Unit #: 7
Subject(s): World History
Grade(s): 9th
Designer(s): Emily Pleasants, Sulayman Kadir, Lauren Faust
STAGE 1 – DESIRED RESULTS
Unit Title: The Path to War: Global Conflict
Transfer Goal(s): Students will be able to independently use their learning to understand how and why 20th century conflict shaped the world in which they
live today.
Enduring Understandings:
Essential Questions:
Students will understand that…
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The desire for resources leads to a nations desire to expand
The desire for economic and political power leads to conflict,
compromise, and competition.
Nationalism is a powerful unifying or divisive poltical force.
A nation’s economic crisis can lead to a global crisis.
Students will know:
 Terms: imperialism, nationalism, militarism, alliance system, ethnic
cleansing, communism, fascism, Nazism, capitalism, Cold War
 Key players (Gandhi, Bismark, Hitler, Mussolini, Stalin, etc.)
 Various responses to the global economic crisis
 Various nationalist movements (e.g., Africa, Asia, etc.)
 Different “haves and have nots” of this era (Prussian Empire,
Japanese Empire, Ottoman Empire, industrialized vs nonindustrialized nations)
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Is there such thing as a just war?
What is the cost of freedom?
Do stronger nations have a responsibility to protect weaker nations?
Just because we can, does it mean we should?
o Colonize weaker nations
Students will be able to:
 Analyze the causes and effects of imperialism
 Analyze the causes and effects of major global conflicts
 Explain how militarism, nationalism, industrialism, and the alliance
system led to WWI
 Analyze a variety of primary sources to compare the different
economic and political philosophies of the time
 Identify and examine the way political boundaries change as a result
of global conflicts
 Analyze the causes and effects of the Great Depression
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/25/16
1
Unit #: 7
Subject(s): World History
Grade(s): 9th
Designer(s): Emily Pleasants, Sulayman Kadir, Lauren Faust
STAGE 1– STANDARDS
Essential Standards
Apply the four interconnected dimensions of historical
thinking to the Essential Standards for World History
WH.H.1
in order to understand the creation and development of
societies/civilizations/nations over time.
Understand how national, regional, and ethnic interests
WH.H.7 have contributed to conflict among groups and nations
in the modern era.
Analyze global interdependence and shifts in power in
terms of political, economic, social, and environmental
WH.H.8
changes and conflicts since the last half of the
twentieth century.
Clarifying Objectives
WH.H.1.2 Use historical comprehension to: 1) Reconstruct the literal meaning of a
historical passage. 2) Differentiate between historical facts and historical
interpretations. 3) Analyze data in historical maps. 4) Analyze visual,
literary, and musical sources.
WH.H.1.3 Use Historical Analysis and Interpretation to: 1. Identify issues and problems
in the past. 2. Consider multiple perspectives of various peoples in the past.
3. Analyze cause-and-effect relationships and multiple causations. 4.
Evaluate competing historical narratives and debates among historians. 5.
Evaluate the influence of the past on contemporary issues.
WH.H.7.1 Evaluate key turning points of the modern era in terms of their lasting impact
(e.g., conflicts, documents, policies, movements, etc.).
WH.H.7.2 Analyze the increase in economic and military competition among nations in
terms of the influences of nationalism, imperialism, militarism, and
industrialization (e.g., Ottoman Empire, Japanese Empire, Prussian Empire,
the German Empire, “Haves and Have Nots” of Europe, industrial America,
etc.).
WH.H.7.3 Analyze economic and political rivalries, ethnic and regional conflicts, and
nationalism and imperialism as underlying causes of war (e.g., WWI,
Russian Revolution, WWII).
WH.H.7.4 Explain how social and economic conditions of colonial rule contributed to
the rise of nationalistic movements (e.g., India, Africa, Southeast Asia).
WH.H.7.5 Analyze the emergence of capitalism as a dominant economic pattern and
the responses to it from various nations and groups (e.g., utopianism, social
democracy, socialism, communism, etc.).
WH.H.7.6 Explain how economic crisis contributed to the growth of various political
and economic movements (e.g., Great Depression, nationalistic movements
of colonial Africa and Asia, socialist and communist movements, effect on
capitalist economic theory, etc.).
WH.H.8.1 Evaluate global wars in terms of how they challenged political and economic
power structures and gave rise to new balances of power (e.g., Spanish
American War, WWI, WWII, Vietnam War, Colonial Wars in Africa,
Persian Gulf War, etc.).
WH.H.8.3 Analyze the “new” balance of power and the search for peace and stability in
terms of how each has influenced global interactions since the last half of the
twentieth century (e.g., post WWII, Post Cold War, 1990s Globalization,
New World Order, global achievements and innovations).
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/25/16
2
Unit #: 7
Performance Tasks:
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Subject(s): World History
Grade(s): 9th
Designer(s): Emily Pleasants, Sulayman Kadir, Lauren Faust
STAGE 2 – ASSESSMENT EVIDENCE
Other Evidence: There may not be an assessment of each type listed below for
each unit. Examples of other types of assessment may include:
None at this time.
Academic Prompts
Quiz and Test Items
Informal Checks for Understanding
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Unit 7 Constructed Response Questions
Unit 7 Multiple Choice Questions
Click here to access the other evidences described above.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/25/16
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Unit #: 7
Subject(s): World History
Grade(s): 9th
Designer(s): Emily Pleasants, Sulayman Kadir, Lauren Faust
STAGE 3 – RESOURCES FOR THE LEARNING PLAN
District Resources:
Supplemental Resources:
When designing the learning plan, these resources are intended to be a
These are considered additional resources that are recommended by the
primary resource used by all teachers.
Curriculum Writing Teams. Those resources with an asterisk (*) may be
purchased by each individual school.
 Discovery Ed: From Great War to Depression Video
 Shipbuilding Document Analysis
 Causes of WWI Graphic Organizer
Additional resources can be found using these digital tools:
 Causes of WWI Questions
 Defined Stem (main site)
 DBQ Cold War
 Discovery Education (main site)
 DDay Mapping Lesson – World History For Us All
 iCurio (main site)
 Effects of Imperialism – World History For Us All
 Imperialism Graphic Organizer
 Korean War DBQ
 Nationalism Activity
 New Sovereign States – World History For Us All
 Roade to WWI Simulation
 Technological Changes 1900-1950 – World History For Us All
 Totalitarian State and Hitlers Rise to Power Reading
 Unit 7 Web Resources
 Urbanization Game
 Causes of WWII Graphic Organizer
 WWI Causes and Effects – World History For Us All
 WWI Causes Newspaper Activity
 WWI Propaganda Poster Activity
 WWII Causes and Effects – World History For Us All
 DBQ The Start of WWII
 WWII Graphic Organizer
 WWII Numbers – World History For Us All
 Trench Activity
Click here to access the resources listed above.
Considerations for Differentiating Instruction (AIG, EL, EC, etc.):
These resources are intended to be used when differentiating instruction to meet the varied needs of students in your classroom.
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None at this time.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/25/16
4