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CURRICULUM GUIDE TAKS Review and Preview (11 Days) Essential Questions Essential Pre-requisite Skills What were the major events and issues that affected world history and what were their Using social studies skills to interpret and analyze information. (Grade 1 – Grade 9) Understanding political, social, and economic issues surrounding a historical event. effects? What were the major geographical influences on world history and what were their (Grade 1 – Grade 9) effects? What where the major social and economic issues and events that affected on world history and what where their effects? What were the major political influences on world history and what were their effects? How can social studies skills be used to analyze social studies information? The Teaching Plan Instructional Model & Teacher Directions The teacher will… So students can… See your campus TAKS Review Plan for details on processes and the 10th Grade TAKS RAP Resource CD for lessons and strategies Vocabulary: See the 10th Grade TAKS RAP Resource CD for vocabulary lists, lessons, and strategies. See the Student Review Guide on the TAKS RAP Resource CD Textbook Online Resources SAISD Social Studies Resource Evidence of Learning Differentiation What do you do for students who need further support? See the 10th Grade TAKS RAP Resource CD for vocabulary lists, lessons, and strategies. Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board Released TAKS Test Questions (See Resource CD) What do you do for students who master the learning quickly? See the 10th Grade TAKS RAP Resource CD for vocabulary lists, lessons, and strategies. SAISD © 2008-09 – Fourth Grading Period (Unit 1) World History Page 1 of 16 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – World History Unit of Study: Growth of Nationalism, World War I and the Russian Revolution CURRICULUM OVERVIEW Fourth Grading Period – Unit 2 Big Idea Unit Rationale Enduring Understandings During the 19th Century, many nations either began forming a more democratic form of government or gaining their independence. The growth of imperialism, militarism, nationalism and alliance systems would eventually lead to World War I. World War I was fought in Europe between 1914-1918. The Treaty of Versailles would eventually lead to World War II. Overarching Questions How would the political, economic and social structures define this era in history? What were the political, economic and social ramifications of World War I on Europe? What were the political, economic and social ramifications of the Russian Revolution? Why would the Treaty of Versailles lead to further conflict in Europe? Concepts TEKS At the turn of the century, Europe was in a constant state of change. Many nations unified under one government and a sense of nationalism began to sweep through Europe. Combined with Imperialism, militarism and alliances, the major European nations were poised for war. It was also during this time that one single event, the Russian Revolution, would set the stage for future tensions and conflict that would last until 1991. Lessons for this Unit □ □ Lesson 1: Growth of Nationalism Lesson 2 World War I and the Russian Revolution TEKS Specificity - Intended Outcome TEKS WH.1 History. The student understands traditional historical points of reference in world history. WH.1A. Identify the major eras in world history and describe their defining characteristics. WH.1B Identify changes that resulted from important turning points in world history such as the political revolutions of the 18th, 19th, and 20th centuries. WH.1C. Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. WH.1D. Explain the significance of the following dates: 1914-1918 TEKS WH.5 History. WH.5B Explain the political, economic, cultural, and technological influence of European expansion on both Europeans and non-Europeans, beginning in the 16th century. TEKS WH.7 History. The student understands the impact of political and economic imperialism throughout history. WH.7A Analyze examples of major empires of the world such as the Aztec, British, Chinese, French, Japanese, Mongol, and Ottoman empires. WH.7B Summarize effects of imperialism on selected societies. TEKS WH.8 History. The student understands causes and effects of major political revolutions since the 17th century. I CAN statements highlighted in yellow should be displayed for students. I can use my social studies information to better analyze and evaluate this era. (WH.1a, WH.1B, WH.1C, WH.5B, WH.7A, WH.7B, WH.8A, WH.8B, WH.8C, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A) Including, but not limited to: Understand and identify major eras in World History Identify and analyze turning points in history Analyze the conditions and events that caused Nationalism. Analyze the effects of imperialism. Evaluate the causes and effects of World War I. WH.8A Identify causes and evaluate effects of major political revolutions since the 17th century, including the English, American, French, and Russian revolutions. WH.8B Summarize the ideas from the English, American, French, and Russian revolutions concerning separation of powers, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism. WH.8C Evaluate how the American Revolution differed from the French and Russian revolutions, including its long-term impact on political developments around the world SAISD © 2008-09 – Fourth Grading Period (Unit 1) World History Page 2 of 16 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Skills TEKS WH.9 History WH.9A Identify and explain causes and effects of World Wars I and II, including the rise of Nazism/fascism in Germany, Italy, and Japan and the rise of communism in the Soviet Union. TEKS WH.15 Government. The student understands the historical antecedents of contemporary political systems. WH.15A Explain the impact of parliamentary and constitutional systems of government on significant world political developments. WH.15B Define and give examples of different political systems, past and present. WH.15C Explain the impact of American political ideas on significant world political developments. TEKS WH.17 Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. WH.17A Evaluate political choices and decisions that individuals, groups, and nations have made in the past, taking into account historical context, and apply this knowledge to the analysis of choices and decisions faced by contemporary societies. TEKS WH.11.Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. WH.11A Create thematic maps, graphs, charts, models, and databases representing various aspects of world history. WH.11B [Pose and] answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases. TEKS WH.12 Geography. The student understands the economic importance of, and issues related to, the location and management of key natural resources. WH.12C Interpret historical and contemporary maps to identify and explain geographic factors that have influenced people and events in the past. TEKS WH.25.Social Studies Skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. WH.25B [Locate and] use primary and secondary sources [such as computer software, databases, media and news services, biographies, interviews, and artifacts] to acquire information. WH.25C Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions. WH.25I Use appropriate mathematical skills to interpret social studies information such as maps and graphs. TEKS WH.26 Social Studies Skills. WH.26A Use social studies terminology correctly. WH.26B Use standard grammar, spelling, sentence structure, and punctuation. WH.26C Interprets [and create databases, research outlines, bibliographies, and] visuals including graphs, charts, timelines, and maps. WH.26D Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. I CAN statements highlighted in yellow should be displayed for students. I can use my social studies skills to collect, analyze and interpret information from a variety of sources in world history. (WH.11A, WH.11B, WH.12C, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) Including, but not limited to: Create thematic maps, charts, models and databases. Pose and answer questions about geographic distributions and patterns shown on maps, graphs, models, and databases. Interpret historical and contemporary maps to explain geographical influence on historical events. Use primary and secondary sources to interpret historical information. Use reading, writing and math skills to interpret historical information. Evidence of Learning □ □ □ Given information on the American Civil War, the student will analyze the political, economic, and social causes and effects of the Civil War with 80% accuracy. Given information on World War I, the student will analyze the political, economic, and social causes and effects of World War I with 80% accuracy. Given information on World War I, the student will analyze the political, economic, and social causes and effects of the Russian Revolution with 80% accuracy. SAISD © 2008-09 – Fourth Grading Period (Unit 1) World History Page 3 of 16 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. CURRICULUM GUIDE Lesson 1: Growth of Nationalism Essential Questions □ □ □ □ Essential Pre-requisite Skills How would the political, economic and social structures define this era in history? How would the unification of European nations lead to conflict? How did different nations expand their borders during this era? How would the process of unification of nations in Europe differ from each other? Knowing how governments are structured. (Grade 1 – Grade 9) □ Analyzing the events surrounding the American Civil War. (Grade 4 – Grade 8) □ Understanding how to interpret and analyze maps, charts and graphs. (Grade 1 – Grade 9) □ Comparing different types of governments during different periods of history. (Grade 4 – Grade 9) The Teaching Plan Instructional Model & Teacher Directions The teacher will… Use the textbook, Social Studies website and other materials to… Hook On the board, write the word “Patriotism” and have students list out as many words as they can associate with the word. Introduce the concept of “Nationalism” and model how to compare and contrast the two terms. Guided Practice Have students work in small groups to research the growth of nationalism in Germany, Italy, Russia, Austria-Hungary, the Ottoman Empire, and the Balkans. (WH.1A, WH.1B, WH.1C, WH.5B, WH.7A, WH.7B, WH.8A, WH.8B, WH.8C, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A) Have students continue to work in small groups. Demonstrate how to create a graphic organizer demonstrating the reasons for the growth of nationalism and the growth of democracies in the different nations. (WH.1A, WH.1B, WH.1C, WH.5B, WH.7A, WH.7B, WH.8A, WH.8B, WH.8C, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B) Model how to make a foldable that demonstrates the people and events that contributed to the development of nationalism and the growth of democracies in Europe. (WH.1A, WH.1B, WH.1C, WH.5B, WH.7A, WH.7B, WH.8A, WH.8B, WH.8C, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) Demonstrate how begin a graphic organizer like PERSIA to summarize the causes and effects of the nationalism and the growth of democracies in Europe. (WH.1A, WH.1B, WH.1C, WH.5B, WH.7A, WH.7B, WH.8A, WH.8B, WH.8C, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) Model how to utilize map skills to demonstrate the concept of Manifest Destiny in the United States. (WH.1A, WH.1B, WH.1C, WH.5B, WH.7A, WH.7B, WH.8A, WH.8B, WH.8C, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.11A, WH.11B, WH.12C) Discuss the issues, events, causes and effects associated with the American Civil War including slavery and states’ rights. (WH.1A, WH.1B, WH.1C, WH.5B, WH.7A, WH.7B, WH.8A, WH.8B, WH.8C, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) SAISD © 2008-09 – Fourth Grading Period (Unit 1) World History So students can… With a partner, list out the characteristics of “patriotism”. With a partner, create a compare and contrast graphic organizer demonstrating the similarities and differences between patriotism and nationalism. Write five sentences on whether or not you think nationalism when taken to the extreme can be dangerous. Individually, create a mental map of Europe during this era to demonstrate political boundaries that existed before World War I began. In small groups, use a Frayer’s Four Square graphic organizer to define the term “nationalism”. In small groups, create an organizational chart to demonstrate the concept of nationalism in Germany, Italy, Russia, Austria-Hungary, the Ottoman Empire, and the Balkans. Create a foldable that demonstrates the people and events that contributed to the growth of democracies and the development of nationalism in Europe. On the back of the foldable, write three summary statements that reflect the information on the foldable. With a partner, create a PERSIA chart on Germany, Italy, Russia, Austria-Hungary, the Ottoman Empire, and the Balkans in order to demonstrate the differences between the different nations. Use a blank outline map of the United States and mental mapping skills to demonstrate the growth of the United States from 1776 – 1853. With a partner, discuss the similarities between different nations in Europe and the United States during this period of time. Create a causal chain graphic organizer to demonstrate the causes of the American Civil War including issues surrounding territorial growth, slavery, and states rights. Create a timeline outlining the major places and events that took place during the American Civil War. Create a graphic organizer demonstrating the effects of the end of the Civil War including the 13th, 14th and 15th Amendments to the American Constitution. Page 4 of 16 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Model how to utilize map skills to demonstrate the concept of Imperialism during this era. (WH.1A, WH.1B, WH.1C, WH.5B, WH.7A, WH.7B, WH.8A, WH.8B, WH.8C, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.11A, WH.11B, WH.12C) Analyze the impact of the opening of the Suez Canal on world trade patterns. (WH.1A, WH.1B, WH.1C, WH.5B, WH.7A, WH.7B, WH.8A, WH.8B, WH.8C, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) Compare and contrast policies of European nations and the impact of these policies on colonies in Africa and Asia. (WH.1A, WH.1B, WH.1C, WH.5B, WH.7A, WH.7B, WH.8A, WH.8B, WH.8C, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) Have students predict how the growth of democracy, nationalism and imperialism changed the daily life of people throughout the world. . (WH.1A, WH.1B, WH.1C, WH.5B, WH.7A, WH.7B, WH.8A, WH.8B, WH.8C, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) Extension Demonstrate how to conduct research on Nationalism and Imperialism during this era. (WH.1A, WH.1B, WH.1C, WH.5B, WH.7A, WH.7B, WH.8A, WH.8B, WH.8C, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) Model how to create a non-linear presentation using a presentation system such as PowerPoint. (WH.1A, WH.1B, WH.1C, WH.5B, WH.7A, WH.7B, WH.8A, WH.8B, WH.8C, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) Vocabulary: Realpolitik Franco-Prussian War Otto Van Bismarck Kaiser William II Anarchist Nationalism Giuseppe Garibaldi Emancipation Pogrom Duma Isolationism Victorian Age Free trade Suffrage Reform Napoleon III SAISD © 2008-09 – Fourth Grading Period (Unit 1) Use a blank outline map to demonstrate the major European colonial empires and their areas of influence during this period of time. Using a blank outline map of the Mediterranean Sea / Southwest Asia, label the major nations during this era, major land and water forms, and the Suez Canal. On the back of the map write three effects that the Suez Canal would have politically, economically, and socially in the region. With a partner, discuss the policies that the European nations used on their territories. Determine whether or not these practices were fair to the occupied lands. Write four predictions on how the occupied territories will do after thirty years of occupation. With a partner, discuss the implications and effects of European Imperialism especially on areas such as Africa, Southwest Asia and Southeast Asia. Create a chart analyzing the effects of European Imperialism in Africa, With a partner, create a non-linear presentation to discuss and analyze the growth of nationalism, democracies and imperialism in nations such as Germany, Italy, Russia, Austria-Hungary, the Ottoman Empire, and the Balkans. Resources Manifest Destiny States rights Nullification Civil War 1861-1865 Imperialism colony missionary protectorate sphere of influence Suez Canal Westernization Sphere of Influence Berlin Conference Suez Canal Opium War Boxer Uprising Textbook: Prentice Hall – World History: Connections to Today – Chapters 23 – 26 (Summary) District Resources Print Resources □ World Almanac □ Globe Internet Resources □ TEA - SSC □ SAISD – Social Studies □ Google Earth Media Resources □ PowerMedia Plus World History Page 5 of 16 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Evidence of Learning Differentiation Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board What do you do for students who need extra support? Make a foldable that explains the influence of parliamentary government, the rule of law, and individualism on the early modern period of Europe. Construct an illustrated time line of key events in the development of parliamentary and democratic government in England. What do you do for students who master the learning quickly? Conduct research on the different civil wars/revolutions during this era and create a presentation showing the similarities and differences between them. SAISD © 2008-09 – Fourth Grading Period (Unit 1) World History Page 6 of 16 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. CURRICULUM GUIDE Lesson 2: World War I & Russian Revolution Essential Questions □ □ Essential Pre-requisite Skills What were the political, economic and social causes and effects of World War I? What were the political, economic and social causes and effects of the Russian Revolution? Knowing how governments are structured. (Grade 1 – Grade 9) □ Understanding how to interpret and analyze maps, charts and graphs. (Grade 1 – Grade 9) □ Comparing different types of governments during different periods of history. (Grade 4 – Grade 9 The Teaching Plan Instructional Model & Teacher Directions The teacher will… Use the textbook, Social Studies website and other materials to… Hook Use the World War I website listed to read excerpts to describe life in the trenches. (http://www.firstworldwar.com/features/trenchlife.htm) Discuss with students the conditions of trench warfare during World War I. (WH.1A, WH.1B, WH.1C, WH.1D, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) Guided Practice explain the causes of and the political events that preceded World War I. (WH.1A, WH.1B, WH.1C, WH.1D, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) explain the significance of the years 1914-1918 in world history. (WH.1A, WH.1B, WH.1C, WH.1D, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) construct and interpret a timeline on the events related to World War I, its background, and its aftermath. (WH.1A, WH.1B, WH.1C, WH.1D, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) use geographic tools like maps, graphs, and charts to collect, analyze, and interpret data on World War I and its background. (WH.1A, WH.1B, WH.1C, WH.1D, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) use primary and secondary sources to describe experiences of soldiers in World War I. (WH.1A, WH.1B, WH.1C, WH.1D, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) analyze national interests, the peace-making process, and the compromises in and effects of the Treaty of Versailles. (WH.1A, WH.1B, WH.1C, WH.1D, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) examine the contributions of significant individuals such as Vladimir Lenin and Woodrow Wilson to world history. (WH.1A, WH.1B, WH.1C, WH.1D, 8A, 8B, 8C, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) explain the impact of communism on Russia during and after World War I. (WH.1A, WH.1B, WH.1C, WH.1D, 8A, 8B, 8C, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) Independent Practice compare and contrast the Russian Revolution with the American Revolution and their long-term impact on political developments in the world. (WH.1A, WH.1B, WH.1C, WH.1D, 8A, 8B, 8C, WH.9A, SAISD © 2008-09 – Fourth Grading Period (Unit 1) World History So students can… After listening to several oral histories, create a short diary entry to describe life as a soldier in the trenches during this time. Share the story with a partner and write five reflective statements on how life on the battlefront was like. Create a foldable outlining the four main causes of World War I (MAIN). On the back of the foldable, answer the question, “Could War have been avoided between the European Powers?” Using various available sources, create a timeline outlining the major events that occurred during World War I. Create a foldable outlining the major people, places, new technology and events that occurred during World War I. Using a blank outline of Europe, label the major physical features, nations, cities and major events that occurred during this time period. With a partner, find different Oral Histories online that give the point of view from the soldiers who fought during World War I. With a partner, create a chart demonstrating the casualties of the major nations from World War I. Using the Treaty of Versailles, outline the major points of the treaty. With a partner, determine whether or not the Treaty, in your opinion, was fair or not to the Allied Powers. Create a webbing diagram demonstrating the characteristics and accomplishments of Lenin and Wilson. Write three summary statements for each of the leaders evaluating the impact of their leadership on world history. Create a cause and effect foldable demonstrating the impact of the development of communism on Russia during and after World War I. Write three statements discussing the future impact of communism on Russia and the world. Create a compare and contrast chart demonstrating the similarities and differences between the Russian Revolution and the American Revolution including reasons for the revolution, leaders of the revolution Page 7 of 16 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) Extension explain the role of citizens in the Soviet Union in the early 20th century. (WH.1A, WH.1B, WH.1C, WH.1D, 8A, 8B, 8C, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) Vocabulary: militarism nationalism entente Triple Entente Triple Alliance ultimatum stalemate trench warfare U-boat Convoy total war and effects of the revolution. At the bottom of the compare and contrast chart, list out the roles of a Soviet citizen versus the roles of American citizens during the early 20th century. Resources Textbook: Prentice Hall – World History: Connections to Today – Chapters 27 - 28 conscription propaganda armistice self-determination Fourteen Points Treaty of Versailles Reparations Russian Revolution proletariat soviet command economy totalitarian state District Resources Print Resources □ World Almanac □ Globe □ Treaty of Versailles Internet Resources □ TEA - SSC □ SAISD – Social Studies □ Google Earth Media Resources □ PowerMedia Plus Evidence of Learning Differentiation College-Readiness Interims/TAKS/Benchmarks What do you do for students who need extra support? Make an illustrated graphic organizer highlighting the main events and major leaders during World War I. Anticipated Skills for SAT/ACT/College Board Conduct the DBQ lesson “What were the Causes for World War I?” What do you do for students who master the learning quickly? Create a photostory movie using photographs from World War I both at the home front and the war front to demonstrate life during World War I. SAISD © 2008-09 – Fourth Grading Period (Unit 1) World History Page 8 of 16 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – World History Unit of Study: Between Wars & World War II CURRICULUM OVERVIEW Fourth Grading Period – Unit 3 Big Idea Unit Rationale Enduring Understandings The Treaty of Versailles would set Europe and the rest of the world up for another world conflict. Most of the world was thrown into an economic crisis following World War I. The growth of nationalism, fascism and alliance systems would eventually lead to World War II. World War II was fought in Europe and the Pacific between 1938-1945. Overarching Questions Why would fascism take a hold within Europe? How would World War I motivate many other nations to want self-government? At the turn of the century, Europe was in a constant state of change. Many nations unified under one government and a sense of nationalism began to sweep through Europe. Combined with Imperialism, militarism and alliances, the major European nations were poised for war. It was also during this time that one single event, the Russian Revolution, would set the stage for future tensions and conflict that would last until 1991. Concepts TEKS Lesson 1: Between Wars and World War II TEKS Specificity - Intended Outcome TEKS WH.1 History. The student understands traditional historical points of reference in world history. WH.1A. Identify the major eras in world history and describe their defining characteristics. WH.1B Identify changes that resulted from important turning points in world history such as the political revolutions of the 18th, 19th, and 20th centuries. WH.1C. Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. WH.1D. Explain the sigificance of the following dates: 1938-1945 TEKS WH.9 History. The student understands the impact of totalitarianism in the 20th century. WH.9A Identify and explain causes and effects of World Wars I and II, including the rise of Nazism/fascism in Germany, Italy, and Japan and the rise of communism in the Soviet Union. WH.9B Analyze the nature of totalitarian regimes in China, Nazi Germany, and the Soviet Union. TEKS WH.10 History. The student understands the influence of significant individuals of the 20th century. WH.10A Analyze the influence of significant individuals such as Winston Churchill, Adolf Hitler, and Mao Zedong on political events of the 20th century. WH.10B Analyze the influence of significant social and/or religious leaders such as Mohandas Gandhi, Pope John Paul II, Mother Teresa, and Desmond Tutu on events of the 20th century. TEKS WH.15 Government. The student understands the historical antecedents of contemporary political systems. WH.15A Explain the impact of parliamentary and constitutional systems of government on significant world political developments. WH.15B Define and give examples of different political systems, past and present. WH.15C Explain the impact of American political ideas on significant world political developments. TEKS WH.17 Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. WH.17A Evaluate political choices and decisions that individuals, groups, and nations have made in the past, taking into account historical context, and apply this knowledge to the analysis of choices and decisions faced by contemporary societies. SAISD © 2008-09 – Fourth Grading Period (Unit 1) Lessons for this Unit □ World History I CAN statements highlighted in yellow should be displayed for students. I can use my social studies information to better analyze and evaluate this era. Including, but not limited to: Understand the major events and people that had a major influence on world history during this era. Explain the effects of World War I and the causes for World War II. Analyze the characteristics of totalitarian regimes in Germany, Italy, Japan and the Soviet Union. Analyze the influence that one person can have on historic events. Explain the impact of American political ideas and the influence of democratic forms of government on world history. Explain the importance of the years 1938-1945. Evaluate the effects of World War II on world history. Evaluate the effects of political choices that people and governments make on other communities. Analyze the the historical development of human rights. Page 9 of 16 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Skills TEKS WH.18 Citizenship. The student understands the historical development of significant legal and political concepts, including ideas about rights , republicanism, constitutionalism, and democracy. WH.18C Identify examples of political, economic, and social oppression and violations of human rights throughout history. WH.18D Assess the degree to which human rights and democratic ideals and practices have been advanced throughout the world during the 20th century. TEKS WH.11.Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. WH.11A Create thematic maps, graphs, charts, models, and databases representing various aspects of world history. WH.11B [Pose and] answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases. TEKS WH.12 Geography. The student understands the economic importance of, and issues related to, the location and management of key natural resources. WH.12C Interpret historical and contemporary maps to identify and explain geographic factors that have influenced people and events in the past. TEKS WH.25.Social Studies Skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. WH.25B [Locate and] use primary and secondary sources [such as computer software, databases, media and news services, biographies, interviews, and artifacts] to acquire information. WH.25C Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions. WH.25I Use appropriate mathematical skills to interpret social studies information such as maps and graphs. TEKS WH.26 Social Studies Skills. WH.26A Use social studies terminology correctly. WH.26B Use standard grammar, spelling, sentence structure, and punctuation. WH.26C Interprets [and create databases, research outlines, bibliographies, and] visuals including graphs, charts, timelines, and maps. WH.26D Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. I CAN statements highlighted in yellow should be displayed for students. I can use my social studies skills to collect, analyze and interpret information from a variety of sources in world history. Including, but not limited to: Create thematic maps, charts, models and databases. Pose and answer questions about geographic distributions and patterns shown on maps, graphs, models, and databases. Interpret historical and contemporary maps to explain geographical influence on historical events. Use primary and secondary sources to interpret historical information. Use reading, writing and math skills to interpret historical information. Evidence of Learning □ □ □ Given information on the era between the wars, the student will evaluate the global effects of an economic depression on the global economy with 80% accuracy. Given information on the era between the wars, the student will analyze the political, economic, and social causes of World War II with 80% accuracy. Given information on World War II, the student will evaluate the social, political and economic effects of World War II with 80% accuracy. SAISD © 2008-09 – Fourth Grading Period (Unit 1) World History Page 10 of 16 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. CURRICULUM GUIDE Lesson 1: Between Wars and World War II Essential Questions □ □ □ □ □ □ Essential Pre-requisite Skills How would the political, economic and social structures define this era in history? How would World War I lead to nations around the world desire self-government? Why would the Treaty of Versailles lead to another world war? Why were nations willing to appease Hitler? What were the social, economic and political causes and ramifications of World War II? Was the United States justified in using atomic weapons against Japan? Knowing how governments are structured. (Grade 1 – Grade 9) □ Understanding how to interpret and analyze maps, charts and graphs. (Grade 1 – Grade 9) □ Comparing different types of governments during different periods of history. (Grade 4 – Grade 9) □ Analyzing people and events of World War II (Grade 5 – Grade 7) The Teaching Plan Instructional Model & Teacher Directions The teacher will… Use the textbook, Social Studies website and other materials to… Hook On the board or overhead, write «World War II» and give the students 30 seconds to write as many words as possible with people, places and events that they can associate with World War II. (WH.1A, WH.1B, WH.1C, WH.9A, WH.9B, WH.10A, WH.10B, WH.15A, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) Guided Practice construct and interpret a time line on key events related to the years between the two world wars. (WH.1A, WH.1B, WH.1C, WH.9A, WH.9B, WH.10A, WH.10B, WH.15A, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) analyze the impact of the world-wide depression on national politics and economies in the 1930s. (WH.1A, WH.1B, WH.1C, WH.9A, WH.9B, WH.10A, WH.10B, WH.15A, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) explain the reasons for the rise of dictatorships in Germany, Italy, Japan, and the Soviet Union. (WH.1A, WH.1B, WH.1C, WH.1D, WH.9A, WH.9B, WH.10A, WH.10B, WH.15A, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) explain totalitarianism using Nazi Germany or the Soviet Union as an example. (WH.1A, WH.1B, WH.1C, WH.1D, WH.9A, WH.9B, WH.10A, WH.10B, WH.15A, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) assess the violations of human rights and the advancement of human rights and democratic ideals and practices during the years between the two world wars. (WH.1A, WH.1B, WH.1C, WH.9A, WH.9B, WH.10A, WH.10B, WH.15A, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) explain the significance of the years 1939-1945 in world history. (WH.1A, WH.1B, WH.1C, WH.1D, WH.9A, WH.9B, WH.10A, WH.10B, WH.15A, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) interpret historical maps to explain the geographic factors that influenced people and events related to World War II. (WH.1A, WH.1B, WH.1C, WH.9A, WH.9B, WH.10A, WH.10B, WH.15A, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) SAISD © 2008-09 – Fourth Grading Period (Unit 1) World History So students can… Individually, write as many people, places and events that are associated with World War II. With a partner, compare lists and add characteristics. create an accordian timeline demonstrating the events that occurred from 1918 – 1938. Write three summary statements analyzing the events that occurred during those 20 years and the possible impact of these events. create a graphic organizer demonstrating the effects of a global depression economically, politically and socially. On the back of the graphic organizer, answer the question, «How did the Treat of Versailles set the stage for World War II?» create a foldable comparing and contrasting the rise of dictatorships in Germant, Italy, Japan and the Soviet Union. create a graphic organizer that summarizes the types of government that existed in the United States, Great Britain, France, Germany, Italy, Japan, and the Soviet Union in the late 1930s and then make a generalization about governments in the 1930s. With a partner, create a human rights pamphlet demonstrating the violations committed during the years 1918-1938. Add to the timeline the years 1938-1945 outlining the major events during this time period. Using an outline map of Europe and an outline map of the Pacific region, label the major physical and political features during this time period. Label the major areas of conflict during this time period. On the back of one of the maps, list out the major geographical obstacles that would define events during World War II. Page 11 of 16 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. explain the causes, turning points, and effects of World War II. (WH.1A, WH.1B, WH.1C, WH.9A, WH.9B, WH.10A, WH.10B, WH.15A, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) examine the Holocaust as an example of political, economic, and social oppression and a violation of human rights. (WH.1A, WH.1B, WH.1C, WH.9A, WH.9B, WH.10A, WH.10B, WH.15A, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) use primary source readings on the decision to drop the atomic bomb on Hiroshima. (WH.1A, WH.1B, WH.1C, WH.9A, WH.9B, WH.10A, WH.10B, WH.15A, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) Independent Practice examine the impact of individuals such as Winston Churchill and Adolf Hitler on political events of the 20th century. (WH.1A, WH.1B, WH.1C, WH.9A, WH.9B, WH.10A, WH.10B, WH.15A, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) Extension Conduct the U.S. History Mini DBQ, «Why did the Japanese Bomb Pearl Harbor?» Vocabulary: nationalism nationalization apartheid civil disobedience disarmament depression general strike surrealism abstract art totalitarianism fascism Nazism concentration camp appeasement Holocaust concentration camp genocide blitzkrieg collaborator island-hopping kamikaze atomic bomb on the timeline, highlight the turning points of World War II. Create a cause and effect chart outlining the effects of World War II. with a partner, add to the human rights pamphlet an assesment of the advancement of human rights and democratic ideals and practices throughout the world during World War II. discuss whether the atomic bomb should have been dropped on Japan to end World War II. Create a booklet that debates the reasons for the atomic bomb and whther or not the United States was justified on using it against Japan. create a biography web showing the impact and characteristics of Churchill and Hitler. Select one and write a persuasive speech on which of the two had the greatest impact on world history giving a full explanation why. See Lesson Plan for Details Resources Textbook: Prentice Hall – World History: Connections to Today – Chapters 29-31 District Resources Print Resources □ World Almanac □ Globe □ Internet Resources □ TEA - SSC □ SAISD – Social Studies □ Google Earth Media Resources □ PowerMedia Plus Evidence of Learning Differentiation College-Readiness Interims/TAKS/Benchmarks What do you do for students who need extra support? Make a graphic organizer outlining the people, places and events that occurred during this time period. Anticipated Skills for SAT/ACT/College Board What do you do for students who master the learning quickly? Create a multimedia presentaion outlining the people, places and events during this time period. SAISD © 2008-09 – Fourth Grading Period (Unit 1) World History Page 12 of 16 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – World History Unit of Study: The World Since 1945 CURRICULUM OVERVIEW Fourth Grading Period – Unit 4 Big Idea Unit Rationale Enduring Understandings After World War II, control for global influence would cause economic, political and social conflicts between the Soviet Union and the United States. Overarching Questions What were the worldwide political, social and economic causes and effects of the Cold War? How has the world changed politically, economically and socially since the end of the Cold War? After the end of World War II, a new conflict would arise between the different ideologies of Communism (Soviet Union) and Democracy (United States). This difference would lead to the Cold War that although a war never occurred directly between the two nations, control for global influence would influence world events for the next 50 years. Lessons for this Unit □ Concepts TEKS Lesson 1: The World Since 1945 TEKS Specificity - Intended Outcome TEKS WH.1 History. The student understands traditional historical points of reference in world history. WH.1A. Identify the major eras in world history and describe their defining characteristics. WH.1C. Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. TEKS WH.8 History. The student understands causes and effects of major political revolutions since the 17th century. WH.8D Summarize the significant events related to the spread and fall of communism, including worldwide political and economic effects. TEKS WH.9 History. The student understands the impact of totalitarianism in the 20th century. WH.9A Identify and explain causes and effects of World Wars I and II, including the Cold War. WH.9B Analyze the nature of totalitarian regimes in China and the Soviet Union. TEKS WH.14 Economics. The student understands the historic origins of contemporary economic systems. WH.14C Compare the relationships between and among contemporary countries with differing economic systems. TEKS WH.15 Government. The student understands the historical antecedents of contemporary political systems. WH.15B Define and give examples of different political systems, past and present. WH.15C Explain the impact of American political ideas on significant world political developments. WH.15D Apply knowledge of political systems to make decisions about contemporary issues and events. I CAN statements highlighted in yellow should be displayed for students. I can use my social studies information to better analyze and evaluate this era. Including, but not limited to: Understand the social, political and economic characteristics of this time period. Sequencing of the major world events during this time period. Understanding and analyzing the political, economic and social causes and effects of the Cold War. Analyze the forms of government found in China and the Soviet Union during this time period. Compare and contrast differing economic systems during this time period. Analyzing the influence of American political ideals during this time period. Evaluating the concept of human rights during this era. Analyzing the roles of women and children during this era. Identify and analyze the effects of expanding technology and scientific discoveries since World War II. TEKS WH.18 Citizenship. The student understands the historical development of significant legal and political concepts, including ideas about rights , republicanism, constitutionalism, and democracy. WH.18C Identify examples of political, economic, and social oppression and violations of human rights throughout history, including politically motivated mass murders in Cambodia, China, and the Soviet Union. WH.18D Assess the degree to which human rights and democratic ideals and practices have been advanced throughout the world during the 20th century. SAISD © 2008-09 – Fourth Grading Period (Unit 1) World History Page 13 of 16 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Skills TEKS WH.20 Culture. The student understands the relationship between the arts and the times during which they were created. WH.20A Identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures. WH.20B Analyzes examples of how art, architecture, literature, music, and drama reflect the history of cultures in which they are produced. WH.20C Identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes. TEKS WH.21 Culture. The student understands the roles of women, children, and families in different historical cultures. WH.21A Analyze the specific roles of women, children, and families in different historical cultures. WH.21B Describe the political, economic, and cultural influence of women in different historical cultures. TEKS WH.24 Science, technology, and society. The student understands connections between major developments in science and technology and the growth of industrial economies and societies in the 18th, 19th, and 20th centuries. WH.24B Describe the connection between scientific discoveries and technological innovations and new patterns of social and cultural life in the 20th century, such as developments in transportation and communication that affected social mobility. WH.24C Identify the contributions of significant scientists and inventors such as Marie Currie, Albert Einstein, and Louis Pasteur. TEKS WH.11.Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. WH.11A Create thematic maps, graphs, charts, models, and databases representing various aspects of world history. WH.11B [Pose and] answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases. TEKS WH.12 Geography. The student understands the economic importance of, and issues related to, the location and management of key natural resources. WH.12C Interpret historical and contemporary maps to identify and explain geographic factors that have influenced people and events in the past. TEKS WH.25.Social Studies Skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. WH.25B [Locate and] use primary and secondary sources [such as computer software, databases, media and news services, biographies, interviews, and artifacts] to acquire information. WH.25C Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions. WH.25I Use appropriate mathematical skills to interpret social studies information such as maps and graphs. TEKS WH.26 Social Studies Skills. WH.26A Use social studies terminology correctly. WH.26B Use standard grammar, spelling, sentence structure, and punctuation. WH.26C Interprets [and create databases, research outlines, bibliographies, and] visuals including graphs, charts, timelines, and maps. WH.26D Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. I CAN statements highlighted in yellow should be displayed for students. I can use my social studies skills to collect, analyze and interpret information from a variety of sources in world history. Including, but not limited to: Create thematic maps, charts, models and databases. Pose and answer questions about geographic distributions and patterns shown on maps, graphs, models, and databases. Interpret historical and contemporary maps to explain geographical influence on historical events. Use primary and secondary sources to interpret historical information. Use reading, writing and math skills to interpret historical information. Evidence of Learning □ □ Given information on political, economic and social conditions since World War II, the student will analyze the causes and effects of the Cold War with 80% accuracy. Given information on the development of new technologies and the expansion of scientific discoveries, the student will analyze the impact of these innovations on world history with 80% accuracy. SAISD © 2008-09 – Fourth Grading Period (Unit 1) World History Page 14 of 16 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. CURRICULUM GUIDE Lesson 1: The World Since 1945 Essential Questions □ □ What were the worldwide political, social and economic causes and effects of the Cold War? How has the world changed politically, economically and socially since the end of the Cold War? Essential Pre-requisite Skills □ □ □ Knowing how governments are structured. (Grade 1 – Grade 9) Understanding how to interpret and analyze maps, charts and graphs. (Grade 1 – Grade 9) Comparing different types of governments during different periods of history. (Grade 4 – Grade 9) The Teaching Plan Instructional Model & Teacher Directions The teacher will… Use the textbook, Social Studies website and other materials to… Hook Have students create a list of devices that they use on a daily basis that they feel they cannot live without. (WH.1A, WH.1B, WH.8D, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) Demonstrate how to conduct research on when these devices were developed. (WH.1A, WH.1B, WH.8D, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) Guided Practice Outline major events that have occurred in world history since 1945. (WH.1A, WH.1B, WH.8D, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) summarize recent contributions in science and technology to world history. (WH.1A, WH.1B, WH.8D, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) analyze the causes of the Cold War, Korea, and Vietnam and their social, political, and economic impact on world history. (WH.1A, WH.1B, WH.8D, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) examine the role of the USSR as a technological power, the failure of the communist economic system, and the triumph of capitalism over communist ideological beliefs. (WH.1A, WH.1B, WH.8D, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) examine the political, economic, and cultural influences of women and families in contemporary societies. (WH.1A, WH.1B, WH.8D, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) examine the influence of individuals such as Mao Zedong, Mohandes Gandhi, Mother Teresa, Desmond Tutu, Winston Churchill and Pope John Paul II on political and social events in the 20th century. (WH.1A, WH.1B, WH.8D, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) summarize the role of the United Nations, its alliances, and “peace-keeping” missions. (WH.1A, WH.1B, WH.8D, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) Independent Practice discuss the role the United States should play in keeping global peace in the 21st century. (WH.1A, WH.1B, WH.8D, WH.9A, WH.15A, WH.15B, WH.15B, WH.15C, WH.17A, WH.25B, WH.25C, SAISD © 2008-09 – Fourth Grading Period (Unit 1) World History So students can… With a partner, create a list of “modern conveniences” that you feel you cannot live without. Conduct research on when these innovations were developed and/or created. Create a timeline to demonstrate when these innovations were developed and where they were developed. construct and interpret a timeline of events related to the Cold War and the history of Europe and North America since 1945. Create a chart outlining the major innovations in science and technology since 1945. Analyze each contribution on its impact on society politically, socially or economically. Create compare and contrast charts showing the causes, events and effects of the Cold War, the Korean War and the Vietnam War. For each conflict, list out the political, economic and social effects that these conflicts had on different parts of the world. Create a graphic organizer showing the role of the USSR’s technology especially in competition with the United States. Create a cause and effect graphic organizer to demonstrate the failure of the communist economic system in the Soviet Union. Create a booklet with a partner that describes and analyzes the contributions of selected women from around the world. With a partner, create a “Hall of Fame” that outlines and analyzes the roles and influence of individuals such as Mao Zedong, Mohandes Gandhi, Mother Teresa, Desmond Tutu, Winston Churchill and Pope John Paul II on political and social events in the 20th century. Conduct research on the United Nations and create a list to include its various sub-organizations and its various peacekeeping missions since it began after World War II. On the back of the chart, answer the following question: “Has the United Nations fulfilled its mission to keep the world at peace?” With a partner, create a charter on the expectations for the United Nations for the upcoming century. Page 15 of 16 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. WH.25I, WH.26A, WH.26B, WH.26C, WH.26D) Vocabulary: Cold War containment satellite Korean War Berlin Wall Vietnam Conflict superpower market economy command economy interdependence détente terrorism command economy commune kibbutz desalination apartheid agribusiness liberation theology Resources Textbook: Prentice Hall – World History: Connections to Today – Chapters 32 - 37 District Resources Print Resources □ World Almanac □ Globe Internet Resources □ TEA - SSC □ SAISD – Social Studies □ Google Earth Media Resources □ PowerMedia Plus Evidence of Learning Differentiation College-Readiness Interims/TAKS/Benchmarks What do you do for students who need extra support? Make a graphic organizer demonstrating the major people, places and events during this time period. Create a wall timeline showing the major events and scientific discoveries during this time period. Anticipated Skills for SAT/ACT/College Board What do you do for students who master the learning quickly? Create a multimedia presentation outling either the growth of technology since 1945 or major events that occurred during the Cold War. SAISD © 2008-09 – Fourth Grading Period (Unit 1) World History Page 16 of 16 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
