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Winston-Salem/ Forsyth County Schools

Recommended 7th Grade Pacing GuideAfrican, Asian & Australian (Oceanic) Studies

Developed in 2008

*for a detailed set of Graphic Organizers, go to the following website: http://lv1.wsfcs.k12.nc.us/lv/io_s001_04.forward?_docid=FC42B600-FFFF-FF89-1606-30C64BC084F1&_Appid=123&_ioID=125&_wsuuid=E7B3F857-FFFF-FF95-5464-3778ABB08A02

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http://lv1.wsfcs.k12.nc.us/lv/io_s001_04.forward?_docid=FC42B600-FFFF-FF89-1606-30C64BC084F1&_Appid=123&_ioID=125&_wsuuid=E7B3F857-FFFF-FF95-5464-3778ABB08A02

http://lv1.wsfcs.k12.nc.us/lv/io_s001_04.forward?_docid=FC42B600-FFFF-FF89-1606-30C64BC084F1&_Appid=123&_ioID=125&_wsuuid=E7B3F857-FFFF-FF95-5464-3778ABB08A02

Introduction Several teachers from WSFCS met and developed pacing guides in 2008 for African, Asian & Australian (Oceanic) Studies, a document that will undergo review and revisions as necessary. The goal was to establish a realistic pacing guide based on 126-160 actual instructional days full of suggested ideas to successfully cover the curriculum. Lastly, the committee members included relevant (and helpful) information for teachers to use based on best teaching practices that are research-based, so that teachers can use such resources to modify their instruction and empower them to develop features (such as Essential Questions) on their own.

Preparing students for the workplace, college, and an increasingly global society lies at the heart of Social Studies instruction. With the new graduation focus on preparing students for the 21st Century workplace, it has become even more important to develop strong academic students and prepare them in the best ways possible to succeed in a global society.

How can the Pacing Guides be used?

To guide instructional pacing so that key areas receive proper attention by including helpful information such as…o Suggested number of days per unito Thematic concepts in each unito Key Terms/People/Places/Events – factual material to recognize and recallo Vocabulary to help build a child’s knowledge of academic words through word walls and word mapso Target Goals for students to accomplish by the end of unitso Global connections that can be extensions of the NC Standard Course of Studyo The NC Standard Course of Study for easy reference

To establish with teachers quarterly benchmarks for units of study that should be complete by the end of each quarter to insure a rich and complete curriculum. Students who transfer from one school to another during the school year can best be served by shared pacing between our schools.

To foster collaborative planning among novice and master teachers by providing suggested curriculum elements (essential questions, global connections, vocabulary, and target goals)

Pacing Guides will be made public to students and parents via website: http://wsfcs.k12.nc.us/departments/socialstudies Pacing Guides will be evaluated at the end of the first year and any district-wide recommendations will lead to revisions as needed. This is a

living document and must continue to be perfected as years go by.

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http://wsfcs.k12.nc.us/departments/socialstudies

Table of ContentsPages…

4-5. Overview of Pacing Guide/Curriculum Document Features

6-28. WSFCS Pacing Guide/Curriculum Document for African, Asian, & Australian (Oceanic) Studies: Quarters 1-4

pg. 7-8: Pacing Guide pg. 9: Core Curriculum-A Top 100 List of Key

Terms/People/Places/Events pgs. 10-28: Curriculum Support Document for Africa, Asia, & Australia

(Oceania)

Appendix: NC DPI’s Bloom-Marzano Hybrid Taxonomy of Cognitive Levels (to help develop effective questions) An Item Shells Approach to Formulating Questions for Each Cognitive Level

We extend deep gratitude and appreciation to all the 7th grade teachers who,for many years, have helped this pacing guide evolve.

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Your experience, time, and commitment have been valuable throughout the process.

2008-2009 WS/FCS Recommended 7th Grade Pacing Guide at a Glance (based on 126-160 instructional days)

Unit 1st Q 2nd Q 3rd Q 4th Q Current Adoption-Gibbs Smith

Introduction to 7th grade √-5 days [Chps]

Overview of geographical & other social studies skills (previewing Africa)/

In Focus: CG 1

√-9-11 days(page)

viii, 1-2

Africa

Ancient African Kingdoms/ In Focus CG 8

Regions of Africa (North, West, Central, East & South)/ In Focus CG 3&11

√- 35-46 days

14-17 days

4-7 days

3-10

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“In Focus”:Each chapter of the current adoption correlates to specific Competency Goals (CGs), but schools can instead focus on 1-2 principal CGs that are natural fits for the given unit; CG 13 is touched upon in each unit through “Global Connections” (see next page)

Days: in order to cover the entire curriculum, each unit contains an instructional window; however, instructors should look at the end of each quarter as a benchmark to aim for.

5-13 days in 1st quarter allotted for any of the following:reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration

Regions of Africa (North, West, Central, East and South)--continued

17-22 days 3-10

SW Asia/ In Focus CGs 7 & 9 √- 24-29 days 15-18 days

11-14

5-13 days in 2nd quarter allotted for any of the following:reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration

SW Asia- continued 9-11 days 11-14

Indian Ocean South Asia/ In Focus: CGs 5 & 12 Southeast Asia/ In Focus CG 4

√- 23-29 days 16-19 days 7-10 days

15-19, 25

5-13 days in 3rd quarter allotted for any of the following:reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration

Indian Ocean: South Asia/ In Focus: CGs 5 &12

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Loss of Instructional Time: each quarter takes into consideration loss of instructional time due to various school/district mattersCurrent adoption: each unit has been aligned to the current textbook adoption; however, instructors should be teaching the SCOS instead of the

While the suggested number of days is important to cover the curriculum effectively, the numbers listed here are meant to provide a general “weight” to each unit’s place in a year.

Unit EQs: What is the key learning for this unit, that serves as an “umbrella” for all the lessons? The unit EQ can address the Competency Goals (CG) that are in “In Focus” for the unit.

UNIT OF STUDY/THEME:

Suggested # of Days 16-19 Unit Essential

Question How is religion reflected in all aspects of South Asian culture?

Examples of Lesson Essential Questions SCOS Objectives Concepts &

Key People/Terms/Events Vocabulary Builder Examples of Target Goals & Global Connections

Geography: How do the

mountain ranges influence life in South Asia?

In what ways does the climate of South Asia impact the dietary needs of its people?

History: How did India

change when new faiths took power?

How did European imperialism change South Asia?

Society & Culture: How do diverse

religions affect daily life in South

Textbook correlates to: CGs 2-6, & 8-12In Focus: CGs 5 & 12 5.01 Describe the relationship between the location of natural resources, and economic development, and analyze the impact on selected cultures, countries, and regions in Africa, Asia, and Australia.

5.02 Examine the different economic systems, (traditional, command, and market), developed in selected societies in Africa, Asia, and Australia, and assess their effectiveness in meeting basic needs.

5.03 Explain how the allocation of scarce resources requires economic systems to make basic decisions regarding the production and distribution of goods and services, and evaluate the impact on the standard of living in selected

Concepts: needs-health (& lack of) communication (&lack

of) unity deeds physical/spiritual

worlds diffusion (religious) imperialism fundamentalism outsourcing (jobs) religion/ faith resistance violence

Terms/People/Places/Events: anthropology sociology Himalayas jute Hinduism epic poems

Vocabulary: subcontinent monsoon vegetarian annual/ monthly

rainfall sanitation polytheism reincarnation caste system cremation bartering population

density cottage

industries coup regime cyclones nuclear weapons fundamentalism overpopulation constitutional

government

Students should be able to… Explain which skill(s)

would be helpful in better understanding the Indus civilization

Show how human life has been dependent on the Himalayas, rivers, and monsoon season

Understand how religions co-exist in India/ Look for similarities &

Global Connections: Examples of skills used

in discoveries of other societies with few written records: Minoa/ Inca/ Africa

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“Lesson Essential Questions”= written in “student-friendly” language, contain a clear target for students, connect to other lesson EQs, and are a specific aspect of the Unit EQ. EQs should drive instruction & be made

“Vocabulary Builder”: content-based, students will use these terms regularly beyond the course; useful for students to refer to during a unit as a Word Wall “Target Goals”: a roadmap for unit mastery “Global Connections”: developing students

for the global workforce through social studies; by applying the global connections, CG 13 will be covered throughout the year.



Asia? Which

institutions form the foundation of South Asia?

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WS/FCS Recommended 7th Grade Pacing Guide at a Glance (based on 126-160 instructional days)

Unit 1st Q 2nd Q 3rd Q 4th Q Current Adoption-Gibbs Smith

Introduction to 7th grade √-5 days [Chps]Overview of geographical & other

social studies skills (previewing Africa)/In Focus: CG 1

√-9-11 days(page)

viii, 1-2

Africa

Ancient African Kingdoms/ In

√- 35-46 days

14-17 days

3-10

(3-5)8

Focus CG 8 Regions of Africa (North, West,

Central, East & South)/ In Focus CG 3&11 4-7 days (6-10)

5-13 days in 1st quarter allotted for any of the following:reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration

Regions of Africa (North, West, Central, East and South)--continued

17-22 days (6-10)

SW Asia/ In Focus CGs 7 & 9 √- 24-29 days 15-18 days

11-14

5-13 days in 2nd quarter allotted for any of the following:reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration

SW Asia- continued 9-11 days 11-14

Indian Ocean South Asia/ In Focus: CGs 5 & 12 Southeast Asia/ In Focus CG 4

√- 23-29 days 16-19 days 7-10 days

15-19, 25

(15-18)(19, 25)

5-13 days in 3rd quarter allotted for any of the following:reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration

Eastern Asia China/ In Focus CGs 2 & 10 Japan and Korea/ In Focus CG 2

√- 23-30 16-20 days 7-10 days

19-24

(19-21)(19, 22-

24)Oceania Australia, New Zealand, &

Polynesia/ In Focus CG 6

√-7-10 days26-27

5-13 days in 4th quarter allotted for any of the following:reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration

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1. Australia/Oceania2. Korean peninsula3. SW Asia4. SE Asia5. Indian subcontinent6. Indian Ocean7. Atlantic Ocean8. Pacific Ocean9. Persian Gulf10. Himalayas11. Bantu migration12. Giza13. the Rosetta Stone14. Valley of the Kings15. Ramses II16. Kush17. Axum18. Mansa Musa19. Timbuktu20. Supreme Being/Animism21. The 1884 Berlin

Conference22. Rwandan genocida & civil

war23. de-colonization24. Suez Canal25. Camp David Accords26. World Bank27. Afrikaners28. apartheid29. Zulu30. Nelson Mandela31. Sudan (Darfur Crisis)32. Middle East33. Muhammad34. Islam35. Muslims36. Tigris & Euphrates rivers

37. creation of Israel38. Code of Hammurabi39. Q’uran40. cuneiform41. Mecca (or Makkah)42. Diaspora43. Five Pillars of Islam44. Sunni45. Shiite (or Shia)46. OPEC47. Saddam Hussein48. Dome of the Rock-

Jerusalem49. Ayatollah Khomeini50. Hinduism51. Ganges River52. Buddhism53. Taj Mahal54. Sepoy Mutiny55. New Delhi56. Mohandas Gandhi57. Bangladesh (East

Pakistan)58. Bollywood59. Asian Pacific Rim60. “Ring of Fire”61. US presence in the

Philippines62. Vietnam War63. Ho Chi Minh64. “domino theory”65. Petronas Towers66. Gobi Desert67. Yangtze River68. Han empire69. Mandarin70. Confucianism71. Daoism & Laozi

72. Qin dynasty73. Great Wall of China74. terracotta warriors75. Mandate of Heaven76. Mao Zedong77. “Cultural Revolution”78. “Great Leap Forward”79. Deng Xiaoping80. Hong Kong81. 1989 Tiananmen Square82. Issue of Taiwan83. Tibetan freedom84. Chinese New Year &

lunar calendar85. “Hermit Kingdom”86. Japanese invasion of

Korea87. DMZ88. Meiji Restoration89. Japanese capture of

Manchuria90. Pearl Harbor91. Enola Gay-Hiroshima-

Nagasaki92. Shintoism93. Tokyo94. the Outback95. the Great Barrier Reef96. Aborigines97. British Commonwealth98. Uluru (or Ayers) Rock99. Dreamtime100. Polynesia

Core Curriculum for 7th Grade Africa, Asia, & Australia (Oceania)—

A list of top 100 Key Terms/People/Places/Events (see units)10

7th-Grade Pacing Guide – Africa, Asia, & Australia (Oceania)Every unit will contain the following broad themes: geography, history, society & culture, government, economics, & globalization

UNIT OF STUDY/THEME: Overview of geographical & other social studies skills (previewing Africa)/In Focus: CG 1


QuestionHow can we use the five themes of geography to better understand the Eastern

Hemisphere?



Geography: What importance

does water play in the lives of people from the Eastern Hemisphere?

In what ways do humans impact the environment?

How can we apply the five themes of geography to better understand the diversity of the Eastern Hemisphere?

Which country would you like to visit most from continents we’ll study this year?

How did the

Textbook correlates to: CGs 1-3 & 9

In Focus: CG 1 1.01 Create maps, charts, graphs, databases, and models as tools to illustrate information about different people, places and regions in Africa, Asia, and Australia.

1.02 Generate, interpret, and manipulate information from tools such as maps, globes, charts, graphs, databases, and models to pose and answer questions about space and place, environment and society, and spatial dynamics and connections.

1.03 Use tools such as maps, globes, graphs, charts, databases, models, and artifacts to compare data on different countries of Africa, Asia, and Australia and to identify patterns as well as similarities and differences.

Concepts: traits (physical) culture

Terms/People/Places/Events: Africa Asia Australia/ Oceania Arabian Peninsula Korean Peninsula Middle East Polynesia SW Asia SE Asia Indian

subcontinent Indian Ocean Atlantic Ocean Pacific Ocean Red Sea Persian Gulf South China Sea Himalayas Bantu migration

Vocabulary: location place human-environmental

interaction movement region continent subcontinent peninsula geography history economics anthropology archaeology

Students should be able to… recall the five themes of

geography & become more proficient using them.

discuss the physical geography of Africa, Asia, & Oceania.

understand the relationship between humans & their environment.

locate, identify, & analyze the regions (and continents) that will be explored this year.

Global Connections Revisit South America

& Europe through multiple comparisons based on the 5 themes.

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geography of ancient Africa affect the movement of people?

How do Africa’s climate zones affect its vegetation?

UNIT OF STUDY/THEME: Africa: Ancient African Kingdoms/ In Focus: CG 8


Question Why is Africa a continent of change?



Geography: How has

geography shaped Africa’s distinct regions?

How did rivers influence life?

History: How did ancient

civilizations along the Nile River become models of a well organized society?

Textbook correlates to: CGs 2-12

In Focus: CG 8 8.01 Describe the role of key historical figures and evaluate their impact on past and present societies in Africa, Asia, and Australia.

8.02 Describe the role of key groups such as Mongols, Arabs, and Bantu and evaluate their impact on historical and contemporary societies of Africa, Asia, and Australia.

8.03 Identify major discoveries, innovations, and

Concepts: domestication civilization society trade theocracy slavery imperialism colonization traditions

Terms/People/Places/Events: the Sphinx Giza the Rosetta

Vocabulary: delta pharaohs pyramids papyrus theocracy hieroglyphics city-state arranged

marriage lineage matrilineal elders subsistence

farmers shifting

Students should be able to… identify major African

leaders and their influences.

investigate the variety of traditions and cultures.

identify the contributions made by the Ancient Kingdoms of Africa.

analyze the early empires of Africa by describing their traditions, governments, and

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Which key figures changed the course of ancient Africa’s history?

How did the Atlantic slave trade change Africa?

Why did Europeans decide to de-colonize after WWII?

Society & Culture: In what ways

were later Nile kingdoms different than the Egyptians?

How did the arrival of new religions change Africa? (Islam & Christianity)

Economics: How did trade

connect the ancient African kingdoms?

inventions and assess their influence on societies past and present.

Stone Nile River Valley Valley of the

Kings King Tut Ramses II Kush Axum Ghana Mali Mansa Musa Timbuktu Songhai Great Zimbabwe markets Masai Supreme

Being/animism Christianity Islam Triangular trade The Berlin

Conference (1884)

King Leopold & Congo

Rwandan genocide & civil war

Henry Stanley David

Livingstone cash crops

agriculture ancestors racism imperialism colonialism corrupt authoritarian diversify

economic development.

interpret the effects of colonization and independence in Africa today.

Global Connections: Compare slavery in

America to slavery in Africa. (including ancient & modern slavery)

Review imperialism in other areas (US-P.Rico-Guam-Samoa, & North & South America.)

Compare/ Contrast Ghana’s tribal leaders to England’s monarchy.

Look at similarities between Manifest Destiny & Arab expansion across North Africa.

Briefly examine the cradles of civilization.

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What differences do you see between West & East African trading kingdoms?

Government: Why was religion

important to the function of Ancient Egypt’s government?

Current Issues/Globalization: How do

traditional and modern Africa coexist?

What have been the lasting effects of imperialism on Africa today?

Kwame Nkrumah Algerian War Rhodesia Nelson Mandela Ellen Johnson-

Sirleaf de-colonization global economy

UNIT OF STUDY/THEME: Africa: Regions of Africa (North, West, Central, East and South)/ In Focus: CGs 3 & 11


Question How has human-environmental interaction led to a diverse set of African cultures?

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Geography: How the lack of

natural resources impacted Northern Africa?

How did the physical environment of Central Africa affect European colonization?

How do mountains affect the lives of people throughout Africa?

History: What attracted

Arab invaders to North Africa?

What effects did European traders have on the African slave trade?

Why did Europeans begin exploring inner Africa in the 1800s?

Textbook correlates to: CGs 2-9 & 10-12

In Focus: CGs 3 & 11 3.01 Identify ways in which people of selected areas in Africa, Asia, and Australia have used, altered, and adapted to their environments in order to meet their needs and evaluate the impact of their actions on the development of cultures and regions.

3.02 Describe the environmental impact of regional activities such as deforestation, urbanization, and industrialization and evaluate their significance to the global community.

3.03 Examine the development and use of tools and technologies and assess their influence on the human ability to use, modify, or adapt to their environment.

3.04 Describe how physical processes such as erosion, earthquakes, and volcanoes have resulted in physical patterns on the earth's surface and analyze the effects on human activities.

11.01 Identify the concepts associated with culture such as language, religion, family, and

Concepts: imperialism colonization traditions slavery trade economic

development

Terms/People/Places/Events: Maghreb Aswan High Dam Suez Canal Camp David Accords Anwar Sadat Muammar Qaddafi call to prayer Swahili nomads the Sahel rainforests Biafra War ivory trade ECOWAS Congo River International

Monetary Fund (IMF) World Bank abeng Mbuti people Patrice Lumumba

(Congo) Horn of Africa

Vocabulary: oasis protectorate desertification shanty towns slave trade equatorial export economies natural resources

herding overgrazing deforestation conservation vaccinations ethnic violence nationalism independence imperialism patrilineal civil wars dictator corruption rebel forces parliamentary cash crops poaching genocide tourism censor industrialization

Students should be able to… contrast different

cultures in Africa. recognize the

interplay between culture, economy, and population in regards to human development (and rights.)

discuss the relationship between specialization (being an expert in one job, product or service) & interdependence (depending on others) in the production of goods and services.

explain the consequences of immigration for native groups of Africa.

compare and contrast how colonialism is related to the economic and military problems in Africa today.

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What factors were considered as Europeans divided Africa? (can also address what factors were ignored)

Why did the Boers & British clash in South Africa?

Society & Culture: How does Islam

influence daily life throughout Africa?

How do Africans try to hold on to their traditional culture while surrounded by Western influences?

How are the customs of the various ethnic groups in Central Africa different?

How are blacks and whites

ethnic identity, and analyze how they can link and separate societies.

11.02 Examine the basic needs and wants of all human beings and assess the influence of factors such as environment, values, and beliefs in creating different cultural responses.

11.03 Compare characteristics of political, economic, religious, and social institutions of selected cultures and evaluate their similarities and differences.

11.04 Identify examples of economic, political, and social changes, such as agrarian to industrial economies, monarchical to democratic governments, and the roles of women and minorities, and analyze their impact on culture.

Tsetse fly Jomo Kenyatta Cape Town Zulu Afrikaners apartheid Johannesburg Nelson Mandela F.W. de Klerk Thabo Mbeki Archbishop

Desmond Tutu Great Rift Valley Lake Victoria Sudan (Darfur

Crisis) Somalia Masai

Global Connections: Discuss North and

West Africa’s connection to U.S. history.

Debate how global humanitarian aid has helped (or hurt) the people of Africa.

Analyze whether international relief aid projects (UNICEF, LIVE AID) in Africa have been successful.

Compare the number of Africans infected with AIDS to other parts of the world.

Which elements in African culture have made the HIV/AIDS epidemic so severe?

Compare Ghana’s independence movement with the American Revolution.

Compare the Holocaust with the Genocide in Rwanda.

Examine the global impact of conflict diamonds.

Research what types

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overcoming cultural differences in South Africa?

Economics: After

independence, why were many African nations still economically linked to Europe?

Why is Central Africa’s growth in agriculture limited?

What are the most important economic activities in E. Africa?

Government: Why has the

transition from colonial rule been difficult for African nations?

How can the history of the Suez Canal help us understand Egypt’s modern

of vaccinations are required to travel to Africa.

How have Africa’s improvements in transportation and communication helped to promote globalization?

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history? Why are unstable

governments the basis of many conflicts in Western Africa?

Current Issues/Globalization: Which modern

issue is most dangerous for a bright African future? (AIDS, poverty, ethnic fighting, corruption,)

What does an oil-based economy mean for the future of oil-rich African states?

UNIT OF STUDY/THEME: SW Asia/ In Focus: CGs 7 & 9


QuestionWhat historical foundations help explain the variety of governments found in SW

Asia?



Geography: How has the

geography of SW

Textbook correlates to: CGs 2-12

Concepts: climate vegetation

Vocabulary: relief strait

Students should be able to: explain how people

adapted to an arid

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Asia affected the lifestyles of people?

How have people traditionally adapted to an arid environment?

In what ways has technology addressed the issue of limited fresh water?

If the oil-rich countries of SW Asia were to exhaust their supply of oil, how would that affect their economies?

History: Which enduring

legacies were established by early civilizations in the Fertile Crescent?

Which figures do you believe had the most significant impact on SW

In Focus: CGs 7 & 9 7.01 Identify historical events such as invasions, conquests, and migrations and evaluate their relationship to current issues.

7.02 Examine the causes of key historical events in selected areas of Africa, Asia, and Australia and analyze the short- and long-range effects on political, economic, and social institutions.

9.01 Trace the historical development of governments, including traditional, colonial, and national in selected societies, and assess their effects on the respective contemporary political systems.

9.02 Describe how different types of governments such as democracies, dictatorships, monarchies, and oligarchies in Africa, Asia, and Australia carry out legislative, executive, and judicial functions and evaluate the effectiveness of each.

9.03 Identify the ways in which governments in selected areas of Africa, Asia, and Australia deal with issues of justice and injustice, and assess the

religion/faith change conflict cooperation human rights fundamentalism resources (natural) technology development ethnicity

Terms/People/Places/Events: “Arab World” non-Arab states

(Turkey, Iran) Red Sea Persian Gulf Arabian peninsula Middle East Muhammad Islam Muslims Tigris & Euphrates

rivers Lebanese civil war “black gold” creation of Israel Code of Hammurabi Q’uran cuneiform Phoenician alphabet Shariah Mecca (or Makkah) Torah

aquifer depletion deforestation sects holocaust domesticate mosque monotheism polytheism covenant messiah socialism mixed economy terrorism sanctions theocracy fundamentalism patriarchal Sabbath secular

environment. state the reasons for

conflict/tensions between Arabs and Jews.

assess the global economic impact made by decisions from of oil-producing states.

demonstrate a knowledge of the roots of Islam, its beliefs, and current trends.

effectively highlight the diversity of the region.

Global Connections: Examine how the Arab-

Israeli conflict has expanded outside the region. (ex: 1972 Olympic attacks, Al Qaeda-Hizbollah-Hamas attacks, US politicians’ support of Israel)

Examine the Armenian genocide in relation to other mass exterminations. (the Holocaust, Pol Pot, Rwanda, Darfur, NativeAmericans, etc.)

Examine other oil-rich nations around the world.

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Asian history? How did the

creation of Israel affect life in SW Asia?

Society & Culture: What unique

cultural characteristics do the people of Southwest Asia share?

How have the three monotheistic religions co-existed throughout the history of the region?

How would you describe life for women throughout SW Asia?

Economics: What are the key

export products of Southwest Asia?

In what ways do

influence of cultural values on their practices and expectations.

9.04 Describe how different governments in Africa, Asia, and Australia select leaders and establish laws in comparison to the United States and analyze the strengths and weaknesses of each.

Diaspora Gospels Kaaba Medina (or Madinah) Five Pillars of Islam hajj caliph Ottoman Empire Sunni Shiite OR Shia Imams the number zero OPEC fossil water Arab nationalism Zionists Golda Meir Iran-Iraq War Persian Gulf War Saddam Hussein Iraq War WMD Palestinians/ PLO Al Jazeera Kurds Dome of the Rock-

Jerusalem Ayatollah Khomeini Bedouins Islamization

Look at the global contributions in arts and sciences from SW Asia-especially the Arab role in reintroducing Classical learning to Europeans.

Compare/Contrast SW Asia to other arid areas of the world.

Analyze the global reach of Islam.

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the economies of oil-rich countries compare to those that lack significant oil resources? (some oil-rich: Saudi Arabia, Iran, Iraq, Kuwait/ some not rich in oil: Dubai, Jordan, Israel, Yemen, Lebanon)

Government: In what ways do

different forms of government in Southwest Asia coexist?

How have differing points of view between Arab & pro-Israeli governments led to turmoil around the world?

What do you think is the main difference between Shia & Sunni governments?

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Current Issues / Globalization: What does the

rapid development of Dubai tell us about the future of SW Asia?

What does the trend towards fundamentalist societies mean for the modernization of Arab states?

UNIT OF STUDY/THEME: Indian Ocean: South Asia/ In Focus: CGs 5 &12


Question How is religion reflected in all aspects of South Asian culture?



Geography: How do the

mountain ranges influence life in South Asia?

In what ways

Textbook correlates to: CGs 2-6, & 8-12In Focus: CGs 5 & 12 5.01 Describe the relationship between the location of natural resources, and economic development, and analyze the impact on selected cultures,

Concepts: needs-health (& lack of) communication unity deeds physical/spiritual

Vocabulary: subcontinent monsoon vegetarian annual/ monthly

rainfall

Students should be able to… Explain which skill(s)

would be helpful in better understanding the Indus civilization.

Show how human life has been dependent on

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does the climate of South Asia impact the dietary concerns of its people?

History: How did India

change when new faiths took power?

How did European imperialism change South Asia?

Society & Culture: How do diverse

religions affect daily life in South Asia?

Which institutions form the foundation of South Asia?

How does Indian culture reflect a blend of the modern with the traditional?

Economics:

countries, and regions in Africa, Asia, and Australia.

5.02 Examine the different economic systems, (traditional, command, and market), developed in selected societies in Africa, Asia, and Australia, and assess their effectiveness in meeting basic needs.

5.03 Explain how the allocation of scarce resources requires economic systems to make basic decisions regarding the production and distribution of goods and services, and evaluate the impact on the standard of living in selected societies and regions of Africa, Asia, and Australia.

5.04 Describe the relationship between specialization and interdependence, and analyze its influence on the development of regional and global trade patterns.

12.01 Examine the major belief systems in selected regions of Africa, Asia, and Australia, and analyze their impact on cultural values, practices, and institutions.

12.02 Describe the relationship between and cultural values of selected societies of Africa, Asia, and Australia and their

worlds diffusion (religious) imperialism fundamentalism outsourcing (jobs) religion/ faith resistance violence

Terms/People/Places/Events: anthropology sociology Himalayas jute Hinduism epic poems

(Baghavad-Gita, Ramayana, Mahabharata)

Brahman Nerguna Karnma-Dharma-

Moksha Aryans Sanskrit Indus River valley Ganges River

o (GONE-gah) The Buddha Buddhism Nirvana civilization Rajahs Mauryan Empire The “Golden Age”

sanitation polytheism reincarnation caste system cremation bartering population

density cottage

industries coup regime cyclones nuclear weapons fundamentalism overpopulation constitutional

government

the Himalayas, rivers, and monsoon season.

Understand how religions co-exist in India. Look for similarities & differences among major faiths. (Islam Christianity, Sikhism Buddhism, & Hinduism)

Explain why India & Pakistan matter today.

Global Connections: Identify examples of

skills used in discoveries of other societies with few written records: Minoa/ Inca/ Africa.

Investigate other river valley civilizations (Egypt & Mesopotamia.)

Research other “Golden Ages”: Renaissance Italy, West Africa, height of Islam.

List major religions in USA today (or NC.)

Investigate nuclear issues in Pakistan & Iran.

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Which industries are key to India’s rapidly growing economy?

How does the size of the population affect the economy of South Asia? (you may flip the two factors)

Government: Why does

religion affect the policies of governments in South Asia to varying degrees (differently)?

Current Issues/ Globalization: Which current issue do

you consider to be most important to South Asia’s future? (may include, but not limited to: poverty, overpopulation, lack of drinking water, Hindu/Muslim conflict, nuclear weapons, rapid industrialization, pollution, terrorism)

art, architecture, music, and literature, and assess their significance in contemporary culture.

12.03 Identify examples of cultural borrowing, such as language, traditions, and technology, and evaluate their importance in the development of selected societies in Africa, Asia, and Australia.

.

Mughal Empire Taj Mahal Sepoy Mutiny Victorian style New Delhi Mohandas Gandhi Salt March Sikhs Jainists language families

(Hindi/ Urdu) Jawaharal Nehru Indira Gandhi Bangladesh (East

Pakistan) Dalai Lama Benazir Bhutto Pervez Musharraf Bollywood

UNIT OF STUDY/THEME: Indian Ocean: Southeast Asia/ In Focus: CG 4

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Question In what ways have patterns of movement shaped the diversity of SE Asia?



Geography: Why is land in SE Asia

productive for diverse agriculture?

How does the “Ring of Fire” affect the people of the region?

Why has the death toll been so high in recent natural disasters?

History: Why has SE Asia

become a melting pot of world faiths?

How has the Vietnam conflict changed the region?

Society & Culture: In which ways have SE

Asians adapted to new ideas?

Economics: What benefits has SE

Asia typically received as a major trade route?

How is urbanization affecting SE Asia?

Textbook correlates to: CGs 2-7, 9-10, & 12

In Focus: CG 4 4.01 Describe the patterns of and motives for migrations of people, and evaluate the impact on the political, economic, and social development of selected societies and regions.

4.02 Identify the main commodities of trade over time in selected areas of Africa, Asia, and Australia and evaluate their significance for the economic, political, and social development of cultures and regions.

4.03 Examine key ethical ideas and values deriving from religious, artistic, political, economic, and educational traditions, as well as their diffusion over time, and assess their influence on the development of selected societies and regions in Africa, Asia, and Australia.

Concepts: adaptation change climate vegetation diffusion systems (of

government) globalization modernization religion/faith

Terms/People/Places/Events: Asian Pacific Rim “Ring of Fire” “Tiger”

economies Filipinos Spanish rule in

the Philippines US presence in

the Philippines Vietnam War Ho Chi Minh “domino theory” Spice Islands types of

government Aung San Suu

Kyi & Nobel

Vocabulary: typhoons cyclones humidity plantations terraced farming endangered forests monasteries modernization authoritarian rule communism

Students should be able to… show how SE Asians

have taken advantage of the rich natural resources throughout history.

discuss why SE Asia has been a place of adaptation to new ideas.

analyze the impact of conflicts in the region.

predict what the future of SE Asia will look like based on current trends.

Global Connections: Have students

research other devastating natural disasters in recent history.

Look at major exports from SE Asia that have a global impact.

Research how ecotourism in SE Asia compares to other eco-tourist locales.

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Government: In what ways has the

movement in ideas prevented the furthering of communism in SE Asia?

Current Issues/Globalization: How are SE Asian

traditions changing as a result of modernization?

peace prize Petronas Towers

(Kuala Lampur) ASEAN Singapore 2004 Tsunami 2008 Malaysian

cyclone major faiths:

Christianity, Islam, Buddhism, Hinduism

UNIT OF STUDY/THEME: Eastern Asia: China / In Focus: CGs 2 & 10


QuestionWhat role have human-environmental interactions played in shaping Chinese

historical events?26



Geography: How has the powerful

landscape of China affected decisions made by its people? (see: Gobi desert, Himalayas, Pacific Ocean, & major river systems)

Why has geography shaped the migration patterns of people?

History: In your opinion, which

dynastic rule established the greatest legacy for China?

How did Mao Zedong’s policies shape modern Chinese history?

Culture: Which unique cultural

characteristics have survived over time?

How have religious-philosophical ideas influenced China?

Economics: Which products fuel

the giant Chinese economy?

How does China

Textbook correlates to: CGs 1-3, 5-6, & 8-12

In Focus: CGs 2 & 10 2.01 Identify key physical characteristics such as landforms, water forms, and climate and evaluate their influence on the development of cultures in selected African, Asian and Australian regions.

2.02 Describe factors that influence changes in distribution patterns of population, resources, and climate in selected regions of Africa, Asia, and Australia and evaluate their impact on the environment.

2.03 Examine factors such as climate change, location of resources, and environmental challenges that influence human migration and assess their significance in the development of selected cultures in Africa, Asia, and Australia.

10.01 Trace the development

Concepts: citizenship development systems (of

government) competition diversity change conflict cooperation revolution

Terms/People/Places/Events: Asian Pacific Rim Himalayas Gobi Desert Yangtze River arid & humid

China feng shui silk eggs Han empire Mandarin Cantonese one-child-per-family

policy Confucianism Daoism& Laozi Buddhism Qin dynasty Great Wall of

China terracotta warriors gunpowder

Vocabulary: characters

(written language)

heterogeneous society

filial piety ancestors veneration dynasty bureaucracy influence colonialism revolution commune ideology tariff intensive

farming double cropping aquaculture subsistence

farming commercial

farming hydroelectric

power

Students should be able to… examine how the

geography of China has affected the movement of its people.

evaluate the role of important historical figures in the development of Chinese society.

assess the region’s global influence.

analyze the effect of China’s economy (including imports and exports) on the world market.

discuss the environmental concerns facing China.

Global Connections: Examine industries

leaving the US(or specifically NC) & moving to China.

Compare the labor force in China to U.S.- including salaries,

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balance a mixed economy with communist beliefs?

Government: How does the

government of China coexist with other regional governments?

How are traditions of civic duty expressed in a modern world?

How has the state helped citizens during natural disasters?

Current Issues/Globalization: Which issues did China

address as they hosted the 2008 Olympics?

What would a “Chinese century” look like for the world over the next 100 years?

How can China resolve the status of Taiwan?

of relationships between individuals and their governments in selected cultures of Africa, Asia, and Australia, and evaluate the changes that have evolved over time.

10.02 Identify various sources of citizens' rights and responsibilities, such as constitutions, traditions, and religious law, and analyze how they are incorporated into different government structures.

10.03 Describe rights and responsibilities of citizens in selected contemporary societies in Africa, Asia, and Australia, comparing them to each other and to the United States.

10.04 Examine the rights, roles, and status of individuals in selected cultures of Africa, Asia, and Australia, and assess their importance in relation to the general welfare.

fine china (porcelain)

paper Mandate of

Heaven acupuncture compass Mao Zedong “Cultural Revolution” “Great Leap

Forward” opium Three Principals of

the People junks Deng Xiaoping spheres of influence Special Econ.

Zones Hong Kong Special

Administrative Regions (Macao & Hong Kong)

World Trade Organization

1989 Tiananmen Square Taipei 101 Issue of Taiwan Tibetan freedom Three Gorges Dam Chinese New Year &

lunar calendar

benefits, worker’s rights, etc.

Analyze the pollution from industry and its effect on the global environment.

Discuss lasting contributions by the Chinese to global arts and sciences.

Examine how great dynastic periods in Chinese history measure up to other empires in history (Rome, Inca, Mongols, Turks, British.)

Investigate the global impact of the Silk Road.

Research the global legacy of Chinese government & civic duties.

Study the modern migration of people from the countryside to urban centers. Then compare to other mass migrations in history.

UNIT OF STUDY/THEME: Eastern Asia: Japan & Korea/ In Focus: CG 2

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Question What role has nature played in the development of East Asia?



Geography: How has the location of

Korea affected the lives of its people?

How has geography shaped the population patterns of people throughout Japan?

History: In what ways has

Japan absorbed foreign ideas while maintaining tradition?

How did the emergence of a communist North Korea change the peninsula?

Culture: Why has nature played

a critical role in shaping East Asian culture?

Economics: How have the Japanese

made full use of their

Textbook correlates to: CGs 2-4, 6-7, & 9-12

In Focus: CG 2 2.01 Identify key physical characteristics such as landforms, water forms, and climate and evaluate their influence on the development of cultures in selected African, Asian and Australian regions.

2.02 Describe factors that influence changes in distribution patterns of population, resources, and climate in selected regions of Africa, Asia, and Australia and evaluate their impact on the environment.

2.03 Examine factors such as climate change, location of resources, and environmental challenges that influence human migration and assess their significance in the development of selected cultures in Africa, Asia, and Australia.

Concepts: cooperation religion/faith nature harmony adaptation modernization traditions conflict development progress citizenship

Terms/People/Places/Events: “Hermit

Kingdom” kimchi “rice bowl” of

Asia han’gul Japanese

invasion of Korea DMZ Kim Il-Sung Kim Jong-Il Korean War Seoul spirit worship women of the

sea

Vocabulary: homogeneous

society archipelago peninsula stalemate armistice reunification feudalism imperialism tsunami constitutional

monarchy pacifists

Students should be able to… explain how

geography shaped the movement patterns of people in Korea and Japan.

assess the impact of high population density.

discuss the people who helped shape the history and cultures of Korea and Japan.

analyze the role of government in developing industries in Korea and Japan.

discuss the major issues facing the Koreas and Japan.

Global Connections: Look at cultural

elements of Japan that are popular in the US and around the world.

Examine the threat a nuclear North Korea poses in a terrorist

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limited natural resources?

In what ways does the government affect industry in the Korean peninsula?

Government: Which form of

government do you feel has been most effective in meeting the needs of its people?

Current Issues/Globalization: How can East Asians

preserve tradition in a modern world?

What are the common issues facing both Japan and the Koreas?

role of education samurai Matthew Perry Meiji restoration Japanese capture

of Manchuria Pearl Harbor Emperor Hirohito Enola Gay-

Hiroshima-Nagasaki

Shintoism Mount Fuji cherry tree

blossom origami Zen Buddhism Tokyo capsule hotels kimono National Diet seibo Japan’s

“economic miracle”

Group of Eight (G8)

Juku (“cram schools”)

Sumo wrestling Kabuki theatres World Cup of

Soccer 2002 in

age. Research the military

bases the US maintains in the Pacific Rim.

Identify goods and services Americans receive from Japan & the Koreas.

Analyze the Kyoto protocols and what that means for businesses and the environment.

Research from where Korean and Japanese chopsticks are imported, and discuss why.

30



Korea/Japan

UNIT OF STUDY/THEME: Oceania: Australia, New Zealand & Polynesia/ In Focus: CG 6


QuestionWhat economic changes in Oceania arrived through hundreds of years of

immigration by “foreigners”?



Geography: What connections do

you see between geography & population patterns in the Australia-New Zealand region?

History: How would you

describe the treatment of Aborigines in Australian history?

Society & Culture: In what ways did

European settlers to Australia & New Zealand adapt their lifestyles to a new environment?

Textbook correlates to: CGs 2-7 & 10-12

In Focus: CG 6 6.01 Describe different levels of economic development and assess their connections to standard of living indicators such as purchasing power, literacy rate, and life expectancy.

6.02 Examine the influence of education and technology on productivity and economic development in selected nations and regions of Africa, Asia, and Australia.

6.03 Describe the effects of over-specialization and evaluate their impact on the standard of living.

Concepts: tourism tradition change settlement mythology

(Dreamtime) associations exploration immigration

Terms/People/Places/Events: the Outback the Great Barrier

Reef stations Aborigines Maori tattoos Australian gold

Vocabulary: exile missionaries penal colony referendum exports high islands low islands atoll ecotourism territories

Students should be able to… examine the causes of

population patterns in Australia & New Zealand.

discuss why Europeans, & Asians today, have been attracted to Oceania.

describe the importance of Aboriginal & Maori cultures to the Australia-New Zealand region.

identify what common characteristics are found in the people of Oceania.

examine how the territories belonging to the US (Samoa,

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Economics: How have the people of

Oceania responded to the presence of foreign powers?

Government: What benefits do

Australian & New Zealanders receive as members of the British Commonwealth?

Current Issues/Globalization: How can the

traditional way of life survive as the “outside” world becomes closer? (see: Aborigines, Maori, Polynesians, Easter Island, etc.)

In the future, how will associating more with Asian neighbors, than European allies, change the Australia-New Zealand region?

rush Edward

Hargraves British

Commonwealth kiwi fruit “Kiwi” “Aussies” Uluru (or Ayers )

Rock rugby Dreamtime Sydney Melbourne Wellington Micronesia Polynesia Melanesia “PNG” pidgin wayfinding Easter Island-

Hawaii-New Zealand=Polynesian triangle

Guam, Marshall Islands, & the state of Hawaii) have affected mainland US culture.

Global Connections: Identify which “pull &

push factors” brought the British to Australia-New Zealand.

Compare the British founding of the US state of Georgia to Australia.

Examine further why the Japanese have immigrated in large numbers to Australia.

Compare eco-tourism in the continent to other famous eco-tourist spots. (rainforests in Brazil-Costa Rica-Mexico, African savannas, SE Asian forests, Indian reserves)

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Appendix:

NC Department of Public Instruction’s Cognitive Level Model: Bloom-Marzano

Hybrid (adopted-1989)

and

An Item Shells Approach toFormulating Questions for Each Cognitive

Level

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NCDPI Levels of Thinking & Reasoning (as adapted in 1989 from Bloom and Marzano)

NOTE: Knowledge, Organizing, & Applying are considered lower-order cognitive skills.Analyzing, Generating, Integrating, & Evaluating are considered higher-order cognitive skills

Knowledge Defining problems: clarifying needs, discrepancies, or puzzling situations Setting goals: establishing direction and purpose Observing: obtaining information through one or more senses Formulating questions: seeking new information through inquiry Encoding: storing information through long-term memory Recalling: retrieving information from long-term memoryUseful Verbs: list, name, label, recall, identify, match, choose

Organizing Arranging information so it can be used effectively Comparing: noting similarities and differences between or among entities Classifying: grouping and labeling entities on the basis of their attributes Ordering: sequencing entities according to a given criterion Representing: changing the form but not the substance of informationUseful verbs: categorize, group, classify, compare, contrast

Applying Demonstrating prior knowledge within a new situation. The task is to bring together the appropriate information, generalizations, or

principles that are required to solve a problem.Useful Verbs: apply, make, show, record, construct, demonstrate, illustrate

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Analyzing Clarifying existing information by examining parts and relationships Identifying attributes and components: determining characteristics or parts of something Identifying relationships and patterns: recognizing ways in which elements are related Identifying main idea: identifying the central element; for examples, the hierarchy of key ideas in a message or line of reasoning Identifying errors: recognizing logical fallacies and other mistakes, and where possible correcting themUseful Verbs: outline, diagram, differentiate, analyze

Generating Producing new information, meaning, or ideas Inferring: going beyond available information to identify what reasonably may be true Predicting: anticipating next events or the outcome of a situation Elaborating: explaining by adding details, examples, or other relevant informationUseful Verbs: conclude, predict, explain, elaborate, infer

Integrating Connecting and combining information Summarizing: combining information efficiently into a cohesive statement Restructuring: changing existing knowledge structures to incorporate new informationUseful Verbs: combine, summarize, design, imagine, generalize

Evaluating Assessing the reasonableness and quality of ideas Establishing criteria: setting standards for making judgments Verifying: confirming the accuracy of claimsUseful Verbs: judge, evaluate, rate, verify, assess, define criteria

An Item Shells Approach to formulating questions for each cognitive level (some examples)36

KNOWLEDGE (Identifying):Which _____________________________________ best defines __________________________________?

(fact, concept, principle, or procedure)Which _____________________________________ is characteristic of ____________________________?

(fact, concept, principle, or procedure)

ORGANIZING (Classifying):Which _____________________________________ is an example of ______________________________?

(fact, concept, principle, or procedure)What completes this ________________________________________?

APPLYING (Problem Solving)What is the true nature of the problem?Which _____________________________________ is an example of ______________________________?What is a possible solution?

ANALYZING:What must _________________________________ consist of?Given _____________________________________, what is the primary cause _____________________?What is the relationship between ___________________________ and ___________________________?

GENERATING (Predicting):What would happen if ______________________________________?What is needed to solve this problem?If ____________________________happens, what should be done to ____________________________?On the basis of ____________________________, what should be done to ________________________?

INTEGRATING (Combining):_________________________ and _____________________ will likely make/result in _________________?How can ______________________________ best accomplish ___________________________?

EVALUATING (Judging):What is most effective for ____________________________________?Which _____________________________________ is better (worse) than ___________________________?

(fact, concept, principle, or procedure)What is most effective method for _____________________________?What is the most critical step in this procedure? Which step in unnecessary in this procedure?Which is the most effective (efficient) solution?Why is _________________________ the most effective (efficient) solution?

Adapted from Thomas M. Haladyna, Writing Test Items to Evaluate Higher Order Thinking, Boston: Allyn and Bacon, 1999.

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