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Unit Era: 1980 to Present
Unit XII
Essential Question: Is democracy right for everyone?
XII.A Students will trace the development of democracy and human rights throughout the world by:
- XII.A.1:Analyzing how people have sought to gain access to democracy and human rights in Argentina, Guatemala, and Nicaragua.
- XII.A.2: Describing the factors that led to the end of Apartheid.
- XII.A.3: Examining the political, social, and economic factors that promoted and impeded the development of democracy in Egypt, Iraq, and Iran.
- XII.A.4: Evaluate the impact of self-rule in post-Colonial Africa.
XII.B Students will examine the global responses to address regional conflicts during the second half of the 20th century and the first decade of the 21st century by:
- XII.B.1: Comparing and contrasting the causes and consequences of genocides and ethnic cleansings in South East Asia, Africa, and the Middle East.
- XII.B.2: Examining the role of the World Court, the United Nations and Non-Governmental Organizations (Red Cross, Doctors without Borders, UNICEF) in responding to conflicts in Africa, Eastern Europe, and Southeast Asia.
XII.C Students will assess the impacts of non-state violence against civilian populations for political reasons and its impact on regional and global stability by:
- XII.C.1: Comparing the outcomes of non-state aligned violence as a tool for political change in Northern Ireland, Spain, Russia, the Middle East, and Peru.
- XII.C.2: Examining the range of responses to non-state aligned violence in Europe, Southeast Asia, and the Middle East.
Assigned Readings
Assigned Readings
Make sure you know the vocabulary terms on the right, as you may be quizzed on them this week.
- Developing World
- Green Revolution
- Apartheid
- African National Congress
- Desertification
- Tiananmen Square
- One-child policy
- Agribusiness
- Liberation Theology
- Contra
MW35 Notes | The Developing World
MW35 Notes | The Developing World
Monday: Student Choice Day
Units XI and XIIMonday: Student Choice Day
Opener: Overview | Student Choice Day(s)
Opener: Overview | Student Choice Day(s)
On Student Choice Days you decide how best to utilize your time related to the class. Consider:
Finalizing The Previous Unit | submit work from the previous unit by the end of the class.
After today it will only be valued at 1 point.
Beginning to Work on the Current Unit | Get a head start on the work for the current unit.
Recovery a Test | After completing the Recovery Handout, you may recover a previous test from the MP.
Lesson: Select an Activity from the Student Choice Board
Lesson: Select an Activity from the Student Choice Board
See the Student Choice Board (left) if you want more information about today's activity
Closing: Reminder | The Work from Last Unit is Due By The End of Class
Closing: Reminder | The Work from Last Unit is Due By The End of Class
Today marks the last day in which you can turn in the work from the previous unit for partial credit.
If you turn in an assignment from the last unit after today it will be marked as a "1/x" where "x" is equal to the value of the assignment. In other words, you will earn 1 point to illustrate that you turned in the assignment, albeit after it was directly relevant to the learning taking place.
Child Labor 2000 to 2020
Child Labor 2000 to 2020
Tuesday: Challenges of Development
MSDE IV.A.5 | Comparing how globalization contributed to urbanization, population changes, and regional migration in the developing and the developed world (1, 4, and 5). Tuesday: Challenges of Development
Opener: Image Analysis | Child Labor 2000 to 2020
Opener: Image Analysis | Child Labor 2000 to 2020
Interpretation: Why do you think child labor has risen from 2016 to 2020?
Contextualization: How does the following information influential your understanding of child labor?
Child labor accounts for nearly 10% of the world’s children
Most child labor is attributed to the agricultural sector
Lesson: Challenges of Development
Lesson: Challenges of Development
I. Notes: Challenges of Development
Closing: Periodization | The Developing World from 1980 to 2000
Closing: Periodization | The Developing World from 1980 to 2000
Identify the three events that took place from 1980 to 2000.
Resources | Migration
Resources | Migration
Kingdom Hearts (2019) in China. Where is Pooh?
Kingdom Hearts (2019) in China. Where is Pooh?
Wednesday: China, India, and Latin America
MSDE IV.B.1 | Analyze how people have sought to gain access to democracy and human rights in Argentina, Guatemala, and Nicaragua (2, 3, and 5). MSDE IV.B.7 | Compare the outcomes of non-state aligned violence as a tool for political change in Northern Ireland, Spain, Russia, the Middle East, and Peru (3, 4, and 5). Wednesday: China, India, and Latin America
Opener: What Do You Meme? | Chinese Social Media
Opener: What Do You Meme? | Chinese Social Media
Opinion: Why do you think Winnie the Pooh images have been banned on Chinese social media platforms like Weibo?
Making Connections: Are there any examples of similar situations in modern U.S. politics?
Lesson: Development in Asia and Latin America
Lesson: Development in Asia and Latin America
I. Notes: Development in Asia and Latin America
Closing: Map Analysis | The War on Drugs
Closing: Map Analysis | The War on Drugs
Opinion: Do you think the War on Drugs policy has been successful in reducing the illegal drug trade in the U.S.?
Image Analysis: Are you surprised by the prevalence of cannabis as the most used drug in so many countries circa 2021?
Resources | Modern Latin America (1945 to the Present)
Resources | Modern Latin America (1945 to the Present)
Thursday: Eugenics
MSDE IV.A.5 | Comparing how globalization contributed to urbanization, population changes, and regional migration in the developing and the developed world (1, 4, and 5). Thursday: Eugenics
Vocabulary Quiz | The Developing World after 1980
Vocabulary Quiz | The Developing World after 1980
Complete the vocabulary quiz based on the words from this week's readings. In the event that you did not do well you are welcome to earn the points back by submitting definitions for the vocabulary terms using the Frayer Model (click for example).
Lesson: Eugenics Comparison
Lesson: Eugenics Comparison
I. Classwork: Complete the "Eugenics Comparison" worksheet based on the provided information about different countries' policies of population control
Closing: Philosophy | Euthanasia
Closing: Philosophy | Euthanasia
Should euthanasia be legal? Why or why not?
Resources | Eugenics and Demography
Resources | Eugenics and Demography
WKST | Modern Music - Historical Analysis
WKST | Modern Music - Historical Analysis
Friday: How Can Popular Music Help Us Understand History?
IV.A.7 | Evaluate how new communications technologies globalized popular and consumer culture.Friday: How Can Popular Music Help Us Understand History?
Opener: According to the Historians | Simon Sebag Montefiore's Greatest Songs About History
Opener: According to the Historians | Simon Sebag Montefiore's Greatest Songs About History
Reaction| Are you surprised by Montefiore's Soundtrack to THE WORLD?
Recommendation | Provide one song or artist that you think should be on a Mixtape of the World
For our purposes, we will establish the mixtape as ten songs
Lesson: Historical Analysis | Modern Music
Lesson: Historical Analysis | Modern Music
I. Classwork: Complete the "Modern Music - Historical Analysis" worksheet by analyzing a song of your choosing. Note, this song must have historical relevance for the assignment. Not every song is relevant to a historical analysis of modern music.
I have provided a list of songs at the end of the assignment in case you are having trouble. Though, I encourage you to find your own song as it will be more meaningful to you.
Closing: Student Spotlight | Your Song
Closing: Student Spotlight | Your Song
Which song did you choose to analyze and how to it relate to history?
Resources | Environmentalism (1945 to the Present)
Resources | Environmentalism (1945 to the Present)
[YouTube] CCWH 2.30 - Democracy, Authoritarian Capitalism, and China
[YouTube] Ecosia - Wangari Maathai and the Green Belt Movement
[YouTube] Biographics - Indira Gandhi
Essential Question(s) 1970 to the Present
Essential Question(s) 1970 to the Present
Is Globalization a Net Positive?
Is Globalization a Net Positive?
MSDE Objective(s) | Students will analyze the relationship between globalization, human migration, and the environment by:
IV.A.5 | Comparing how globalization contributed to urbanization, population changes, and regional migration in the developing and the developed world (1, 4, and 5).
Is Democracy Right for Everyone?
Is Democracy Right for Everyone?
MSDE Objective(s) |Students will trace the development of democracy and human rights throughout the world by: :
IV.B.1 | Analyzing how people have sought to gain access to democracy and human rights in Argentina, Guatemala, and Nicaragua (2, 3, and 5).
IV.B.2 | Describing the factors that led to the end of Apartheid (5).
IV.B.4 | Evaluate the impact of self-rule in post-Colonial Africa (1, 3, 4, and 5).
MSDE Objective(s) |Students will assess the impacts of non-state violence against civilian populations for political reasons and its impact on regional and global stability by:
IV.B.7 | Comparing the outcomes of non-state aligned violence as a tool for political change in Northern Ireland, Spain, Russia, the Middle East, and Peru (3, 4, and 5).
IV.B.8 | Examining the range of responses to non-state aligned violence in Europe, Southeast Asia, and the Middle East (3, 4, and 5).
Essential Question(s) 1970 to the Present
Essential Question(s) 1970 to the Present
Unit XII
Lesson 1: Challenges of DevelopmentUnit XII
- L.G.1: I understand how nations in the developing world have tried to build strong economies.
- L.G.2: I describe obstacles to development in the global South.
- L.G.3: I can explain how development is changing patterns of life in the developing world.
Lesson 2: Challenges for African Nations
- L.G.1: I can summarize the struggle for equality in South Africa and identify how Nelson Mandela led resistance efforts.
- L.G.2: I can describe choices African nations had to make as they developed their economies.
- L.G.3: I understand the challenges African nations face.
Lesson 3: Rapid Development in China and India
- L.G.1: I can describe how China has moved toward a free market economy without allowing democratic reform.
- L.G.2: I can identify continuing challenges that China faces.
- L.G.3: I can explain how India has built its economy.
- L.G.4: I can summarize social reforms in modern India.
- L.G.1: I can analyze how Latin America has grappled with poverty.
- L.G.2: I can describe the struggles of Latin American nations to build democratic governments.
- L.G.3: I can explain the struggle between repression and freedom in Argentina.
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