Download GAGAPottsgrove School District Unit Planning Organizer Subject(s

GAGAPottsgrove School District
Unit Planning Organizer
Subject(s)
Social Studies
Grade/Course
Grade 10 World History
Unit of Study
World War I
Dominant Focus
Causes and effects of World War I
Unit Type(s)
Pacing
Topical
❑ Skills-based
❑ Thematic
Dates: 12/19 – 1/20
Weeks: Four
Current Priority State Standards
Supporting Standards
List the priority standards (written out in bold) and the supporting standards (written out in non-bold) that will be taught during this unit of study. CAPITALIZE the SKILLS
and underline the important concepts for all priority standards addressed in this unit.
8.1.W.B: Evaluate the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and
cause and effect relationships.
8.4.W.A: Evaluate the role groups and individuals played in the social, political, cultural, and economic development throughout world
history.
8.4.W.C: Evaluate how continuity and change have impacted the world today.* Belief systems and religions * Commerce and industry *
Technology * Politics and government * Physical and human geography * Social organization
8.4.W.D: EVALUATE how conflict and cooperation among groups and organizations have impacted the development of the world today,
1
PGSD Unit Planning Template 4.29.11
including its effects on Pennsylvania
7.3.W.A: ANALYZE the human characteristics of places and regions using the following criteria: *Population *Culture *Settlement *Economic
activities *Political activities.
5.1.W.B: ANALYZE how conflict and cooperation among groups and organizations have influenced the history and development of the world.
(Reference History Standards 8.3.9.D.) EMPLOY historical examples and political philosophy to EVALUATE the major arguments advanced for
the necessity of government.
6.1.W.B: ANALYZE how conflict and cooperation among groups and organizations have impacted the control of limited resources in the world.
6.2.W.C: EVALUATE the impact of advertising and media on individual and group behavior throughout world history.
2
PGSD Unit Planning Template 4.29.11
Priority
Standards
“Unwrapped” Concepts
“Unwrapped” Skills
(Students need to know)
(Students need to be able to do)
Bloom’s II
Taxonomy
Ex: 8.12.U.D
May also include concepts in unit but not
specified in standard
Ex: Verb (concept)
Ex: 4 - Analyzing
8.1.W.B
Interpretation of Historical Events and Resources
(e.g. alliances, militarism, industrialism, imperialism,
nationalism)
- fact vs. opinion
- multiple perspectives
- cause and effect
Evaluate (interpretation of historical events and
resources)
5 - Evaluating
8.4.W.A
Role of Groups and Individuals
(e.g. Franz Ferdinand, Kaiser Wilhelm, The Central
Powers, The Allies, Woodrow Wilson )
- social
- political
- cultural
- economic
Evaluate (role of groups and individuals on social,
political, cultural and economic development)
5 - Evaluating
Impacts of Continuity
belief systems & religions / social organizations
(SOCIAL)
(e.g. monarchy, democracy, The Black Hand,)
- impacts (then)
- impacts (today)
8.4.W.C
commerce & industry / technology (ECONOMIC)
(e.g. militarism, industrialization, mechanization,
Total War, jingoism)
- impacts (then)
- impacts (today)
politics & government (POLITICAL)
(e.g. Democracy, monarchy)
- impacts (then)
- impacts (today)
physical & human geography (GEOGRAPHY)
(e.g. Geopolitical fracturing of Europe, stalemate, )
3
PGSD Unit Planning Template 4.29.11
Evaluate (impacts of continuity)
5 - Evaluating
- impacts (then)
- impacts (today)
Evaluate (impacts of change)
Impacts of Change
belief systems & religions / social organizations
(SOCIAL)
(e.g. democracy, globalization, League of Nations)
- impacts (then)
- impacts (today)
commerce & industry / technology (ECONOMIC)
(e.g. capitalism, socialism)
- impacts (then)
- impacts (today)
politics & government (POLITICAL)
(e.g. Democracy, nationalism)
- impacts (then)
- impacts (today)
physical & human geography (GEOGRAPHY)
(e.g. Nationalism, Ethnicity, Geopolitics)
- impacts (then)
- impacts (today)
8.4.W.D
Impact of Conflict Among Groups and Organizations
(e.g. Balkan Peninsula, Armenian Genocide, PanSlavism)
- impact (then)
- impact (today)
Impact of Cooperation Among Groups and
Organizations
(e.g. The Allies, The Central Powers, The League of
Nations)
- impact (then)
- impact (today)
Essential Questions
4
PGSD Unit Planning Template 4.29.11
Evaluate (impact of conflict among groups and
organizations)
5 - Evaluating
Evaluate (impact of cooperation among groups and
organizations)
Corresponding Big Ideas
Essential Questions are engaging, open-ended questions that Big ideas are what you want your students to discover on their own as a result of instruction and learning activities.
educators use to spark initial student interest in learning the
content of the unit about to commence.
Identify the Essential Questions that will be used throughout Identify the Big Ideas for each corresponding essential question.
this unit to focus your instruction and assessment. For
consideration, ask yourself the following about each
essential question:
The goal is for students to effectively be able to respond to the teacher’s essential questions with the big ideas,
stated in their own words, by the end of the unit.
1. Is this question written in student friendly
language?
2. Can this question be answered with one of the Big
Ideas?
3. Does the question lead the students to discovery of
the Big Ideas?
4. Does the question go beyond who, what, where,
when and ask the students to explain how and why?
1. What factors contributed to World War I
(specifically), and may still contribute to global
conflict (generally)?
1. Militarism, industrialization, alliances, imperialism, nationalism, war planning, arms race,
incompetent political leadership were the long-term causes of World War I, and are at the heart
of most global conflicts today.
2. What were (are) the individual effects of war,
for both soldiers and civilians?
2. Civilians suffered from rationing, hunger, and became targets of war under the premise of
‘Total War’, as well as enduring the deaths and maiming of family & friends alike. Women
increasingly became incorporated into the labor force, lending support & momentum to the
3. What were the political and economic effects of women’s suffrage movement. Surviving soldiers, often drafted, suffered from shell shock (postWorld War I? How can this inform effective
traumatic stress disorder), permanent disfigurement, displacement from the work force, and
conflict resolution today?
difficulty reintegrating into civilian society. Similar effects are suffered by civilians in current
war zones, and by soldiers returning from battle.
3. European monarchies were replaced by weak, inexperienced, and ineffective republics, in
concert with extreme nationalism (jingoism), economic depression (including unemployment,
displacement, and a severe decline in their standard of living), radicalization, pending
authoritarianism, and a cycle of revenge, leading up to another global conflict. The same factors
that collectively and cumulatively preceded WWI (and WWII) are still extant today, and must
be recognized and managed cooperatively and collaboratively in order to sustain a balanced
geopolitical sphere (i.e. the United Nations).
5
PGSD Unit Planning Template 4.29.11
Common Assessments
Note to Curriculum Designers:
1.
2.
3.
4.
5.
6.
Review grade-or course-specific state standardized assessments for the types of questions directly related to the “unwrapped” Priority Standards' concepts and skills in
focus for this unit of study.
Identify the vocabulary used and frequency of these questions.
Compare/contrast this information with the “unwrapped” concepts and skills listed above to determine how closely the two are aligned.
Create the Post Assessment using the Common Formative Assessment Template (Appendix A).
Create the Pre Assessment. Decide whether the pre-assessment will be aligned (directly matched to post-assessment but with fewer questions) or mirrored (exact
number and type of questions as post-assessment.
Create Informal Progress Monitoring Checks. Create short, ungraded “checks for student understanding” for the educator to administer throughout the unit of study
that are directly aligned to the post-assessment questions (selected-, short-, extended-response, and/or performance-based) and that coincide with learning
progressions—the “building block chunks” of instruction.
Post Assessment:
Pre Assessment:
Informal Progress Monitoring Checks:
s
6
PGSD Unit Planning Template 4.29.11
Plan for Instruction
Make connections between learning experiences and teaching strategies
Engaging Learning Experiences
(Authentic Performance Tasks)
Research-based Effective Teaching Strategies
● Primary source document – research, read, react
● Group Discussion
● Choice Board
● Think-Pair-Share
●
political cartoon – create/research, reaction
● Graphic Organizer
●
propaganda - create/research, analysis
● Retrospective Analysis
●
newspaper journalism assignment
●
create timeline
7
PGSD Unit Planning Template 4.29.11
Unit Vocabulary
Tier 2
Militarism
Pan-Slavism
Alliance system
Triple Alliance
Imperialism
Triple Entente
Nationalism
Mobilization
Industrialization
Allied Powers
Stalemate
Central Powers
Attrition
Trench Warfare
Armistice
Shell Shock / PTSD
Propaganda
Unrestricted [Submarine] Warfare
Jingoism
Schlieffen Plan
Ultimatum
Zimmerman Telegram
Globalization
Wilson’s 14 Point Plan
Abdicate
League of Nations
Self-determination
Armenian Genocide
Neutrality
Women’s Suffrage
Reparations
Treaty of Versailles
Mandates
Treaty of Brest-Litovsk
Tier 3
Literary terms
ZX
Isolationism
Instructional Resources and Materials
Program/Text
8
PGSD Unit Planning Template 4.29.11
Technology
Teacher Created
9
PGSD Unit Planning Template 4.29.11