ap comparative government and politics comparative government and politics ... we will analyze...

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

CONTEMPORARY GLOBAL ISSUES

AP Comparative Government and Politics

COURSE DESCRIPTION

Grade Level: 10 Department: Contemporary Global Issues Course Title: AP Comparative Government Credits: 5.0

and Politics Course Code: 232050

Board of Education adoption date: August 27, 2012

Board of Education

Mr. Heshy Moses, President Mrs. Jennifer Sutera, Vice President

Mr. Carl Accettola Mr. William Bruno

Mrs. Elizabeth Canario Mrs. Kathie Lavin

Mr. Ronald G. Lawson Mr. Michael Messinger Ms. Maryanne Tomazic

Mr. Charles Sampson, Superintendent

Ms. Donna M. Evangelista, Assistant Superintendent for Curriculum and Instruction

Curriculum Writing Committee Mr. James St. Angelo

Supervisors

Ms. Judith Newins

AP Comparative Government and Politics

Introduction

Course Philosophy

This course will focus on the underlying principles and values of governments around the globe. We will explore the rights, responsibilities, and roles of

citizens and state institutions from six specific nations in addition to the United States. We will analyze global politics by comparing our system of

government with the diverse political structures and practices that exist in the world. In order to accomplish this task each student will engage in and

develop a variety of essential skills including critical and creative thinking, class discussions, cooperative learning, debates, research techniques, portfolio

construction, active listening, and a wide variety writing techniques.

Course Description

During the course of each unit, students will develop an intricate understanding of each nation’s political and cultural history, institutions, party system,

economic policies, social policies, political culture, and demographic trends. Each subsequent nation studied will be analyzed through comparison with

the previous units. Current and controversial issues will be explored in depth through research and construction of current event analyses portfolios for

each exemplar nation. The final unit of this course will involve cumulative projects. An individually researched, composed, and delivered speech on a

controversial issue will demonstrate students’ ability to formulate and voice informed arguments. A cooperatively-based cultural analysis and

demonstration will prove students’ abilities to reach consensus, empathize with the varied cultures and societies that have been studied throughout this

course, and present their understandings to other students throughout the school community. The end goal is increased appreciation and empathy for

diverse communities from around the globe.

Course Map and Proficiencies/Pacing

Course Map

Relevant Standards Enduring

Understanding Essential Questions

Assessments

Diagnostic Formative Summative

SOC.9-12.6.3.12.1; SOC.9-

12.6.3.12.3; SOC.9-12.6.3.12.4;

SOC.9-12.6.2.12.6; SOC.9-

12.6.3.12.4; SOC.9-12.6.2.12.3;

SOC.9-12.6.2.12.5; SOC.9-

12.6.2.12.4; SOC.9-

12.6.2.12.3;SOC.9-

12.6.2.12.C.6.a; SOC.9-

12.6.2.12.C.6.b; SOC.9-

12.6.2.12.C.6.c; SOC.9-

12.6.2.12.C.5.d; SOC.9-

12.6.2.12.C.5.e; SOC.9-

12.6.2.12.C.5.b; SOC.9-

12.6.2.12.C.5.c; SOC.9-

12.6.2.12.B.5.e; SOC.9-

12.6.2.12.6.3.12.5

WORK.9-12.9.1.12.B.1; WORK.9-

12.9.1.12.C.1; WORK.9-

12.9.1.12.C.3; WORK.9-

12.9.1.12F.2

LA.9-12.3.1.12.H.3;LA.9-

12.3.1.12.H.7;LA.9-12.3.1.12.H.1;

LA.9-12.3.5.12.B.1; LA.9-

12.3.2.12.D.2; LA.9-

12.3.5.12.C.1; LA.9-12.3.2.12.A.5

TEC.9-12.8.1.12.B.3; TEC.9-

12.8.1.12.A.5; TEC.9-

12.8.1.12.B.7; TEC.9-

12.8.1.12.A.9; TEC.9-

12.8.1.12.A.1; TEC.9-

12.8.1.12.B.8

Societies require rules,

laws, and governments.

Why do rules, laws, and

governments not

always provide for

individual rights or the

common good?

What laws are

necessary for

preservation of

societies' securities and

liberties?

What institutions seem

particular to what

geographic, cultural,

and political situations

and why?

Survey on

government

“functions” for the 8

major forms of

government

“Develop Your Own

Government” group

presentation and

write-up

Multiple choice, short

answer, and matching

test

Open ended essay or

document based

questions

SOC.9-

12.6.2.12.C.6.b; SOC.9-

12.6.2.12.C.6.c; SOC.9-

12.6.3.12.A.1; SOC.9-

12.6.2.12.A.6.c; SOC.9-

12.6.2.12.A.6.d; SOC.9-

12.6.2.12.A.6.a; SOC.9-

12.6.2.12.A.6.b; SOC.9-

12.6.2.12.C.6.a; SOC.9-

12.6.2.12.C.6.d; SOC.9-

12.6.2.12.A.5.b; SOC.9-

12.6.2.12.A.2.a; SOC.9-

12.6.2.12.C.9.c; SOC.9-

12.6.2.12.d.15.b; SOC.9-

12.6.2.12.6.3.12.5

WORK.9-12.9.1.12.C.1;

WORK.9-12.9.1.12.C.2;

WORK.9-12.9.1.12.C.3;

WORK.9-12.9.1.12.2

LA.9.12.3.3.12.A.3; LA.9-

12.3.1.12.H.5; LA.9-

12.3.1.12.H.1; LA.9-

12.3.5.12.B.1; LA.9-

12.3.3.12.A.2; LA.9-

12.3.2.12.A.5; LA.9-

12.3.2.12.D.1; LA.9-

12.3.5.12.C.2

TEC.9-12.8.1.12.B.3; TEC.9-

12.8.1.12.A.5; TEC.9-

12.8.1.12.B.7;

Citizen participation

can influence

government in a myriad

of ways.

What actions can

individuals and groups

take to impact their

society and its

governing system?

What methods of

participation are

legitimate and which

are illegitimate?

Why should citizens

participate?

Per country "Know,

Think You Know,

Want to Know" with

historical and

contemporary social

issues and conflicts

Short answer quiz on

20th and 21st Century

issues and conflicts

Multimedia presentation

analyzing how the focus

nations have addressed

these issues and offering

possible solutions

SOC.9-12.6.3.12.1; SOC.9-

12.6.3.12.3; SOC.9-

12.6.3.12.4; SOC.9-

12.6.2.12.6; SOC.9-

12.6.3.12.4; SOC.9-

12.6.2.12.3; SOC.9-

12.6.2.12.5; SOC.9-

12.6.2.12.4; SOC.9-

12.6.2.12.3;SOC.9-

12.6.2.12.C.6.a; SOC.9-

12.6.2.12.C.6.b; SOC.9-

12.6.2.12.C.6.c; SOC.9-

12.6.3.12.A.1; SOC.9-

12.6.2.12.A.6.c; SOC.9-

12.6.2.12.A.6.d; SOC.9-

12.6.2.12.A.6.a; SOC.9-

12.6.2.12.A.6.b; SOC.9-

12.6.2.12.C.6.a; SOC.9-

12.6.2.12.A.3.c; SOC.9-

12.6.2.12.C.5.b; SOC.9-

12.6.2.12.B.6.a

WORK.9-12.9.1.12.B.1;

WORK.9-12.9.1.12.C.1;

WORK.9-12.9.1.12F.2;

WORK.9-12.9.1.12.2

LA.9-12.3.1.12.H.5; LA.9-

12.3.1.12.H.3; LA.9-

12.3.5.12.B.1; LA.9-

12.3.5.12.C.1; LA.9-

12.3.3.12.A.2; LA.9-

12.3.2.12.A.5; LA.9-

12.3.2.12.D.1

TEC.9-12.8.1.12.A.9; TEC.9-

12.8.1.12.A.1; TEC.9-

12.8.1.12.B.8

Governments can

change and adapt

based on the needs of

their people.

What political

situations promote

or hinder citizen

involvement?

What historical

examples exist, which

demonstrate

governments'

progression toward

democracy over time?

What events and

actions tend to spark

government change?

"Then and Now"

matching survey of

economic and social

policies from China

and Russia (or all 6

countries) from

contemporary world

and earlier

Policy quiz or political

leaders multiple

choice quiz on China

and Russia

Current event portfolio

analyses on economics

and social welfare for

China and Russia (or all 6

countries)

SOC.9-12.6.3.12.1; SOC.9-12.6.3.12.3; SOC.9-12.6.3.12.4; SOC.9-12.6.2.12.6; SOC.9-12.6.2.12.C.6.b; SOC.9-12.6.2.12.C.6.c; SOC.9-12.6.3.12.A.1; SOC.9-12.6.2.12.A.6.c; SOC.9-12.6.2.12.A.6.d; SOC.9-12.6.2.12.A.6.a; SOC.9-12.6.2.12.A.6.b; SOC.9-12.6.2.12.C.6.a; SOC.9-12.6.2.12.A.3.c; SOC.9-12.6.2.12.C.5.b; SOC.9-12.6.2.12.B.6.a; SOC.9-12.6.2.12.A.5.b; SOC.9-12.6.2.12.A.3.b; SOC.9-12.6.2.12.C.6.a; SOC.9-12.6.2.12.A.2.a; SOC.9-12.6.2.12.C.9.c; SOC.9-12.6.2.12.d.15.b; SOC.9-12.6.2.12.6.3.12.5 WORK.9-12.9.1.12.C.2; WORK.9-12.9.1.12.C.3; WORK.9-12.9.1.12F.2; WORK.9-12.9.1.12.2 LA.9.12.3.3.12.A.3; LA.9-12.3.1.12.H.3;LA.9-12.3.1.12.H.7; LA.9-12.3.5.12.B.1; LA.9-12.3.3.12.A.2; LA.9-12.3.2.12.D.2; LA.9-12.3.2.12.A.5; LA.9-12.3.2.12.D.1 TEC.9-12.8.1.12.A.5; TEC.9-12.8.1.12.B.7; TEC.9-12.8.1.12.A.9; TEC.9-12.8.1.12.B.8

It is the responsibility of

citizens to actively

participate in politics.

How can citizens and

groups affect change to

develop democratic

tendencies in

authoritarian regimes?

How can citizens

effectively participate

in democratic systems

so their voices are

heard?

Why is it that citizens in

some political systems

opt out of political

participation?

Political protestors

multimedia quiz:

predict the results

and consequences

Position paper on a

grassroots political

movement in any one

of our six exemplar

nations

Action plan and

presentation for political

movements in any of the

six exemplar nations

SOC.9-12.6.2.12.5; SOC.9-

12.6.2.12.4; SOC.9-

12.6.2.12.3;SOC.9-

12.6.2.12.C.6.a; SOC.9-

12.6.2.12.C.6.b; SOC.9-

12.6.2.12.C.6.c; SOC.9-

12.6.3.12.A.1; SOC.9-

12.6.2.12.A.6.c; SOC.9-

12.6.2.12.A.3.c; SOC.9-

12.6.2.12.C.6.c; SOC.9-

12.6.2.12.C.6.d; SOC.9-

12.6.2.12.B.5.e; SOC.9-

12.6.2.12.B.6.a; SOC.9-

12.6.2.12.A.3.b; SOC.9-

12.6.2.12.C.6.a; SOC.9-

12.6.2.12.C.6.b; SOC.9-

12.6.2.12.C.6.c; SOC.9-

12.6.2.12.6.3.12.5

WORK.9-12.9.1.12.B.1;

WORK.9-12.9.1.12.C.1;

WORK.9-12.9.1.12.C.3;

WORK.9-12.9.1.12F.2;

WORK.9-12.9.1.12.2

LA.9-12.3.1.12.H.5; LA.9-

12.3.1.12.H.3;LA.9-

12.3.1.12.H.1; LA.9-

12.3.5.12.B.1; LA.9-

12.3.3.12.A.2; LA.9-

12.3.5.12.C.1; LA.9-

12.3.2.12.D.1

TEC.9-12.8.1.12.A.5; TEC.9-

12.8.1.12.B.3;EC.9-

12.8.1.12.B.7; TEC.9-

12.8.1.12.A.1

Nations interact with

each other through

trade, treaties, and the

use of force.

What are some specific

trade relationships that

countries have engaged

in over the past

century?

What situations have

led nations to resort

to the use of force?

Why is the use of force

seen as legitimate

behavior by the

international

community in certain

cases?

Military intervention

pre-test

“Civilian and Military

Deaths of 20th and

21st Centuries” chart

analysis

Military actions and

economic sanctions

group map projects for

each of the six exemplar

nations

SOC.9-12.6.3.12.4; SOC.9-

12.6.2.12.3; SOC.9-

12.6.2.12.5; SOC.9-

12.6.2.12.4; SOC.9-

12.6.2.12.3;SOC.9-

12.6.2.12.C.6.a; SOC.9-

12.6.2.12.C.6.b; SOC.9-

12.6.2.12.C.6.c; SOC.9-

12.6.2.12.A.5.c; SOC.9-

12.6.2.12.A.5.e; SOC.9-

12.6.2.12.C.6.b; SOC.9-

12.6.2.12.C.6.c; SOC.9-

12.6.2.12.C.6.d; SOC.9-

12.6.2.12.C.5.g; SOC.9-

12.6.2.12.C.5.f; SOC.9-

12.6.2.12.C.5.d; SOC.9-

12.6.2.12.C.5.e; SOC.9-

12.6.2.12.C.9.c; SOC.9-

12.6.2.12.d.15.b; WORK.9-

12.9.1.12.B.1; WORK.9-

12.9.1.12.C.1; WORK.9-

12.9.1.12.C.2; WORK.9-

12.9.1.12.C.3; WORK.9-

12.9.1.12F.2; WORK.9-

12.9.1.12.2

LA.9.12.3.3.12.A.3; LA.9-

12.3.1.12.H.5; LA.9-

12.3.1.12.H.3;LA.9-

12.3.1.12.H.7;LA.9-

12.3.1.12.H.1; LA.9-

12.3.5.12.B.1; LA.9-

12.3.5.12.C.1; LA.9-

12.3.3.12.A.2

TEC.9-12.8.1.12.B.3; TEC.9-

12.8.1.12.A.5; TEC.9-

12.8.1.12.B.8

In an increasingly

interdependent and

globalized world, the

actions of one nation

can and do impact the

lives of citizens from

other nations.

What social, political,

and economic problems

and opportunities arise

when cultures interact?

How do security,

economic, and welfare

decisions from

one government impact

those

same decisions by

foreign governments?

What role do

supranational

organizations play

in facilitating

international

cooperation and

improving human

rights?

Trade connections

mapping activity or

survey on United

States trade partners

and goods

Charted lists of trade

partners and goods

exchanged for any of

six exemplar nations

Formal Advanced

Placement style multiple

choice test or current

event analysis on

economic crises since

2008 United States

mortgage crisis

SOC.9-12.6.2.12.4; SOC.9-

12.6.2.12.3;SOC.9-

12.6.2.12.C.6.a; SOC.9-

12.6.2.12.C.6.b; SOC.9-

12.6.2.12.A.3.c; SOC.9-

12.6.2.12.C.5.b; SOC.9-

12.6.2.12.B.6.a; SOC.9-

12.6.2.12.A.5.b; SOC.9-

12.6.2.12.A.5.c; SOC.9-

12.6.2.12.A.5.e; SOC.9-

12.6.2.12.C.6.b; SOC.9-

12.6.2.12.C.6.c; SOC.9-

12.6.2.12.C.6.d; SOC.9-

12.6.2.12.C.5.g;

WORK.9-12.9.1.12.C.1;

WORK.9-12.9.1.12.C.3;

WORK.9-12.9.1.12F.2;

WORK.9-12.9.1.12.2

LA.9.12.3.3.12.A.3; LA.9-

12.3.1.12.H.5; LA.9-

12.3.2.12.D.2; LA.9-

12.3.5.12.C.1; LA.9-

12.3.2.12.A.5; LA.9-

12.3.2.12.D.1; LA.9-

12.3.5.12.C.2

TEC.9-12.8.1.12.B.7; TEC.9-

12.8.1.12.A.9; TEC.9-

12.8.1.12.A.1; TEC.9-

12.8.1.12.B.8

Social conflicts and

problems can be

intricate, deep

rooted, and

complex and therefore

cannot often be

resolved easily.

How do we affirm

individual and group

identities, while at the

same time respecting

and appreciating

outside groups?

Why do disputes over

limited resources often

lead to ethnic and

religious conflicts?

Why do certain groups

resort to the use of

terror or other

illegitimate coercive

tactics to get their

collective voices heard?

Graphic organizer

quiz on the cultural

and ethnic

breakdown of each

focus nation

Formal outline of

debates on Nigeria or

any other nations

under study

Research based debate:

three groups each

represent the 3 major

ethnicities in Nigeria

SOC.9-12.6.3.12.4; SOC.9-

12.6.2.12.6; SOC.9-

12.6.3.12.4; SOC.9-

12.6.2.12.3; SOC.9-

12.6.2.12.C.5.f; SOC.9-

12.6.2.12.C.5.d; SOC.9-

12.6.2.12.C.5.e; SOC.9-

12.6.2.12.C.5.b; SOC.9-

12.6.2.12.C.5.c; SOC.9-

12.6.2.12.B.5.e; SOC.9-

12.6.2.12.B.6.a; SOC.9-

12.6.2.12.D.3.c;SOC.9-

12.6.2.12.D.5.d; SOC.9-

12.6.2.12.A.3.a; SOC.9-

12.6.2.12.A.3.b; SOC.9-

12.6.2.12.C.6.a; SOC.9-

12.6.2.12.C.6.b; SOC.9-

12.6.2.12.C.6.c;

WORK.9-12.9.1.12.B.1;

WORK.9-12.9.1.12.C.1;

WORK.9-12.9.1.12.C.2;

WORK.9-12.9.1.12F.2;

WORK.9-12.9.1.12.2

LA.9-12.3.1.12.H.5; LA.9-

12.3.1.12.H.3; LA.9-

12.3.5.12.C.1; LA.9-

12.3.3.12.A.2; LA.9-

12.3.2.12.D.2; LA.9-

12.3.2.12.A.5; LA.9-

12.3.2.12.D.1; LA.9-

12.3.5.12.C.2

TEC.9-12.8.1.12.A.5; TEC.9-

12.8.1.12.B.7; TEC.9-

12.8.1.12.A.1; TEC.9-

12.8.1.12.B.8

Goods and services are

provided by local,

regional, and national

governments, which

must raise revenue

through coercion in

order to do so.

How do national,

regional, and local

governments interact

and cooperate in the

extracting and

distributing resources?

What roles do parties

play in formulating

policy stances on the

extraction of resources

and the distribution of

goods and services?

Why do

some countries'

constitutions set up

federal systems while

others call for unitary

systems?

"Know, Want to

Know, Learned"

charts on Russia,

Mexico, Nigeria, and

Iran oil reserves,

production, and

revenues

Peer assessment on

summative

presentation progress

Presentation on oil

capability, productivity,

revenue distribution,

pollution, and alternative

sources of income

SOC.9-12.6.3.12.1; SOC.9-12.6.3.12.3; SOC.9-12.6.3.12.4; SOC.9-12.6.2.12.6; SOC.9-12.6.3.12.4; SOC.9-12.6.2.12.3; SOC.9-12.6.2.12.5; SOC.9-12.6.2.12.4; SOC.9-12.6.2.12.3;SOC.9-12.6.2.12.C.6.a; SOC.9-12.6.2.12.C.6.b; SOC.9-12.6.2.12.C.6.c; SOC.9-12.6.3.12.A.1; SOC.9-12.6.2.12.A.6.c; SOC.9-12.6.2.12.A.6.d; SOC.9-12.6.2.12.A.6.a; SOC.9-12.6.2.12.A.6.b; SOC.9-12.6.2.12.C.6.a; SOC.9-12.6.2.12.A.3.c; SOC.9-12.6.2.12.C.5.b; SOC.9-12.6.2.12.B.6.a; SOC.9-12.6.2.12.A.5.b; SOC.9-12.6.2.12.A.5.c; SOC.9-12.6.2.12.A.5.e; SOC.9-12.6.2.12.C.6.b; SOC.9-12.6.2.12.C.6.c; SOC.9-12.6.2.12.C.6.d; SOC.9-12.6.2.12.C.5.g; SOC.9-12.6.2.12.C.5.f; SOC.9-12.6.2.12.C.5.d; SOC.9-12.6.2.12.C.5.e; SOC.9-12.6.2.12.C.5.b; SOC.9-12.6.2.12.C.5.c; SOC.9-12.6.2.12.B.5.e; SOC.9-12.6.2.12.B.6.a; SOC.9-12.6.2.12.D.5.a; SOC.9-12.6.2.12.D.5.c; SOC.9-12.6.2.12.D.5.d; SOC.9-12.6.2.12.D.5.e; SOC.9-12.6.2.12.D.3.a; SOC.9-12.6.2.12.D.3.c;SOC.9-12.6.2.12.D.6.a; SOC.9-12.6.2.12.D.5.d; SOC.9-12.6.2.12.A.3.a; SOC.9-12.6.2.12.A.3.b; SOC.9-12.6.2.12.C.6.a; SOC.9-12.6.2.12.C.6.b; SOC.9-12.6.2.12.C.6.c; SOC.9-12.6.2.12.C.6.d; SOC.9-12.6.2.12.A.5.b; SOC.9-12.6.2.12.A.2.a; SOC.9-12.6.2.12.C.9.c; SOC.9-12.6.2.12.d.15.b; SOC.9-12.6.2.12.6.3.12.5 WORK.9-12.9.1.12.B.1; WORK.9-12.9.1.12.C.2;WORK.9-12.9.1.12.C.3;WORK.9-12.9.1.12.2 LA.9.12.3.3.12.A.3; LA.9-12.3.1.12.H.5; LA.9-12.3.1.12.H.3;LA.9-12.3.1.12.H.7;LA.9-12.3.1.12.H.1; LA.9-12.3.5.12.B.1; LA.9-12.3.5.12.C.1; LA.9-12.3.3.12.A.2 TEC.9-12.8.1.12.B.3; TEC.9-12.8.1.12.A.5; TEC.9-12.8.1.12.B.7; TEC.9-12.8.1.12.A.1

Demographic trends

are greatly impacted by

industrial development,

urbanization, and

technology and by

government policies

regarding these.

What types of policies

do developing nations

enact in order to

best promote

democracy, economic

freedoms, and human

rights?

What makes the

socializing role of

women, mothers in

particular, so crucial to

the development of a

nation’s economy and

its acceptance of

democratic values?

When nations first

industrialize and

urbanize why do

economic inequality

and

poverty usually increase

at first?

“Social and Economic

Outcomes and

Government

Distribution of

Services” chart

analysis

Multiple choice and

short answer quiz on

citizen access to

goods, services, and

technology in rural

and urban regions

Multimedia presentation

on current access to

goods, services, and

technology in each of six

exemplar nations

Proficiencies and Pacing

Unit Title Unit Understanding(s) and Goal(s)

Recommended

Duration

Unit 1: Introduction to Comparative Politics

Societies require rules, laws, and governments.

Goods and services are provided by local, regional, and national governments, which must raise revenue through coercion in order to do so. Demographic trends are greatly impacted by industrial development, urbanization, and technology and by government policies regarding these. At the conclusion of this unit, students will be able to:

1. Students will understand the necessity and impact of governments on the societies they govern. 2. Students will understand what methods and categories should be used in order to compare and contrast political entities. 3. Students will compare and contrast major political ideologies and philosophies from the Enlightenment through contemporary time periods. 4. Students will define the terms articulation and aggregation, provide examples of entities that carry out these functions, and describe how they do so.

5 Weeks

Unit 2: United Kingdom

Nations interact with each other through trade, treaties, and the use of force.

In an increasingly interdependent and globalized world, the actions of one nation can and do impact the lives of citizens from other nations.

Goods and services are provided by local, regional, and national governments, which must raise revenue through coercion in order to do so. At the conclusion of this unit, students will be able to:

1. Students will understand the unique historical developments that have led the political environment and institutions of the United Kingdom to be classified as “gradualist.” 2. Students will compare the role and impact of government in the United Kingdom to that of governments in the other five exemplar nations. 3. Students will compare and contrast varied interest groups and parties in the United Kingdom. 4. Students will understand the impact of the United Kingdom's political system on the rest of the globe.

5 Weeks

Unit 3: China

Governments can change and adapt based on the needs of their people.

It is the responsibility of citizens to actively participate in politics.

In an increasingly interdependent and globalized world, the actions of one nation can and do impact the lives of citizens from

other nations.

Goods and services are provided by local, regional, and national governments, which must raise revenue through coercion in

order to do so.

Demographic trends are greatly impacted by industrial development, urbanization, and technology and by government policies

regarding these.

At the conclusion of this unit, students will be able to:

1. Students will understand that a democratic political culture is a necessary condition for the emergence of truly pluralistic

political institutions and civil liberties in China.

2. Students will understand the unique historical developments that have led the political environment and institutions

of China to be classified as a one-party, market system.

3. Students will compare the role and impact of government in China to that of governments in the other five exemplar

nations.

4. Students will compare and contrast methods of political participation in China to those of the other five exemplar nations.

5. Students will understand the impact of China's political system on the rest of the globe.

4 Weeks

Unit 4: Russia



Social conflicts and problems can be intricate, deep rooted, and complex and therefore cannot often be resolved easily.


order to do so.


regarding these.


1. Students will appreciate the historical impact of tsarist, autocratic and communist, one-party domination of politics on the

contemporary policies and political culture of Russia.

2. Students will understand the paradoxical nature of the recent regime’s history dominated by a powerful executive

coupled with electoral freedoms and market economic policies.

3. Students will compare the role and impact of government in Russia to that of governments in the other five exemplar nations.

4. Students will compare and contrast varied interest groups and parties in Russia.

5. Students will understand the impact of Russia's political and economic system on the rest of the globe.

6. Students will understand the impact that oil and natural gas extraction, production, and exportation has on Russia.

4 Weeks

Unit 5: Mexico

Citizen participation can influence government in a myriad of ways.


In an increasingly interdependent and globalized world, the actions of one nation can and do impact the lives of citizens from

other nations.



order to do so.


regarding these.


1. Students will understand the impact that one-party domination of the Mexican political system for 70 years had on the

development of Mexican civil society.

2. Students will understand the unique historical developments in Mexico, from its having been a colonial territory to

its following of the agricultural-export model, that have led to the particular political environment and institutions of

Mexico.

3. Students will compare the role and impact of government in Mexico to that of governments in the other five exemplar

nations.

4. Students will compare and contrast varied interest groups and parties in Mexico.

5. Students will understand the impact of the Mexico's political and economic system on the rest of the globe.

6. Students will understand the role that oil extraction, production, and exportation plays in and the impact it has on

Mexico.

4 Weeks

Unit 6: Iran




Demographic trends are greatly impacted by industrial development, urbanization, and technology and by government policies regarding these. At the conclusion of this unit, students will be able to: 1. Students will understand the paradoxical nature of a theocratic, Islamist regime with limited electoral freedoms and market economic policies. 2. Students will understand the unique historical developments that have led to the particular political environment and institutions of Iran. 3. Students will compare the role and impact of government in Iran to that of governments in the other five exemplar nations. 4. Students will compare and contrast varied interest groups and parties in Iran. 5. Students will understand the impact of Iran's political and economic system on the rest of the globe. 6. Students will understand the role that oil extraction, production, and exportation plays in and the impact it has on Iran.

4 Weeks

Unit 7: Nigeria





Goods and services are provided by local, regional, and national governments, which must raise revenue through coercion in order to do so.

Demographic trends are greatly impacted by industrial development, urbanization, and technology and by government policies regarding these. At the conclusion of this unit, students will be able to: 1. Students will appreciate the historical impact of imperialism and ethnicity on the unique version of federalism and politics and

on the current socio-economic status of Nigeria.

2. Students will compare the role and impact of government in Nigeria to that of governments in the other five exemplar nations.

3. Students will compare and contrast varied ethnic groups, interest groups, and parties in Nigeria.

4. Students will understand the impact of Nigeria's political and economic system on the rest of the globe.

5. Students will understand the role that oil extraction, production, and exportation plays in and the impact it has on Nigeria.

4 Weeks

Unit 8: End of

Year Media

Analyses and

Service Learning

Projects




1. Students will develop an appreciation of and empathize with cultures and societies existing under state systems both

similar to and markedly different from our own.

2. Students will analyze media for bias and historical inaccuracy.

3. Students will create and present cumulative, multi-media, end of course projects which will instruct and enlighten their

younger schoolmates.

5 Weeks

Unit 1: Introduction to Comparative Politics

Unit 1: Introduction to Comparative Government

Enduring Understandings:

Societies require rules, laws, and governments.


In an increasingly interdependent and globalized world, the actions of one nation can impact the lives of citizens from other nations.

Essential Questions:

Why do rules, laws, and governments not always provide for individual rights or the common good?

What laws are necessary for preservation of societies' securities and liberties?

How do national, regional, and local governments interact and cooperate when distributing resources?

Why do some countries' constitutions set up federal systems while others call for unitary systems?

What social, political, and economic problems and opportunities arise when cultures interact?

How do security, economic, and welfare decisions from one government impact those same decisions by foreign governments?

What role do supranational organizations play in facilitating international cooperation and improving human rights?

Why is the use of force seen as legitimate behavior by the international community in certain cases?

Unit Goals:

Students will understand the necessity and impact of governments on the societies they govern.

Students will understand what methods and categories should be used in order to compare and contrast political entities.

Students will compare and contrast major political ideologies and philosophies from the Enlightenment through contemporary time periods.

Students will define the terms articulation and aggregation, provide examples of entities that carry out these functions, and describe how they do so.

Recommended Duration: 5 weeks

Guiding/Topical

Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments

Why are governments

necessary and what

functions do they

perform?

Students will explain the

reasons societies need

governments.

Students will list and define

differing forms of

governments.

Text(s)

Streaming Video

Online resources (see Resource

Appendix)

Lecture and discussion

coupled with daily

reflection questions

Cooperative group work to

“create your own

governments" followed by

critical discussion and

suggestions

Advanced Placement style,

multiple choice test

identifying major terms,

systems, and political

structures in modern

societies

Short answer quiz on the

need for and paradoxes of

government

What are the major

categories of systems of

government?

Students will list and describe

varied types of governments.

Students will assess whether

there are specific historical or

socio-political situations that

have a causal relationship

with specific forms of

government having emerged

and dominated political

systems.

Text(s)

Streaming Video


Appendix)


coupled with daily

reflection questions

Fill in charts or graphic

organizers

Quiz: describing the

theories of Locke, Hobbes,

Rousseau, and

Montesquieu

Graphic organizer

completion on major types

of government

What methods are best used to compare political systems?

Students will explain the theories of major European and American political philosophers. Students will define comparative politics. Students will appreciate the methods and purpose of comparative political science.

Text(s)

Streaming Video


Appendix)

Reading and outlining of text Lecture and discussion coupled with daily reflection questions

Short answer and multiple choice quiz: describing the theories of Locke, Hobbes, Rousseau and Montesquieu

What do the terms “political culture” and “political socialization” mean?

Students will define/explain the following terms: political system, state, nation state, nation, legitimacy. Students will assess their own political culture and values. Students will list and rank the influence of socializing agents on their own lives.

Text(s)

Streaming Video


Appendix)

Surveys and whole class activities on political culture and socialization Lecture and discussion coupled with daily reflection questions

Completion of reflection essays accompanying political culture activity Journal activities

How do groups articulate and aggregate interests?

Students will define the terms articulate and aggregate. Students will research and describe American examples of structures that articulate and aggregate. Students will appreciate the role of interests and parties on political systems.

Text(s)

Streaming Video


Appendix)

Lecture and discussion coupled with daily reflection questions

Individual text and internet research on parties, interests, agents of socialization

Short answer quiz on articulation and aggregation and the methods and agents of each

What common structures and institutions are found in political systems throughout the world?

Students will explain and differentiate between the major branches of government. Students will appreciate the role of interests and parties on political systems. Students list and explain varied elements of political socialization.

Text(s)

Streaming Video


Appendix)

Lecture and discussion coupled with daily reflection questions Individual text and internet research on types of political systems, governments, party, interest, and economic systems

Cooperative group work to create "Your Own Government" followed by critical discussion and suggestions

Advanced Placement style multiple choice quiz "Create Your Own Government" reflective essay or persuasive speech

How do nations extract, distribute and regulate resources?

Students describe federal, state, ands concurrent powers in the United States federal system. Students will define the terms extract, distribute, and regulate. Students will cite examples of extractive, distributive, and regulatory policies in the United States, New Jersey, and local government.

Text(s)

Streaming Video


Appendix)


Individual text and internet research on political freedoms and methods of coercion, extraction, and distribution

Completion of graphic organizer or flow chart listing specific countries and their methods of extraction, regulation, and distribution of resources

SOC.9-12.6.1.12

All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

SOC.9-12.6.1.12.A.1.b Analyze how gender, property ownership, religion, and legal status affected political rights. SOC.9-12.6.2.12.2 Ideas developed during the Renaissance, Scientific Revolution, Reformation, and Enlightenment led to political, economic, and cultural changes that have had a lasting impact. SOC.9-12.6.2.12.A.2.a Determine how the principle ideas of the Enlightenment (e.g., rationalism, secularism, tolerance, empiricism, natural rights, contractual government, laissez-faire economics,

promotion by merit, and new theories of education) altered political thought in Europe, and trace the impact of these ideas over time. SOC.9-12.6.2.12.D.2.d Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual worlds. SOC.9-12.6.2.12.C.5.b Compare and contrast free market capitalism, Western European democratic socialism, and Soviet communism. SOC.9-12.6.3.12.1 Determine the credibility and value of information, while also considering context, point of view, and multiple perspectives. SOC.9-12.6.3.12.3 Collaboratively evaluate possible solutions to problems and conflicts that arise in an interconnected world. SOC.9-12.6.3.12.5 Communicate through rational and persuasive written and oral arguments to present solutions to controversial issues. TEC.9-12.8.1.12 A.1 Create a multi-page document with citations using word processing software in conjunction with other tools that demonstrates the ability to format, edit, and print. TEC.9-12.8.1.12 A.9 Merge information from one document to another. TEC.9-12.8.1.12 B.3 Make informed choices among technology systems, resources, and services in a variety of contexts. WORK.9-12.9.1.12.1 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences. WORK.9-12.9.1.12.1 Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. WORK.9-12.9.1.12.1 Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. LA.9-12.3.1.12.H.1 Select appropriate electronic media for research and evaluate the quality of the information received. LA.9-12.3.5.12.C.1 Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family and social institutions, cf. health

and physical education standards and visual and performing arts standards). LA.9-12.3.5.12.C.2 Identify and discuss the political, economic, and social influences on news media.

Differentiation

Student choice in article selections; personal opinion reflections in current event portfolios; student choice in development of “Your Own

Government" policies and institutions project; "Assess Your Personal Political Culture" surveys, analyses and reflections. Multimedia presentations

and use of interactive whiteboards for notes.

Technology

Presentation of materials and assistance of lecture or note dissemination through multimedia presentations focusing on need for government and on

political culture and socialization; BBC and/or CNN news story streaming video to supplement current events; online research of news sources and

sites for current event analyses on the United Kingdom and China; streaming videos to supplement other materials including topics of Locke, Hobbes,

and Rousseau.

College and Workplace Readiness

Students will engage in critical thinking on why governments are a necessity; students will use public speaking skills to present multiple assignments

including the "Create Your Own Government" lesson; students will form arguments and use reasoning skills in a variety of essays including a reflection

essay on their political culture and agents of socialization that led to it.

Unit 2: The United Kingdom

Unit 2: The United Kingdom



In an increasingly interdependent and globalized world, the actions of one nation can impact the lives of citizens from other nations.

Goods and services are provided by local, regional, and national governments.


What social, political, and economic problems and opportunities arise when cultures interact?

How and why do security and economic decisions impact all nations?

What role do supranational organizations play in facilitating international cooperation and improving human rights?

How do national, regional, and local governments interact and cooperate in the extracting and distributing of resources?

What roles do political parties play in formulating policy stances on the extraction of resources and the distribution of goods and services?

Unit Goals:

Students will understand the unique historical developments that have led the political environment and institutions of the United Kingdom to

be classified as “gradualist.”

Students will compare the role and impact of government in the United Kingdom to that of governments in the other five exemplar nations.

Students will compare and contrast varied interest groups and parties in the United Kingdom.

Students will understand the impact of the United Kingdom's political system on the rest of the globe.


Guiding/Topical Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments

How does the United Kingdom rank compared to other developed and Western democracies in terms of social welfare, prosperity, political pluralism, and civil liberties?

Students will assess the success of the United Kingdom's policies on domestic, political and economic justice and compare this to the efficacy of the other five exemplar nation's policies. Students will compare and contrast standards of living and access to health care, communications, and media in the United to Kingdom to standards of and access to the same in the five other exemplar nations.

Text(s) Internet News Sources (See Resource Appendix) Feature Film Clips: Iron Lady, The Queen Streaming Video


Cooperative learning groups for research on, construction of, and presentation of United Kingdom “Anthems” Student generated charts and graphs comparing policy impacts in the United Kingdom to other exemplar nations

Song lyrics and performance of them for United Kingdom "Anthems" Graphic organizers Persuasive speeches Student created Infomercials or digital collages

What role (and prospective role) does the United Kingdom play in Western Europe, Europe, and the larger world?

Students will describe the United Kingdom's relationship with the United States, the United Nations, the European Union, and other supranational organizations. Students will appreciate the impact of the United Kingdom's international trade and monetary policies on the globe.

Text(s) Internet News Sources (See Resource Appendix) Streaming Video

Individually based, current events research, portfolio construction, and presentations with discussions

Lecture/Discussion coupled with daily reflection questions

Current Events Portfolios Short answer and essay quiz or test on the United Kingdom's international relations

What impact has the British parliamentary political system had on other contemporary governments?

Students will compare and contrast the systems of governance in the United States and the five other exemplar nations covered in this course to that of the United Kingdom. Students will assess the influence of British gradualist political history on the constitutions and governments of the other five exemplar nations. Students will describe the impact of British imperial era policy on the government and society of Nigeria.



Individual outlining of text Individual internet and text research on constitutional institutions of the United Kingdom and other exemplar nations

Reflection essays on influence of the United Kingdom Advanced Placement style multiple choice quiz Outlining

What impact has decolonization had on British economics, politics, and standards of living?

Students will differentiate between the U.K's international relationships with Commonwealth countries and non-Commonwealth countries, both developed and developing. Students will assess the developing relationship of the United Kingdom to the United States and the European Union/Community. Student’s will compare and contrast economic policy and standards of living in the United Kingdom from the imperial era to those of the post-imperial era.



Individually based text and internet research on economic policies and social capitol in the United Kingdom Individually based, current events research, portfolio construction, and presentations with discussions Outlining of text

Advanced Placement style essay Current events reflections Document-based questions

How has the United

Kingdom implemented

its own brands of

parliamentary

governance and

unitarism?

Students will describe and chart

the roles of the central and

regional governments in policy

development and implementation

in the United Kingdom.

Students will assess changes

brought about by devolution in the

late 20th and early 19th

century history of the United

Kingdom.

Students will describe the electoral

process in the United Kingdom.


Cooperative learning

groups for construction of a

map and graphic organizer

to describe the four

countries, their political

cultures, and their

assemblies’ powers.

Individually based media

analysis and accuracy

internet research

Individually based text and

internet research

devolution to local

governments, Scotland,

Wales and Northern Ireland

Completed maps and

graphic organizers

Advanced Placement style

multiple choice and/or

essay test

Film historical accuracy

analyses and reflections

Peer editing and teaching

SOC.9-12.6.1.12.C.9.c Explain the interdependence of various parts of a market economy. SOC.9-12.6.1.12.D.15.b. Compare the perspectives of other nations and the United States regarding United States foreign policy. SOC.9-12.6.2.12.A.2.a Determine how the principle ideas of the Enlightenment (e.g., rationalism, secularism, tolerance, empiricism, natural rights, contractual government, laissez-faire economics, promotion by merit, and new theories of education) altered

political thought in Europe, and trace the impact of these ideas over time. SOC.9-12.6.2.12.A.5.b Analyze the structure and goals of the United Nations and evaluate the organization's ability to solve or mediate international conflicts. SOC.9-12.6.2.12.C.5.b Compare and contrast free market capitalism, Western European democratic socialism, and Soviet communism. SOC.9-12.6.2.12.C.5.f Assess the impact of the European Union on member nations and other nations. SOC.9-12.6.2.12.A.6.d Assess the effectiveness of responses by governments and international organizations to tensions resulting from ethnic, territorial, religious, and/or nationalist differences. SOC.9-12.6.2.12.C.6.a Evaluate efforts of governmental, nongovernmental, and international organizations to address economic imbalances and social inequalities. SOC.9-12.6.3.12.1 Determine the credibility and value of information, while also considering context, point of view, and multiple perspectives. SOC.9-12.6.3.12.4 Critically analyze information, make ethical judgments, and responsibly address controversial issues. SOC.9-12.6.3.12.5 Communicate through rational and persuasive written and oral arguments to present solutions to controversial issues. TEC.9-12.8.1.12 A.1 Create a multi-page document with citations using word processing software in conjunction with other tools that demonstrates the ability to format, edit, and print. TEC.9-12.8.1.12 A.9 Merge information from one document to another. TEC.9-12.8.1.12 B.7 Evaluate information sources for accuracy, relevance, and appropriateness. TEC.9-12.8.1.12 B.8 Compose, send, and organize e-mail messages with and without attachments. WORK.9-12.9.1.12.1 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.1 Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. WORK.9-12.9.1.12.1 Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. WORK.9-12.9.1.12.C.2 Analyze the common traits of effective state, national, or international leaders. WORK.9-12.9.1.12.1 Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives. WORK.9-12.9.2.12.1 Educational achievement, career choice, and entrepreneurial skills all play a role in achieving a desired lifestyle. LA.9-12.3.2.12.A.5 Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing. LA.9-12.3.2.12.D.1 Employ the most effective writing formats and strategies for the purpose and audience. LA.9-12.3.2.12.D.2 Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay) that: LA.9-12.3.3.12.A.2 Support, modify, or refute a position in small or large-group discussions. LA.9-12.3.5.12.B.1 Analyze media for stereotyping (e.g., gender, ethnicity). LA.9-12.3.5.12.C.1 Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family and social institutions, cf. health and physical education standards and visual and

performing arts standards). LA.9-12.3.5.12.C.2 Identify and discuss the political, economic, and social influences on news media.

Differentiation

Strategies for differentiation might include student choice in development of assessments, flexible grouping, and providing opportunities for these

academically talented students to manipulate abstract ideas and make connections.

Technology

Presentation of materials and assistance of lecture or note dissemination on the United Kingdom through multimedia presentations focusing on

politics in Ireland and historical foundations of parliamentary government using the interactive whiteboard. Using online digital resources such as

BBC and or CNN news story streaming video to supplement current events lessons on politics of the United Kingdom will allow students multiple

perspectives.


Students will produce college level current event analysis portfolios, which will require higher order reasoning and critical thinking to synthesize and

present their opinions on United Kingdom policy. Students will write a variety of college level essays including one comparing parliamentary systems

to presidential systems. Students will also demonstrate their speaking and presentation skills with the "United Kingdom Anthem" activity.

Unit 3: China

Unit 3: People's Republic of China



Demographic trends are greatly impacted by industrial development, urbanization, and technology and by government policy.


What types of policies do developing nations enact in order to best promote democracy, economic freedoms, and human rights?

What makes the socializing role of women, mothers in particular, so crucial to the development of a nation’s economy and its acceptance of

democratic values?

When nations first industrialize and urbanize why do economic inequality and poverty usually increase at first?

What political situations promote or hinder citizen involvement?

What events and actions tend to spark government change?

How can citizens and groups affect change to develop democratic tendencies in authoritarian regime?

What roles do political parties play in formulating policy stances on the extraction of resources and the distribution of goods and services?

Unit Goals:

Students will understand that a democratic political culture is a necessary condition for the emergence of truly pluralistic political institutions and

civil liberties in China.

Students will understand the unique historical developments that have led the political environment and institutions of China to be classified as a one-

party, market system.

Students will compare the role and impact of government in China to that of governments in the other five exemplar nations.

Students will compare and contrast methods of political participation in China to those of the other five exemplar nations.

Students will understand the impact of China's political system on the rest of the globe.


Guiding/Topical


How does China rank

compared to other

communist nations

(past and present),

developing nations, and

Western democracies in

terms of social welfare,

prosperity, and civil

liberties?


trends in population

growth/movement,

urbanization, technology, and

the job market in China and

compare and contrast these

with the other exemplar

nations.

Students will assess the impact

of the free market on social

policies and standards of living

in China.

Text(s)

Foreign Affairs Magazine

The Economist Magazine

Feature Film clips: The Last

Emperor, The Red Violin

See Resource Appendix for

suggested digital resources


coupled with daily reflection

questions

Individual portfolio research

using internet and print

media sources

R.A.F.T. Assignment

Short answer quiz based on

charts and graphs from text:

describing the current

situation with rule of law and

human rights violations, and

availability of goods and

services in China

Charts comparing interests

and parties in China with

those in previously studied

nations

Current events portfolio

Reflective journals

What role and

prospective role does

the China play in East

Asia, Eurasia, and the

larger world?

Students will compare and contrast the branches of government in China to those of other nations. Students will compare on contrast the impact of Chinese economics to that of the other six exemplar nations. Students will assess the role China plays and rank its impact regarding policies of international organizations such as the United Nations and the International Monetary Fund.

Text(s)



Individual or group internet

and text research followed up

with chart construction

Current event research and

analysis

Document analysis

Designing original graphic

organizers


comparative essay

Document-based questions

Current events reflections

How has China’s unique

cultural and

geographical history

impacted contemporary

Chinese political

institutions and

international relations?

Students will appreciate and

explain the impact that

Confucianism, communism,

and nationalism have had on

the history of Chinese politics.

Students will describe the

policy making and policy

influencing bodies in China.

Students will compare and

contrast Chinese structures'

and institutions' impact upon

policy during the era of Mao as

opposed to the market

economics era.

Text(s)



Lecture and discussion coupled with daily reflection questions Individual text research and outlining Text outlining Reading for information Individually based internet research on media accuracy and film portrayal of historical events Debates, role plays and simulations


essay and or multiple

choice test

Demographic trends special

purpose map analysis

Media analyses and

film accuracy reflections

Expository essay

Annotated timelines

How have market

reforms and

deregulation impacted

Chinese economics and

civil society?

Students will compare and contrast Maoist economics to the reforms of Deng and contemporary Chinese leaders assessing the impacts of the pre and post-Mao policies. Students will assess the impact of free market policies on political pluralism and interest group formation in China. Students will compare and contrast Chinese structures' and institutions' impact on policy during the era of Mao as opposed to the market economics era.

Text(s)



Cooperative learning groups

for research on, construction

of, and presentation of

Chinese

propaganda posters (Mao

and Contemporary Era)

Individual internet and

periodical research for

current event portfolios


essay and or multiple choice

test

Current event portfolio

completion

Propaganda posters and

scored presentations

What impact have Mao

and subsequent

communist leadership

had on the prospects

for developing liberal

democratic institutions

in China?

Students will describe and

assess the “plurality” of the

interest groups system and

party system in China.


of free market policies

on political pluralism and

interest group formation in

China.

Students will appreciate the

efforts of reformers in China

such as the Tiananmen Square

students, Hu Yaobang, and Ai

Weiwei.

Text(s)




for construction of a graphic

organizer to describe the

hierarchies and parallel

structures in government

(national and local) and party

as well as party and interest

influence in the Mao and

post-Mao eras

Scored round table discussion

Outlining of text and reading

for information

Graphic organizer completion

Graphic organizer open-notes

quiz

Student generated prompts

for pluralism reflection essays

SOC.9-12.6.2.12.D.3.c Compare and contrast China's and Japan's views of and responses to imperialism, and determine the effects of imperialism on the development and prosperity of each country in the 20th century.

SOC.9-12.6.2.12.5 Decolonization, the emergence of new independent nations, and competing ideologies changed the political landscape and national identities of those involved, and sometimes included military confrontations and violations of human rights. International migration and scientific and technological improvements in the second half of the 20th century resulted in an increasingly global economy and society that are challenged by limited natural resources.

SOC.9-12.6.2.12.A.5.b Analyze the structure and goals of the United Nations and evaluate the organization's ability to solve or mediate international conflicts. SOC.9-12.6.2.12.A.5.c Explain how World War II led to aspirations for self-determination, and compare and contrast the methods used by African and Asian countries to achieve independence. SOC.9-12.6.2.12.A.5.e Assess the progress of human and civil rights around the world since the 1948 U.N. Declaration of Human Rights. SOC.9-12.6.2.12.C.5.b Compare and contrast free market capitalism, Western European democratic socialism, and Soviet communism. SOC.9-12.6.2.12.C.5.d Determine the challenges faced by developing nations in their efforts to compete in a global economy. SOC.9-12.6.2.12.C.5.e Assess the reasons for and consequences of the growth of communism and shift toward a market economy in China. SOC.9-12.6.2.12.D.5.a Relate the lingering effects of colonialism to the efforts of Latin American, African, and Asian nations to build stable economies and national identities. SOC.9-12.6.2.12.A.6.d Assess the effectiveness of responses by governments and international organizations to tensions resulting from ethnic, territorial, religious, and/or nationalist differences. SOC.9-12.6.2.12.C.6.b Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy, political stability, and

use of resources. SOC.9-12.6.2.12.C.6.c Assess the role government monetary policies, central banks, international investment, and exchange rates play in maintaining stable regional and global economies. SOC.9-12.6.3.12.3 Collaboratively evaluate possible solutions to problems and conflicts that arise in an interconnected world. SOC.9-12.6.3.12.4 Critically analyze information, make ethical judgments, and responsibly address controversial issues. WORK.9-12.9.1.12.1 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.1 Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. WORK.9-12.9.1.12.1 Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. WORK.9-12.9.1.12.C.2 Analyze the common traits of effective state, national, or international leaders. LA.9-12.3.2.12.A.5 Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing. LA.9-12.3.2.12.D.1 Employ the most effective writing formats and strategies for the purpose and audience. LA.9-12.3.2.12.D.2 Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay) that: LA.9-12.3.5.12.A.2 Identify and evaluate how a media product expresses the values of the culture that produced it. LA.9-12.3.5.12.B.1 Analyze media for stereotyping (e.g., gender, ethnicity). LA.9-12.3.5.12.C.2 Identify and discuss the political, economic, and social influences on news media.

Differentiation

Teachers may allow student choice in article reading selections based on personal interests. Structure cooperative groups based on learning goals

and styles and organize students into expert groups to teach and reinforce key concepts. This chapter also lends itself to allowing students to

explore their creativity as they design posters and organize oral presentations.

Technology

The interactive whiteboard is an essential component in daily lessons. In addition, having tablets or netbooks for research allows students to access

up-to-the-minute statistics required for success in this course.


Collaboration is a skill essential to both college and in the workplace. Students learn to cooperate in flexible groups to problem solve and create a

product according to specific parameters. Students will also hone their public speaking skills.

Unit 4: Russia

Unit Plan






What political situations promote or hinder citizen involvement?


How can citizens and groups affect change to develop democratic tendencies in authoritarian regimes?

How can citizens effectively participate in democratic systems so their voices are heard?

What situations have led nations to resort to the use of force?


Unit Goals:

Students will appreciate the historical impact of tsarist, autocratic and communist, one-party domination of politics on the contemporary policies and

political culture of Russia.

Students will understand the paradoxical nature of the recent regime’s history dominated by a powerful executive coupled with electoral freedoms and

market economic policies.

Students will compare the role and impact of government in Russia to that of governments in the other five exemplar nations.

Students will compare and contrast varied interest groups and parties in Russia.

Students will understand the impact of Russia's political and economic system on the rest of the globe.

Students will understand the impact that oil and natural gas extraction, production, and exportation has on Russia.


Guiding/Topical Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments

What role (and prospective role) does Russia play in Europe and the larger world?

Students will be able to use the internet and text sources to research current events and contemporary issues.

Students will compare and contrast the role Russia plays in the larger world to that of other nations studied in this class.

Text(s)

Feature film clips: Reds, Doctor Zhivago

See Resource Appendix for digital resources

Individually based, current events research, portfolio construction, and presentations and discussions Individually based text and internet research on Russian Revolution and the market “revolution” of the 1980’s Text outlining

Current events portfolio with reflection journal Advanced Placement style essay or short answer quiz comparing Russia to other exemplar nations in terms of international policy

How does Russia rank compared to other developing and developed democracies in terms of social welfare, prosperity, and, political pluralism, and civil liberties?

Students will compare, contrast, and rank Russia to other countries studied in this course.

Students will list, describe, and assess the “plurality” of interest groups and parties in Russia. Students will list and describe trends in population growth/movement, urbanization, technology, and the job market.

Text(s)


Individually based text and internet research on "political goods and outputs" of Russia

Advanced Placement style short answer quiz based on charts and graphs comparing social welfare and standards of living in Russia to other nations studied Charts comparing interests and parties in Russia with those in previously studied nations

What impact has Russia’s tsarist and communist history had on Russian economics, politics, and international policies?

Students will appreciate the tsarist and communist history of contemporary Russia.

Students will create a graphic organizer to explain the roles and functions of the institutions and structures particular to Russia’s political system.

Text(s)


Lecture and discussion coupled with daily reflection questions Individually based internet research on media accuracy and portrayal of historical events on film Cooperative learning groups for construction of a graphic organizer to describe the powers of the Russian president and Congress Debates Scored discussions

Graphic organizer quiz on the powers and functions of the Russian president, congress, and other major political structures

“Russian Review Jeopardy” Media analyses and historical accuracy of film reflection papers Student generated persuasive prompt

What impact has natural resource dependence had on Russian economics, politics, and standards of living?

Students will assess the role that rising resource prices have played in the "radicalized" stances Russia has taken from dealings with the United Nations to support for breakaway Georgian republics.

Text(s)


Individually based, current events research, portfolio construction, and presentations/discussions Individually based text research and outing on Russian economics and oil dependence

Advanced Placement style, multiple choice test identifying major terms, figures, organizations, and political structures in Russia Advanced Placement style essay on Russian resource dependence

How have market reforms and deregulation impacted Russian economics, politics, and society?

Students will compare and contrast the effects of domestic economic policy under the communist party to the deregulation and market programs from the Gorbachev era through contemporary times. Students will appreciate the radical changes brought about by the rapid dual transition in 1990's Russia.

Text(s)


Individually based text and internet research on "political goods and outputs" of Russia Cooperative learning groups for construction of a graphic organizer to describe the powers of the Russian president and Congress

Mini presentations describing revolutions of 1917 and 1980’s, economic policies, and current leadership in Russia

Advanced Placement style, multiple choice test identifying major terms, figures, organizations, and political structures in Russia Tiered assessments

What impact has 20th Century,

communist party domination

of the Russian political system

had on Russia’s current socio-

economic condition and its

prospects for a system guided

by the rule of law?


of "rule of law" during the

Putin era.


contrast communist one-party

leadership with the current

leadership of United Russia

under a more pluralistic party-

system.

Text(s)

See Resource Appendix

for digital resources

Lecture and discussion coupled

with daily reflection questions

Outlining of text



of, and presentation of Russian

Review Games

Advanced Placement style essay on corruption and rule of law

Graphic organizer quiz on the powers and functions of the Russian president, congress, and other major political structures Outlines

Advanced Placement style, multiple choice test identifying major terms, figures, organizations, and political structures in Russia

SOC.9-12.6.2.12.A.3.c Relate the responses of various governments to pressure for self-government or self-determination to subsequent reform or revolution. SOC.9-12.6.2.12.C.5.b Compare and contrast free market capitalism, Western European democratic socialism, and Soviet communism. SOC.9-12.6.2.12.C.5.c Assess the impact of the international arms race, the space race, and nuclear proliferation on international politics from multiple perspectives. SOC.9-12.6.2.12.C.5.d Determine the challenges faced by developing nations in their efforts to compete in a global economy. SOC.9-12.6.2.12.C.5.f Assess the impact of the European Union on member nations and other nations. SOC.9-12.6.2.12.C.5.g Evaluate the role of the petroleum industry in world politics, the global economy, and the environment. SOC.9-12.6.2.12.A.6.b Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and

human rights. SOC.9-12.6.2.12.A.6.c Analyze why terrorist movements have proliferated, and evaluate their impact on governments, individuals, and societies. SOC.9-12.6.2.12.C.6.a Evaluate efforts of governmental, nongovernmental, and international organizations to address economic imbalances and social inequalities. SOC.9-12.6.2.12.C.6.b Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy, political stability, and

use of resources. SOC.9-12.6.3.12.1 Determine the credibility and value of information, while also considering context, point of view, and multiple perspectives. SOC.9-12.6.3.12.3 Collaboratively evaluate possible solutions to problems and conflicts that arise in an interconnected world. TEC.9-12.8.1.12 A.1 Create a multi-page document with citations using word processing software in conjunction with other tools that demonstrates the ability to format, edit, and print. TEC.9-12.8.1.12 A.9 Merge information from one document to another. TEC.9-12.8.1.12 B.7 Evaluate information sources for accuracy, relevance, and appropriateness. TEC.9-12.8.1.12 B.8 Compose, send, and organize e-mail messages with and without attachments. WORK.9-12.9.1.12.1 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.1 Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. WORK.9-12.9.1.12.1 Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives. LA.9-12.3.2.12.A.5 Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing. LA.9-12.3.2.12.D.1 Employ the most effective writing formats and strategies for the purpose and audience. LA.9-12.3.2.12.D.2 Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay) that: LA.9-12.3.5.12.C.2 Identify and discuss the political, economic, and social influences on news media.

Differentiation

In this unit students design, create and implement a review game to prepare themselves and each other for the summative assessment on Russia.

Throughout the unit, opportunities exist for choice for homework assignments and formative assessments.

Technology

Presentation of materials and assistance of lecture or note dissemination through multimedia presentations focusing on the Russian Revolution and the

Soviet collapse as well as Stalinist era policies; BBC and or CNN news story streaming video to supplement current events focusing on Putin, electoral

politics, and poverty; on line research of news sources and sites for current event analyses on Russia and Mexico; streaming video or brief clips from

feature films are used to supplement other materials including topics of the Ukrainian Famine of the 1930's and the coupe of 1989. Technology savvy

students may also offer insight into the application of other technology resources.


Students will collaborate to design mutli-faceted review games. Students must meet specific deadlines as they submit the various tiered components

of their projects.

Unit 5: Mexico

Unit Plan








How do we affirm individual and group identities, while at the same time respecting and appreciating outside groups?

What specific trade relationships have nations engaged in during the last century?

Why do disputes over limited resources often lead to ethnic and religious conflicts?

Why do certain groups resort to the use of terror or other illegitimate coercive tactics to get their collective voices heard?

How do national, regional, and local governments interact and cooperate in the extracting and distributing resources?

What roles do parties play in formulating policy stances on the extraction of resources and the distribution of goods and services?

Why do some countries' constitutions set up federal systems while others call for unitary systems?

Unit Goals:

Students will understand the impact that one-party domination of the Mexican political system for 70 years had on the development of Mexican civil

society.

Students will understand the unique historical developments in Mexico, from its having been a colonial territory to its following of the agricultural-export

model, that have led to the particular political environment and institutions of Mexico.

Students will compare the role and impact of government in Mexico to that of governments in the other five exemplar nations.

Students will compare and contrast varied interest groups and parties in Mexico.

Students will understand the impact of the Mexico's political and economic system on the rest of the globe.

Students will understand the role that oil extraction, production, and exportation plays in and the impact it has on Mexico.


Guiding/Topical


How does Mexico rank

compared to other

developing, developed,

and Western

democracies in terms of

social welfare,

prosperity, political

pluralism, and civil

liberties?

Students will list and describe the

electoral reforms: 1993, 1994,

1996

Students will be able to use

internet and text sources to

research current events and

contemporary issues.


contrast the "political outputs"

and standards of living in Mexico

to other nations studied in this

class.

Text(s)


Feature film clips:

Bordertown, War on

Democracy, Zapat


Individually based, current

events research, portfolio

construction, and presentations

and discussions

Cooperative learning groups for

research on, construction of,

and presentation “Café Skits”

and “Mexican Menu”

Individual text and internet

research on Mexico's social

welfare policies and output

Individually based internet

research on media bias and

historical accuracy in films

Advanced Placement style,


identifying major terms,

figures, organizations, and

political structures in

Mexico

Menus and Café Skits

Historical accuracy and

media bias film analyses

Charts comparing political

outputs, social capitol, and

welfare in Mexico with


nations


What role (and

prospective role) does

Mexico play in Latin

America, North

America, and the larger

world?

Students will use internet and

text research to assess Mexico's

role in the global economy and

its relationship with international

agencies such as the United

Nations and International

Monetary Fund.

Students will assess the effects of

the North American Free Trade

Agreement and international

trade policies on Mexican quality

of life.

Text(s)




research on economic policy,

electoral reforms, corruption

and rule of law


events research and portfolio

construction along with

presentations and discussions

Text research on Mexican

foreign policy as compared to

previously studied exemplar

nations



Foreign policy comparison

short answer quiz

Expository essays

Debate

What impact has oil

dependence had on

Mexican economics,

politics, and standard of

living?


contrast the effects of domestic

economic policy under the PRI to

the deregulation and austerity

programs from the 1970’s

through contemporary times.

Students will appreciate the role

oil money played in the Mexican

Miracle as well as the economic

troubles of the last three

decades.

Students will assess the role oil

plays in Mexico and compare this

to Iran, Russia, and Nigeria.

Text(s)





construction, and

presentations/discussions

Individually based text and

internet research on oil

dependency in Mexico and

other exemplar nations

Lecture

Scored roundtable discussion


essay test

What impact has 20th

Century, one party-

domination of the

Mexican political system

had on Mexico’s current

socio-economic

condition and its

prospects for a system

guided by the rule of

law?

Students will identify, describe,

and offer suggestions for the

major criticisms of the legal

system in Mexico.

Students will list, describe, and

assess the “plurality” of interest

groups and parties in Mexico.

Students will explain the roles

and functions of the institutions

and structures particular to

Mexico’s political system.

Text(s)





and presentation “Café Skits”

and “Mexican Menus”




construction of a graphic

organizer to describe the

powers of the Mexican

president and Congress

Outlining of text

Graphic organizers on

powers of the branches of

government

Menus and Café Skits



Outlines

https://www.cia.gov/library/publications/the-world-factbook/index.html




What impact has

Mexico’s colonial

history had on Mexican

economics, politics, and

international policies?

Students will appreciate and

describe the colonial history of

contemporary Mexico.


contrast the branches of

government in Mexico to those of

other nations.

Students will assess modern

economic policy in Mexico and its

relation to the colonial "agro-

export" model.

Text(s) Foreign Affairs Magazine See Resource Appendix



and presentation “Cafe Skits”

and “Mexican Menus” *Part of

extended cooperative 6-group

competition



Individual text research and

outlining on Mexican political

history

"Mexican Menus" and

their presentation


short answer and multiple

choice quiz

Historical Accuracy

assessment and reflection

paper on Elia Kazan's Viva

Zapata!.

What impact has drug

trafficking had on

Mexican politics, rule of

law, and foreign

relations?





Students will be able to

appreciate the role post-

independence "imperializes" have

played in current Mexican

economics and development.

Students will specifically compare

the rule of law and corruption in

Mexico to that in China, Russia,

and Nigeria.

Text(s) Foreign Affairs Magazine




construction, and

presentations/discussions

In class current event analysis

and discussion

In class, small group

debates

Current event portfolios

and reflections



SOC.9-12.6.2.12.A.3.a Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions. SOC.9-12.6.2.12.A.3.b Determine the extent to which the American, French, and Haitian revolutions influenced independence movements in Latin America. SOC.9-12.6.2.12.D.3.a Explain how individuals and groups promoted revolutionary actions and brought about change during this time period. SOC.9-12.6.2.12.C.5.b Compare and contrast free market capitalism, Western European democratic socialism, and Soviet communism. SOC.9-12.6.2.12.C.5.d Determine the challenges faced by developing nations in their efforts to compete in a global economy. SOC.9-12.6.2.12.C.5.g Evaluate the role of the petroleum industry in world politics, the global economy, and the environment. SOC.9-12.6.2.12.D.5.a Relate the lingering effects of colonialism to the efforts of Latin American, African, and Asian nations to build stable economies and national identities. SOC.9-12.6.2.12.A.6.a Evaluate the role of international cooperation and multinational organizations in attempting to solve global issues. SOC.9-12.6.2.12.C.6.b Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy, political stability, and use

of resources. SOC.9-12.6.2.12.C.6.c Assess the role government monetary policies, central banks, international investment, and exchange rates play in maintaining stable regional and global economies. SOC.9-12.6.3.12.1 Determine the credibility and value of information, while also considering context, point of view, and multiple perspectives. SOC.9-12.6.3.12.4 Critically analyze information, make ethical judgments, and responsibly address controversial issues. TEC.9-12.8.1.12 A.1 Create a multi-page document with citations using word processing software in conjunction with other tools that demonstrates the ability to format, edit, and print. TEC.9-12.8.1.12 A.9 Merge information from one document to another. TEC.9-12.8.1.12 B.7 Evaluate information sources for accuracy, relevance, and appropriateness. TEC.9-12.8.1.12 B.8 Compose, send, and organize e-mail messages with and without attachments. WORK.9-12.9.1.12.1 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.1 Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. WORK.9-12.9.1.12.1 Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. WORK.9-12.9.1.12.1 Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives. LA.9-12.3.2.12.A.5 Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing. LA.9-12.3.2.12.D.1 Employ the most effective writing formats and strategies for the purpose and audience. LA.9-12.3.2.12.D.2 Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay) that: LA.9-12.3.5.12.C.2 Identify and discuss the political, economic, and social influences on news media.

Differentiation

Students are presented with several options to demonstrate mastery of this unit. They may choose to structure a debate or to design a performance

assessment. Films are used to reinforce specific content and to offer an opportunity for enrichment and to explore Mexican culture.

Technology

Students have the opportunity to research up to the minute developments in Mexico via classroom netbook carts and the interactive whiteboard.

Students can use a variety of multimedia presentation programs to enhance their oral presentations.


Both independent and collaborative research is a key component is this unit. Students must know how to locate appropriate resources and to apply

this information in the correct context.

Unit 6: Iran

Unit Plan





Demographic trends are greatly impacted by industrial development, urbanization, and technology and by government policies regarding these.


What historical examples exist, which demonstrate governments' progression toward democracy over time?




What are some specific trade relationships that countries have engaged in over the past century?







Unit Goals:

Students will understand the paradoxical nature of a theocratic, Islamist regime with limited electoral freedoms and market economic policies.

Students will understand the unique historical developments that have led to the particular political environment and institutions of Iran.

Students will compare the role and impact of government in Iran to that of governments in the other five exemplar nations.

Students will compare and contrast varied interest groups and parties in Iran.

Students will understand the impact of Iran's political and economic system on the rest of the globe.

Students will understand the role that oil extraction, production, and exportation plays in and the impact it has on Iran.


Guiding/Topical


How does Iran rank

compared to other

developing and

developed nations in

terms of social welfare,

prosperity, political

pluralism, and civil

liberties?


contrast the branches of

government in Iran to those of

other nations in a chart or short

essay.


trends in population

growth/movement,

urbanization, technology, and

the job market.





Text(s) Foreign Affairs Magazine Feature Film clips: A Separation and Not Without My Daughter See Resource Appendix


research on, construction , and

presentation of Iranian “Policy

Preferences” for 6 varied

interests/social groups

Individually based, current events

research, portfolio construction,

and presentations and discussions

Role play, simulations

Stations activities

"Policy Preference" papers

and presentations


and parties in Iran with


nations


What role (and

prospective role) does

Iran play in the Middle

East and the larger

world ?





Students will assess Iran’s

relationship with the European

Union, the United Nations, and

the International Atomic Energy

Agency and explain the concept

of “critical dialogue.”

Students will assess Iran’s

relationship with the European

Union, the United Nations, and

the International Atomic Energy

Agency and explain the concept

of “critical dialogue.”


Individually based text research

and outlines on interests and

parties


research and portfolio

construction along with

accompanying presentations and

discussions


and parties in Iran with


nations

Outlines


How have oil and the

influence of parastatals

impacted Iranian

economics, politics, and

society?


of oil wealth on Iranian policy-

making and outputs.







research on economic policy,

electoral reforms, and rule of law


research, portfolio construction,

and presentations and discussions


essay comparing impact of

oil deposits on Iran to that

of Mexico, Nigeria, and

Russia


short answer quiz on

definition, purpose, and role

of parastatals.

Graphic organizer quiz on

the powers major political

structures and institutions

What impact has the

post-Iranian Revolution

government had on

Iran’s current socio-

economic condition and

its prospects for a

system guided by the

rule of law?

Students will explain the roles

and functions of the institutions

and structures particular to

Iran’s political system.


contrast the effects of domestic

economic policy under the

shah-led government to the

theocratic government post

1979.

Students will construct a chart

that lists, describes, and

assesses the “plurality” of

interest groups and parties in

Iran.



Individual text and internet research on the Iranian revolutions of 1906 and 1979 Lecture and discussion coupled with daily reflection questions Individual text and internet research on economic policy, electoral reforms, and rule of law Cooperative learning groups for construction of a graphic organizer to describe the powers of the Iranian political structures and the impact of parties and interests Individual internet research on media bias and accuracy in film portrayals

Advanced Placement style multiple choice test identifying major terms, figures, organizations, and political structures in Iran

"Policy Preference" papers or presentations for Iran

Short answer quiz describing political parties, economic policies, and current leadership in Iran

Graphic organizer quiz on the powers major political structures and institutions Historical accuracy and bias in media reflection papers Outlines

What impact has Iran’s autocratic and theocratic history had on Iranian economics, politics, and international policies?

Students will compare and contrast the effects of domestic economic policy under the shah-led government to the theocratic government post 1979. Students will be able to summarize the events leading up to and of the Iranian Revolution and the subsequent Cultural Revolution of 1980-1983. Students will provide examples of political and cultural norms in and socializing agents on Iranian political culture. Students will appreciate the autocratic and theocratic history of Iran.


Cooperative learning groups for construction of a graphic organizer to describe the powers of the Iranian political structures and party/interests impact Individual text and internet research and outlining on the Iranian revolutions of 1906 and 1979 Cooperative learning groups for research on, construction of, and presentation of Iranian “Policy Preferences” for 6 varied interests and social groups Lecture and discussion coupled with daily reflection questions

Advanced Placement style essay on theocratic policies and electoral freedoms Advanced Placement style multiple choice test identifying major terms, figures, organizations, and political structures in Iran Document analysis prompt describing political parties, economic policies, and current leadership in Iran

SOC.9-12.6.2.12.A.5.b Analyze the structure and goals of the United Nations and evaluate the organization's ability to solve or mediate international conflicts. SOC.9-12.6.2.12.A.5.c Explain how World War II led to aspirations for self-determination, and compare and contrast the methods used by African and Asian countries to achieve independence. SOC.9-12.6.2.12.A.5.e Assess the progress of human and civil rights around the world since the 1948 U.N. Declaration of Human Rights. SOC.9-12.6.2.12.C.5.d Determine the challenges faced by developing nations in their efforts to compete in a global economy. SOC.9-12.6.2.12.D.5.c Assess the influence of television, the Internet, and other forms of electronic communication on the creation and diffusion of cultural and political information, worldwide. SOC.9-12.6.2.12.D.5.d Analyze how feminist movements and social conditions have affected the lives of women in different parts of the world, and evaluate women's progress toward social equality, economic equality, and political

equality in various countries. SOC.9-12.6.2.12.A.6.a Evaluate the role of international cooperation and multinational organizations in attempting to solve global issues. SOC.9-12.6.2.12.A.6.b Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and human rights. SOC.9-12.6.2.12.A.6.c Analyze why terrorist movements have proliferated, and evaluate their impact on governments, individuals, and societies. SOC.9-12.6.2.12.A.6.d Assess the effectiveness of responses by governments and international organizations to tensions resulting from ethnic, territorial, religious, and/or nationalist differences. SOC.9-12.6.2.12.C.6.a Evaluate efforts of governmental, nongovernmental, and international organizations to address economic imbalances and social inequalities. SOC.9-12.6.2.12.C.6.b Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy, political stability, and use of resources. SOC.9-12.6.2.12.C.6.d Determine how the availability of scientific, technological, and medical advances impacts the quality of life in different countries. SOC.9-12.6.3.12.1 Determine the credibility and value of information, while also considering context, point of view, and multiple perspectives. SOC.9-12.6.3.12.2 Analyze sources of prejudice and discrimination and propose solutions to eliminate them. SOC.9-12.6.3.12.4 Critically analyze information, make ethical judgments, and responsibly address controversial issues. TEC.9-12.8.1.12 A.1 Create a multi-page document with citations using word processing software in conjunction with other tools that demonstrates the ability to format, edit, and print. TEC.9-12.8.1.12 A.9 Merge information from one document to another. TEC.9-12.8.1.12 B.7 Evaluate information sources for accuracy, relevance, and appropriateness. TEC.9-12.8.1.12 B.8 Compose, send, and organize e-mail messages with and without attachments. WORK.9-12.9.1.12.1 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.1 Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. WORK.9-12.9.1.12.1 Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives. LA.9-12.3.2.12.A.5 Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing. LA.9-12.3.2.12.D.1 Employ the most effective writing formats and strategies for the purpose and audience. LA.9-12.3.2.12.D.2 Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay) that: LA.9-12.3.5.12.B.1 Analyze media for stereotyping (e.g., gender, ethnicity). LA.9-12.3.5.12.C.2 Identify and discuss the political, economic, and social influences on news media.

Differentiation

This unit lends itself to utilizing stations activities or learning stations for content review and synthesis. Graphic organizers can be used to classify

information as students prepare their “Policy Preference” performance based assessments and papers.

Technology

Presentation of materials and assistance of lecture or note dissemination through multimedia presentations focusing on the policies of the Shah and the

Revolution of 1979; BBC and or CNN news story streaming video to supplement current events focusing on Khomeini and electoral politics, poverty,

women's rights, and the Green Revolution; on line research of news sources and sites for current event analyses on Iran and Nigeria; streaming video or

DVD showings to supplement other materials including topics of nuclear capabilities, policies of Ahmadinejad, poverty, and military actions in Iran. Using

the interactive whiteboard for all of these presentations will assist students in their quest for knowledge.


Students will hone their research skills as they prepare the collaborative and independent components of their papers on Iran. Students must meet

deadlines and convince their colleagues of the legitimacy of their positions as they present their research to the class.

Unit 7: Nigeria

Nigeria




Demographic trends are greatly impacted by industrial development, urbanization, and technology and by government policies regarding these.



Goods and services are provided by local, regional, and national governments, which must raise revenue through coercion in order to do so.


What actions can individuals and groups take to impact their society and its governing system?

What methods of participation are legitimate and which are illegitimate?

Why should citizens participate?


What are some specific trade relationships that countries have engaged in over the past century?







When nations first industrialize and urbanize why do economic inequality and poverty usually increase at first?

Unit Goals:

Students will appreciate the historical impact of imperialism and ethnicity on the unique version of federalism and politics and on the current socio-

economic status of Nigeria.

Students will compare the role and impact of government in Nigeria to that of governments in the other five exemplar nations.

Students will compare and contrast varied ethnic groups, interest groups, and parties in Nigeria.

Students will understand the impact of Nigeria's political and economic system on the rest of the globe.

Students will understand the role that oil extraction, production, and exportation plays in and the impact it has on Nigeria.


Guiding/Topical


How does Nigeria rank compared to other developing, developed, and African nations in terms of social welfare, prosperity, and, political pluralism, and civil liberties?

Students will provide examples of political/cultural norms in and socializing agents on Nigerian political culture. Students will list and describe trends in population growth/movement, urbanization, technology, and the job market. Students will describe and analyze the effectiveness of Nigerian federalism as compared to other federal states. Students will assess judicial strength and independence in Nigeria.

Text(s) Foreign Affairs Magazine Feature film clips: Sweet Crude See Resource Appendix

Individually based, current events research, portfolio construction, and presentations and discussions Individually based text and internet research on standards of living, corruption, and rule of law in Nigeria

Advanced Placement style essay comparing causes, forms, and impact of corruption in Nigeria to that of Mexico and Russia Charts comparing interests and parties in Nigeria with those in previously studied nations Current events portfolio Map projects

What role (and prospective role) does Nigeria play in West Africa, Africa, and the larger world?

Students will be able to use internet and text sources to research current events and contemporary issues. Students will appreciate the impact Nigerian and African history have had on the role Nigeria plays in the world economy and in international organizations.


Individually based, current events research, portfolio construction, and presentations/discussions In class lecture and discussions accompanied by reflection questions

Advanced Placement style short answer and multiple choice quiz Current events portfolio

Why has the military played such a dominant role in Nigerian politics since independence?

Students will describe the varied roles the military has played throughout Nigerian history and assess its impact on political appointments.

Students will describe the origins and evolution of the Nigerian electoral and party systems. Students will describe example of military and civilian government policies.



Cooperative learning groups for construction of a graphic organizer to describe the powers of the Nigerian political structures and the impact of parties and interests Individually based text and internet research on military dictatorships, corruption, and rule of law in Nigeria Individually based text and internet research and outlining on military dictatorships and civilian governments in Nigeria Simulations

Advanced Placement style essay: comparing and contrasting major interests groups and parties from their founding through their evolution to their contemporary status Nigerian Ethnic debate speeches and papers Matching and multiple choice quiz on Nigerian civilian and military leaders and their policies Outlines

How do Nigeria’s colonial history and its ethnic and religious differences bode for the prospects of a lasting democratic system?

Students will identify, describe, and differentiate between the major ethnic groups in Nigeria. Students will appreciate and describe the particulars of "power sharing" in Nigeria. Students will describe the origins and evolution of the Nigerian electoral and party systems.



Cooperative Research Based Debate: three groups each represent the 3 major ethnicities in Nigeria and debate an assigned issue

Cooperative learning groups for construction of a map and graphic organizer to describe the major ethnic and federal divisions of Nigeria Lecture and discussion coupled with daily reflection questions

Multiple choice and matching quiz identifying accomplishments and influence of historical figures since Nigeria’s move toward independence Graphic organizer quiz on the cultural and ethnic breakdown of each focus nation in Nigeria Completed federal maps Ethnic group policy debate performance

What impact has oil dependence had on Nigerian economics, politics, and standard of living?

Students will analyze economic policies, describe corruption, and appreciate the role of and “need” for clientelism in Nigeria.

Students will compare and contrast the branches of government in Nigeria to those of other nations in a chart or short essay.

Students will construct a chart that lists, describes, and assesses the “plurality” of interest groups/parties in Nigeria.



Individually based, current events research, portfolio construction, and presentations/discussions

In class lecture and whole class discussion Individually based internet research on media bias and Niger River delta terrorism

Advanced Placement style essay comparing and contrasting major interests groups and parties from their founding through their evolution to their contemporary status Nigerian Ethnic debate speeches and papers Film analysis and media bias reflections to accompany Sweet Crude

SOC.9-12.6.2.12.A.5.c Explain how World War II led to aspirations for self-determination, and compare and contrast the methods used by African and Asian countries to achieve independence. SOC.9-12.6.2.12.B.5.e Assess the role of boundary disputes and limited natural resources as sources of conflict. SOC.9-12.6.2.12.C.5.g Evaluate the role of the petroleum industry in world politics, the global economy, and the environment. SOC.9-12.6.2.12.D.5.a Relate the lingering effects of colonialism to the efforts of Latin American, African, and Asian nations to build stable economies and national identities. SOC.9-12.6.2.12.A.6.a Evaluate the role of international cooperation and multinational organizations in attempting to solve global issues. SOC.9-12.6.2.12.A.6.c Analyze why terrorist movements have proliferated, and evaluate their impact on governments, individuals, and societies. SOC.9-12.6.2.12.A.6.d Assess the effectiveness of responses by governments and international organizations to tensions resulting from ethnic, territorial, religious, and/or nationalist differences. SOC.9-12.6.2.12.B.6.a Determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and land use. SOC.9-12.6.2.12.C.6.a Evaluate efforts of governmental, nongovernmental, and international organizations to address economic imbalances and social inequalities. SOC.9-12.6.2.12.C.6.b Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy, political stability, and use

of resources. SOC.9-12.6.2.12.C.6.d Determine how the availability of scientific, technological, and medical advances impacts the quality of life in different countries. SOC.9-12.6.3.12.1 Determine the credibility and value of information, while also considering context, point of view, and multiple perspectives. SOC.9-12.6.3.12.4 Critically analyze information, make ethical judgments, and responsibly address controversial issues. TEC.9-12.8.1.12 A.1 Create a multi-page document with citations using word processing software in conjunction with other tools that demonstrates the ability to format, edit, and print. TEC.9-12.8.1.12 A.9 Merge information from one document to another. TEC.9-12.8.1.12 B.7 Evaluate information sources for accuracy, relevance, and appropriateness. TEC.9-12.8.1.12 B.8 Compose, send, and organize e-mail messages with and without attachments. WORK.9-12.9.1.12.1 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.1 Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. WORK.9-12.9.1.12.1 Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives. LA.9-12.3.2.12.A.5 Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing. LA.9-12.3.2.12.D.1 Employ the most effective writing formats and strategies for the purpose and audience. LA.9-12.3.2.12.D.2 Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay) that: LA.9-12.3.5.12.B.1 Analyze media for stereotyping (e.g., gender, ethnicity).

Differentiation

Students may design their own debate topics. Tiered assessments and map work enhance the development of this unit. Teachers may also consider

assigning “expert” mini peer presentations to deliver specific content.

Technology

The interactive whiteboard will be invaluable as a tool to evaluate up to date maps of Africa. In addition, many special purpose maps will also assist

students in their understanding of this part of the world. Digital collages and various applications will assist students as they conduct their research.


Students will produce college level current event analysis portfolios, which will incorporate higher order critical thinking as they present their opinions

on Nigerian policy; students will write a variety of college level expository essays including one comparing the role of oil in Nigeria to other nations

studied; students will demonstrate their speaking and reasoning skills along with empathetic analyses with the "Nigerian Ethnic Groups Debate"

assignment; students will work collaboratively to produce the aforementioned debate positions and will use a variety of research tools including the

internet, text materials, and a myriad of relevant news sources for all of the aforementioned assignments.

Unit 8: Media Analysis and Culminating Experience

Unit Plan







Why is it that citizens in some political systems opt out of political participation?



What actions can individuals and groups take to impact their society and governing system?

What methods of participation are legitimate and what methods are illegitimate?

Why should citizens participate?

Unit Goals:

Students will develop an appreciation of and empathize with cultures and societies existing under state systems both similar to and markedly

different from our own.

Students will analyze media for bias and historical inaccuracy.

Students will create and present cumulative, multi-media, end of course projects which will instruct and enlighten their younger schoolmates.


Guiding/Topical


How does media

portrayal of

different societies

and cultures impact

political attitudes

and polices?


use internet and text

sources to research

current events and


Students will develop

positions on current

controversial issues and

policies and argue these

in formal debates and

formal speeches.

Students interact with

and teach ninth graders

using multimedia

presentations.

Students will appreciate

the impact of media on

particular political

cultures and subcultures.

Feature film clips:

All the King's Men

Blood Diamond

Munich

Z

Blackhawk Down

The Ides of March

Gandhi

Wag the Dog

See the Resource Appendix

In class film viewings

Individually based internet and

text research on historical

accuracy and media bias in

film character and event

portrayals


for research on, formation of

arguments for, and

performance of controversial

policy debates




cultural trends and examples

(foods, style of dress,

language, conflicts, etc.).

Historical accuracy analysis

and reflection papers on in

class film viewings

Personal

reaction/reflection papers

on in class film viewings.

Group controversial policy

debates

Controversial issue

speeches and papers

What historical

elements, ethnic

characteristics,

forms of

entertainment, and

activities make

societies unique or

similar?

Students will appreciate

and display through

performance and

multimedia

presentations the varied

cultural activities of

societies studied in class.

Students will research

using text and internet

sources and then

present and perform

varied cultural

activities unique to

specific subcultures

within each of the six

exemplar nations

studied.

Feature film clips:

All the King's Men

Blood Diamond

Munich

Z

Blackhawk Down

The Ides of March

Gandhi

Wag the Dog


Group text and internet

research on controversial

issues






language, conflicts, etc.).

In class film viewings

Historical accuracy analysis

papers on in class film

viewings

Controversial Issue

Speeches and Papers

Personal reaction and

reflection papers on in class

film viewings

What can be done

to increase

appreciation for and

acceptance of

varied cultures?



sources to research

current events and


Students will interact

with and teach ninth

graders to appreciate

these varied

cultures through

performance and

multimedia

presentations.

Feature film clips:

All the King's Men

Blood Diamond

Munich

Z

Blackhawk Down

The Ides of March

Gandhi

Wag the Dog


Group based, in class (media

center) text and internet


issues






language, conflicts, etc.)

End of year, cumulative,

cultural performances and

multimedia presentations

Essays and write-ups on

food, entertainment,

controversial issues, and

style of dress for

subcultures within each of

the six exemplar nations

Why do cultural

misunderstandings

persist in the

modern era?



sources to research

current events and


Students will interact

with and teach ninth

graders to appreciate

these varied

cultures through

performance and

multimedia

presentations.

Feature film clips:

All the King's Men

Blood Diamond

Munich

Z

Blackhawk Down

The Ides of March

Gandhi

Wag the Dog


Group based, in class (media

center) text and internet


issues.






language, conflicts, etc.)


for research on, formation of

arguments for, and

performance of controversial

policy debates

End of year, cumulative,

cultural performances and

multimedia presentations.

Essays and write-ups on

food, entertainment,

controversial issues, and

style of dress for

subcultures within each of

the six exemplar nations.

Controversial issue

speeches and papers

SOC.9-12.6.2.12.A.5.e Assess the progress of human and civil rights around the world since the 1948 U.N. Declaration of Human Rights. SOC.9-12.6.2.12.C.5.d Determine the challenges faced by developing nations in their efforts to compete in a global economy. SOC.9-12.6.2.12.D.5.c Assess the influence of television, the Internet, and other forms of electronic communication on the creation and diffusion of cultural and political information, worldwide. SOC.9-12.6.2.12.D.5.d Analyze how feminist movements and social conditions have affected the lives of women in different parts of the world, and evaluate women's progress toward social equality, economic equality, and

political equality in various countries. SOC.9-12.6.2.12.6 Technological innovation, economic interdependence, changes in population growth, migratory patterns, and the development, distribution, and use of natural resources offer challenges and

opportunities that transcend regional and national borders. SOC.9-12.6.2.12.A.6.a Evaluate the role of international cooperation and multinational organizations in attempting to solve global issues. SOC.9-12.6.2.12.B.6.a Determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and land use. SOC.9-12.6.2.12.C.6.b Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy, political stability, and use of resources. SOC.9-12.6.2.12.C.6.d Determine how the availability of scientific, technological, and medical advances impacts the quality of life in different countries. SOC.9-12.6.2.12.D.6.a Assess the role of increased personal and business electronic communications in creating a "global" culture, and evaluate the impact on traditional cultures and values. SOC.9-12.6.3.12.A.1 Develop a plan for public accountability and transparency in government related to a particular issue(s) and share the plan with appropriate government officials. SOC.9-12.6.3.12.1 Determine the credibility and value of information, while also considering context, point of view, and multiple perspectives. SOC.9-12.6.3.12.3 Collaboratively evaluate possible solutions to problems and conflicts that arise in an interconnected world. TEC.9-12.8.1.12 A.5 Produce a multimedia project using text, graphics, moving images, and sound. TEC.9-12.8.1.12 B.3 Make informed choices among technology systems, resources, and services in a variety of contexts. TEC.9-12.8.1.12 B.7 Evaluate information sources for accuracy, relevance, and appropriateness. WORK.9-12.9.1.12.1 Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. WORK.9-12.9.1.12.1 Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. WORK.9-12.9.1.12.2 Leadership abilities develop over time through participation in groups and/or teams that are engaged in challenging or competitive activities. WORK.9-12.9.1.12.D.1 Interpret spoken and written communication within the appropriate cultural context. WORK.9-12.9.1.12.2 Ethical behaviors support human rights and dignity in all aspects of life. WORK.9-12.9.1.12.F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences. LA.9-12.3.1.12.H.1 Select appropriate electronic media for research and evaluate the quality of the information received. LA.9-12.3.1.12.H.3 Develop increased ability to critically select works to support a research topic. LA.9-12.3.1.12.H.5 Apply information gained from several sources or books on a single topic or by a single author to foster an argument, draw conclusions, or advance a position. LA.9-12.3.1.12.H.7 Produce written and oral work that demonstrates synthesis of multiple informational and technical sources. LA.9-12.3.3.12.A.3 Assume leadership roles in student-directed discussions, projects, and forums.

Differentiation

Students will create presentations on a custom/culture of their choice. All 9th grade Modern World History and Geography classes will be invited to

attend these presentations in the media center. Students will create costumes, artwork, food samples and playlists for popular music in the country

they have selected.

Technology

In order for the culminating projects to be successful, students must access the appropriate technology on a regular basis. They will use interactive

whiteboards, and various computer applications to design their presentations.


Students must demonstrate the fruits of their labor in the final culminating project for this course. All of the information they have learned, must be

synthesized and applied as they present their work to the 9th grade students at FTHS. Oral presentation skills are key here as well as collaboration.

ap comparative government and politics comparative government and politics ... we will analyze...

Documents