Course Title: World History Regular Glenbard District 87 Topic: World at War Stage 1 – Desired Results Established Goal(s): What relevant goals (e.g. Content standards, course or program objectives, learning outcomes, etc.) will this address? Illinois Standards for Social Studies • 16A4a: Analyze and report historical events to determine cause-­‐and-­‐effect relationships. • 16B4b: Identify political ideas from the early modern historical era to the present which have had worldwide impact • 16B5a: Analyze worldwide consequences of isolated political events, including the events triggering the Napoleonic Wars and World Wars I and II. • 16B5b: Describe how tensions in the modern world are affected by different political ideologies including democracy and totalitarianism. • 16B5c: Analyze the relationship of an issue in world political history to the related aspects of world economic, social and environmental history. • 16C4d: Describe how the maturing economies of Western Europe and Japan led to colonialism and imperialism. • 16D5: Analyze the relationship between an issue in world social history and the related aspects of political, economic and environmental history. National Center for History Standards: Era 8: A Half-­‐Century of Crisis and Achievement, 1900-­‐1945 • Standard 1: Reform, revolution, and social change in the world economy of the early century • Standard 2: The causes and global consequences of World War I • Standard 3: The search for peace and stability in the 1920s and 1930s • Standard 4: The causes and global consequences of World War II Common Core Standards Literacy Standards for Reading and Writing in Social Studies: • Students during this unit will continue to develop reading, writing, research, and analytical skills consistent with the Common Coe Literacy Standards for Social Studies. For a more specific list of these standards, please see the attached PDF file entitled, Common Core Literacy Standards. Understanding(s): Students will understand that… Essential Question(s): What provocative questions will foster inquiry, understanding, and transfer of learning? 1. Governments are created to meet the needs of the societies they represent. 1a. What are the general causes of revolution? 1b. What factors led to the rise and acceptance of fascist dictators? 2. Competition for economic resources can lead to conflict. 2a. To what extent did the period of industrialization and imperialism contribute to both wars? 3. Differences in ideology causes major events in world history 3a. To what extent did ideology play a role in the causing the global events of the early 20th Century? 4. Art shapes and reflects society. 4a. How is propaganda used to shape public opinion? Knowledge: Students will know… World War One • the major causes of WWI including militarism, nationalism, alliance systems, and imperialism. o Ottoman Empire – “Sick Man of Europe” o Balkans, Franz Ferdinand – “Powder Keg of Europe” • how propaganda was used during the war • the causes of the Russian Revolution as the event relates to World War One o Lenin and the Bolsheviks, communism, social/economic inequalities, Treaty of Brest-­‐Litovsk • the outcomes and Treaty of Versailles o Wilson’s 14 Points, League of Nations, border changes in Europe, treatment of Germany Europe Between the Wars • The rise, characteristics, and goals of totalitarianism and fascism (Italy and Germany) along with the policies of Hitler and Mussolini. World War Two • how World War Two is a continuation of World War One. • the major alliance s of World War Two (Axis and Allies) • the key German, Italian, and Japanese drives for an empire. o Germany’s remilitarization of the Rhineland, annexation of Austria, aggression again Czechoslovakia, Non-­‐Aggression Pact, and Germany’s attack on Poland • the British/French response through the policy of Appeasement Skills: Students will be able to … Reading: • Students will specifically focus on recognizing the characteristics and purpose of propaganda as well as the techniques used by artists to create powerful messages. • Students will continue to analyze primary and secondary, narrative and non-­‐
narrative sources to identify main ideas, evaluate key supporting details, and form logical and supported inferences. Writing: • Students will continue to develop writing skills consistent with Common Core Literacy Standards. • Fourth Quarter Focus  After evaluating and gathering evidence, students will be able to form an overarching claim or thesis statement as well as supporting-­‐
claims.  Students will be able to provide evidence to support their claims.  Students will develop a counterclaim and provide a rebuttal statement.  Students will be able to use technology to publish/present their arguments in a multi-­‐paragraph reflection that includes a developed introductory and concluding paragraph. •
Students will continue to develop writing skills consistent with the Common Core Literacy Standards. Please see the Writing sequence for Social Studies which is available in the website.