DCPS Unit Plan Sample

TYRONE R. SHAW UNIT PLAN

Unit: Modern Japan, China and India

Descriptive Characteristics:

School: East Syracuse-Minoa High School

Grade: 10th

Subject: Global History

Scheduling: Block Scheduling

Number of Students: 16 students

Ability Level: Inclusive Class

Diversity: 4 Females, 12 Males, Some Students with Special Needs,

Room: B33

Planning Time During Day: 8:55am-10:15am

Technology Available: Projector, Computer, Television, DVD/Video Player.

Materials Available: Textbook, Audio CD, Political Cartoons, Maps

Unit Rational:

This unit will engage student in the process of revolution and nationalism. It will allow them to see how they affected modern countries in the East, such as Japan, China, and India. It is important for students to learn what kind of actions lead to revolutions in these countries, because they can use them to build correlations to see what sort of modern nations they became. Students will be able to see the benefits and disadvantages of revolutions backed by force and by peace. The material I will be covering in this unit is all the essential information that students will need to have a firm understanding of the unit and prepare them for the New York State Regents Exams. This unit is relevant to my students because they need to know about the difficult struggles, which countries went through to become the modern nation they are today. It will also help them become more culturally aware of Eastern cultures and get a better understanding of their values and culture. Students will want to learn this because it will allow them to be better educated about other cultures, which in this multicultural society, will help them better communicate with other. They will be more understandable of other cultures, and this

TYRONE R. SHAW UNIT PLAN PAGE 2

will assist them in their decision-making in college and in their future work places. Student will realize the benefits of have a multicultural understanding.

National Council for Social Studies Standards:

I. Culture a) Students will analyze and explain the ways groups, societies, and cultures address

human needs and concerns; c) Students will apply an understanding of culture as an integrated whole that explains

the functions and interactions of language, literature, the arts, traditions, beliefs and values, and behavior patterns;

II. Time, Continuity, & Change c) Students will identify and describe significant historical periods and patterns of

change within and across cultures, such as the development of ancient cultures and civilizations, the rise of nation-states, and social, economic, and political revolutions;

III. People, Places, & Environments a) Students will refine mental maps of locales, regions, and the world that demonstrate

understanding of relative location, direction, size, and shape; g) Students will describe and compare how people create places that reflect culture,

human needs, government policy, and current values and ideals as they design and build specialized buildings, neighborhoods, shopping centers, urban centers, industrial parks, and the like;

IV. Individual Development & Identity c) Students will describe the ways family, religion, gender, ethnicity, nationality,

socioeconomic status, and other group and cultural influences contribute to the development of a sense of self;

V. Individuals, Groups, & Institutions d) Students will identify and analyze examples of tensions between expressions of

individuality and efforts used to promote social conformity by groups and institutions;

VI. Power, Authority, & Governance a) Students will examine persistent issues involving the rights, roles, and status of the

individual in relation to the general welfare; b) Students will explain the purpose of government and analyze how its powers are

acquired, used, and justified; e) Students will compare different political systems (their ideologies, structure,

institutions, processes, and political cultures) with that of the United States, and identify representative political leaders from selected historical and contemporary settings;

TYRONE R. SHAW UNIT PLAN PAGE 3 Unit Goals:

1. Students will learn about the Modernization of Japan, and how it reconstructed itself after the Second World War

2. Students will learn about the fall of Imperial China and the rise of Communism as its replacement

3. Students will learn about Mao Zedong, the Long March, and the Cultural Revolution that took over China

4. Students will learn about Deng Xiaoping and his “Four Modernizations” for China 5. Students will learn about the harrows of the Massacre in Tiananmen Square 6. Students will learn about Gandhi and the struggle for independence from Britain 7. Students will learn about “civil disobedience” and the “salt march” 8. Students will learn about the assassination of Gandhi and the road to Indian Independence.

Unit Objectives:

• Students should be able list three characteristics of Modern Japan • Students should be able to design a model society based on that of Modern Japan • Students should be able to Identify Mao Zedong and Deng • Students should be able to discuss the Great Leap Forward, the Cultural Revolution, and the

Little Red Book • Students should be able to identify Deng’s Four Modernizations • Students should be able to explain a Free Market Economy • Students should be able to discuss the Tiananmen Square Massacre and list some of the

causes for it. • Students should be able to identify Gandhi and explain his philosophy of civil disobedience. • Students should be able to identify and list up to three causes Gandhi was fighting for in

India.

Teaching Strategies/Activities:

• I plan to be very interactive with my students, by doing the activities they are doing, taking part in simulation I plan for them, and sometimes being a member in one of their group activities.

• I plan on being very strict with my students and clearly drawing a line between or respect levels. I plan to make sure that students know there limits at all times. I will let them know this through modeling through all my classes.

• I plan to make all my lessons give my students the opportunity to be as active as possible. I plan to do this by making sure all my lessons contain activities that require students to move around, to engage in-group discussions with classmates, or playing out parts in simulations.

• I plan to integrate simulations in my lessons wherever possible so that my students can place themselves in the shoes of the characters they are learning about in my lessons.

TYRONE R. SHAW UNIT PLAN PAGE 4 • I plan to have current supplemental materials where it is relevant so students can see how

events that took place in my lesson are still affecting people or even themselves today. • I plan to use very captivating music, videos, and pictures whenever I can to try to give my

student more direct examples of what I am teaching them in my lessons. This will also give me the opportunity to reach out to students of different learning adilities.

Technology Used:

• Projector • PowerPoint • Laptop/computer • CD player • DVD player

Vocabulary Taught:

• Mao Zedong • Jiang Jieshi • Commune • Red Guards • Cultural Revolution • Zhou Enlai • Deng Xiaoping • Four Modernizations • Tiananmen Square • Hong Kong • Demilitarization • Diet

• Democratization • Rowlatt Acts • Amritsar Massacre • Mohandas K. Gandhi • Civil disobedience • Salt March • Mustafa Kemal • Terrorism • Cyberterrorism • Department of Homeland Security • USA Patriot Act

Resources:

• World History: Patterns of Interaction McDougal Littell, 2005 • World History: Connections to Today Prentice Hall, 1999 • Internet to find supplemental materials • Teacher Resource materials that accompany textbooks

Calendar of Lessons and Topics:


Monday Tuesday Wednesday Thursday Friday February 23rd Modern Japan

February 27th Modern China-Mao

March 3rd Modern China-Deng

March 5th Modern India

March 9th Modern India

March 11th Terrorism

• March 5th Modern India – Create a simulation activity that places students in context with British occupied India.

- Have students take part in a “what if” discussion that would focus on, what if the British were still in control of India

- Students will watch a clip of The Jewel in the Crown, which is a British television serial about India at the height of its struggle for independence.

• March 9th Modern India – Have students take part in a case study outlining Gandhi’s civil disobedience struggle.

- Students will engage in debates on the pros and cons of using civil disobedience as a means on struggle

• March 11th Terrorism – Students will take part in a case study of the September 11th Terrorist attacks on the United States

- Students will watch a clip of The Power of Nightmares: The Rise of the Politics of Fear a BBC documentary film series that compare the rise of the Neo-Conservative movement in the United States and the radical Islamist movement, making comparisons on their origins and claiming similarities between the two.

Assessments:

• The work done on hand out that are turned in • Homework assignments • Sample NYS Regents Questions • DBQ assignments • A short essay at the end of the unit – Students will begin working on essay the 4th lesson • Walking around the class and listening to discussions students have about the topic

Individual Lesson Plans: See Attached

TYRONE R. SHAW UNIT PLAN PAGE 6 Instructor: Tyrone R. Shaw Taught On: Monday, February 23, 2009 Subject/Grade: Global History, 10th Grade Day 1: Modern Japan

Lesson Rationale After World War II, the United States Army occupied Japan. During this occupation, the Japanese underwent many reforms. These reforms ranged from political, to social and economic. The economic reforms however, had some of the greatest impact on Japan and its development. In 1952, the United States signed a peace treaty with Japan and the occupation ended. Japan would remain under the protection of the American “nuclear umbrella.” Japan emerged to become an economic giant, and increased its manufacturing and trade. This lesson is relevant to my students because it shows the influence America had in reshaping Japan after WWII. This lesson will help my students to understand how trade works and how it is beneficial to the growth of a countries economy.

Classroom Organization Desks will be organized in rows at the start of class. Students will be asked to arrange their desk in a group work setting when it is time for them to do their group discussion.

National Council for the Social Studies Standards I. Culture

a) Compare and analyze societal patterns for preserving and transmitting culture while adapting to environmental or social change;

II. Time, Continuity, & Change

a) Demonstrate that historical knowledge and the concept of time are socially influenced constructions that lead historians to be selective in the questions they seek to answer and the evidence they use;

b) Apply key concepts such as time, chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity;

III. People, Places, & Environments

a) Refine mental maps of locales, regions, and the world that demonstrate understanding of relative location, direction, size, and shape;

e) Describe, differentiate, and explain the relationships among various regional and global patterns of geographic phenomena such as landforms, soils, climate, vegetation, natural resources, and population;

TYRONE R. SHAW UNIT PLAN PAGE 7 IV. Individual Development & Identity

c) Identify, describe, and express appreciation for the influences of various historical and contemporary cultures on an individual's daily life;

f) Analyze the role of perceptions, attitudes, values, and beliefs in the development of personal identity;

VI. Power, Authority, & Governance

c) Analyze and explain ideas and mechanisms to meet needs and wants of citizens, regulate territory, manage conflict, establish order and security, and balance competing conceptions of a just society;

f) Analyze and evaluate conditions, actions, and motivations that contribute to conflict and cooperation within and among nations;

Materials Needed By The

Teacher Needed By The Student

General Pens/ Pencils x x Chalk/Chalkboard x Technology LCD Projector/Power Point/Laptop or DVD player

x

Overhead Projector x Handouts GDP Comparison sheet x Books, Reference Materials World History: Patterns of Interaction, McDougal Littell, 2005

x x

World History: Connections to Today Prentice Hall, 1999

x

Objectives

After students have taken part in a concept formation exercise, they will write what they think are some of the components of a modern nation

After listening to a short lecture on the rise of Japan, as an economic super power student will be asked questions to see if they were following, and/or if they need clarification. This will engage the class in a discussion that will have them summing up for each other what was said in the mini lecture.


After this, Students will be asked to make a list some things which they own/use that has been made in Japan and another list of things made here at home in the United States. This list will help my students to see how many things, which they own comes from a country, that was once our enemy.

After this list, student will listen to another mini lecture, which will focus on the New World Role that Japan plays, and how the culture had changed because of it.

After this mini lecture, students will be paired up into group of to, to discuss the benefits of modernization to Japan and some of the disadvantages.

After Group work is finished, students will come back to the class and report of their findings to the class and have a informal debate about the advantages vs. the disadvantages

Students will be able to list three reasons why Japan became the so economically powerful in such a short time.

Procedures Before students walk into the classroom, I will place some directions on the board for them to do as soon as they walk in. I will also make sure that my PowerPoint is up on the computer screen for when I am ready to use it. (DIN) When students walk in the room, I will point out to them what I have written on the board, which is; they will be asked to name one Japanese car, one Japanese appliance, and one electronic thing that they use regularly that was made in Japan. We will then as a class talk about how we think these items came to America, and what was word that we could use to describe that process. (10mins) I will roll right into my first mini lecture on the rise of Japan as an economic power. I will pull down the screen and begin to use my PowerPoint slides. While doing my mini lecture I will be asking students for feedback so I know they are following what I am saying. (15mins) After I am finished with my mini lecture, I will engage my students on a discussion on the rise of Japan and whether or not the United States should have given it so much support since they were our former enemies. Did we unknowing create a farce economic competitor (5mins) I will have students compare Japans GDP in the 1980s with that of the United States, and make comparisons about the two economies. (5mins) I will then have students get back in order, and begin my second mini lecture on the new role Japan plays in the global economy during the 1970s and 1980s. I will be highlighting key points that I want my students to pay special attention to during the lesion. (15mins)

TYRONE R. SHAW UNIT PLAN PAGE 9 I will lead my mini lecture into another discussion. This discussion will involve the export/import relationship with the United States and Japan. I will also have my student think outside the box for a moment and bring up trade relations with China, which it close to Japan. (I could use this opportunity to use a pull down map) (10mins) Closer: I will have each student write on a piece of paper to turn in, three things he/she learned today. This can be social, political or economical.

Homework Students will be asked to answer sample Regents Questions on Modern Japan.

Assessment I will assess the students’ comprehension through the in class discussion we have and the feedback, which they give their classmates and me. I will assess the students by seeing how they compare the GDP charts that I give them, and if they understand what the GDP means. I will assess the students with the list they make for me at the end of class with the three things they learned that day.

Bloom’s Taxonomy Application: The students will apply previous knowledge of Japanese brands to help them in their DIN activity and discussion Knowledge: Both before and during the lesson I will be calling on student to use prior knowledge to help then with their discussions Evaluation: Students will be comparing the GDPs of Japan and the United States in the 1080s.

Multiple intelligences Interpersonal: Students will be working in groups of two to brainstorm what they think are advantages and disadvantages of the Japanese economic boost Intrapersonal: Students will have to brainstorm by themselves for the DIN activity. They will also have to think to themselves when they are contributing to the discussion in the classroom.

TYRONE R. SHAW UNIT PLAN PAGE 10 Visual/Spatial: Students will interpret information from my PowerPoint slide and be able to understand some of the material through pictures and graphs. Verbal/Linguistic: Students will communicate their answers and thoughts to each other multiple times throughout the lesson.

Modifications for Diverse Learners Needs I have made sure that my lectures are under 20mins and they have places for questions and answers so that students can remain engaged. I have split up my lesson so that students can engage in discussions with their classmate, so I can see them apply the material they are learning. I have included several activities so that students can be actively participating in the learning process and this allows them to be able move around for a few minutes. I have made sure that my PowerPoint slides are in large print to accommodate people who may have visual impairments. I have also made sure the backgrounds of my PowerPoint are not too busy, that way it does not distract my students from the text. I have only organized small groups, to accommodate student who do not work well in bigger groups and tend to be thinkers that are more independent. I have also arranged for a lot of class discussions so that student who learn better through their peers and a variety of sources could also benefit from the lesson

Reflection

Instructor: Tyrone R. Shaw Taught On: Monday, February 27th, 2009 Subject/Grade: Global History, 10th Grade Day 2: Modern China – Mao

Lesson Rationale China has evolved into an economic superpower, and a major player on the global political scene. This has allowed China to have a major voice in world politics and have given it a chance

TYRONE R. SHAW UNIT PLAN PAGE 11 broaden it market to export its goods. China however, was not all always like this. China has undergone a major Cultural Revolution, which began largely under the leadership of Chairman Mao, who began the communist party in China. Mao also initiated the rid the state of political opponents. This is an important lesson for my students to learn because it give them the opportunity to form a correlation between America after the Civil War (getting rid of an oppressive King), and China after they got rid of their Emperor. They will be able to see how one form of government and the promise of a better life that it brought with it, appealed more to a majority of the Chinese people than it has in any major western country. Students will be able to look at this Cultural Revolution as it happens over time, and be able to analyze the tactics, which were used by Mao to appeals to the masses.

Classroom Organization Classroom will be organized in usual rows at the beginning of class. The will be rearranged with two desk facing each other when the times come for them to carry out their croup activity.

National Council for the Social Studies Standards

V. Culture a) Compare and analyze societal patterns for preserving and transmitting culture while

adapting to environmental or social change;

VI. Time, Continuity, & Change d) Demonstrate that historical knowledge and the concept of time are socially influenced

constructions that lead historians to be selective in the questions they seek to answer and the evidence they use;

e) Apply key concepts such as time, chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity;

VII. People, Places, & Environments a) Refine mental maps of locales, regions, and the world that demonstrate understanding of

relative location, direction, size, and shape; e) Describe, differentiate, and explain the relationships among various regional and global

patterns of geographic phenomena such as landforms, soils, climate, vegetation, natural resources, and population;

VIII. Individual Development & Identity f) Identify, describe, and express appreciation for the influences of various historical and

contemporary cultures on an individual's daily life; g) Analyze the role of perceptions, attitudes, values, and beliefs in the development of

personal identity;


VII. Power, Authority, & Governance

d) Analyze and explain ideas and mechanisms to meet needs and wants of citizens, regulate territory, manage conflict, establish order and security, and balance competing conceptions of a just society;



Teacher Needed By The

Student General

Pens/ Pencils x x Chalk/Chalkboard x

The Red violin Original Motion Picture Soundtrack

x

Technology LCD Projector/Power Point/Laptop or DVD

player x

Overhead Projector x Laptop with Red Violin Soundtrack x

Handouts No Tears for Mao x

Communist Take Power in China x China: Reform and Reaction x

Books, Reference Materials World History: Patterns of Interaction,

McDougal Littell, 2005 x x


x

Objectives Students will understand the process of cultural change China went through, and how it has influenced the nation China has become today. After listening to my lecture on Mao, students will be able to form an opinion of his leadership role in China, and determine whether his communist ideal for China was for the best interest of the Chinese people.

TYRONE R. SHAW UNIT PLAN PAGE 13 Students will read an about the experience of growing up during the Cultural Revolution in China under Mao, and begin to form informed opinions of what it was really like during that time. Students will be able to work in groups and discuss the communist takeover of power in China, and how it changed the face of the nation. With this information, they will complete a fill in the blank exercise, which will be collected.

Procedures Before students walk in the room I will set up all my materials and have my entire handouts that I will need lined up in the order of which I will need them. I will have direction upon the board of what I expect them to do. I will be playing music for The Red Violin Soundtrack. (DIN) I will have a list of words on the board for students to define and come up with some general context in which they feel these words belong. I will them go straight into a mini lecture about Great Leap Forward. What it is, and how it affected China. (15mins) I will then separate students in to groups, and I will have students read an excerpt from No Tears for Mao and answer the questions that which follow. (10mins) I will then go over this with the class and discuss with them what the authors main goals are and the author’s intention for writing this. (10mins) This will then lead me back in to another mini lecture about the Cultural Revolution in China and The Little Red Book. (10mins) I will then present student with some quotes from the little red book and as a class, we will work together on developing meaning and understanding for them. I will prompt students will questions that will have them think outside the box and place them in the shoes of people in China reading this 60years ago. (15mins) I will then have students get into groups of two to work on a handout Communist Take Power in China, where they will have to match up key concepts with terms that best describes them.

Homework Students will have a hand out to complete and will be asked to write a short paragraph what they understood from the handout and what they learned in class.

TYRONE R. SHAW UNIT PLAN PAGE 14 Assessment I will assess the students’ comprehension through the in class discussion we have and the feedback, which they give their classmates and me. I will assess the students by through the work they have done on the handouts that I have given them, and by how well they complete them I will assess the students with the responses they give to questions that I will pose in class as I go along. I will assess the student through the homework responses they give me back the next day.

Bloom’s Taxonomy Application: The students will apply previous knowledge of China to build comparisons between Mao’s government and that of former Imperial China. Knowledge: Both before and during the lesson I will be calling on student to use prior knowledge to help then with their discussions Evaluation: Students will be comparing and contrasting the benefits and disadvantages of the Cultural Revolution in China

Multiple intelligences Interpersonal: Students will be working in groups of two to complete question that follows a reading, and listing what they think are advantages and disadvantages of the Cultural Revolution in China. Intrapersonal: Students will have to brainstorm by themselves for the DIN activity. They will also have to think to themselves when they are contributing to the discussion in the classroom. Visual/Spatial: Students will interpret information from my PowerPoint slide and be able to understand some of the material through pictures and graphs. Verbal/Linguistic: Students will communicate their answers and thoughts to each other multiple times throughout the lesson.

Modifications for Diverse Learners Needs

TYRONE R. SHAW UNIT PLAN PAGE 15 I have made sure that my lectures are under 20mins and they have places for questions and answers so that students can remain engaged. I have split up my lesson so that students can engage in discussions with their classmate, so I can see them apply the material they are learning. I have included several activities so that students can be actively participating in the learning process and this allows them to be able move around for a few minutes. I have made sure that my PowerPoint slides are in large print to accommodate people who may have visual impairments. I have also made sure the backgrounds of my PowerPoint are not too busy, that way it does not distract my students from the text. I have only organized small groups, to accommodate student who do not work well in bigger groups and tend to be thinkers that are more independent. I have also arranged for a lot of class discussions so that student who learn better through their peers and a variety of sources could also benefit from the lesson

TYRONE R. SHAW UNIT PLAN PAGE 16 Reflection

Instructor: Tyrone R. Shaw Taught On: Tuesday March 3, 2009 Subject/Grade: Global History, 10th Grade Day 3: Modern China – Deng

Lesson Rationale Throughout the Cultural Revolution, China played almost no role in world affairs. In the early 1960s, China had split with the Soviet Union over the leadership of world communism. In addition, China displayed hostility toward the United States because of U.S. support for the government on Taiwan. China’s isolation worried Zhou. He began to send out signals that he was willing to form ties to the West. In 1971, Zhou startled the world by inviting an American table-tennis team to tour China. It was the first visit by an American group to China since 1949. The visit began a new era in Chinese-American relations. In 1971, the United States reversed its policy and endorsed UN membership for the People’s Republic of China. The next year, President Nixon made a state visit to China. He met with Mao and Zhou. The three leaders agreed to begin cultural exchanges and a limited amount of trade. In 1979, the United States and China established diplomatic relations. This lesson will allow students to see how China opening itself to economic reform also led to it people wanting political reform. It will outline how China aimed for a free market economy without granting any political freedoms. This will lead the lesson into the Tiananmen Square Massacre, and its cause due to the Chinese government’s refusal to grant more political freedoms to the Chinese people. This lesson will allow students to examine what can happen when a government limits the political freedoms of its people. They will also be able to place themselves as current students into the shoes of the students in the Tiananmen Square Massacre.

Classroom Organization I will have students seated in rows at the beginning of class. I will ask students to arrange desk in groups of three when I want them to take part in a group activity I have planned for them. This rearrangement will greater allow for student engagement in the activity, but will also create an atmosphere where students can effectively share ideas with each other in a smaller setting.

National Council for the Social Studies Standards IX. Culture


a) Compare and analyze societal patterns for preserving and transmitting culture while adapting to environmental or social change;

X. Time, Continuity, & Change

g) Demonstrate that historical knowledge and the concept of time are socially influenced constructions that lead historians to be selective in the questions they seek to answer and the evidence they use;

h) Apply key concepts such as time, chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity;

XI. People, Places, & Environments

a) Refine mental maps of locales, regions, and the world that demonstrate understanding of relative location, direction, size, and shape;

e) Describe, differentiate, and explain the relationships among various regional and global patterns of geographic phenomena such as landforms, soils, climate, vegetation, natural resources, and population;

XII. Individual Development & Identity

i) Identify, describe, and express appreciation for the influences of various historical and contemporary cultures on an individual's daily life;

h) Analyze the role of perceptions, attitudes, values, and beliefs in the development of personal identity;

VIII. Power, Authority, & Governance

e) Analyze and explain ideas and mechanisms to meet needs and wants of citizens, regulate territory, manage conflict, establish order and security, and balance competing conceptions of a just society;



Teacher Needed By The

Student General

Pens/ Pencils x x Chalk/Chalkboard x

Technology LCD Projector/Power Point/Laptop or DVD

player x

Overhead Projector x Handouts

China: Reform and Reaction x


Books, Reference Materials World History: Patterns of Interaction,

McDougal Littell, 2005 x x


x

Objectives Students will be able to identify aspects of the Chinese government that cause then to move towards economic reform.

Students will be able to list several reasons why Chinese students began to demand democracy from the Chinese government.

Students will be able to place themselves in context with the students in Tiananmen Square and list some of the emotion they are feeling because they are being denied political freedoms.

Students will be able to draw from my lectures key concepts and main ideas about that cause China to become economically open yet seek to remain politically very close. This will help students to understand what might have cause many Chinese citizens to demand a say in the government.

Students will be able to discuss how the Chinese government’s interactions with the United States through trade unintendedly cause the spread of democratic ideal to Chinese citizens. This will allow students to see how trade can be a good thing or bad thing for a government, and let them see how trade involves more than just the exchange of commodities, but also the exchange of ideas.

Students will be able to work in groups and discuss what it means to live in a country where you do not have political freedoms. This will allow them to draw comparisons with the political freedoms they currently have in the United States.

Procedures Before students arrive, I will have all the material I need all laid out. I will set up projector for my PowerPoint lecture. I will also have DIN activity up on the board ready for students when they walk in.

TYRONE R. SHAW UNIT PLAN PAGE 19 (DIN) Student will be given an article about the recent Beijing Olympics, which discusses the limitations the Chinese government placed on people visiting the country. It also highlights some of the measures the Chinese government had to take to clean up the air quality for athletes and visitors. From this, students will be asked to list some of the things they do not agree with, and what are some things that as American they would never be asked to do. We will openly share these ideas and debate on whether the government is right in setting up limitation for its citizens. (10mins) This will lead into my first mini lecture. This lecture will begin with legacy Mao Zedong left on China, and then it will go straight into the takeover of power by Deng Xiaoping as the new leader of the China’s Communist Party. (15mins)

• I will then discuss how his moderate economic policies allowed form him to make China open to trade and investment by western countries.

• As I am doing my lecture, I will be walking around the room to keep students attention. I will also be asking them questions as I go along to keep them engaged.

I will then go into an activity with students, where I will have them list things they own that are from China and compared to how many that are made in the U.S. We will then discuss how Deng’s capitalist economic policies helped China to become such a huge economic giant. (10mins) I will then discuss with students Deng’s Four Modernizations, and how they helped to pave the way for China’s economic success. (10mins) This will then lead me into my lecture on the Tiananmen Square Massacre, where I will highlight for student what happened during the event, and what were the causes of it. (10mins) I will then conduct a simulation activity with students where I will have a majority of the class be the students in Tiananmen Square and the other the Chinese military. (10mins)

• Chinese students will be asked to go against what the military/government of China asked them to do.

• Chinese military/government will be asked to react in a way they see best fist the situation.

I will then give a closing lecture on China moving forward. I will emphasize some of the problem people in China are still having with the government. (10mins)

(Closing) As a closing activity, I will have students define some the key terms and ideas from the lesson.

Homework

TYRONE R. SHAW UNIT PLAN PAGE 20 Students will be given a handout China: Reform and Reaction. They will have to answer the questions that will be based on the lesson.

Assessment I will know students have learned by looking at what they have listed on their papers as the main ideas of the lesson at the end of class. I will know students have learned about the capitalization of China’s economy when they can list some of the results that it caused. I will know students have learned when I collect their homework and look at the responces they have given to the questions asked. I will know students have learned through the various questions I will ask during and after my mini lectures. I will know students have learned through listening to the discussion they are having and what their reaction the material is.

Bloom’s Taxonomy Application: The students will apply previous knowledge of the recent Beijing Olympics to help them with their DIN and some of the concepts during lesson. Knowledge: Both before and during the lesson I will be calling on student to use prior knowledge to help then with their discussions Evaluation: Students will be comparing political freedoms in China those that they have in the United States.

Multiple intelligences Interpersonal: Students will be working in groups of three or four to discuss the influences China has on their lives, by means of all the products they use that are made in China. Intrapersonal: Students will have to come up with their own opinions on whether or not they feel the Chinese government is oppressive, or do they feel a capitalist economy makes up for it. Visual/Spatial: Students will interpret information from my PowerPoint slide and be able to understand some of the material through pictures and simulations.

TYRONE R. SHAW UNIT PLAN PAGE 21 Verbal/Linguistic: Students will communicate their answers and thoughts to each other multiple times throughout the lesson.

Modifications for Diverse Learners Needs This lesson will include several activities that will require students to get up and move around the room. This will allow for active participation by all students. This lesson will allow students to place themselves in the shoes of some of the characters about whom they are learning. This will allow students who prefer real life examples to get a better grasp of the text to be able to get the most out of the lesson. This lesson will include multiple text (written text, visual text), which will allow student students who learn better from reading or looking at visuals to get all that the lesson has to offer. I will do communal reading with students to keep them engaged and accommodate for students who are better at listen to the material/instructions then reading it for themselves. I will make sure to speak slowly during my lectures, to make sure that students understand what I am saying, but also to make sure that they can effectively take notes on what I am saying. During my lesson, I will make sure that my lectures are brief and that I am pausing to ask my students questions. This will both keep them entertained and allow them to participate in my lecture.

DCPS Unit Plan Sample

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