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Dawn
of New Revolutions -
Social Studies Lessons
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| The fourth
quarter World History curriculum will continue its goal of exploration
into the past in order to understand the present.
Resources and the dominant role they have in human interactions
throughout the globe will be explored. Chronologically speaking,
we will be focusing on the 20th century in this quarter as we apply
what we understand about political interactions to a dominant theme
of war and warfare. In this lesson, students will explore concepts
they hold about war and how to apply them to the real world. Students
will be researching both World Wars and addressing why, how, when,
and where they happened. Students will then continue on their quest
for information by looking at two of the biggest results of World
War II: the creation of the United Nation’s Declaration of
Human Rights and the ‘not so cold’ Cold War. The quarter
will end with a challenge to think about the implications of political,
social, and economic issues in environmental health, resource availability,
quality, and control and how that impacts children throughout the
world. As students pursue these themes in World History, we draw
upon skills and understanding gained in language arts, math and
biology. |
Big Idea |
Understanding
War! Conflict of multiple factors, including resources,
can result in War.
( 20th Century global conflicts) |
Question |
Why do Wars Occur? |
Learning
Cycle |
Lesson
Title |
Objective
Students will: |
Class
Period & week |
Engage |
What
is War?
The purpose of this lesson is to invite
students to start thinking about how they feel about
issues, their world, history, and to defend their positions. |
Establish what war signifies
to them and demonstrate this by voting on statements. |
1
class – Wk 1 |
Explore |
What
are the components of War?
The purpose of this lesson is to encourage
students to understand war the many parts that make up
war? Inherent in following this inquiry is for them to
make an association to resources as one of the components
of war.
|
1. Identify components of war and connect
relationships by developing webs.
2.
Illustrate their understanding of war in multimedia and produce
a dialectical analysis of this illustration. |
2
classes – Wk
1 |
Explain |
Why
study War?
The purpose of this lesson is to challenge
study to continue making connections in order to understand
the reality of what war represents and why it is necessary
to study it.
|
Connect causes of war to the components
they have already identified on their web. |
1
class – Wk
2 |
Apply |
Two
World Wars
The purpose of this lesson is to help
students to understand that in order for them to form an
opinion of a situation they must first apprise themselves
with the facts in order to better defend their opinion.
|
1. Using online resources research leaders,
causes, effects and technology of both WW and synthesize this
information in a comparison matrix.
2.
Analyze propaganda materials for both WW for overt and subversive
messages and write an analysis. |
WWI
= 4 classes – Wk
2
WWII = 4 classes – Wk 3
Matrix = 1 class – Wk 3 |
Project |
The Reality
of War
The purpose of this lesson is to use
their notes to address what the possible answers to
the student evaluation questions could be.
|
Using research materials developed earlier,
students will synthesizing data to formulate an argument for
or against war |
1.
5 classes – Wk
4 |
Big
Idea |
We
are all entitled to Equal Rights! Searching for Human
Rights and the need for negotiation. Following significant
global wars people strive to create a system of global
checks and balances. |
Question |
Has
human equality been reached in our world? |
Learning
Cycle |
Lesson
Title |
Objective
Students will: |
Class
Period & week |
Engage |
What
are Your Human Rights? : Post World War II and Human Rights
After studying war and various destructive
events/trends in world history, students come to understand
the background and need for creating a Universal Declaration
of Human Rights. |
Translate
formal language of UDHR into a graphic organizer and compare
with own ideas of human rights. |
3
classes – Wk 4 |
Explore |
Unity
and the United Nations
Students should be aware of the role
of the United Nations in our contemporary world. The
purpose of this Explain lesson is for students to be
able to make the connection between the Declaration
of Human Rights and current abuses of them today.
|
Identify current world crisis, UN policies in dealing
with them, and the individual U. S. involvement in
each case through research analysis. |
3 classes
– Wk 5 |
Explain |
WAR
Child Canada's : GENOCIDE
The purpose of this lesson is to help students
put into perspective why an organization such as the United
Nations is necessary by introducing them to one of the
most atrocious acts of human inequality in the world: Genocide.
|
Identify reasons genocide occurs through
group research into specific Genocide incidents of the 20th
century. |
4 classes
Wk 5 & 6 |
Apply |
How
can you be a Revolutionary?
The United Nations serves many roles and
one of the most prominent is to ensure that everyone has
equal and fair access to a safe and nourishing life.
|
Identify
their priorities in human rights for children by taking
part in Say Yes for Children. Suggest solutions through
verbal visual vocabulary poster. |
2 classes Week 6 |
Project |
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Big
Idea |
Superpower
Power Games! Following WWI &II efforts to avoid WWIII
were made, but still global conflict arose: Cold War |
Question |
What did the Cold War signify
globally? |
Learning
Cycle |
Lesson
Title |
Objective
Students will: |
Class
Period & week |
Engage |
Locating
the Cold War
After WWII, countries sought a means to
ensure stability and avoid a third world conflict. By identifying
the two superpowers location on the map as well as their
allies, students can learn how the world divided itself.
|
Identify
major players in the Cold war& place on world map.
|
1
class – Wk 6 |
Explore/Explain |
Warring
Philosophies: The Cold War
Despite the creation of the United Nations,
the world entered a new period of conflict with the rise
of two superpowers with conflicting systems: capitalist
democracy and communism.
|
Identify
major players in the Cold war& place on world map.
|
1
class – Wk
7 |
Apply |
The Cold War in Popular Music
Having addressed a brief account of the
Cold War, students need to understand that these were very
scary times for people.
|
Analyze
pop culture songs for cold war themes and chart. |
2
classes – Wk
7 |
Project |
|
|
|
Big
Idea
(Threaded theme)
|
Resources
belong to Everyone! Resources are a driving force in
conflict development & resolution. |
Question |
How important are resources
to human survival? |
Learning
Cycle |
Lesson
Title |
Objective
Students will: |
Class
Period & week |
Engage |
Resources
- Can’t
live without them!
This
is meant to be a review of concepts and ideas previously
explored in the first quarter. Students are reminded
of what resources are, the types of resources which
exist, and what role they can potentially have in international
affairs. |
Students will identify
different types of resources , their role in influencing
wars in other countries, and will then explain the relationship
to their own country. |
2
classes – Wk 1 |
Explore/Explain |
Reviewing
Resource Conflict
The purpose of this reading is to help
transition students into the final project by revisiting
Resource once more. |
Read a relevant document addressing current
issues and identify 4 major factors that contribute to resource
conflict. |
1
class – Wk
7 |
Apply |
Youth
Voices : Fair Access to Resource and Quality of Life
The forum is the major component of
the quarter project. Student delegates conduct a “United
Nations” style session in which they are challenged
to develop a resolution or resolutions that address
how to feed a growing population, taking into consideration
quality of life and the impact on the environment.
|
Explore UN as a global forum. |
Wk 7 |
Project |
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