Introducing South and East Asia and the Pacific through Current

Issues

Name: Michael Forsythe
Time Allotted: 70-90 Minutes (Presentations can be done on a second day depending of work
pace of students.)
Grade Level: 7
th
Subject(s): Social Studies
Materials Required:
Text book: Eastern World

Salter, Christopher L. "Unit 4 South and East Asia and the Pacific." Eastern World. Teacher ed.
Orlando, FL: Holt, Rinehart and Winston, 2008. 457+. Print.

Expert example of completed work
Vocabulary List with pronunciation (link to
dictionary.com for spoken pronunciation).
Research articles
Highlighters x 24
Large Notepad Paper or poster board for
group report
Markers (Check out from Teacher Ed work
room)
Individual report worksheet
Scrap paper for rough draft of group report
Check list with students name to
mark formative assessment of
individual research.
Research rough draft worksheet
Student check list (rubric)
Citizens journal worksheet
(wrap up questions on the back)

Printed Articles/ (digital link to all websites or documents available for IPads)


Essential Questions answered in this lesson: How can we better understand out Eastern
Neighbors?
Students will be answering this essential question by reporting on this current event from the
perspective of a country in South East Asia and the Pacific region. Through the citizen journal
activity, students will have an opportunity to imagine what life would be like as a citizen living
in a country from this region.


Michigan Content Expectations: GLCE/HSCE fully written out expectation.

C4.3 Conflict and Cooperation Between and Among Nations
explain the various ways that nations interact both positively and negatively.

(I chose this expectation because it helps me use this lessons as an anticipatory set for the entire
unit. During the lesson we will discuss a current event that has caused confusion and required
cooperation from nations that will be discussed in unit 4 South and East Asia and the Pacific of
the Eastern World text book. TLW explain the interactions that have taken place between these
nations.)

7 C4.3.1 Explain how governments address national issues and form policies, and how the
policies may not be consistent with those of other countries (e.g., population pressures in China
compared to Sweden; international immigration quotas, international aid, energy needs for
natural gas and oil and military aid).
(I chose this GLCE because I felt that it focuses the objectives and theme of my lesson. I want
the students to explain why the missing Malaysia Airlines flight 370 is a national issue that has
grown into a global issue. This event is not only a national issue but a global issue that is having
a huge impact on a number of countries in South and East Asia and the Pacific.)

7 C4.3.2 Explain the challenges to governments and the cooperation needed to address
international issues (e.g., migration and human rights).
(The second part of this GLEC relates to what I want the students to accomplish during my
lesson. I want them to explain the cooperation needed for this international issue addressed.)

My final objective relates directly to the essential question. I want the students to write a
reflective journal from the viewpoint of a citizen of their assigned Country. I feel that it is
important for the students to be able to empathize with the people they are learning about. This
journal will be added to their portfolio for this standards based unit.

Objective(s):

1.) TLW explain why the missing Malaysia flight 370 is an international issue, by
creating a group news report written from the perspective of an assigned country.
(Australia, Malaysia, China, Thailand, Indonesia, and Thailand)
a. Focus Question: (In their report they will answer the focus questions, which are
the objectives in student friendly language.)
b. How does the missing flight relate to your assigned country? What impact has it
had on your assigned countries military or search and rescue organization?
c. Interim Assessment: This objective will be meet with the completion of the
rough draft. It will be used to tell teacher rather or not the learner is ready to
demonstrate a mastery level of understanding on the summative presentation.

2.) In their report TLW explain the cooperation needed for this international issue to
be addressed by explaining how their country is helping search for the missing
flight. In a final report TLW answer all of the focus questions. TLW must receive a
proficient score on the grading rubric.

a. Focus Question: What does cooperation look like on an international scale? How
is your assigned country contributing to the search effort and who are they
cooperating with?
b. Summative Assessment: This objective will be meet through the final
presentation which is the formal summative assessment for the entire lesson.
This is the students opportunity to demonstrate they have mastered the content.
Presentations will be graded based on proficiency rubric.

3.) After the groups have completed their report TLW write a reflective journal entry
from the viewpoint of a citizen living in their assigned country.
a. Focus Question: How might the family members of the missing individuals feel?
What theories have been created by the people searching for missing flight 370?
b. Interim and Summative Assessment: This objective will be assessed during the
formal interim rough draft assessment and then again during the formal
summative assessment.

Assessment: Throughout the entire lesson (For-formative and Of-Summative) how do you
assess that students are progressing towards or have mastered EACH objective? (Formally- tests,
quizzes, worksheets, rubric based projects or performances/Informally observations, conversations). Make sure
to include necessary rubrics and/or scoring guides and answer keys. ALSO answer: What data
could you generate? What happens if they have/have not met the minimum level of proficiency
on the summative assessment? Please cross-reference where the assessment occurs with the component below
(i.e. formative conversation about the objectives/topic during the anticipatory set; 10-question, summative,
whiteboard quiz after independent practice, before closure).

Informally: The teacher will informally assess the students comprehension of the instruction
after modeling what is expected from them and showing a completed example of the assignment.
(Raise your hand if you need clarification of the instructions)
If more than half of the classroom needs clarification ask students with hands raised how the
instructions can be clarified. If less than half have the students explain the instructions to a
neighbor.

Formal formative/Interim Check Point: The teacher will instruct the students to read through
their article independently and write a rough draft of their report. After completing their
independent reading of their research they will work in their groups to share what they
discovered. This will be used to assess the first and second objectives.

Formal Formative Assessment: The teacher will grade the presentation of each group
according to the rubric. The presentation papers will be collected and graded along with their
individual rough drafts. This will be used to assess the first and second objectives.

Formal Summative Assessment: As their ticket out the door students will write complete
journal entry from the perspective of a citizen living in their assigned country. This reflection
will be written on template labeled Citizens Journal. The teacher will collect this form and use
it to assess the third objective.

1. Anticipatory Set: (Allotted Time__10 Min__)
a. Welcome students my name is Mr. Forsythe and I am excited to introduce you to
the next unit you will be studying. The next unit covers South and East Asia,
along with the Pacifics. To give you a visual understanding I have created a maps
showing all of the countries that will be covered in this unit. (Display map
created mapbox.com or map from one the cited text)
b. Before we go any further with our lesson I would like to know how many
countries we can name before I show you the map that labels each country.
Raise your hands and TTW allow you to come and name
the countries you know.
c. Now that we have an idea of the countries that make up South and East Asia and
the Pacific, we can discuss a current issue involving a few of these nations.
d. Have any of you heard about the Malaysia Airlines Flight 370 went missing after
its departure from Kuala Lumpur Malaysia? Flight 370 never made it to its
intended destination.
e. (After allowing students to share what they have heard TTW close the
anticipatory set by giving them the task of researching this global issue from the
perspective of South and East Asia as well as Pacific countries.

f. Today you will have a chance to do your own research on missing flight 370, this
issue has grown into a global conversation. Your task will be to take on the role of
one country and research how this issue is impacting them.

g. I know that when we work in groups we begin to raise our voices, and instead of
raising my voice I will raise my hand. When you see my hand go up like this it
means the volume of your voices needs to go down.

2. State Purpose and Objective of Lesson: (Allotted Time__3min_)
a. The goal of our lesson today is to introduce you to the nations of South and East
Asia and the Pacific. We will use the current situation of the search for Malaysia
Airlines Flight 370 as an example of conflict and cooperation between and among
nations. I also want us to attempt to empathize with the people who live in the
countries we are researching, as they deal with this issue. (direct)
b. It is important for us to know what is going on around the world because issues
and situations occurring in other countries can impact our country negatively and
positively. For example two American citizens were aboard flight 370 when it
departed from Kuala Lumpur and now they are missing. (explicit)
c. Later in this unit you will discuss how population growth, exports, and imports in
China can influence American economics, so in the back of your minds you
should be thinking about how issues in other countries might influence the United
States.
3. Review days agenda
Time Allotted
(Minutes out of
90)
Task
Day One:
3min

Read focus questions as a whole class
10minutes Review highlighting tips and read articles
10 minutes Complete Rough Draft
10 minutes Work on Final presentation in Cooperative Group
10 minutes Complete Citizens Report
5 minutes Review Focus Questions Explain Citizens Journal
Day Two: Review focus questions & Complete Citizens Journal
15-20 discuss citizens Journals & Group Presentations



4. Instruction:
a. Direct Interactive Instruction:
Before the students enter the classroom TTW have name tags placed on
the desk so that the students will not have to change seats when it is time
to work in cooperative groups.

TTW explain the agenda by walking students through each task. Use a
visual presentation or physical poster board displaying Agenda for
Today document and make sure it is visible during the entire lesson.

TTW handout sample work of the completed assignments (research rough
draft, picture of completed poster board and written citizens journal). This
will help the students understand what I expect from them.

TTW hand out six research packets each set each packet will include:
1. A list of the students who will be using this specific packet.
2. The name of the country they are focusing on.
3. Minimum of 4 articles
4. Four highlighters, four independent research worksheets/report
rough draft worksheet, and four citizens journal forms.
5. Copy of expert sample work.
6. One large poster board and one set of markers.

TLW
1. Read their article and highlight important information about the
flight and about the country they have been assigned.
a. Complete rough draft report.
2. Share information with their cooperative groups and decide what
information should be shared through their final presentation
report.
a. Look at checklist (rubric) to make sure all information has
been entered on the final presentation report.
3. Students will work independently to write a citizens journal,
which is the students opportunity to look at the situation from the
point of view an individual living in their assigned country.

4. Groups will present their final presentation report.

a. Turn in rough draft, citizens journal, and final presentation
report.



b. Modeling:
TTW show examples of completed work as well as give a copy of the
completed work to each group.
Talk students through the though process they should have as they
compete the rough draft, review focus questions during cooperative group
work, go over checklist (rubric), complete a citizens journal, and present
group final presentation.


c. Guided Practice:
To make sure students understand what they are supposed to do for each
portion of the lesson TTW pull names and ask for students to retell me the
instructions for each task. TTW pull a different name for each step of the
agenda.

d. Guided & Independent Practice:
When the students can perform without major errors, discomfort or confusion,
then they are ready to develop fluency by practicing without the availability of the
teacher (independent centers)
The individual research and rough draft will be the guided practice. As
they are working independently TTW have time to monitor the students
progress. During this time TTW also be able monitor and observe by
taking notes (formal/interim) of their individual ability to explain the
missing flight and how it impacts their assigned country.
The rough draft (Interim) and citizens journal (Formal summative) will
be my proof that the students have arrived at their objectives and that
learning has occurred.
While groups are presenting the groups observing will be answering the
presentation notes handout on the back of the citizens journal. This will
keep students attentive during the presentation. This handout out will used
as a formal formative assessment of the students understanding of the
issue from different countries perspective.

5. Differentiated Consideration (Adjust instruction and assessments, tools, resources or
activities for students who):
Finish quickly/ Show proficiency early: Offer these students the following options
o Students will be given supporting articles about their country to research
specific policies relating to giving or receiving international aid from their
country or another country.
o Define unknown vocabulary and research proper pronunciation of difficult
words.
o Record facts about the country to be shared during presentation
o For slow readers and students who benefit from visual representation TLW set
up a video station. At the listening stations TLW be able to watch the video
that discusses the video that states the same information as the article posted
below the video. This video offers pictures showing the exact area and
information being discussed.
http://www.cnn.com/video/data/2.0/video/bestoftv/2014/03/18/ac-lah-
latest.cnn.html

6. Closure:
a. As a class we will revisit the question during the group presentations. During each
presentation TTW check if each focus questions was answered or not answered
during the presentation.
b. Wrap Up
After all of the presentation TTW ask each student to the give short
answers to the focus questions about a different country than their own.
This can be done on the back of their citizens journal. (This can be done
as they listen to other group presentations).

c. Students summarize what they have learned in relation to objectives. (Tell me,
show me, signal responses, choral responses, ticket out the door.)
d. Wrap up the lesson by revisiting the focus questions at the end of each day.

7. References:

Castillo, M, Shoichet, C.E., and Perez, E. (2014, March 18). New evidence in flight 370 search
explains planes path. CNN. Retrieved from
http://www.cnn.com/2014/03/18/world/asia/malaysia-airlines-plane/index.html

Viet Nam halts lost jet search in East Sea. (March 15, 2014). Viewnamnews.vn. Retrieved
from http://vietnamnews.vn/in-bai/252390/viet-nam-halts-lost-jet-search-in-east-sea.htm

Malaysia Airlines Flight 370 search: Chinese, Australian planes spot" objects in Indian Ocean.
(2014, March 24). In cbsnews.com. Retrieved March 22, 2014, from
http://www.cbsnews.com/news/malaysia-airlines-flight-370-search-chinese-plane-spots-
suspicious-objects-in-indian-ocean/
George, A. (2014, March 31). Live: Material found on Aus shore being examined for links to
mh370. Firstpost.com. Retrieved from
http://www.firstpost.com/world/live-objects-spotted-before-have-nothing-to-do-with-
mh370-aus-says-1424627.html

Levin, A., Mehrotra, K., & Kotoky, A. (n.d.). Malaysia search focuses India on Andaman and air
piracy. In Bloomber.com. Retrieved from http://www.bloomberg.com/news/2014-03-
13/missing-malaysian-jet-said-to-have-flown-with-beacon-off.html