Unit 7 Global Asia: Turning Points in Modern Asian History
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May
Unit Overview: What trends in modern Asian history are most likely to impact the region in the future?
This is a shorter unit than previous ones, thus there is only one theme of "turning points in Asian history" that is the focus of this unit. This unit is taken from Dr. Gourd's unit on Global Asia (linked below).
"The immense transformation of Asia since the 1900s can be explained many ways: in the biographies or autobiographies of famous and ordinary people; through the major events of the time; or by examining broad social, political, cultural, and economic processes. One very useful means of examining profound historical change is to identify significant turning points when notable occurrences or patterns of behavior emerged and altered the path of societies. This unit on Asia uses this device to identify (only) some of the very largest developments that led Asia from being subject to imperial control in 1900 to the influential states and societies of today." This unit builds on students' understanding of the political, economic, and governmental processes they learned about in previous units (specifically, Central Asia/Russia and India).
This unit begins with an introductory activity that seeks to develop students understanding of the significance of turning points in comprehending the history of a region. This foundational work intends not only to develop students’ disciplinary understanding of the concept of turning points but also to support students in the development of a schema that can be used to increase comprehension of the six articles in the series. Two lessons accompany each article of the series and focus on learning objectives unique to the strengths of the particular article. “Turning Points in East Asia, 1900-2016” provides students with an opportunity to closely consider cause and effect. “Turning Points in Southeast Asia, 1900-2016,” with its intriguing introductory paragraphs, invites students to explore their curiosity about rapid and significant change in a region and to develop their disciplinary research skills. “Turning Points in South Asia, 1900-2016” focuses on significant individuals, creating an opportunity to examine the significance of individuals in the shaping of history. “Turning Points in Central Asia, 1900-2016” is unique in its emphasis on geopolitical interdependence, allowing students to consider the reverberation of certain events across the globe. The series’ concluding article highlights five critical trends in modern Asia and can be used to launch students on an exploration of international governance" in their final performance assessment for this unit.
The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.
Students Can (Evidence Outcomes):
Analyze primary and secondary sources to explain the interdependence and uniqueness among peoples in the Eastern Hemisphere, including their influence on modern society. (1.1.a)
Describe the interactions, conflicts, and contributions of various peoples and cultures that have lived in or migrated within/to the Eastern Hemisphere. For example: Conflicts over land and resources between countries, the foundations of Eastern world religions, the historical roots of current issues, East/West contact, settlement patterns, the Korean War, the war in Vietnam, the Chinese Cultural Revolution, the Khmer Rouge in Cambodia, including acts of violence towards groups of people, and the discriminatory policies and events preceding those acts. (1.2.c)
Use maps and geographic tools to find patterns in human systems and/or physical features to investigate and propose a solution to geographic problems. (2.1.a)
Collect, classify, and analyze data to make geographic inferences and predictions. (2.1.b)
Apply inquiry and research utilizing geographic tools. For example: GPS and satellite imagery. (2.1.c)
Interpret maps to make inferences and predictions. (2.1.d)
Investigate geographic sources to formulate inquiry questions to understand the past, analyze the present, or plan for the future. (2.1.e)
Assess geographic data to draw conclusions, make predictions, and justify potential solutions to problems in the Eastern Hemisphere at the local, state, national, and global levels using supporting evidence and logical reasoning. (2.1.f)
Determine how physical and political features impact cultural diffusion and regional differences. For example: modern environmental issues, cultural patterns, trade barriers, and economic interdependence. (2.2.a)
Evaluate the different economic systems in the Eastern Hemisphere, utilizing economic data. For example: economic growth, per capita income, and standard of living. (3.1.b)
Determine how scarcity affects the economic system in the Eastern Hemisphere. (3.1.d)
Give examples illustrating the interactions between nations and their citizens. For example: South Africa’s system of Apartheid, human rights violations, genocide, Shari’ah law, government sanctioned economic policies, and socialized healthcare and education. (4.1.c)
Identify international and regional public problems, research ways in which governments address those problems, and make connections to how the United States government addresses issues to protect the public good. (4.1.d)
Compare and contrast examples of governmental implementation of civic virtues or principles.. (4.1.e)
Evaluate and analyze how various governments and organizations interact, resolve their differences, and cooperate. For example: The African Union (AU), the Association of Southeast Asian Nations (ASEAN), the United Nations, the World Bank, international treaties, and diplomacy. (4.2.b)
Investigate examples of collaboration and interdependence between international organizations and countries. For example: The protection of human rights; the role of non-governmental organizations (NGOs), the Red Cross, World Health Organization, and United Nations Educational, Scientific, and Cultural Organization (UNESCO). (4.2.c)
Prepared Graduates
Prepared Graduates
Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.
Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.
Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.
Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.
Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.
Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.
Grade Level Expectation(s)
Grade Level Expectation(s)
Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence. (1.1)
Apply an understanding of the historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another, to draw conclusions, and solve problems. (1.2)
Use geography tools and sources to research and make geographic inferences and predictions about the Eastern Hemisphere.
Evaluate regional differences and perspectives in the Eastern Hemisphere and how they impact human and environmental interactions. (2.2)
Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity. (3.1)
Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere. (4.1)
Nations in various regions in the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways (4.2)
Essential Skills & Nature and Skills
Essential Skills & Nature and Skills
Evaluate information using spatial technologies (Digital Literacy, Data Literacy).
Look for and find value in studying different perspectives expressed by others (Adaptability and Flexibility).
Plan and evaluate complex solutions to global challenges within the Eastern Hemisphere that are appropriate to their contexts using multiple disciplinary lenses such as ethnic, historical, and scientific (Civic Engagement, Global and Cultural Awareness).
Analyze how a specific problem can manifest itself at local, regional, and global levels, and how media can influence beliefs and behaviors (Critical Thinking and Analysis).
Geographic thinkers analyze data regarding physical and human systems to make informed choices, solve problems, and make predictions.
Civic-minded individuals apply understanding of the connections and complexities of interactions among nations to analyze civic issues.
Civic-minded individuals discuss and analyze how various government decisions impact people, places, and history.
Inquiry Questions
Inquiry Questions
How are different types of maps important in understanding various types of information?
How could geographic data be used for both positive and negative results?
What is the importance of using various geographic tools to analyze topics?
How have migration and settlement patterns been affected by physical geography?
How do regional issues affect larger areas?
How do geographic characteristics impact regional issues?
How do international laws and organizations help encourage ethical governmental practices?
How do the aggressive actions of a nation influence other nations and international organizations?
What factors lead to cooperation, competition, or aggression between societies?
Why do governments form alliances and join international organizations?
What are fundamental human rights?
How can governmental policy lead to problems or help solve problems?
What is the purpose of government?
How can governments encourage interaction between societies and international organizations?
Diciplinary, Informational, and Media Literacy
Diciplinary, Informational, and Media Literacy
Summarize the points an author/speaker makes and explain how each claim is supported by reasons and evidence.
Evaluate the credibility, authority, relevance, and purpose of online and print sources, including using lateral reading and corroboration to verify factual information.
Demonstrate positive social and ethical behaviors when using technology and discuss consequences of inappropriate use.
Synthesize information from multiple credible sources to demonstrate understanding of a topic, including comparing articles, evaluating reliability and intent, evidence, and verifying claims.
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Conduct an inquiry-based research project that applies critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
Academic Vocabulary and Language Expectations
Academic Vocabulary and Language Expectations
Review terms: socialism, communism, democracy, colonization
Essential new terms: democratization, demographic, nationalism, expansionist, coups, nation-building
Possible Assessments
Possible Assessments
Performance Assessment: Concluding Lesson and Unit Assessment - Simulation: Looking Into the Future. Student Reading
Instructional Resources
Instructional Resources
Model Unit Plan (see resources below)
Model Unit Plan (see resources below)
Instructional Resources
Turning Points in Asian History (full unit): this unit addresses all of the standards in this district unit and could be used as the model unit in full. Below are the daily lessons and resources for the unit. Each lesson may take longer than one day.
Lesson 1: Introduction and Student Reading
Lesson 3: Southeast Asia and Student Reading
Lesson 4: South Asia and Student Reading
Lesson 5: Central Asia and Student Reading
Lesson 6: Concluding Lesson and Unit Assessment - Simulation: Looking Into the Future. Student Reading
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