Global Education Unit

ESTABLISHED GOALS          From the Texas Essential Knowledge and Skills (TEKS) WG1A analyze the effects of physical and human geographic patterns and processes on the past and describe their impact on the present: significant physical features and environmental conditions that influenced migration patterns and shaped the distribution of culture groups today WG1B trace the spatial diffusion of phenomena: Columbian Exchange or the diffusion of American popular culture and describe the effects on regions of contact WG2A describe the human and physical characteristics of the same regions at different periods of time to evaluate relationships between past events and current conditions WG10A describe the forces that determine the distribution of goods and services in free enterprise, socialist, and communist economic systems WG10B classify where specific countries fall along the economic spectrum between free enterprise and communism WG13B compare maps of voting patterns or political boundaries to make inferences about the distribution of political power WG14B compare how democracy, dictatorship, monarchy, republic, theocracy, and totalitarian systems operate in specific countries WG14C analyze the human and physical factors that influence the power to control territory and resources, create conflict/war, and impact international political relations of sovereign nations WG15A identify and give examples of different points of view that influence the development of public policies and decision-making processes on local, state, national, and international levels WG16B describe elements of culture: language, religion, beliefs and customs, institutions, and technologies WG18D evaluate the spread of cultural traits to find examples of cultural convergence and divergence: spread of democratic ideas, U.S.-based fast-food franchises, the English language, technology, or global sports	Transfer
	Students will be able to independently use their learning to examine the political systems, economic systems, and cultural elements that developed as human interaction increased. Students also study how the Neolithic revolution, European exploration, industrialization and post industrialization have been key turning points in increasing spatial diffusion and political control of territory.
	Meaning
	UNDERSTANDINGS                          Students will understand…      1.      How democratic, dictatorship, monarchy, republic, theocracy and totalitarian governments operate and compare voting patterns in various types of governments.     2.      How the distribution of goods and services is determined in free enterprise, socialist, and communist economic systems and classify where various countries fall along the economic spectrum.     3.      The elements of culture and analyze the processes of cultural convergence and cultural divergence.     4.      How the Neolithic Revolution changed settlement patterns, created new functional regions and changed the nature of social interactions.     5.      How European exploration impacted political control of territories (colonialism) and impacted the diffusion of products and ideas (Columbian Exchange).     6.      How the introduction of new technologies increased the diffusion of products and ideas and facilitated increasing political power for some regions.     7.      How increasing technological connectivity (internet) challenges governments to control diffusion and territory.	ESSENTIAL QUESTIONS              1.      How has the process of spatial exchange influence events in the past and help to shape the present? 2.      How have political, economic, and social processes shaped cultural patterns and characteristics in various places and regions? 3.      What is characteristic about the world’s economic systems? 4.      What geographic factors influence political divisions, relationships between political divisions, and policies? How do the components of culture affect the way people live and shape the characteristics of regions?
	Acquisition
	Students will know…                                   1.      Definitions of: Culture, Cultural Convergence, Cultural Divergence, Democracy, Dictatorship, Socialism, Institution, Monarchy, Republic, Totalitarianism, Spatial Diffusion, Communism, Free Enterprise.     2.      Linkages between the past and current cultural and geopolitical climates of various world cultures.     3.      The increasing impact of globalization.     4.      How to identify and interpret the role that physical and human geography played in the shaping of various present day countries.     5.      Make connections between “here” and “there” as well as “then” and “now.	Students will be skilled at… REWRITE!!!!                                      1. Researching historical issues and various special topics which serve as indicators of a country’s selection and implementation of various political and economic systems. 2. Analyzing information found on primary and secondary documents for the purpose of predicting motivations for globalization, possible problems from the interaction with the natural environment and new cultures, and the presence of differing ideologies. 3. Citing specific evidence to support predictions of a country’s cultural problems that arise through globalizations. 4. Responding in free response essay prompts in which information is used to support a selected perspective.
Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
1. List, describe, recite, give examples, express, illustrate, explain, summarize, generalize, produce, show, point out, compose, create 2. Identify, locate, express, illustrate, organize, prepare, categorize, originate, develop, construct, compare 3. Compare 4. Identify, locate, give examples, illustrate, summarize, produce, choose, apply, compare, differentiate, classify, develop, design, construct, organize 5. Locate, recite, give examples, summarize, organize, prepare, apply, compare,analyze, distinguish, infer, develop, create 6. Locate, illustrate, interpret, produce, how, compare, categorize, infer, design, organize, evaluate, critique   7. Select, identify, describe, give examples, interpret, generalize, apply, analyze, classify, differentiate, infer, compose, hypothesize, develop, organize, judge, evaluate, critique	TRANSFER TASK(S):                                                                                             1.      Government Systems: Students will be asked to define the terms on their own and without the aid of reference material. They will then form groups of 3-4 and come to a collective agreement on definitions for those terms. Each group will be assigned one of the terms for which they will then proceed to perform the definition as a group of statues. The other students are tasked with trying to figure out what term is being performed. Success is determined by the accuracy of the performances and the detective work of the other students. Accuracy for definitions will be checked at this point using reference materials. Students will also be given a map of the United States and asked to label various cultural/perceptual regions and asked to identify the role that the mindset of that region has on voting patterns.     2.      Economic Systems:  Students will be asked to define the terms on their own and without the aid of reference material. They will then form groups of 3-4 and come to a collective agreement on definitions for those terms. Each group will be assigned one of the terms for which they will then proceed to perform the definition as a group of statues. The other students are tasked with trying to figure out what term is being performed. Success is determined by the accuracy of the performances and the detective work of the other students. Accuracy for definitions will be checked at this point using reference materials. Students will be asked to find correlations (if any) between various economic systems and government systems. (Does one government style favors a particular economic system? If so, what and why?)      3.      Cultural Convergence, Cultural Divergence, and Cultural Assimilation: Students will be asked to identify the definitions of these terms. They will then be asked to locate possible areas where they occur and what evidence do they have to back up their claim? (What does the convergence, divergence, and assimilation looks like?) Students will be tasked with identifying the major indicators of a culture and what their own local (classroom) culture is. Students will be asked to create their own culture and find another student(s) that their culture would blend with and why. They will also be asked to find one they their created culture would not blend with.     4.      Neolithic Age: Students will compare life before and after the Neolithic Revolution and key geographic points that facilitate this change. Students will look at a map of Round Rock and Austin to see if certain settlement patterns from the Neolithic Age are reflected in current settlement behaviors.     5.      Age of Exploration/Increased Connectivity:  Students will be asked to pick 2 areas of the world that were colonized by European powers and analyze the cultures of both groups to attempt to synthesize what the relations would be. Students will then prove to what extent the varying human geographic processes played a role in the exploration of the globe in that time period. Students will create a multipage log from a captain/monarch/native from that time period and must demonstrate the roles of the following terms: ·         Transportation ·         Push-Pull Factors ·         Economic  Systems ·         Spatial Diffusion ·         Migration ·         War ·         Trade ·         Independent inventions ·         Diffusion of  ideas and motivations on cultural change     6.      The Internet and New Technologies:  Students are to analyze the role that technology has played in shrinking the globe. Students will also be asked to examine the role that social media played in the Arab Spring Movements. Students will also be tasked with explaining what could be possible responsible and irresponsible usages of newer media and technologies for everything from local issues (bullying) to global issues (civil rights).     7.      Project Time: Students will construct a multi country conference  for discussing the value of keeping national boundaries in a rapidly globalizing world. Globalization of cultures, commodities, and increasing mobility of the world’s population are topics that must be discussed as part of the panel.
List, define, recite, restate, give examples, illustrate, defend, summarize, interpret, generalize, choose, apply, solve, analyze, classify, differentiate, infer, develop, produce, create, evaluate, consider, judge	OTHER EVIDENCE:                                                                                           Reading quizzes over articles and in class case studies covered during this time frame. Reading questions over articles and in class case studies covered during this time frame. Vocabulary assignments from articles and in class case studies covered during this time frame. Informal assessment via classroom discussions and debates. Unit exam.
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction     1.      Government Systems: Students will be asked to define the terms on their own and without the aid of reference material. They will then form groups of 3-4 and come to a collective agreement on definitions for those terms. Each group will be assigned one of the terms for which they will then proceed to perform the definition as a group of statues. The other students are tasked with trying to figure out what term is being performed. Success is determined by the accuracy of the performances and the detective work of the other students. Accuracy for definitions will be checked at this point using reference materials. Students will also be given a map of the United States and asked to label various cultural/perceptual regions and asked to identify the role that the mindset of that region has on voting patterns.     2.      Economic Systems:  Students will be asked to define the terms on their own and without the aid of reference material. They will then form groups of 3-4 and come to a collective agreement on definitions for those terms. Each group will be assigned one of the terms for which they will then proceed to perform the definition as a group of statues. The other students are tasked with trying to figure out what term is being performed. Success is determined by the accuracy of the performances and the detective work of the other students. Accuracy for definitions will be checked at this point using reference materials. Students will be asked to find correlations (if any) between various economic systems and government systems. (Does one government style favors a particular economic system? If so, what and why?)     3.      Cultural Convergence, Cultural Divergence, and Cultural Assimilation: Students will be asked to identify the definitions of these terms. They will then be asked to locate possible areas where they occur and what evidence do they have to back up their claim? (What does the convergence, divergence, and assimilation looks like?) Students will be tasked with identifying the major indicators of a culture and what their own local (classroom) culture is. Students will be asked to create their own culture and find another student(s) that their culture would blend with and why. They will also be asked to find one they their created culture would not blend with.     4.      Neolithic Age: Students will compare life before and after the Neolithic Revolution and key geographic points that facilitate this change. Students will look at a map of Round Rock and Austin to see if certain settlement patterns from the Neolithic Age are reflected in current settlement behaviors. 5.      Age of Exploration/Increased Connectivity:  Students will be asked to pick 2 areas of the world that were colonized by European powers and analyze the cultures of both groups to attempt to synthesize what the relations would be. Students will then prove to what extent the varying human geographic processes played a role in the exploration of the globe in that time period. Students will create a multipage log from a captain/monarch/native from that time period and must demonstrate the roles of the following terms: ·         Transportation ·         Push-Pull Factors ·         Economic  Systems ·         Spatial Diffusion ·         Migration ·         War ·         Trade ·         Independent inventions ·         Diffusion of  ideas and motivations on cultural change     6.      The Internet and New Technologies:  Students are to analyze the role that technology has played in shrinking the globe. Students will also be asked to examine the role that social media played in the Arab Spring Movements. Students will also be tasked with explaining what could be possible responsible and irresponsible usages of newer media and technologies for everything from local issues (bullying) to global issues (civil rights).     7.      Project Time: Students will construct a multi country conference  for discussing the value of keeping national boundaries in a rapidly globalizing world. Globalization of cultures, commodities, and increasing mobility of the world’s population are topics that must be discussed as part of the panel.