Shelby County Schools



World History Social Studies: Quarter 3 Curriculum Map Scope and SequenceUnitLengthUnit FocusStandards and PracticesUnit 1: World War II6 WeeksStudents will analyze the rise of fascism and totalitarianism after World War I, the causes and course of World War II, and the military, economic, and political effects of the war.TN Social Studies Practices: SSP.01-SSP.06Week 1: W.41, W.42, W.49Week 2; W 43, W.44, W.45Week 3: W.46, W.47, W.48Week 4: W.50, W.51, W.52Week 5: W.53, W.54,Week 6: W.55, W.56Unit 2: Cold War 3 WeeksStudents will analyze events and changes that resulted from the post-World War II rivalry between communist and democratic governments.TN Social Studies Practices: SSP.01-SSP.06Week 1: W.57, W.58, W.63 (Korean War)Week 2: W.59, W.60, W.61, W.63 (Vietnam War)Week 3: W.62, W.64, W.65World History Social Studies: Quarter 3 Map Instructional FrameworkCourse Description Students will study the rise of the nation-state in Europe, the origins and consequences of theIndustrial Revolution, political reform in Western Europe, imperialism across the world, and the economic and political rootsof the modern world. Students will explain the causes and consequences of the great military and economic events of thepast century, including the World Wars, Great Depression, Cold War, and Russian and Chinese Revolutions. Students willstudy the rise of nationalism and the continuing persistence of political, ethnic, and religious conflict in many parts of theworld. Students will explore geographic influences on history, with attention to political boundaries that developed with theevolution of nations from 1750 to the present and the subsequent human geographic issues that dominate the globalcommunity. Additionally, students will examine aspects of technical geography and how these innovations continuouslyimpact geopolitics in the contemporary world.This course is a continuation of the 6th and 7th grade survey courses of world history and geography and is designed to help studentsthink like historians, focusing on historical concepts in order to build a foundational understanding of the world. Appropriate primarysources have been embedded in the standards in order to deepen the understanding of world history and geography. Special emphasiswill be placed on the contemporary world and its impact on students today.Planning and PacingThe curriculum map outlines the content and pacing for each grade and subject and allows teachers to adequately cover all new material prior to testing. The map is meant to support effective planning and instruction; it is not meant to replace teacher planning or instructional practice. Teachers are considered on pace if they are within two weeks of the curriculum maps. Weekly GuidanceEach map begins with the recommended texts, protocols or activities that align to these texts or standards, and a weekly assessment in the form of a TN Ready aligned writing prompt. All curriculum materials, including the texts and instructions for protocols, can be found in Sharepoint. Texts are in the “9-12 Supporting Documents and Resources” folder and arranged by grade level, quarter, and unit. Unit Overview: Quarter 3 Unit 1UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 1: World War II6 WeeksStudents will analyze the rise of fascism and totalitarianism after World War I, the causes and course of World War II, and the military, economic, and political effects of the war.TN Social Studies Practices: SSP.01-SSP.06Week 1: W.41, W.42, W.49Week 2; W 43, W.44, W.45Week 3: W.46, W.47, W.48Week 4: W.49, W.50, W.51, W.52Week 5: W.53, W.54,Week 6: W.55, W.56World History Social Studies: Quarter 3 Unit 1 VocabularyTier 2 VocabularyTensions, regional, rivalries, outbreak, stalemate, principal, entrance, exit, populations, shortages, production, significanceTier 3 VocabularyRegional conflicts, militarism, alliances, imperialistic rivalries, nationalism, war of attrition, chemical weapons, machine guns, submarines, geographic factors, Battle of the Marne, political disillusionment, regimes, atrocities, appeasement, isolationism, domestic distractions, blitzkrieg, island hopping, kamikaze, theaters, persecution, cultural heritage, Nuremberg trial, Marshall PlanSample Lesson: Quarter 3 Unit 1SS TN Standard(s):W.41Student Outcomes: What will students know and be able to do as a result of this lesson?Students can explain causes of the rise of totalitarian regimesKey Academic Vocabulary:Totalitarianism, fascism, regime, propaganda, Resources / Materials:How did the Versailles Treaty Help Cause World War II? DBQWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Anticipation Guide—World War IIEssential Question / Relevance: Develop student interest and connect learning to daily standards. What conditions helped facilitate the rise of Hitler, Stalin, and Mussolini into power?High-Quality Text(s):DBQ BinderText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Annotate and Paraphrase: Background Essay: How did the Versailles Treaty Help Cause World War II?Text-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Document Analysis Template: German Territorial Losses Map and Treaty of Versailles (Documents A and B)Closure: Individual students synthesize and/or summarize learning for the day.Tug for Truth—The Treaty of Versailles Helped Cause World War IIWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.How did the Versailles Treaty Help Cause World War II?p. 372 in Mini Q BinderUnit 1: Week 1Essential Question(s)What factors led to the rise of totalitarian regimes in Germany and Japan prior to World War II? How did the rise to power, goals, and characteristics of Hitler, Mussolini, and Stalin compare? What was life like for Jews and other targeted groups in Germany leading up to World War I? Why were many unable to leave despite persecution? How did people resist persecution?Student OutcomesStudents can explain the causes of the rise of totalitarian regimes in Germany and Japan.Students can compare the rise to power, goals, and characteristics of Hitler, Mussolini, and Stalin.Students can describe the persecution of Jews and other targeted groups in Europe.Students can explain why many people were unable to leave and their efforts to resist persecution.TextsTextbook: McGraw Hill World History and Geography: Modern Times Chapter 15, p. 291-310, Chapter 17 p. 337-364Supplemental Texts (in Sharepoint): DBQ Project: How did the Versailles Treaty Help Cause World War II*? (DBQ Binder), Treaty of Versailles C3 Inquiry Module*, Nuremberg Laws (SCS Supplemental Packet), Economic Years Preceding the Holocaust (SCS Q3 Resources), Hate, Anti-semitism, and Propaganda in the Holocaust (SCS Q2 Resources), Stanford History Nazi Propaganda Plan (SCS Q2 resources) Teaching the Armenian Genocide (Link) Maps/Videos/Images: Rise of Totalitarianism Lesson (Link)Suggested Classroom Strategies and ProtocolsGallery Walk: Propaganda for Nazi governmentThink-Pair-Share: Censorship and Police Terror Activities (SCS Q2 Resources)3-2-1: End of each day—Connecting the influence of censorship, police terror, and propaganda in the rise of Totalitarian RegimeStanford History Lesson—Nazi Propaganda (SCS Q2 Resources)Big Paper, Silent Conversation—Nuremberg Laws (SCS Supplemental packet)AssessmentExplain the rise of Totalitarianism in Europe and the role that propaganda played in helping the Nazi party rise to power.StandardsW.41 Explain how economic instability, nationalism, and political disillusionment in Germany andJapan led to the rise of totalitarian regimes.W.42 Compare and contrast the rise to power, goals, and characteristics of Adolf Hitler, Benito Mussolini, and Joseph Stalin’s totalitarian regimes.W.49 Describe the persecution of Jews and other targeted groups in Europe leading up to World War II, and explain why many people were unable to leave and their efforts to resist persecution *Note: This standard can be taught in Week 1 part of rise of totalitarian regimes or Week 4 paired with events of the Holocaust at discretion of teacher.*If not already used during Q2.Unit 1: Week 2Essential Question(s)What was the role of geography and natural resources in increasing tensions prior to and during World War II? How did Italy, Germany, and Japan try to expand their empires during the 1930s? What were the roles of appeasement, isolationism, and domestic distractions in Europe and the U.S. prior to World War II?Student OutcomesStudents can analyze the role of geography and natural resources in increasing tensions prior to and during World War II.Students can compare Italian, German, and Japanese efforts to expand their empires in the 1930s.Students can explain the role of alliances, appeasement, isolationism and domestic distraction in the outbreak of World War II.TextsTextbook: McGraw Hill World History and Geography: Modern Times Chapter 16Supplemental Texts (in Sharepoint): WWII Museum Appeasement Activity (SCS Q2 Resources), Stanford History Appeasement Lesson (SCS Q2 Resources), Hitler and ‘Lebensraum’ in the East (Link) Stanford History Invasion of Nanking Lesson (SCS Q2 Resources), Churchill—The Gathering Storm (SCS Q2 Resources)Maps/Videos/Images:Suggested Classroom Strategies and ProtocolsAnnotating and Paraphrasing: Hitler and ‘Lebensraum’ in the East (Link)Stanford History Lesson: AppeasementStanford History Lesson: Invasion of NankingGive One, Get One: Churchill—The Gathering StormAssessmentHow did appeasement contribute to World War II?StandardsW.43 Analyze the role of geographic features and natural resources in increasing tensions prior to and during World War II.W.44 Compare the Italian, German, and Japanese efforts to expand their empires in the 1930s, including: the invasion of Ethiopia, German militarism, and atrocities in China.W.45 Explain the role of military alliances, appeasement, isolationism, and the domestic distractions in Europe and the U.S. prior to the outbreak of World War II.Unit 1: Week 3Essential Question(s)How did geography and technology influence wartime strategies? What were the outcomes of major battles and turning points in World War II in both the European and Pacific theaters? Who were the key figures of World War II, and what was their significance?Student OutcomesStudents can describe how geography and technology influenced wartime strategy.Students can describe the geography and outcomes of major battles and turning points in World War II.Students can describe the roles of leaders during World War II.TextsTextbook: McGraw Hill World History and Geography: Modern Times Supplemental Texts (in Sharepoint): Blitzkrieg (SCS Q3 Resources), Propaganda Lesson (Link), Penicillin Lesson (Link), Geography of D-Day Lesson (Link), D-Day by the Numbers (SCS Q3 Resources)Maps/Videos/Images: Mini-Biography of Adolf Hitler (Link) Mini-Biography of Winston Churchill (Link), Mini-Biography of Franklin Roosevelt (Link), Mini-Biography of Harry Truman (Link), Joseph Stalin (Link), Hideki Tojo (Link), Benito Mussolini (Link)Suggested Classroom Strategies and ProtocolsEvidence Log: Explain the advancement of technology during World War II.Save the Last Word for Me: Blitzkrieg (SCS Q3 Resources)Lesson Plan: Propaganda Lesson (Link)Lesson Plan: Penicillin Lesson (Link)Lesson Plan: Geography of D-Day (Link)Jigsaw: D-Day by the numbers (SCS Q3 Resources)BioPoem: Key figures in World War IIAssessmentHow did war change from World War I to World War?StandardsW.46 Describe how geography and technology (e.g., airplanes, advanced medicine, propaganda, radar) influenced wartime strategies, including: blitzkrieg, “island hopping,” kamikaze, and strategic bombing.W.47 Describe the geography and outcomes of major battles and turning points of World War II in both the European and Pacific theaters, including: ? Battle of Britain ? Battle of Midway? Battle of Stalingrad? Battle of Normandy? Battle of the BulgeW.48 Describe the roles of leaders during World War II, including the significance of:? Winston Churchill? Adolf Hitler? Benito Mussolini? President Franklin D. Roosevelt? Joseph Stalin? Hideki Tojo? President Harry S. TrumanUnit 1: Week 4Essential Question(s)How were Jews and other targeted groups persecuted leading up to World War II. Why were many persecuted groups unable to leave, and how did they resist persecution? What were the experiences of Jews during the Holocaust? What decisions were made in the Atlantic Charter, and at Tehran, Yalta, and Potsdam conferences? How were atomic bombs developed? Was the use of atomic bombs justified?Student OutcomesStudents can describe the persecution of Jews and other targeted groups in Europe.Students can explain why many people were unable to leave and their efforts to resist persecution.Students can explain the state-sponsored mass murder of Jews in Nazi-controlled lands.Students can describe the varied experience of Holocaust survivors and victims.Students can explain the decisions made in the Atlantic Charter, and the Tehran, Yalta and Potsdam conferences.Students can describe the development of atomic bombs and evaluate the decision to use them and the impact of their use.TextsTextbook: McGraw Hill World History and Geography: Modern Times Supplemental Texts (in Sharepoint): Holocaust Museum Intro to the Holocaust (Link), Facing History Holocaust Lessons (Link), Tehran, Yalta and Potsdam (SCS Q3 Resources), Stanford History Atomic Bomb Lesson (SCS Q3 Resources)Maps/Videos/Images: The Path to Nazi Genocide (Link)Suggested Classroom Strategies and ProtocolsEvidence Log: Methods of targeting of groups in Europe and their responses using Video and Holocaust Museum infoLesson Plans: Facing History Holocaust LessonsJigsaw: Tehran, Yalta, and Potsdam (SCS Q3 Resources)Lesson Plan: Stanford History Atomic Bomb Lesson (SCS Q3 Resources)AssessmentNagasaki Assessment Prompt (SCS Q3 Resources)StandardsW.49 Describe the persecution of Jews and other targeted groups in Europe leading up to World War II, and explain why many people were unable to leave and their efforts to resist persecution.W.50 Explain the state-sponsored mass murder of Jews in Nazi-controlled lands, and describe the varied experience of Holocaust survivors and victims.W.51 Explain the decisions made in the Atlantic Charter and at Tehran, Yalta, and Potsdam conferences.W.52 Describe the development of atomic bombs, and evaluate both the decisions to use them and the impact of their use.Unit 1: Week 5Essential Question(s)What were the cultural, economic, geographic, and political effects of World War II? What was the nature of reconstruction in Europe after 1945? What were the economic and political purposes of the Marshall Plan?Student OutcomesStudents can describe the cultural, economic, geographic, and political effects of World War II.Students can summarize the nature of reconstruction in Europe after 1945.TextsTextbook: McGraw Hill World History and Geography: Modern Times Supplemental Texts (in Sharepoint): Facing History Nuremberg Lesson (Link) Economics of the Marshall Plan Lesson (Link) CRF Marshall Plan Article (SCS Q3 Resources)Maps/Videos/Images: The creation of the UN (Link), The UN Refugee Agency (Link)Suggested Classroom Strategies and ProtocolsClose Viewing Protocol: The UN Refugee Agency Evidence Logs: The Creation of the UNLesson Plan: Facing History Nuremberg LessonEconomics Cross-curricular Lesson: Economics of the Marshall PlanAnnotate and Paraphrase: CRF Marshall Plan ArticleAssessmentHow would the rebuilding of Europe be different without the Marshall Plan?StandardsW.53 Describe the cultural, economic, geographic, and political effects of World War II, including:? Casualties of the war (military and civilian)? Changes to geopolitical boundaries? Creation of the United Nations? Destruction of cultural heritage? Division of Germany? Impact of the Nuremberg trials? Refugees and displaced populationsW.54 Summarize the nature of reconstruction in Europe after 1945, including both the economic and political purposes of the Marshall Plan.Unit 1: Week 6Essential Question(s)What were the origins and significance of the establishment of the State of Israel? What were the reactions by surrounding Arab countries to the establishment of Israel? What were the economic and military power shifts at the end of World War II, and how did they effect post-war Europe?Student OutcomesStudents can explain the origins and significance of the establishment of the State of Israel.Students can describe reactions by surrounding countries to the establishment of the State of Israel.Students can describe the economic and military power shift at the end of World War II, such as Soviet control over Eastern Europe and the economic recoveries of Germany and Japan.TextsTextbook: McGraw Hill World History and Geography: Modern Times Chapter 16, Lesson 1, Chapter 18, Lesson 1Supplemental Texts (in Sharepoint): Conflict Resolution IDM (SCS Q3 Resources), Truman Library Lesson on Recognition of Israel (Link)Maps/Videos/Images: Crash Course—Israeli-Palestinian Conflict (Link)Suggested Classroom Strategies and ProtocolsIDM—Conflict Resolution (SCS Q3 Resources)Lesson Plan—Truman Library Lesson on Recognition of State of IsraelGive One, Get One—Crash Course VideoAnalyzing maps—Textbook, p. 367AssessmentSoviets in Berlin Assessment (SCS Q3 Resources)StandardsW.55 Explain the origins and significance of the establishment of the State of Israel, and describe the reactions by surrounding Arab countries to the United Nations’ decision to establish Israel.W.56 Describe the economic and military power shift at the end of World War II, such as Soviet control over Eastern Europe and the economic recoveries of Germany and Japan.Unit Overview: Quarter 3 Unit 2UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 2: Cold War 3 WeeksStudents will analyze events and changes that resulted from the post-World War II rivalry between communist and democratic governments.TN Social Studies Practices: SSP.01-SSP.06Week 1: W.57, W.58, W.63 (Korean War)Week 2: W.59, W.60, W.61, W.63 (Vietnam War)Week 3: W.62, W.64, W.65World History Social Studies: Quarter 3 Unit 2 VocabularyTier 2 VocabularyTier 3 VocabularySample Lesson: Quarter 3 Unit 2SS TN Standard(s):W.57Student Outcomes: What will students know and be able to do as a result of this lesson?Students can analyze the rise of communism and Mao Zedong in China.Key Academic Vocabulary:Communism, Mao Zedong, Red ScareResources / Materials:McGraw Hill World History and Geography: Modern TimesWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Vocabulary Squares for CommunismEssential Question / Relevance: Develop student interest and connect learning to daily standards. Who was Mao Zedong and how did he come to power in China?High-Quality Text(s):Life in China under Mao ZedongText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Gallery Walk—Modern ChinaText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Storyboard: The Life of China under Mao Zedong using articles to help deepen students’ understanding of the Communist regime.Closure: Individual students synthesize and/or summarize learning for the day.Save the Last Word with StoryboardsUnit 2: Week 1Essential Question(s)Who was Mao Zedong and how did he come to power in China? How did the rise of communism impact China? What were the characteristics of the Cold War? Why did tensions rise between the Soviet Union and the former Allied Powers? What factors led to the Korean War?Student OutcomesStudents can analyze the rise of communism and Mao Zedong in China.Students can analyze the impact of communism on China.Students can describe the characteristics and causes of the Cold War.Students can describe the competition in Asia between the Soviet Union and the U.S. in Korea.TextsTextbook: McGraw Hill World History and Geography: Modern Times Supplemental Texts (in Sharepoint): Stanford History Chinese Cultural Revolution Lesson, Cold War Lesson, and Korean War Lesson (SCS Q3 Resources), C3 Korean War IDM (SCS Q3 Resources), Life in China under Mao (SCS Q3 ResourcesMaps/Videos/Images: Crash Course Cold War (Link)Suggested Classroom Strategies and ProtocolsGallery Walk: Life in China under MaoLesson Plan: Stanford History Chinese Cultural Revolution Lesson Plan: Cold War LessonLesson Plan: Korean War LessonC3 IDM: Korean War IDMAssessmentHow did the Communist Revolution in China contribute to the tensions of the Korean War?StandardsW.57 Analyze the rise of communism and Mao Zedong in China, as well as the related political, social, and economic impacts on China.W.58 Describe the characteristics of the Cold War, and explain reasons for the rising tensions between the Soviet Union and former Allied Powers.W.63 Describe the competition in Asia between the Soviet Union and U.S., including the wars in Korea and Vietnam as examples of proxy wars.Unit 2: Week 2Essential Question(s)What were the roles of the Warsaw Pact and NATO in organizing post-war Europe? What were the methods of Soviet control in Eastern Europe? Why was Berlin the focal point in escalating Cold War tensions? How did the arms race, mutually assured destruction, and arms control agreements play roles in rising tensions between the U.S. and the Soviet Union? What factors led to the Vietnam War? Student OutcomesStudents can summarize the roles of the Warsaw Pact and NATO.Students can describe methods of Soviet control in Eastern Europe.Students can describe Berlin’s role in escalating Cold War tensions.Students can explain the role of the arms race, mutually assured destruction, and arms control agreements within the context of rising tensions between the Soviet Union and the U.S.Students can describe the competition in Asia between the Soviet Union and the U.S. in Vietnam.TextsTextbook: McGraw Hill World History and Geography: Modern Times Supplemental Texts (in Sharepoint): DBQ Binder—The Soviet Union: What Should Textbooks Emphasize?, Stanford History Cuban Missile Crisis (Link), Vietnam DBQ (Link)Maps/Videos/Images: Berlin wall (Link), JFK Library Berlin Files (Link), Vietnam War PBS Series (Link)Suggested Classroom Strategies and ProtocolsDBQ Project: The Soviet Union: What Should Textbooks Emphasize?Jigsaw: Events in BerlinStanford History Lesson: Cuban Missile CrisisDBQ: Vietnam WarEvidence Log: Vietnam War PBS SeriesAssessmentHow did mutually assured destruction help place limits on the arms race and prevent direct conflicts?StandardsW.59 Summarize the Warsaw Pact and NATO, including their roles in organizing post-war Europe.W.60 Describe methods of Soviet control in Eastern Europe and the role of Berlin as a focal point in escalating Cold War tensions.W.61 Explain the role of the nuclear arms race, mutual assured destruction, and arms control agreements with the context of rising tensions between the Soviet Union and U.S.W.63 Describe the competition in Asia between the Soviet Union and U.S. including wars in Korea and Vietnam as examples of proxy wars.Unit 2: Week 3Essential Question(s)How did some nations resist the Soviet Union, and why were their resistances unsuccessful? Why did communism rapidly decline in the late 1980s? What were the political, economic, social, and geographic consequences of the collapse of communist governments in the Soviet Union and Eastern Europe?Student OutcomesStudents can describe examples of national uprisings against the Soviet Union and explain why they were unsuccessful.Students can explain reasons for the rapid decline of communist systems in the late 1980s.Students can analyze the consequences of the collapse of communist governments in the Soviet Union and Eastern Europe.TextsTextbook: McGraw Hill World History and Geography: Modern Times Supplemental Texts (in Sharepoint): Glasnost and Perestroika (Link), The Fall of the Soviet Union (Link), Collapse of the Soviet Union Documents (SCS Q3 Resources), Death of Communism in Eastern Europe Simulation (SCS Q3 Resources)Maps/Videos/Images: Soviets in Czechoslovakia (Link), Collapse of the Soviet Union in Pictures (Link), Suggested Classroom Strategies and ProtocolsClose Viewing Protocol: Soviets in CzechoslovakiaJigsaw: Glasnost and Perestroika, The Fall of the Soviet Union ArticlesGallery walk: Collapse of the Soviet Union DocumentsSimulation: Death of Communism in Eastern Europe SimulationSee, Think, Wonder: Collapse of the Soviet Union in PicturesAssessmentHow did the collapse of communism in Eastern Europe and the Soviet Union change the 1990s and the early 2000s?StandardsW.62 Describe examples of national uprisings against the Soviet Union (e.g., Hungary and Czechoslovakia), and explain why they were unsuccessful.W.64 Explain reasons for the rapid decline of communist systems in the late 1980s, including:? Economic inefficiency? Unsustainable military spending? Mikhail Gorbachev’s reforms? Mass protests in Eastern Europe and China? 1991 Soviet coup d’étatW.65 Analyze the political, economic, social, and geographic consequences of the collapse of communist governments in the Soviet Union and Eastern Europe. ................
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