Modern World History, Grade 11
[Summary of Unit]
Table of Contents
Unit Plan ……………………………………………………………………………………………..………………………………………………….… p. 3
Lesson 1 …………………………………………………………………………………………………………………………..………….……………. p.
Lesson 1 Resources …………………………………………………………………………...……………………………………….……..…….… p.
Lesson 2 ………………………………………………………………………………………………………………………………..…….………….… p.
Lesson 2 Resources ………………………………………………………………………………………………………………………..…….….… p.
Lesson 3 ………………………………………………………………………………………………………………………………………………….… p.
Lesson 3 Resources …………………………………………………………………………………………………………………………………… p.
CEPA Overview…………………………………………………………………………………………………………………………..……………… p.
CEPA Teacher Instructions …………………………………………………………………………………………………..………………….… p.
CEPA Student Instructions …………………………………….……………………………………………………………..………………….… p.
CEPA Rubric …………………………………………………………………………………………………………………………………………...… p.
CEPA Resources ………………………………………………………………..…………………………………………………………………….… p.
Stage 1 Desired Results
ESTABLISHED GOALS G
<type here> / Transfer
Students will be able to independently use their learning to… T
Meaning
UNDERSTANDINGS U
Students will understand that…
· Global conflict arises between countries categorized as “haves” and “have nots”.
· Some countries have been able to retain nuclear weapons while others do not get to create their own.
· Countries use military power as a method to influence the policies of other countries.
· The world community recognizes the importance of reducing dangerous weapons, but must do so in such a way that countries maintain security.
· Weapons have evolved since World War II that are both less personal and more dangerous; this has impacted the foreign policy of the US and how it is viewed by other countries. / ESSENTIAL QUESTIONS Q
· Who determines who gets to have WMD’s and who doesn’t get to have them?
· Nuclear deterrents: Do the ends justify the means?
· Is it possible to un-invent any object deemed too dangerous to exist?
· Is the UN too weak? Too powerful?
· What options are available to non-aligned countries to defend themselves from superpowers?
Acquisition
Students will know… K
· The political, economic, and social factors associated with nuclear proliferation.
· The reasons for acquiring and maintaining nuclear arsenals.
· The dangers of nuclear weapons.
· The history of nuclear weaponry, and the growth, expansion, and change through the present day.
· Some countries are allowed to posses and create nuclear weapons by the international community while others are not allowed to possess or develop these weapons
· The Cold War prompted the development of nuclear weapons as a way for both NATO and Eastern Bloc countries to ensure the other does not violate their sovereign rights.
· There are a number of different types of nuclear weapons and they are delivered in a variety of ways
· Countries with nuclear weapons often oppose other countries producing these same weapons. / Students will be skilled at… S
· Identifying, examining, and interpreting primary and secondary source documents.
· Recognize, define, and use content specific vocabulary related to nuclear weapons and proliferation.
· Making a persuasive argument which defends a claim using contextual evidence, analytic reasoning, and draws logical conclusions.
· Collaboratively working with their peers to address and solve problems.
· Speaking knowledgably and articulately in front of their classmates on a complex topic
· Researching difficult concepts to demonstrate mastery and expertise
Stage 2 - Evidence
Evaluative Criteria / Assessment Evidence
<type here> / CURRICULUM EMBEDED PERFOMANCE
ASSESSMENT (PERFORMANCE TASKS) PT
UN Security Council Meeting on nuclear weapons threat in Iran and North Korea
Working in pairs, students will take on the role of the one of the member countries who sit on the UN Security Council. They will “recreate” a meeting to decide how the UN will respond to the threat of nuclear proliferation by both Iran and North Korea. Students will research their assigned countries history on nuclear weapons and proliferation and prepare a position paper and context appropriate talking points, meet as a full council to discuss those points using UN Parliamentary Procedure, and draft a resolution. Students will then compare their resolutions to actual resolutions and reflect on the similarities and differences. GRASPS
<type here> / OTHER EVIDENCE: OE
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Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Lesson 1: Introductory Lesson on Nuclear Weapons
Lesson 2: History of nuclear weapons: Use, Proliferation, and Reduction
Lesson 3: Current arguments in favor of, and against nuclear weapons
Lesson 4: Introduction to the United Nations
Lesson 5: History of the United Nations addressing nuclear weapons
Lesson 6: CEPA and Follow Up Reflective Writing
· Introduction on Nuclear Weapons, including pre-assessment, preview and initial thoughts on EQ’s
· Objectives:
· Identify key terms: nuclear weapons, WMD, Proliferation, Treaty, Unilateral, Deterrent
· Analyze the physical effects of a nuclear explosion
· Describe why nuclear weapons are a controversial topic for the world community today
· Students define as best they can: “nuclear weapons” and “weapons of mass destruction”, watch videos, update definitions
o Video 1 (Crossroads Able): http://www.youtube.com/watch?v=EniBqALyAEA
o Video 2 (start at 9:15 – destructive power): http://www.youtube.com/watch?v=wA8z94MXo9M
o Video 3 (Tsar Bombs – largest Nuclear Test in History): http://www.youtube.com/watch?v=-s8iie0zZ-g
· What is a nuclear weapon? How do they work? http://www.ucsusa.org/nuclear_weapons_and_global_security/nuclear_weapons/technical_issues/nuclear-weapons-how-they.html - (Hiroshima and Nagasaki yielded 15 and 20 Kilotons, today’s thermonuclear weapons yield ~10,000 kilotons)
o Categories of Nuclear Weapons: ICBM, SLBM, Intermediate Range Nuclear Weapons, Tactical Nuclear Weapons
· Student led discussion on the dangers of nuclear weapons, based upon videos and resources, and what might be able to be done about it
· Students preliminarily answer essential Questions.
· Students define academic vocab for the unit (WMD, Treaty, Unilateral, Proliferation, etc), and attempt to explain why Nuclear weapons might pose a threat
History of Nuclear Weapons: Nuclear detonations in war, Nuclear Proliferation, Arms Reduction (START) Treaties
Objectives:
Identify pros and cons of the US dropping the atomic bombs on Hiroshima and Nagasaki
Analyze the effects of these attacks
Describe the evolution of nuclear proliferation and reduction
Analyze the effectiveness of Nuclear Arms Reduction Treaties
· Identify nuclear attacks that have happened in time of war – Hiroshima and Nagasaki (Photos here: http://www.allworldwars.com/Photographs-of-the-atomic-bombings-of-Hiroshima-and-Nagasaki.html)
· Examine opposing viewpoints on the use of Nuclear Weapons by the US: http://www.allworldwars.com/Photographs-of-the-atomic-bombings-of-Hiroshima-and-Nagasaki.html (scholarly article) or use pages 3-4 of Choices, The Challenge of Nuclear Weapons
· Student led discussion: Was the effect of the bomb on Hiroshima and Nagasaki worth the terrible price in saving American lives?
· Persuasive Writing Assignment: As an advisor to President Truman, write a policy brief (persuasive essay) which convinces him to either drop or not drop the bomb on Hiroshima & Nagasaki (alternative assignment: write both of these briefs so that students gain a better insight into the validity of both viewpoints).
· Identification of the Cold War and Nuclear Arms Race – Pages 4-8 of Choices, The Challenge of Nuclear Weapons
· Was the nuclear arms race justified by either the US or Soviet Union?
· Arms Control: after the Cuban Missile Crisis – Pages 9-12 of Choices, The Challenge of Nuclear Weapons
· Nuclear Weapons Reduction Treaties: Strategic Arms Reduction Treaty (START I and II), Anti-Ballistic Missile Treaty, Comprehensive Test Ban Treaty (Pages in Choices, The Challenge of Nuclear Weapons – 15-19) UNODA page on UN treaties: http://www.un.org/disarmament/WMD/Nuclear/
Arguments in Favor of and against nuclear weapons
Objectives:
Make an argument in favor of AND against nuclear proliferation
Identify which countries have nuclear weapons and which are seeking nuclear weapons
Analyze why Nuclear Weapons are allowed for some countries but not allowed for others.
Identify the role of a nuclear deterrent
· Read http://www.thenews.com.pk/article-99008-India-will-retaliate-massively,-if-Pakistan-uses-nukes:-Shyam-Saran-
· Identify reasons why countries might want to acquire nuclear weapons despite their destructive power
· Analyze maps on page ii of choices book
· Read and analyze pages 20-24 of the Choices book
· Read and analyze the 3 options presented in the Choices Book and students will be assigned a perspective.
o Persuasive Writing: Write a policy brief for a member of Congress supporting your assigned perspective
o Reflection: do you agree or disagree with your assigned perspective?
Optional Assessment: US Government response to a potential nuclear attack
The Doomsday Scenario
Students will each be assigned roles in the US government (executive branch) and be given a handout which explains his/her role.
There has been a nuclear launch detected from the Russian Federation. Students must respond to this attack as the US government would.
4 scenarios are presented and the teacher chooses which is the outcome and determine if the students would in fact launch a nuclear attack in this situation.
Links to role pages and scenarios are here:
Introduction to the United Nations
Objectives:
Identify the United Nations
Analyze the role of the UN in the world community
Identify the role (not country) that students will be taking when they participate in Model UN
· Look at the website of the United Nations and students make predictions about the goals and functions of the United Nations: http://www.un.org/en/
· Then read the Preamble to the UN charter and compare to predictions: http://www.un.org/en/documents/charter/preamble.shtml
· Then walk students through the process of participating in Model UN by using Carol’s website: http://mrsmmodelun.wikispaces.com/home
· In addition have them explore the Model UN of Greater Boston wiki for Malden High: http://historymalden.wikispaces.com/Malden+High+School+Model+UN
· Have students participate in a silly sim or mini sim in which they learn parliamentary procedure
The UN and Nuclear Weapons
Objectives:
Identify UN policy on Nuclear Weapons
Analyze the work of the UN on nuclear disarmament
· Students should go back to the UNODA website: http://www.un.org/disarmament/WMD/Nuclear/
· Students should read summaries of nuclear weapons policy of the UN and decide which they believe are the most and least effective
· Explore what the UN is doing now to work towards disarmament: http://www.unidir.org/
· What are the best ways to prevent nuclear weapons use while still allowing countries to maintain their own security? How do you think various countries feel about the initiatives of the UNIDIR
Model UN Security Council Session on Nuclear Disarmament
Objectives:
Identify assigned country’s position on nuclear weapons
Prepare to defend that position in a Model UN simulation
· Students will be assigned countries and will begin by researching for the purpose of writing a position paper
· Students will use the resources on Carol’s page: http://mrsmmodelun.wikispaces.com/home and on the Model UN of Greater Boston wiki page for Malden High School
· This lesson will provide several skills and content assessments:
o Position Papers
o Research reports
o Draft Resolution Writing
o Speaking Points
o Practicing Oral Presentation Skills
o Defending a position
· Reflection: Could the United Nations have prevented the Cuban Missile Crisis? Why did it not?
Massachusetts Department of Elementary and Secondary Education
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