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NYCDOE: Passport to Social Studies – Grade 10 Unit 5 Guide

Note to Teachers: To help with Remote learning, student workbook pages and/or student graphic organizers for this unit are available in Microsoft Word format on the NYCDOE TeachHub in a Google Drive folder along with Passport to Social Studies lessons that have been adjusted for remote learning. Corresponding translated workbook pages are included. Access these materials by following these instructions.

This Passport to Social Studies teacher’s guide is the fifth unit of the Global History and Geography II course, titled: Tensions between Traditional Cultures and Modernization. This curriculum was developed by a team of NYCDOE staff and teachers, in collaboration with scholars of global history and history education. Students immerse themselves in the topic by discussing historical questions, reading and analyzing a rich collection of diverse primary and secondary sources, examining artifacts, and interpreting images, such as paintings, photographs, and maps.

In this unit, Tensions Between Traditional Cultures and Modernization, students examine tensions between traditional cultures and agents of modernization, investigating how reactions for and against modernization depend on perspective and context. Students seek to answer the Essential Question: What is the price of modernization? by investigating how the relationship between modernity and traditional practices has evolved in locations such as Latin America, China, and Kenya. In addition, students weigh the benefits and disadvantages of urbanization in locations such as Lagos, Mexico City, and Shanghai.

At the conclusion of this unit students consider how changes in technology, such as communication and transportation, have affected interactions between people and those in authority including during the Arab Spring as well as in nations such as India and on the continent of Africa. Throughout the unit, students continue to strengthen historical thinking skills embedded in the Regents Exam Enduring Issues essay, developing connections across different geographical and cultural contexts. At the conclusion of the unit, students write an Enduring Issues essay. During the unit they continue to practice, contextualization, identifying, defining and making an argument for the historical significance of an issue that is present across time and space. Additionally, they will continue to strengthen their ability to interpret, select, and cite accurate historical evidence, and use disciplinary vocabulary to develop their analysis.

This guide includes multiple components:

  • Overview
  • Day-by-Day Planner
  • Model Lesson
  • Unit Assessment (and rubric)
  • Historical Thinking Tools and Analysis Strategies
  • Key Standards
  • Connections to the Regents Exam in Global History and Geography II

To evaluate student mastery of content knowledge, cognitive processes, and critical thinking skills, this unit includes opportunities for formative assessments and a performance-based unit assessment. Please note that the NYCDOE 9-12: Passport to Social Studies materials also include a separate student Text Set for each unit.

Quality Review Indicators 1.3 Leveraging ResourcesDanielson Framework for Teaching 1a: Demonstrating Knowledge of Content and PedagogyDanielson Framework for Teaching 1b: Demonstrating Knowledge of StudentsDanielson Framework for Teaching 1c: Setting Instructional OutcomesDanielson Framework for Teaching 1d: Demonstrating Knowledge of ResourcesDanielson Framework for Teaching 1e: Designing Coherent InstructionDanielson Framework for Teaching 1f: Designing Student Assessments
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