Manny Morelli 14 August 2009 The Blood of Industry: Oil in Today’s World Unit Plan Abstract “The Blood

of Industry: Oil in Today’s World” is a unit is designed for sophomores in Westwood High School in Westwood, MA enrolled in my Honors Modern History course (although it will easily be adapted for the Standard Modern History course). Modern History traces world history from the Protestant Reformation through the end of the Cold War. This class follows the Massachusetts Department of Elementary and Secondary Education’s standards for World History II. Average numbers range from 18-22 students. The unit will be structured around the following essential question, adapted from the Oil and the Contemporary Globe curriculum: How does oil impact foreign policy across the globe? This unit, because it is small, has the potential to be expanded and to be fit into several parts of my curriculum. Currently, I am planning on implementing this as an extension to my unit on the Industrial Revolution, in order to reinforce connections of the curriculum to the present. This would be implemented in February 2010. The time allotted for the unit is five forty-seven minute class periods. Learning Objectives and Assessment Content Objectives By the end of this unit, students will be able to: Describe the central role that oil plays in contemporary industrial society Predict what will happen when the world hits “peak oil” (the Hubbert curve) Analyze and compare charts and graphs regarding world oil production and consumption Analyze and compare how important pipelines affect various foreign policies Evaluate international policies on oil production and consumption Skill Objectives By the end of this unit, students will be able to: Effectively use the note taking strategies such as SMPQCV Analyze news sources in light of the content Take the perspective of major oil-producing and oil-consuming nations Interpret graphs and charts to draw conclusions about oil consumption and production Use Web 2.0 technology such as blogging and Glogster to synthesize and analyze content Assessment

This unit will culminate in a part multimedia project in which students, in pairs, create a Glog (online poster – see Each pair will create a Public Service Announcement (PSA) of one of the following assigned topics: o The perspective on consumption and production from the perspective of one of the following countries: The United States Russia Venezuela Saudi Arabia Iran China Afghanistan Mexico India (More nations may be added if necessary due to class size) o The pairs will then be responsible for presenting their Glogs to the class, in which they explain the rationale behind the PSA and evaluate the current foreign policy in light of the essential question o Each individual student will be responsible for completing a 1-2 page response explaining her/his role in the completion of the project and an evaluation of her/his partner’s role. Outline of Lessons and Teaching Procedure NB: Parts of this unit plan were adapted from the PBS curriculum “World Without Oil” ( Day 1 Aim: What is the role of oil in contemporary industrial society? Students brainstorm and explore the uses for oil in our contemporary globe and then are presented with the scope of these by the teacher. Students move into small groups of 3 and teacher leads class in online quiz about oil consumption from PBS’s World Without Oil to so students and teacher can assess their knowledge. HW: World Without Oil prompts about how a world oil shortage would affect students personally and respond to at least one other student response on class blog. HW: Appenzeller’s “The End of Cheap Oil” for discussion the next day; students must place read and use SMPQCV. They must also create a vocabulary list of 10 unfamiliar terms (2 nights) Day 2 Aim: Where is oil located, and how is it transported? Using Jeff Blossom’s Google Earth template, students will complete a webquest about pipelines and sources of oil to be turned in at end of lesson. HW: Complete Appenzeller reading

Manny Morelli 14 August 2009 Days 3-4 Aim: How does oil affect world economies? Pop quiz to review reading (notes can be used). Vocab wall activity – students generate the terms from their vocab lists and write them on the “vocab wall” with definitions (teacher clarifies as necessary). Class discussion of reading via map graphic organizer (fill in notes about each country on a map). Discussion of international relations regarding key oil nations (those referenced in Glog final project) HW Day 3: Packet of charts and graphs regarding oil consumption and production – students must complete questions HW Day 4: Blog response: taking the perspective of a randomly assigned nation, what is your perspective about how you regard your oil policies (expected to use internet for additional research if necessary) Day 5 Aim: How is the world dealing with the oil crisis? Explanation of Glogster project, assigning of partners and topics for final assessment

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