Download Pottsgrove School District Unit Planning Organizer Subjects Social

Pottsgrove School District
Unit Planning Organizer
Subjects
Social Studies
Grade / Course 10 World History
Unit of Study
Unit Type(s)
Pacing
Interwar Years: Communism, Fascism
and Depression
Topical
Skills-based
Dominant Focus: Democracy vs. Autocracy, Demagoguery, Freedom vs.
Security, Economic Stability
Thematic
Weeks: 7
Current Priority State Standards and/or Common Core Standards
List the priority standards (written out in 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
* Politics and government
* Physical and human geography
* Technology
* Social organization
8.4.W.D: EVALUATE how conflict and cooperation among groups and organizations have impacted the development of the world today.
Current Supporting State Standards and/or Common Core Standards
List the supporting standards (written out in non-bold) that will be taught during this unit of study. Supporting standards should not be unwrapped.
6.2.W.E: ANALYZE the impact of the business cycle on individual and group behavior over time. ANALYZE the characteristics of economic expansion, recession, and
depression.
6.2.W.G: COMPARE and CONTRAST various economic systems.
6.3.W.B: ANALYZE how conflict and cooperation among groups and organizations have influenced the history and development of the world.* Ethnicity and Race* Working
conditions* Immigration* Military conflict* Economic Stability (Reference History Standards 8.3.9.D.)
Priority
Standards
“Unwrapped” Concepts
“Unwrapped” Skills
(Students need to know)
(Students need to be able to do)
Ex: 8.12.U.D
May also include concepts in unit but not specified in
standard
Ex: Verb (concept)
Ex: 4 - Analyzing
Evaluate (interpretation of historical events and
resources)
5 - Evaluating
Evaluate (role of groups and individuals on social,
political, cultural and economic development)
5 - Evaluating
8.1.W.B
8.4.W.A
8.4.W.C
Interpretation of Historical Events and Resources
(e.g. autocracy, Bolshevism, Demagoguery, Fascism,
Depression)
- fact vs. opinion
- multiple perspectives
- cause and effect
Role of Groups and Individuals
(e.g. Conservative, Liberal, Radical, Upper/Lower Economic
Classes)
- social
- political
- cultural
- economic
Impacts of Continuity
belief systems & religions / social organizations (SOCIAL)
(e.g. Fascism, Communism, Capitalism, Socialism,
Liberalism)
- impacts (then)
- impacts (today)
commerce & industry / technology (ECONOMIC)
(e.g. Capitalism, Socialism)
- impacts (then)
- impacts (today)
Bloom’s II
Taxonomy
Evaluate (impacts of continuity)
5 - Evaluating
politics & government (POLITICAL)
(e.g. Democracy, Autocracy)
- impacts (then)
- impacts (today)
physical & human geography (GEOGRAPHY)
(e.g. Nationalism, Ethnicity, Geopolitics)
- impacts (then)
- impacts (today)
Evaluate (impacts of change)
Impacts of Change
belief systems & religions / social organizations (SOCIAL)
(e.g. Fascism, Communism, Capitalism, Socialism,
Liberalism)
- impacts (then)
- impacts (today)
commerce & industry / technology (ECONOMIC)
(e.g. Capitalism, Socialism)
- impacts (then)
- impacts (today)
politics & government (POLITICAL)
(e.g. Democracy, Autocracy)
- 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. Fascism, Communism, Capitalism, Socialism,
Liberalism)
- impact (then)
- impact (today)
Impact of Cooperation Among Groups and Organizations
(e.g. shifting alliances and geopolitics)
- impact (then)
Evaluate (impact of conflict among groups and
organizations)
5 - Evaluating
Evaluate (impact of cooperation among groups and
organizations)
- impact (today)
Essential Questions
Corresponding Big Ideas
Essential Questions are engaging, open-ended questions that educators use to spark
initial student interest in learning the content of the unit about to commence.
Big ideas are what you want your students to discover on their own as a result of
instruction and learning activities.
1. What is autocracy? What forms can autocracy take?
1. When a region is controlled with absolute power.
Dictatorship (communist or fascist), Absolute Monarchy, Oligarchy
2. Under what conditions will people accept autocracy? When will they resist it?
2. In instances of desperation, rooted in either physical or economic distress,
uncertainty, anxiety, or deprivation, many individuals will “follow the leader” who
promises even the idea of security and salvation, no matter what the costs to others.
Such leadership will similarly be rejected when there is a collective sense of security,
abundance, opportunity, and general economic balance in a given society.
3. How is an autocracy maintained? How can it be prevented?
3. Autocracy maintains power over the masses through a combination of ignorance and
fear. Propaganda and demagoguery can capture willful obedience from a large segment
of the population, which is particularly susceptible in conditions of desperation, or
when individuals feel that they are included in a subset of the population entitled to
favored privileges at the expense of other members of the population. For individuals
not swayed by deception, ambition, or personal greed, fear of the apparatus of a police
state will keep much of the remainder of the population in check.
Autocracy can be prevented by education, historical analysis, a strong set of
Constitutional checks and balances, a free press & Constitutionally protected speech,
active & participative citizens, community-building initiatives, and a sustainably
managed economy.
4. What is the relationship between the economy and the government? How
should an economy be sustainably managed?
4. When the economy is stable, so is the government. When the economy is in disarray
for the majority of the population, the government becomes less stable, and/or more
autocratic or oligarchic.
A sustainable economy is characterized by a low poverty, low unemployment, a rising
standard of living, and smaller gaps between top and bottom income levels.
Plan for Instruction
Make connections between learning experiences and teaching strategies.
Engaging Learning Experiences
(Authentic Performance Tasks)
 Primary source document analysis – research, read,
react
 Communist & Fascist timeline, compare & contrast
 Propaganda interpretation & analysis
 Economic terminology, w/ comparison & contrasting to
Researched-based Effective Teaching Strategies
 Group Discussion
 Think- Pair - Share
 Graphic Organizer
 Retrospective Analysis
contemporary economic indicators
 Crossword Puzzle review
Engaging Learning Experiences for Honors
(Authentic Performance Tasks)
Researched-based Effective Teaching Strategies
for Honors
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Common Assessments
Note to Curriculum Designers:
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.
2. Identify the vocabulary used and frequency of these questions.
3. Compare/contrast this information with the “unwrapped” concepts and skills listed above to determine how closely the two are aligned.
4. Create the Post Assessment using the Common Formative Assessment Template (Appendix A).
5. 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.
1.
Post Assessment:
Pre Assessment:
Informal Progress Monitoring Checks:
Unit Vocabulary
Tier 3
Tier 2
Communism
Provisional Government
Bolshevism
Social Revolutionaries
Fascism
Social Democrats
Autocracy
Mensheviks
Liberals
Totalitarianism
Radicals
Demagoguery
Proletariat
Recession
Duma
Depression
Bloody Sunday
Genocide
Holocaust
soviet
New Economic Plan
Five Year Plan
Ukrainian Famine
Red Army
White Army
peasant
serf
Nazi Party
Reichstag
coup
Beer Hall Putsch
Literary Terms
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secret police
Blackshirts
Brownshirts
SS
Gestapo
Enabling Act
Nuremburg Laws
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Kristallnacht
Mein Kampf
Weimar Republic
inflation
speculation
stocks
Locarno Pact
Kellogg-Briand Pact
Dawes Plan
Instructional Resources and Materials
Technology
Program / Text
Teacher Created
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