TGC Fellow Unit Template *

School/Location:
Oshkosh West High School, Oshkosh WI
Unit Title: Explasion and Conflict
Time Needed: 3 weeks (150 minute blocks)

Prepared by: Kathy Heinen

Subject: Global Studies Grade: 9
Unit Summary:
Inthisunitstudentswillexaminetherolethatreligions,resources,andseawayshaveplayedinhistoryandthe
developmentofnationalism.
Stage 1 Desired Results
ESTABLISHED GOALS:

Transfer
Students will be able to independently use their learning to(real world purpose)
OASDWorldCulturesBenchmarks:
WCU.09.B.1.1Understandthe
1.Makeconnectionsbetweenthenandnow
significanceofevents,peopleand
2.Developcriticalthinkingskills
ideasinshapingworldhistory.
3.Analyzedata
WCU.09.B.1.2Understandthe
4.Identifysimilaritiesanddifferencesbetweenissuesofexpansionand
relationshipbetweenthehistorical
conflictthroughouthistory
events,includingpresentday
5.Applytheirknowledgetoassistotherswhoareaffectedbyglobalconflict
WCU.09.C.1.1Understandthevarious (withinourcommunityand/orabroad)
governancesystemstheirideals,
6.SummarizemainpointsoftopicinsimpleSpanish
sourcesofpowerandimpacton
7.Usetechnologytocreate
citizen
8.Identifysimilaritiesanddifferencesbetweenpeoplesandreligions
WCU.09.C.1.2Understandhow
groupsandnationsmanageconflict
andorder
Meaning
WCU.09.C.1.3Understandthecauses UNDERSTANDINGS
ESSENTIAL QUESTIONS:
andeffectsofpoliticalchange
Students will understand that
WCU.09.C.1.4Understandhowglobal
1.Howdoreligionsspread?
interdependenceimpactslocal
economiesandsocialsystems
1.Therearefivemajorreligionsin 2.Arepeopleforcedtoparticipate
WCU.09.D.1.2Understandtheforces theworldthathaveimpactedhistory
inreligions?
thatshapeindividuals,groups,and
institutions
2.Worldsuperpowersbenefited
3.Whatareasoftheworldwere
OASDReadingbenchmarks:
frominvolvementincolonialism
colonized?
CCS.10.R.1.10Bytheendofgrade10
readandcomprehendshistory/social
4.Howwerepeoplecolonized?
studiestextsinthegrades9&10text

complexitybrandindependentlyand
proficiently
CCS.10.R.1.6Comparethepointof
viewoftwoormoreauthorsforhow
theytreatthesameorsimilartopics,
includingwhichdetailstheyinclude
andemphasizeintheirrespective
accounts
OASDWritingBenchmarks:
CCS.10.W.1.7Conductshortaswell
asmoresustainedresearchprojectsto
answeraquestionorsolveaproblem
narroworbroadentheinquirywhen
appropriate,synthesizemultiple
sourcesonthesubject,demonstrating
understandingofthesubjectunder
investigation
CCS.10.W.1.8Gatherrelevant
informationfrommultipleauthoritative
printanddigitalsources,using
advancedsearcheseffectivelyassess
theusefulnessofeachsourcein
answeringtheresearchquestion
integrateinformationintothetext
selectivelytomaintaintheflowof
ideas,avoidingplagiarismand
followingastandardformatforcitation
CCS.10.W.1.9Drawevidencefrom
informationtextstosupportanalysis,
reflection,andresearch
OASDWorldLanguage
Benchmarks
WL2.12.A.1.1Speaksincontextusing
verbs(present,pastandfuture)
appropriately

3.TheIndustrialRevolution
5.HowdidcountrieslikeGreat
changedtheUnitedStatesandEurope BritainandSpainbenefitfrompowerful
navies?
4.Accesstoseawaysmade
certainempiresmorepowerful
6.WhatisFreedomoftheSeas?

Students will know (Content)

7.Howcanonesummarizebasic
factsinSpanish?
Acquisition
Students will be able to (Skills)

1.ContemporaryWorldReligions
2.DivisionamongMuslims
3.ContemporaryIraq
4.RootsofImperialism
5.Colonization(emphasison
Britain,FranceandSpain)
6.RelevanceofSeawaystotrade
andmovement

1.Relatepasttopresent
2.Identifysimilaritiesand
differencesamongmajorworld
religions
3.Usethepresent,preterit,
imperfectandfuturetensesinSpanish
todescribeevents
4.Identifymajorseawaysandthe
majorbattlesforcontrol
5.Identifysimilaritiesand
differencesbetweencountrieswith
Imperialisticphilosophies
6.Summarizemethodsof
colonizationofworldpowers
7.Identifycoloniesandbeableto
describelifeasacolonist
8.Analyzehowreligionshapesa
culture

WL2.12.A.1.3Speakswithsome
commandofgrammaticalformsand
patterns
WL2.12.B.1.1Readsandunderstands
mainideasandsomedetails
WL2.12.C.1.6Writeswith
levelappropriatefluency,clarityand
transitionwords
WL2.12.D.1.1Demonstratesan
understandingoftherelationships
amongthepractices,products,and
perspectivesofthelanguagesstudied

GLOBAL COMPETENCY:
Examine how religion defines and affects
culture.
Compare your personal religion to those
in other cultures.
Expand on spoken target language
proficiency
RESOURCES:
Spanish,English,andWorldCulture
texts
BritanicaEscolarOnline
Persepolis
(SpanishandEnglish
editions)
YouTubevideoclips

Assessment
Assessments
FOR
Learning: (ex: kwl chart,
exit ticket, observation, draft, rehearsal)
Exitslips,feedbackonreadings,list,
descriptions,generalize,pointout,
discuss,analyze,differentiate

Stage 2 - Evidence
Evaluation Criteria (Learning Target or Student Will Be Able To)
Spanish:
Use Spanish to summarize, in short meaningful sentences major points using the
present, past and future tenses. Interpersonal and presentational modes will be
addressed

1.Beabletosummarizefactsand
reportinanewformat
2.UseSpanishtodiscussevents
intheappropriatepasttense
3.Usemapstoindicateworld
powersatdifferentpointsinhistory
andtheirdominanceinvariousregions
oftheworld
4.Answerquestionsrelatingto
readingselections
5.Quizonvocabularyterms
relatedtoimperialism,colonies,
seaways,religions

Assessment
OF
Learning: (ex:
performance task, project, final paper)
Spanishoralinterview:presentational
andinterpersonalmodeswillbe
assessedusingstandardsbased
rubric
English:technologypresentationthat
demonstratesunderstandingof
content
WorldCultures:finalwrittenunitexam
Spanish:Inanoralinterviewwiththe
teacher,listmajorworldreligions,
wheretheybegan,inwhichcentury
theybegan,andapproximatelyhow
manymembersparticipateinthe
religion(presentationalmode).
Additionally,bepreparedtodiscussin
furtherdepth,insimplephrases,about
leadersofeachreligion.

English:
Create an original product that summarizes content learned.
Identify reputable resources in research.
Support a thesis through research.
Use technology to create.
Read a novel from another culture and identify similarities and differences between
groups.

World Cultures:
Identify major religions and the impact they had on cultures.
Identify geographic locations
Compare present and past.
Identify relevant sources.
Describe how imperialism and colonialism affect the present and past of countries.

English:CreateaPowerPoint(or
otherpresentationalformat)toshare
withtheclassthatshowsexamplesof
colonialisminNorthAmerica,Central
orSouthAmerica,Australia,the
Pacific,AsiaorAfrica.Discuss
influencesandissuesthatthecolonies
hadtoaddress,andhowthehistoryof
colonialismhasimpactedpresentday
life.
WorldCultures:Unitexamon
seaways,showinganunderstandingof
trade,battles,andimperialism(with
limitedexamples)

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesson plans will be
separate)
Week One:
Readingsandvideoclipsrelatedtomajorworldreligions,classdiscussionofimpactofreligiononculture,analysisof
politicalcartoonsonimperialism
Week Two:
IntroductionofPowerpointproject,labtimetobeginproject,summarizing(insimpleSpanishphrases)theworldreligions,
readingsonleadersofworldreligions,continuedreadinganddiscussiononFreedomoftheSeas,andtheemergenceof
SuperPowers
Week Three:
ContinuedlabtimetofinishEnglishpresentations,andthen,presentationstotheclass,partnerpracticewithSpanish
grammar,vocabularyrelatingtooralexam,Spanishoralexam,reviewofconceptsfromWorldCulturestextrelatingto
imperialismandFreedomoftheSeas,reviewgameandunitexam(WorldCultures).Additionoptionalactivity:Begin
Spanish/EnglishreadingofPersepolis
Week Four:

*adapted from Understanding by Design Model