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MODERN WORLD HISTORY (SECONDARY) SELECTIVE UNIT 8 (S08) (Thematic Unit on Armed Conflict) (July 2015) Unit Statement: Revolutions, wars, and other forms of conflict are major parts of the history of the modern era. Rather than simply studying each revolution and war as individual events, students are asked to look for connections between these and draw conclusions about the causes of revolution and war, the factors which lead to success or loss, and the consequences of armed conflicts. This unit is designed to be opened early in the year, so that the student can consider the TSWs as each new armed conflict is introduced. The student should be asked to read primary source materials, including letters, journals, and speeches, as well as analyze poems, short stories, and art work, in conjunction with the essential units. It is a way to demonstrate to a student that the study of history is more than just the study of particular events and individuals. As the student considers a theme throughout the year, he/she will learn to recognize continuity and change over time. This is a required skill in AP World History and university-level history courses. If opened for the entire year, this unit should be opened as one period per week in the PBE system. E01, E04, E05 and E06 are especially relevant, but all Essential Units in the course deal with some dimensions of armed conflict. In some instances, a teacher may choose to open this unit following the study of all seven essential units. This may allow the student to review and synthesize everything they have studied in the course. At the conclusion of this unit, teachers may choose to provide a student with the experience of a “comprehensive final exam.” Essential Outcomes: (must be assessed for mastery) 1. The Student Will define teacher selected terms, including “revolution” and “war,” considering all the specific conflicts studied during this unit. 2. TSW compare armed conflicts across multiple regions within a single period. 3. TSW compare armed conflicts across multiple periods. 4. TSW identify continuities and changes in the motives, methods, and outcomes of various armed conflicts. 5. TSW create an original piece of work (essay, presentation, short story, poem, video, etc.) which demonstrates generalizations about the causes and consequences of armed conflicts. 50 QSI MODERN WORLD HISTORY SEC S08 Copyright © 1988-2015 Practiced/Ongoing Skills: (not assessed) 1. The Student Will initiate and participate effectively in a range of collaborative discussions. 2. TSW create and apply strategies for understanding assigned readings, determining or clarifying the meaning of unknown and multi-meaning words and phrases. 3. TSW consider the purposes, audiences, and points of view of primary source documents. 4. TSW develop and strengthen writing as needed by planning, revising, editing, and rewriting his or her work. Suggested Materials: Basic resource: Ellis, Elisabeth Gaynor and Anthony Esler. World History: The Modern Era. Boston: Pearson, 2014. Primary source documents describing motives, methods and outcomes of armed conflicts, including letters, journals and speeches, as well as poems, short stories and art work. Academic writing on the causes and consequences of war, such as excerpts of von Clausewitz’s “On War,” or Stoessinger’s Why Nations Go to War. Technology Links: Destiny WebPath Express (found in school library) Pearsonsuccessnet.com provides a wealth of material connected to each chapter of the text. There are many supplements and activities available for both teachers and students on this site. Access to this resources is included as part of the textbook license. History.com contains many readings, video clips, and full-length videos, free of charge. Crash Course World History is a series of 42 10-12 minute videos, which may be accessed through Khan Academy or YouTube, or purchased on DVD. These can provide quick overviews of a time period or serve as discussion starters over specific questions from a period. Suggested Assessment Tools and Strategies: 1) Teacher-generated or publisher provided tests and written assignments. 2) Teacher observation and student participation in classroom activities. 3) Continuity and Change Over Time or Comparison essays from The College Board or from AP World History test preparation books (TSW 2- 4). 4) Research report on the specific causes or impacts of elements related to revolution/war (TSW 5). 5) A short story or fictional journal in which the main character explores the way revolution/war has impacted his/her life (TSW 5). 6) A “final exam” requiring students to answer questions from across all of the essential units studied in conjunction with this unit, including terms, names, events, and/or theories. (TSW 1-4). 51 QSI MODERN WORLD HISTORY SEC S08 Copyright © 1988-2015 MODERN WORLD HISTORY Suggested Unit (S08) Rubric: Name _____________________________________Class________ Date _______________ • All TSW’s must be mastered for a ‘B’. • 4 of 5 ‘A’-level blocks should be met for an ‘A’. • Teachers may choose to use their own rubrics; however, all TSW’s must be assessed. Teachers should remember that even at the ‘B’ level, students are expected to be able to produce work independently or display engagement with the material. Copying a list or definition from a book should not be considered mastery of an outcome. To display mastery at the ‘A’ level, students are expected to exhibit higher order thinking skills. Students must independently assess, evaluate, interpret, or infer, rather than repeat a memorized response. The Student Will... ‘A’ LEVEL ‘B’ LEVEL define teacher selected terms, including “revolution” and “war,” considering all the specific conflicts studied during this unit. I generated my own definitions I defined the required of terms specified by the number of terms specified teacher, demonstrating their by the teacher. applicability to the events studied in the unit. compare armed conflicts across multiple regions within a single period. I indicated similarities and differences between specific events in armed conflicts in different regions at the same time, speculating on the reasons for the similarities and differences. I indicated similarities and differences between specific events in armed conflicts in different regions at the same time. compare armed conflicts across multiple periods. I indicated similarities and differences between specific events in armed conflicts across different periods, speculating on the reasons for the similarities and differences. I indicated similarities and differences between specific events in armed conflicts across different periods. identify continuities and changes in the motives, methods, and outcomes of various armed conflicts. I inferred reasons for the identified continuities and changes. I identified both continuities and changes in motives, methods and outcomes of armed conflicts. create an original piece of work (essay, presentation, short story, poem, video, etc.) which demonstrates generalizations about the causes and consequences of armed conflicts. I created an original work that demonstrated an understanding of the primary causes and multiple consequences that armed conflicts may produce. I created an original work that demonstrated at least one cause and one consequence of armed conflicts. 52 QSI MODERN WORLD HISTORY SEC S08 Copyright © 1988-2015 Notes