Content Standards Evaluation Secondary Social Studies

Center for Civic Education National Standards for Civics and Government
Part IV: What is the Relationship of the United States to Other Nations and to World
Affairs?
o B.2: Making and implementing United States foreign policy. Students should be
able to evaluate, take, and defend positions about how United States foreign
policy is made and the means by which it is carried out.

Integration of Global Education
Students will recognize the impact of national decisions upon the larger global
community.
Students will analyze a variety of national and global perspectives in order to better
evaluate American foreign policy and the news coverage of such actions.
Students will collaborate in order to better evaluate the costs and benefits of American
foreign policy upon local, national, and global communities.

Specific Lesson Plan Modifications for Global Competencies
In order to determine the impact of US foreign policy upon the rest of the world,
students will research current policy decisions (within the George W. Bush or Barack
Obama Administrations) and then trace the short-term and long-term effects upon the
various countries.
For example: Students will use technology (internet; various databases; news outlets
national and international) to conduct research on how the United States came to policy
decisions on the following issues (Iraq; Afghanistan; Syria; Russia; Northern Africa
Egypt, Libya).
Students will examine how American media outlets and government officials viewed the
foreign policy debates/decisions and compare those to foreign news sources to
determine how perspectives shape the views of the American foreign activities.
Students will work in small groups to also examine how international events and
international public opinion may influence the development of American foreign policy
as a means to demonstrate the fact that not only is the United States influencing the
world, but also it is also directly influenced by international events.

Informal Outcome Assessments
Students will create a short video that analyzes American and international news outlets
coverage of an American foreign policy decision/action in order to demonstrate
comparisons of global perspectives.
Classroom discussions will facilitate the creation of a class list of national and
international factors that determine American foreign policy; likewise, students will
review the costs and benefits of American foreign policy on American and international
societies.


Content Standards Evaluation Secondary Social Studies
Center for Civic Education National Standards for Civics and Government
Part IV: What is the Relationship of the United States to Other Nations and to World Affairs?
C.3: Economic, technological, and cultural developments. Students should be able to
evaluate, take, and defend positions about the effects of significant economic,
technological, and cultural developments in the United States and other nations.

Integration of Global Education
Students will recognize that while the ethnicities and cultures of immigrant groups
across the world may differ, many the reasons for migration are the same.
Students will develop empathy for immigrant groups across the globe through
examination of the reactions to immigration.

Specific Lesson Plan Modifications for Global Competencies
Students will analyze the reasons (economic, technological, and cultural) for
immigration to the United States throughout history and in the 21
st
century by examining
textual (literary and non-literary) and video accounts from immigrants.
Students will compare the reasons for migration to the United States with those in other
countries (Algerians to France; South Asians to England; Iranians to Ireland) by
conducting research on immigration and demographic statistics and news accounts.
Students will analyze how the introduction of new cultures through immigrant groups
compares in the United States and in other countries through the evaluation of a variety
of sources (predominantly news articles).
Students will participate in a forum with immigrants within the community to develop a
better understanding of the economic and/or cultural reasons for migrations.

Informal Outcome Assessments
Students will be able to write a 2-3 page(s) reflection paper that analyzes the influence
of economic, technological, and cultural developments upon the migration of people
to/from the United States and other nation-states.
Students will conduct a discussion that evaluates the most important reasons for the
migration of peoples. For example, they will answer questions such as:
o Which is the most important factor in the migration of peoples economic,
technological, or cultural?

Content Standards Evaluation Secondary Social Studies
College Board AP World History Curriculum Framework
Unit 5: Industrialization and Global Integration, 1750 1900 CE
Key Concept 5.4: Global Migration
Part III: Students will be able to understand and explain how the large scale nature of
migration, especially in the nineteenth century, produced a variety of consequences and
reactions to the increasingly diverse societies on the part of migrants and the existing
populations.

Integration of Global Education
Students will recognize that while the ethnicities and cultures of immigrant groups
across the world may differ, many of the reasons for migration are the same.
Students will develop empathy for immigrant groups across the globe through
examination of the reactions to immigration in the 19
th
, 20
th
, and 21
st
centuries.
Students will critically examine primary sources (visual and textual) to better evaluate
how the needs of people may or may not be met in certain societies.
Students will work collaboratively to

Specific Lesson Plan Modifications for Global Competencies
Students will work collaboratively to research the migration of peoples in the 19
th

century. Students will examine a series of primary sources (visual and textual) using
sources from the Annenberg World History series in order to create a list of causes and
consequences of migrations in this period.
Students will work collaboratively to identify primary sources that could be used in a
Document Based Question (per the AP World History curriculum requirements).
Students will then create the DBQ as a means to critically examine how primary sources
contribute to our understanding of history.
Students will read immigrant stories from the 20
th
and 21
st
centuries (provided by the
Library of Congress and other sources) to compare the patterns and consequences of
migrations in the 19
th
, 20
th
, and 21
st
centuries.

Informal Outcome Assessments
Other student groups will complete the Document Based Questions completed by their
peers to evaluate the causes and consequences of migration in the 19
th
century.
Groups will work together to create group presentations that analyze the causes and
consequences of world migrations across three centuries. Groups may complete this
task by creating a video, Power Point, dramatic scene, artistic rendering.


Content Standards Evaluation Secondary Social Studies
Reading Standards for Literacy in History/Social Studies, K-12
Integration of Knowledge and Ideas
Part 9: Students will be able to integrate information from diverse sources, both primary
and secondary, into a coherent understanding of an idea or event, noting discrepancies
among sources.

Integration of Global Education
Students will develop empathy for other cultures and perspectives through the analysis
of primary and secondary sources.
Students will be encouraged to suspend prior judgments and beliefs in order to develop
more sound global perspectives.
Students will work collaboratively to critically and creatively evaluate various historical
and political issues in order to promote social change in the 21
st
century.
Students will recognize that collaboration in the classroom can extend to collaboration
within the local, national, and global communities.

Specific Lesson Plan Modifications for Global Competencies
We the People: the Citizen and the Constitution
o Students will examine primary sources written by immigrants in the United States,
Europe, South America, Africa, and Asia in order to evaluate the treatment of
immigrants within various 21
st
century communities.
o Students will also analyze secondary sources (video, blogs, news outlets) from the
United States and abroad to examine how various communities perceive immigrants
and to examine how bias can cloud global perspectives.
AP World History
o Students will examine visual and textual sources to answer an essay question that
addresses the changes and continuities over time in the treatment and reactions to
immigration in Europe, North America, and Asia from the 19
th
through 21
st
centuries.
AP European History
o Students will read primary sources from the 20
th
and 21
st
centuries from the
perspective of immigrants and residents to understand the treatment and views of
citizens.
o Students will participate in a SKYPE conversation with German high school students
to compare the reaction to and treatment of immigrants within their communities.

Informal Outcome Assessments
We the People: use the information gathered to suggest policy changes regarding
immigration within the United States.
AP World History: Students will complete a Change and Continuity over Time Essay
regarding immigration.
AP European History: Students will complete a reflection on how their perspectives of
immigration compare to those of German students.
College Board AP European History Curriculum Framework 2015-2016
Theme: Interaction of Europe and the World
INT-7: Students will analyze how contact with non-European peoples increased
European social and cultural diversity, and affected attitudes toward race.
Content Standards Evaluation Secondary Social Studies

Integration of Global Education
Students will develop empathy for other cultures and perspectives through the analysis
of primary and secondary sources.
Students will be encouraged to suspend prior judgments and beliefs in order to develop
more sound global perspectives.
Students will recognize that collaboration in the classroom can extend to collaboration
within the local, national, and global communities.

Specific Lesson Plan Modifications for Global Competencies
Students will work collaboratively to analyze the methods in which various European
societies reacted to social and cultural diversity following World War II.
Student will read about the racial tensions within England and France due to post-
colonization through primary and secondary sources, and will participate in a classroom
discussion comparing the reactions.
Students will watch numerous European news reports from 1945 to the present that
deal with culture, society, and race to develop an understanding of how bias and
perspectives shape discourses on immigration, race, etc.
Students will examine local and national European efforts to eradicate social, cultural,
and racial prejudices in an attempt to draw conclusions about how students and others
may work to eradicate similar prejudices in the United States.

Informal Outcome Assessments
Students will complete a Document Based Question regarding views of race in Europe
following World War II.