Rigorous Curriculum Design
WS/FCS
Unit Planning Organizer
|Subject(s) |Social Studies |Conceptual Lenses |
|Grade/Course |9th Grade |Competition |
| | |Conflict |
| | |Power |
| | |Change |
|Unit of Study |World Wars (7.1, 7.2, 7.3) | |
|Unit Title |Unit 9: Conflict in the Modern Era | |
|Pacing |8 days (block) | |
|Unit Overview |
| |
|Points of focus in this unit include the political, ethnic, and economic forces which result in wide-spread wars. Students will develop a understanding of |
|The Causes of World War I: militarism, competition for land, and nationalism. |
|The Interwar years/Russian Revolution: economic depression and rise of fascism resulted from economic pressures and social class struggles |
|World War II: causes, significant events and effects |
|Unit Enduring Understanding(s) |Unit Essential Question(s) |
| | |
|Key events in history can signal turning points that drastically alter the |What are the key characteristics of historical turning points? |
|social, economic and political directions of a society. | |
|An increase in economic and military competition may lead to war. |How does economic and military competition lead to war? |
|Essential State Standards |
|Priority Objectives |Supporting Objectives |
| | |
|WH.H.7.1 Evaluate key turning points of the modern era in terms of their lasting |WH.H.7.6 Explain how economic crisis contributed to the growth of various |
|impact |political and economic movements |
| | |
|WH.H.7.2 Analyze the increase in economic and military competition among nations | |
|in terms of the influences of nationalism, imperialism, militarism, and | |
|industrialization | |
| | |
|WH.H.7.3 Analyze economic and political rivalries, ethnic and regional conflicts, | |
|and nationalism and imperialism as underlying causes of war | |
|“Unpacked” Concepts |“Unpacked” Skills |COGNITION |
|(students need to know) |(students need to be able to do) |(RBT Level) |
|WH.H.7.1 |WH.H.7.1 |WH.H.7.1 |
|key turning points of the modern era in terms of their lasting impact |Evaluate (turning points) |Evaluate |
| | | |
|WH.H.7.2 | | |
|the increase in economic and military competition among nations |WH.H.7.2 |WH.H.7.2 |
|influences of nationalism, imperialism, militarism, and industrialization |Analyze (the influence) |Analyze |
| | | |
|WH.H.7.3 | | |
|economic and political rivalries, | | |
|ethnic and regional conflicts, | | |
|nationalism and imperialism as underlying causes of war |WH.H.7.3 |WH.H.7.3 |
| |Analyze (causes of war) |Analyze |
| | | | | | | | |
|Unit “Chunking” & Enduring Understandings |Essential Factual Content |Suggested Lesson Essential |H |G |C & G|E |C |
| | |Questions | | | | | |
|The Interwar years/Russian Revolution |Economic Depression |How do societies respond when the |X |X |X |X |X |
|When government is no longer able to meet the needs of |Treaties |government fails to meet their | | | | | |
|the people, alternative systems often emerge to provide |Fascism |needs? | | | | | |
|stability and security |Dictators | | | | | | |
| |Diplomacy | | | | | | |
| |Appeasement | | | | | | |
| |Communism | | | | | | |
| |Turning Points | | | | | | |
|World War II |Communism |Why did nationalism, imperialism |X |X |X |X |X |
|Nationalism, imperialism, industrialization, and |Turning Points |and industrialism contribute to | | | | | |
|militarism contribute to an increase in economic and |Alliances |World War II? | | | | | |
|military competition among nations and lead to war. |Resources | | | | | | |
| |Technology | | | | | | |
| |Ethnic Conflict | | | | | | |
| |Genocide | | | | | | |
| | | | | | | | |
|Sub Concepts | |
|HISTORY |GEOGRAPHY |
| | |
|Turning point | |
|War | |
|Nationalism | |
|Imperialism | |
|Language Objective EXAMPLES |
|Key Vocabulary LO: SWBAT define and explain the terms depression, competition, imperialism, alliance, treaties, genocide, and nationalism. |
|Language Functions LO: SWBAT explain how economic and military competition lead to war |
| |
|Language Skills LO: SWBAT read a passage about nationalism and identify a cause that could lead to war. (Reading passages should be chosen/modified in accordance|
|with the LEP students’ zone of proximal development). |
|Grammar and Language LO: SWBAT use descriptive words in a writing assignment that describes the quality of life for citizens during a depression. . |
|Lesson Tasks LO: SWBAT read and summarize a passage about World War Iand explain this summary to a group. |
|Language Learning Strategy LO: SWBAT develop a cause/effect graphic organizer analyzing and identifying the causes and effects Nationalism, imperialism, |
|industrialism, and increased competition had on the nations. (The linguistic load will vary from LEP student to LEP student. Level 1-2 LEP students may need a |
|word bank or other supplement to complete this activity using this strategy). |
| |
| |
|Historical Thinking and Geography Skill Resources |
|○ “Straight Ahead” □“Uphill” ∆“Mountainous” |
|Historical Thinking |Geography Skills |
| | |
| | |
| | |
| | |
| | |
| |. |
|General Unit Resources |
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|SAS Curriculum Pathways |
|#933 World War I: Failure of European Diplomacy |
|#193 World War I: The Schlieffen Plan |
|#935 The Munich Crisis |
|#194 World War II: Japanese Expansion |
|Learn 360 |
|Causes of WWI |
|Remarkable 20th Century (see individual decade programs) |
|Treaty of Versailles |
|Between the Wars series (includes The Great Depression and Foreign Policy) |
|Bridging World History Bridging World History |
|Unit 20: Imperial Designs |
|Unit 22: Global War and Peace |
|World History for us all World History for Us All |
|Unit 8: A Half Century of Crisis – 1900 -1950 |
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