   Salt March
                                 language, traditions, and
   you consider to be most technology, and evaluate their  Sikhs
   important to South            importance in the development  Jainists
   Asia’s future? (may           of selected societies in Africa,  language families
   include, but not limited to: Asia, and Australia.                (Hindi/ Urdu)
   poverty, overpopulation,
                                 .
                                                                   Jawaharal Nehru
   lack of drinking water,
   Hindu/Muslim conflict,                                          Indira Gandhi
   nuclear weapons, rapid                                          Bangladesh (East
   industrialization, pollution,                                    Pakistan)
   terrorism)                                                      Dalai Lama
                                                                   Benazir Bhutto
                                                                   Pervez Musharraf
                                                                   Bollywood


                                                                                                                                               20
UNIT OF STUDY/THEME:            Indian Ocean: Southeast Asia/ In Focus: CG 4
   Suggested                         Unit Essential
   # of Days        7-10               Question
                                                                     In what ways have patterns of movement shaped the diversity of SE Asia?

    Examples of Lesson                                              Concepts &                                         Examples of Target Goals
                                 SCOS Objectives                                                Vocabulary Builder
   Essential Questions                                       Key People/Terms/Events                                    & Global Connections
Geography:                   Textbook correlates to:         Concepts:                        Vocabulary:              Students should be able to…
 Why is land in SE Asia     CGs 2-7, 9-10, & 12
                                                              adaptation                      typhoons                show how SE Asians
   productive for diverse                                     change                          cyclones                  have taken advantage of
                             In Focus: CG 4                                                                               the rich natural
   agriculture?              4.01 Describe the patterns of    climate                         humidity
 How does the “Ring of                                                                                                   resources throughout
                             and motives for migrations of    vegetation                      plantations               history.
   Fire” affect the people   people, and evaluate the impact  diffusion                       terraced farming
                             on the political, economic, and                                                            discuss why SE Asia has
   of the region?
                             social development of selected
                                                              systems (of                     endangered forests        been a place of
 Why has the death toll     societies and regions.             government)                    monasteries               adaptation to new ideas.
   been so high in recent                                     globalization                   modernization           analyze the impact of
   natural disasters?        4.02 Identify the main           modernization                   authoritarian rule        conflicts in the region.
                             commodities of trade over time  religion/faith                   communism                 predict what the
History:                     in selected areas of Africa,
                                                                                                                           future of SE Asia will
 Why has SE Asia            Asia, and Australia and
                                                                Terms/People/Places/Events:                                look like based on
                             evaluate their significance for
   become a melting pot      the economic, political, and          Asian Pacific Rim                                      current trends.
   of world faiths?          social development of cultures        “Ring of Fire”
 How has the Vietnam        and regions.                          “Tiger” economies                                  Global Connections:
   conflict changed the                                            Filipinos                                           Have students
   region?                   4.03 Examine key ethical ideas
                             and values deriving from              Spanish rule in the                                   research other
                             religious, artistic, political,        Philippines                                           devastating natural
Society & Culture:           economic, and educational             US presence in the                                    disasters in recent
 In which ways have SE      traditions, as well as their           Philippines                                           history.
   Asians adapted to new     diffusion over time, and assess                                                            Look at major exports
                             their influence on the                Vietnam War
   ideas?
                             development of selected               Ho Chi Minh                                           from SE Asia that
                             societies and regions in Africa,      “domino theory”                                       have a global impact.
Economics:                   Asia, and Australia.                                                                       Research how
 What benefits has SE                                             Spice Islands
                                                                   types of government                                   ecotourism in SE Asia
   Asia typically received                                                                                                compares to other eco-
   as a major trade route?                                         Aung San Suu Kyi &
                                                                    Nobel peace prize                                     tourist locales.
                                                                                                                                                     21
     Examples of Lesson                              Concepts &                               Examples of Target Goals
                             SCOS Objectives                             Vocabulary Builder
    Essential Questions                        Key People/Terms/Events                         & Global Connections
   How is urbanization                         Petronas Towers
    affecting SE Asia?                           (Kuala Lampur)
                                                ASEAN
Government:                                     Singapore
 In what ways has the                          2004 Tsunami
  movement in ideas                             2008 Malaysian
  prevented the                                  cyclone
  furthering of                                 major faiths:
  communism in SE                                Christianity, Islam,
  Asia?                                          Buddhism, Hinduism

Current
Issues/Globalization:
 How are SE Asian
    traditions changing as
    a result of
    modernization?




                                                                                                                         22
UNIT OF STUDY/THEME:              Eastern Asia: China / In Focus: CGs 2 & 10
   Suggested                           Unit Essential                 What role have human-environmental interactions played in shaping Chinese
   # of Days         16-20               Question                                                historical events?

    Examples of Lesson                                                   Concepts &                                      Examples of Target Goals
                                    SCOS Objectives                                              Vocabulary Builder
    Essential Questions                                           Key People/Terms/Events                                 & Global Connections
Geography:                     Textbook correlates to:            Concepts:                   Vocabulary:                Students should be able to…
 How has the powerful         CGs 1-3, 5-6, & 8-12
                                                                   citizenship                characters (written         examine how the
   landscape of China                                              development                  language)                   geography of China
                               In Focus: CGs 2 & 10
   affected decisions made     2.01 Identify key physical          systems (of                heterogeneous society        has affected the
   by its people? (see:        characteristics such as               government)               filial piety                 movement of its
   Gobi desert, Himalayas,     landforms, water forms, and         competition                ancestors                    people.
   Pacific Ocean, & major      climate and evaluate their
                                                                   diversity                  veneration                  evaluate the role of
   river systems)              influence on the development                                                                  important historical
                               of cultures in selected African,    change                     dynasty
 Why has geography            Asian and Australian regions.       conflict                   bureaucracy                  figures in the
   shaped the migration                                                                                                      development of
                                                                   cooperation                influence
   patterns of people?                                                                                                       Chinese society.
                               2.02 Describe factors that          revolution                 colonialism
                               influence changes in                                                                         assess the region’s
                               distribution patterns of                                        revolution
History:                                                          Terms/People/Places/Events:  commune
                                                                                                                             global influence.
 In your opinion, which       population, resources, and
                                                                   Asian Pacific Rim                                       analyze the effect of
   dynastic rule
                               climate in selected regions of                                  ideology                     China’s economy
                               Africa, Asia, and Australia and     Himalayas                  tariff
   established the greatest                                                                                                  (including imports and
                               evaluate their impact on the        Gobi Desert                intensive farming
   legacy for China?           environment.                                                                                  exports) on the world
                                                                   Yangtze River              double cropping
 How did Mao Zedong’s                                                                                                       market.
                                                                   arid & humid China         aquaculture
   policies shape modern    2.03 Examine factors such as                                                                    discuss the
                            climate change, location of            feng shui                  subsistence farming
   Chinese history?                                                                                                          environmental
                            resources, and environmental           silk eggs                  commercial farming           concerns facing
                               challenges that influence
Culture:                                                           Han empire                 hydroelectric power          China.
                               human migration and assess
 Which unique cultural        their significance in the           Mandarin
   characteristics have        development of selected             Cantonese                                            Global Connections:
   survived over time?
                               cultures in Africa, Asia, and       one-child-per-family                                  Examine industries
                               Australia.                             policy
 How have religious-                                                                                                       leaving the US(or
   philosophical ideas                                               Confucianism                                          specifically NC) &
   influenced China?                                                 Daoism& Laozi                                         moving to China.
                                                                     Buddhism
                                                                                                                                                       23
    Examples of Lesson                                                  Concepts &                                 Examples of Target Goals
                                   SCOS Objectives                                            Vocabulary Builder
   Essential Questions                                           Key People/Terms/Events                            & Global Connections
Economics:                                                        Qin dynasty                                      Compare the labor
 Which products fuel                                             Great Wall of China                               force in China to U.S.-
   the giant Chinese                                              terracotta warriors                               including salaries,
   economy?                                                       gunpowder                                         benefits, worker’s
                              10.01 Trace the development
 How does China              of relationships between            fine china (porcelain)                            rights, etc.
   balance a mixed            individuals and their               paper                                            Analyze the pollution
   economy with               governments in selected             Mandate of Heaven                                 from industry and its
                              cultures of Africa, Asia, and
   communist beliefs?
                              Australia, and evaluate the         acupuncture                                       effect on the global
                              changes that have evolved over      compass                                           environment.
Government:                   time.                               Mao Zedong                                       Discuss lasting
 How does the                                                    “Cultural Revolution”                             contributions by the
  government of China         10.02 Identify various sources      “Great Leap Forward”                              Chinese to global arts
  coexist with other          of citizens' rights and                                                                and sciences.
                                                                  opium
  regional governments?       responsibilities, such as
                                                                  Three Principals of the                          Examine how great
                              constitutions, traditions, and
 How are traditions of       religious law, and analyze how         People                                          dynastic periods in
  civic duty expressed in     they are incorporated into            junks                                           Chinese history
  a modern world?             different government                                                                   measure up to other
                                                                    Deng Xiaoping
 How has the state           structures.
                                                                    spheres of influence
                                                                                                                     empires in history
  helped citizens during                                                                                             (Rome, Inca, Mongols,
                              10.03 Describe rights and             Special Econ. Zones
  natural disasters?                                                                                                 Turks, British.)
                              responsibilities of citizens in       Hong Kong
                              selected contemporary societies                                                      Investigate the global
                                                                     Special Administrative
Current                       in Africa, Asia, and Australia,                                                        impact of the Silk
                                                                     Regions (Macao & Hong
Issues/Globalization:         comparing them to each other
                                                                     Kong)                                           Road.
 Which issues did China      and to the United States.
                                                                    World Trade                                    Research the global
    address as they hosted                                           Organization                                    legacy of Chinese
                              10.04 Examine the rights,
    the 2008 Olympics?        roles, and status of individuals      1989 Tiananmen Square                           government & civic
 What would a                in selected cultures of Africa,       Taipei 101                                      duties.
    “Chinese century” look    Asia, and Australia, and assess
                                                                    Issue of Taiwan                                Study the modern
    like for the world over   their importance in relation to                                                        migration of people
                              the general welfare.
                                                                    Tibetan freedom
    the next 100 years?                                                                                              from the countryside
                                                                    Three Gorges Dam
 How can China resolve                                                                                              to urban centers.
                                                                    Chinese New Year &
    the status of Taiwan?                                                                                            Then compare to
                                                                     lunar calendar
                                                                                                                     other mass migrations
                                                                                                                     in history.
                                                                                                                                               24
UNIT OF STUDY/THEME:             Eastern Asia: Japan & Korea/ In Focus: CG 2
   Suggested                          Unit Essential
   # of Days         7-10               Question
                                                                            What role has nature played in the development of East Asia?

    Examples of Lesson                                                  Concepts &                                       Examples of Target Goals
                                   SCOS Objectives                                               Vocabulary Builder
   Essential Questions                                            Key People/Terms/Events                                 & Global Connections
Geography:                    Textbook correlates to:            Concepts:                     Vocabulary:               Students should be able to…
 How has the location of     CGs 2-4, 6-7, & 9-12
                                                                  cooperation                  homogeneous society        explain how
   Korea affected the lives                                       religion/faith               archipelago                 geography shaped the
                              In Focus: CG 2
   of its people?             2.01 Identify key physical          nature                       peninsula                   movement patterns of
 How has geography           characteristics such as             harmony                      stalemate                   people in Korea and
   shaped the population      landforms, water forms, and         adaptation                   armistice                   Japan.
   patterns of people         climate and evaluate their
                                                                  modernization                reunification              assess the impact of
   throughout Japan?          influence on the development                                                                   high population
                              of cultures in selected African,    traditions                   feudalism
                                                                                                                             density.
                              Asian and Australian regions.       conflict                     imperialism
History:                                                                                                                    discuss the people who
                                                                  development                  tsunami
 In what ways has                                                                                                           helped shape the
                              2.02 Describe factors that          progress                     constitutional
   Japan absorbed             influence changes in                                                                           history and cultures of
                              distribution patterns of            citizenship                    monarchy
                                                                                                                             Korea and Japan.
   foreign ideas while
                                                                                                pacifists
   maintaining tradition?     population, resources, and
                                                                                                                            analyze the role of
                              climate in selected regions of     Terms/People/Places/Events:
 How did the emergence       Africa, Asia, and Australia and       “Hermit Kingdom”
                                                                                                                             government in
   of a communist North       evaluate their impact on the                                                                   developing industries
                                                                    kimchi
   Korea change the           environment.                                                                                   in Korea and Japan.
                                                                    “rice bowl” of Asia
   peninsula?                                                                                                               discuss the major
                              2.03 Examine factors such as          han’gul                                                 issues facing the
Culture:
                              climate change, location of           Japanese invasion of                                    Koreas and Japan.
                              resources, and environmental           Korea
 Why has nature played       challenges that influence
   a critical role in         human migration and assess            DMZ                                                 Global Connections:
   shaping East Asian         their significance in the             Kim Il-Sung                                          Look at cultural
   culture?                   development of selected               Kim Jong-Il                                            elements of Japan that
                              cultures in Africa, Asia, and
                                                                    Korean War                                             are popular in the US
                              Australia.
                                                                    Seoul                                                  and around the world.
                                                                    spirit worship

                                                                                                                                                       25
   Examples of Lesson                                  Concepts &                               Examples of Target Goals
                              SCOS Objectives                              Vocabulary Builder
   Essential Questions                           Key People/Terms/Events                         & Global Connections
                                                 women of the sea                               Examine the threat a
Economics:                                       role of education                               nuclear North Korea
 How have the Japanese                          samurai                                         poses in a terrorist
   made full use of their                        Matthew Perry                                   age.
   limited natural                               Meiji restoration                              Research the military
   resources?                                    Japanese capture of                             bases the US
 In what ways does the                            Manchuria                                      maintains in the
   government affect                             Pearl Harbor                                    Pacific Rim.
   industry in the Korean                        Emperor Hirohito                               Identify goods and
   peninsula?                                                                                     services Americans
                                                 Enola Gay-Hiroshima-
                                                   Nagasaki                                       receive from Japan &
Government:                                                                                       the Koreas.
                                                 Shintoism
 Which form of                                                                                  Analyze the Kyoto
                                                 Mount Fuji
  government do you feel                                                                          protocols and what
                                                 cherry tree blossom
  has been most effective                                                                         that means for
  in meeting the needs of                        origami                                         businesses and the
  its people?                                    Zen Buddhism                                    environment.
                                                 Tokyo                                          Research from where
Current                                          capsule hotels                                  Korean and Japanese
Issues/Globalization:                            kimono                                          chopsticks are
 How can East Asians                            National Diet                                   imported, and discuss
    preserve tradition in a                      seibo                                           why.
    modern world?                                Japan’s “economic
 What are the common                              miracle”
    issues facing both                           Group of Eight (G8)
    Japan and the Koreas?                        Juku (“cram schools”)
                                                 Sumo wrestling
                                                 Kabuki theatres
                                                 World Cup of Soccer
                                                   2002 in Korea/Japan




                                                                                                                           26
UNIT OF STUDY/THEME:            Oceania: Australia, New Zealand & Polynesia/ In Focus: CG 6
   Suggested                         Unit Essential                What economic changes in Oceania arrived through hundreds of years of
   # of Days        7-10               Question                                       immigration by “foreigners”?

    Examples of Lesson                                               Concepts &                                     Examples of Target Goals
                                 SCOS Objectives                                              Vocabulary Builder
   Essential Questions                                        Key People/Terms/Events                                & Global Connections
Geography:                   Textbook correlates to:          Concepts:                     Vocabulary:             Students should be able to…
 What connections do        CGs 2-7 & 10-12
                                                               tourism                      exile                    examine the causes of
   you see between                                             tradition                    missionaries              population patterns in
                             In Focus: CG 6
   geography &               6.01 Describe different levels    change                       penal colony              Australia & New
   population patterns in    of economic development and       settlement                   referendum                Zealand.
   the Australia-New         assess their connections to       mythology                    exports                  discuss why
   Zealand region?           standard of living indicators
                                                                 (Dreamtime)                 high islands              Europeans, & Asians
                             such as purchasing power,                                                                  today, have been
                             literacy rate, and life           associations                 low islands
History:                                                       exploration                                             attracted to Oceania.
                             expectancy.                                                     atoll
 How would you                                                immigration                                            describe the
                                                                                             ecotourism
   describe the treatment                                                                                               importance of
                             6.02 Examine the influence of                                   territories
   of Aborigines in          education and technology on
                                                              Terms/People/Places/Events:                               Aboriginal & Maori
   Australian history?       productivity and economic                                                                  cultures to the
                             development in selected             the Outback
                                                                                                                        Australia-New
                             nations and regions of Africa,      the Great Barrier Reef
Society & Culture:                                                                                                      Zealand region.
                             Asia, and Australia.                stations
 In what ways did                                                                                                     identify what common
   European settlers to                                          Aborigines                                            characteristics are
                             6.03 Describe the effects of
   Australia & New           over-specialization and             Maori                                                 found in the people of
   Zealand adapt their       evaluate their impact on the        tattoos                                               Oceania.
   lifestyles to a new       standard of living.                 Australian gold rush                                 examine how the
   environment?                                                  Edward Hargraves                                      territories belonging
                                                                 British                                               to the US (Samoa,
Economics:                                                        Commonwealth                                          Guam, Marshall
 How have the people of                                         kiwi fruit                                            Islands, & the state of
   Oceania responded to                                          “Kiwi”                                                Hawaii) have affected
   the presence of foreign                                       “Aussies”                                             mainland US culture.
   powers?                                                       Uluru (or Ayers ) Rock

                                                                                                                                                  27
    Examples of Lesson                                Concepts &                               Examples of Target Goals
                              SCOS Objectives                             Vocabulary Builder
    Essential Questions                         Key People/Terms/Events                         & Global Connections
                                                 rugby                                        Global Connections:
Government:                                      Dreamtime                                     Identify which “pull &
 What benefits do                               Sydney                                          push factors” brought
  Australian & New                               Melbourne                                       the British to
  Zealanders receive as                          Wellington                                      Australia-New
  members of the British                         Micronesia                                      Zealand.
  Commonwealth?                                  Polynesia                                     Compare the British
                                                 Melanesia                                       founding of the US
Current                                                                                           state of Georgia to
                                                 “PNG”
Issues/Globalization:                                                                             Australia.
                                                 pidgin
 How can the                                                                                   Examine further why
                                                 wayfinding
    traditional way of life                                                                       the Japanese have
    survive as the                               Easter Island-Hawaii-                           immigrated in large
    “outside” world                               New
                                                                                                  numbers to Australia.
                                                  Zealand=Polynesian
    becomes closer? (see:                                                                       Compare eco-tourism
    Aborigines, Maori,                            triangle
                                                                                                  in the continent to
    Polynesians, Easter                                                                           other famous eco-
    Island, etc.)                                                                                 tourist spots.
 In the future, how will                                                                         (rainforests in Brazil-
    associating more with                                                                         Costa Rica-Mexico,
    Asian neighbors, than                                                                         African savannas, SE
    European allies,                                                                              Asian forests, Indian
    change the Australia-                                                                         reserves)
    New Zealand region?




                                                                                                                            28
                 Appendix:

    NC Department of Public Instruction’s
Cognitive Level Model: Bloom-Marzano Hybrid
               (adopted-1989)

                     and



          An Item Shells Approach to
Formulating Questions for Each Cognitive Level




                                                 29
       NCDPI Levels of Thinking & Reasoning (as adapted in 1989 from Bloom and
                                     Marzano)
NOTE: Knowledge, Organizing, & Applying are considered lower-order cognitive skills.
     Analyzing, Generating, Integrating, & Evaluating are considered higher-order cognitive skills

Knowledge
    Defining problems: clarifying needs, discrepancies, or puzzling situations
    Setting goals: establishing direction and purpose
    Observing: obtaining information through one or more senses
    Formulating questions: seeking new information through inquiry
    Encoding: storing information through long-term memory
    Recalling: retrieving information from long-term memory
   Useful Verbs: list, name, label, recall, identify, match, choose

Organizing
    Arranging information so it can be used effectively
    Comparing: noting similarities and differences between or among entities
    Classifying: grouping and labeling entities on the basis of their attributes
    Ordering: sequencing entities according to a given criterion
    Representing: changing the form but not the substance of information
   Useful verbs: categorize, group, classify, compare, contrast

Applying
     Demonstrating prior knowledge within a new situation. The task is to bring together the appropriate information, generalizations, or
      principles that are required to solve a problem.
   Useful Verbs: apply, make, show, record, construct, demonstrate, illustrate




                                                                                                                                             30
Analyzing
   Clarifying existing information by examining parts and relationships
   Identifying attributes and components: determining characteristics or parts of something
   Identifying relationships and patterns: recognizing ways in which elements are related
   Identifying main idea: identifying the central element; for examples, the hierarchy of key ideas in a message or line of reasoning
   Identifying errors: recognizing logical fallacies and other mistakes, and where possible correcting them
  Useful Verbs: outline, diagram, differentiate, analyze

Generating
   Producing new information, meaning, or ideas
   Inferring: going beyond available information to identify what reasonably may be true
   Predicting: anticipating next events or the outcome of a situation
   Elaborating: explaining by adding details, examples, or other relevant information
  Useful Verbs: conclude, predict, explain, elaborate, infer

Integrating
   Connecting and combining information
   Summarizing: combining information efficiently into a cohesive statement
   Restructuring: changing existing knowledge structures to incorporate new information
  Useful Verbs: combine, summarize, design, imagine, generalize

Evaluating
   Assessing the reasonableness and quality of ideas
   Establishing criteria: setting standards for making judgments
   Verifying: confirming the accuracy of claims
  Useful Verbs: judge, evaluate, rate, verify, assess, define criteria




                                                                                                                                         31
An Item Shells Approach to formulating questions for each cognitive level (some examples)
     KNOWLEDGE (Identifying):
     Which _____________________________________ best defines __________________________________?
      (fact, concept, principle, or procedure)
     Which _____________________________________ is characteristic of ____________________________?
      (fact, concept, principle, or procedure)

     ORGANIZING (Classifying):
     Which _____________________________________ is an example of ______________________________?
      (fact, concept, principle, or procedure)
     What completes this ________________________________________?

     APPLYING (Problem Solving)
     What is the true nature of the problem?
     Which _____________________________________ is an example of ______________________________?
     What is a possible solution?

     ANALYZING:
     What must _________________________________ consist of?
     Given _____________________________________, what is the primary cause _____________________?
     What is the relationship between ___________________________ and ___________________________?

     GENERATING (Predicting):
     What would happen if ______________________________________?
     What is needed to solve this problem?
     If ____________________________happens, what should be done to ____________________________?
     On the basis of ____________________________, what should be done to ________________________?

     INTEGRATING (Combining):
     _________________________ and _____________________ will likely make/result in _________________?
     How can ______________________________ best accomplish ___________________________?

     EVALUATING (Judging):
     What is most effective for ____________________________________?
     Which _____________________________________ is better (worse) than ___________________________?
      (fact, concept, principle, or procedure)
     What is most effective method for _____________________________?
     What is the most critical step in this procedure?
     Which step in unnecessary in this procedure?                              Adapted from Thomas M. Haladyna, Writing Test Items
     Which is the most effective (efficient) solution?                         to Evaluate Higher Order Thinking, Boston: Allyn and
     Why is _________________________ the most effective (efficient) solution? Bacon, 1999.
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