One Stop Shop For Educators
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and
Teacher Commentary for the Seventh Grade Social Studies Course.
Eleventh Grade Unit – 7 “Historical Background for Southern and
Eastern Asia”
Elaborated Unit Focus
Historical events in Southern and Eastern Asia have shaped the governments, nations, economies,
and culture through conflict and change. The student will understand how European partitioning
and colonialism, nationalist, and independence movements influenced the continent politically and
socially. Students will also examine the development of Japan after WWII and the rise and
containment of communism in the region.
Standards/Elements
SS7H3 The student will analyze continuity and change in Southern and Eastern Asia leading
to the 21st century.
a. Describe how nationalism led to independence in India and Vietnam.
b. Describe the impact of Mohandas Gandhi’s belief in non-violent protest.
c. Explain the role of the United States in the rebuilding of Japan after WWII.
d. Describe the impact of communism in China in terms of Mao Zedong, the Great Leap
Forward, the Cultural Revolution and Tiananmen Square.
e. Explain the reasons for foreign involvement in Korea and Vietnam in terms of containment
of communism.
Enduring Understandings/Essential Questions
Conflict and Change: The student will understand that when there is conflict between or
within societies, change is the result.
How did nationalism lead to independence in India and Vietnam?
What was the impact of Mohandas Gandhi’s belief in non-violent protest?
What was the role of the United States in the rebuilding of Japan after WWII?
How did communism influence China in terms of Mao Zedong, the Great Leap Forward,
the Cultural Revolution, and Tiananmen Square?
What were the reasons for foreign involvement in Korea and Vietnam in terms of
containment of communism?
Evidence for student mastery of standards should include a balance of selected response, essay, performance assessment or
communication-based assessment yielding clear evidence for mastery of state standards. (Rick Stiggins, 2004)
*NOTE: The balanced assessment plan included in this unit is presented as a series of suggested activities. It is not expected
that the teacher complete all assessments for a successful unit.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SEVENTH GRADE FRAMEWORK UNIT 7 – Historical Background for Southern and Eastern Asia
REVISED 8/23/08  Page 1 of 13
Copyright 2007, 2008 All Rights Reserved
One Stop Shop For Educators
Balanced Assessment Plan
Description of Assessments
Nationalism led to independence in India and Vietnam. Students
will complete the graphic organizer (page 3) which compares
nationalism in Vietnam and India and how each nation arrived at
independence.
Students will use a variety of resources to research the life of
Mohandas Gandhi and create a biographical “flip book” about his
non-violent protests.
Africa in Transition
http://www.tip-initiatives.com/gandhi.php
http://msct.beyondintractability.org/essay/nonviolent_direct_action
See below
Explain the role of the United States in the rebuilding of Japan
after WWII.
Students will create a flow chart of significant dates in the
rebuilding of Japan then create a story frame summary using the
flow chart data. See below.
Use Asia for Educators: Mao Zedong and the Chinese Revolution
to answer the following questions:
1. How do you think Mao’s childhood influenced his ability to
shape the nation of China?
2. What tactics did Mao use that were different from other
revolutionaries that helped him win the revolution?
3. Some have said that Mao was a visionary who slowly lost touch
with reality as time went on. Take a position, use citations from
the readings, and give examples of events from history to support
your viewpoint.
http://afe.easia.columbia.edu/china/modern/long_stu.htm
Explain the reasons for foreign involvement in Korea and Vietnam
in terms of containment of communism.
http://www.history.navy.mil/photos/events/kowar/kowar.htm
www.infoplease.com
Standard/
Element
H3a
Type of
Assessment
Constructed
response
H3b
Constructed
response
H3c
H3d,e
H3e
Constructed
response,
Selected
response
Constructed
response,
research
Constructed
response
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SEVENTH GRADE FRAMEWORK UNIT 7 – Historical Background for Southern and Eastern Asia
REVISED 8/23/08  Page 2 of 13
Copyright 2007, 2008 All Rights Reserved
One Stop Shop For Educators
Sample Performance Assessment
Modern Asia: A Century of Change
Enduring Understanding - Conflict and Change: The student will understand that when there
is conflict between or within societies, change is the result.
Standards: H3a,b,c,d
The modern history of Asia is marked by frequent conflict and change. As a result the political and
social landscape has been drastically altered. In this task, students examine key historical events or
eras from various perspectives in order to demonstrate understanding of the impact on modern
society. Using the RAFT activity (on the following page) students assume the role of assorted
figures (real or fictional) in order to analyze the source of development in modern Asia using a
variety of mediums.
http://olc.spsd.sk.ca/DE/PD/instr/strats/raft/ (guidance on what is a RAFT activity and how to do
one in the classroom.)
http://homepage.mac.com/johnevers/Media/RAFT%20CHOICES.pdf
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SEVENTH GRADE FRAMEWORK UNIT 7 – Historical Background for Southern and Eastern Asia
REVISED 8/23/08  Page 3 of 13
Copyright 2007, 2008 All Rights Reserved
One Stop Shop For Educators
Southern and Eastern Asia RAFT
Role
Red Guard
Chinese communist
artist
Gen Douglas
McArthur
Mao Zedong
International CEO
Audience
Chinese
teenager
Anticommunist
citizens
Harry S.
Truman
Chinese people
Stock Holders
Format
Make a “little red
book” with examples of
rules, etc.
Topic
Cultural Revolution
Propaganda posters
Cultural Revolution
Telegraph
Rebuilding Japan
Speech
Annual Shareholder
report
Great Leap Forward
Post WWII Japan
Political cartoon
Great Leap Forward
Protest poster or
speech
Journal
Journal
Political speech
Tiananmen Square
Letter
Korean Conflict
Chinese nationalist
Student activists
Ho chi Minh
Viet Cong
Mohandas Gandhi
North Korean citizen
Other
nationalists
Government
Self
Self
Indian people
Cousin who
lives in South
Korea
Game developer
Classmates
Jeopardy (or other)
game
Reporter
Journalist
U. S. Citizen
World
audience
News article
Biographical
multimedia
presentation
Ho chi Minh
Viet Cong
Mohandas Gandhi
Cultural Revolution,
Great Leap Forward,
Mao Zedong,
Communism, Tiananmen
Square
Korean Conflict
Vietnam Conflict
Indian Nationalist
Movement
Post World War II Japan
Tiananmen Square
Indian Nationalist
Movement
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SEVENTH GRADE FRAMEWORK UNIT 7 – Historical Background for Southern and Eastern Asia
REVISED 8/23/08  Page 4 of 13
Copyright 2007, 2008 All Rights Reserved
One Stop Shop For Educators
*Note concerning rubrics: Each performance task is accompanied by two rubrics: a content rubric and a
product rubric. The content rubric is designed to measure how well a student can use the standards to
demonstrate the enduring understanding(s). The second rubric focuses on the product of the performance task.
This is where students are scored on items involving grammar, punctuation, spelling, creativity, presentation, etc.
It is intended that the CONTENT rubric is weighed more heavily when assigning a grade to the students.
Rubric for Performance Task
1 – Below
standards
2 - Improving
3 – Meets standards
Accurately
identifies
problems and
conflicts.
Thoroughly
discusses
historical
references.
Presents current
efforts to resolve
conflict.
Assumes the
perspective of
respective role.
Student identifies
problems and
conflicts.
Historical
references are
limited.
Student identifies
problems and
conflicts in the
selected countries.
Student provides
some historical
reference to current
conflicts and
problems.
Student accurately identifies
problems and conflicts in
the selected country
Student accurately identifies
problems and conflicts in the
selected country
Student connects historical
references to current
conflicts and problems.
Student connects historical
references to current conflicts
and problems
Student presents current
efforts to resolve conflict.
Student presents current efforts
to resolve conflict and evaluates
the viability of these efforts.
Assumes the
perspective of
role.
Assumes the
perspective of role
and provides
limited insight of
the character’s
position.
Assumes the perspective
of role and provides
knowledgeable insight of
the character’s position.
Assumes the perspective of
role and thoroughly provides
insight and elaborates upon
the character’s position.
Analyzes major
events leading to the
21st Century and
their impact on
ethnic or political
tension.
Correctly
discusses 2 -3
cause and effect
relationships
between the
historical events
and their impact
on ethnic or
political tension
leading to the 21st
Century.
Correctly discusses
4 cause and effect
relationships
between the
historical events and
their impact on
ethnic or political
tension leading to
the 21st Century.
Correctly discusses 5 cause
and effect relationships
between the historical
events and their impact on
ethnic or political tension
leading to the 21st Century.
Correctly discusses 5 cause and
effect relationships between the
historical events and their
impact on ethnic or political
tension leading to the 21st
Century.
SCALE
4 – Exceeds standards
CRITERIA
Connects the global
implications of the historical
conflicts with knowledge
obtained from Unit 5 (Southern
and Eastern Asia Today).
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SEVENTH GRADE FRAMEWORK UNIT 7 – Historical Background for Southern and Eastern Asia
REVISED 8/23/08  Page 5 of 13
Copyright 2007, 2008 All Rights Reserved
One Stop Shop For Educators
Scale
Criteria
Product Rubric for Performance Task
1
2
3
(Below
(Needs
(Meets
Standards)
Improvement)
Standards)
4
(Exceeds
Standards)
Students produce a
product that is
attractive
Use of color,
graphics, and font
distract from the
presentation of
content
Use of color,
graphics, and font
but not all enhance
presentation of
content
Good use of color,
graphics, and font
that enhance the
presentation of
content
Excellent use of
color, graphics,
and font that
enhance the
presentation of
content
Students produce a
product that is
organized
Awareness of
Audience
No clear logical
organization of
content
Most of the
content is
organized
Content is
logically organized
Content is very
well organized and
visually appealing
Information is not
understandable nor
audience
appropriate
An aspect of the
product is not
understandable or
audience
appropriate
Information is
clearly presented,
understandable,
and audience
appropriate
Proper Mechanics
You have 4 or
more errors in
grammar or
spelling
You have 4 errors
in grammar or
spelling
You have 3 or
fewer errors in
grammar or
spelling
Information is
clearly presented,
understandable,
audience
appropriate, and
vocabulary and
graphics enhance
presentation
You have no errors
in grammar or
spelling
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SEVENTH GRADE FRAMEWORK UNIT 7 – Historical Background for Southern and Eastern Asia
REVISED 8/23/08  Page 6 of 13
Copyright 2007, 2008 All Rights Reserved
One Stop Shop For Educators
How did nationalism lead to independence in India and Vietnam?
India
Vietnam
Compare ways they were alike:
Contrast Differences
Colony of
Independence
leader
Independence
achieved by
Government
today
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SEVENTH GRADE FRAMEWORK UNIT 7 – Historical Background for Southern and Eastern Asia
REVISED 8/23/08  Page 7 of 13
Copyright 2007, 2008 All Rights Reserved
One Stop Shop For Educators
How did nationalism lead to independence in India and Vietnam?
India
Vietnam
Compare ways they were alike:
Nationalism led to independence
Located in Asia
European colonies
Achieved independence from European countries
Contrast Differences
United Kingdom
Mohandas Gandhi
Gandhi persuaded the Indian
National Congress to use
nonviolent protests such as
boycotting British goods and
refusing to pay taxes. Millions
of Indians joined the nationalist
movement. U. K. granted India
independence.
Federal republic
Colony of
France
Independence
leader
Ho Chi Minh
Independence
achieved by
Government
today
With the aid of China, Ho Chi
Minh organized a communist
nationalist movement to fight a
war against the French.
Communist state
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SEVENTH GRADE FRAMEWORK UNIT 7 – Historical Background for Southern and Eastern Asia
REVISED 8/23/08  Page 8 of 13
Copyright 2007, 2008 All Rights Reserved
One Stop Shop For Educators
To create a biographical flip book: Take an 8 ½ X 11 sheet of paper and cut on the dotted lines.
Fold along the solid line.
Cut out
Paste or draw
a picture of
Gandhi here.
On the front of the flap that was folded down, students will write the following questions:
1. Who was Mohandas Gandhi?
2. What religion did Gandhi practice?
3. Paraphrase what Gandhi was protesting?
4. What was unique about Gandhi’s method of protest?
5. Explain the result of Gandhi’s protest?
6. What American leader adopted Gandhi’s method of protest?
7. How could you apply Gandhi’s principles in your life?
On the inside of folded section, students will record answers to the questions.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SEVENTH GRADE FRAMEWORK UNIT 7 – Historical Background for Southern and Eastern Asia
REVISED 8/23/08  Page 9 of 13
Copyright 2007, 2008 All Rights Reserved
One Stop Shop For Educators
The United States
Involvement in the
Rebuilding of Japan
Sequence Chart
From Dust to
Dominance:
1.
.
2.
3.
4.
5.
7.
6.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SEVENTH GRADE FRAMEWORK UNIT 7 – Historical Background for Southern and Eastern Asia
REVISED 8/23/08  Page 10 of 13
Copyright 2007, 2008 All Rights Reserved
One Stop Shop For Educators
From Dust to Dominance
Sequence Chart
Directions: The United States played an important
role in the rebuilding of Japan after WWII. Cut out
the following events and paste in chronological
order on the sequence chart.
You will use your sequence map to complete a story
frame summary.
1.
Political, economic, and
social reforms were
introduced, such as a
freely elected Japanese
Diet (legislature) and
universal adult suffrage.
1945 After WWII, Japan
was placed under
international control of the
Allies through the Supreme
Commander, Gen. Douglas
MacArthur
The U. S. occupies
Japan until 1952
In 1957, Japan is
granted membership
into the United Nations
1947 – Japan establishes a
constitutional monarchy
1955 – 1961 U. S.
financial support, along
with the Japanese values
of hard work lead to a
period of great economic
growth for Japan
Today Japan has one of the
most powerful industrialized
economies in the world. Like
the U. S. Japan encourages a
market economy which
motivates people to develop
new ideas and expand
businesses
_____________(date)
U. S. drops atomic
bombs on Japan
_____________(date)
Japan declares war on
the U. S. by bombing
the naval base at Pearl
Harbor, Hawaii
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SEVENTH GRADE FRAMEWORK UNIT 7 – Historical Background for Southern and Eastern Asia
REVISED 8/23/08  Page 11 of 13
Copyright 2007, 2008 All Rights Reserved
One Stop Shop For Educators
STORY FRAME SUMMARY
From Dust to Dominance-- Japan: An Economic Miracle
Name: _____________________________
Title of story __________________________________________
In this story, the problem begins when ______________________________________
_______________________________________________________________________
_______________________________________________________________________
After this, ______________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Next, __________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Then, __________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
The problem is finally solved when _________________________________________
________________________________________________________________________
________________________________________________________________________
The story ends _________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SEVENTH GRADE FRAMEWORK UNIT 7 – Historical Background for Southern and Eastern Asia
REVISED 8/23/08  Page 12 of 13
Copyright 2007, 2008 All Rights Reserved
One Stop Shop For Educators
CAUSES & CONSEQUENCES FOR AN EFFECT
What were the reasons for foreign involvement in Korea and Vietnam in terms of containment of
communism?
Event 1 happens
In 1950, the U. S. sent troops to Korea
because
because
Consequences:
Event 2 happens
In 1961, U.S. sent troops to South Vietnam. South Vietnam signed a military and economic aid treaty with the United States.
because
because
Consequences:
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SEVENTH GRADE FRAMEWORK UNIT 7 – Historical Background for Southern and Eastern Asia
REVISED 8/23/08  Page 13 of 13
Copyright 2007, 2008 All Rights Reserved