Exemplar Lesson 01: International Relationships Exemplar Lesson 02: Political, Economic and Social Issues State Resources: Project Share Resources: https://www.epsilen.com RATIONALE: This unit bundles student expectations that address important events and their impact from 1990 to the present. Prior to this unit, students learned about foreign and domestic policies, and the social, political, and economic issues from 1970 through1990. During this unit students focus on issues and events of the past twenty years. Students learn that the role of the United States internationally continues to grow and impact world affairs. As the Cold War comes to an end, other conflicts develop and the United States once again continues to adapt by enacting policies that protect the nation s well-being. Students also learn that the economy is greatly affected when events of catastrophic magnitude occur. With the turn of the century, our nation experiences many firsts including the September 11, 2001 act of terrorism and the election of the first African American President in 2008. It is also important for students to note that as our nation experiences economic distress, people from other countries continue to migrate to the United States. The role of the United States in a global economically interdependent setting, technological advancements, especially social media are also relevant in this unit of study. MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS: Due to the potentially politically charged nature of this unit, students may come with an understanding of recent events. However, their knowledge of the events may contain a bias. It is vital that instruction remains balanced and that all sides of the ideological spectrum are addressed. PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS There has always been much debate about the role the United States in world affairs. Create a web (graphic organizer) that includes five examples of U.S. involvement in world affairs. For each example, write two advantages and two disadvantages. Write a generalization about the U.S. and world affairs. (US.2D; US.11A; 29B) 1C, 1E As an entrepreneur looking to invest by opening a new business, research demographic data and create a chart that illustrates the changes in demographic patterns from 1990 to the present based on ethnicity, gender and age. Data can be collected from the U.S. Census Bureau. Based on your findings, determine what type of business would be the most successful. (US.13B; US.30C) Relationship Push-Pull Factors International relationships reflect past experiences, alignment to nations and beliefs, and current needs. Demographic patterns change due to push-pull factors. 2012, TESCCC 08/01/12 page 1 of 9
4J PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT Demography statistical data of a population Immigration coming and settling in a country of which one is not a native US.2 US.2A History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to: Identify the major characteristics that define an historical era. Identify MAJOR CHARACTERISTICS THAT DEFINE AN HISTORICAL ERA US.2B US.2C Identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics. Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. An era of history having a distinctive feature Political, social or economic commonality Considered to be relative chronology rather than absolute chronology Identify, Describe MAJOR ERAS IN U.S. HISTORY FROM 1877 TO PRESENT 1990 present U.S. Involvement in world affairs Persian Gulf War Balkans Crisis September 11, 2001 Long term effects of government entitlement programs 2008 Presidential election Apply ABSOLUTE CHRONOLOGY Significant individuals, events & time periods Absolute chronology exact date 2012, TESCCC 08/01/12 page 2 of 9
US.2D US.11 US.11A Explain the significance of the following years as turning points: 1898 (Spanish-American War), 1914-1918 (World War I), 1929 (the Great Depression begins), 1939-1945 (World War II), 1957 (Sputnik launch ignites U.S.-Soviet space race), 1968-1969 (Martin Luther King Jr. assassination and U.S. lands on the moon), 1991 (Cold War ends), 2001 (terrorist attacks on World Trade Center and the Pentagon), and 2008 (election of first black president, Barack Obama). History. The student understands the emerging political, economic and social issues of the United States from the 1990s into the 21 st century. The student is expected to: Describe U.S. involvement in world affairs, including the end of the Cold War, the Persian Gulf War, the Balkans Crisis, 9/11, and the global War on Terror. RELATIVE CHRONOLOGY Significant individuals, events & time periods Relative chronology general time period or era Explain SIGNIFICANCE OF DATES AS TURNING POINTS 1991 Cold War ends 2001 terrorist attacks on World Trade Center and the Pentagon 2008 election of first black president, Barack Obama Describe U.S. INVOLVEMENT IN WORLD AFFAIRS End of the Cold War Throughout the 1980s, the Soviet Union battled with a failing economy and unrest. When Mikhail Gorbachev became the new Soviet leader, he promoted political liberty and opened the doors to capitalism. Other Eastern European countries were also encountering economic instability and unrest (democratization of Poland). Borders began to open and free elections were held, ousting longstanding Communist regimes. The symbolic end of the Cold War came in 1989 with the tearing down of the Berlin Wall. Persian Gulf War following United Nations Security Council sanctions against Iraq for the invasion of Kuwait in 1990, the U.S. led a UN-authorized coalition force of 34 nations, to expel Iraqi forces from the country of Kuwait. The war was decisively won by the coalition forces but Saddam Hussein remained in power. The Balkans Crisis the U.S. provided air and naval support to the UN peacekeeping mission in Bosnia and Herzegovina in the early 1990s. In 1995, the U.S. participated as part of the NATO peacekeeping force sent to enforce the Dayton Peace Accords. These agreements ended local hostilities and laid the foundation for the country of Bosnia and Herzegovina to become stable and rebuild. 9/11 an attack, by al-qaeda, on the U.S. The terrorists successfully attacked three of their four targets, the World Trade Center Towers and the Pentagon. This grievous attack resulted in the greatest loss of life since Pearl Harbor and propelled the U.S. to declare the Global War on Terror. The Global War on Terror a U.S.-led war started as a result of 9/11 with the following goals: Defeat terrorists such as Osama Bin Laden and Abu Musab al-zarqawi and destroy their organizations 2012, TESCCC 08/01/12 page 3 of 9
US.11B Identify significant social and political advocacy organizations, leaders, and issues across the political spectrum. Identify, locate, and destroy terrorists along with their organizations Deny sponsorship, support, and sanctuary to terrorists Diminish the underlying conditions that terrorists seek to exploit Defend U.S. citizens and interests at home and abroad Identify SIGNIFICANT SOCIAL AND POLITICAL ADVOCACY ORGANIZATIONS, LEADERS, AND ISSUES ACROSS THE POLITICAL SPECTRUM US.11C Evaluate efforts by global organizations to undermine U.S. sovereignty through the use of treaties. Social and political advocacy organizations, leaders, and issues across the political spectrum that are currently significant (local, state, nation) Evaluate EFFORTS BY GLOBAL ORGANIZATIONS TO UNDERMINE U.S. SOVEREIGNTY THROUGH THE USE OF TREATIES US.11D Analyze the impact of third parties on presidential elections. The end goal for a state s participation in international relations is to attain a favorable outcome for their country. This is seen either in favoring or opposing different treaties or joining various organizations. Current examples include: UN Convention on the Law of the SEA opposed by President Reagan and numerous lawmakers because it gives power to a UN commission that has limited accountability; would impede U.S. sovereign security efforts and open the U.S. to numerous legal cases Kyoto Protocol opposed by President George W. Bush and numerous lawmakers because it imposed drastic cuts in pollution, which would have cost the U.S. government billions of dollars and loss of millions of jobs Discuss HISTORICAL SIGNIFICANCE OF THE 2008 PRESIDENTIAL ELECTION US.11E Discuss the historical significance of the 2008 presidential election. Third parties can greatly impact presidential elections. They provide the populace an additional candidate on the ballot that represents another American viewpoint, idea, and call for change from the status quo. In a close election, this person has the ability to upset the balance of power in the current system. Discuss HISTORICAL SIGNIFICANCE OF THE 2008 PRESIDENTIAL ELECTION The first African American elected to the office of President. 2012, TESCCC 08/01/12 page 4 of 9
US.12 US.12A US.13 US.13B US.18 US.18B US.19 US.19B Geography. The student understands the impact of geographic factors on major events. The student is expected to: Analyze the impact of physical and human geographic factors on the settlement of the Great Plains, the Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the levee failure in New Orleans after Hurricane Katrina. Geography. The student understands the effects of migration and immigration on American society. The student is expected to: Analyze the causes and effects of changing demographic patterns resulting from legal and illegal immigration to the United States. Economics. The student understands the economic effects of increased worldwide interdependence as the United States enters the 21st century. The student is expected to: Identify the impact of international events, multinational corporations, government policies, and individuals on the 21st century economy. Government. The student understands changes over time in the role of government. The student is expected to: Explain constitutional issues raised by federal government policy changes during times of significant events, including World War I, the Great Depression, World War II, the 1960s, and 9/11. Analyze IMPACT OF PHYSICAL AND HUMAN GEOGRAPHIC FACTORS Levee failure in New Orleans after Hurricane Katrina Human factors engineering failure of the levees Physical factors the wind and storm surge of the hurricane hit at high tide Analyze CAUSES AND EFFECTS OF CHANGING DEMOGRAPHIC PATTERMS RESULTING FROM LEGAL AND ILLEGAL IMMIGRATION TO THE UNITED STATES Causes Push Factors: unemployment, crime, political instability, etc. Pull Factors: employment, improved quality of life, education, etc. Effects Large influxes of immigrants cause rapid growth in cities Housing; overcrowding Multiculturalism Strain on federal and state budgets Identify IMPACT OF INTERNATIONAL EVENTS, MULTINATIONAL CORPORATIONS, GOVERNMENT POLICIES, AND INDIVIDUALS ON THE 21ST CENTURY ECONOMY Increased globalism has helped spur growth in the American economy. With increased investments, quantity, quality, and reduced price of goods the average American s standard of living has increased Explain CONSTITUTIONAL ISSUES RAISED BY FEDERAL GOVERNMENT POLICY CHANGES DURING TIMES OF SIGNIFICANT EVENTS 2012, TESCCC 08/01/12 page 5 of 9
US.19C Describe the effects of political scandals, including Teapot Dome, Watergate, and Bill Clinton's impeachment, on the views of U.S. citizens concerning trust in the federal government and its leaders. 9/11- Patriot Act (Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism), purpose of the USA PATRIOT Act is to deter and punish terrorist acts in the United States and around the world, to enhance law enforcement investigatory tools, and other purposes Describe EFFECTS OF POLITICAL SCANDALS US.19D US.19E US.24 US.24B Discuss the role of contemporary government legislation in the private and public sectors such as the Community Reinvestment Act of 1977, USA PATRIOT Act of 2001, and the American Recovery and Reinvestment Act of 2009. Evaluate the pros and cons of U.S. participation in international organizations and treaties. Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to: Evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie, Thurgood Marshall, Billy Graham, Barry Goldwater, Sandra Day O'Connor, and Hillary Clinton. President Clinton s impeachment the second American president to have faced an impeachment trial; occurred when the Senate and the public began to question his authority and power Discuss ROLE OF CONTEMPORARY GOVERNMENT LEGISLATION IN THE PRIVATE AND PUBLIC SECTORS Including, but not limited to Community Reinvestment Act of 1977 encouraged banks and savings associations to meet the needs of borrowers in their local communities. This was an effort to reduce discriminatory practices against low and moderate income neighborhoods. American Recovery and Reinvestment Act of 2009 economic stimulus package intended to create jobs, promote investment, and increase consumer spending during the recession. Patriot Act (Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism), purpose of the Act is to deter and punish terrorist acts in the United States and around the world, to enhance law enforcement investigatory tools, and other purposes Evaluate PROS AND CONS OF U.S. PARTICIPATION IN INTERNATIONAL ORGANIZATIONS AND TREATIES Pros Influence international policy Protect American interest Protect American security Assist other countries Cons Potential loss of American sovereignty Potential loss of American security Evaluate CONTRIBUTIONS OF SIGNIFICANT POLITICAL AND SOCIAL LEADERS 2012, TESCCC 08/01/12 page 6 of 9
US.26 US.26D Culture. The student understands how people from various groups contribute to our national identity. The student is expected to: Identify the political, social, and economic contributions of women such as Frances Willard, Jane Addams, Eleanor Roosevelt, Dolores Huerta, Sonia Sotomayor, and Oprah Winfrey to American society. Identify Political leaders Hillary Clinton former First Lady, senator from New York State POLITICAL, SOCIAL, AND ECONOMIC CONTRIBUTIONS OF WOMEN TO AMERICAN SOCIETY US.29 US.29B US.30 US.30A US.30C Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: Analyze information by sequencing, categorizing, Identifying causeand-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: Create written, oral, and visual presentations of social studies information. Use different forms of media to convey information, including written to visual and statistical to written or visual, using available computer software as appropriate. Political Sonia Sotomayor first Hispanic to serve on the Supreme Court, nominated by President Obama Economic Oprah Winfrey supervising producer and host of the top-rated, award-winning The Oprah Winfrey Show for two decades, now head of the Oprah Network. She is a global media leader and philanthropist. Analyze INFORMATION Sequencing Categorizing Identifying cause and effect relationships Comparing Contrasting Finding the main idea Making generalization and predictions Drawing inferences and conclusions STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards. Create WRITTEN, ORAL AND VISUAL PRESENTATIONS Transfer INFORMATION FROM ONE MEDIUM TO ANOTHER 2012, TESCCC 08/01/12 page 7 of 9
Written to visual Statistical to written or visual Use computer software as appropriate SE# Social Studies Skills TEKS: Use appropriate social studies skills to support instruction. US.29 US.29A US.29B US.29C US.29D US.29E US.29F US.29G US.29H US.30 US.30A US.30B US.30C US.31 US.31A US.31B US.32 US.32A US.32B Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: Use a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions. Analyze information by sequencing, categorizing, Identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. Understand how historians interpret the past (historiography) and how their interpretations of history may change over time. Use the process of historical inquiry to research, interpret, and use multiple types of source of evidence. Evaluate the validity of a source based on language, corroboration with other sources, and information about the author, including points of view, frames of reference, and historical context. Identify bias in written, oral, and visual material. Identify and support with historical evidence a point of view on a social studies issue or event. Use appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons. Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: Create written, oral, and visual presentations of social studies information. Use correct social studies terminology to explain historical concepts. Use different forms of media to convey information, including written to visual and statistical to written or visual, using available computer software as appropriate. Social studies skills. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: Create thematic maps, graphs, and charts representing various aspects of the United States. Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, and available databases. Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, chose and implement a solution, and evaluate the effectiveness of the solution. Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, 74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. 2012, TESCCC 08/01/12 page 8 of 9
http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 ELPS# C(1) 1C 1E C(4) 4J Subsection C: Cross-curricular second language acquisition essential knowledge and skills. Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary. Internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment. Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to: Demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs. 2012, TESCCC 08/01/12 page 9 of 9