AP World History Unit Plan
11th & 12th Grade
Predict the Future based on the Past
I) Title: Predict the Future based on the Past
II) Subject: World History
IV) Level: Advance Placement
V) Grade: 11th & 12th Grade
VI) Duration: 15 Days
The student will,
· identify the impact of interaction among major world societies in trade, international exchange, war, and diplomacy from the foundations of human history to the present and relate these patterns to the near future.
· analyze the impact of technology and change on human and non-human populations from historical patterns to the globally connected nation states of the present, predicting the potential of such on the near future.
· evaluate social structures, gender structures, and intellectual developments in the past and in the present, relating these patterns to potential future outcomes.
· examine problems faced by humans at the present time and investigate potential outcomes of these problems in the near future.
· predict potential outcomes in relationships among nations, religious groups, ethic groups, and other human groups in political, social, economic, and intellectual themes.
by completing a
worksheet on political issues from the nine main regions of the world and on
the world as a whole.
by completing a
worksheet on social issues from the nine main regions of the world and on the
world as a whole.
by completing a
worksheet on economic issues from the nine main regions of the world and on the
world as a whole.
by completing a
worksheet on human issues in the past, present, and future.
by developing a
PowerPoint Presentation on the groups prediction of the human world at their 25th
High School reunion.
VIII) Information Literacy Objectives:
The student will:
· use and analyze primary sources, including documentary materials, maps statistical tables, and pictorial and graphic evidence, to predict future events in four group worksheets and a PowerPoint presentation.
· locate and identify sources, judging said sources for superiority and adaptability to the groups needs for quality answers to the worksheet questions and for the development of the class presentation.
· evaluate the quality of the information given from source material by judging the authors qualifications and any potential bias of the material, by doing a web tutorial titled “How to do Research.”
· organize information from various sources and create a group presentation to present to the class.
IX) Type of
Instruction: WebQuest and PowerPoint Project
X) Procedure:
Day 1: Conduct
a teacher directed class discussion on the future of man, based on what we
learned in the past and what we know of the future. Touch on the following
topics:
A)
Optimism or pessimism.
B)
The 20th Century as a new
period in world history.
C)
Using the past to address the future.
D)
Making sense of recent developments.
E)
Extrapolating trends in world societies.
F)
Evaluating the conditions of woman.
G)
The overcrowding scenario.
H)
A postindustrial world.
I) World history themes.
J)
The forces of international integration.
Day 2: Organize and begin the WebQuest
A)
Break the class into groups of three,
four, or five depending on the class size. The optimal group size should
consist of six students.
B)
Explain the project and the projects
requirements to the class
C)
Take the students to the
1) Power
up the computers (Each student should be at a computer and group members should
sit next to each other, in the same row.)
2) Read
through the entire WebQuest.
3) Read
the linked tutorial site in the Process section on evaluating websites for bias
and authenticity.
Day 3: Viewing an interesting website on
predicting the future.
A)
Each member of the group should finish
the tutorial on bias and authenticity.
B)
After the tutorial, each group member
should read the linked summary in the book about predicting the future.
C)
The teacher and available
Day 4, 5, and 6: Work on the four
worksheets connected to the WebQuest.
A)
Each worksheet requires in-depth research
and must be answered with historically accurate information or reasonable and
realistic predictions. Each worksheet is worth 50 points. Only one copy of each
worksheet needs to be turned in per group.
B)
The teacher and available
Day 7, 8, 9, & 10: Work on composing
the PowerPoint Presentation.
A)
Students are to develop a PowerPoint
Presentation summarizing the information collected on the four worksheets and
their scenarios of the future, 25 or 26 years from today.
B)
Each PowerPoint presentation must include
the following components and should be put in the following order:
1)
An introductory slide.
2)
A summary of the political, economic, and
social issues from each region of the world from your answers given on your
political, economic, and social worksheets. (Students will develop a slide for
each region of the world with the political, economic, and social issues
summarized together on one slide. An example would be a slide titled “
3)
A summary of what you considered to be
the most important political issues and how, or if, they could evolve over the
next 25 to 26 years.
4)
A summary of what you considered to be
the most important economic issues and how, or if, they could evolve over the
next 25 to 26 years.
5)
A summary of what you considered to be
the most important social issues and how, or if, they could evolve over the
next 25 to 26 years.
6)
A summary of each of your five answers
from the Past, Present, and Future Worksheet.
7)
A conclusion slide.
C)
Students must have a minimum of at least
20 slides and a maximum of no more then 34 slides. The WebQuest gives the exact minimum and maximum per slide
breakdown in the process section.)
D)
Each presentation must contain at least
10 images and a color background.
E)
The overall presentation should be
visually appealing.
F)
Extra bells and whistles are strictly at
the group’s discretion.
G)
A works cited slide must be added for
quotes and any information copied from a source.
H)
The teacher will also weave through the
computer isles to make sure students stay on task. The teacher will assist
students as necessary with the development of the PowerPoint presentation,
directions, research, and whatever else may arise during this aspect of the
project.
Day 11, 12, and 13: Student Power Point Presentations
A)
Students will present their PowerPoint
Presentations to the class.
B)
The teacher will set up the machine,
monitor its use, and assist the group presenters where necessary.
Day 14 and 15: Presentations or Discussion
A)
If needed, students will continue to
present their PowerPoint Presentations to the class. If not, these days will be
used for an open discussion on the class findings. (These days may also be
used, if the process is slowed at any point.)
B)
The teacher will set up the machine,
monitor its use, and assist the group presenters where necessary or direct a
discussion based on the student PowerPoint Presentations. The teacher will
assemble questions for the discussion from the student presentations. The
discussion will also be open for student questions and responses.
XI) Materials & Resources Needed for Students and Teacher:
Access to Media Center Resources (Note: See Media Specialist before sending the class to the Media Center so that she can set out books and other resources that may be useful to students for this project.)
Availability of 20 to 32
“Transport to the Future WebQuest” (The WebQuest has links to resources and websites for students research.)
Access to school On-line Data Base Resources
Encarta Electronic Encyclopedia
World Civilizations Text Book
Patterns in Human History Text Book
World Book Encyclopedia
Alternative Views of History Book Set
Copies of Past, Present, Future Worksheets
Copies of Political Issues Worksheet
Copies of Economic Issues Worksheet
Copies of Social Issues Worksheet
Classroom: (Days 1 & 11 -15)
Class Computer with Microsoft PowerPoint installed
LCD Video Projector and computer cable
Map of the World
Chalk for Blackboard
World Civilizations Text Book
Overhead Projector
Transparencies of projected world population in 2025
Transparency of the world at night (showing city lights and the effects of population and energy consumption)
Transparency on the effects of deforestation on the world
Transparency of potential global warming trends
Transparency of economic disparity among nations
XII) Homework: Day 1: Begin Reading Chapter 36 (A 21st Century World) in the World Civilizations Textbook.
Day 2&3: Review KY Virtual Library “How to do Research” website in more depth. http://www.kyvl.org/html/tutorial/research/whyeval.shtml
Day 4&5: Finish reading Chapter 36
Day 6: Complete worksheets at home if necessary
Day 7&8: Conduct extra research for the group PowerPoint Presentation
Day
9&10: Complete PowerPoint Presentation at home if necessary
Day 11, 12, 13, & 14: Prepare class
presentation notes as necessary and begin reading Epilogue in the World
Civilizations Textbook.
Day
15: Finish reading Epilogue
Note on
Homework: As promised, homework will be light, as students have already taken
the big Advance Placement exam.
XIII) Assessment:
See complete student grading rubric at: http://polaris.umuc.edu/~estanton/finalproj/wqrubric.html
for detailed grading. The project is worth 500 total.
The point summary is as follows:
Complete answers to the 4 Worksheets (50 maximum
points each, 200 pts total)
The PowerPoint Presentation (250 maximum points)
Group Participation (50 points)
Individual Workload (Deduction of 5 to 500
points) Deductions may be given for unequal contribution (lack of) or for serious
off task behavior. A student will receive a verbal warning before any
deductions are given.