Aim: What are the
political, economic, and social concerns that emerged at the end of the 20th
century and continue into the 21st century?
What is the historical
background of the political, economic, and social concerns that emerged at the
end of the 20th century?
Bell Ringer: Bell Ringer: Journal 83 – What is Globalization?
Objectives:
1.
Students will analyze political, economic, and social concerns that emerged at
the end of the 20th century and into the 21st century.
1.
Students will review the role of the United States as a participant in the
global economy (trade agreements, international competition, impact on American
labor, environmental concerns).
1.
Students will analyze the effects of foreign and domestic terrorism on the
American people.
1.
Students will examine changes in immigration policy and attitudes toward
immigration since 1950.
TOPICS COVERED
IN THE POST QUIZ (during class we assigned each task below to a group that corresponds to that topic.
4. Have
students research Roe V. Wade and describe its significance to the women’s
movement, as well as the resulting political impact of the legalization of
abortion.
5. Have
students research the ERA and interview a woman who lived during that time
period. After interviews have been completed, have students compare and
contrast viewpoints.
6. Have
students create a flow chart citing the Native American struggle for equality
in the 1970s.
7. Have
students create a graphic web illustrating examples and America’s growing
concern for the environment during the 1970’s.
8. Have
students write a short list of actions they might take each day to help
preserve and protect the environment. The teacher will place a master list in
the class.
9. Have
students research the environmental movement’s opposition to the construction
of the Trans-Alaska pipeline. The students will compare this to the
environmentalists’ opposition of offshore drilling.
10.
Have students use the library and Internet
resources to research the numbers of MIA (U.S. soldiers missing in action) and
the reasons why the MIA issues remain alive for some Americans.
11.
Have students create a flow chart to
define Reagonomics and "trickle-down" economics showing the
short and long-term effects.
12.
Have students write an outline titled “Social
Concerns of the 1980s.” Include the five subheadings: health issues, abortion,
drug abuse, education, and the urban crisis.
13.
Have students conduct a debate on the
contributions and controversies of Ronald Reagan’s presidency.
14.
Have students create skits, poems or short
stories depicting major social and/or political issues of the
1980’s.
15.
Have students research the history of the AIDS
virus in the United States and prepare a poster showing early myths with the
facts.
16.
Have students list and discuss the key ideas
in the “Contract with America” and evaluate whether or not the terms were
fulfilled.
17.
Have students create a multimedia presentation
showing how the shootings at Columbine High School and the subsequent media
coverage have affected public policy.
18.
Have students work in small groups to research
the controversy surrounding the media’s announcement of the election results of
2000. Consider time zone differences to analyze the impact of premature
announcement of results. Students will present findings in an oral
report.
19.
Have students work in small groups to create a
photo essay documentary of the September 11, 2001 attacks. Students will write
a caption for each photo and groups will present their display to the
class.
20.
Have students create a timeline from September
11, 2001 to the invasion of Iraq. Have students write a paragraph with their
view of when to label the “end” of the war.
21.
Have students research the Patriot Act and
debate the issue of privacy vs. security in the United States.
22.
Have students brainstorm economic,
environmental, social and political issues faced by the Obama
Administration.
24.
Have students select one state and research
the immigrant populations. Students will determine the origin of the immigrant
groups within the state and use a map to label where they reside.
25.
Have students create an outline to identify
the impact of the computer and communication technology on society, home
offices, and on entertainment.
26.
Have students create a bulletin board display
of local anti-poverty programs, including how many individuals are
participating and which qualifications must be met to be part of the
program.
27.
Have students research the current status of
healthcare legislation. In small groups, students will assemble their
information in a news report. Each member of the group will focus on one
issue.
28.
Have students research the current status of
proposed Social Security reforms and create a visual display to identify and
explain reforms that are under consideration.
Home Learning: Complete EOC Review Packet pages 24-26
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