Unit 9 Plan
The United States in a New Global Age: 1980-present
Step One: What are the desired learning results of this unit? (benchmarks that address content)
6.4.4.23.1 Identify the push-pull factors that bring the Hmong, East African, Hispanic, Asian Indian and other immigrants and refugees to Minnesota; compare and contrast their experieces with those of earlier Minnesota immigrant groups in the nineteenth and early twentieth centuries.
6.4.4.23.2 Identify the major Minnesota political figure, ideas, and industries that have shaped or continue to shape Minnesota and the United States today. For Example: Minnesota political figures- Hubert H. Humphrey, Walter Mondale, Jesse Ventura. Minnesota ideas- rollerblades, Post-it Notes, thermostates. Minnesota industries- mining (taconite); forestry; technolgy/health/biosciences (3M, Medtronic, St. Jude Medical, Mayo Clinic, United Health Group); Agriculture and agribusiness (Cargill, General Mills, Land O'Lakes, Hormel Foods); manufacturing (CHS Inc., Ecolab, Toro, Polaris); retail (Dayton's, Target Corporation, Best Buy, Supervalu, Mall of America).
6.1.1.1.3 Address a state or local policy issue by identifying key opposing positions, determining conflicting values and beliefs, defending and justifying a position with evidence, and developing strategies to persuade others to adopt this position. For Example: State and local policy issues- land use, humas services, hunting or fishing regulation, school levy, labor unions.
6.1.1.1.1 Evaluate arguments about selected issues from diverse perspectives and frames of reference, noting the strengths, weaknesses and consequences associated with the decision made on each issue. For example: Historical issues- woman's suffrage, treaties with indigenous nations, Civil Rights movement, New Deal programs. Strengths might include- expanded rights to new groups of Americans, established tribal sovereignty, collaborative effort of multiple groups in American society, provided a financial safety net for individuals. Weaknesses might include- too expensive, unintended consequences, caused more problems than it solved.
6.1.1.1.2 Use graphic data to analyze information about a public issue in state or local government. For Example: Graphic Data- charts, graphs, maps, surveys, political cartoons.
6.1.4.11.1 Explain the concept of sovereignty and how treaty rights are exercised by the Anishinaabe and Dakota today. For example: Organization of tribal government, gaming rights, hunting and fishing rights.
Step Two: What essential question(s) will anchor students to learning? (one or more that summarize benchmark)
6.1.1.1.1; 6.1.1.1.2 What are the arguments peoples with opposing viewpoints, perspectives, and frames of reference have regarding current policy issues?
6.1.1.1.1 What are the strengths, weaknesses and consequences of the decisions that were made regarding current policy issues?
6.1.1.1.2 How do you use graphic data to analyze informaion about a public issue in state or local government?
6.1.1.1.3 How do you defend and justify a position on a state or local policy issue with evidence and persuade others to adopt your position?
6.4.4.23.1 What are the push-pull factors that brought the Hmong, East African, Hispanic, Asian Indian and other immigrants and refugees to Minnesota?
6.4.4.23.1 How are the experiences of the Hmong, East African, Hispanic, Asian Indian and other current immigrants and the earlier Minnesota immigrant groups in the nineteenth and early twentieth centuries similar to and different from one another?
6.4.4.23.2 Who are the major Minnesota political figures, ideas, and industries that have shaped or are still shaping MN and the USA today?
6.1.4.11.1 Explain Sovereignty & Treaty Rights as they relate to MN today.
Step Three: What skills are needed to achieve desired results (nuts and bolts teaching)? (civic skills: evaluate arguments, etc. evident in the benchmarks)
Students will need to know how to evaluate arguments. Students need to know what makes an argument valid and how to debate respectfully and effectively.
Students will need to know how to read and then analyze graphic data.
Students will need to be able to identify two different viewpoints on a hot issue concerning Minnesota policy, be able to respectfully justify one of the positions and persuade others to adopt their viewpoint.
Step Four: What is acceptable evidence to show desired results?
Describe the push pull factors that led to past and current immigration.
Compare and contrast the push and pull factors that led to past and current immigration.
List the major Minnesota political figures, ideas and industries that shape and have shaped Minnesota and the United States.
Be able to determine the strenghths, weaknesses, consequences and key points of arguments and their outcomes.
Use graphic data to analyze information on a public issue.
Identify a policy issue in Minnesota, defend and justify a position associated with the issue and attempt to persuade others to adopt thier position.
Step Five: What is the sequence of activities, learning experiences, etc. that will lead to desired results (the plan)?
As outlined. Teachers will guide students through the online content and accompanying discussion questions, activities and assessments. Teachers may choose to enrich the content presented using the links provided for enrichment purposes.