Overview Inquiry Description This inquiry leads students through an investigation of modernization and development in three African countries: Kenya, Botswana, and Algeria. By investigating the compelling question development mean progress?” “Does students focus on the characteristics of development in these countries and respond to the challenges that each country faces in light of modernization. The inquiry is designed to be a series of research case studies in which students work in groups to research one of the three countries and write a one-page research summary on their assigned country. Teachers could assign and form groups in any number of ways, including having multiple groups of students researching the same country. Students then present their research to the class in the last formative performance task. Students will respond to the compelling question based on the perspective of their respective country or could choose to compare all three countries. In the extension activity, students work collaboratively to discuss commonalities and differences in development across these countries in Africa. In addition to the Key Idea listed earlier, this inquiry highlights the following Conceptual Understanding: (10.8a) Cultures and countries experience and view modernization differently. For some, modernization is a change from a traditional, rural, agrarian condition to a secular, urban, industrial condition. Some see modernization as a potential threat and others see it as an opportunity. NOTE: This inquiry is expected to take four to six 40-minute class periods. The inquiry time frame could expand if teachers think their students need additional instructional experiences (i.e., supporting questions, formative performance tasks, and featured sources). Teachers are encouraged to adapt the inquiries​ in order to meet the needs and interests of their particular students. Resources can also be modified as necessary to meet individualized education programs (IEPs) or Section 504 Plans for students with disabilities. Structure of the Inquiry In addressing the compelling question development mean progress?” students work through a series of “Does supporting questions, formative performance tasks, and featured sources in order to construct an argument with evidence and counterevidence from a variety of sources. Staging the Compelling Question The compelling question could be staged by having the students read the United Nations description of the Human Development Index (HDI). Students should then discuss what they think and mean. “development” “progress” Students will then examine and discuss the HDI of the United States. Students could also read the NPR blog post , and discuss the costs and benefits of labeling countries as and consider whether or not they view “developing,” these labels as problematic. Supporting Question 1
Overview Inquiry Description This inquiry leads students through an investigation of modernization and development in three African countries: Kenya, Botswana, and Algeria. By investigating the compelling question “Does development mean progress?” students focus on the characteristics of development in these countries and respond to the challenges that each country faces in light of modernization. The inquiry is designed to be a series of research case studies in which students work in groups to research one of the three countries and write a one-page research summary on their assigned country. Teachers could assign and form groups in any number of ways, including having multiple groups of students researching the same country. Students then present their research to the class in the last formative performance task. Students will respond to the compelling question based on the perspective of their respective country or could choose to compare all three countries. In the extension activity, students work collaboratively to discuss commonalities and differences in development across these countries in Africa. In addition to the Key Idea listed earlier, this inquiry highlights the following Conceptual Understanding: (10.8a) Cultures and countries experience and view modernization differently. For some, modernization is a change from a traditional, rural, agrarian condition to a secular, urban, industrial condition. Some see modernization as a potential threat and others see it as an opportunity. NOTE: This inquiry is expected to take four to six 40-minute class periods. The inquiry time frame could expand if teachers think their students need additional instructional experiences (i.e., supporting questions, formative performance tasks, and featured sources). Teachers are encouraged to adapt the inquiries​ in order to meet the needs and interests of their particular students. Resources can also be modified as necessary to meet individualized education programs (IEPs) or Section 504 Plans for students with disabilities. Structure of the Inquiry In addressing the compelling question “Does development mean progress?” students work through a series of supporting questions, formative performance tasks, and featured sources in order to construct an argument with evidence and counterevidence from a variety of sources. Staging the Compelling Question The compelling question could be staged by having the students read the United Nations description of the Human Development Index (HDI). Students should then discuss what they think “development” and “progress” mean. Students will then examine and discuss the HDI of the United States. Students could also read the NPR blog post , and discuss the costs and benefits of labeling countries as “developing,” and consider whether or not they view these labels as problematic. Supporting Question 1
NewYork_10_Modernization.docx