Download Unit Topic: Georgia Literature Grade: 8th Subject: Language Arts

Unit Topic: Age of Anxiety
Grade: 9 Subject: World/Advanced World History
Dates: 12/1-5
Teachers: Kitchens/Richards
GPS and Elements
Addressed
What students should
KNOW/DEMONSTRATE
SSWH17 The
student will be able
to identify the
major political and
economic factors
that shaped world
societies between
World War I and
World War II.
b. Determine the
causes and results of
the Russian
Revolution from the
rise of the Bolsheviks
under Lenin to
Stalin’s First Five
Year Plan.
SSWH17 The
student will be able
to identify the
major political and
economic factors
that shaped world
societies between
World War I and
World War II.
a. Examine the
influence of Albert
Einstein on science,
Sigmund Freud on
social thinking and
Pablo Picasso on art.
SSWH17 The
student will be able
to identify the
major political and
economic factors
that shaped world
societies between
World War I and
World War II.
c. Describe the rise of
fascism in Europe
and Asia by
comparing the
policies of Benito
Lenin starts the Russian Revolution during
World War I as leader of the Bolsheviks.
The Romanov dynasty was destroyed.
The Soviet Union becomes the first
Communist country of the world.
Stalin takes over after Lenin’s death and
begins the Five Year Plans to industrialize the
Soviet Union.
Key Vocab: Russian Revolution; Bolsheviks;
communism; Lenin; Stalin; Five Year Plans
Einstein, Freud and Picasso exemplify the
culture shock and disillusion of the world
population following World War I.
What students
should
BE ABLE TO
DO
Identify the main
characters of the
Russian
Revolution.
Describe the
causes and effects
of the Russian
Revolution,
including
transition to
Communism and
death of the
Romanovs.
Describe the
causes and effects
of the Five Year
Plans.
List major
accomplishments
of Freud, Einstein
and Picasso.
Key Vocab: Einstein; Freud; Picasso
Totalitarianism, as exemplified by
communism, fascism and militarism, arise
throughout the world following World War I.
Various Asian areas undergo a strong
nationalist tendency during the interwar
period, including China, Turkey, and India.
Totalitarianism leads to complete control of a
group’s public and private life, different from
authoritarians that only control public life. It
also implies a police state—COMPLETE
control. Russia, Germany, and Italy all
undergo such governments.
Students should
be able to
describe how
Mussolini and
Hitler took
power, and how
these men as well
as Hirohito led to
increasing
totalitarian
governments.
Analyze the
reasons why Sun
Evidence
 Create graphic
organizer
demonstrating
the causes and
effects of the
Russian
Revolution.
 Reading
analysis:
“Bloody
Sunday”
Document
 Test Questions
 Test Questions
 Writing Prompt:
Mock Interview
with Einstein,
Freud, or
Picasso.
 Test Questions
 Graphic
Organizer
Creation:
Nationalist
Leaders Post
WWI
 Group
Discussion:
reasons for rise
of totalitarian
powers, tie in rise
of kingship from
Mussolini in Italy,
Adolf Hitler in
Germany, and
Hirohito in Japan.
d. Analyze the rise of
nationalism as seen
in the ideas of Sun
Yat Sen, Mustafa
Kemal Ataturk, and
Mohandas Gandhi.
e. Describe the nature
of totalitarianism and
the police state that
existed in Russia,
Germany, and Italy
and how they differ
from authoritarian
governments.
SSWH17 The
student will be able
to identify the
major political and
economic factors
that shaped world
societies between
World War I and
World War II.
f. Explain the
aggression and
conflict leading to
World War II in
Europe and Asia;
include the Italian
invasion of Ethiopia,
the Spanish Civil
War, the Rape of
Nanjing in China,
and the German
annexation of the
Sudetenland.
SSWH18 The
student will
demonstrate an
understanding of
the global political,
economic, and social
impact of World
War II.
a. Describe the major
conflicts and
outcomes; include
Key Vocab: fascism; totalitarianism;
Mussolini; Hitler; Hirohito; militarism;
nationalism; Sun Yat Sen; Mustafa Kemal
Ataturk; Mohandas Gandhi; police state
Steps of aggression led to World War 2. As
Germany, Italy, and Japan became more
aggressive, they realized that the international
community would do nothing to oppose them.
Students will identify and explain the
significance of major battles of World War II.
Yat Sen, Ataturk,
and Gandhi lead
nationalist
movements in
China, Turkey,
and India.
first unit
(provides
comfort and
answers to
questions).
 Writing Prompt:
Compare and
contrast
governments
such as
absolutists to the
totalitarian
governments of
Russia, Germany
and Italy.
Students will
understand how
steps of
aggression led to
World War II.
 Test Questions
 Research Project:
Students will
complete an
independent/pair
ed project on one
of the major
personages of the
interwar period,
major events
leading to WW2,
a major WW2
battle, or one of
the post-WW2
policies.
 Creation of
Graphic
Organizer:
World War
II/Post-War
Policies
following
presentations.
 Reading analysis
of Holocaust
documents and
discussion of
Nazi Holocaust
policy.
Identify and
explain the
Policies of racial superiority and need for land significance of
and wealth led to the Holocaust.
major battles of
World War II.
The US, UK, and USSR ally following the
invasion of the USSR by Nazi Germany and
Explain the
the Japanese attack on Pearl Harbor. They
outcomes of the
organize their plans at the Teheran, Yalta, and major World War
Potsdam conferences. This led to the D-Day
II Conferences.
Invasion and the formation of the post-War
Cold War alliances.
Explain the postWWII policies
Following World War II, the UN was formed such as the UN,
in an attempt to prevent future conflicts; the
Marshall Plan,
Marshall Plan was an attempt to rebuild
and MacArthur
Western Europe and provide the US and UK
Plan.
with allies; and MacArthur led the
reconstruction of Japan, demilitarized.
Key Vocab: invasion of Ethiopia; Spanish
Civil War; Rape of Nanjing; Annexation of
the Sudetenland; Pearl Harbor; El-Alamein;
Stalingrad; D-Day; Guadalcanal; the
Philippines; Holocaust; Teheran Conference;
Yalta Conference; Potsdam Conference;
United Nations; Marshall Plan; MacArthur
Pearl Harbor, ElAlamein, Stalingrad,
D-Day, Guadalcanal,
the Philippines, and
the end of the war in
Europe and Asia.
b. Identify Nazi
ideology, policies,
and consequences
that led to the
Holocaust.
c. Explain the
military and
diplomatic
negotiations between
the leaders of Great
Britain (Churchill),
the Soviet Union
(Stalin), and the
United States
(Roosevelt/Truman)
from Teheran to
Yalta and Potsdam
and the impact on the
nations of Eastern
Europe.
d. Explain allied
Post-World War II
policies; include
formation of the
United Nations, the
Marshall Plan for
Europe, and
MacArthur’s plan for
Japan.
Plan
Ongoing Standards
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Big Ideas from Standards:
 See “What students should know”
Enduring Understandings:
 Conflict causes change.
UNIT ESSENTIAL QUESTION
What political, economic, and social factors led to World War II, and how did the war change the world’s social
fabric?
LIST THE ESSENTIAL QUESTION FOR EACH OF THE ACQUISITION LESSONS
What are the causes and results of the Russian Revolution?
Why were people willing to turn to totalitarian governments during the 1920s and 1930s?
How did steps of aggression lead to World War II?
What were the significances of the major battles of World War II?
What were the results of the military and diplomatic negotiations between the US, UK, and USSR during
and after World War II?
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CULMINATING (SUMMATIVE) ASSESSMENT (Performance, Project, Major Test, Etc.: Provide Rubric)
Type
Description
Cumulative MCQ (regular)/cumulative MCQ and Writing (advanced)
1. Test
2.
Research Project
 Students will complete an independent/paired project on one of the major
personages of the interwar period, major events leading to WW2, a major
WW2 battle, or one of the post-WW2 policies.
FORMATIVE ASSESSMENT(S) TO BE USED TO DETERMINE MASTERY
1. Writing Prompt: Mock Interview with Einstein, Freud, or Picasso. Students will write a mock interview
with one of these characters. Their Q&A session should clearly demonstrate the main ideas and/or
accomplishments of one of these cultural icons of the interwar period.
2. Discussion and Formation of Graphic Organizers.
3. Writing Prompt: Compare/Contrast of various forms of government, absolutist to totalitarian.
EXTENDING/REFINING MINI-LESSONS/LESSONS
Describe in detail 2 or more Activities (comparison/contrast, cause/effect, error analysis, classifying, evaluation,
summarizing, justification, inductive, deductive, example to idea, analyzing perspectives, writing prompts,
abstraction). Attach Graphic Organizers and Rubrics
Type
Describe Lesson
1. Writing Prompt
Mock Interview with Einstein, Freud, or Picasso. Students will write a mock
interview with one of these characters. Their Q&A session should clearly
demonstrate the main ideas and/or accomplishments of one of these cultural
icons of the interwar period.
2. Writing Prompt
Compare and contrast governments such as absolutists to the totalitarian
governments of Russia, Germany and Italy.
LAUNCH ACTIVITY
Link to Prior Knowledge (Cognitive Thinking Strategies; KWL; Word Splash; Anticipation Guide; Prediction;
Flexibility Web)
Key Vocabulary (Word Map): (see attached)
Review (Provide Advance Organizer): (see attached)
DIFFERENTIATION
Describe in detail at least two activities/assessments that will be used to differentiate content, process, product
or learning environment. May be differentiated for readiness, interests, or learning profiles.
Content; Process;
Readiness;
Describe Activity
Product; or Learning Interests, or
Environment
Learning Profiles
1. Product/Content
Interest
 Students will complete an independent/paired project on
one of the major personages of the interwar period,
major events leading to WW2, a major WW2 battle, or
one of the post-WW2 policies.
2. Product/Content
Interest
Students choose which character to interview with the
mock interview activity, interwar cultural characters.
SYSTEMATIC REVIEW PLAN
Review questions throughout the unit
Last Day, teacher-student Q&A
RESOURCES
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Textbooks
Various Primary Sources
AP College Board Course Description