Download Pottsgrove School District Unit Planning Organizer Subject(s) Social

Pottsgrove School District
Unit Planning Organizer
Subject(s)
Grade/Course
Unit of Study
Dominant
Focus
Unit Type(s)
Pacing
Social Studies
Grade 10 World History
Cold War
Ideological competition for global power & influence between capitalist democracy & communist
dictatorship.
Topical
❑ Skills-based
X Thematic
Weeks: Three
Dates: 4/30 –
5/18
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
* 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.
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.
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.
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.
“Unwrapped” Concepts
(Students need to know)
List the identified
priority
standards from
Unwrap the priority standard by listing the
concepts and skills.
“Unwrapped” Skills
(Students need to be able
to do)
Bloom’s Taxonomy Levels
Identify the appropriate level(s) of
Bloom.
above.
8.1.W.B
Interpretation of Historical Events and
Resources
(e.g.Berlin Blockade, Nuclear Arms
Race, Glasnost)
- fact vs. opinion
- multiple perspectives
- cause and effect
8.4.W.A
8.4.W.C
Role of Groups and Individuals
(e.g. Gorbachev, Reagan, NATO, UN,
Warsaw Pact)
- social
- political
- cultural
- economic
Impacts of Continuity
belief systems & religions / social
organizations (SOCIAL)
(e.g. UN, European Union, NATO)
- impacts (then)
- impacts (today)
commerce & industry / technology
(ECONOMIC)
(e.g. European Economic Union, NASA)
- impacts (then)
- impacts (today)
politics & government (POLITICAL)
(e.g. Democracy, Communism,
Evaluate (interpretation of historical events and resources)
5Evaluating
Evaluate (role of groups and individuals on social, political,
cultural and economic development)
5Evaluating
Evaluate (impacts of continuity)
5Evaluating
Evaluate (impacts of change)
Authoritarianism)
- impacts (then)
- impacts (today)
physical & human geography
(GEOGRAPHY)
(e.g. Eastern Europe, Western Europe,
Third World)
- impacts (then)
- impacts (today)
Impacts of Change
belief systems & religions / social
organizations (SOCIAL)
(e.g. Communism, Capitalism,
Internationalism)
- impacts (then)
- impacts (today)
commerce & industry / technology
(ECONOMIC)
(e.g. Arms Race, Space Race)
- impacts (then)
- impacts (today)
politics & government (POLITICAL)
(e.g. Democracy, Communism,
Authoritarianism)
- impacts (then)
- impacts (today)
8.4.W.D
physical & human geography
(GEOGRAPHY)
(e.g. Nationalism, Ethnicity, Geopolitics)
- impacts (then)
- impacts (today)
Impact of Conflict Among Groups and
Organizations
(e.g. NATO, Warsaw Pact)
Evaluate (impact of conflict among groups and organizations)
Evaluate (impact of cooperation among groups and
5Evaluating
- impact (then)
- impact (today)
Impact of Cooperation Among Groups
and Organizations
(e.g. UN, Glasnost, Perestroika )
- impact (then)
- impact (today)
Essential Questions
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.
organizations)
Corresponding Big Ideas
Big ideas are what you want your students to discover on their own as a result
of instruction and learning activities.
Identify the Big Ideas for each corresponding essential question.
Identify the Essential Questions that will be used
The goal is for students to effectively be able to respond to the teacher’s
throughout this unit to focus your instruction and
essential questions with the big ideas, stated in their own words, by the end of
assessment. For consideration, ask yourself the
the unit.
following about each essential question:
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. The question hinges on who has power to either compel others (via authority), or
1. What ideas are worth dying for?
persuade them (via jingoistic propaganda). In the context of the Cold War, communist
2. What are you most motivated by in order to be
dictatorships (led by the USSR) forced its citizens to fight to defend and expand their
more productive?
3. To what extent are national “superpowers” good or ideology. Similarly, democratic capitalist nations (led by the US) did the same (via
nationalism, and militarism, combined with the draft). There is a distinction between
bad for human civilization? Explain.
compulsory government authority, and individual discretion. Ultimately, the question
4. Why is your choice of friends of supreme
becomes reduced to under what conditions an individual will fight for freedom (either in
importance?
obtaining it, or preserving it). There is also a question as to fighting for one’s own
liberty, vs. fighting for the liberty of others outside one’s nation - and to what degree.
However, the desire for the US and USSR to establish expanding spheres of influence
in competition with one another often renders the question moot, with the question
ultimately resolved by the opportunism of disaffected citizens under communist rule
reacting to domestic economic collapse and subsequent reform on the one hand, and
nationalism in the US on the other.
2. Answers will vary: money, benefits, job satisfaction. Lessons of the Cold War reveal
that a labor force can be coerced into productivity to a point of diminishing returns,
resulting in stagnant economic development. Free market nations, with adequate
government regulation and monitoring, allow individuals to seek what they are worth in
the marketplace, ultimately driving more macro economic growth, and individual
motivation.
3. Good: provides protection, pride & identity, and stability. Bad: can abuse their
citizens, and risk lives with wars of choice and imperialistic endeavors with power that is
either unchecked, or of limited accountability due to a government’s ability to mobilize
a citizenry with manipulation.
4. Your friends can either protect/empower/benefit you, or they can get you in to trouble
that might otherwise be avoidable. In the context of the Cold War, the decision to align
with the USSR, the US, or play one side against the other by pursuing nonalignment
can dictate whether you are more at risk for ideological war (inc. civil or global), or
serving a superpower as part of its sphere of influence in its global empire. Tensions
resulting from militarism (particularly in the context of growing nuclear arsenals) can
create a immense dissonance in balancing the potential benefits against the negatives
of alignment.
Common Assessments
Note to Curriculum Designers:
1.
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.
6.
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-, extendedresponse, and/or performance-based) and that coincide with learning progressions—the “building block chunks” of instruction.
Post Assessment:
Pre Assessment:
Informal Progress Monitoring Checks:
Plan for Instruction
Make connections between learning experiences and teaching strategies
Engaging Learning Experiences
(Authentic Performance Tasks)
●
Primary source document
analysis:
●
Text document (witness accounts)
●
Political Cartoons
●
Secondary source analysis
●
Text
●
Movie analysis & reflection
●
Webquest: Timeline
●
Crossword Puzzle Review
Unit Vocabulary
Tier 2
capitalism
communism
centralized (command) economy
decentralized (market) economy
Tier 3
Research-based Effective Teaching Strategies
●
●
●
●
Group Discussion
Think- Pair - Share
Graphic Organizer
Retrospective Analysis
Literary terms
glasnost
perestroika
arms race / mutually assured destruction
atomic bomb
autocracy
Berlin Wall
Brezhnev Doctrine
consumer goods
de-Stalinization
dissident
hydrogen bomb
ideology
industrial / military goods
Iron Curtain
Marshall Plan
NATO
nuclear weapons
Politburo
shock program
socialism
Soviet-Afghan War
Truman Doctrine
UN General Asembly
UN Security Council
United Nations
Warsaw Pact
Berlin Air Lift (1948 - 1949)
Cuban Missile Crisis (1962)
Czech Revolt (1968 - "Prague Spring")
Hungarian Revolt (1956)
Polish Solidarity (union) movement (1980)
Boris Yeltsin
Joseph Stalin
Josip Broz (Tito)
Leonid Brezhnev
Mikhael Gorbachev
Nikita Kruschev
oligarchs
Vladimir Putin
Chechnya
Eastern Europe
NATO nations
Soviet Republics
Soviet satellites
Western Europe
Yugoslavia
Instructional Resources and Materials
Program/Text
Technology
Teacher Created