FREEHOLD REGIONAL HIGH SCHOOL DISTRICT
OFFICE OF CURRICULUM AND INSTRUCTION
CONTEMPORARY GLOBAL ISSUES
AP Comparative Government and Politics
COURSE DESCRIPTION
Grade Level: 10 Department: Contemporary Global Issues Course Title: AP Comparative Government Credits: 5.0
and Politics Course Code: 232050
Board of Education adoption date: August 27, 2012
Board of Education
Mr. Heshy Moses, President Mrs. Jennifer Sutera, Vice President
Mr. Carl Accettola Mr. William Bruno
Mrs. Elizabeth Canario Mrs. Kathie Lavin
Mr. Ronald G. Lawson Mr. Michael Messinger Ms. Maryanne Tomazic
Mr. Charles Sampson, Superintendent
Ms. Donna M. Evangelista, Assistant Superintendent for Curriculum and Instruction
Curriculum Writing Committee Mr. James St. Angelo
Supervisors
Ms. Judith Newins
AP Comparative Government and Politics
Introduction
Course Philosophy
This course will focus on the underlying principles and values of governments around the globe. We will explore the rights, responsibilities, and roles of
citizens and state institutions from six specific nations in addition to the United States. We will analyze global politics by comparing our system of
government with the diverse political structures and practices that exist in the world. In order to accomplish this task each student will engage in and
develop a variety of essential skills including critical and creative thinking, class discussions, cooperative learning, debates, research techniques, portfolio
construction, active listening, and a wide variety writing techniques.
Course Description
During the course of each unit, students will develop an intricate understanding of each nation’s political and cultural history, institutions, party system,
economic policies, social policies, political culture, and demographic trends. Each subsequent nation studied will be analyzed through comparison with
the previous units. Current and controversial issues will be explored in depth through research and construction of current event analyses portfolios for
each exemplar nation. The final unit of this course will involve cumulative projects. An individually researched, composed, and delivered speech on a
controversial issue will demonstrate students’ ability to formulate and voice informed arguments. A cooperatively-based cultural analysis and
demonstration will prove students’ abilities to reach consensus, empathize with the varied cultures and societies that have been studied throughout this
course, and present their understandings to other students throughout the school community. The end goal is increased appreciation and empathy for
diverse communities from around the globe.
Course Map and Proficiencies/Pacing
Course Map
Relevant Standards Enduring
Understanding Essential Questions
Assessments
Diagnostic Formative Summative
SOC.9-12.6.3.12.1; SOC.9-
12.6.3.12.3; SOC.9-12.6.3.12.4;
SOC.9-12.6.2.12.6; SOC.9-
12.6.3.12.4; SOC.9-12.6.2.12.3;
SOC.9-12.6.2.12.5; SOC.9-
12.6.2.12.4; SOC.9-
12.6.2.12.3;SOC.9-
12.6.2.12.C.6.a; SOC.9-
12.6.2.12.C.6.b; SOC.9-
12.6.2.12.C.6.c; SOC.9-
12.6.2.12.C.5.d; SOC.9-
12.6.2.12.C.5.e; SOC.9-
12.6.2.12.C.5.b; SOC.9-
12.6.2.12.C.5.c; SOC.9-
12.6.2.12.B.5.e; SOC.9-
12.6.2.12.6.3.12.5
WORK.9-12.9.1.12.B.1; WORK.9-
12.9.1.12.C.1; WORK.9-
12.9.1.12.C.3; WORK.9-
12.9.1.12F.2
LA.9-12.3.1.12.H.3;LA.9-
12.3.1.12.H.7;LA.9-12.3.1.12.H.1;
LA.9-12.3.5.12.B.1; LA.9-
12.3.2.12.D.2; LA.9-
12.3.5.12.C.1; LA.9-12.3.2.12.A.5
TEC.9-12.8.1.12.B.3; TEC.9-
12.8.1.12.A.5; TEC.9-
12.8.1.12.B.7; TEC.9-
12.8.1.12.A.9; TEC.9-
12.8.1.12.A.1; TEC.9-
12.8.1.12.B.8
Societies require rules,
laws, and governments.
Why do rules, laws, and
governments not
always provide for
individual rights or the
common good?
What laws are
necessary for
preservation of
societies' securities and
liberties?
What institutions seem
particular to what
geographic, cultural,
and political situations
and why?
Survey on
government
“functions” for the 8
major forms of
government
“Develop Your Own
Government” group
presentation and
write-up
Multiple choice, short
answer, and matching
test
Open ended essay or
document based
questions
SOC.9-
12.6.2.12.C.6.b; SOC.9-
12.6.2.12.C.6.c; SOC.9-
12.6.3.12.A.1; SOC.9-
12.6.2.12.A.6.c; SOC.9-
12.6.2.12.A.6.d; SOC.9-
12.6.2.12.A.6.a; SOC.9-
12.6.2.12.A.6.b; SOC.9-
12.6.2.12.C.6.a; SOC.9-
12.6.2.12.C.6.d; SOC.9-
12.6.2.12.A.5.b; SOC.9-
12.6.2.12.A.2.a; SOC.9-
12.6.2.12.C.9.c; SOC.9-
12.6.2.12.d.15.b; SOC.9-
12.6.2.12.6.3.12.5
WORK.9-12.9.1.12.C.1;
WORK.9-12.9.1.12.C.2;
WORK.9-12.9.1.12.C.3;
WORK.9-12.9.1.12.2
LA.9.12.3.3.12.A.3; LA.9-
12.3.1.12.H.5; LA.9-
12.3.1.12.H.1; LA.9-
12.3.5.12.B.1; LA.9-
12.3.3.12.A.2; LA.9-
12.3.2.12.A.5; LA.9-
12.3.2.12.D.1; LA.9-
12.3.5.12.C.2
TEC.9-12.8.1.12.B.3; TEC.9-
12.8.1.12.A.5; TEC.9-
12.8.1.12.B.7;
Citizen participation
can influence
government in a myriad
of ways.
What actions can
individuals and groups
take to impact their
society and its
governing system?
What methods of
participation are
legitimate and which
are illegitimate?
Why should citizens
participate?
Per country "Know,
Think You Know,
Want to Know" with
historical and
contemporary social
issues and conflicts
Short answer quiz on
20th and 21st Century
issues and conflicts
Multimedia presentation
analyzing how the focus
nations have addressed
these issues and offering
possible solutions
SOC.9-12.6.3.12.1; SOC.9-
12.6.3.12.3; SOC.9-
12.6.3.12.4; SOC.9-
12.6.2.12.6; SOC.9-
12.6.3.12.4; SOC.9-
12.6.2.12.3; SOC.9-
12.6.2.12.5; SOC.9-
12.6.2.12.4; SOC.9-
12.6.2.12.3;SOC.9-
12.6.2.12.C.6.a; SOC.9-
12.6.2.12.C.6.b; SOC.9-
12.6.2.12.C.6.c; SOC.9-
12.6.3.12.A.1; SOC.9-
12.6.2.12.A.6.c; SOC.9-
12.6.2.12.A.6.d; SOC.9-
12.6.2.12.A.6.a; SOC.9-
12.6.2.12.A.6.b; SOC.9-
12.6.2.12.C.6.a; SOC.9-
12.6.2.12.A.3.c; SOC.9-
12.6.2.12.C.5.b; SOC.9-
12.6.2.12.B.6.a
WORK.9-12.9.1.12.B.1;
WORK.9-12.9.1.12.C.1;
WORK.9-12.9.1.12F.2;
WORK.9-12.9.1.12.2
LA.9-12.3.1.12.H.5; LA.9-
12.3.1.12.H.3; LA.9-
12.3.5.12.B.1; LA.9-
12.3.5.12.C.1; LA.9-
12.3.3.12.A.2; LA.9-
12.3.2.12.A.5; LA.9-
12.3.2.12.D.1
TEC.9-12.8.1.12.A.9; TEC.9-
12.8.1.12.A.1; TEC.9-
12.8.1.12.B.8
Governments can
change and adapt
based on the needs of
their people.
What political
situations promote
or hinder citizen
involvement?
What historical
examples exist, which
demonstrate
governments'
progression toward
democracy over time?
What events and
actions tend to spark
government change?
"Then and Now"
matching survey of
economic and social
policies from China
and Russia (or all 6
countries) from
contemporary world
and earlier
Policy quiz or political
leaders multiple
choice quiz on China
and Russia
Current event portfolio
analyses on economics
and social welfare for
China and Russia (or all 6
countries)
SOC.9-12.6.3.12.1; SOC.9-12.6.3.12.3; SOC.9-12.6.3.12.4; SOC.9-12.6.2.12.6; SOC.9-12.6.2.12.C.6.b; SOC.9-12.6.2.12.C.6.c; SOC.9-12.6.3.12.A.1; SOC.9-12.6.2.12.A.6.c; SOC.9-12.6.2.12.A.6.d; SOC.9-12.6.2.12.A.6.a; SOC.9-12.6.2.12.A.6.b; SOC.9-12.6.2.12.C.6.a; SOC.9-12.6.2.12.A.3.c; SOC.9-12.6.2.12.C.5.b; SOC.9-12.6.2.12.B.6.a; SOC.9-12.6.2.12.A.5.b; SOC.9-12.6.2.12.A.3.b; SOC.9-12.6.2.12.C.6.a; SOC.9-12.6.2.12.A.2.a; SOC.9-12.6.2.12.C.9.c; SOC.9-12.6.2.12.d.15.b; SOC.9-12.6.2.12.6.3.12.5 WORK.9-12.9.1.12.C.2; WORK.9-12.9.1.12.C.3; WORK.9-12.9.1.12F.2; WORK.9-12.9.1.12.2 LA.9.12.3.3.12.A.3; LA.9-12.3.1.12.H.3;LA.9-12.3.1.12.H.7; LA.9-12.3.5.12.B.1; LA.9-12.3.3.12.A.2; LA.9-12.3.2.12.D.2; LA.9-12.3.2.12.A.5; LA.9-12.3.2.12.D.1 TEC.9-12.8.1.12.A.5; TEC.9-12.8.1.12.B.7; TEC.9-12.8.1.12.A.9; TEC.9-12.8.1.12.B.8
It is the responsibility of
citizens to actively
participate in politics.
How can citizens and
groups affect change to
develop democratic
tendencies in
authoritarian regimes?
How can citizens
effectively participate
in democratic systems
so their voices are
heard?
Why is it that citizens in
some political systems
opt out of political
participation?
Political protestors
multimedia quiz:
predict the results
and consequences
Position paper on a
grassroots political
movement in any one
of our six exemplar
nations
Action plan and
presentation for political
movements in any of the
six exemplar nations
SOC.9-12.6.2.12.5; SOC.9-
12.6.2.12.4; SOC.9-
12.6.2.12.3;SOC.9-
12.6.2.12.C.6.a; SOC.9-
12.6.2.12.C.6.b; SOC.9-
12.6.2.12.C.6.c; SOC.9-
12.6.3.12.A.1; SOC.9-
12.6.2.12.A.6.c; SOC.9-
12.6.2.12.A.3.c; SOC.9-
12.6.2.12.C.6.c; SOC.9-
12.6.2.12.C.6.d; SOC.9-
12.6.2.12.B.5.e; SOC.9-
12.6.2.12.B.6.a; SOC.9-
12.6.2.12.A.3.b; SOC.9-
12.6.2.12.C.6.a; SOC.9-
12.6.2.12.C.6.b; SOC.9-
12.6.2.12.C.6.c; SOC.9-
12.6.2.12.6.3.12.5
WORK.9-12.9.1.12.B.1;
WORK.9-12.9.1.12.C.1;
WORK.9-12.9.1.12.C.3;
WORK.9-12.9.1.12F.2;
WORK.9-12.9.1.12.2
LA.9-12.3.1.12.H.5; LA.9-
12.3.1.12.H.3;LA.9-
12.3.1.12.H.1; LA.9-
12.3.5.12.B.1; LA.9-
12.3.3.12.A.2; LA.9-
12.3.5.12.C.1; LA.9-
12.3.2.12.D.1
TEC.9-12.8.1.12.A.5; TEC.9-
12.8.1.12.B.3;EC.9-
12.8.1.12.B.7; TEC.9-
12.8.1.12.A.1
Nations interact with
each other through
trade, treaties, and the
use of force.
What are some specific
trade relationships that
countries have engaged
in over the past
century?
What situations have
led nations to resort
to the use of force?
Why is the use of force
seen as legitimate
behavior by the
international
community in certain
cases?
Military intervention
pre-test
“Civilian and Military
Deaths of 20th and
21st Centuries” chart
analysis
Military actions and
economic sanctions
group map projects for
each of the six exemplar
nations
SOC.9-12.6.3.12.4; SOC.9-
12.6.2.12.3; SOC.9-
12.6.2.12.5; SOC.9-
12.6.2.12.4; SOC.9-
12.6.2.12.3;SOC.9-
12.6.2.12.C.6.a; SOC.9-
12.6.2.12.C.6.b; SOC.9-
12.6.2.12.C.6.c; SOC.9-
12.6.2.12.A.5.c; SOC.9-
12.6.2.12.A.5.e; SOC.9-
12.6.2.12.C.6.b; SOC.9-
12.6.2.12.C.6.c; SOC.9-
12.6.2.12.C.6.d; SOC.9-
12.6.2.12.C.5.g; SOC.9-
12.6.2.12.C.5.f; SOC.9-
12.6.2.12.C.5.d; SOC.9-
12.6.2.12.C.5.e; SOC.9-
12.6.2.12.C.9.c; SOC.9-
12.6.2.12.d.15.b; WORK.9-
12.9.1.12.B.1; WORK.9-
12.9.1.12.C.1; WORK.9-
12.9.1.12.C.2; WORK.9-
12.9.1.12.C.3; WORK.9-
12.9.1.12F.2; WORK.9-
12.9.1.12.2
LA.9.12.3.3.12.A.3; LA.9-
12.3.1.12.H.5; LA.9-
12.3.1.12.H.3;LA.9-
12.3.1.12.H.7;LA.9-
12.3.1.12.H.1; LA.9-
12.3.5.12.B.1; LA.9-
12.3.5.12.C.1; LA.9-
12.3.3.12.A.2
TEC.9-12.8.1.12.B.3; TEC.9-
12.8.1.12.A.5; TEC.9-
12.8.1.12.B.8
In an increasingly
interdependent and
globalized world, the
actions of one nation
can and do impact the
lives of citizens from
other nations.
What social, political,
and economic problems
and opportunities arise
when cultures interact?
How do security,
economic, and welfare
decisions from
one government impact
those
same decisions by
foreign governments?
What role do
supranational
organizations play
in facilitating
international
cooperation and
improving human
rights?
Trade connections
mapping activity or
survey on United
States trade partners
and goods
Charted lists of trade
partners and goods
exchanged for any of
six exemplar nations
Formal Advanced
Placement style multiple
choice test or current
event analysis on
economic crises since
2008 United States
mortgage crisis
SOC.9-12.6.2.12.4; SOC.9-
12.6.2.12.3;SOC.9-
12.6.2.12.C.6.a; SOC.9-
12.6.2.12.C.6.b; SOC.9-
12.6.2.12.A.3.c; SOC.9-
12.6.2.12.C.5.b; SOC.9-
12.6.2.12.B.6.a; SOC.9-
12.6.2.12.A.5.b; SOC.9-
12.6.2.12.A.5.c; SOC.9-
12.6.2.12.A.5.e; SOC.9-
12.6.2.12.C.6.b; SOC.9-
12.6.2.12.C.6.c; SOC.9-
12.6.2.12.C.6.d; SOC.9-
12.6.2.12.C.5.g;
WORK.9-12.9.1.12.C.1;
WORK.9-12.9.1.12.C.3;
WORK.9-12.9.1.12F.2;
WORK.9-12.9.1.12.2
LA.9.12.3.3.12.A.3; LA.9-
12.3.1.12.H.5; LA.9-
12.3.2.12.D.2; LA.9-
12.3.5.12.C.1; LA.9-
12.3.2.12.A.5; LA.9-
12.3.2.12.D.1; LA.9-
12.3.5.12.C.2
TEC.9-12.8.1.12.B.7; TEC.9-
12.8.1.12.A.9; TEC.9-
12.8.1.12.A.1; TEC.9-
12.8.1.12.B.8
Social conflicts and
problems can be
intricate, deep
rooted, and
complex and therefore
cannot often be
resolved easily.
How do we affirm
individual and group
identities, while at the
same time respecting
and appreciating
outside groups?
Why do disputes over
limited resources often
lead to ethnic and
religious conflicts?
Why do certain groups
resort to the use of
terror or other
illegitimate coercive
tactics to get their
collective voices heard?
Graphic organizer
quiz on the cultural
and ethnic
breakdown of each
focus nation
Formal outline of
debates on Nigeria or
any other nations
under study
Research based debate:
three groups each
represent the 3 major
ethnicities in Nigeria
SOC.9-12.6.3.12.4; SOC.9-
12.6.2.12.6; SOC.9-
12.6.3.12.4; SOC.9-
12.6.2.12.3; SOC.9-
12.6.2.12.C.5.f; SOC.9-
12.6.2.12.C.5.d; SOC.9-
12.6.2.12.C.5.e; SOC.9-
12.6.2.12.C.5.b; SOC.9-
12.6.2.12.C.5.c; SOC.9-
12.6.2.12.B.5.e; SOC.9-
12.6.2.12.B.6.a; SOC.9-
12.6.2.12.D.3.c;SOC.9-
12.6.2.12.D.5.d; SOC.9-
12.6.2.12.A.3.a; SOC.9-
12.6.2.12.A.3.b; SOC.9-
12.6.2.12.C.6.a; SOC.9-
12.6.2.12.C.6.b; SOC.9-
12.6.2.12.C.6.c;
WORK.9-12.9.1.12.B.1;
WORK.9-12.9.1.12.C.1;
WORK.9-12.9.1.12.C.2;
WORK.9-12.9.1.12F.2;
WORK.9-12.9.1.12.2
LA.9-12.3.1.12.H.5; LA.9-
12.3.1.12.H.3; LA.9-
12.3.5.12.C.1; LA.9-
12.3.3.12.A.2; LA.9-
12.3.2.12.D.2; LA.9-
12.3.2.12.A.5; LA.9-
12.3.2.12.D.1; LA.9-
12.3.5.12.C.2
TEC.9-12.8.1.12.A.5; TEC.9-
12.8.1.12.B.7; TEC.9-
12.8.1.12.A.1; TEC.9-
12.8.1.12.B.8
Goods and services are
provided by local,
regional, and national
governments, which
must raise revenue
through coercion in
order to do so.
How do national,
regional, and local
governments interact
and cooperate in the
extracting and
distributing resources?
What roles do parties
play in formulating
policy stances on the
extraction of resources
and the distribution of
goods and services?
Why do
some countries'
constitutions set up
federal systems while
others call for unitary
systems?
"Know, Want to
Know, Learned"
charts on Russia,
Mexico, Nigeria, and
Iran oil reserves,
production, and
revenues
Peer assessment on
summative
presentation progress
Presentation on oil
capability, productivity,
revenue distribution,
pollution, and alternative
sources of income
SOC.9-12.6.3.12.1; SOC.9-12.6.3.12.3; SOC.9-12.6.3.12.4; SOC.9-12.6.2.12.6; SOC.9-12.6.3.12.4; SOC.9-12.6.2.12.3; SOC.9-12.6.2.12.5; SOC.9-12.6.2.12.4; SOC.9-12.6.2.12.3;SOC.9-12.6.2.12.C.6.a; SOC.9-12.6.2.12.C.6.b; SOC.9-12.6.2.12.C.6.c; SOC.9-12.6.3.12.A.1; SOC.9-12.6.2.12.A.6.c; SOC.9-12.6.2.12.A.6.d; SOC.9-12.6.2.12.A.6.a; SOC.9-12.6.2.12.A.6.b; SOC.9-12.6.2.12.C.6.a; SOC.9-12.6.2.12.A.3.c; SOC.9-12.6.2.12.C.5.b; SOC.9-12.6.2.12.B.6.a; SOC.9-12.6.2.12.A.5.b; SOC.9-12.6.2.12.A.5.c; SOC.9-12.6.2.12.A.5.e; SOC.9-12.6.2.12.C.6.b; SOC.9-12.6.2.12.C.6.c; SOC.9-12.6.2.12.C.6.d; SOC.9-12.6.2.12.C.5.g; SOC.9-12.6.2.12.C.5.f; SOC.9-12.6.2.12.C.5.d; SOC.9-12.6.2.12.C.5.e; SOC.9-12.6.2.12.C.5.b; SOC.9-12.6.2.12.C.5.c; SOC.9-12.6.2.12.B.5.e; SOC.9-12.6.2.12.B.6.a; SOC.9-12.6.2.12.D.5.a; SOC.9-12.6.2.12.D.5.c; SOC.9-12.6.2.12.D.5.d; SOC.9-12.6.2.12.D.5.e; SOC.9-12.6.2.12.D.3.a; SOC.9-12.6.2.12.D.3.c;SOC.9-12.6.2.12.D.6.a; SOC.9-12.6.2.12.D.5.d; SOC.9-12.6.2.12.A.3.a; SOC.9-12.6.2.12.A.3.b; SOC.9-12.6.2.12.C.6.a; SOC.9-12.6.2.12.C.6.b; SOC.9-12.6.2.12.C.6.c; SOC.9-12.6.2.12.C.6.d; SOC.9-12.6.2.12.A.5.b; SOC.9-12.6.2.12.A.2.a; SOC.9-12.6.2.12.C.9.c; SOC.9-12.6.2.12.d.15.b; SOC.9-12.6.2.12.6.3.12.5 WORK.9-12.9.1.12.B.1; WORK.9-12.9.1.12.C.2;WORK.9-12.9.1.12.C.3;WORK.9-12.9.1.12.2 LA.9.12.3.3.12.A.3; LA.9-12.3.1.12.H.5; LA.9-12.3.1.12.H.3;LA.9-12.3.1.12.H.7;LA.9-12.3.1.12.H.1; LA.9-12.3.5.12.B.1; LA.9-12.3.5.12.C.1; LA.9-12.3.3.12.A.2 TEC.9-12.8.1.12.B.3; TEC.9-12.8.1.12.A.5; TEC.9-12.8.1.12.B.7; TEC.9-12.8.1.12.A.1
Demographic trends
are greatly impacted by
industrial development,
urbanization, and
technology and by
government policies
regarding these.
What types of policies
do developing nations
enact in order to
best promote
democracy, economic
freedoms, and human
rights?
What makes the
socializing role of
women, mothers in
particular, so crucial to
the development of a
nation’s economy and
its acceptance of
democratic values?
When nations first
industrialize and
urbanize why do
economic inequality
and
poverty usually increase
at first?
“Social and Economic
Outcomes and
Government
Distribution of
Services” chart
analysis
Multiple choice and
short answer quiz on
citizen access to
goods, services, and
technology in rural
and urban regions
Multimedia presentation
on current access to
goods, services, and
technology in each of six
exemplar nations
Proficiencies and Pacing
Unit Title Unit Understanding(s) and Goal(s)
Recommended
Duration
Unit 1: Introduction to Comparative Politics
Societies require rules, laws, and governments.
Goods and services are provided by local, regional, and national governments, which must raise revenue through coercion in order to do so. Demographic trends are greatly impacted by industrial development, urbanization, and technology and by government policies regarding these. At the conclusion of this unit, students will be able to:
1. Students will understand the necessity and impact of governments on the societies they govern. 2. Students will understand what methods and categories should be used in order to compare and contrast political entities. 3. Students will compare and contrast major political ideologies and philosophies from the Enlightenment through contemporary time periods. 4. Students will define the terms articulation and aggregation, provide examples of entities that carry out these functions, and describe how they do so.
5 Weeks
Unit 2: United Kingdom
Nations interact with each other through trade, treaties, and the use of force.
In an increasingly interdependent and globalized world, the actions of one nation can and do impact the lives of citizens from other nations.
Goods and services are provided by local, regional, and national governments, which must raise revenue through coercion in order to do so. At the conclusion of this unit, students will be able to:
1. Students will understand the unique historical developments that have led the political environment and institutions of the United Kingdom to be classified as “gradualist.” 2. Students will compare the role and impact of government in the United Kingdom to that of governments in the other five exemplar nations. 3. Students will compare and contrast varied interest groups and parties in the United Kingdom. 4. Students will understand the impact of the United Kingdom's political system on the rest of the globe.
5 Weeks
Unit 3: China
Governments can change and adapt based on the needs of their people.
It is the responsibility of citizens to actively participate in politics.
In an increasingly interdependent and globalized world, the actions of one nation can and do impact the lives of citizens from
other nations.
Goods and services are provided by local, regional, and national governments, which must raise revenue through coercion in
order to do so.
Demographic trends are greatly impacted by industrial development, urbanization, and technology and by government policies
regarding these.
At the conclusion of this unit, students will be able to:
1. Students will understand that a democratic political culture is a necessary condition for the emergence of truly pluralistic
political institutions and civil liberties in China.
2. Students will understand the unique historical developments that have led the political environment and institutions
of China to be classified as a one-party, market system.
3. Students will compare the role and impact of government in China to that of governments in the other five exemplar
nations.
4. Students will compare and contrast methods of political participation in China to those of the other five exemplar nations.
5. Students will understand the impact of China's political system on the rest of the globe.
4 Weeks
Unit 4: Russia
Governments can change and adapt based on the needs of their people.
Nations interact with each other through trade, treaties, and the use of force.
Social conflicts and problems can be intricate, deep rooted, and complex and therefore cannot often be resolved easily.
Goods and services are provided by local, regional, and national governments, which must raise revenue through coercion in
order to do so.
Demographic trends are greatly impacted by industrial development, urbanization, and technology and by government policies
regarding these.
At the conclusion of this unit, students will be able to:
1. Students will appreciate the historical impact of tsarist, autocratic and communist, one-party domination of politics on the
contemporary policies and political culture of Russia.
2. Students will understand the paradoxical nature of the recent regime’s history dominated by a powerful executive
coupled with electoral freedoms and market economic policies.
3. Students will compare the role and impact of government in Russia to that of governments in the other five exemplar nations.
4. Students will compare and contrast varied interest groups and parties in Russia.
5. Students will understand the impact of Russia's political and economic system on the rest of the globe.
6. Students will understand the impact that oil and natural gas extraction, production, and exportation has on Russia.
4 Weeks
Unit 5: Mexico
Citizen participation can influence government in a myriad of ways.
It is the responsibility of citizens to actively participate in politics.
In an increasingly interdependent and globalized world, the actions of one nation can and do impact the lives of citizens from
other nations.
Social conflicts and problems can be intricate, deep rooted, and complex and therefore cannot often be resolved easily.
Goods and services are provided by local, regional, and national governments, which must raise revenue through coercion in
order to do so.
Demographic trends are greatly impacted by industrial development, urbanization, and technology and by government policies
regarding these.
At the conclusion of this unit, students will be able to:
1. Students will understand the impact that one-party domination of the Mexican political system for 70 years had on the
development of Mexican civil society.
2. Students will understand the unique historical developments in Mexico, from its having been a colonial territory to
its following of the agricultural-export model, that have led to the particular political environment and institutions of
Mexico.
3. Students will compare the role and impact of government in Mexico to that of governments in the other five exemplar
nations.
4. Students will compare and contrast varied interest groups and parties in Mexico.
5. Students will understand the impact of the Mexico's political and economic system on the rest of the globe.
6. Students will understand the role that oil extraction, production, and exportation plays in and the impact it has on
Mexico.
4 Weeks
Unit 6: Iran
Governments can change and adapt based on the needs of their people.
It is the responsibility of citizens to actively participate in politics.
Nations interact with each other through trade, treaties, and the use of force.
Demographic trends are greatly impacted by industrial development, urbanization, and technology and by government policies regarding these. At the conclusion of this unit, students will be able to: 1. Students will understand the paradoxical nature of a theocratic, Islamist regime with limited electoral freedoms and market economic policies. 2. Students will understand the unique historical developments that have led to the particular political environment and institutions of Iran. 3. Students will compare the role and impact of government in Iran to that of governments in the other five exemplar nations. 4. Students will compare and contrast varied interest groups and parties in Iran. 5. Students will understand the impact of Iran's political and economic system on the rest of the globe. 6. Students will understand the role that oil extraction, production, and exportation plays in and the impact it has on Iran.
4 Weeks
Unit 7: Nigeria
Governments can change and adapt based on the needs of their people.
It is the responsibility of citizens to actively participate in politics.
Nations interact with each other through trade, treaties, and the use of force.
Social conflicts and problems can be intricate, deep rooted, and complex and therefore cannot often be resolved easily.
Goods and services are provided by local, regional, and national governments, which must raise revenue through coercion in order to do so.
Demographic trends are greatly impacted by industrial development, urbanization, and technology and by government policies regarding these. At the conclusion of this unit, students will be able to: 1. Students will appreciate the historical impact of imperialism and ethnicity on the unique version of federalism and politics and
on the current socio-economic status of Nigeria.
2. Students will compare the role and impact of government in Nigeria to that of governments in the other five exemplar nations.
3. Students will compare and contrast varied ethnic groups, interest groups, and parties in Nigeria.
4. Students will understand the impact of Nigeria's political and economic system on the rest of the globe.
5. Students will understand the role that oil extraction, production, and exportation plays in and the impact it has on Nigeria.
4 Weeks
Unit 8: End of
Year Media
Analyses and
Service Learning
Projects
It is the responsibility of citizens to actively participate in politics.
Citizen participation can influence government in a myriad of ways.
At the conclusion of this unit, students will be able to:
1. Students will develop an appreciation of and empathize with cultures and societies existing under state systems both
similar to and markedly different from our own.
2. Students will analyze media for bias and historical inaccuracy.
3. Students will create and present cumulative, multi-media, end of course projects which will instruct and enlighten their
younger schoolmates.
5 Weeks
Unit 1: Introduction to Comparative Politics
Unit 1: Introduction to Comparative Government
Enduring Understandings:
Societies require rules, laws, and governments.
Nations interact with each other through trade, treaties, and the use of force.
In an increasingly interdependent and globalized world, the actions of one nation can impact the lives of citizens from other nations.
Essential Questions:
Why do rules, laws, and governments not always provide for individual rights or the common good?
What laws are necessary for preservation of societies' securities and liberties?
How do national, regional, and local governments interact and cooperate when distributing resources?
Why do some countries' constitutions set up federal systems while others call for unitary systems?
What social, political, and economic problems and opportunities arise when cultures interact?
How do security, economic, and welfare decisions from one government impact those same decisions by foreign governments?
What role do supranational organizations play in facilitating international cooperation and improving human rights?
Why is the use of force seen as legitimate behavior by the international community in certain cases?
Unit Goals:
Students will understand the necessity and impact of governments on the societies they govern.
Students will understand what methods and categories should be used in order to compare and contrast political entities.
Students will compare and contrast major political ideologies and philosophies from the Enlightenment through contemporary time periods.
Students will define the terms articulation and aggregation, provide examples of entities that carry out these functions, and describe how they do so.
Recommended Duration: 5 weeks
Guiding/Topical
Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments
Why are governments
necessary and what
functions do they
perform?
Students will explain the
reasons societies need
governments.
Students will list and define
differing forms of
governments.
Text(s)
Streaming Video
Online resources (see Resource
Appendix)
Lecture and discussion
coupled with daily
reflection questions
Cooperative group work to
“create your own
governments" followed by
critical discussion and
suggestions
Advanced Placement style,
multiple choice test
identifying major terms,
systems, and political
structures in modern
societies
Short answer quiz on the
need for and paradoxes of
government
What are the major
categories of systems of
government?
Students will list and describe
varied types of governments.
Students will assess whether
there are specific historical or
socio-political situations that
have a causal relationship
with specific forms of
government having emerged
and dominated political
systems.
Text(s)
Streaming Video
Online resources (see Resource
Appendix)
Lecture and discussion
coupled with daily
reflection questions
Fill in charts or graphic
organizers
Quiz: describing the
theories of Locke, Hobbes,
Rousseau, and
Montesquieu
Graphic organizer
completion on major types
of government
What methods are best used to compare political systems?
Students will explain the theories of major European and American political philosophers. Students will define comparative politics. Students will appreciate the methods and purpose of comparative political science.
Text(s)
Streaming Video
Online resources (see Resource
Appendix)
Reading and outlining of text Lecture and discussion coupled with daily reflection questions
Short answer and multiple choice quiz: describing the theories of Locke, Hobbes, Rousseau and Montesquieu
What do the terms “political culture” and “political socialization” mean?
Students will define/explain the following terms: political system, state, nation state, nation, legitimacy. Students will assess their own political culture and values. Students will list and rank the influence of socializing agents on their own lives.
Text(s)
Streaming Video
Online resources (see Resource
Appendix)
Surveys and whole class activities on political culture and socialization Lecture and discussion coupled with daily reflection questions
Completion of reflection essays accompanying political culture activity Journal activities
How do groups articulate and aggregate interests?
Students will define the terms articulate and aggregate. Students will research and describe American examples of structures that articulate and aggregate. Students will appreciate the role of interests and parties on political systems.
Text(s)
Streaming Video
Online resources (see Resource
Appendix)
Lecture and discussion coupled with daily reflection questions
Individual text and internet research on parties, interests, agents of socialization
Short answer quiz on articulation and aggregation and the methods and agents of each
What common structures and institutions are found in political systems throughout the world?
Students will explain and differentiate between the major branches of government. Students will appreciate the role of interests and parties on political systems. Students list and explain varied elements of political socialization.
Text(s)
Streaming Video
Online resources (see Resource
Appendix)
Lecture and discussion coupled with daily reflection questions Individual text and internet research on types of political systems, governments, party, interest, and economic systems
Cooperative group work to create "Your Own Government" followed by critical discussion and suggestions
Advanced Placement style multiple choice quiz "Create Your Own Government" reflective essay or persuasive speech
How do nations extract, distribute and regulate resources?
Students describe federal, state, ands concurrent powers in the United States federal system. Students will define the terms extract, distribute, and regulate. Students will cite examples of extractive, distributive, and regulatory policies in the United States, New Jersey, and local government.
Text(s)
Streaming Video
Online resources (see Resource
Appendix)
Lecture and discussion coupled with daily reflection questions
Individual text and internet research on political freedoms and methods of coercion, extraction, and distribution
Completion of graphic organizer or flow chart listing specific countries and their methods of extraction, regulation, and distribution of resources
SOC.9-12.6.1.12
All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.
SOC.9-12.6.1.12.A.1.b Analyze how gender, property ownership, religion, and legal status affected political rights. SOC.9-12.6.2.12.2 Ideas developed during the Renaissance, Scientific Revolution, Reformation, and Enlightenment led to political, economic, and cultural changes that have had a lasting impact. SOC.9-12.6.2.12.A.2.a Determine how the principle ideas of the Enlightenment (e.g., rationalism, secularism, tolerance, empiricism, natural rights, contractual government, laissez-faire economics,
promotion by merit, and new theories of education) altered political thought in Europe, and trace the impact of these ideas over time. SOC.9-12.6.2.12.D.2.d Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual worlds. SOC.9-12.6.2.12.C.5.b Compare and contrast free market capitalism, Western European democratic socialism, and Soviet communism. SOC.9-12.6.3.12.1 Determine the credibility and value of information, while also considering context, point of view, and multiple perspectives. SOC.9-12.6.3.12.3 Collaboratively evaluate possible solutions to problems and conflicts that arise in an interconnected world. SOC.9-12.6.3.12.5 Communicate through rational and persuasive written and oral arguments to present solutions to controversial issues. TEC.9-12.8.1.12 A.1 Create a multi-page document with citations using word processing software in conjunction with other tools that demonstrates the ability to format, edit, and print. TEC.9-12.8.1.12 A.9 Merge information from one document to another. TEC.9-12.8.1.12 B.3 Make informed choices among technology systems, resources, and services in a variety of contexts. WORK.9-12.9.1.12.1 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences. WORK.9-12.9.1.12.1 Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. WORK.9-12.9.1.12.1 Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. LA.9-12.3.1.12.H.1 Select appropriate electronic media for research and evaluate the quality of the information received. LA.9-12.3.5.12.C.1 Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family and social institutions, cf. health
and physical education standards and visual and performing arts standards). LA.9-12.3.5.12.C.2 Identify and discuss the political, economic, and social influences on news media.
Differentiation
Student choice in article selections; personal opinion reflections in current event portfolios; student choice in development of “Your Own
Government" policies and institutions project; "Assess Your Personal Political Culture" surveys, analyses and reflections. Multimedia presentations
and use of interactive whiteboards for notes.
Technology
Presentation of materials and assistance of lecture or note dissemination through multimedia presentations focusing on need for government and on
political culture and socialization; BBC and/or CNN news story streaming video to supplement current events; online research of news sources and
sites for current event analyses on the United Kingdom and China; streaming videos to supplement other materials including topics of Locke, Hobbes,
and Rousseau.
College and Workplace Readiness
Students will engage in critical thinking on why governments are a necessity; students will use public speaking skills to present multiple assignments
including the "Create Your Own Government" lesson; students will form arguments and use reasoning skills in a variety of essays including a reflection
essay on their political culture and agents of socialization that led to it.
Unit 2: The United Kingdom
Unit 2: The United Kingdom
Enduring Understandings:
Nations interact with each other through trade, treaties, and the use of force.
In an increasingly interdependent and globalized world, the actions of one nation can impact the lives of citizens from other nations.
Goods and services are provided by local, regional, and national governments.
Essential Questions:
What social, political, and economic problems and opportunities arise when cultures interact?
How and why do security and economic decisions impact all nations?
What role do supranational organizations play in facilitating international cooperation and improving human rights?
How do national, regional, and local governments interact and cooperate in the extracting and distributing of resources?
What roles do political parties play in formulating policy stances on the extraction of resources and the distribution of goods and services?
Unit Goals:
Students will understand the unique historical developments that have led the political environment and institutions of the United Kingdom to
be classified as “gradualist.”
Students will compare the role and impact of government in the United Kingdom to that of governments in the other five exemplar nations.
Students will compare and contrast varied interest groups and parties in the United Kingdom.
Students will understand the impact of the United Kingdom's political system on the rest of the globe.
Recommended Duration: 4 weeks
Guiding/Topical Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments
How does the United Kingdom rank compared to other developed and Western democracies in terms of social welfare, prosperity, political pluralism, and civil liberties?
Students will assess the success of the United Kingdom's policies on domestic, political and economic justice and compare this to the efficacy of the other five exemplar nation's policies. Students will compare and contrast standards of living and access to health care, communications, and media in the United to Kingdom to standards of and access to the same in the five other exemplar nations.
Text(s) Internet News Sources (See Resource Appendix) Feature Film Clips: Iron Lady, The Queen Streaming Video
Lecture and discussion coupled with daily reflection questions
Cooperative learning groups for research on, construction of, and presentation of United Kingdom “Anthems” Student generated charts and graphs comparing policy impacts in the United Kingdom to other exemplar nations
Song lyrics and performance of them for United Kingdom "Anthems" Graphic organizers Persuasive speeches Student created Infomercials or digital collages
What role (and prospective role) does the United Kingdom play in Western Europe, Europe, and the larger world?
Students will describe the United Kingdom's relationship with the United States, the United Nations, the European Union, and other supranational organizations. Students will appreciate the impact of the United Kingdom's international trade and monetary policies on the globe.
Text(s) Internet News Sources (See Resource Appendix) Streaming Video
Individually based, current events research, portfolio construction, and presentations with discussions
Lecture/Discussion coupled with daily reflection questions
Current Events Portfolios Short answer and essay quiz or test on the United Kingdom's international relations
What impact has the British parliamentary political system had on other contemporary governments?
Students will compare and contrast the systems of governance in the United States and the five other exemplar nations covered in this course to that of the United Kingdom. Students will assess the influence of British gradualist political history on the constitutions and governments of the other five exemplar nations. Students will describe the impact of British imperial era policy on the government and society of Nigeria.
Text(s) Internet News Sources (See Resource Appendix) Streaming Video
Lecture and discussion coupled with daily reflection questions
Individual outlining of text Individual internet and text research on constitutional institutions of the United Kingdom and other exemplar nations
Reflection essays on influence of the United Kingdom Advanced Placement style multiple choice quiz Outlining
What impact has decolonization had on British economics, politics, and standards of living?
Students will differentiate between the U.K's international relationships with Commonwealth countries and non-Commonwealth countries, both developed and developing. Students will assess the developing relationship of the United Kingdom to the United States and the European Union/Community. Student’s will compare and contrast economic policy and standards of living in the United Kingdom from the imperial era to those of the post-imperial era.
Text(s) Internet News Sources (See Resource Appendix) Streaming Video
Lecture and discussion coupled with daily reflection questions
Individually based text and internet research on economic policies and social capitol in the United Kingdom Individually based, current events research, portfolio construction, and presentations with discussions Outlining of text
Advanced Placement style essay Current events reflections Document-based questions
How has the United
Kingdom implemented
its own brands of
parliamentary
governance and
unitarism?
Students will describe and chart
the roles of the central and
regional governments in policy
development and implementation
in the United Kingdom.
Students will assess changes
brought about by devolution in the
late 20th and early 19th
century history of the United
Kingdom.
Students will describe the electoral
process in the United Kingdom.
Text(s) Internet News Sources (See Resource Appendix) Streaming Video
Cooperative learning
groups for construction of a
map and graphic organizer
to describe the four
countries, their political
cultures, and their
assemblies’ powers.
Individually based media
analysis and accuracy
internet research
Individually based text and
internet research
devolution to local
governments, Scotland,
Wales and Northern Ireland
Completed maps and
graphic organizers
Advanced Placement style
multiple choice and/or
essay test
Film historical accuracy
analyses and reflections
Peer editing and teaching
SOC.9-12.6.1.12.C.9.c Explain the interdependence of various parts of a market economy. SOC.9-12.6.1.12.D.15.b. Compare the perspectives of other nations and the United States regarding United States foreign policy. SOC.9-12.6.2.12.A.2.a Determine how the principle ideas of the Enlightenment (e.g., rationalism, secularism, tolerance, empiricism, natural rights, contractual government, laissez-faire economics, promotion by merit, and new theories of education) altered
political thought in Europe, and trace the impact of these ideas over time. SOC.9-12.6.2.12.A.5.b Analyze the structure and goals of the United Nations and evaluate the organization's ability to solve or mediate international conflicts. SOC.9-12.6.2.12.C.5.b Compare and contrast free market capitalism, Western European democratic socialism, and Soviet communism. SOC.9-12.6.2.12.C.5.f Assess the impact of the European Union on member nations and other nations. SOC.9-12.6.2.12.A.6.d Assess the effectiveness of responses by governments and international organizations to tensions resulting from ethnic, territorial, religious, and/or nationalist differences. SOC.9-12.6.2.12.C.6.a Evaluate efforts of governmental, nongovernmental, and international organizations to address economic imbalances and social inequalities. SOC.9-12.6.3.12.1 Determine the credibility and value of information, while also considering context, point of view, and multiple perspectives. SOC.9-12.6.3.12.4 Critically analyze information, make ethical judgments, and responsibly address controversial issues. SOC.9-12.6.3.12.5 Communicate through rational and persuasive written and oral arguments to present solutions to controversial issues. TEC.9-12.8.1.12 A.1 Create a multi-page document with citations using word processing software in conjunction with other tools that demonstrates the ability to format, edit, and print. TEC.9-12.8.1.12 A.9 Merge information from one document to another. TEC.9-12.8.1.12 B.7 Evaluate information sources for accuracy, relevance, and appropriateness. TEC.9-12.8.1.12 B.8 Compose, send, and organize e-mail messages with and without attachments. WORK.9-12.9.1.12.1 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.1 Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. WORK.9-12.9.1.12.1 Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. WORK.9-12.9.1.12.C.2 Analyze the common traits of effective state, national, or international leaders. WORK.9-12.9.1.12.1 Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives. WORK.9-12.9.2.12.1 Educational achievement, career choice, and entrepreneurial skills all play a role in achieving a desired lifestyle. LA.9-12.3.2.12.A.5 Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing. LA.9-12.3.2.12.D.1 Employ the most effective writing formats and strategies for the purpose and audience. LA.9-12.3.2.12.D.2 Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay) that: LA.9-12.3.3.12.A.2 Support, modify, or refute a position in small or large-group discussions. LA.9-12.3.5.12.B.1 Analyze media for stereotyping (e.g., gender, ethnicity). LA.9-12.3.5.12.C.1 Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family and social institutions, cf. health and physical education standards and visual and
performing arts standards). LA.9-12.3.5.12.C.2 Identify and discuss the political, economic, and social influences on news media.
Differentiation
Strategies for differentiation might include student choice in development of assessments, flexible grouping, and providing opportunities for these
academically talented students to manipulate abstract ideas and make connections.
Technology
Presentation of materials and assistance of lecture or note dissemination on the United Kingdom through multimedia presentations focusing on
politics in Ireland and historical foundations of parliamentary government using the interactive whiteboard. Using online digital resources such as
BBC and or CNN news story streaming video to supplement current events lessons on politics of the United Kingdom will allow students multiple
perspectives.
College and Workplace Readiness
Students will produce college level current event analysis portfolios, which will require higher order reasoning and critical thinking to synthesize and
present their opinions on United Kingdom policy. Students will write a variety of college level essays including one comparing parliamentary systems
to presidential systems. Students will also demonstrate their speaking and presentation skills with the "United Kingdom Anthem" activity.
Unit 3: China
Unit 3: People's Republic of China
Enduring Understandings:
Governments can change and adapt based on the needs of their people.
Demographic trends are greatly impacted by industrial development, urbanization, and technology and by government policy.
Essential Questions:
What types of policies do developing nations enact in order to best promote democracy, economic freedoms, and human rights?
What makes the socializing role of women, mothers in particular, so crucial to the development of a nation’s economy and its acceptance of
democratic values?
When nations first industrialize and urbanize why do economic inequality and poverty usually increase at first?
What political situations promote or hinder citizen involvement?
What events and actions tend to spark government change?
How can citizens and groups affect change to develop democratic tendencies in authoritarian regime?
What roles do political parties play in formulating policy stances on the extraction of resources and the distribution of goods and services?
Unit Goals:
Students will understand that a democratic political culture is a necessary condition for the emergence of truly pluralistic political institutions and
civil liberties in China.
Students will understand the unique historical developments that have led the political environment and institutions of China to be classified as a one-
party, market system.
Students will compare the role and impact of government in China to that of governments in the other five exemplar nations.
Students will compare and contrast methods of political participation in China to those of the other five exemplar nations.
Students will understand the impact of China's political system on the rest of the globe.
Recommended Duration: 4 weeks
Guiding/Topical
Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments
How does China rank
compared to other
communist nations
(past and present),
developing nations, and
Western democracies in
terms of social welfare,
prosperity, and civil
liberties?
Students will list and describe
trends in population
growth/movement,
urbanization, technology, and
the job market in China and
compare and contrast these
with the other exemplar
nations.
Students will assess the impact
of the free market on social
policies and standards of living
in China.
Text(s)
Foreign Affairs Magazine
The Economist Magazine
Feature Film clips: The Last
Emperor, The Red Violin
See Resource Appendix for
suggested digital resources
Lecture and discussion
coupled with daily reflection
questions
Individual portfolio research
using internet and print
media sources
R.A.F.T. Assignment
Short answer quiz based on
charts and graphs from text:
describing the current
situation with rule of law and
human rights violations, and
availability of goods and
services in China
Charts comparing interests
and parties in China with
those in previously studied
nations
Current events portfolio
Reflective journals
What role and
prospective role does
the China play in East
Asia, Eurasia, and the
larger world?
Students will compare and contrast the branches of government in China to those of other nations. Students will compare on contrast the impact of Chinese economics to that of the other six exemplar nations. Students will assess the role China plays and rank its impact regarding policies of international organizations such as the United Nations and the International Monetary Fund.
Text(s)
See Resource Appendix for
suggested digital resources
Individual or group internet
and text research followed up
with chart construction
Current event research and
analysis
Document analysis
Designing original graphic
organizers
Advanced Placement style
comparative essay
Document-based questions
Current events reflections
How has China’s unique
cultural and
geographical history
impacted contemporary
Chinese political
institutions and
international relations?
Students will appreciate and
explain the impact that
Confucianism, communism,
and nationalism have had on
the history of Chinese politics.
Students will describe the
policy making and policy
influencing bodies in China.
Students will compare and
contrast Chinese structures'
and institutions' impact upon
policy during the era of Mao as
opposed to the market
economics era.
Text(s)
See Resource Appendix for
suggested digital resources
Lecture and discussion coupled with daily reflection questions Individual text research and outlining Text outlining Reading for information Individually based internet research on media accuracy and film portrayal of historical events Debates, role plays and simulations
Advanced Placement style
essay and or multiple
choice test
Demographic trends special
purpose map analysis
Media analyses and
film accuracy reflections
Expository essay
Annotated timelines
How have market
reforms and
deregulation impacted
Chinese economics and
civil society?
Students will compare and contrast Maoist economics to the reforms of Deng and contemporary Chinese leaders assessing the impacts of the pre and post-Mao policies. Students will assess the impact of free market policies on political pluralism and interest group formation in China. Students will compare and contrast Chinese structures' and institutions' impact on policy during the era of Mao as opposed to the market economics era.
Text(s)
See Resource Appendix for
suggested digital resources
Cooperative learning groups
for research on, construction
of, and presentation of
Chinese
propaganda posters (Mao
and Contemporary Era)
Individual internet and
periodical research for
current event portfolios
Advanced Placement style
essay and or multiple choice
test
Current event portfolio
completion
Propaganda posters and
scored presentations
What impact have Mao
and subsequent
communist leadership
had on the prospects
for developing liberal
democratic institutions
in China?
Students will describe and
assess the “plurality” of the
interest groups system and
party system in China.
Students will assess the impact
of free market policies
on political pluralism and
interest group formation in
China.
Students will appreciate the
efforts of reformers in China
such as the Tiananmen Square
students, Hu Yaobang, and Ai
Weiwei.
Text(s)
See Resource Appendix for
suggested digital resources
Cooperative learning groups
for construction of a graphic
organizer to describe the
hierarchies and parallel
structures in government
(national and local) and party
as well as party and interest
influence in the Mao and
post-Mao eras
Scored round table discussion
Outlining of text and reading
for information
Graphic organizer completion
Graphic organizer open-notes
quiz
Student generated prompts
for pluralism reflection essays
SOC.9-12.6.2.12.D.3.c Compare and contrast China's and Japan's views of and responses to imperialism, and determine the effects of imperialism on the development and prosperity of each country in the 20th century.
SOC.9-12.6.2.12.5 Decolonization, the emergence of new independent nations, and competing ideologies changed the political landscape and national identities of those involved, and sometimes included military confrontations and violations of human rights. International migration and scientific and technological improvements in the second half of the 20th century resulted in an increasingly global economy and society that are challenged by limited natural resources.
SOC.9-12.6.2.12.A.5.b Analyze the structure and goals of the United Nations and evaluate the organization's ability to solve or mediate international conflicts. SOC.9-12.6.2.12.A.5.c Explain how World War II led to aspirations for self-determination, and compare and contrast the methods used by African and Asian countries to achieve independence. SOC.9-12.6.2.12.A.5.e Assess the progress of human and civil rights around the world since the 1948 U.N. Declaration of Human Rights. SOC.9-12.6.2.12.C.5.b Compare and contrast free market capitalism, Western European democratic socialism, and Soviet communism. SOC.9-12.6.2.12.C.5.d Determine the challenges faced by developing nations in their efforts to compete in a global economy. SOC.9-12.6.2.12.C.5.e Assess the reasons for and consequences of the growth of communism and shift toward a market economy in China. SOC.9-12.6.2.12.D.5.a Relate the lingering effects of colonialism to the efforts of Latin American, African, and Asian nations to build stable economies and national identities. SOC.9-12.6.2.12.A.6.d Assess the effectiveness of responses by governments and international organizations to tensions resulting from ethnic, territorial, religious, and/or nationalist differences. SOC.9-12.6.2.12.C.6.b Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy, political stability, and
use of resources. SOC.9-12.6.2.12.C.6.c Assess the role government monetary policies, central banks, international investment, and exchange rates play in maintaining stable regional and global economies. SOC.9-12.6.3.12.3 Collaboratively evaluate possible solutions to problems and conflicts that arise in an interconnected world. SOC.9-12.6.3.12.4 Critically analyze information, make ethical judgments, and responsibly address controversial issues. WORK.9-12.9.1.12.1 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.1 Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. WORK.9-12.9.1.12.1 Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. WORK.9-12.9.1.12.C.2 Analyze the common traits of effective state, national, or international leaders. LA.9-12.3.2.12.A.5 Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing. LA.9-12.3.2.12.D.1 Employ the most effective writing formats and strategies for the purpose and audience. LA.9-12.3.2.12.D.2 Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay) that: LA.9-12.3.5.12.A.2 Identify and evaluate how a media product expresses the values of the culture that produced it. LA.9-12.3.5.12.B.1 Analyze media for stereotyping (e.g., gender, ethnicity). LA.9-12.3.5.12.C.2 Identify and discuss the political, economic, and social influences on news media.
Differentiation
Teachers may allow student choice in article reading selections based on personal interests. Structure cooperative groups based on learning goals
and styles and organize students into expert groups to teach and reinforce key concepts. This chapter also lends itself to allowing students to
explore their creativity as they design posters and organize oral presentations.
Technology
The interactive whiteboard is an essential component in daily lessons. In addition, having tablets or netbooks for research allows students to access
up-to-the-minute statistics required for success in this course.
College and Workplace Readiness
Collaboration is a skill essential to both college and in the workplace. Students learn to cooperate in flexible groups to problem solve and create a
product according to specific parameters. Students will also hone their public speaking skills.
Unit 4: Russia
Unit Plan
Enduring Understandings:
Governments can change and adapt based on the needs of their people.
It is the responsibility of citizens to actively participate in politics.
Nations interact with each other through trade, treaties, and the use of force.
Essential Questions:
What political situations promote or hinder citizen involvement?
What events and actions tend to spark government change?
How can citizens and groups affect change to develop democratic tendencies in authoritarian regimes?
How can citizens effectively participate in democratic systems so their voices are heard?
What situations have led nations to resort to the use of force?
Why is the use of force seen as legitimate behavior by the international community in certain cases?
Unit Goals:
Students will appreciate the historical impact of tsarist, autocratic and communist, one-party domination of politics on the contemporary policies and
political culture of Russia.
Students will understand the paradoxical nature of the recent regime’s history dominated by a powerful executive coupled with electoral freedoms and
market economic policies.
Students will compare the role and impact of government in Russia to that of governments in the other five exemplar nations.
Students will compare and contrast varied interest groups and parties in Russia.
Students will understand the impact of Russia's political and economic system on the rest of the globe.
Students will understand the impact that oil and natural gas extraction, production, and exportation has on Russia.
Recommended Duration: 4 weeks
Guiding/Topical Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments
What role (and prospective role) does Russia play in Europe and the larger world?
Students will be able to use the internet and text sources to research current events and contemporary issues.
Students will compare and contrast the role Russia plays in the larger world to that of other nations studied in this class.
Text(s)
Feature film clips: Reds, Doctor Zhivago
See Resource Appendix for digital resources
Individually based, current events research, portfolio construction, and presentations and discussions Individually based text and internet research on Russian Revolution and the market “revolution” of the 1980’s Text outlining
Current events portfolio with reflection journal Advanced Placement style essay or short answer quiz comparing Russia to other exemplar nations in terms of international policy
How does Russia rank compared to other developing and developed democracies in terms of social welfare, prosperity, and, political pluralism, and civil liberties?
Students will compare, contrast, and rank Russia to other countries studied in this course.
Students will list, describe, and assess the “plurality” of interest groups and parties in Russia. Students will list and describe trends in population growth/movement, urbanization, technology, and the job market.
Text(s)
See Resource Appendix for digital resources
Individually based text and internet research on "political goods and outputs" of Russia
Advanced Placement style short answer quiz based on charts and graphs comparing social welfare and standards of living in Russia to other nations studied Charts comparing interests and parties in Russia with those in previously studied nations
What impact has Russia’s tsarist and communist history had on Russian economics, politics, and international policies?
Students will appreciate the tsarist and communist history of contemporary Russia.
Students will create a graphic organizer to explain the roles and functions of the institutions and structures particular to Russia’s political system.
Text(s)
See Resource Appendix for digital resources
Lecture and discussion coupled with daily reflection questions Individually based internet research on media accuracy and portrayal of historical events on film Cooperative learning groups for construction of a graphic organizer to describe the powers of the Russian president and Congress Debates Scored discussions
Graphic organizer quiz on the powers and functions of the Russian president, congress, and other major political structures
“Russian Review Jeopardy” Media analyses and historical accuracy of film reflection papers Student generated persuasive prompt
What impact has natural resource dependence had on Russian economics, politics, and standards of living?
Students will assess the role that rising resource prices have played in the "radicalized" stances Russia has taken from dealings with the United Nations to support for breakaway Georgian republics.
Text(s)
See Resource Appendix for digital resources
Individually based, current events research, portfolio construction, and presentations/discussions Individually based text research and outing on Russian economics and oil dependence
Advanced Placement style, multiple choice test identifying major terms, figures, organizations, and political structures in Russia Advanced Placement style essay on Russian resource dependence
How have market reforms and deregulation impacted Russian economics, politics, and society?
Students will compare and contrast the effects of domestic economic policy under the communist party to the deregulation and market programs from the Gorbachev era through contemporary times. Students will appreciate the radical changes brought about by the rapid dual transition in 1990's Russia.
Text(s)
See Resource Appendix for digital resources
Individually based text and internet research on "political goods and outputs" of Russia Cooperative learning groups for construction of a graphic organizer to describe the powers of the Russian president and Congress
Mini presentations describing revolutions of 1917 and 1980’s, economic policies, and current leadership in Russia
Advanced Placement style, multiple choice test identifying major terms, figures, organizations, and political structures in Russia Tiered assessments
What impact has 20th Century,
communist party domination
of the Russian political system
had on Russia’s current socio-
economic condition and its
prospects for a system guided
by the rule of law?
Students will assess the impact
of "rule of law" during the
Putin era.
Students will compare and
contrast communist one-party
leadership with the current
leadership of United Russia
under a more pluralistic party-
system.
Text(s)
See Resource Appendix
for digital resources
Lecture and discussion coupled
with daily reflection questions
Outlining of text
Cooperative learning groups
for research on, construction
of, and presentation of Russian
Review Games
Advanced Placement style essay on corruption and rule of law
Graphic organizer quiz on the powers and functions of the Russian president, congress, and other major political structures Outlines
Advanced Placement style, multiple choice test identifying major terms, figures, organizations, and political structures in Russia
SOC.9-12.6.2.12.A.3.c Relate the responses of various governments to pressure for self-government or self-determination to subsequent reform or revolution. SOC.9-12.6.2.12.C.5.b Compare and contrast free market capitalism, Western European democratic socialism, and Soviet communism. SOC.9-12.6.2.12.C.5.c Assess the impact of the international arms race, the space race, and nuclear proliferation on international politics from multiple perspectives. SOC.9-12.6.2.12.C.5.d Determine the challenges faced by developing nations in their efforts to compete in a global economy. SOC.9-12.6.2.12.C.5.f Assess the impact of the European Union on member nations and other nations. SOC.9-12.6.2.12.C.5.g Evaluate the role of the petroleum industry in world politics, the global economy, and the environment. SOC.9-12.6.2.12.A.6.b Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and
human rights. SOC.9-12.6.2.12.A.6.c Analyze why terrorist movements have proliferated, and evaluate their impact on governments, individuals, and societies. SOC.9-12.6.2.12.C.6.a Evaluate efforts of governmental, nongovernmental, and international organizations to address economic imbalances and social inequalities. SOC.9-12.6.2.12.C.6.b Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy, political stability, and
use of resources. SOC.9-12.6.3.12.1 Determine the credibility and value of information, while also considering context, point of view, and multiple perspectives. SOC.9-12.6.3.12.3 Collaboratively evaluate possible solutions to problems and conflicts that arise in an interconnected world. TEC.9-12.8.1.12 A.1 Create a multi-page document with citations using word processing software in conjunction with other tools that demonstrates the ability to format, edit, and print. TEC.9-12.8.1.12 A.9 Merge information from one document to another. TEC.9-12.8.1.12 B.7 Evaluate information sources for accuracy, relevance, and appropriateness. TEC.9-12.8.1.12 B.8 Compose, send, and organize e-mail messages with and without attachments. WORK.9-12.9.1.12.1 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.1 Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. WORK.9-12.9.1.12.1 Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives. LA.9-12.3.2.12.A.5 Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing. LA.9-12.3.2.12.D.1 Employ the most effective writing formats and strategies for the purpose and audience. LA.9-12.3.2.12.D.2 Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay) that: LA.9-12.3.5.12.C.2 Identify and discuss the political, economic, and social influences on news media.
Differentiation
In this unit students design, create and implement a review game to prepare themselves and each other for the summative assessment on Russia.
Throughout the unit, opportunities exist for choice for homework assignments and formative assessments.
Technology
Presentation of materials and assistance of lecture or note dissemination through multimedia presentations focusing on the Russian Revolution and the
Soviet collapse as well as Stalinist era policies; BBC and or CNN news story streaming video to supplement current events focusing on Putin, electoral
politics, and poverty; on line research of news sources and sites for current event analyses on Russia and Mexico; streaming video or brief clips from
feature films are used to supplement other materials including topics of the Ukrainian Famine of the 1930's and the coupe of 1989. Technology savvy
students may also offer insight into the application of other technology resources.
College and Workplace Readiness
Students will collaborate to design mutli-faceted review games. Students must meet specific deadlines as they submit the various tiered components
of their projects.
Unit 5: Mexico
Unit Plan
Enduring Understandings:
Governments can change and adapt based on the needs of their people.
It is the responsibility of citizens to actively participate in politics.
Social conflicts and problems can be intricate, deep rooted, and complex and therefore cannot often be resolved easily.
Essential Questions:
How can citizens and groups affect change to develop democratic tendencies in authoritarian regimes?
Why is the use of force seen as legitimate behavior by the international community in certain cases?
How do we affirm individual and group identities, while at the same time respecting and appreciating outside groups?
What specific trade relationships have nations engaged in during the last century?
Why do disputes over limited resources often lead to ethnic and religious conflicts?
Why do certain groups resort to the use of terror or other illegitimate coercive tactics to get their collective voices heard?
How do national, regional, and local governments interact and cooperate in the extracting and distributing resources?
What roles do parties play in formulating policy stances on the extraction of resources and the distribution of goods and services?
Why do some countries' constitutions set up federal systems while others call for unitary systems?
Unit Goals:
Students will understand the impact that one-party domination of the Mexican political system for 70 years had on the development of Mexican civil
society.
Students will understand the unique historical developments in Mexico, from its having been a colonial territory to its following of the agricultural-export
model, that have led to the particular political environment and institutions of Mexico.
Students will compare the role and impact of government in Mexico to that of governments in the other five exemplar nations.
Students will compare and contrast varied interest groups and parties in Mexico.
Students will understand the impact of the Mexico's political and economic system on the rest of the globe.
Students will understand the role that oil extraction, production, and exportation plays in and the impact it has on Mexico.
Recommended Duration: 4 weeks
Guiding/Topical
Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments
How does Mexico rank
compared to other
developing, developed,
and Western
democracies in terms of
social welfare,
prosperity, political
pluralism, and civil
liberties?
Students will list and describe the
electoral reforms: 1993, 1994,
1996
Students will be able to use
internet and text sources to
research current events and
contemporary issues.
Students will compare and
contrast the "political outputs"
and standards of living in Mexico
to other nations studied in this
class.
Text(s)
Foreign Affairs Magazine
Feature film clips:
Bordertown, War on
Democracy, Zapat
See Resource Appendix
Individually based, current
events research, portfolio
construction, and presentations
and discussions
Cooperative learning groups for
research on, construction of,
and presentation “Café Skits”
and “Mexican Menu”
Individual text and internet
research on Mexico's social
welfare policies and output
Individually based internet
research on media bias and
historical accuracy in films
Advanced Placement style,
multiple choice test
identifying major terms,
figures, organizations, and
political structures in
Mexico
Menus and Café Skits
Historical accuracy and
media bias film analyses
Charts comparing political
outputs, social capitol, and
welfare in Mexico with
those in previously studied
nations
Current events portfolio
What role (and
prospective role) does
Mexico play in Latin
America, North
America, and the larger
world?
Students will use internet and
text research to assess Mexico's
role in the global economy and
its relationship with international
agencies such as the United
Nations and International
Monetary Fund.
Students will assess the effects of
the North American Free Trade
Agreement and international
trade policies on Mexican quality
of life.
Text(s)
Foreign Affairs Magazine
See Resource Appendix
Individual text and internet
research on economic policy,
electoral reforms, corruption
and rule of law
Individually based, current
events research and portfolio
construction along with
presentations and discussions
Text research on Mexican
foreign policy as compared to
previously studied exemplar
nations
Advanced Placement style
multiple choice test
Foreign policy comparison
short answer quiz
Expository essays
Debate
What impact has oil
dependence had on
Mexican economics,
politics, and standard of
living?
Students will compare and
contrast the effects of domestic
economic policy under the PRI to
the deregulation and austerity
programs from the 1970’s
through contemporary times.
Students will appreciate the role
oil money played in the Mexican
Miracle as well as the economic
troubles of the last three
decades.
Students will assess the role oil
plays in Mexico and compare this
to Iran, Russia, and Nigeria.
Text(s)
Foreign Affairs Magazine
See Resource Appendix
Individually based, current
events research, portfolio
construction, and
presentations/discussions
Individually based text and
internet research on oil
dependency in Mexico and
other exemplar nations
Lecture
Scored roundtable discussion
Advanced Placement style
essay test
What impact has 20th
Century, one party-
domination of the
Mexican political system
had on Mexico’s current
socio-economic
condition and its
prospects for a system
guided by the rule of
law?
Students will identify, describe,
and offer suggestions for the
major criticisms of the legal
system in Mexico.
Students will list, describe, and
assess the “plurality” of interest
groups and parties in Mexico.
Students will explain the roles
and functions of the institutions
and structures particular to
Mexico’s political system.
Text(s)
Foreign Affairs Magazine
See Resource Appendix
Cooperative learning groups for
research on, construction of,
and presentation “Café Skits”
and “Mexican Menus”
Lecture and discussion coupled
with daily reflection questions
Cooperative learning groups for
construction of a graphic
organizer to describe the
powers of the Mexican
president and Congress
Outlining of text
Graphic organizers on
powers of the branches of
government
Menus and Café Skits
Advanced Placement style
multiple choice test
Outlines
What impact has
Mexico’s colonial
history had on Mexican
economics, politics, and
international policies?
Students will appreciate and
describe the colonial history of
contemporary Mexico.
Students will compare and
contrast the branches of
government in Mexico to those of
other nations.
Students will assess modern
economic policy in Mexico and its
relation to the colonial "agro-
export" model.
Text(s) Foreign Affairs Magazine See Resource Appendix
Cooperative learning groups for
research on, construction of,
and presentation “Cafe Skits”
and “Mexican Menus” *Part of
extended cooperative 6-group
competition
Lecture and discussion coupled
with daily reflection questions
Individual text research and
outlining on Mexican political
history
"Mexican Menus" and
their presentation
Advanced Placement style
short answer and multiple
choice quiz
Historical Accuracy
assessment and reflection
paper on Elia Kazan's Viva
Zapata!.
What impact has drug
trafficking had on
Mexican politics, rule of
law, and foreign
relations?
Students will be able to use
internet and text sources to
research current events and
contemporary issues.
Students will be able to
appreciate the role post-
independence "imperializes" have
played in current Mexican
economics and development.
Students will specifically compare
the rule of law and corruption in
Mexico to that in China, Russia,
and Nigeria.
Text(s) Foreign Affairs Magazine
See Resource Appendix
Individually based, current
events research, portfolio
construction, and
presentations/discussions
In class current event analysis
and discussion
In class, small group
debates
Current event portfolios
and reflections
SOC.9-12.6.2.12.A.3.a Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions. SOC.9-12.6.2.12.A.3.b Determine the extent to which the American, French, and Haitian revolutions influenced independence movements in Latin America. SOC.9-12.6.2.12.D.3.a Explain how individuals and groups promoted revolutionary actions and brought about change during this time period. SOC.9-12.6.2.12.C.5.b Compare and contrast free market capitalism, Western European democratic socialism, and Soviet communism. SOC.9-12.6.2.12.C.5.d Determine the challenges faced by developing nations in their efforts to compete in a global economy. SOC.9-12.6.2.12.C.5.g Evaluate the role of the petroleum industry in world politics, the global economy, and the environment. SOC.9-12.6.2.12.D.5.a Relate the lingering effects of colonialism to the efforts of Latin American, African, and Asian nations to build stable economies and national identities. SOC.9-12.6.2.12.A.6.a Evaluate the role of international cooperation and multinational organizations in attempting to solve global issues. SOC.9-12.6.2.12.C.6.b Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy, political stability, and use
of resources. SOC.9-12.6.2.12.C.6.c Assess the role government monetary policies, central banks, international investment, and exchange rates play in maintaining stable regional and global economies. SOC.9-12.6.3.12.1 Determine the credibility and value of information, while also considering context, point of view, and multiple perspectives. SOC.9-12.6.3.12.4 Critically analyze information, make ethical judgments, and responsibly address controversial issues. TEC.9-12.8.1.12 A.1 Create a multi-page document with citations using word processing software in conjunction with other tools that demonstrates the ability to format, edit, and print. TEC.9-12.8.1.12 A.9 Merge information from one document to another. TEC.9-12.8.1.12 B.7 Evaluate information sources for accuracy, relevance, and appropriateness. TEC.9-12.8.1.12 B.8 Compose, send, and organize e-mail messages with and without attachments. WORK.9-12.9.1.12.1 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.1 Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. WORK.9-12.9.1.12.1 Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. WORK.9-12.9.1.12.1 Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives. LA.9-12.3.2.12.A.5 Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing. LA.9-12.3.2.12.D.1 Employ the most effective writing formats and strategies for the purpose and audience. LA.9-12.3.2.12.D.2 Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay) that: LA.9-12.3.5.12.C.2 Identify and discuss the political, economic, and social influences on news media.
Differentiation
Students are presented with several options to demonstrate mastery of this unit. They may choose to structure a debate or to design a performance
assessment. Films are used to reinforce specific content and to offer an opportunity for enrichment and to explore Mexican culture.
Technology
Students have the opportunity to research up to the minute developments in Mexico via classroom netbook carts and the interactive whiteboard.
Students can use a variety of multimedia presentation programs to enhance their oral presentations.
College and Workplace Readiness
Both independent and collaborative research is a key component is this unit. Students must know how to locate appropriate resources and to apply
this information in the correct context.
Unit 6: Iran
Unit Plan
Enduring Understandings:
Governments can change and adapt based on the needs of their people.
Nations interact with each other through trade, treaties, and the use of force.
Social conflicts and problems can be intricate, deep rooted, and complex and therefore cannot often be resolved easily.
Demographic trends are greatly impacted by industrial development, urbanization, and technology and by government policies regarding these.
Essential Questions:
What historical examples exist, which demonstrate governments' progression toward democracy over time?
What events and actions tend to spark government change?
How can citizens and groups affect change to develop democratic tendencies in authoritarian regimes?
How can citizens effectively participate in democratic systems so their voices are heard?
What are some specific trade relationships that countries have engaged in over the past century?
What situations have led nations to resort to the use of force?
Why is the use of force seen as legitimate behavior by the international community in certain cases?
How do we affirm individual and group identities, while at the same time respecting and appreciating outside groups?
Why do disputes over limited resources often lead to ethnic and religious conflicts?
Why do certain groups resort to the use of terror or other illegitimate coercive tactics to get their collective voices heard?
What types of policies do developing nations enact in order to best promote democracy, economic freedoms, and human rights?
Unit Goals:
Students will understand the paradoxical nature of a theocratic, Islamist regime with limited electoral freedoms and market economic policies.
Students will understand the unique historical developments that have led to the particular political environment and institutions of Iran.
Students will compare the role and impact of government in Iran to that of governments in the other five exemplar nations.
Students will compare and contrast varied interest groups and parties in Iran.
Students will understand the impact of Iran's political and economic system on the rest of the globe.
Students will understand the role that oil extraction, production, and exportation plays in and the impact it has on Iran.
Recommended Duration: 4 weeks
Guiding/Topical
Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments
How does Iran rank
compared to other
developing and
developed nations in
terms of social welfare,
prosperity, political
pluralism, and civil
liberties?
Students will compare and
contrast the branches of
government in Iran to those of
other nations in a chart or short
essay.
Students will list and describe
trends in population
growth/movement,
urbanization, technology, and
the job market.
Students will be able to use
internet and text sources to
research current events and
contemporary issues.
Text(s) Foreign Affairs Magazine Feature Film clips: A Separation and Not Without My Daughter See Resource Appendix
Cooperative learning groups for
research on, construction , and
presentation of Iranian “Policy
Preferences” for 6 varied
interests/social groups
Individually based, current events
research, portfolio construction,
and presentations and discussions
Role play, simulations
Stations activities
"Policy Preference" papers
and presentations
Charts comparing interests
and parties in Iran with
those in previously studied
nations
Current events portfolio
What role (and
prospective role) does
Iran play in the Middle
East and the larger
world ?
Students will be able to use
internet and text sources to
research current events and
contemporary issues.
Students will assess Iran’s
relationship with the European
Union, the United Nations, and
the International Atomic Energy
Agency and explain the concept
of “critical dialogue.”
Students will assess Iran’s
relationship with the European
Union, the United Nations, and
the International Atomic Energy
Agency and explain the concept
of “critical dialogue.”
Text(s) Foreign Affairs Magazine See Resource Appendix
Individually based text research
and outlines on interests and
parties
Individually based, current events
research and portfolio
construction along with
accompanying presentations and
discussions
Charts comparing interests
and parties in Iran with
those in previously studied
nations
Outlines
Current events portfolio
How have oil and the
influence of parastatals
impacted Iranian
economics, politics, and
society?
Students will assess the impact
of oil wealth on Iranian policy-
making and outputs.
Students will be able to use
internet and text sources to
research current events and
contemporary issues.
Text(s) Foreign Affairs Magazine See Resource Appendix
Individual text and internet
research on economic policy,
electoral reforms, and rule of law
Individually based, current events
research, portfolio construction,
and presentations and discussions
Advanced Placement style
essay comparing impact of
oil deposits on Iran to that
of Mexico, Nigeria, and
Russia
Advanced Placement style
short answer quiz on
definition, purpose, and role
of parastatals.
Graphic organizer quiz on
the powers major political
structures and institutions
What impact has the
post-Iranian Revolution
government had on
Iran’s current socio-
economic condition and
its prospects for a
system guided by the
rule of law?
Students will explain the roles
and functions of the institutions
and structures particular to
Iran’s political system.
Students will compare and
contrast the effects of domestic
economic policy under the
shah-led government to the
theocratic government post
1979.
Students will construct a chart
that lists, describes, and
assesses the “plurality” of
interest groups and parties in
Iran.
Text(s) Foreign Affairs Magazine
See Resource Appendix
Individual text and internet research on the Iranian revolutions of 1906 and 1979 Lecture and discussion coupled with daily reflection questions Individual text and internet research on economic policy, electoral reforms, and rule of law Cooperative learning groups for construction of a graphic organizer to describe the powers of the Iranian political structures and the impact of parties and interests Individual internet research on media bias and accuracy in film portrayals
Advanced Placement style multiple choice test identifying major terms, figures, organizations, and political structures in Iran
"Policy Preference" papers or presentations for Iran
Short answer quiz describing political parties, economic policies, and current leadership in Iran
Graphic organizer quiz on the powers major political structures and institutions Historical accuracy and bias in media reflection papers Outlines
What impact has Iran’s autocratic and theocratic history had on Iranian economics, politics, and international policies?
Students will compare and contrast the effects of domestic economic policy under the shah-led government to the theocratic government post 1979. Students will be able to summarize the events leading up to and of the Iranian Revolution and the subsequent Cultural Revolution of 1980-1983. Students will provide examples of political and cultural norms in and socializing agents on Iranian political culture. Students will appreciate the autocratic and theocratic history of Iran.
Text(s) Foreign Affairs Magazine See Resource Appendix
Cooperative learning groups for construction of a graphic organizer to describe the powers of the Iranian political structures and party/interests impact Individual text and internet research and outlining on the Iranian revolutions of 1906 and 1979 Cooperative learning groups for research on, construction of, and presentation of Iranian “Policy Preferences” for 6 varied interests and social groups Lecture and discussion coupled with daily reflection questions
Advanced Placement style essay on theocratic policies and electoral freedoms Advanced Placement style multiple choice test identifying major terms, figures, organizations, and political structures in Iran Document analysis prompt describing political parties, economic policies, and current leadership in Iran
SOC.9-12.6.2.12.A.5.b Analyze the structure and goals of the United Nations and evaluate the organization's ability to solve or mediate international conflicts. SOC.9-12.6.2.12.A.5.c Explain how World War II led to aspirations for self-determination, and compare and contrast the methods used by African and Asian countries to achieve independence. SOC.9-12.6.2.12.A.5.e Assess the progress of human and civil rights around the world since the 1948 U.N. Declaration of Human Rights. SOC.9-12.6.2.12.C.5.d Determine the challenges faced by developing nations in their efforts to compete in a global economy. SOC.9-12.6.2.12.D.5.c Assess the influence of television, the Internet, and other forms of electronic communication on the creation and diffusion of cultural and political information, worldwide. SOC.9-12.6.2.12.D.5.d Analyze how feminist movements and social conditions have affected the lives of women in different parts of the world, and evaluate women's progress toward social equality, economic equality, and political
equality in various countries. SOC.9-12.6.2.12.A.6.a Evaluate the role of international cooperation and multinational organizations in attempting to solve global issues. SOC.9-12.6.2.12.A.6.b Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and human rights. SOC.9-12.6.2.12.A.6.c Analyze why terrorist movements have proliferated, and evaluate their impact on governments, individuals, and societies. SOC.9-12.6.2.12.A.6.d Assess the effectiveness of responses by governments and international organizations to tensions resulting from ethnic, territorial, religious, and/or nationalist differences. SOC.9-12.6.2.12.C.6.a Evaluate efforts of governmental, nongovernmental, and international organizations to address economic imbalances and social inequalities. SOC.9-12.6.2.12.C.6.b Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy, political stability, and use of resources. SOC.9-12.6.2.12.C.6.d Determine how the availability of scientific, technological, and medical advances impacts the quality of life in different countries. SOC.9-12.6.3.12.1 Determine the credibility and value of information, while also considering context, point of view, and multiple perspectives. SOC.9-12.6.3.12.2 Analyze sources of prejudice and discrimination and propose solutions to eliminate them. SOC.9-12.6.3.12.4 Critically analyze information, make ethical judgments, and responsibly address controversial issues. TEC.9-12.8.1.12 A.1 Create a multi-page document with citations using word processing software in conjunction with other tools that demonstrates the ability to format, edit, and print. TEC.9-12.8.1.12 A.9 Merge information from one document to another. TEC.9-12.8.1.12 B.7 Evaluate information sources for accuracy, relevance, and appropriateness. TEC.9-12.8.1.12 B.8 Compose, send, and organize e-mail messages with and without attachments. WORK.9-12.9.1.12.1 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.1 Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. WORK.9-12.9.1.12.1 Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives. LA.9-12.3.2.12.A.5 Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing. LA.9-12.3.2.12.D.1 Employ the most effective writing formats and strategies for the purpose and audience. LA.9-12.3.2.12.D.2 Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay) that: LA.9-12.3.5.12.B.1 Analyze media for stereotyping (e.g., gender, ethnicity). LA.9-12.3.5.12.C.2 Identify and discuss the political, economic, and social influences on news media.
Differentiation
This unit lends itself to utilizing stations activities or learning stations for content review and synthesis. Graphic organizers can be used to classify
information as students prepare their “Policy Preference” performance based assessments and papers.
Technology
Presentation of materials and assistance of lecture or note dissemination through multimedia presentations focusing on the policies of the Shah and the
Revolution of 1979; BBC and or CNN news story streaming video to supplement current events focusing on Khomeini and electoral politics, poverty,
women's rights, and the Green Revolution; on line research of news sources and sites for current event analyses on Iran and Nigeria; streaming video or
DVD showings to supplement other materials including topics of nuclear capabilities, policies of Ahmadinejad, poverty, and military actions in Iran. Using
the interactive whiteboard for all of these presentations will assist students in their quest for knowledge.
College and Workplace Readiness
Students will hone their research skills as they prepare the collaborative and independent components of their papers on Iran. Students must meet
deadlines and convince their colleagues of the legitimacy of their positions as they present their research to the class.
Unit 7: Nigeria
Nigeria
Enduring Understandings:
Citizen participation can influence government in a myriad of ways.
It is the responsibility of citizens to actively participate in politics.
Demographic trends are greatly impacted by industrial development, urbanization, and technology and by government policies regarding these.
Nations interact with each other through trade, treaties, and the use of force.
Social conflicts and problems can be intricate, deep rooted, and complex and therefore cannot often be resolved easily.
Goods and services are provided by local, regional, and national governments, which must raise revenue through coercion in order to do so.
Essential Questions:
What actions can individuals and groups take to impact their society and its governing system?
What methods of participation are legitimate and which are illegitimate?
Why should citizens participate?
How can citizens and groups affect change to develop democratic tendencies in authoritarian regimes?
What are some specific trade relationships that countries have engaged in over the past century?
What situations have led nations to resort to the use of force?
Why is the use of force seen as legitimate behavior by the international community in certain cases?
How do we affirm individual and group identities, while at the same time respecting and appreciating outside groups?
Why do disputes over limited resources often lead to ethnic and religious conflicts?
Why do certain groups resort to the use of terror or other illegitimate coercive tactics to get their collective voices heard?
What types of policies do developing nations enact in order to best promote democracy, economic freedoms, and human rights?
When nations first industrialize and urbanize why do economic inequality and poverty usually increase at first?
Unit Goals:
Students will appreciate the historical impact of imperialism and ethnicity on the unique version of federalism and politics and on the current socio-
economic status of Nigeria.
Students will compare the role and impact of government in Nigeria to that of governments in the other five exemplar nations.
Students will compare and contrast varied ethnic groups, interest groups, and parties in Nigeria.
Students will understand the impact of Nigeria's political and economic system on the rest of the globe.
Students will understand the role that oil extraction, production, and exportation plays in and the impact it has on Nigeria.
Recommended Duration: 4 weeks
Guiding/Topical
Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments
How does Nigeria rank compared to other developing, developed, and African nations in terms of social welfare, prosperity, and, political pluralism, and civil liberties?
Students will provide examples of political/cultural norms in and socializing agents on Nigerian political culture. Students will list and describe trends in population growth/movement, urbanization, technology, and the job market. Students will describe and analyze the effectiveness of Nigerian federalism as compared to other federal states. Students will assess judicial strength and independence in Nigeria.
Text(s) Foreign Affairs Magazine Feature film clips: Sweet Crude See Resource Appendix
Individually based, current events research, portfolio construction, and presentations and discussions Individually based text and internet research on standards of living, corruption, and rule of law in Nigeria
Advanced Placement style essay comparing causes, forms, and impact of corruption in Nigeria to that of Mexico and Russia Charts comparing interests and parties in Nigeria with those in previously studied nations Current events portfolio Map projects
What role (and prospective role) does Nigeria play in West Africa, Africa, and the larger world?
Students will be able to use internet and text sources to research current events and contemporary issues. Students will appreciate the impact Nigerian and African history have had on the role Nigeria plays in the world economy and in international organizations.
Text(s) Foreign Affairs Magazine See Resource Appendix
Individually based, current events research, portfolio construction, and presentations/discussions In class lecture and discussions accompanied by reflection questions
Advanced Placement style short answer and multiple choice quiz Current events portfolio
Why has the military played such a dominant role in Nigerian politics since independence?
Students will describe the varied roles the military has played throughout Nigerian history and assess its impact on political appointments.
Students will describe the origins and evolution of the Nigerian electoral and party systems. Students will describe example of military and civilian government policies.
Text(s) Foreign Affairs Magazine
See Resource Appendix
Cooperative learning groups for construction of a graphic organizer to describe the powers of the Nigerian political structures and the impact of parties and interests Individually based text and internet research on military dictatorships, corruption, and rule of law in Nigeria Individually based text and internet research and outlining on military dictatorships and civilian governments in Nigeria Simulations
Advanced Placement style essay: comparing and contrasting major interests groups and parties from their founding through their evolution to their contemporary status Nigerian Ethnic debate speeches and papers Matching and multiple choice quiz on Nigerian civilian and military leaders and their policies Outlines
How do Nigeria’s colonial history and its ethnic and religious differences bode for the prospects of a lasting democratic system?
Students will identify, describe, and differentiate between the major ethnic groups in Nigeria. Students will appreciate and describe the particulars of "power sharing" in Nigeria. Students will describe the origins and evolution of the Nigerian electoral and party systems.
Text(s) Foreign Affairs Magazine
See Resource Appendix
Cooperative Research Based Debate: three groups each represent the 3 major ethnicities in Nigeria and debate an assigned issue
Cooperative learning groups for construction of a map and graphic organizer to describe the major ethnic and federal divisions of Nigeria Lecture and discussion coupled with daily reflection questions
Multiple choice and matching quiz identifying accomplishments and influence of historical figures since Nigeria’s move toward independence Graphic organizer quiz on the cultural and ethnic breakdown of each focus nation in Nigeria Completed federal maps Ethnic group policy debate performance
What impact has oil dependence had on Nigerian economics, politics, and standard of living?
Students will analyze economic policies, describe corruption, and appreciate the role of and “need” for clientelism in Nigeria.
Students will compare and contrast the branches of government in Nigeria to those of other nations in a chart or short essay.
Students will construct a chart that lists, describes, and assesses the “plurality” of interest groups/parties in Nigeria.
Text(s) Foreign Affairs Magazine
See Resource Appendix
Individually based, current events research, portfolio construction, and presentations/discussions
In class lecture and whole class discussion Individually based internet research on media bias and Niger River delta terrorism
Advanced Placement style essay comparing and contrasting major interests groups and parties from their founding through their evolution to their contemporary status Nigerian Ethnic debate speeches and papers Film analysis and media bias reflections to accompany Sweet Crude
SOC.9-12.6.2.12.A.5.c Explain how World War II led to aspirations for self-determination, and compare and contrast the methods used by African and Asian countries to achieve independence. SOC.9-12.6.2.12.B.5.e Assess the role of boundary disputes and limited natural resources as sources of conflict. SOC.9-12.6.2.12.C.5.g Evaluate the role of the petroleum industry in world politics, the global economy, and the environment. SOC.9-12.6.2.12.D.5.a Relate the lingering effects of colonialism to the efforts of Latin American, African, and Asian nations to build stable economies and national identities. SOC.9-12.6.2.12.A.6.a Evaluate the role of international cooperation and multinational organizations in attempting to solve global issues. SOC.9-12.6.2.12.A.6.c Analyze why terrorist movements have proliferated, and evaluate their impact on governments, individuals, and societies. SOC.9-12.6.2.12.A.6.d Assess the effectiveness of responses by governments and international organizations to tensions resulting from ethnic, territorial, religious, and/or nationalist differences. SOC.9-12.6.2.12.B.6.a Determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and land use. SOC.9-12.6.2.12.C.6.a Evaluate efforts of governmental, nongovernmental, and international organizations to address economic imbalances and social inequalities. SOC.9-12.6.2.12.C.6.b Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy, political stability, and use
of resources. SOC.9-12.6.2.12.C.6.d Determine how the availability of scientific, technological, and medical advances impacts the quality of life in different countries. SOC.9-12.6.3.12.1 Determine the credibility and value of information, while also considering context, point of view, and multiple perspectives. SOC.9-12.6.3.12.4 Critically analyze information, make ethical judgments, and responsibly address controversial issues. TEC.9-12.8.1.12 A.1 Create a multi-page document with citations using word processing software in conjunction with other tools that demonstrates the ability to format, edit, and print. TEC.9-12.8.1.12 A.9 Merge information from one document to another. TEC.9-12.8.1.12 B.7 Evaluate information sources for accuracy, relevance, and appropriateness. TEC.9-12.8.1.12 B.8 Compose, send, and organize e-mail messages with and without attachments. WORK.9-12.9.1.12.1 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.1 Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. WORK.9-12.9.1.12.1 Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives. LA.9-12.3.2.12.A.5 Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing. LA.9-12.3.2.12.D.1 Employ the most effective writing formats and strategies for the purpose and audience. LA.9-12.3.2.12.D.2 Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay) that: LA.9-12.3.5.12.B.1 Analyze media for stereotyping (e.g., gender, ethnicity).
Differentiation
Students may design their own debate topics. Tiered assessments and map work enhance the development of this unit. Teachers may also consider
assigning “expert” mini peer presentations to deliver specific content.
Technology
The interactive whiteboard will be invaluable as a tool to evaluate up to date maps of Africa. In addition, many special purpose maps will also assist
students in their understanding of this part of the world. Digital collages and various applications will assist students as they conduct their research.
College and Workplace Readiness
Students will produce college level current event analysis portfolios, which will incorporate higher order critical thinking as they present their opinions
on Nigerian policy; students will write a variety of college level expository essays including one comparing the role of oil in Nigeria to other nations
studied; students will demonstrate their speaking and reasoning skills along with empathetic analyses with the "Nigerian Ethnic Groups Debate"
assignment; students will work collaboratively to produce the aforementioned debate positions and will use a variety of research tools including the
internet, text materials, and a myriad of relevant news sources for all of the aforementioned assignments.
Unit 8: Media Analysis and Culminating Experience
Unit Plan
Enduring Understandings:
It is the responsibility of citizens to actively participate in politics.
Citizen participation can influence government in a myriad of ways.
Essential Questions:
How can citizens and groups affect change to develop democratic tendencies in authoritarian regimes?
How can citizens effectively participate in democratic systems so their voices are heard?
Why is it that citizens in some political systems opt out of political participation?
What types of policies do developing nations enact in order to best promote democracy, economic freedoms, and human rights?
How do we affirm individual and group identities, while at the same time respecting and appreciating outside groups?
What actions can individuals and groups take to impact their society and governing system?
What methods of participation are legitimate and what methods are illegitimate?
Why should citizens participate?
Unit Goals:
Students will develop an appreciation of and empathize with cultures and societies existing under state systems both similar to and markedly
different from our own.
Students will analyze media for bias and historical inaccuracy.
Students will create and present cumulative, multi-media, end of course projects which will instruct and enlighten their younger schoolmates.
Recommended Duration: 5 weeks
Guiding/Topical
Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments
How does media
portrayal of
different societies
and cultures impact
political attitudes
and polices?
Students will be able to
use internet and text
sources to research
current events and
contemporary issues.
Students will develop
positions on current
controversial issues and
policies and argue these
in formal debates and
formal speeches.
Students interact with
and teach ninth graders
using multimedia
presentations.
Students will appreciate
the impact of media on
particular political
cultures and subcultures.
Feature film clips:
All the King's Men
Blood Diamond
Munich
Z
Blackhawk Down
The Ides of March
Gandhi
Wag the Dog
See the Resource Appendix
In class film viewings
Individually based internet and
text research on historical
accuracy and media bias in
film character and event
portrayals
Cooperative learning groups
for research on, formation of
arguments for, and
performance of controversial
policy debates
Cooperative learning groups
for research on, construction
of, and presentation of
cultural trends and examples
(foods, style of dress,
language, conflicts, etc.).
Historical accuracy analysis
and reflection papers on in
class film viewings
Personal
reaction/reflection papers
on in class film viewings.
Group controversial policy
debates
Controversial issue
speeches and papers
What historical
elements, ethnic
characteristics,
forms of
entertainment, and
activities make
societies unique or
similar?
Students will appreciate
and display through
performance and
multimedia
presentations the varied
cultural activities of
societies studied in class.
Students will research
using text and internet
sources and then
present and perform
varied cultural
activities unique to
specific subcultures
within each of the six
exemplar nations
studied.
Feature film clips:
All the King's Men
Blood Diamond
Munich
Z
Blackhawk Down
The Ides of March
Gandhi
Wag the Dog
See the Resource Appendix
Group text and internet
research on controversial
issues
Cooperative learning groups
for research on, construction
of, and presentation of
cultural trends and examples
(foods, style of dress,
language, conflicts, etc.).
In class film viewings
Historical accuracy analysis
papers on in class film
viewings
Controversial Issue
Speeches and Papers
Personal reaction and
reflection papers on in class
film viewings
What can be done
to increase
appreciation for and
acceptance of
varied cultures?
Students will be able to
use internet and text
sources to research
current events and
contemporary issues.
Students will interact
with and teach ninth
graders to appreciate
these varied
cultures through
performance and
multimedia
presentations.
Feature film clips:
All the King's Men
Blood Diamond
Munich
Z
Blackhawk Down
The Ides of March
Gandhi
Wag the Dog
See the Resource Appendix
Group based, in class (media
center) text and internet
research on controversial
issues
Cooperative learning groups
for research on, construction
of, and presentation of
cultural trends and examples
(foods, style of dress,
language, conflicts, etc.)
End of year, cumulative,
cultural performances and
multimedia presentations
Essays and write-ups on
food, entertainment,
controversial issues, and
style of dress for
subcultures within each of
the six exemplar nations
Why do cultural
misunderstandings
persist in the
modern era?
Students will be able to
use internet and text
sources to research
current events and
contemporary issues.
Students will interact
with and teach ninth
graders to appreciate
these varied
cultures through
performance and
multimedia
presentations.
Feature film clips:
All the King's Men
Blood Diamond
Munich
Z
Blackhawk Down
The Ides of March
Gandhi
Wag the Dog
See the Resource Appendix
Group based, in class (media
center) text and internet
research on controversial
issues.
Cooperative learning groups
for research on, construction
of, and presentation of
cultural trends and examples
(foods, style of dress,
language, conflicts, etc.)
Cooperative learning groups
for research on, formation of
arguments for, and
performance of controversial
policy debates
End of year, cumulative,
cultural performances and
multimedia presentations.
Essays and write-ups on
food, entertainment,
controversial issues, and
style of dress for
subcultures within each of
the six exemplar nations.
Controversial issue
speeches and papers
SOC.9-12.6.2.12.A.5.e Assess the progress of human and civil rights around the world since the 1948 U.N. Declaration of Human Rights. SOC.9-12.6.2.12.C.5.d Determine the challenges faced by developing nations in their efforts to compete in a global economy. SOC.9-12.6.2.12.D.5.c Assess the influence of television, the Internet, and other forms of electronic communication on the creation and diffusion of cultural and political information, worldwide. SOC.9-12.6.2.12.D.5.d Analyze how feminist movements and social conditions have affected the lives of women in different parts of the world, and evaluate women's progress toward social equality, economic equality, and
political equality in various countries. SOC.9-12.6.2.12.6 Technological innovation, economic interdependence, changes in population growth, migratory patterns, and the development, distribution, and use of natural resources offer challenges and
opportunities that transcend regional and national borders. SOC.9-12.6.2.12.A.6.a Evaluate the role of international cooperation and multinational organizations in attempting to solve global issues. SOC.9-12.6.2.12.B.6.a Determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and land use. SOC.9-12.6.2.12.C.6.b Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy, political stability, and use of resources. SOC.9-12.6.2.12.C.6.d Determine how the availability of scientific, technological, and medical advances impacts the quality of life in different countries. SOC.9-12.6.2.12.D.6.a Assess the role of increased personal and business electronic communications in creating a "global" culture, and evaluate the impact on traditional cultures and values. SOC.9-12.6.3.12.A.1 Develop a plan for public accountability and transparency in government related to a particular issue(s) and share the plan with appropriate government officials. SOC.9-12.6.3.12.1 Determine the credibility and value of information, while also considering context, point of view, and multiple perspectives. SOC.9-12.6.3.12.3 Collaboratively evaluate possible solutions to problems and conflicts that arise in an interconnected world. TEC.9-12.8.1.12 A.5 Produce a multimedia project using text, graphics, moving images, and sound. TEC.9-12.8.1.12 B.3 Make informed choices among technology systems, resources, and services in a variety of contexts. TEC.9-12.8.1.12 B.7 Evaluate information sources for accuracy, relevance, and appropriateness. WORK.9-12.9.1.12.1 Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. WORK.9-12.9.1.12.1 Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. WORK.9-12.9.1.12.2 Leadership abilities develop over time through participation in groups and/or teams that are engaged in challenging or competitive activities. WORK.9-12.9.1.12.D.1 Interpret spoken and written communication within the appropriate cultural context. WORK.9-12.9.1.12.2 Ethical behaviors support human rights and dignity in all aspects of life. WORK.9-12.9.1.12.F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences. LA.9-12.3.1.12.H.1 Select appropriate electronic media for research and evaluate the quality of the information received. LA.9-12.3.1.12.H.3 Develop increased ability to critically select works to support a research topic. LA.9-12.3.1.12.H.5 Apply information gained from several sources or books on a single topic or by a single author to foster an argument, draw conclusions, or advance a position. LA.9-12.3.1.12.H.7 Produce written and oral work that demonstrates synthesis of multiple informational and technical sources. LA.9-12.3.3.12.A.3 Assume leadership roles in student-directed discussions, projects, and forums.
Differentiation
Students will create presentations on a custom/culture of their choice. All 9th grade Modern World History and Geography classes will be invited to
attend these presentations in the media center. Students will create costumes, artwork, food samples and playlists for popular music in the country
they have selected.
Technology
In order for the culminating projects to be successful, students must access the appropriate technology on a regular basis. They will use interactive
whiteboards, and various computer applications to design their presentations.
College and Workplace Readiness
Students must demonstrate the fruits of their labor in the final culminating project for this course. All of the information they have learned, must be
synthesized and applied as they present their work to the 9th grade students at FTHS. Oral presentation skills are key here as well as collaboration.