UBD-Stage 1. How did world leaders influence major contributions in China in the second half of the twentieth century?

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1 World History II UBD-Stage 1 10 th graders Established Goals: (Taken from Virginia State Standards) Student will demonstrate knowledge of major events in the second half of the twentieth century describing conflicts and revolutionary movements in eastern Asia, including those in China What Understandings Are Desired?: (Adapted from Virginia State Standards) Students will understand that China has undergone many changes since becoming a Communist nation. Today after many reforms China has a rapidly growing economy. What Essential Questions Will Be Considered?: (Virginia State Standards) How did the Cold War influence conflicts in East Asia after World War II? How did world leaders influence major contributions in China in the second half of the twentieth century? What Key Knowledge and Skills Will Students Acquire as a Result of this Unit? ( Taken from VA Standards) Knowledge Students will know the following key concepts: o Great Leap Forward, Cultural Revolution, Red Guards, Gang of Four, Deng Xiaoping, Tiananmen Square Massacre Division of China into two nations following the Chinese Civil War o Chiang Kai-shek-Nationalist China (Taiwan) o Mao Tse-tung -Communist China (mainland China) Continuing conflict between the two Chinas Reforming the communist economy to market economy under Deng Xiaoping leading to rapid economic growth (communist control over government remains) Skills Students will be able to compare contemporary political boundaries with the location of civilizations, empires Students will be able to use maps, globes, artifacts, pictures to analyze physical and cultural landscape of the world and to interpret the past Students will be able to use news sources to find and analyze current events in China (ex. Olympics, the growing economy, human rights issues, etc.)

2 UBD-Stage 2 Performance Tasks Your task is to research one of the following leaders, --Deng Xiaoping, Mao Zedong, Chiang Kai-shek your job is to be a campaign advisor, planner etc. for the leader, you will need to convince your fellow classmates (who represent the people of China) that your leader is best for the future of China. The challenge involves dealing with both the successes and failures of your rulers. You will need to create a propaganda poster and a brief presentation in order to convince the class. Your performance needs to be well planned and executed to make a convincing product. DON T LET YOUR LEADER DOWN!!!! Other Evidence 1. Postcard-students will write a postcard home to describe the changes in China during the Cultural Revolution What do you see going on around you? How do you feel about it? Why is this happening in your country??? a. Must include a picture on the front of the postcard b. Actual text must be on the back using the guided questions 2. Quizzes 2 quizzes; One to test mapping skills (how does China look, etc), another to test other essential knowledge 3. Journal- students respond in a brief journal about the Tiananmen Square Massacre How do you react to the student uprising? What visuals had the biggest impact on you, personally? How did world leaders respond to the crisis both in China and in the West? Student Self-Assessment and Reflection At the end of our section on China, students will prepare a final journal entry in the form of a blog (using wordpress.com, or a similar tool), they will be guided by these questions: o How did you view China before this unit? Did your perception change? o If you were teaching this unit what would you have focused on? (i.e. What stood out as important or interesting to you?) Many claim that China since its economic reforms is a rising Superpower, do you agree? Why or Why Not?

3 UBD Stage 3 Monday Tuesday Wednesday Thursday Friday 1. Give students 10 minutes to run around class and label all the products they can find made in China afterwards debrief Why is everything made in China? 2. Introduce the essential questions/understand ings by filling in a unit organizer as a class 3. Have students get into groups and describe the leader propaganda project. They will either choose or be given a leader H,W 4. Present Students with a map of China, Label: Mainland China Taiwan Gobi Desert Major Rivers (Yellow River/ Huang He, Yangtze River) 5. Students will read a biography of Mao Zedong and his journey to understand the division of China, This will be done with think pair share or small groups E, T, R 6. Present lesson on Mao Zedong specifically his early policies.victory in the Chinese Civil War, and the Great Leap Forward 7. Students will be shown a short video followed by a brief discussion.studen ts will use examples from video to help them prepare for propaganda project 8. Brief Mapping Quiz of China Following Quiz, students will answer questions as a class to review and correct any mistakes 9. Lesson on Mao Zedong s later years, including Korean War and the Cultural Revolution (includes key vocab such as Red Guards, and Gang of Four) HW: Cultural Revolution Postcard 10. Lesson on Deng Xiaping s economic reforms. Students will participate in a short experiential with half the class being a communist economy the other half a market economy.exami ne who has better products and more diverse goods?

4 E, T E, E2 E, T

5 Monday Tuesday Wednesday Thursday Friday 11. Discuss China in the modern world. Students will find an article about China using the internet and then teach their chosen topic to the class 12. Students will be given a brief overview of China in the last 20 years Tiananmen Square China as a rising superpower The Asian Tigers HW: journal entry about Tiananmen Square 13. Students will present their final project the leadership propaganda poster. This will serve as a review for their final quiz 14. Following the presentations students will vote on whose leader is/was best for China 15. Final Quiz for assessment 16. Following Quiz students will share their final journal entry and peer review each others work before turning in the final project the following day E, T R, E2 R, E2

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