Course: Contemporary World History Glenbard District 87 Unit: CHINA Stage 1 – Desired Results Established Goal(s): What relevant goals (e.g. Content standards, course or program objectives, learning outcomes, etc.) will this address? National Center for History Standards
Era 8: A Half Century of Crisis and Achievement – 1900-1945
• Standard 1: Reform, revolution, and social change in the world economy of the early century.
• Standard 5: Major global trends from 1900 to the end of World War Two
Era 9: The 20th Century Since 1945 – Promises and Paradoxes
• Standard 1: How post-World War Two reconstruction occurred, new international power relations took shape, and colonial empires broke up.
• Standard 2: The search for community, stability, and peace in an interdependent world.
• Standard 3: Major global trends since World War Two
Common Core Literacy Standards for Reading
Key Ideas and Details
1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as date and origin of information.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop throughout the text.
3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in the text, including vocabulary describing political, social, and economic aspects social studies.
5. Analyze how text uses structure to emphasize key points or advance an explanation or analysis.
6. Compare the point of view of two or more authors for how they treat same/similar topics, including which details they include and emphasize in their accounts.
Integration of Knowledge and Ideas
7. Integrate quantitative or technical analysis (charts, research data, etc.) with qualitative analysis.
8. Assess the extent to which the evidence or reasoning in a text support the author’s claims.
9. Compare and contrast treatment of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
Common Core State Literacy Standards for Writing
Text Types and Purposes
1. Write arguments focused on discipline-specific content.
2. Write informative/explanatory texts, including the narration of historical events.
Production and Distribution of Writing
3. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
4. Develop and strengthen writing by planning, revising, editing, or rewriting, focusing on addressing what is most significant for a specific purpose/audience.
5. Use technology to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link and display information.
Research to Present and Build Knowledge
6. Conduct short and more-sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources;
demonstrating understanding of the subject under investigation.
7. Gather relevant information from multiple authoritative (print/digital) sources using advanced searches; assess the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format of citation.
8. Draw evidence from information texts to support analysis, reflection, and research.
Range of Writing
9. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or 1-2 days) for a range of purposes and audiences.
Illinois State Standards: 14B, 14D, 14E, 15A, 15D, 16A, 16B, 16D, 17D, 18A
Understanding(s): Students will understand that… Essential Question(s): Nations act in their own self-­‐interest. 1. Why was communism appealing to the Chinese masses and led to its 1. Economic exploitation and inequality, abuse by imperial nations, establishment? and political corruption contributed to the mass support for communism. Human rights are protected and violated throughout the world. 2. How did Mao reform China? Were they successful? Propaganda manipulates people and influences world events. • What makes totalitarianism total? Was totalitarianism necessary 2. Mao used totalitarian methods to attain his goals. for Mao’s reforms? Globalization causes successes and/or challenges for all nations. Industrial competition and modernization creates tension and 3. What are current issues facing China in the 21st Century? opportunities. • How has China changed since Mao? Superpowers rise and fall. • Can China effectively adopt capitalism while maintaining Human rights are protected and violated throughout the world. authoritarian control? 3. Deng’s economic reforms without political reforms have created a powerful country with internal tensions. Knowledge: Students will know… Skills: Students will be able to … 1.
Organize information presented/gathered in a variety of formats. 1. Chinese Civil War: 1911-­‐1949 2.
Identify, explain, and apply key terms, concepts, and relationships. • Mao Zedong and the Communist Party 3.
Comprehend and interpret primary and secondary source documents based • Chiang Kai-­‐shek and the Nationalist Party on the Glenbard Reading Standards. • Taiwan • Narrative and non-­‐narrative sources (maps, charts-­‐tables-­‐graphs, 2. China under Mao Zedong political cartoons, visuals, propaganda, articles) • Great Leap Forward, Cultural Revolution • Identify main ideas, key supporting details, and purpose. Draw and • Totalitarianism, Propaganda, Cult of Personality support inferences. Define key vocabulary terms. 3. Modern China • Evaluate source validity and author bias. 4. Evaluate comparative relationships. • Deng Xiaoping and the Four Modernizations • Cause/effect, compare/contrast • Human Rights Violations -­‐ Tiananmen Square, dissident 5.
Develop an independent thesis, and support it to construct a sound historical • Population and Environmental Concerns argument. • Globalization 6. Apply knowledge and concepts to build a more coherent understanding of a • U.S. – China Trade relations subject and solve problems, individually or within a group. • China’s Role in the United Nations 7. Develop and practice technology and computer skills.