Todd County Schools
Lesson Plan Format
Unit Title: WC Unit 16 Asia 1945 to Present
Teacher: Shanks / Subject: World Civilization / Grade: 10 / Week of: SNOW DAYSCoreContent
(Click here for Proficiency Quest)
5.3.6-Students will explain how the second half of the 20th century was characterized by rapid social, political and economic changes that created new challenges (e.g., population growth, diminishing natural resources, environmental concerns, human rights issues, technological and scientific advances, shifting political alliances, globalization of the economy) in countries around the world, and give examples of how countries have addressed these challenges.
Skills
voc .dev., reading, analysis, interpreting, evaluation, econ. perspectives, geog.skills
How did challenges to growth in Asia impact the world?
I can:
•What events led to independence and conflict in India?
•What happened to India after the nation won its independence?
•What challenges face the countries of South Asia?
•How did independence come to Southeast Asia?
•What were the main causes of the Vietnam War?
•How has Southeast Asia changed in recent decades?
•How did the Communists take over China?
•What were the main events that took place in China under Mao’s leadership?
•How did China change in the years after Mao’s death?
•How did Japan change during the postwar years?
•How did the nations of the Pacific Rim change after World War II?
•How did the Asian Tigers develop?
Critical VocabularyVietminh, domino theory, Vietcong, Khmer Rouge, Great Leap Forward, Cultural Revolution, Red Guards, Gang of Four, Tiananmen Square Massacre, Asian Tigers
Differentiated Instructional Strategies:
(Place a X in the gray box to the left of the strategies used)
x / Compare/Contrast / Metaphors / Symbolic Representations
Mnemonic devices / x / Advanced/Graphic Organizers / Modeling
Reading to students / Accessing prior knowledge / Research
x / Real life connections / x / Analogies / Practice
Technology / Read-aloud / Journals
Peer Review / Rubric/Scoring guide / Multiple resources
Student experiments / Modeling writing / x / Predicting/Hypothesizing
Questioning / Manipulative / Classifying/Sequencing
Conferencing / Self reflection / Problem Solving
Connecting to other content / Student choice provided / x / Homework
Think about thinking / Writing for real audiences / Other:
Collaboration for GT/IDEIA:
Based on individual needs / Groupings:
x / Pairs / x / Whole Group
x / Individual / Peer Tutors
Carousel / Jigsaw
Cooperative Groups / Other:
Assessment Strategies: / Thoughtful Education Strategies
Click herefor templates and descriptions
Journals / Product / x / Mastery / x / Understanding / x / Interpersonal / x / Self-Expressive
Portfolio / Investigation
x / Teacher made test / Observation / x / Reading for Meaning / Task Rotation
Evidence gathering / Conferencing / Word Works / Note Making
Writing / Inquiry / Compare & Contrast / New American Lecture
Performance / Anecdotal records / Other:
Textbook test / x / Multiple Choice
Open Response / Other: / Activity Notes/Look-for’s:
x / On Demand Writing
Reading Strategies
(Click here for Reading First)
Date or Day: 1
Instructional Procedures: Read Core Content 5.3.6
Bell ringer:
It is the summer of 1947, and more than 10 million Indians are on the
move across the British colony of India. The British parliament has just passed an act dividing India into two independent nations—Hindu India and Islamic Pakistan. People have one month to decide which country to live in and to travel to their new home.
People are scrambling for trains or trying to find other forms of transportation. They’re deciding what personal belongings they can take to their new country and what they must leave behind. Most Hindus and Sikhs opt for India, while most Muslims choose Pakistan… as their paths cross, violence erupts—hundreds of thousands of people are dying.
Question- Why did the Muslim League propose a partition of India?
- to separate by race
c. to separate by food sources
d. to separate by faiths
e. both b and c
Vocab.development- use the Frayer method to define all terms found in the critical vocabulary unit( found above)
Guided reading s1 pgs511-515
Take notes-Include the most IMPORTANT information found within each sub section…..study these notes!
Day 2
Bell ringer
As violence between Muslims and Hindus increased during the early 1940s, British leaders came to believe that partition was the best way to ensure a safe and stable region. They decided to divide India into separate Hindu and Muslim nations.
Great Britain formally ended its colonial rule of India in August 1947 and two new nations were created: Muslim East and West Pakistan and Hindu India. Jawaharlal Nehru (juh-wah-huhr-lahl nay-roo), who would be India’s first prime minister, spoke on the eve of independence.
Question-What potential problems do you think may occur in this region?
a. east and west may gang up on India
b. separation of Pakistan made ruling difficult
c. provided safe havens for religious groups
d. potential for nuclear encounters to occur
Complete section 1 questions 1-3…..then take the online quiz…go.hrw.com keyword:SHL ASA HP
What would you consider to be the greatest problem these 2 nations faced?
Assessment Strategies:
Journals / Product / Assessment Descriptions or Instructions:
Insert assessment details here.
Portfolio / Investigation
Teacher made test / Observation
Evidence gathering / Conferencing
Writing / Inquiry
Performance / Anecdotal records
Textbook test / Multiple Choice
Open Response / Other:
On Demand Writing
Date or Day: 3
Instructional Procedures:
Bell ringer:
World War II the French struggled to regain
Control of their colonies in Southeast Asia. In Vietnam, French troops fought a guerrilla group, known as the Vietminh, that sought to win Vietnam’s independence. French leaders decided to build a new military base at Dien Bien Phu (dyen byen foo) to help defeat the Vietminh. It was a terrible decision.
The French base was located at the bottom of a bowl- shaped valley. When the Vietminh cut off all the roads leading to the area, the fort could be supplied only from the air. Still, French leaders were unconcerned, believing the Vietminh were too weak to defeat them.
When the Vietminh attacked Dien Bien Phu in March 1954, they quickly overwhelmed the French defenses above the valley. Then the Vietminh began to pound the French base below with powerful artillery fire. Under constant bombardment, the French were unable to fly supply aircraft in or out of Dien Bien Phu… heavy monsoon rains added to their misery. By early May, the French were completely defeated and were forced to surrender to the Vietminh. French control of Southeast Asia had come to an end.
Question- How did the French lose a war with one bad decision?
a. attacking during a monsoon
b. relying on air support
c. choosing a bad location to build a military base
d. depending on America to “bail them out”
e. recruited Vietminh as soldiers
Use your notes from section 1 to create a venn diagram to compare and contrast the events that followed partition in India and Pakistan.
Write a paragraph utilizing the diagram to explain the similarities and differences.Be sure to use your vocabulary terms…..and use at least one compound sentence.
Why do you think many liberated countries found it difficult to remain stable governments?
Day 4
Bell ringer
Vietnam was divided temporarily into northern and southern halves. The Communists would control the north. According to the agreement, in 1956 Vietnamese voters would choose a government for a reunited Vietnam.
The United States feared that Communists would take control of South Vietnam. U.S. president Dwight Eisenhower warned that if Vietnam fell to communism, other Southeast Asian countries would quickly follow. This belief that communism would spread to other countries was called the domino theory.
Question
Did the Domino theory seem to make sense?
a. yes, over 450 million had fell under communist rule
b. no, communism was already weakening
c. yes, the communists were aggressive at this time
d. no, the U.S. over reacted
e. maybe
Read Independence Struggles in Southeast Asia pps516-521
Complete the work sheet for section 2(voc. Dev. and taking notes)…be through with the notes
Interview an adult – ask –What do you remember/know about the Vietnam War…150 words minimum
Read- After the Deluge- internet activity…SHL WRLIT
Section 2 outline and questions
Assessment Strategies:
Journals / Product / Assessment Descriptions or Instructions:
Insert assessment details here.
Portfolio / Investigation
Teacher made test / Observation
Evidence gathering / Conferencing
Writing / Inquiry
Performance / Anecdotal records
Textbook test / Multiple Choice
Open Response / Other:
On Demand Writing
Day 5
Re read 5.3.6 and voc terms
Read the 2 views on THE DOMINO THEORY
Explain why you think the two opinions were different.(1 paragraph)
Answer section 2 assessment 1-4
Was Vietnam a winnable war?
Day 6
Bell ringer:
This song was composed by a Chinese student and quickly spread throughout the country during the Cultural Revolution. The Red Guards punished certain teachers in part by forcing the teachers to sing this song several times a day. If the singing was unsatisfactory, the teachers would be beaten or otherwise punished.
I am an ox-ghost and snake-demon. I am an ox-ghost and snake-demon. I am guilty. I am guilty. I committed crimes against the people, So the people take me as the object of the dictatorship. I have to lower my head and admit to my guilt.
I must be obedient. I am not allowed to speak or act incorrectly. If I speak or act incorrectly, May you beat me and smash me, Beat me and smash me.
Question-Why did the Red Guards believe the singers were guilty of these actions?
160
- they assumed the words were an admission of guilt
- they were instructed to do so
c. they were snake demons
d. they wanted them to be obedient
e. to help fight communism
S3 outline-note taking- list most important info.from each sub section
Complete section 3 worksheet
S3 questions1-5
Complete online quiz go.hrw.com keyword SHL ASA HP
What happened to the Gang of Four after Mao’s death?
Day 7
Bell ringer
Inspired by the movement toward economic freedom, many Chinese demanded more political freedom. In the spring of 1989, as democratic reforms were sweeping through Eastern Europe, more than 1 million pro-democracy protestors occupied Beijing’s Tiananmen (tee-AN-uhn-men) Square.
China’s leaders became increasingly impatient with the protests. After repeatedly asking the protestors to leave the square, they finally responded with force. Tanks and troops moved into the square in June 1989, killing many protestors in the Tiananmen Square Massacre. True freedom had not yet arrived in China.
Question- Why do you think so many people were killed in Tiananmen Square?
a. frustration
b. military didn’t issue warnings
c. they responded with full force
d. military didn’t fire warning shots
e. all of the above
Review key terms from 1st day
Read Primary Source document pg 528…answer questions 1 and 2 about the document…
Read section 4 outline this section
Study the chart on pg 530- answer the compare and contrast questions on skills focus
How would you have felt if you were Japanese and your emperor had surrendered?
Instructional Procedures:
Bellringer:
The Asian Pacific Rim entered the 1960s as a largely poor and under- developed region. Over the next few decades, however, the Asian Tiger economies performed spectacularly, with average growth far higher than that of similar economies in Latin America or Africa.
To achieve these results, these countries followed a pattern similar to the one used by postwar Japan. For example, they generally provided ample education and training for their citizens, which helped produce the skilled workforce necessary for industrial expansion. The nations also received large amounts of economic aid from the United States during the early stages of the Cold War and further benefited from their access to the major shipping routes of the Pacific Ocean.
Question - How did the Asian Tigers follow Japan’s model of economic growth?
a. provided education
b. provided training
c. focused on exports
d. none of the above
e. all the above
Read core goal from beginning of unit
Reread voc.definitions
Complete section 4 assessment questions 1-4
Take on line quiz go.hrw.com keyword SHL ASA HP
What Asian countries would consider “the 4 Tigers”?
Assessment Strategies:
Journals / Product / Assessment Descriptions or Instructions:
Insert assessment details here.
Portfolio / Investigation
Teacher made test / Observation
Evidence gathering / Conferencing
Writing / Inquiry
Performance / Anecdotal records
Textbook test / Multiple Choice
Open Response / Other:
On Demand Writing
Date or Day: 9
Instructional Procedures:
Review terms
Document Based Investigation…Documents 1-4-read then answer questions
Would Americans ever follow the teachings of our own “Little Red Book”?
Assessment Strategies:
Journals / Product / Assessment Descriptions or Instructions:
Insert assessment details here.
Portfolio / Investigation
Teacher made test / Observation
Evidence gathering / Conferencing
Writing / Inquiry
Performance / Anecdotal records
Textbook test / Multiple Choice
Open Response / Other:
On Demand Writing
Date or Day: 10
Instructional Procedures:
Complete review on pgs 534-535 questions 1-18
Assessment Strategies:
Journals / Product / Assessment Descriptions or Instructions:
Insert assessment details here.
Portfolio / Investigation
Teacher made test / Observation
Evidence gathering / Conferencing
Writing / Inquiry
Performance / Anecdotal records
Textbook test / Multiple Choice
Open Response / Other:
On Demand Writing
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