Rigorous Curriculum Design
WS/FCS
Unit Planning Organizer
|Subject(s) |Social Studies |Conceptual Lenses |
|Grade/Course |8th |War |
| | |Competition |
| | |Power |
|Unit of Study |Unit 7 | |
|Unit Title |WWII and the Origins of the Cold War | |
|Pacing |15 days | |
|Unit Overview |
|The unit surveys World War II from the US perspective and the emergence of the Cold War. |
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|Foreign Policy of the New Deal |
|WWI & Great Depression shape US foreign policy |
|Japanese attack on Pearl Harbor changes US foreign policy |
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|The US and WWII |
|Pearl Harbor compared to 9/11 |
|Influence of leaders |
|Technology impacts the outcome of WWII |
|Truman’s decision to drop the atomic bombs |
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|Impacts of WWII & Life on the Homefront |
|Military impact of WWII |
|Economic impact of WWII |
|Social impact of WWII |
|Japanese Internment |
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|Origins of the Cold War |
|Compare economic & political structure of USSR to USA |
|Competition for power in post-war Europe |
|Competition leads to Cold War |
|Unit Enduring Understanding(s) |Unit Essential Question(s) |
|Leadership and citizen action can greatly affect the outcome of war. |How do leadership and citizen action affect the outcome of war? |
|War impacts society in many ways. |How does war affect society? |
|Competition for power can occur after a war. |How can war cause competition for power? |
|Essential State Standards |
|Priority Objectives |Supporting Objectives |
|8.H.2.1 Explain the impact of economic, political, social, and military conflicts|8.H.3.4 Compare historical and contemporary issues to understand continuity and|
|on the development of North Carolina and the United States. |change in the development of North Carolina and the United States. |
|8.H.2.2 Summarize how leadership and citizen actions influenced the outcome of |8.E.1.2 Use economic indicators to evaluate the growth and stability of the |
|key conflicts in North Carolina and the United States. |economy of North Carolina and the United States. |
|8.H.3.2 Explain how changes brought about by technology and other innovations |8.E.1.3 Explain how quality of life is impacted by personal financial choices. |
|affected individuals and groups in North Carolina and the United States. |8.C&G.1.4 Analyze access to democratic rights and freedoms among various groups |
|8.E.1.1 Explain how conflict, cooperation, and competition influenced periods of |in North Carolina and the United States. |
|economic growth and decline. | |
|8.C.1.3 Summarize the contributions of particular groups to the development of | |
|North Carolina and the United States. | |
|“Unpacked” Concepts |“Unpacked” Skills |COGNITION |
|(students need to know) |(students need to be able to do) |(RBT Level) |
|8.H.2.1 the impact of economic, political, social, and military |8.H.2.1 Explain the impact of economic, political, social, and |8.H.2.1 |
|conflicts |military conflicts. | |
|8.H.2.2 how leadership and citizen actions influenced the |8.H.2.2 Summarize how leadership and citizen actions |Understand |
|outcome of key conflicts. |influenced the outcome of key conflicts. | |
|8.H.3.2 how changes brought about by technology and other |8.H.3.2 Explain how changes brought about by technology and |8.H.2.2 |
|innovations affected individuals and groups. |other innovations affected individuals and groups. | |
|8.E.1.1 how conflict, cooperation, and competition influenced |8.E.1.1 Explain how conflict, cooperation, and competition |Understand |
|periods of economic growth and decline. |influenced periods of economic growth and decline. | |
|8.C.1.3 the contributions of particular groups to the |8.C.1.3 Summarize the contributions of particular groups | |
|development of NC& the US | | |
| | |8.H.3.2 |
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| | |Understand |
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| | | |
| | |8.E.1.1 |
| | | |
| | |Understand |
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| | |8.C.1.3 |
| | | |
| | |Understand |
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|Unit “Chunking” |Suggested Lesson Essential Questions |Potential Factual Content |North Carolina |
|& Enduring Understandings | | |Essential Standards |
|Foreign Policy of the New Deal |How did the costs of WWI and the Great |Costs of WWI- financial and otherwise |8.H.2.1 Explain the impact of |
| |Depression influence US foreign policy? |Americans didn’t want involvement in another |economic, political, social, and|
| | |war |military conflicts on the |
| | |Lend Lease Act |development of North Carolina |
| | |Neutrality & Neutrality Acts |and the United States. |
| |Why did the United States change foreign policy|Japan’s threat toward the Philippines |8.H.2.1 Explain the impact of |
| |and enter WWII? |US embargos |economic, political, social, and|
| | |Japan’s attack on Pearl Harbor |military conflicts on the |
| | | |development of North Carolina |
| | | |and the United States. |
|World War II |How does America’s response to the attack on | Compare post-attack events and responses by US|8.H.3.4 Compare historical and|
| |Pearl Harbor compare to the response to the |government and the American people |contemporary issues to |
| |9/11 attacks? | |understand continuity and change|
| | | |in the development of North |
| | | |Carolina and the United States. |
| |How did strong leadership influence the Allied |General Patton |8.H.2.2 Summarize how |
| |victory in Europe? |General Eisenhower |leadership and citizen actions |
| | |D-Day |influenced the outcome of key |
| | | |conflicts in North Carolina and |
| | | |the United States. |
| |How did advancements in technology impact the |Radar |8.H.3.2 Explain how changes |
| |outcome of WWII? |Medical innovations- penicillin, aviation |brought about by technology and |
| | |medicine |other innovations affected |
| | |Atomic weapon |individuals and groups in North |
| | |Media technology to train soldiers & workforce |Carolina and the United States. |
| | |New forms of explosives | |
| |Why was President Truman’s decision to use |Hiroshima |8.H.2.2 Summarize how |
| |atomic weapons on Japan so significant? |Nagasaki |leadership and citizen actions |
| | |Pros/Cons of using the bomb |influenced the outcome of key |
| | |Effects of bombs |conflicts in North Carolina and |
| | | |the United States. |
| | | |8.H.3.2 Explain how changes |
| | | |brought about by technology and |
| | | |other innovations affected |
| | | |individuals and groups in North |
| | | |Carolina and the United States. |
|Impacts of WWII & the Homefront |What were the military impacts of WWII on the |Draft |8.H.2.1 Explain the impact of |
| |US? |Destruction of equipment & need to |economic, political, social, and|
| | |rebuild/resupply |military conflicts on the |
| | |Results of propaganda |development of North Carolina |
| | |Minority groups in military |and the United States. |
| | |Women |8.C.1.3 Summarize the |
| | |African-Americans |contributions of particular |
| | |Native Americans |groups to the development of |
| | |Latinos |North Carolina and the United |
| | | |States. |
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| |What were the economic impacts of WWII on the |Shift from consumer to military production |8.H.2.1 Explain the impact of |
| |US? |Funding for the war- taxes & bonds |economic, political, social, and|
| | |Rationing |military conflicts on the |
| | |Use of propaganda |development of North Carolina |
| | |Minorities in the workforce |and the United States. |
| | |Women |8.E.1.1 Explain how conflict, |
| | |African-Americans |cooperation, and competition |
| | |Latinos |influenced periods of economic |
| | | |growth and decline. |
| | | |8.E.1.2 Use economic indicators|
| | | |to evaluate the growth and |
| | | |stability of the economy of |
| | | |North Carolina and the United |
| | | |States. |
| | | |8.E.1.3 Explain how quality of |
| | | |life is impacted by personal |
| | | |financial choices. |
| |What were the social impacts of WWII on the US?|Citizen Action- Victory gardens, pocketless |8.H.2.1 Explain the impact of |
| | |pants, meatless Mondays, etc… |economic, political, social, and|
| | |Increased social standing for minority groups |military conflicts on the |
| | |due to increased need for their contributions |development of North Carolina |
| | |during the war |and the United States. |
| | |Effects of propaganda- nationalism |8.C.1.3 Summarize the |
| | | |contributions of particular |
| | | |groups to the development of |
| | | |North Carolina and the United |
| | | |States. |
| |What was the reaction towards |West Coast classified as war zone by US |8.H.2.1 Explain the impact of |
| |Japanese-Americans following the attack on |government |economic, political, social, and|
| |Pearl Harbor? |Japanese Internment camps |military conflicts on the |
| | | |development of North Carolina |
| | | |and the United States. |
| | | |8.C.1.3 Summarize the |
| | | |contributions of particular |
| | | |groups to the development of |
| | | |North Carolina and the United |
| | | |States. |
| | | | |
| | | |8.C&G.1.4 Analyze access to |
| | | |democratic rights and freedoms |
| | | |among various groups in North |
| | | |Carolina and the United States. |
|Origins of the Cold War |How was the economic and political structure of|Communism |8.H.2.1 Explain the impact of |
| |the USSR different from the USA? |Capitalism |economic, political, social, and|
| | |Democracy |military conflicts on the |
| | | |development of North Carolina |
| | | |and the United States. |
| | | |8.E.1.1 Explain how conflict, |
| | | |cooperation, and competition |
| | | |influenced periods of economic |
| | | |growth and decline. |
| |How did the circumstances in post-war Europe |United Nations |8.H.2.1 Explain the impact of |
| |lead to a competition for power? |Stalin |economic, political, social, and|
| | |Containment |military conflicts on the |
| | |Domino Theory |development of North Carolina |
| | |Truman Doctrine |and the United States. |
| | |Marshall Plan |8.E.1.1 Explain how conflict, |
| | | |cooperation, and competition |
| | | |influenced periods of economic |
| | | |growth and decline. |
| |How did competition for power lead to a cold |Berlin Airlift |8.H.2.1 Explain the impact of |
| |war? |“Iron Curtain” |economic, political, social, and|
| | |Cold War |military conflicts on the |
| | |NATO |development of North Carolina |
| | |Warsaw Pact |and the United States. |
| | | |8.H.2.3 Summarize the role of |
| | | |debate, compromise, and |
| | | |negotiation during significant |
| | | |periods in the history of North |
| | | |Carolina and the United States. |
|Sub Concepts | |
|HISTORY |GEOGRAPHY |CIVICS & GOVERNMENT |ECONOMICS |CULTURE |
| | |Power | | |
|Conflict |Migration |Government Systems |Taxation |Religion |
|Patterns |Physical features | |Competition |Assimilation |
|Essential Vocabulary |Enrichment Vocabulary |
|Draft |Genocide |
|Ration/rationing |Nuclear |
|Contribution |Embargo |
|Internment |Doctrine |
|Atomic | |
|Contain/Containment | |
|Theory | |
|Pact | |
|Minority | |
|Capitalism | |
|Communism | |
|Bonds | |
|Neutral/neutrality | |
|Cold war | |
| |Enrichment factual content |
| |Satellite Nation |
| |Communist Revolution in China |
|Language Objective EXAMPLES |
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|Key Vocabulary LO: SWBAT define and explain the terms communism and capitalism. |
|Language Functions LO: SWBAT explain how fear can cause discrimination. |
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|Language Skills LO: SWBAT write an explanation for or against dropping the atomic bomb and identify counter arguments. |
|Grammar and Language LO: SWBAT use comparatives in writing assignments (more than, less than, greater, shorter, longer, etc.) by comparing capitalism and |
|communism. |
|Lesson Tasks LO: SWBAT read and summarize a passage about women’s roles changing during World War II and explain this summary to a group. |
|Language Learning Strategy LO: SWBAT develop a cause/effect graphic organizer analyzing and identifying the causes and effects of World War II. (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). |
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