Download GIMNASIO INGLES

Subject (s): World History
GI SCHOOL
SGC-GI- F77
UNIT PLAN
2010 -2011
v. 03
Grade: 8
August 2010
Term: 4
Name / Theme or Unit: Causes and Effects of the World Wars
Time Frame: 1900 - 1950
Submitted by: John Blanc
OVERVIEW: Students will be study the causes and effects of World War I and World
War II. We will look at Europe between the wars and connect the consequences of the
First World War to the rise of Fascism and Communism. We will look at the post-war
world and learn how the Cold War grew out of disagreements about the peace.
STAGE 1 – IDENTIFY DESIRED RESULTS
Content Standards and Benchmarks :
Students will understand the causes of the World War I such as militarism, ethnic nationalism, secret
alliances, and economic competition
Understands why the United States entered the war and how the allies were able to defeat Germany
Understands the causes of the Russian revolution and how the Bolsheviks were able to win the Civil War
and take control of Russia
Understands the terms of the Versailles Treaty and what its flaws were in the years following
Will learn about the changes that Europe and its colonies went through during the inter-war period
Understands what Fascism is and how it was able to take hold in Italy and Germany
Understands how Josef Stalin took control of the Soviet Union and turned it into a totalitarian state
Understands the causes and effects of World War II and how the post-war settlement helped bring about
the Cold War between the US and the Soviet Union
School-Wide Goals (Life-long learning standards)See Appendix C in Guidelines
Students demonstrate interest, autonomy, and commitment to creating quality work
Students use a variety of learning strategies, personal skills, and time management skills to enhance
learning.
Essential questions:
How did militarism and nationalism
help cause WWI?
Why was WWI a new kind of conflict?
What were the terms of the Versailles
Treaty?
What is Fascism?
Why was Hitler able to take power in
Expected language: militarism, nationalism,
Eastern and Western Front, Marxism,
Versailles Treaty, bourgeois, proletariat,
industrial war, fascism, economic depression,
totalitarian government, Allied and Axis
Powers, total war, Cold War
Germany?
How did the Communist Revolution
happen?
How did the Cold War grow out of the
post-war settlement?
STAGE 2 – ASSESSMENT EVIDENCE
List performance tasks or project, quizzes, graded assignments, prompts, etc. Include the rubrics you use
to evaluate the performance tasks.
- A variety of assessment questions, charts and diagrams about in class readings and lectures taken from
- Various mapping activities related to World geography & history
- Short answer questions about lecture topics
- one project on themes covered in class
- hands on learning activities
- quizzes and tests
STAGE 3 – LEARNING ACTIVITIES
Consider the type of knowledge (declarative or procedural) and the thinking skills students will use.
Weekly reading questions: Students will be assigned reading and will have to answer various questions
from the text to demonstrate understanding of important concepts.
Weekly vocabulary activities: Students will have to define various historically important words and terms,
as well as use them in context to demonstrate and re-enforce understanding.
Paired activities: students will be asked to do in class work with partners or individual learning activities
Students will do one to two art related projects
INSTRUCTIONAL MATERIALS AND RESOURCES
Outline Map Resource Book (Glencoe / McGraw Hill)
Geography Activities (Holt, Rinehart and Winston)
World History textbook
At the end of unit:
World History 90%
I felt like we learned a lot and covered the big picture of what was needed, namely the postNapoleonic period and the slow build-up to World War I. The students enjoyed learning about the
Industrial Revolution and the changes in the culture during that time. The biggest frustration is
still the textbook. The Medieval Times book is essentially useless as it jumps straight from
Napoleon to the colonial period to the World Wars. One hundred years of history in less than ten
pages. The larger blue book is not much better. In order to satisfy the curriculum and find enough
material for the quarter I was forced to rely on photocopies from a better textbook in my
classroom. This can be frustrating because they often lose them and have to struggle at times to
read the photocopied print.