big idea #2: - socialsciences.dadeschools.netsocialsciences.dadeschools.net/files/ese access points...

MIAMI-DADE COUNTY PUBLIC SCHOOLS

Department of Social SciencesGRADE LEVEL OR COURSE TITLE: Ninth Grade- World History

COURSE DESCRIPTION: World History 9-12 Course -The grade 9-12 World History course consists of the following content area strands: World History, Geography and Humanities. This course is a continued in-depth study of the history of civilizations and societies from the middle school course, and includes the history of civilizations and societies of North and South America. Students will be exposed to historical periods leading to the beginning of the 21st Century. So that students can clearly see the relationship between cause and effect in historical events, students should have the opportunity to review those fundamental ideas and events from ancient and classical civilizations.

Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended research-based paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other teacher-directed projects).

Please note the following important general information regarding the Pacing Guides:

The Pacing Guides outline the required curriculum for social studies, grades K-12, in Miami-Dade County Public Schools. Social Studies Pacing Guides have been developed for all elementary grade levels (K-5) and for each of the required social studies courses at the middle and senior high

school levels. The Social Studies Pacing Guides are to be utilized by all teachers, grades K-12, when planning for social studies instruction. The Pacing Guides outline the required sequence in which the grade level or course objectives are to be taught. The Pacing Guides outline the pacing in which instruction should occur. Specifically, the Pacing Guides are divided into 9 week segments and provide an estimate of the

number of traditional or block days needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to complete the topics in a given nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of changes in school schedules.

NOTE: All benchmarks that are highlighted in yellow are essential benchmarks. NOTE: All benchmarks that have a direct correlation to 11th grade U.S. History are highlighted in green and are also considered essential. NOTE: Topic/Benchmark that provides relevant historical knowledge which assists the learner in historical understandings are highlighted in blue. NOTE: Topic/Benchmark that is a skill benchmark relevant to U.S. History EOC Assessment are highlighted in purple. NOTE: Directly correlated 11th grade U.S. History benchmarks are highlighted in red. NOTE: Access Points for students on a Modified Curriculum are highlighted in Grey.

Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans:

Grade Level or Course Title - The grade level and course title are listed in the heading of each page. Course Code - The Florida Department of Education Course Code is listed for the course. Topic - The general topic for instruction is listed; e.g., Westward Expansion. Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided. Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic. Nine Week Grading Period - Grading periods (1-4) are identified. Essential Content – This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction. NGSSS-SS Benchmarks – This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided into

Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans. Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional

practices. The Instructional Tools column is divided into the following subparts: Core Text Book, Key Vocabulary, Technology (Internet resources related to a particular topic),

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Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they relate to a particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities).

Florida Reading and Writing Standards for Literacy in History/Social Studies 6-12 : Florida Reading and Writing Standards for Literacy in History/Social Studies, grades 6-12, can be found at the end of each nine weeks Pacing Guide. When planning lessons for instruction, teachers should address these state standards during their teaching of social studies content to ensure a systematic and proven approach to literacy and writing development. The Florida Standards are research and evidenced-based, aligned with college and work expectations, rigorous, and internationally benchmarked. For a complete listing of all Florida Standards, please visit: http://www.cpalms.org/Standards/lafs.aspx. The specific pages for History/Social Studies 6-12 standards for Literacy and Writing have been extracted from the Florida Standards document and placed at the end of each nine weeks Pacing Guide for each required 6-12 social studies course.

9th Grade World History Culminating Project: Below is a link to a culminating project regarding the study of the United States’ role in contemporary world history. Please note: this project assists students in acquiring essential content needed to master skills and concepts associated with the 11 th grade U.S. History End of Course assessment: http://socialsciences.dadeschools.net/files/9th Grade World History Culminating Project.doc

Course Themes: Identified under “Essential Content” are course themes that span multiple topics. For World History, the following themes are identified:Adapted from the AP World History Course Curriculum Framework http://apcentral.collegeboard.com/apc/public/repository/AP_WorldHistoryCED_Effective_Fall_2011.pdf

Human and environmental interaction- Human actions and environmental factors have impacted world history as follows:o Demography and diseaseo Migrationo Patterns of settlement o Technology

Development and Interaction of Cultures- Cultural diffusion is the driving force behind the spread of: o Religionso Belief systems, philosophies and ideologieso Science and technologyo The arts and architecture

Creation, Expansion and Interaction of Economic systems- The development of financial institutions and state economies are influenced by: o Agricultural and pastoral productiono Trade and Commerceo Labor systemso Industrializationo Capitalism and Socialism

Development and Transformation of Social Structures- Categorization of the norms of societies throughout history have been formed through:o Gender roles and relationso Family & Kinshipo Racial and ethnic constructions

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http://apcentral.collegeboard.com/apc/public/repository/AP_WorldHistoryCED_Effective_Fall_2011.pdf

http://socialsciences.dadeschools.net/files/9th%20Grade%20World%20History%20Culminating%20Project.doc

http://www.cpalms.org/Standards/lafs.aspx



o Social and economic classes

State Building, Expansion and Conflicts- The construction, maintenance and dissolution of systems of rule have been generated through:o Political structures and forms of governanceo Empireso Nations and nationalismo Revolts and Revolutionso Regional, trans-regional and global structures and organizations

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History/Social Science Labs

History/Social Science Labs are an engaging and rigorous instructional approach designed to require in-depth learning and thinking on the part of the student guided by an essential question, analysis of primary or secondary source documents, and ending in a rigorous writing assignment or other rigorous learning task.

Steps to Conduct History/Social Science Labs

1. Identify the NGSSS-SS Benchmark(s) to be addressed.2. Develop an essential question or use an essential question

already found in the pacing guide.3. Build background knowledge with students about the topic.4. FACILITATE students conduct on document/source analysis.5. Have students report back about their analysis of the source(s).6. Take the lab to an end and have students Independently

answer, in writing, the essential question

*History/Social Science labs, complete with sources, have been embedded in to this pacing guide. See next page for History/Social Science template.

The History/Social Science lab icon (on your left) has been included next to benchmarks that have labs already created. Simply click on the icon and you will be taken to the webpage on http://socialsciences.dadeschools.net where the labs are located.

To see a video that provides an overview of the History/Social Science lab process and benefits, please see:

http://www.umbc.edu/che/historylabs/


http://socialsciences.dadeschools.net/

http://socialsciences.dadeschools.net/pacingguides.asp



History/Social Science Lab Template

Name _____________________________________________ Period _____ Date _____________________

[Put benchmark here – numbers and write it out]

Essential Question: [put essential guiding question here]

Source Main Idea / Message / Important Details How does this document answer the essential question?

Source 1[include source information as applicable]

Source 2

Source 3

Source 4

Thesis: ___________________________________________________________________________________________________________________________________

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History/Social Science Labs

History/Social Science Labs are an engaging and rigorous instructional approach designed to require in-depth learning and thinking on the part of the student guided by an essential question, analysis of primary or secondary source documents, and ending in a rigorous writing assignment or other rigorous learning task.

Steps to Conduct History/Social Science Labs

1. Identify the NGSSS-SS Benchmark(s) to be addressed.2. Develop an essential question or use an essential question

already found in the pacing guide.3. Build background knowledge with students about the topic.4. FACILITATE students conduct on document/source analysis.5. Have students report back about their analysis of the source(s).6. Take the lab to an end and have students Independently

answer, in writing, the essential question

*History/Social Science labs, complete with sources, have been embedded in to this pacing guide. See next page for History/Social Science template.

The History/Social Science lab icon (on your left) has been included next to benchmarks that have labs already created. Simply click on the icon and you will be taken to the webpage on http://socialsciences.dadeschools.net where the labs are located.

To see a video that provides an overview of the History/Social Science lab process and benefits, please see:




_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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STRAND(S) and STANDARD(S): of World War I?World History (Standard 1: Utilize historical inquiry skills and analytical processes)

(Standard 6: Understand the development of Western and non-Western Nationalism, industrialization and imperialism, and the significant processes and consequences of each)(Standard 7: Recognize significant causes, events, figures, and consequences of the Great War period and the impact on worldwide balance of power)

Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts)(Standard 2: Respond critically and aesthetically to various works in the arts)(Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures)

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Topic 19: The First World War

Essential Question: How did World War I transform the concept of warfare?Please note: This topic correlates to essential content required for student mastery on the U.S. History End of Course assessment.

Pacing Date(s)

Traditional 8 days 04-2-18 to 04-11-18

Block 4 days 04-2-18 to 04-11-18



4th Nine WeeksEssential Content NGSSS-SS Benchmarks Instructional Tools

Course Themes Addressed:Human and environmental interaction

Demography and disease Migration Patterns of settlement Technology

Development and Interaction of Cultures

Science and technology Creation, Expansion and Interaction of Economic systems

Industrialization Capitalism and Socialism

State Building, Expansion and Conflicts

Political structures and forms of governance

Nations and nationalism Revolts and Revolutions Regional, trans-regional

and global structures and organizations

Moving Beyond Militarism-The causes of WWIo The Balkan Powder Kego Mobilization

The Changing Nature of Warfareo Innovations o Trench Warfare o Air War

Florida Standards Focus Standard:LAFS.910.WSHT.2.6 Use technology, including the Internet, to produce, publish, and update individual or shared writingproducts, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Content Benchmarks:SS.912.W.7.1: Analyze the causes of World War I including the formation of European alliances and the roles of imperialism, nationalism, and militarism.

SS.912.W.7.In.a: Recognize major causes of World War I, such as imperialism, nationalism, and militarism, and the formation of European alliances.SS.912.W.7.Su.a: Recognize a cause of World War I, such as imperialism, nationalism, militarism, or the formation of European alliances.SS.912.W.7.Pa.a: Recognize a reason for forming an alliancehttp://www.cpalms.org/Public/PreviewStandard/Preview/3490

U.S. History Correlation: SS.912.A.4.5: Examine causes, course, and consequences of United States involvement in World War I.

SS.912.A.4.In.e: Identify causes and consequences of United States involvement in World War I, such as conflicts among European nations, sinking of the Lusitania, threats by Germany, the arms race, and the Allies’ plan for peace.SS.912.A.4.Su.e: Recognize a cause and consequence of United States involvement in World War I, such as conflicts among European nations, sinking of the Lusitania, threats by Germany, the arms race, and the Allies’ plan for peace.SS.912.A.4.Pa.e: Recognize how countries help each other in a war.http://www.cpalms.org/Public/PreviewStandard/Preview/3363

Florida Standards Focus Activity:Use technology, including the Internet, to produce, publish, and update individual or shared writing products, have students create a propaganda poster from one Allies and one Axis power taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Vocabulary/Identification: ( Please note: the vocabulary/identification list is provided as a basic introduction and list of terms and ideas associated with this topic. Individual teachers may use additional information at their discretion.) pgs. 586- 596 Balkan Powder Keg, Archduke Franz Ferdinand, ultimatum, mobilization, belligerence, propaganda, contraband, War of Attrition, atrocities, Central Powers, Allied Powers, U-Boat, Woodrow Wilson, Zimmerman Telegram, trench warfare, stalemate, “total war”, Mensheviks, Bolsheviks, Lenin, communist party, proletariat, soviet, Cheka, commissar, red army, Soviets, Leon Trotsky, armistice, reparations, 14 Points, Paris Peace Conference, League of Nations, mandate, Treaty of Versailles.

Textbook Resources: – pgs.452 – 463, 477 - 504 (political and social reform), 516 – 563 (causes and effects of Imperialism), 570 – 594 (World War I), 597 – 602 (Russian Revolution)

Workbook Resources: - Reading and Note Taking Study Guide pgs. 118 – 120 (The Unification of Germany and Italy), 121 – 123 (Democratic Reforms in England and France), 125 – 128 (Nationalism and the Spread of Democracy), 129 – 141 (The Age of Imperialism), 142 – 148 (World War I), pages142 – 148 (World War I and the Russian Revolution)

Test Prep Workbook Resources: - pgs. 86 – 96 (Nationalism and the Spread of Democracy, World War I), pgs. 97 – 107, pgs. 108 – 118 (World War I and the Russian Revolution).

Directly Correlated Lesson Plan for SS.912.W.7.2

http://socialsciences.dadeschools.net/files/9th%20grade%20lessons/SS.912.W.7.2%20-%20WWI%20Technology.pdf


http://socialsciences.dadeschools.net/files/9th%20grade%20lessons/SS.912.W.7.3%20-%20WWI%20Treaty%20of%20Versailles.pdf

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http://www.cpalms.org/Public/PreviewStandard/Preview/3363




https://archives.nbclearn.com/portal/site/k-12/sharedlist?addpnum=1395936085761&uid=a11db8df424d58c41a061da67ef8d69d&lid=17353700

https://archives.nbclearn.com/portal/site/k-12/browse?cuecard=720





o U-Boats

The Early Years of the Waro Stalemateo The Role of the USo The Russian Revolution o Lenin and the Bolsheviks o The Civil War

The Effects of WWIo The New Role of

Propagandao Paris Peace Conference o Woodrow Wilson’s

14 Pointso League of Nations o The Treaty of Versailles

SS.912.W.7.2: Describe the changing nature of warfare during World War I. SS.912.W.7.In.b: Identify the changing nature of warfare during World War I, such as the use of new weapons and strategies and increased destruction of the land and human life.SS.912.W.7.Su.b: Recognize the changing nature of warfare during World War I, such as the use of new weapons and strategies and increased destruction of the land and human life.SS.912.W.7.Pa.b: Recognize a characteristic of warfare during World War I.http://www.cpalms.org/Public/PreviewStandard/Preview/349 1



U.S. History Correlation: SS.912.A.4.7: Examine the impact of airplanes, battleships, new weaponry, and chemical warfare in creating new war strategies (trench warfare, convoys).

Technology: A portal to information about World War I organized by country and by topichttp://www.library.yale.edu/rsc/WWI/primary.html

Hundreds of primary source documents from the periodhttp://wwi.lib.byu.edu/

The Great War- PBS has a website dedicated to World War I with an interactive timeline, commentary, video clips, printable maps, and a glossary fo important terms http://www.pbs.org/greatwar/

Suggested Activities:

Have students compare the advantages of the allied to central powers.

Have students research new weapons and create a presentation to compare modern weapons and technologies to the new developments in war technology during World War I.http://www.usnews.com/news/articles/2014/08/01/1914-2014-weapons-of-the-next-great-war

Have students write letters home from the perspective of a WWI soldier describing their experiences in one the battles from the War.

Have students create a piece of propaganda for either side of the war.

Have students research and analyze a Bolshevik slogan used during the Revolution as their foundation. Have students write the actual slogan as well as the effectiveness of the slogan; e.g., “peace, land and bread,” “worker control of production,” and “all power to the Soviets.”http://www.fordham.edu/halsall/mod/rusrev.htmlhttp://www.investors.com/politics/viewpoint/lenin-used-six-principles-of-propaganda-to-consolidate-control/

Have students create a map of Europe in the aftermath of WWI, including the agreements made within the Treaty of Versailles.

Have students prepare a written position, either defending or refuting the United States decision of not joining the League of Nations.

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http://www.investors.com/politics/viewpoint/lenin-used-six-principles-of-propaganda-to-consolidate-control/

http://www.investors.com/politics/viewpoint/lenin-used-six-principles-of-propaganda-to-consolidate-control/

http://www.fordham.edu/halsall/mod/rusrev.html

http://www.usnews.com/news/articles/2014/08/01/1914-2014-weapons-of-the-next-great-war

http://www.usnews.com/news/articles/2014/08/01/1914-2014-weapons-of-the-next-great-war

http://www.pbs.org/greatwar/

http://wwi.lib.byu.edu/

http://www.library.yale.edu/rsc/WWI/primary.html
















SS.912.A.4.In.g: Identify impacts of the development of airplanes, battleships, and new weapons during World War I.SS.912.A.4.Su.g: Recognize an impact of the development of airplanes, battleships, or new weapons during World War I.SS.912.A.4.Pa.g: Recognize types of transportation used in wars.http://www.cpalms.org/Public/PreviewStandard/Preview/3406

SS.912.W.7.3: Summarize significant effects of World War I.

SS.912.W.7.In.c: Recognize the important effects of World War I, such as the breakup of empires into separate countries and the Treaty of Versailles.SS.912.W.7.Su.c: Recognize an effect of World War I, such as the breakup of empires into separate countries.SS.912.W.7.Pa.c: Recognize an effect of war.http://www.cpalms.org/Public/PreviewStandard/Preview/3492



U.S. History Correlation: SS.912.A.4.10: Examine the provisions of the Treaty of Versailles and the

Have students graph the military losses for the Allied and Central Powers during WWI.

Assessment:Develop rubrics and share with students for each of the above mentioned projects in order to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension.

ELL:

Use visual depictions of historical events in order to increase ELL students’ mastery of related content.

Additional ELL Strategies: Provide students with oral and visual cues for directionsProvide students with pictures, graphs, charts, and videos.Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)Provide students with peer grouping for activitiesProvide students with teacher read-a-loud strategiesProvide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects)Provide students with cooperative learning activities (small/large group settings)Provide students with structured paragraphs for writing assignmentsProvide students with the use of simplified/shortened reading textProvide students with semantic mapping activities to enhance writingProvide students with the opportunity to use the Language Experience Approachhttp://www.literacyconnections.com/InTheirOwnWords.php

Games and activities for the ELL Classroomhttp://iteslj.org/c/games.html

What are read-a-louds, and what can they do for instruction?http://www.learner.org/workshops/tml/workshop7/teaching2.html

This ELL website offers free blank printable graphic organizers and semantic webs:http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print

State and District Instructional Requirements: Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S.

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http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print

http://www.learner.org/workshops/tml/workshop7/teaching2.html

http://iteslj.org/c/games.html

http://www.literacyconnections.com/InTheirOwnWords.php










failure of the United States to support the League of Nations.

SS.912.A.4.In.j: Identify that the Treaty of Versailles held Germany responsible for the damages of World War I and established the League of Nations.SS.912.A.4.Su.j: Recognize that the Treaty of Versailles held Germany responsible for the damages of World War I and established the League of Nations.SS.912.A.4.Pa.j: Recognize an unintended effect of an agreement (treaty).http://www.cpalms.org/Public/PreviewStandard/Preview/3409

SS.912.G.4.1: Interpret population growth and other demographic data for any given place.

SS.912.G.4.In.a: Identify changes in population for selected places.SS.912.G.4.Su.a: Recognize changes in population for selected places.SS.912.G.4.Pa.a: Recognize that change is a characteristic of population.http://www.cpalms.org/Public/PreviewStandard/Preview/3606

SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places.

SS.912.G.4.In.b: Use geographic terms and tools to describe the push/pull factors contributing to human migration.SS.912.G.4.Su.b: Use geographic terms and tools to identify

Detailed Lesson Plans can be downloaded from the Department of Social Sciences web-site. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized.

ESE (Modified Curriculum Only):

Access Points - Description

As part of the revision to the Sunshine State Standards, access points for students with significant cognitive disabilities have been developed. These access points are expectations written for students with significant cognitive disabilities to access the general education curriculum. Embedded in the Sunshine State Standards, access points reflect the core intent of the Standards with reduced levels of complexity. The three levels of complexity include participatory (Pa), supported (Su), and independent (In) with the participatory level being the least complex.

Resources:Unique Learning/N2Y (where available)Teachtown (where available)Accestofls.weebly.comi-ReadyWonder Works

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the push/pull factors contributing to human migration.SS.912.G.4.Pa.b: Recognize a cause of migration.http://www.cpalms.org/Public/PreviewStandard/Preview/3607

SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas.SS.912.G.4.In.c: Use geographic terms and tools to examine effects of migration on the place of origin and destination.SS.912.G.4.Su.c: Use geographic terms and tools to identify an effect of migration on the place of origin and destination.SS.912.G.4.Pa.c: Recognize an effect of migration.http://www.cpalms.org/Public/PreviewStandard/Preview/3608

SS.912.G.4.9: Use political maps to describe the change in boundaries and governments within continents over time

SS.912.G.4.In.i: Use political maps to identify changes in boundaries or governments within a continent.SS.912.G.4.Su.i: Use political maps to recognize changes in boundaries or governments within a continent.SS.912.G.4.Pa.i: Use maps to recognize changes in boundaries.http://www.cpalms.org/Public/PreviewStandard/Preview/3614

SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture.

SS.912.H.3.In.a: Identify effects of transportation, trade, communication, science, and technology on the preservation of a culture and its diffusion to other locations.SS.912.H.3.Su.a: Recognize an effect of transportation, trade, communication, science, or technology on the diffusion of a culture to another location.SS.912.H.3.Pa.a: Recognize that communication helps spread ideas to other cultures.

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SS.912.W.1.1: Use timelines to establish cause and effect relationships of historical events

SS.912.W.1.In.a: Use a timeline to show the relationship of historical events.SS.912.W.1.Su.a: Use a simple timeline to identify the relationship of historical events.SS.912.W.1.Pa.a: Use a simple pictorial timeline to recognize a sequence of events.http://www.cpalms.org/Public/PreviewStandard/Preview/3434

SS.912.W.1.3: Interpret and evaluate primary and secondary sources.

SS.912.W.1.In.c: Examine and describe information in primary and secondary sources, such as artifacts, images, and auditory and written sources.SS.912.W.1.Su.c: Identify information in a primary and secondary source, such as artifacts, images, and auditory and written sources.SS.912.W.1.Pa.c: Recognize sources of information, such as artifacts, images, and auditory and written sources.http://www.cpalms.org/Public/PreviewStandard/Preview/343 6

SS.912.W.1.4: Explain how historians use historical inquiry and other sciences to understand the past.

SS.912.W.1.In.d: Identify basic uses of historical inquiry and the relation to geography, economics, and civics.SS.912.W.1.Su.d: Recognize a use of historical inquiry and the relation to geography, economics, and civics.SS.912.W.1.Pa.d: Recognize sources of information, such as artifacts, images, and auditory and written sources.http://www.cpalms.org/Public/PreviewStandard/Preview/3437

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SS.912.W.1.5: Compare conflicting interpretations or schools of thought about world events and individual contributions to history (historiography).

SS.912.W.1.In.e: Recognize differences in interpretations of historians about events.SS.912.W.1.Su.e: Recognize that interpretations of historians may differ.SS.912.W.1.Pa.e: Recognize sources of information, such as artifacts, images, and auditory and written sources.http://www.cpalms.org/Public/PreviewStandard/Preview/3438

Skill Benchmarks:SS.912.G.1.1: Design Maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions.

SS.912.G.1.In.a: Create maps using technology to show physical and cultural attributes of a major world region.SS.912.G.1.Su.a: Create maps using technology to show physical or cultural attributes of a region.SS.912.G.1.Pa.a: Use technology to complete a map to show a physical or cultural attribute of a location.http://www.cpalms.org/Public/PreviewStandard/Preview/3592

SS.912.G.1.2: Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema to describe any given place.

SS.912.G.1.In.b: Use spatial perspective and appropriate geographic terms and tools to organize and identify information about a location.SS.912.G.1.Su.b: Use spatial perspective and appropriate geographic terms and tools to identify information about a location.SS.912.G.1.Pa.b: Associate terms used by geographers with places, people, or the environment.

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SS.912.G.1.3:Employ applicable units of measurement and scale to solve simple locational problems using maps and globes.

SS.912.G.1.In.c: Use applicable units of measurement and scale to determine the distance between two places on a map or globe to solve simple problems.SS.912.G.1.Su.c: Use applicable units of measurement to identify the distance between two places on a map to solve simple problems.SS.912.G.1.Pa.c: Use positional words to identify a relative location on a map.http://www.cpalms.org/Public/PreviewStandard/Preview/3594

SS.912.G.2.1: Identify the physical characteristics and the human characteristics that define and differentiate regions.

SS.912.G.2.In.a: Identify physical characteristics—such as climate and terrain, and human elements—such as religion and economy, that explain settlement patterns in the United States regions over time.SS.912.G.2.Su.a: Recognize physical characteristics—such as climate and terrain, and human elements—such as religion and economy, that affected where people settled in the United States.SS.912.G.2.Pa.a: Recognize the effect of a physical characteristic of a place on people.http://www.cpalms.org/Public/PreviewStandard/Preview/3596

SS.912.G.2.2: Describe the factors and processes that contribute to the differences between developing and developed regions of the world.

SS.912.G.2.In.b: Recognize factors and processes that contribute to differences between developing and developed

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regions of the world.SS.912.G.2.Su.b: Recognize a factor that contributes to differences between developing and developed regions of the world.SS.912.G.2.Pa.b: Recognize a characteristic of development.http://www.cpalms.org/Public/PreviewStandard/Preview/3597

SS.912.G.2.3: Use geographic terms and tools to analyze case studies of regional issues in different parts of the world that have critical economic, physical, or political ramifications.

SS.912.G.2.In.c: Use geographic terms and tools to describe areas of the world that have experienced critical economic or physical changes, such as desertification, global warming, or natural disasters.SS.912.G.2.Su.c: Use geographic tools to identify areas in the world that have experienced a critical economic or physical change, such as desertification, global warming, or natural disasters.SS.912.G.2.Pa.c: Recognize a change in a place due to a natural disaster or other event in the world.http://www.cpalms.org/Public/PreviewStandard/Preview/3598



16











SS.912.G.4.In.b: Use geographic terms and tools to describe the push/pull factors contributing to human migration.SS.912.G.4.Su.b: Use geographic terms and tools to identify the push/pull factors contributing to human migration.SS.912.G.4.Pa.b: Recognize a cause of migration.http://www.cpalms.org/Public/PreviewStandard/Preview/3607

SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas.

SS.912.G.4.In.c: Use geographic terms and tools to examine effects of migration on the place of origin and destination.SS.912.G.4.Su.c: Use geographic terms and tools to identify an effect of migration on the place of origin and destination.SS.912.G.4.Pa.c: Recognize an effect of migration.http://www.cpalms.org/Public/PreviewStandard/Preview/3608

SS.912.G.4.7: Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world.

SS.912.G.4.In.g: Use geographic terms and tools to identify characteristics of cultural diffusion throughout selected places, regions, and the world.SS.912.G.4.Su.g: Use geographic terms and tools to recognize characteristics of cultural diffusion throughout selected places, regions, and the world.SS.912.G.4.Pa.g: Use a geographic term, such as movement, to recognize a change in the population of a place.http://www.cpalms.org/Public/PreviewStandard/Preview/3612

17










SS.912.G.4.9: Use political maps to describe the change in boundaries and governments within continents over time.


SS.912.H.1.3: Relate works in the arts to various cultures.

SS.912.H.1.In.c: Identify works in the arts from various cultures, such as African, Asian, European, the Americas, and Middle Eastern.SS.912.H.1.Su.c: Recognize works in the arts from various cultures, such as African, Asian, the Americas, and Middle Eastern.SS.912.H.1.Pa.c: Recognize a characteristic of a work in the arts from a time period.http://www.cpalms.org/Public/PreviewStandard/Preview/3628

SS.912.W.1.2: Compare time measurement systems used by different cultures.

SS.912.W.1.In.b: Identify terms of time sequence, such as decade, century, and era.SS.912.W.1.Su.b: Recognize terms of time sequence, such as decade and century.SS.912.W.1.Pa.b: Recognize terms that relate to time, such as day, week, month, and year.http://www.cpalms.org/Public/PreviewStandard/Preview/3435

SS.912.W.1.6: Evaluate the role of history in shaping identity and character

18










SS.912.W.1.In.f: Identify the role of history in shaping the identity of culture and character.SS.912.W.1.Su.f: Recognize the role of history in shaping the identity of culture and characterSS.912.W.1.Pa.f: Recognize a characteristic of cultural identity.http://www.cpalms.org/Public/PreviewStandard/Preview/3439

STRAND(S) and STANDARD(S): World History (Standard 1: Utilize historical inquiry skills and analytical processes)

19

Topic 20: The Interwar Era

Pacing Date(s)

Traditional 7 days 04-12-18 to-04-23-18

Block 3.5 days

04-12-18 to-04-23-18

Essential Question: How did the social, political and economic events of the Interwar period, create an atmosphere for the Second World War?

Please note: This topic correlates to essential content required for student mastery on the U.S. History End of Course assessment.





(Standard 6: Understand the development of Western and non-Western Nationalism, industrialization and imperialism, and the significant processes and consequences of each)(Standard 7: Recognize significant causes, events, figures, and consequences of the Great War period and the impact on worldwide balance of power)


20




Course Themes Addressed:

Human and environmental interaction

Migration Patterns of settlement Technology


Belief systems, philosophies and ideologies

Science and technology The arts and architecture

Creation, Expansion and Interaction of Economic systems

Trade and Commerce Labor systems Industrialization Capitalism and Socialism

Development and Transformation of Social Structures

Gender roles and relations Racial and ethnic

constructions Social and economic

classes





Florida Standards Focus Standard:LAFS.910.WSHT.3.9 Draw evidence from informational texts to support analysis reflection, and research.

Content Benchmarks:SS.912.W.7.3: Summarize significant effects of World War I.

SS.912.W.7.In.c: Recognize the important effects of World War I, such as the breakup of empires into separate countries and the Treaty of Versailles.SS.912.W.7.Su.c: Recognize an effect of World War I, such as the breakup of empires into separate countries.SS.912.W.7.Pa.c: Recognize an effect of war.http://www.cpalms.org/Public/PreviewStandard/Preview/3492



U.S. History Correlation: SS.912.A.4.10: Examine the provisions of the Treaty of Versailles and the failure of the United States to support the League of Nations.

SS.912.A.4.In.j: Identify that the Treaty of Versailles held Germany responsible for the damages of World War I and established the League of Nations.

Florida Standards Focus Activity:Have students write a research paper discussing the political, economic and social causes of World War II by drawing evidence from informational texts to support analysis reflection, and research.

Vocabulary/Identification: (Please note: the vocabulary/identification list is provided as a basic introduction and list of terms and ideas associated with this topic. Individual teachers may use additional information at their discretion.) Global Economic Crisis- pgs.640- 650 surrealism, cubism, Jazz, functionalism, Prohibition Era, Black Tuesday, Great Depression, The New Deal. FDR, Maginot Line, influenza, Marie Curie, psychoanalysis, Harlem Renaissance, abstract art, disarmament, general strike, overproduction, Federal Reserve, financeAnti-Colonial Nationalism- pgs. 522- 538 The Weimar Republic, Mohandas Gandhi, Muhammad Ali Jinnah, Amritsar massacre, civil disobedience, untouchables, Igbo Women’s War of 1929, Kenya, Pan-Africanism, Marcus Garvey, Civil disobedience, Indian National CongressFascism, Communism, and Authoritarianism- pgs. 651- 668Ramsey McDonald, Irish Republican Army, The Easter Rising, Mussolini, Stalin, The Black Shirts, Corporatist State, Egypt, Reza Khan, Pan-Arabism, Belfour Declaration, Adolf Hitler, Anglo, Egyptian Treaty, Kemal, Five Year Plan, command economy, Ghana, Belgian Congo, Franco, Fascism, Pablo Picasso, abstract expressionism, Nazi Party, mass communication, New Economic Policy, collective farms, purge, authoritarianism, SS, Secret Police and The Spanish Civil War.

Textbook Resources: – pgs. 570 – 594 (World War I), 597 – 602 (Russian Revolution), pgs. 610 – 668 (The World Between The Wars)

Workbook Resources: - pgs.142 – 148 (World War I and the Russian Revolution), pgs. 149 – 163 (The World Between The Wars)

Test Prep Workbook Resources: - pgs. 112 – 118 (World War I and the Russian Revolution), pgs. 119 – 129 (The World Between The Wars)


http://socialsciences.dadeschools.net/files/9th%20grade%20lessons/SS.912.W.7.4%20-%20Great%20Depression%20&%20New%20Deal.pdf

Technology: Video segment: International Peace Movementshttp://www.learner.org/courses/worldhistory/unit_video_22-3.html

Provides Extensive links to information on Gandhi’s historical role and on 21

http://www.learner.org/courses/worldhistory/unit_video_22-3.html










Cultural and Intellectual Trendso Popular Cultureo Art and Literatureo Radio and Movieso Science and Social

Theorieso Surrealismo Pablo Picasso

The Global Economic Crisiso Economic Nationalismo The Great Depressiono The New Deal o France’s Post War

Difficultieso England’s Labor Troubleso German Response to

Reparations

Anti-Colonial Nationalism in Asia and Africao The British Empire in Egypt

and the Middle Easto Independence in Indiao Mohandas Gandhio Gandhi’s Salt Marcho The Ottoman Empireo Modernizing Persiao Turkey and Kemalo Africa Calls for Changeo Protests and Rebelliono Igbo Women’s War of

1929

Fascism, Communism, and Authoritarianism

Rise of Fascism in Italy

SS.912.A.4.Su.j: Recognize that the Treaty of Versailles held Germany responsible for the damages of World War I and established the League of Nations.SS.912.A.4.Pa.j: Recognize an unintended effect of an agreement (treaty).http://www.cpalms.org/Public/PreviewStandard/Preview/3409

SS.912.W.7.4: Describe the causes and effects of the German economic crisis of the 1920s and the global depression of the 1930s, and analyze how governments responded to the Great Depression.

SS.912.W.7.In.d: Identify effects of the German economic crisis and global depression, such as closing of businesses and banks, loss of jobs, poverty, and how governments responded.SS.912.W.7.Su.d: Recognize effects of the German economic crisis and global depression, such as closing of businesses and banks, loss of jobs, and poverty.SS.912.W.7.Pa.d: Recognize an effect of economic depression.http://www.cpalms.org/Public/PreviewStandard/Preview/3493

U.S. History Correlation: SS.912.A.5.3: Examine the impact of United States foreign economic policy during the 1920s.

SS.912.A.5.In.c: Identify impacts of United States government economic policies during the 1920s, such as tax cuts, a reduction in federal spending, and high tariffs.SS.912.A.5.Su.c: Recognize an impact of United States government economic policies during the 1920s, such as tax cuts, a reduction in federal spending, and high tariffs.SS.912.A.5.Pa.c: Recognize that the government makes rules about taxes and spending.http://www.cpalms.org/Public/PreviewStandard/Preview/3413

U.S. History Correlation: SS.912.A.5.11: Examine causes, course, and consequences

contemporary Ghandian movementshttp://www.gandhiserve.org/about_gandhi.html

British National Archives: Heroes & Villains- This site investigate important people of the inter war period http://www.nationalarchives.gov.uk/education/heroesvillains/

A brief overview and solid bibliography with links to specific figures and topics on the history of Fascismhttp://departments.kings.edu/history/20c/fascism.html

SHEG: Ataturk (http://sheg.stanford.edu/ataturk-womens-rights-turkey)

Invasion of Nanking (http://sheg.stanford.edu/invasion-nanking)

Appeasement (http://sheg.stanford.edu/appeasement)

Suggested Activities:Have students create a flow chart on how economic weakness led to the Great Depression.

Have students create a political cartoon of propaganda for either Mussolini, Hitler or Stalin promoting their respective political ideology.

Have students compare the economic downturn of the inter-war period with the current economic crisis in a comparative essay.

Have students research why liberal democracy declined in the influence as fascism, communism, and other authoritarian regimes rose in power and popularity and create a power-point presentation.http://faculty.marianopolis.edu/c.belanger/QuebecHistory/events/Characteristicsoffascism.html

Have students discuss the following statement, “More- more mass culture and mass leisure had the effect of giving all the people in the nation similar ideas and experiences.”

Have students create a chart comparing how governments in different parts of the world responded to the Great Depression.

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http://faculty.marianopolis.edu/c.belanger/QuebecHistory/events/Characteristicsoffascism.html

http://faculty.marianopolis.edu/c.belanger/QuebecHistory/events/Characteristicsoffascism.html

http://sheg.stanford.edu/appeasement

http://sheg.stanford.edu/invasion-nanking

http://sheg.stanford.edu/ataturk-womens-rights-turkey

http://departments.kings.edu/history/20c/fascism.html

http://www.nationalarchives.gov.uk/education/heroesvillains/

http://www.gandhiserve.org/about_gandhi.html







http://archives.nbclearn.com/portal/site/k-12/browse?cuecard=37318





http://archives.nbclearn.com/portal/site/k-12/browse?addinum=1395950333993&sb=airpublish&so=descending&ip=25&pi=bb26c567d99e0210VgnVCM10000075c1d240RCRD&cp=/html/nbcarchive/chapters/6960369be49e0210VgnVCM10000075c1d240RCRD.xml&io=0&cl=view_thumb%20view_large%20view_collapsed&ls=true






o Alberto Mussolinio The Black Shirtso The Corporatist State

Rise of Stalinismo Joseph Stalino The Five Year Plano Command Economy

Rise of Nazism o Adolf Hitler o Nazi Party o Anti-Semitism

Spanish Totalitarianismo Rise of Francisco Franco’s

Regimeo The Spanish Civil Waro Abstract expressionism

of the Great Depression and the New Deal.

SS.912.A.5.In.k: Identify a cause of the Great Depression, such as drought, inflation, or the stock market crash, and a consequence, such as the New Deal plan for relief, recovery, and reform.SS.912.A.5.Su.k: Recognize a cause of the Great Depression, such as drought, inflation, or the stock market crash, and a consequence, such as the New Deal plan for relief, recovery, and reform.SS.912.A.5.Pa.k: Recognize that people struggle to meet their needs when they don’t have enough money.http://www.cpalms.org/Public/PreviewStandard/Preview/3421

SS.912.W.7.5: Describe the rise of authoritarian governments in the Soviet Union, Italy, Germany, and Spain, and analyze the policies and main ideas of Vladimir Lenin, Joseph Stalin, Benito Mussolini, Adolf Hitler, and Francisco Franco.

SS.912.W.7.In.e: Recognize why authoritarian governments came to power in the Soviet Union, Italy, Germany, and Spain.SS.912.W.7.Su.e: Recognize a reason that authoritarian governments came to power in Europe after the depression.SS.912.W.7.Pa.e: Recognize an effect of economic depression.http://www.cpalms.org/Public/PreviewStandard/Preview/3494

U.S. History Correlation: SS.912.A.6.1: Examine causes, course, and consequences of World War II on the United States and the world.

SS.912.A.6.In.a: Identify major causes and consequences of World War II on the United States and the world.SS.912.A.6.Su.a: Recognize a major cause and result of World War II on the United States and the world.SS.912.A.6.Pa.a: Recognize that the United States fought in a war.http://www.cpalms.org/Public/PreviewStandard/Preview/

Have students research Ghandi’s non-violence approach in India and evaluate the effectiveness in a written essay.

Have students create a journal entry from the perspective of a participant in Gandhi’s Salt March of 1930.

Have students research and write an essay on the following question as it pertains to India and then have them relate it to their own culture: Is it appropriate to give social and political advantages to members of a group that has faced long term historical discrimination?http://www.beyondintractability.org/essay/address-injusticehttp://plato.stanford.edu/entries/discrimination/

Have students map the strategies the Japanese utilized for their invasion of China.

Have students map the various anti-colonial movements and changes in Africa during the Inter-war years.

Have students map the emergence and growth of Nazi Germany and explain how this helps contribute to the start of WW II.

Have students create a Venn Diagram comparing and evaluating the success of anti-colonial nationalists in Asia and Africa during this period.

Have students create a time-line of the important events in the emergence of both Turkey and Iran.http://www.britannica.com/topic/history-of-Turkey http://www.pbs.org/newshour/updates/middle_east-jan-june10-timeline/

Have students create a chart comparing any two totalitarian leaders using the following categories: rise to power, effectiveness, decline in power, citizen perception, and lasting legacies.

Have students list the problems in Russia and Stalin’s corresponding plans to alleviate them.

Have students write an essay evaluating whether or not the symbolism and visual impact of Picasso’s work still has the power to communicate the horrors of total war.http://www.mcs.csueastbay.edu/~malek/Artfolder/Pablo.html

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http://www.mcs.csueastbay.edu/~malek/Artfolder/Pablo.html

http://www.pbs.org/newshour/updates/middle_east-jan-june10-timeline/

http://www.britannica.com/topic/history-of-Turkey

http://plato.stanford.edu/entries/discrimination/

http://www.beyondintractability.org/essay/address-injustice















3365

SS.912.W.7.6: Analyze the restriction of individual rights and the use of mass terror against populations in the Soviet Union, Nazi Germany, and occupied territories.

SS.912.W.7.In.f: Recognize that the Soviet Union and Nazi Germany used mass terror and restriction of individual rights in order to control their people.SS.912.W.7.Su.f: Recognize that some governments used mass terror and restriction of individual rights in order to control their people.SS.912.W.7.Pa.f: Recognize an individual right.http://www.cpalms.org/Public/PreviewStandard/Preview/3495


SS.912.A.6.In.a: Identify major causes and consequences of World War II on the United States and the world.SS.912.A.6.Su.a: Recognize a major cause and result of World War II on the United States and the world.SS.912.A.6.Pa.a: Recognize that the United States fought in a war.http://www.cpalms.org/Public/PreviewStandard/Preview/3365

SS.912.W.7.7: Trace the causes and key events related to World War II.

SS.912.W.7.In.g: Recognize the causes of World War II and the major events in the war, such as rise of totalitarian governments, conquest of countries in Europe, and Japanese invasion of China; and the bombing of Pearl Harbor, Battle of Midway, and D-Day invasion.SS.912.W.7.Su.g: Recognize a major cause and event of World War II, such as expansion of control of dictators and bombing of Pearl Harbor.SS.912.W.7.Pa.g: Recognize a characteristic of world warshttp://www.cpalms.org/Public/PreviewStandard/Preview/

Assessment:

Develop rubrics and share with students for each of the above mentioned projects in order to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension.

ELL:

Use visual depictions of historical events in order to increase ELL students’ mastery of related content.

Additional ELL Strategies: Provide students with oral and visual cues for directionsProvide students with pictures, graphs, charts, and videos.Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)Provide students with peer grouping for activitiesProvide students with teacher read-a-loud strategiesProvide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects)Provide students with cooperative learning activities (small/large group settings)Provide students with structured paragraphs for writing assignmentsProvide students with the use of simplified/shortened reading textProvide students with semantic mapping activities to enhance writingProvide students with the opportunity to use the Language Experience ApproachGames and activities for the ELL Classroomhttp://iteslj.org/c/games.htmlhttp://www.literacyconnections.com/InTheirOwnWords.php



State and District Instructional Requirements: Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S.

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3496



SS.912.W.7.8: Explain the causes, events, and effects of the Holocaust (1933-1945) including its roots in the long tradition of anti-Semitism, 19th century ideas about race and nation, and Nazi dehumanization of the Jews and other victims.

SS.912.W.7.In.h: Recognize major effects of the Holocaust, including the Nazi dehumanization of Jews and other victims.SS.912.W.7.Su.h: Recognize an effect of the Holocaust, including the Nazi dehumanization of Jews and other victims.SS.912.W.7.Pa.h: Recognize a characteristic of discrimination.http://www.cpalms.org/Public/PreviewStandard/Preview/3497


SS.912.A.6.In.a: Identify major causes and consequences of World War II on the United States and the world.SS.912.A.6.Su.a: Recognize a major cause and result of World War II on the United States and the world.SS.912.A.6.Pa.a: Recognize that the United States fought in

Detailed Lesson Plans can be downloaded from the Department of Social Sciences web-site. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized.





25










a war.http://www.cpalms.org/Public/PreviewStandard/Preview/3365

U.S. History Correlation: SS.912.A.6.3: Analyze the impact of the Holocaust during World War II on Jews as well as other groups

SS.912.A.6.In.c: Identify the impact of the Holocaust during World War II on Jews and other groups.SS.912.A.6.Su.c: Recognize an impact of the Holocaust during World War II on Jews and other groups.SS.912.A.6.Pa.c: Recognize that groups may be treated badly because they are different.http://www.cpalms.org/Public/PreviewStandard/Preview/3367

SS.912.H.1.1: Relate works in the arts (architecture, dance, music, theatre, and visual arts) of varying styles and genre according to the periods in which they were created.

SS.912.H.1.In.a: Identify works in the arts, including architecture, music, and visual arts, from time periods, such as Classical, Renaissance, Modern, and Contemporary.SS.912.H.1.Su.a: Recognize works in the arts, including music and visual arts, from a time period, such as Classical, Renaissance, or Contemporary.SS.912.H.1.Pa.a: Recognize a characteristic of a work in the arts from a time period.http://www.cpalms.org/Public/PreviewStandard/Preview/3626

SS.912. H. 1.2: Describe how historical events, social context, and culture impact forms, techniques, and purposes of works in the arts, including the relationship between a government and its citizens.

SS.912.H.1.In.b: Identify ways historical events, social context, culture, and government are reflected in works of art, such as imperial Roman sculpture, the Palace of Versailles, and the layout of Washington, DC.SS.912.H.1.Su.b: Recognize that works of art reflect events, cultures, or government.

26










SS.912.H.1.Pa.b: Recognize a characteristic of a work in the arts from a time period.http://www.cpalms.org/Public/PreviewStandard/Preview/3627

SS.912.H.1.3: Relate works in the arts to various cultures. SS.912.H.1.In.c: Identify works in the arts from various cultures, such as African, Asian, European, the Americas, and Middle Eastern.SS.912.H.1.Su.c: Recognize works in the arts from various cultures, such as African, Asian, the Americas, and Middle Eastern.SS.912.H.1.Pa.c: Recognize a characteristic of a work in the arts from a time period.http://www.cpalms.org/Public/PreviewStandard/Preview/3628

SS.912.H.1.4: Explain Philosophical beliefs as they relate to works in the arts.

SS.912.H.1.In.d: Identify works of art that reflect the artist’s beliefs, such as protest music and Native American dance.SS.912.H.1.Su.d: Recognize works of art that reflect the artist’s beliefs, such as Native American dance.SS.912.H.1.Pa.d: Recognize a characteristic of a work in the arts from a time period.http://www.cpalms.org/Public/PreviewStandard/Preview/3629


SS.912.G.2.In.c: Use geographic terms and tools to describe areas of the world that have experienced critical economic or physical changes, such as desertification, global warming, or natural disasters.SS.912.G.2.Su.c: Use geographic tools to identify areas in the world that have experienced a critical economic or

27










physical change, such as desertification, global warming, or natural disasters.SS.912.G.2.Pa.c: Recognize a change in a place due to a natural disaster or other event in the world.http://www.cpalms.org/Public/PreviewStandard/Preview/3598






SS.912.G.4.In.c: Use geographic terms and tools to examine effects of migration on the place of origin and destination.SS.912.G.4.Su.c: Use geographic terms and tools to identify an effect of migration on the place of origin and destination.

28










SS.912.G.4.Pa.c: Recognize an effect of migration.http://www.cpalms.org/Public/PreviewStandard/Preview/3608






SS.912.H.3.In.a: Identify effects of transportation, trade, communication, science, and technology on the preservation of a culture and its diffusion to other locations.SS.912.H.3.Su.a: Recognize an effect of transportation, trade, communication, science, or technology on the

29










diffusion of a culture to another location.SS.912.H.3.Pa.a: Recognize that communication helps spread ideas to other cultures.http://www.cpalms.org/Public/PreviewStandard/Preview/3638

SS.912.W.1.1: Use timelines to establish cause and effect relationships of historical events.





SS.912.W.1.In.d: Identify basic uses of historical inquiry and the relation to geography, economics, and civics.SS.912.W.1.Su.d: Recognize a use of historical inquiry and the relation to geography, economics, and civics.SS.912.W.1.Pa.d: Recognize sources of information, such as artifacts, images, and auditory and written sources.http://www.cpalms.org/Public/PreviewStandard/Preview/

30











3437



SS.912.W.1.6: Evaluate the role of history in shaping identity and character




31












SS.912.G.1.In.b: Use spatial perspective and appropriate geographic terms and tools to organize and identify information about a location.SS.912.G.1.Su.b: Use spatial perspective and appropriate geographic terms and tools to identify information about a location.SS.912.G.1.Pa.b: Associate terms used by geographers with places, people, or the environment.http://www.cpalms.org/Public/PreviewStandard/Preview/3593



SS.912.G.2.1:Identify the physical characteristics and the human characteristics that define and differentiate regions.

SS.912.G.2.In.a: Identify physical characteristics—such as climate and terrain, and human elements—such as religion and economy, that explain settlement patterns in the United States regions over time.SS.912.G.2.Su.a: Recognize physical characteristics—such

32








as climate and terrain, and human elements—such as religion and economy, that affected where people settled in the United States.SS.912.G.2.Pa.a: Recognize the effect of a physical characteristic of a place on people.http://www.cpalms.org/Public/PreviewStandard/Preview/3596


SS.912.G.2.In.b: Recognize factors and processes that contribute to differences between developing and developed regions of the world.SS.912.G.2.Su.b: Recognize a factor that contributes to differences between developing and developed regions of the world.SS.912.G.2.Pa.b: Recognize a characteristic of development.http://www.cpalms.org/Public/PreviewStandard/Preview/3597SS.912.W.1.2: Compare time measurement systems used by different cultures.


33










(Standard 6: Understand the development of Western and non-Western Nationalism, industrialization and imperialism, and the significant processes and consequences of each)(Standard 7: Recognize significant causes, events, figures, and consequences of the Great War period and the impact on worldwide balance of power)(Standard 8: Recognize significant events and people from the post World War II and Cold War eras)


34

Topic 21: The Course of World War II

Essential Question: What were the causes and consequences of World War II?

Please note: This topic correlates to essential content required for student mastery on the U.S. History End of Course assessment.

Pacing Date(s)


Block 4 days 04-24-18 to 05-03-18



4th Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional ToolsCourse Themes Addressed:Human and environmental interaction



Religions Belief systems,

philosophies and ideologies

Science and technology


Labor systems Industrialization Capitalism and Socialism



Florida Standards Focus Standard:LAFS.910.RH.1.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Content Benchmarks:SS.912.W.7.5: Describe the rise of authoritarian governments in the Soviet Union, Italy, Germany, and Spain, and analyze the policies and main ideas of Vladimir Lenin, Joseph Stalin, Benito Mussolini, Adolf Hitler, and Francisco Franco.

SS.912.W.7.In.e: Recognize why authoritarian governments came to power in the Soviet Union, Italy, Germany, and Spain.SS.912.W.7.Su.e: Recognize a reason that authoritarian governments came to power in Europe after the depression.SS.912.W.7.Pa.e: Recognize an effect of economic depression.http://www.cpalms.org/Public/PreviewStandard/Preview/3494


Florida Standards Focus Activity: Have students decide and discuss in groups, under what circumstances of war is ever justified. Do you think that Germany and Japan were justified in waging war? Were the Allies justified in declaring war on Germany and Japan? As you think about these questions, consider the moral issues that confront world leaders when they contemplate war as an option.

(This also meets, LAFS.910.WSHT.1.1 Write arguments focused on discipline-specific content.)

Vocabulary/Identification: (Please note: the vocabulary/identification list is provided as a basic introduction and list of terms and ideas associated with this topic. Individual teachers may use additional information at their discretion.) World War II- pgs. 676-713 Kellogg-Briand Pact, Ethiopia, appeasement, Axis Powers, Allied Powers, Munich Conference, anti-comitern pact, German-Soviet Non-Aggression Pact, sanction, demilitarized, Winston Churchill, Blitzkrieg, Charles De Gaulle, Rhineland, Pearl Harbor, Sudetenland, Siege of Leningrad, Battle of Stalingrad, Phony war, isolationist, Battle of Britain, Lend-lease act, neutrality acts, VE Day, D-Day, new order, final solution, Holocaust, Anne Frank, Auschwitz, FDR, Douglas MacArthur, Warsaw Ghetto Uprising, Midway Highlands, genocide, Poland, United Nations, kamikaze, mobilization, island hopping, atomic bomb, Hiroshima, Nagasaki, Marshall Plan, Yalta, Potsdam, Bretton Woods Conference, Truman Doctrine, VJ Day, concentration camp, Nanjing, Atlantic Charter, Operation Overload, Nuremberg Trials, Quit India, Bataan March, Kings African Rifles, Normandy, invasion, aggression, Hailie Selassie, mutilation.

35





4th Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools


classes





Causes- The Road to Waro Japanese Aggressions in

the Pacifico Japanese Militarismo Invasion of Chinao Rape of Nanjingo German Invasion of

Polando Nazi-Soviet Pacto Italian Expansiono Creation of the Axis and

Allied Powers

War Strategies and Significant Eventso German Blitzkreigo Island Hoppingo Increased Government

Propagandao Naval Warfare o Battle of Mid-Way o Air Warfare o Battle of Britain o Battle of Normandy o Battle of Stalingrad


SS.912.W.7.6: Analyze the restriction of individual rights and the use of mass terror against populations in the Soviet Union, Nazi Germany, and occupied territories.

SS.912.W.7.In.f: Recognize that the Soviet Union and Nazi Germany used mass terror and restriction of individual rights in order to control their people.SS.912.W.7.Su.f: Recognize that some governments used mass terror and restriction of individual rights in order to control their people.SS.912.W.7.Pa.f: Recognize an individual right.http://www.cpalms.org/Public/PreviewStandard/Preview/3495



SS.912.W.7.7: Trace the causes and key events related to World War II.

SS.912.W.7.In.g: Recognize the causes of World War II and the major events in the war, such as rise of totalitarian governments, conquest of countries in Europe, and

Textbook Resources: – pgs. 676 - 713

Workbook Resources: - Reading and Note Taking Study Guide pgs. 165 - 175

Test Prep Workbook Resources: - pgs. 130 - 139


HAVE A PROBLEM PULLING UPhttp://socialsciences.dadeschools.net/files/9th%20grade%20lessons/SS.912.W.7.7%20-%20World%20War%20II.pdf

Technology: The United States Holocaust Memorial Museum- This site has samples of their collection with general information on the people, events, and issues related to the Holocaust. http://www.ushmm.org/

Links on WWII, sorted by topic, date, and countryhttp://www.history.com/topics/world-war-ii/world-war-ii-history

History Lab: Women’s Contributions to WWII (http://www.umbc.edu/che/historylabs/lessondisplay.php?lesson=87)

SHEG: Nazi Propaganda (http://sheg.stanford.edu/nazi-propaganda)

Crash Course 38: WWII (https://www.youtube.com/watch?v=Q78COTwT7nE)

Crash Course 220: WWII, A War for Resources (https://www.youtube.com/watch?v=H-2q-QMUIgY)

Suggested Activities:

Have students debate whether or not appeasement was an effective tactic to deal with German aggression.

Have students create a chart of countries under Axis or Allied control in eastern Europe and the Mediterranean from 1940-1942.

Have students research memoirs of people living during the attack of Pearl

36

https://www.youtube.com/watch?v=H-2q-QMUIgY

https://www.youtube.com/watch?v=Q78COTwT7nE

http://sheg.stanford.edu/nazi-propaganda

http://www.umbc.edu/che/historylabs/lessondisplay.php?lesson=87

http://www.history.com/topics/world-war-ii/world-war-ii-history

http://www.ushmm.org/

http://socialsciences.dadeschools.net/files/9th%20grade%20lessons/SS.912.W.7.7%20-%20World%20War%20II.pdf

http://socialsciences.dadeschools.net/files/9th%20grade%20lessons/SS.912.W.7.7%20-%20World%20War%20II.pdf
















o Pearl Harbor o Entrance of the United

States

Victory and the End of the Waro Operation Overload o D-Day and V-E Dayo Victory over Japan o Yalta and Potsdam

Conference

Post-War Planso The United Nations o The Occupation of

Germanyo Redrawing Borderso Demilitarization and

Reparationso Nuremberg Trials

Effects on Civilians and Total War in Asia and the Colonial Worldo Quit Indiao Kings African Rifleso War Time Productiono Bataan Death March

Holocaust o Warsaw Ghetto Uprisingo Resisting the Holocaust o Anne Franck o Concentration Campso Auschwitz

Japanese invasion of China; and the bombing of Pearl Harbor, Battle of Midway, and D-Day invasion.SS.912.W.7.Su.g: Recognize a major cause and event of World War II, such as expansion of control of dictators and bombing of Pearl Harbor.SS.912.W.7.Pa.g: Recognize a characteristic of world warshttp://www.cpalms.org/Public/PreviewStandard/Preview/3496



SS.912.W.7.8: Explain the causes, events, and effects of the Holocaust (1933-1945) including its roots in the long tradition of anti-Semitism, 19th century ideas about race and nation, and Nazi dehumanization of the Jews and other victims.

SS.912.W.7.In.h: Recognize major effects of the Holocaust, including the Nazi dehumanization of Jews and other victims.SS.912.W.7.Su.h: Recognize an effect of the Holocaust, including the Nazi dehumanization of Jews and other victims.SS.912.W.7.Pa.h: Recognize a characteristic of discrimination.http://www.cpalms.org/Public/PreviewStandard/Preview/3497


Harbor and have students evaluate how those feelings affected the U.S.’s decision to enter WW II and write an essay http://articles.orlandosentinel.com/keyword/pearl-harbor-survivors

Have students read a selection from Anne Frank, and pick out the historical facts that represent German actions and her own personal feelings on the accounts. Have students write a paragraph answering the following question: Is the story of Anne Frank a valid resource, why or why not?http://www.annefrank.com/

Have students identify the three most important allied victories in the Pacific and have students write a justification for their choices in a paragraph.

Have students assume the role of a soldier or citizen during the war and have them write 5 different diary entries at 5 different points in the war.

Have students research who the Aryans were and create a Venn Diagram comparing the Aryan race in India and the Aryan race created by the Nazi’s.

Have students debate Truman’s decision to drop the atomic bomb on Japan.

Have students research the role of women during WW II and create a poster highlighting at least 5 important contributions to the War.http://www.history.com/topics/world-war-ii/american-women-in-world-war-ii

Have students create a timeline of the major events that led to the outbreak of the Second World War.http://www.historyplace.com/worldwar2/timeline/ww2time.htm

Have students identify and map the major battles of the WWII on both the Asian and European Front.http://history1900s.about.com/od/worldwarii/a/wwiibattles.htmhttp://www.historycentral.com/ww2/

Have students evaluate the costs and benefits of Japan’s decision to focus their efforts on ability to obtain raw materials in the Pacific by graphing economic gains and losses.

Have students research how civilians in various parts of the world experience the Second World War as a total war and create a poster board with a minimum of 4 different regions (e.g., East Asia, South America, Europe, South Asia, South East Asia, or Eurasia).

37

http://www.historycentral.com/ww2/

http://history1900s.about.com/od/worldwarii/a/wwiibattles.htm

http://www.historyplace.com/worldwar2/timeline/ww2time.htm

http://www.history.com/topics/world-war-ii/american-women-in-world-war-ii

http://www.annefrank.com/

http://articles.orlandosentinel.com/keyword/pearl-harbor-survivors


































U.S. History Correlation: SS.912.A.6.3: Analyze the impact of the Holocaust during World War II on Jews as well as other groups


SS.912.W.7.9: Identify the wartime strategy and post-war plans of the Allied leaders.

SS.912.W.7.In.i: Recognize the wartime strategies and post-war plans that were developed by the Allied leaders, such as Churchill, Roosevelt, and Stalin.SS.912.W.7.Su.i: Recognize that Allied leaders worked together to plan wartime strategies and create plans after World War II.SS.912.W.7.Pa.i: Recognize that leaders work together during and after war.http://www.cpalms.org/Public/PreviewStandard/Preview/3498


http://www.eyewitnesstohistory.com/w2frm.htm

Have students create a timeline of the events that led to peace in the aftermath of WWII, be sure to have them to include each of the major results, conferences and peace talks.

Have students create a chart evaluating how the outcome of the war affected the global balance of political and military power.

Have students list the factors that contributed to early German and Japanese successes and later Allied ones.


ELL:Use visual depictions of historical events in order to increase ELL students’ mastery of related content.

Additional ELL Strategies: Provide students with oral and visual cues for directionsProvide students with pictures, graphs, charts, and videos. Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)Provide students with peer grouping for activitiesProvide students with teacher read-a-loud strategiesProvide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects)Provide students with cooperative learning activities (small/large group settings)Provide students with structured paragraphs for writing assignmentsProvide students with the use of simplified/shortened reading textProvide students with semantic mapping activities to enhance writingProvide students with the opportunity to use the Language Experience Approachhttp://www.literacyconnections.com/InTheirOwnWords.php


What are read-a-louds, and what can they do for instruction?

38



http://www.eyewitnesstohistory.com/w2frm.htm











SS.912.W.7.10: Summarize the causes and effects of President Truman's decision to drop the atomic bombs on Japan.

SS.912.W.7.In.j: Recognize that President Truman’s decision to drop the atomic bombs on Japan ended the war but led to the beginning of the nuclear arms race.SS.912.W.7.Su.j: Recognize that the United States dropped atomic bombs on Japan and ended the war.SS.912.W.7.Pa.j: Recognize a characteristic of warfare during World War II.http://www.cpalms.org/Public/PreviewStandard/Preview/3499



U.S. History Correlation: SS.912.A.6.6: Analyze the use of atomic weapons during World War II and the aftermath of the bombings.

SS.912.A.6.In.f: Identify a reason why the United States decided to use atomic weapons against Japan and identify



State and District Instructional Requirements: Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Lesson Plans can be downloaded from the Department of Social Sciences web-site. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized.





39













the aftermath, such as destruction and the ending of World War II.SS.912.A.6.Su.f: Recognize the aftermath of the use of atomic weapons against Japan, such as destruction and the ending of World War II.SS.912.A.6.Pa.f: Recognize that countries may take drastic measures to end a war.http://www.cpalms.org/Public/PreviewStandard/Preview/3370

SS.912.W.7.11: Describe the effects of World War II.

SS.912.W.7.In.k: Recognize effects of World War II, such as death of soldiers and civilians, destruction of land and property, and creation of the United Nations.SS.912.W.7.Su.k: Recognize an effect of World War II, such as death of soldiers and civilians or the creation of the United Nations.SS.912.W.7.Pa.k: Recognize an effect of war.http://www.cpalms.org/Public/PreviewStandard/Preview/3500



U.S. History Correlation: SS.912.A.6.3: Analyze the impact of the Holocaust during World War II on Jews as well as other groups.

40











U.S. History Correlation: SS.912.A.6.9: Describe the rationale for the formation of the United Nations, including the contribution of Mary McLeod Bethune.

SS.912.A.6.In.i: Identify that the United Nations was formed as an international organization to keep world peace and Mary McLeod Bethune was involved in developing the charter.SS.912.A.6.Su.i: Recognize a peacekeeping role of the United Nations.SS.912.A.6.Pa.i: Recognize that countries work together in the United Nations.http://www.cpalms.org/Public/PreviewStandard/Preview/3373

SS.912.W.8.1: Identify the United States and Soviet aligned states of Europe, and contrast their political and economic characteristics. SS.912.W.8.In.a: Recognize that the countries of NATO aligned with the United States and countries in the Warsaw Pact aligned with the Soviet Union after World War II.SS.912.W.8.Su.a: Recognize that countries aligned with the United States or the Soviet Union after World War II.SS.912.W.8.Pa.a: Recognize a characteristic of an alliance.http://www.cpalms.org/Public/PreviewStandard/Preview/3501

U.S. History Correlation: SS.912.A.6.10: Examine causes, course, and consequences of the early years of the Cold War (Truman Doctrine, Marshall Plan, NATO, Warsaw Pact).

41










SS.912.A.6.In.j: Identify the consequences of the early years of the Cold War, such as the establishment of the Truman Doctrine, the Marshall Plan, NATO, and the Warsaw Pact.SS.912.A.6.Su.j: Recognize a consequence of the Cold War, such as the arms race, fear of the spread of communism, plans to help countries rebuild after World War II, or that countries in communist and western nations formed separate alliances.SS.912.A.6.Pa.j: Recognize that countries help each other to prevent wars.http://www.cpalms.org/Public/PreviewStandard/Preview/3374

SS.912.W.8.2: Describe characteristics of the early Cold War.

SS.912.W.8.In.b: Identify characteristics of the early Cold War, such as the Truman Doctrine, Marshall Plan, NATO, and the Iron Curtain.SS.912.W.8.Su.b: Recognize characteristics of the early Cold War, such as fear of communism, formation of alliances, and division of the free world from the communists.SS.912.W.8.Pa.b: Recognize a characteristic of an alliance.http://www.cpalms.org/Public/PreviewStandard/Preview/3502


SS.912.A.6.In.j: Identify the consequences of the early years of the Cold War, such as the establishment of the Truman Doctrine, the Marshall Plan, NATO, and the Warsaw Pact.SS.912.A.6.Su.j: Recognize a consequence of the Cold War, such as the arms race, fear of the spread of communism, plans to help countries rebuild after World War II, or that countries in communist and western nations

42








formed separate alliances.SS.912.A.6.Pa.j: Recognize that countries help each other to prevent wars.http://www.cpalms.org/Public/PreviewStandard/Preview/3374






SS.912.G.4.In.b: Use geographic terms and tools to

43










describe the push/pull factors contributing to human migration.SS.912.G.4.Su.b: Use geographic terms and tools to identify the push/pull factors contributing to human migration.SS.912.G.4.Pa.b: Recognize a cause of migration.http://www.cpalms.org/Public/PreviewStandard/Preview/3607






SS.912.G.4.In.i: Use political maps to identify changes in

44










boundaries or governments within a continent.SS.912.G.4.Su.i: Use political maps to recognize changes in boundaries or governments within a continent.SS.912.G.4.Pa.i: Use maps to recognize changes in boundaries.http://www.cpalms.org/Public/PreviewStandard/Preview/3614




SS.912.H.3.In.a: Identify effects of transportation, trade, communication, science, and technology on the preservation of a culture and its diffusion to other locations.SS.912.H.3.Su.a: Recognize an effect of transportation, trade, communication, science, or technology on the diffusion of a culture to another location.SS.912.H.3.Pa.a: Recognize that communication helps spread ideas to other cultures.http://www.cpalms.org/Public/PreviewStandard/Preview/3638


SS.912.W.1.In.a: Use a timeline to show the relationship of historical events.

45










SS.912.W.1.Su.a: Use a simple timeline to identify the relationship of historical events.SS.912.W.1.Pa.a: Use a simple pictorial timeline to recognize a sequence of events.http://www.cpalms.org/Public/PreviewStandard/Preview/3434






SS.912.W.1.In.e: Recognize differences in interpretations of historians about events.SS.912.W.1.Su.e: Recognize that interpretations of historians may differ.SS.912.W.1.Pa.e: Recognize sources of information, such

46










as artifacts, images, and auditory and written sources.http://www.cpalms.org/Public/PreviewStandard/Preview/3438

SS.912.W.1.6: Evaluate the role of history in shaping identity and character.





SS.912.G.1.In.b: Use spatial perspective and appropriate geographic terms and tools to organize and identify information about a location.SS.912.G.1.Su.b: Use spatial perspective and appropriate geographic terms and tools to identify information about a location.

47










SS.912.G.1.Pa.b: Associate terms used by geographers with places, people, or the environment.http://www.cpalms.org/Public/PreviewStandard/Preview/3593

SS.912.G.1.3: Employ applicable units of measurement and scale to solve simple locational problems using maps and globes.





48










SS.912.G.2.In.b: Recognize factors and processes that contribute to differences between developing and developed regions of the world.SS.912.G.2.Su.b: Recognize a factor that contributes to differences between developing and developed regions of the world.SS.912.G.2.Pa.b: Recognize a characteristic of development.http://www.cpalms.org/Public/PreviewStandard/Preview/3597

SS.912.W.1.2: Compare time measurement systems used by different cultures. SS.912.W.1.In.b: Identify terms of time sequence, such as decade, century, and era.SS.912.W.1.Su.b: Recognize terms of time sequence, such as decade and century.SS.912.W.1.Pa.b: Recognize terms that relate to time, such as day, week, month, and year.http://www.cpalms.org/Public/PreviewStandard/Preview/3435

49








(Standard 7: Recognize significant causes, events, figures, and consequences of the Great War period and the impact on worldwide balance of power)(Standard 8: Recognize significant events and people from the post World War II and Cold War eras)(Standard 9: Identify major economic, political, social, and technological trends beginning in the 20th century)





Demography and disease Migration Patterns of settlement


Trade and Commerce Labor systems Industrialization Capitalism and Socialism




Florida Standards Focus Standard: LAFS.910.WSHT.3.9 Draw evidence from informational texts to support analysis reflection, and research.

Content Benchmarks:SS.912.W.7.11: Describe the effects of World War II.


U.S. History Correlation: SS.912.A.6.1: Examine causes, course, and consequences of World War II on the United States and the

Florida Standards Focus Activity:Have students research the implication of successful revolutions in China and Cuba for the Cold War rivalry of the United States and the Soviet union and predict the actions and reactions of the involved nations and write a position paper by drawing evidence from informational texts to support analysis reflection, and research in a class debate.http://www.bbc.co.uk/archive/cuba/index.shtml

Vocabulary/Identification: (Please note: the vocabulary/identification list is provided as a basic introduction and list of terms and ideas associated with this topic. Individual teachers may use additional information at their discretion.) Cold War- pgs. 726- 753 containment, superpower, Cold War, Truman Doctrine, Marshall Plan, NATO, Warsaw Pact, Berlin Wall, Mao Zedong, Kim Il Sun, Fidel Castro, John F. Kennedy, Nikita Khrushchev, Cuban Missile Crisis, arms race, satellite states, Domino Theory, East Germany, West Germany, The Peoples Republic of China, The Great Leap Forward, The Cultural Revolution, the Gang of Four, The Red Guards, Bay of Pigs, Space Race, The Iron Curtain, Sputnik I, Portfolio Diaz, hacienda, Emiliano Zapata, Fransisco “Pancho” Villa, Venustiano Carranza, Institutional Revolutionary Party (PRI Party), nationalization, Lazaro Cardenas, Good Neighbor Policy, Samosa, Sandinista Contras, guerilla, Pinochet, Fidel Castro, Batista, Juan Peron Eva Peron, Organization of American States, doomsday clock, sphere of influence, cooperatives, Richard

50

Topic 22: Post-World War /Cold War Era (The Western World)

Essential Question: What were the regional and global consequences of the Cold War?Please note: This topic correlates to essential content required for student mastery on the U.S. History End of Course assessment.

Pacing Date(s)


Block 3.5 days 05-04-18 to 05-14-18

http://www.bbc.co.uk/archive/cuba/index.shtml





4th Nine WeeksEssential Content NGSSS-SS Benchmarks Instructional Toolsclasses


Political structures and forms of

governance Nations and nationalism Revolts and Revolutions Regional, trans-regional


Europe and the Americas

Origins of the Cold War

Contrasting Political and Economic Systems

Chinao China under Mao Zedong o The People’s Republic of

Chinao The Great Leap Forwardo The Cultural Revolution o The Gang of Four

The US and the Cold Waro SE Asia Treaty

Organizationo Cuban Missile Crisis o Bay of Pigs Invasion o The Space Raceo The Truman Doctrine o The Marshall Plan o Containment

USSRo Cuneiform

world.






Nixon, Henry Kissinger, Operation Bootstrap, Prague Spring, Duvalier, Salvador Allende, détente, dissidence, Helsinki Accords.

Textbook Resources: – pgs. 614 – 619 (Revolution and Nationalism in Latin America), 633 – 639 (Background on Communist Movement in China), 726 – 753 (Cold War)




http://socialsciences.dadeschools.net/files/9th%20grade%20lessons/SS.912.W.8.2%20-%20Cold%20War.pdf

Technology:Video Segment: Las Madres de Plaza de Mayo (Revolution and Resistance in Argentina)http://www.learner.org/courses/worldhistory/unit_video_23-3.html

British National Archives-The Cold War- This site investigate important people and events of the Cold war period through case studies, documents and general information http://www.nationalarchives.gov.uk/education/coldwar/

A web portal on Cold War studies with links to archival publicationshttp://fas.harvard.edu/~hpcws/links.htm

History Lab: Cold War and The Rosenbergs (http://www.umbc.edu/che/historylabs/lessondisplay.php?lesson=105)

SHEG: Castro and the US (http://sheg.stanford.edu/castro-us)

China’s Cultural Revolution (http://sheg.stanford.edu/chinas-cultural-revolution)

Crash Course 39: Cold War(https://www.youtube.com/watch?v=y9HjvHZfCUI)

51

https://www.youtube.com/watch?v=y9HjvHZfCUI

http://sheg.stanford.edu/chinas-cultural-revolution

http://sheg.stanford.edu/castro-us


http://fas.harvard.edu/~hpcws/links.htm

http://www.nationalarchives.gov.uk/education/coldwar/





















http://archives.nbclearn.com/portal/site/k-12/browse?addinum=1396213176602&sb=airpublish&so=descending&ip=25&pi=2977c567d99e0210VgnVCM10000075c1d240RCRD&cp=/html/nbcarchive/chapters/6960369be49e0210VgnVCM10000075c1d240RCRD.xml&io=0&cl=view_thumb%20view_large%20view_collapsed&ls=true




o The Iron Curtaino Nikita Khruschev o Sputnik I

The Effects of the Cold Waro The Arms Race o NATO o WARSAW Pact o Western Europe o The Berlin Wall o France and Charles De

Gaulleo The Common Market-

European Economic Community

Latin America & the Caribbean Reform Movements

o The Dominican Republic

o Rafael Trujillo

Mexico and Central America

Cubao Fidel Castro o Bay of Pigs o Cuban Missile Crisis o Soviet Relations o Nicaragua o Sandinista Revolution o Daniel Ortega o Contras’ o Panama and El Salvadoro Puerto Rico o Operation Bootstrap

South America

SS.912.W.8.1: Identify the United States and Soviet aligned states of Europe, and contrast their political and economic characteristics.

SS.912.W.8.In.a: Recognize that the countries of NATO aligned with the United States and countries in the Warsaw Pact aligned with the Soviet Union after World War II.SS.912.W.8.Su.a: Recognize that countries aligned with the United States or the Soviet Union after World War II.SS.912.W.8.Pa.a: Recognize a characteristic of an alliance.http://www.cpalms.org/Public/PreviewStandard/Preview/3501




SS.912.W.8.In.b: Identify characteristics of the early Cold War, such as the Truman Doctrine, Marshall Plan, NATO, and the Iron Curtain.SS.912.W.8.Su.b: Recognize characteristics of the early Cold War, such as fear of communism, formation of alliances, and division of the free world from the communists.

Suggested Activities:Have students create political cartoons as a means of understanding the Cold War. Call students’ attention to different symbols of the Cold War with: the iron wall represents the iron curtain: the hammer and sickle represents the Soviet Union or Communism; the arm represents the people of Czechoslovakia; the torch represents liberty. Discuss the meaning of a political cartoon. Explain that political cartoons typically use strong symbolism to communicate an opinion about events. Have students brainstorm ideas for expressing an opinion in a political cartoon about one or more of the events covered in this section. Have students post their cartoons on the wall and use them as the basis for a class review of the main ideas.

Have students create a Venn Diagram comparing NATO and the Warsaw Pact.

Have students discuss the appropriateness of the Truman Doctrine and the Marshal Plan.

Have students evaluate the role of youth in the global upheavals of 1965-1974.http://www.learner.org/courses/worldhistory/unit_video_23-1.html

Have students view a series of photos that depict various elements of popular culture in the 1960’s and then identify ideas and emotions they believe the images would evoke.http://www.retrowaste.com/1960s/http://www.pbs.org/opb/thesixties/topics/culture/

Have students map important political developments in Latin and South America.http://www.world-newspapers.com/south-america.html

Have students list similarities amongst the different governments in South America.

Have students research and defend their answers to the following question: When gross human rights violations have been committed, how do democratizing societies balance their quest for peace and reconciliation with the need for accountability and justice?http://atheism.about.com/library/FAQs/phil/blphil_eth_waranti_inn.htm

Have students write slogans that would have been appropriate to be carried by the Red Guard.

52

http://atheism.about.com/library/FAQs/phil/blphil_eth_waranti_inn.htm

http://www.world-newspapers.com/south-america.html

http://www.pbs.org/opb/thesixties/topics/culture/

http://www.retrowaste.com/1960s/
































o Brazil o Military Dictatorshipo Argentina o The Peron’so Military Ruleo Colombia and Peru o The War on Drugs o Guerilla Warfare o Chile o Military Coup

SS.912.W.8.Pa.b: Recognize a characteristic of an alliance.http://www.cpalms.org/Public/PreviewStandard/Preview/3502



SS.912.W.8.3: Summarize key developments in post-war China.

SS.912.W.8.In.c: Identify that China became a world power after the communists defeated the nationalists in the Chinese Civil War.SS.912.W.8.Su.c: Recognize that China became a world power after the communists took over the government.SS.912.W.8.Pa.c: Recognize a result of change in government.http://www.cpalms.org/Public/PreviewStandard/Preview/3503

SS.912.W.8.4: Summarize the causes and effects of the arms race and proxy wars in Africa, Asia, Latin America, and the Middle East.

SS.912.W.8.In.d: Identify effects of the arms race, such as

Have students create a chart comparing the effects the Cold War had on the US and USSR.

Have students create a timeline outlining the major global events that contributed to the Cold War.

Have students list the ways that communism affected Chinese domestic and foreign policies.







53





















increased weapons and armies.SS.912.W.8.Su.d: Recognize effects of the arms race, such as increased weapons and armies.SS.912.W.8.Pa.d: Recognize a characteristic of national defense.http://www.cpalms.org/Public/PreviewStandard/Preview/3504

U.S. History Correlation: SS.912.A.6.13: Analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations.

SS.912.A.6.In.m: Identify results of significant foreign policy events, such as the Cuban missile crisis, the Gulf of Tonkin Resolution—Vietnam, and relations with China.SS.912.A.6.Su.m: Recognize the results of a significant foreign policy event, such as the Cuban missile crisis, the Gulf of Tonkin Resolution—Vietnam, or relations with China.SS.912.A.6.Pa.m: Recognize that the United States is involved with other nations.http://www.cpalms.org/Public/PreviewStandard/Preview/3377

U.S. History Correlation: SS.912.A.6.12: Examine causes, course, and consequences of the Korean War.

SS.912.A.6.In.l: Identify a cause and consequence of the Korean War.SS.912.A.6.Su.l: Recognize a cause and consequence of the Korean War.SS.912.A.6.Pa.l: Recognize that countries help other countries in war.http://www.cpalms.org/Public/PreviewStandard/Preview/3376

U.S. History Correlation: SS.912.A.6.14: Analyze causes, course, and consequences of the Vietnam War.

SS.912.A.6.In.n: Identify causes and results of the Vietnam

State and District Instructional Requirements: Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Lesson Plans can be downloaded from the Division of Social Sciences and Life Skills web-site. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized.





54











War.SS.912.A.6.Su.n: Recognize a cause and result of the Vietnam War.SS.912.A.6.Pa.n: Recognize that countries help other countries in war.http://www.cpalms.org/Public/PreviewStandard/Preview/3378

SS.912.W.8.5: Identify the factors that led to the decline and fall of communism in the Soviet Union and Eastern Europe.

SS.912.W.8.In.e: Recognize factors that led to the fall of communism in the Soviet Union and Eastern Europe, such as the arms race and resistance by the citizens within the countries.SS.912.W.8.Su.e: Recognize a factor that led to the fall of communism in the Soviet Union and Eastern Europe was the resistance by the citizens within the countries.SS.912.W.8.Pa.e: Recognize that government can change.http://www.cpalms.org/Public/PreviewStandard/Preview/3505

U.S. History Correlation: SS.912.A.7.4: Evaluate the success of 1960s era presidents' foreign and domestic policies.

SS.912.A.7.In.d: Examine government policies and programs in the 1960s, such as civil rights legislation, the Space Race, and the Great Society.SS.912.A.7.Su.d: Identify a government policy or program in the 1960s, such as civil rights legislation, the Space Race, or the Great Society.SS.912.A.7.Pa.d: Recognize a government program that helps people.http://www.cpalms.org/Public/PreviewStandard/Preview/3383

SS.912.W.8.6: Explain the 20th century background for the establishment of the modern state of Israel in 1948 and the ongoing military and political conflicts between Israel and the Arab-Muslim world.

55










SS.912.W.8.In.f: Recognize a reason why Israel became a country and characteristics of conflicts between Israel and the Arab world.SS.912.W.8.Su.f: Recognize a reason why Israel became a country.SS.912.W.8.Pa.f: Recognize a characteristic of national independence.http://www.cpalms.org/Public/PreviewStandard/Preview/3506

U.S. History Correlation: SS.912.A.7.11: Analyze the foreign policy of the United States as it relates to Africa, Asia, the Caribbean, Latin America, and the Middle East.

SS.912.A.7.In.k: Identify aspects of United States foreign policy as it relates to Africa, Asia, the Caribbean, Latin America, and the Middle East.SS.912.A.7.Su.k: Recognize an aspect of United States foreign policy as it relates to Africa, Asia, the Caribbean, Latin America, and the Middle East.SS.912.A.7.Pa.k: Recognize that the United States has interests in other countries.http://www.cpalms.org/Public/PreviewStandard/Preview/3427

SS.912.W.8.7: Compare post-war independence movements in African, Asian, and Caribbean countries.

SS.912.W.8.In.g: Identify post-war independence movements in African, Asian, or Caribbean colonies.SS.912.W.8.Su.g: Recognize that African, Asian, and Caribbean colonies moved toward independence after World War II.SS.912.W.8.Pa.g: Recognize a characteristic of national independence.http://www.cpalms.org/Public/PreviewStandard/Preview/3507

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SS.912.W.8.8: Describe the rise and goals of nationalist leaders in the post-war era and the impact of their rule on their societies.

SS.912.W.8.In.h: Recognize the goals of nationalist leaders, such as Mahatma Ghandi, Fidel Castro, and Gamal Abdel Nasser, in the post-war era.SS.912.W.8.Su.h: Recognize a goal of selected nationalist leaders, such as Mahatma Ghandi, Fidel Castro, and Gamal Abdel Nasser, in the post-war era.SS.912.W.8.Pa.h: Recognize a characteristic of leadership.http://www.cpalms.org/Public/PreviewStandard/Preview/3508

SS.912.W.8.9: Analyze the successes and failures of democratic reform movements in Africa, Asia, the Caribbean, and Latin America.

SS.912.W.8.In.i: Identify post-war independence movements in African, Asian, or Caribbean colonies.SS.912.W.8.Su.i: Recognize that African, Asian, and Caribbean colonies moved toward independence after World War II.SS.912.W.8.Pa.i: Recognize a characteristic of national

57








independence.http://www.cpalms.org/Public/PreviewStandard/Preview/3509

SS.912.W.8.10: Explain the impact of religious fundamentalism in the last half of the 20th century, and identify related events and forces in the Middle East over the last several decades.

SS.912.W.8.In.j: Recognize impacts of religious fundamentalism and other factors in the Middle East, such as the Iranian Revolution, armed warriors (Mujahideen) in Afghanistan, and the Persian Gulf War.SS.912.W.8.Su.j: Recognize an impact of religious fundamentalism or other factors in the Middle East, such as the Iranian Revolution, armed warriors (Mujahideen) in Afghanistan, or the Persian Gulf War.SS.912.W.8.Pa.j: Recognize a cause of conflict.http://www.cpalms.org/Public/PreviewStandard/Preview/3510



U.S. History Correlation: SS.912.A.7.15: Analyze the effects of foreign and domestic

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terrorism on the American people.

SS.912.A.7.In.o: Identify effects of terrorism in the United States, such as the attacks on September 11, 2001, which led to the wars in Afghanistan and Iraq.SS.912.A.7.Su.o: Recognize that the United States has been affected by acts of terrorism, such as the attacks on September 11, 2001.SS.912.A.7.Pa.o: Recognize an act of terrorism, such as September 11, 2001.http://www.cpalms.org/Public/PreviewStandard/Preview/3431

SS.912.W.9.1: Identify major scientific figures and breakthroughs of the 20th century, and assess their impact on contemporary life.

SS.912.W.9.In.a: Recognize selected major scientists, their important discoveries, and their impact on everyday life.SS.912.W.9.Su.a: Recognize a selected major scientist, the important discovery, and the impact on everyday life.SS.912.W.9.Pa.a: Recognize an effect of scientific discovery.http://www.cpalms.org/Public/PreviewStandard/Preview/3511

U.S. History Correlation: SS.912.A.7.1: Identify causes for Post-World War II prosperity and its effects on American society.

SS.912.A.7.In.a: Identify effects of post-World War II prosperity on American society, such as the Baby Boom and the growth of suburbs.SS.912.A.7.Su.a: Recognize an effect of post-World War II prosperity on American society, such as the Baby Boom or the growth of suburbs.SS.912.A.7.Pa.a: Recognize a characteristic of post-World War II, such as suburbs and modern appliances.http://www.cpalms.org/Public/PreviewStandard/Preview/3380

59










U.S. History Correlation: SS.912.A.7.12: Analyze political, economic, and social concerns that emerged at the end of the 20th century and into the 21st century.

SS.912.A.7.In.l: Identify political, economic, and social concerns that emerged from the late 1900s to early 2000s.SS.912.A.7.Su.l: Recognize political, economic, and social concerns that emerged from the late 1900s to early 2000s.SS.912.A.7.Pa.l: Recognize a social or economic concern of people.http://www.cpalms.org/Public/PreviewStandard/Preview/3428

SS.912.W.9.2: Describe the causes and effects of post-World War II economic and demographic changes.

SS.912.W.9.In.b: Recognize effects of post-World War II economic changes, such as medical and technological advances, increased consumption, and rise in expectations for standards of living.SS.912.W.9.Su.b: Recognize an effect of post-World War II economic changes, such as medical and technological advances, increased consumption, or rise in expectations for standards of living.SS.912.W.9.Pa.b: Recognize an effect of economic growth.http://www.cpalms.org/Public/PreviewStandard/Preview/3512


SS.912.A.7.In.a: Identify effects of post-World War II prosperity on American society, such as the Baby Boom and the growth of suburbs.SS.912.A.7.Su.a: Recognize an effect of post-World War II prosperity on American society, such as the Baby Boom or the growth of suburbs.

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SS.912.A.7.Pa.a: Recognize a characteristic of post-World War II, such as suburbs and modern appliances.http://www.cpalms.org/Public/PreviewStandard/Preview/3380



SS.912.G.2.3: Use geographic terms and tools to analyze case studies of regional issues in different parts of the world that have critical economic, physical, or political ramifications. SS.912.G.2.In.c: Use geographic terms and tools to describe areas of the world that have experienced critical economic or physical changes, such as desertification, global warming, or natural disasters.SS.912.G.2.Su.c: Use geographic tools to identify areas in the world that have experienced a critical economic or physical change, such as desertification, global warming, or natural disasters.SS.912.G.2.Pa.c: Recognize a change in a place due to a natural disaster or other event in the world.http://www.cpalms.org/Public/PreviewStandard/Preview/3598


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SS.912.G.4.In.g: Use geographic terms and tools to identify characteristics of cultural diffusion throughout selected places, regions, and the world.

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SS.912.G.4.Su.g: Use geographic terms and tools to recognize characteristics of cultural diffusion throughout selected places, regions, and the world.SS.912.G.4.Pa.g: Use a geographic term, such as movement, to recognize a change in the population of a place.http://www.cpalms.org/Public/PreviewStandard/Preview/3612






SS.912.W.1.In.d: Identify basic uses of historical inquiry and the relation to geography, economics, and civics.SS.912.W.1.Su.d: Recognize a use of historical inquiry and

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the relation to geography, economics, and civics.SS.912.W.1.Pa.d: Recognize sources of information, such as artifacts, images, and auditory and written sources.http://www.cpalms.org/Public/PreviewStandard/Preview/3437






SS.912.H.3.In.a: Identify effects of transportation, trade, communication, science, and technology on the preservation of a culture and its diffusion to other locations.SS.912.H.3.Su.a: Recognize an effect of transportation, trade, communication, science, or technology on the diffusion of a culture to another location.

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SS.912.H.3.Pa.a: Recognize that communication helps spread ideas to other cultures.http://www.cpalms.org/Public/PreviewStandard/Preview/3638






SS.912.G.1.In.b: Use spatial perspective and appropriate geographic terms and tools to organize and identify information about a location.SS.912.G.1.Su.b: Use spatial perspective and appropriate geographic terms and tools to identify information about a

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location.SS.912.G.1.Pa.b: Associate terms used by geographers with places, people, or the environment.http://www.cpalms.org/Public/PreviewStandard/Preview/3593






SS.912.H.1.In.c: Identify works in the arts from various

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cultures, such as African, Asian, European, the Americas, and Middle Eastern.SS.912.H.1.Su.c: Recognize works in the arts from various cultures, such as African, Asian, the Americas, and Middle Eastern.SS.912.H.1.Pa.c: Recognize a characteristic of a work in the arts from a time period.http://www.cpalms.org/Public/PreviewStandard/Preview/3628



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Topic 23: Post World War- The Non-Western World

Essential Question: How did democratization and decolonization movements in the 20th century change the post-colonial world?Please note: This topic correlates to essential content required for student mastery on the U.S. History End of Course assessment.


(Standard 8: Recognize significant events and people from the post World War II and Cold War eras)(Standard 9: Identify major economic, political, social, and technological trends beginning in the 20th century)


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Pacing Date(s)


Block 3.5 days 05-15-18 to 05-23-18



Nine WeeksEssential Content NGSSS-SS Benchmarks Instructional Tools









Eastern Europeo The Communist Block

Middle East and South Asiao Religious

Fundamentalismo Dali Lama o The movement for Indian

Independenceo The Muslim Leagueo Indian National Congresso Nehru Gandhio Egyptian Independence o Suez Canal Crisis o Anwar Sadat o Yasir Arafat

Iran and Iraq and Turkeyo Mohammad Mossadeqo Iranian Revolution

Florida Standards Focus Standard:LAFS.910.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

Content Benchmarks:SS.912.W.7.11: Describe the effects of World War II.





SS.912.A.6.In.c: Identify the impact of the Holocaust during World War II on Jews and other groups.SS.912.A.6.Su.c: Recognize an impact of the Holocaust during World War II on Jews and other groups.

Florida Standards Focus Activity:Have students research and write a report determining the meaning of democratization and decolonization movements in the mid-twentieth century and how they were affected by the Cold War, including vocabulary describing political, social, or economic aspects of history/social studies.

(This also meets, LAFS.910.WSHT.3.9 Draw evidence from informational texts to support analysis reflection, and research.)

Vocabulary/Identification: (Please note: the vocabulary/identification list is provided as a basic introduction and list of terms and ideas associated with this topic. Individual teachers may use additional information at their discretion.)

pgs. 740-752, pgs. 772- 782 pgs. 794-807 The Philippines, Burma, Vietnam, Geneva Accords, TET Offensive, Ho Chi Minh, Paris Peace Accords, Laos, Cambodia, Muggabi, Belgian Congo, Israel, Palestine, Suez Crisis, Gamal Abdel Nasser, Anwar Sadat, Golda Meir, Ayatollah Khomeini, Six Day War, Yasir Arafat, Camp David Accords, Saddam Hussein, Nehru Ghandi, OPEC, Kwame Nkrumah, Ghana, Kenya, Pan- Arabism, Jomo Kenyatta, Mau Mau, Patrice Lumumba, Quang Duc, zaibatsu, SCAP, Khmer Rouge, Religious Fundamentalism, State Capitalism, Muslim League, Indian National Congress, Sikhs, Kashmir, Punjab, Jawaharial Nehru, Indira Ghandi, Pakistan, Bangladesh, Myanmar, Indonesia, East Timor, Ferdinand Marcos, Dali Lama, Singapore, Hong Kong, West Bank, Nehru Gandhi, Mohammad Mossadeq, Iranian Revolution, Saddam Hussein, Iran-Contra Affair, PLO, Kibbutz, Balfour Declaration, Benazir Bhutto, The association of SE Asian Nations, Bandung Generation, Taliban, Robert Mugabe, 38th Parallel, North Korea, South Korea, The Korean War, Pan-Africanism, segregation, discrimination, Dr. martin Luther King, Jr.

Textbook Resources: – pgs. 735 – 742 (Civil Rights Movement), 743 – 752 (Communism in East Asia), 772 – 780 (South and Southeast Asia), 783 – 791 (African Nations Win Independence), 793 – 807 (Middle East)



Technology: Video Segment: Post-Colonialism in the Belgian Congohttp://www.learner.org/courses/worldhistory/unit_video_22-2.html

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o Ayatollah Khomeni o Saddam Hussein o Iran- Contra Affair

The Formation of the State of Israelo Balfour Declarationo Menachem Begin o Kibbutzo Six-Day War o PLO o Camp David Accords

The Division of Pakistan o Independence for

Bangladesho Benazir Bhutto o

The Middle Easto The Development of

OPECo Russia and Afghanistan o The Creation of Taliban o War

Africa: The process of decolonizationo The Bandung Generationo Nasser, Nehru, and

Sukrano

Independence Movements & Pan-Africanismo Ghana o Kwame Nkrumaho Kenyao Mau Mauo British Central Africa

SS.912.A.6.Pa.c: Recognize that groups may be treated badly because they are different.http://www.cpalms.org/Public/PreviewStandard/Preview/3367



SS.912.W.8.1: Identify the United States and Soviet aligned states of Europe, and contrast their political and economic characteristics.

SS.912.W.8.In.a: Recognize that the countries of NATO aligned with the United States and countries in the Warsaw Pact aligned with the Soviet Union after World War II.SS.912.W.8.Su.a: Recognize that countries aligned with the United States or the Soviet Union after World War II.SS.912.W.8.Pa.a: Recognize a characteristic of an alliance.http://www.cpalms.org/Public/PreviewStandard/Preview/3501


SS.912.A.6.In.j: Identify the consequences of the early years of the Cold War, such as the establishment of the Truman Doctrine, the Marshall Plan, NATO, and the

Video Segment: Ayatollah Khomeini (Revolution and Resistance in Iran)http://www.learner.org/courses/worldhistory/unit_video_23-2.html

History Lab: Guatemalan Coup of 1954; Iran-Contra Affair (http://www.umbc.edu/che/historylabs/lessondisplay.php?lesson=101)

SHEG: Indian Partition; Assassination of Lumumba (http://sheg.stanford.edu/india-partition)

Crash Course 40: Decolonization and :Nationalism (https://www.youtube.com/watch?v=T_sGTspaF4Y)

Crash Course 221: Congo and Africa’s World War (https://www.youtube.com/watch?v=4uArRzwKHvE)

Extensive links to contemporary and historical information on India and South Asian regionhttp://www.Columbia.edu/cu/lweb/indiv/southasia/cuvl/

Documents and case studies from around the world on decolonizationhttp://www.casahistoria.net/decolonisation.htm

PBS Global Connections The Middle East- This site has a timeline of the Middle E East in the 20th Century, including Egypt, and the Israeli-Palestinian conflict. It includes a timeline, articles related to the topic as well as video clips.

http://www.pbs.org/wgbh/globalconnections/mideast/index.html The Road to Partition- This site investigate the creation of India and Pakistan through Primary documents http://www.nationalarchives.gov.uk/education/topics/the-road-to-partition.htm

The BBC offers an extensive site on the India-Pakistan Conflict with aninteractive time line, as well as links to articles and other useful websites.http://news.bbc.co.uk/hi/english/static/in_depth/south_asia/2002/india_pakistan/timeline/default.stm

Suggested Activities:Have students create a time-line of the Israeli-Palestinian conflict from its origin to the current state.

Have students map the independence movements in Africa. Have students 70

http://news.bbc.co.uk/hi/english/static/in_depth/south_asia/2002/india_pakistan/timeline/default.stm


http://www.nationalarchives.gov.uk/education/topics/the-road-to-partition.htm

http://www.pbs.org/wgbh/globalconnections/mideast/index.html

http://www.casahistoria.net/decolonisation.htm

http://www.Columbia.edu/cu/lweb/indiv/southasia/cuvl/

https://www.youtube.com/watch?v=4uArRzwKHvE

https://www.youtube.com/watch?v=T_sGTspaF4Y

http://sheg.stanford.edu/india-partition





























Nine WeeksEssential Content NGSSS-SS Benchmarks Instructional Tools( Rhodesia)

o Robert Mugabeo The French Colonieso Belgian and Portuguese

Colonies

The Effects of Independence o Political Challengeso Ethnic Violenceo Limited Economies o Environmental

Southeast Asia and East Asiao The Occupation of Japano SCAPo Zaibatsuo MacArthur Constitutiono Liberal Democratic Partyo The Two Koreas

Independence Struggles in SE Asiao Nationalism in Taiwano The Vietnam War o Ho Chi Minh o Geneva Accordo Domino Theoryo Tet Offensive o Paris Peace Accords o Cambodia and Laos o Ho Chi Minh Trail o Khmer Rouge o The Philippines o Burma(Myanmar) o Indonesia

Warsaw Pact.SS.912.A.6.Su.j: Recognize a consequence of the Cold War, such as the arms race, fear of the spread of communism, plans to help countries rebuild after World War II, or that countries in communist and western nations formed separate alliances.SS.912.A.6.Pa.j: Recognize that countries help each other to prevent wars.http://www.cpalms.org/Public/PreviewStandard/Preview/3374


SS.912.W.8.In.b: Identify characteristics of the early Cold War, such as the Truman Doctrine, Marshall Plan, NATO, and the Iron Curtain.SS.912.W.8.Su.b: Recognize characteristics of the early Cold War, such as fear of communism, formation of alliances, and division of the free world from the communists.SS.912.W.8.Pa.b: Recognize a characteristic of an alliance.http://www.cpalms.org/Public/PreviewStandard/Preview/3502


SS.912.A.6.In.j: Identify the consequences of the early years of the Cold War, such as the establishment of the Truman Doctrine, the Marshall Plan, NATO, and the Warsaw Pact.SS.912.A.6.Su.j: Recognize a consequence of the Cold War, such as the arms race, fear of the spread of communism, plans to help countries rebuild after World War II, or that countries in communist and western nations formed separate alliances.SS.912.A.6.Pa.j: Recognize that countries help each other to prevent wars.http://www.cpalms.org/Public/PreviewStandard/Preview/

select one of them and discuss the new form of government instituted.http://africanhistory.about.com/od/eraindependence/Independence.htm

Have students bring in current articles about events in the Middle East and then research the origin of the conflict being discussed in the article and present their findings to the class.http://www.onlinenewspapers.com/asian-newspapers.htm

Have students create a Vietnam War poster that either supports or is against the War. Guide a discussion of why the United States entered the Vietnam War. Point out that many Americans opposed the war and explain that thousands of people demonstrated against.

Have students create a testimonial honoring Cold War Heroes in order to evaluate Cold War issues and personalities. Have students choose a Cold War hero. Then tell them to write a testimonial honoring that person’s contributions to history. The testimonial statements should: identify the hero; describe the person’s actions during the Cold War that earned recognition; describe the challenges, dangers, or other obstacles the person faced; convey the person’s personality; provide biographical information.

Have students create a table listing the political status or government structure of SE Asian countries.

Have students discuss and debate what is meant by “The Japanese Miracle” and how that it has affected the relationship between the United States and Japan economically.http://www.allempires.com/article/index.php?q=The_Rise_of_the_Japanese_Miracle

Have students create maps of the Middle East prior to the creation of the Israeli state and compare to a map of the region today. What are the major differences and what effect does it have on the regions global sphere in influence or impact?

Have students chart Oil reserves and the Middle east and discuss the significance of OPEC Today.


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http://www.allempires.com/article/index.php?q=The_Rise_of_the_Japanese_Miracle

http://www.allempires.com/article/index.php?q=The_Rise_of_the_Japanese_Miracle

http://www.onlinenewspapers.com/asian-newspapers.htm

http://africanhistory.about.com/od/eraindependence/Independence.htm


























3374

SS.912.W.8.3: Summarize key developments in post-war China.

SS.912.W.8.In.c: Identify that China became a world power after the communists defeated the nationalists in the Chinese Civil War.SS.912.W.8.Su.c: Recognize that China became a world power after the communists took over the government.SS.912.W.8.Pa.c: Recognize a result of change in government.http://www.cpalms.org/Public/PreviewStandard/Preview/3503

SS.912.W.8.4: Summarize the causes and effects of the arms race and proxy wars in Africa, Asia, Latin America, and the Middle East.

SS.912.W.8.In.d: Identify effects of the arms race, such as increased weapons and armies.SS.912.W.8.Su.d: Recognize effects of the arms race, such as increased weapons and armies.SS.912.W.8.Pa.d: Recognize a characteristic of national defense.http://www.cpalms.org/Public/PreviewStandard/Preview/3504

U.S. History Correlation: SS.912.A.6.13: Analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations.

SS.912.A.6.In.m: Identify results of significant foreign policy events, such as the Cuban missile crisis, the Gulf of Tonkin Resolution—Vietnam, and relations with China.SS.912.A.6.Su.m: Recognize the results of a significant foreign policy event, such as the Cuban missile crisis, the Gulf of Tonkin Resolution—Vietnam, or relations with China.SS.912.A.6.Pa.m: Recognize that the United States is involved with other nations.http://www.cpalms.org/Public/PreviewStandard/Preview/





Brigham Young University offers printable World History blank outline maps, divided by region:https://geography.byu.edu/pages/resources/outlinemaps.aspx


State and District Instructional Requirements: Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Lesson Plans can be downloaded from the Division of Social Sciences and Life Skills web-site. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take

72



https://geography.byu.edu/pages/resources/outlinemaps.aspx













3377

U.S. History Correlation: SS.912.A.6.12: Examine causes, course, and consequences of the Korean War.

SS.912.A.6.In.l: Identify a cause and consequence of the Korean War.SS.912.A.6.Su.l: Recognize a cause and consequence of the Korean War.SS.912.A.6.Pa.l: Recognize that countries help other countries in war.http://www.cpalms.org/Public/PreviewStandard/Preview/3376

U.S. History Correlation: SS.912.A.6.14: Analyze causes, course, and consequences of the Vietnam War.

SS.912.A.6.In.n: Identify causes and results of the Vietnam War.SS.912.A.6.Su.n: Recognize a cause and result of the Vietnam War.SS.912.A.6.Pa.n: Recognize that countries help other countries in war.http://www.cpalms.org/Public/PreviewStandard/Preview/3378

SS.912.W.8.5: Identify the factors that led to the decline and fall of communism in the Soviet Union and Eastern Europe.

SS.912.W.8.In.e: Recognize factors that led to the fall of communism in the Soviet Union and Eastern Europe, such as the arms race and resistance by the citizens within the countries.SS.912.W.8.Su.e: Recognize a factor that led to the fall of communism in the Soviet Union and Eastern Europe was the resistance by the citizens within the countries.SS.912.W.8.Pa.e: Recognize that government can change.http://www.cpalms.org/Public/PreviewStandard/Preview/

place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized.





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3505 U.S. History Correlation: SS.912.A.7.4:

Evaluate the success of 1960s era presidents' foreign and domestic policies.

SS.912.A.7.In.d: Examine government policies and programs in the 1960s, such as civil rights legislation, the Space Race, and the Great Society.SS.912.A.7.Su.d: Identify a government policy or program in the 1960s, such as civil rights legislation, the Space Race, or the Great Society.SS.912.A.7.Pa.d: Recognize a government program that helps people.http://www.cpalms.org/Public/PreviewStandard/Preview/3383

SS.912.W.8.6: Explain the 20th century background for the establishment of the modern state of Israel in 1948 and the ongoing military and political conflicts between Israel and the Arab-Muslim world.

SS.912.W.8.In.f: Recognize a reason why Israel became a country and characteristics of conflicts between Israel and the Arab world.SS.912.W.8.Su.f: Recognize a reason why Israel became a country.SS.912.W.8.Pa.f: Recognize a characteristic of national independence.http://www.cpalms.org/Public/PreviewStandard/Preview/3506


SS.912.A.7.In.k: Identify aspects of United States foreign policy as it relates to Africa, Asia, the Caribbean, Latin America, and the Middle East.SS.912.A.7.Su.k: Recognize an aspect of United States foreign policy as it relates to Africa, Asia, the Caribbean,

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Latin America, and the Middle East.SS.912.A.7.Pa.k: Recognize that the United States has interests in other countries.http://www.cpalms.org/Public/PreviewStandard/Preview/3427

SS.912.W.8.7: Compare post-war independence movements in African, Asian, and Caribbean countries.

SS.912.W.8.In.g: Identify post-war independence movements in African, Asian, or Caribbean colonies.SS.912.W.8.Su.g: Recognize that African, Asian, and Caribbean colonies moved toward independence after World War II.SS.912.W.8.Pa.g: Recognize a characteristic of national independence.http://www.cpalms.org/Public/PreviewStandard/Preview/3507



SS.912.W.8.8: Describe the rise and goals of nationalist leaders in the post-war era and the impact of their rule on their societies.

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SS.912.W.8.In.h: Recognize the goals of nationalist leaders, such as Mahatma Ghandi, Fidel Castro, and Gamal Abdel Nasser, in the post-war era.SS.912.W.8.Su.h: Recognize a goal of selected nationalist leaders, such as Mahatma Ghandi, Fidel Castro, and Gamal Abdel Nasser, in the post-war era.SS.912.W.8.Pa.h: Recognize a characteristic of leadership.http://www.cpalms.org/Public/PreviewStandard/Preview/3508

SS.912.W.8.9: Analyze the successes and failures of democratic reform movements in Africa, Asia, the Caribbean, and Latin America.

SS.912.W.8.In.i: Identify post-war independence movements in African, Asian, or Caribbean colonies.SS.912.W.8.Su.i: Recognize that African, Asian, and Caribbean colonies moved toward independence after World War II.SS.912.W.8.Pa.i: Recognize a characteristic of national independence.http://www.cpalms.org/Public/PreviewStandard/Preview/3509

SS.912.W.8.10: Explain the impact of religious fundamentalism in the last half of the 20th century, and identify related events and forces in the Middle East over the last several decades.

SS.912.W.8.In.j: Recognize impacts of religious fundamentalism and other factors in the Middle East, such as the Iranian Revolution, armed warriors (Mujahideen) in Afghanistan, and the Persian Gulf War.SS.912.W.8.Su.j: Recognize an impact of religious fundamentalism or other factors in the Middle East, such as the Iranian Revolution, armed warriors (Mujahideen) in Afghanistan, or the Persian Gulf War.

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SS.912.W.8.Pa.j: Recognize a cause of conflict.http://www.cpalms.org/Public/PreviewStandard/Preview/3510



U.S. History Correlation: SS.912.A.7.15: Analyze the effects of foreign and domestic terrorism on the American people.



SS.912.W.9.In.a: Recognize selected major scientists, their

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important discoveries, and their impact on everyday life.SS.912.W.9.Su.a: Recognize a selected major scientist, the important discovery, and the impact on everyday life.SS.912.W.9.Pa.a: Recognize an effect of scientific discovery.http://www.cpalms.org/Public/PreviewStandard/Preview/3511






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SS.912.G.2.In.b: Recognize factors and processes that contribute to differences between developing and developed regions of the world.SS.912.G.2.Su.b: Recognize a factor that contributes to differences between developing and developed regions of the world.SS.912.G.2.Pa.b: Recognize a characteristic of

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development.http://www.cpalms.org/Public/PreviewStandard/Preview/3597






SS.912.G.4.In.b: Use geographic terms and tools to describe the push/pull factors contributing to human migration.SS.912.G.4.Su.b: Use geographic terms and tools to identify

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the push/pull factors contributing to human migration.SS.912.G.4.Pa.b: Recognize a cause of migration.http://www.cpalms.org/Public/PreviewStandard/Preview/3607




SS.912.G.4.In.g: Use geographic terms and tools to identify characteristics of cultural diffusion throughout selected places, regions, and the world.SS.912.G.4.Su.g: Use geographic terms and tools to recognize characteristics of cultural diffusion throughout selected places, regions, and the world.SS.912.G.4.Pa.g: Use a geographic term, such as movement, to recognize a change in the population of a place.http://www.cpalms.org/Public/PreviewStandard/Preview/3612SS.912.G.4.9: Use political maps to describe the change in boundaries and governments within continents over time.

SS.912.G.4.In.i: Use political maps to identify changes in boundaries or governments within a continent.SS.912.G.4.Su.i: Use political maps to recognize changes in boundaries or governments within a continent.SS.912.G.4.Pa.i: Use maps to recognize changes in boundaries.

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SS.912.W.1.In.c: Examine and describe information in primary and secondary sources, such as artifacts, images, and auditory and written sources.SS.912.W.1.Su.c: Identify information in a primary and secondary source, such as artifacts, images, and auditory and written sources.SS.912.W.1.Pa.c: Recognize sources of information, such

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as artifacts, images, and auditory and written sources.http://www.cpalms.org/Public/PreviewStandard/Preview/343 6







Skill Benchmarks:83












SS.912.G.1.1: Design Maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions.





SS.912.G.1.In.c: Use applicable units of measurement and scale to determine the distance between two places on a map or globe to solve simple problems.SS.912.G.1.Su.c: Use applicable units of measurement to identify the distance between two places on a map to solve simple problems.SS.912.G.1.Pa.c: Use positional words to identify a relative location on a map.http://www.cpalms.org/Public/PreviewStandard/Preview/

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3594






SS.912.W.1.In.b: Identify terms of time sequence, such as decade, century, and era.SS.912.W.1.Su.b: Recognize terms of time sequence, such as decade and century.

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SS.912.W.1.Pa.b: Recognize terms that relate to time, such as day, week, month, and year.http://www.cpalms.org/Public/PreviewStandard/Preview/3435









Science and technology

Creation, Expansion and Interaction

Florida Standards Focus StandardLAFS.910.RH.1.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Content Benchmarks:SS.912.W.8.10: Explain the impact of religious fundamentalism in the last half of the 20th century, and identify related events and forces in the Middle East over the last several decades.

Florida Standards Focus Activity:Have students research the components of regional organizations by analyzing a series of events described in a text listing the specific components of each and what countries gain advantages or disadvantages as result.www.un.org

Vocabulary/Identification: (Please note: the vocabulary/identification list is provided as a basic introduction and list of terms and ideas associated with this topic. Individual teachers may use additional information at their discretion.) pgs. 753- 850 Four Asian Tigers, Tiananmen Square Massacre, devolution, Ronald Reagan, Gorbachev, Perestroika, Glasnost, Thatcherism, Tony Blair,

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Topic 24: Toward a New World Era

Essential Question: How do regional organizations and fundamentalism movements impact the new world order?Please note: This topic correlates to essential content required for student mastery on the U.S. History End of Course assessment.

Pacing Date(s)


Block 3 days 05-24-18 to 06-01-18

http://www.un.org/






of Economic systems Trade and Commerce Capitalism and Socialism




classes





The End of the Cold-Waro Tiananmen Square

Massacreo Foreign Policy o Collapse of the Berlin

Wallo Gorbachev o Perestroika o Glasnot o Devolution of Eastern

Europe

Weapons of Mass Destruction

20th Century Ideologieso Thatcherism and Tony

Blairo Ronald Reagan





SS.912.A.7.In.o: Identify effects of terrorism in the United States, such as the attacks on September 11, 2001, which led to the wars in Afghanistan and Iraq.SS.912.A.7.Su.o: Recognize that the United States has been affected by acts of terrorism, such as the attacks on September 11, 2001.SS.912.A.7.Pa.o: Recognize an act of terrorism, such as

Yugoslavia, Bosnia, Rwanda, Cambodia, Kosovo, Weapons of Mass Destruction, George W. Bush, Bill Clinton, NAFTA, Welfare State, Apartheid, Nelson Mandela ,Congolese Conflict, Hutu, Tutsi, Kleptocracy, New World Order, Internet, Soweto Uprising, Bantustans, Persian Gulf War, Helsinki Accords, EEC, EEU, Chaebols, corporation, Tokyo Stock Exchange, agglomerate, genocide, Deng Xiaoping, African Union, Free Trade, Third World, developing world, Maastricht Treaty, ECLAC, 1989 Revolutions, ethnic cleansing, refugee.

Textbook Resources: – pgs. 753 – 759 (The End of the Cold War), 823 – 830 (Challenges for African Nations), 831 – 835 (Rapid Development in China and India), 843 – 850 (Europe and Asia)

Workbook Resources: - Reading and Note Taking Study Guide pgs. 194, 197 – 199, 211 - 213



http://socialsciences.dadeschools.net/files/9th%20grade%20lessons/SS.912.W.9.6%20-%20NAFTA.pdf

Technology: PBS Global Connections The Middle East- This site has a timeline of the Middle East in the 20th Century, including Egypt, and the Israeli-Palestinian. It includes a timeline, articles related to the topic as well as video clips. http://www.pbs.org/wgbh/globalconnections/mideast/index.html

The BBC offers an extensive site on the India-Pakistan Conflict with an interactive time line, as well as links to articles and other useful websites.http://news.bbc.co.uk/hi/english/static/in_depth/south_asia/2002/india_pakistan/timeline/default.stmhttp://www.learner.org/courses/worldhistory/unit_video_24-1.html

Crash Course 41: Globalization I (https://www.youtube.com/watch?v=5SnR-e0S6Ic)

Crash Course 42: Globalization II (https://www.youtube.com/watch?v=s_iwrt7D5OA)

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https://www.youtube.com/watch?v=s_iwrt7D5OA

https://www.youtube.com/watch?v=s_iwrt7D5OA

https://www.youtube.com/watch?v=5SnR-e0S6Ic




http://www.pbs.org/wgbh/globalconnections/mideast/index.html






















o Helsinki Accords o Bill Clinton’s Presidency o Reform vs. Independenceo Britain- Creation of a

Welfare Stateo Apartheid o Nelson Mandela

Scientific Figures and Breakthrough

The New Economic Order ( Implementing Regionalization)o The Four Asian Tigerso Energy Sourceso EEC to EEUo Maastricht Treatyo NAFTA o ECLACo African Union

The aftermath of Devolution and decolonizationo The 1989 Revolutionso Strife in Bosnia o Dayton Accordo Yugoslavia o Rwanda o Cambodiao The Balkans

September 11, 2001.http://www.cpalms.org/Public/PreviewStandard/Preview/3431






SS.912.A.7.In.l: Identify political, economic, and social concerns that emerged from the late 1900s to early 2000s.SS.912.A.7.Su.l: Recognize political, economic, and social concerns that emerged from the late 1900s to early 2000s.SS.912.A.7.Pa.l: Recognize a social or economic concern of people.

Debates over the 1915 Armenian Genocide. Overview and Links to recent stories on the topichttp://news.bbc.co.uk/2/hi/europe/6045182.stm

Suggested Activities:Have students write an essay analyzing the global impact of World War I and World War II.

Have students list major treaties and agreements made between European countries since the 1970’s and highlight the purpose of each of these agreements.

Have students write newspaper articles describing the breakup of the Soviet Union.

Have students interview someone who remembers the collapse of the Berlin Wall and describe the impact it had on their life.

Have students research Margaret Thatcher, her background, important policies, etc and discuss in groups whether or not she should be considered a feminist.http://worldhistoryconnected.press.illinois.edu/7.1/ribberink.html

Have students research technological advancements made in the last few decades and decide what they think is the most important. Have students explain their choice, thinking about: worldwide communication; biological and chemical research; discoveries above and beyond Earth.http://www.ideafinder.com/history/timeline/the1900s.htm

Have students map terrorism around the world: Students will begin to visualize the location of terrorist activity. Pair a struggling reader with a more proficient reader. Ask students to read information on terrorism around the world, making note of every place name that is mentioned. (Munich, Germany; land claimed by both Israelis and Palestinians; Britain and Northern Ireland; Afghanistan; Saudi Arabia; Tokyo, Japan; Kenya; Tanzania; Sudan; Colombia) Have students use the textbook atlas or a globe to help them find each of the places mentioned. Then have students use a blank world map to show each location and label it to identify its significance. Ask students how this activity affected their comprehension of the material. Encourage students to refer to an atlas whenever they are reading text that includes place names.

Have students research the components of NAFTA, listing the specific

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http://www.ideafinder.com/history/timeline/the1900s.htm

http://worldhistoryconnected.press.illinois.edu/7.1/ribberink.html

http://news.bbc.co.uk/2/hi/europe/6045182.stm
























SS.912.W.9.3: Explain cultural, historical, and economic factors and governmental policies that created the opportunities for ethnic cleansing or genocide in Cambodia, the Balkans, Rwanda, and Darfur, and describe various governmental and non-governmental responses to them.

SS.912.W.9.In.c: Recognize that governmental policies and economic, religious, and other cultural factors have

components of each and what countries gain advantages or disadvantages as result. http://www.naftanow.org/

Have students evaluate Historical Figures: Using publishing software, students are to prepare a booklet titled “Who’s Who in World History, 20th Century, including brief biographies of people whose actions or ideas influenced the history of that period. The booklet should include people who represent religious, political, cultural, military, and economic endeavors. In the last chapter of the booklet, select the person you would most like to meet, explain why, and list ten (10) questions you would ask if given the opportunity for an interview.

Have students create a Venn Diagram comparing the problems that Soviets faced under communism with the problems that current Soviet leaders face.

Have students research the definition of Genocide, based on the United Nations and then classify whether or not each of the 20th Century “genocides” were in fact genocide. Students must provide evidence to support their claims in a written report and presentation.http://www.history.com/topics/what-is-genocide

Have students create a chart of the major 20th century genocides, including the causes, geographic areas, and effects of each.

Have students create a chart comparing foreign policy actions between President Reagan, Clinton and Bush.



Additional ELL Strategies: Provide students with oral and visual cues for directionsProvide students with pictures, graphs, charts, and videos.Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)Provide students with peer grouping for activitiesProvide students with teacher read-a-loud strategies

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http://www.history.com/topics/what-is-genocide

http://www.naftanow.org/










contributed to acts of discrimination and ethnic cleansing (genocide) in some countries.SS.912.W.9.Su.c: Recognize that different factors have contributed to acts of discrimination and ethnic cleansing (genocide) in some countries.SS.912.W.9.Pa.c: Recognize an effect of discrimination.http://www.cpalms.org/Public/PreviewStandard/Preview/3513



SS.912.W.9.4: Describe the causes and effects of twentieth century nationalist conflicts. SS.912.W.9.In.d: Recognize that governmental policies and

Provide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects)Provide students with cooperative learning activities (small/large group settings)Provide students with structured paragraphs for writing assignmentsProvide students with the use of simplified/shortened reading textProvide students with semantic mapping activities to enhance writingProvide students with the opportunity to use the Language Experience Approachhttp://www.literacyconnections.com/InTheirOwnWords.php



Brigham Young University offers printable World History blank outline maps, divided by region:https://geography.byu.edu/pages/resources/outlinemaps.aspx


State and District Instructional Requirements: Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Lesson Plans can be downloaded from the Department of Social Sciences web-site. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized.



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economic, religious, and other cultural factors have contributed to acts of discrimination and ethnic cleansing (genocide) in some countries.SS.912.W.9.Su.d: Recognize that different factors have contributed to acts of discrimination and ethnic cleansing (genocide) in some countries.SS.912.W.9.Pa.d: Recognize an effect of discrimination.http://www.cpalms.org/Public/PreviewStandard/Preview/3514



SS.912.W.9.5: Assess the social and economic impact of pandemics on a global scale, particularly within the developing and under-developed world.

SS.912.W.9.In.e: Identify the impacts of the spread of diseases on groups in developing countries.SS.912.W.9.Su.e: Recognize the impacts of the spread of diseases on groups in developing countries.SS.912.W.9.Pa.e: Recognize that diseases can spread.http://www.cpalms.org/Public/PreviewStandard/Preview/3515




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SS.912.W.9.6: Analyze the rise of regional trade blocs such as the European Union and NAFTA, and predict the impact of increased globalization in the 20th and 21st centuries.

SS.912.W.9.In.f: Recognize ways nations participate in global trade and trade agreements with other countries.SS.912.W.9.Su.f: Recognize a way a nation participates in global trade and trade agreements with other countries.SS.912.W.9.Pa.f: Recognize a characteristic of global trade.http://www.cpalms.org/Public/PreviewStandard/Preview/3516



U.S. History Correlation: SS.912.A.7.14: Review the role of the United States as a participant in the global economy (trade agreements, international competition, impact on American labor, environmental concerns).

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SS.912.A.7.In.n: Identify ways the United States participates in the global economy, such as by trading with other countries and making trade agreements.SS.912.A.7.Su.n: Recognize a way the United States participates in the global economy, such as by trading with other countries or making trade agreements.SS.912.A.7.Pa.n: Recognize a product produced in another country.http://www.cpalms.org/Public/PreviewStandard/Preview/3430

SS.912.W.9.7: Describe the impact of and global response to international terrorism.

SS.912.W.9.In.g: Recognize selected impacts and responses to threats of international terrorism.SS.912.W.9.Su.g: Recognize an impact and response to threats of international terrorism.SS.912.W.9.Pa.g: Recognize a characteristic of terrorism.http://www.cpalms.org/Public/PreviewStandard/Preview/3517




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SS.912.W.1.In.d: Identify basic uses of historical inquiry and

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the relation to geography, economics, and civics.SS.912.W.1.Su.d: Recognize a use of historical inquiry and the relation to geography, economics, and civics.SS.912.W.1.Pa.d: Recognize sources of information, such as artifacts, images, and auditory and written sources.http://www.cpalms.org/Public/PreviewStandard/Preview/3437






SS.912.G.1.In.a: Create maps using technology to show physical and cultural attributes of a major world region.SS.912.G.1.Su.a: Create maps using technology to show

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physical or cultural attributes of a region.SS.912.G.1.Pa.a: Use technology to complete a map to show a physical or cultural attribute of a location.http://www.cpalms.org/Public/PreviewStandard/Preview/3592



SS.912.G.1.3: Employ applicable units of measurement and scale to solve simple locational problems using maps and globes.



SS.912.G.2.In.a: Identify physical characteristics—such as 96










climate and terrain, and human elements—such as religion and economy, that explain settlement patterns in the United States regions over time.SS.912.G.2.Su.a: Recognize physical characteristics—such as climate and terrain, and human elements—such as religion and economy, that affected where people settled in the United States.SS.912.G.2.Pa.a: Recognize the effect of a physical characteristic of a place on people.http://www.cpalms.org/Public/PreviewStandard/Preview/3596




SS.912.G.2.In.c: Use geographic terms and tools to describe areas of the world that have experienced critical economic or physical changes, such as desertification, global warming, or natural disasters.SS.912.G.2.Su.c: Use geographic tools to identify areas in the world that have experienced a critical economic or physical change, such as desertification, global warming, or natural disasters.SS.912.G.2.Pa.c: Recognize a change in a place due to a natural disaster or other event in the world.

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SS.912.H.3.In.a: Identify effects of transportation, trade, communication, science, and technology on the preservation of a culture and its diffusion to other locations.SS.912.H.3.Su.a: Recognize an effect of transportation, trade, communication, science, or technology on the diffusion of a culture to another location.SS.912.H.3.Pa.a: Recognize that communication helps

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spread ideas to other cultures.http://www.cpalms.org/Public/PreviewStandard/Preview/3638





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101

Topic 25: Voyage into the 21st Century

Essential Question: What were the factors and processes that contributed to the differences between developing and developed regions of the world?Please note: This topic correlates to essential content required for student mastery on the U.S. History End of Course assessment.

Pacing Date(s)


Block 2 days 06-04-18 to 06-07-18




Course Themes Addressed






Science and technology The arts and architecture


Trade and Commerce Industrialization Capitalism and Socialism




classes





Florida Standards Focus Standard:LAFS.910.WSHT.2.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Content Benchmarks:SS.912.W.8.10: Explain the impact of religious fundamentalism in the last half of the 20th century, and identify related events and forces in the Middle East over the last several decades.




Florida Standards Focus Activity:

Have students write a letter developing and strengthening writing as needed by planning, revising, editing, rewriting, or trying a new approach, to the President of the United States describing the major global issues facing the world today and suggesting possible solutions. www.un.org

Vocabulary/Identification: (Please note: the vocabulary/identification list is provided as a basic introduction and list of terms and ideas associated with this topic. Individual teachers may use additional information at their discretion.) pgs. 818- 876 Mira Nair, Man Mohan Singh, September 11, 2001 Terrorist Attacks, al Qaeda, Taliban, World Trade Center, Green House Effect, Green Revolution, deforestation, SARS, Aids, Bio- Warfare, Bio-Terrorism, genetically modified crops, Bangalore, MDC, LDC, NIC, Out-sourcing, Multinational corporation, outsourcing, AL-Qaeda, Osama Bin Laden, Mercosur, Patriot Act, World Trade Organization (WTO), Mohammad Yusuf, genetics, Kyoto Protocol, global epidemic, War on Terrorism, War in Afghanistan, sustainable development, global warming, McDonaldization, One- child policy, Bharatiya Janata Party, Dowry system, global economy, acid-rain, globalization, CAFTA, supranational organization, regionalism, global security, Homeland Security, pollution, overpopulation, famine, tsunami, epidemic, famine, indigenous people, Wangari Mathai, Bollywood, gender equality, human rights, humanitarianism, Darfur, Sudan, DRC, Obama, Robotics, International Space Station (ISS), Internet, biotechnology, Demography, Non-proliferation, Militarization, OAS, Sandinistas, contra, Juan Peron, Mothers of the Plaza de Mayo, Oscar Romero.

Textbook Resources: – pgs. 818 – 822 (Challenges to Development), 836 – 842 (Latin America), 851 – 855 (Globalization and Trade), 856 – 865 (Social and Environmental Issues), 866 – 871 (Terrorism and International Security), 872 – 876 (Advances in Science and Technology)

Workbook Resources: - Reading and Note Taking Study Guide pgs. 194 – 196, 200 - 213


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http://www.un.org/








Economic Globalizationo World Trade Organization

(WTO)o Multi-National

Corporationso Out-sourcing o MDC’s, LDC’s and NIC’so McDonaldizationo Mercosur- South Americao Global Securityo Supranational

Organizationso United Nations

Terrorismo September 11, 2001

Terrorist Attackso Bio-Terrorism o The war on Terrorism o Al-Qaeda o Homeland Security

Israeli- Palestinian Conflict

Health and Environmento Pollution o Desertification o Deforestation o Aids in Africa o SARS o The Green Revolution &

GMO’so Kyoto Protocol o Global Climate

Demography and the Population Questiono Overpopulation and

Famineo China’s One Child Policy






SS.912.A.7.In.a: Identify effects of post-World War II prosperity on American society, such as the Baby Boom and the growth of suburbs.SS.912.A.7.Su.a: Recognize an effect of post-World War II prosperity on American society, such as the Baby Boom or the growth of suburbs.SS.912.A.7.Pa.a: Recognize a characteristic of post-World War II, such as suburbs and modern appliances.

9 th Grade World History Culminating Project:


Technology The United Nations Convention on the Prevention and Punishment of the Crime of Genocide- this site has the official definition of Genocide.http://www.hrweb.org/legal/genocide.html

Video Segment: global economy and social change: Sri Lankahttp://www.learner.org/courses/worldhistory/unit_video_24-2.html

Video Segment: Global economy and environmental changehttp://www.learner.org/courses/worldhistory/unit_video_24-3.html

Video Segment: Reggae Music: Out of Africahttp://www.learner.org/courses/worldhistory/unit_video_25-2.html

Video Segment: The Chechen Conflicthttp://www.learner.org/courses/worldhistory/unit_video_26-2.html

Article on the 25 Major Scientific Achievements of the 1950s http://factoidz.com/25-major-scientific-achievements-in-the-1950s-can-we-top-them/

Official webpage of an organization dedicated to the cause of sustainabilityhttp://www.worldwatch.org/

Extensive links to global online information sources, by region and topichttp://www.polity.co.uk/global/links.asp

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http://www.polity.co.uk/global/links.asp

http://www.worldwatch.org/

http://factoidz.com/25-major-scientific-achievements-in-the-1950s-can-we-top-them/







http://www.hrweb.org/legal/genocide.html




















http://archives.nbclearn.com/portal/site/k-12/browse?addinum=1396219645569&sb=airpublish&so=descending&ip=25&pi=b014369be49e0210VgnVCM10000075c1d240RCRD&cp=/html/nbcarchive/chapters/6960369be49e0210VgnVCM10000075c1d240RCRD.xml&io=0&cl=view_thumb%20view_large%20view_collapsed&ls=true

http://archives.nbclearn.com/portal/site/k-12/browse?addinum=1396219645569&sb=airpublish&so=descending&ip=25&pi=b014369be49e0210VgnVCM10000075c1d240RCRD&cp=/html/nbcarchive/chapters/6960369be49e0210VgnVCM10000075c1d240RCRD.xml&io=0&cl=view_thumb%20view_large%20view_collapsed&ls=true




http://socialsciences.dadeschools.net/mobile_devices.asp




Gender, Human Rights, and Democracyo Protection of Human

Rightso Ethnic Issueso Sudan-Darfur o DRC

Global Culture & Mass Communicationo Militarizationo Bollywoodo The Internet o Computer Age o Genetics o Space







SS.912.A.7.In.a: Identify effects of post-World War II

Suggested Activities:Have students interview an individual who either witnessed or remembers the terrorist attacks on September 11, 2001 and what effects it had on their own lives and people in their community and create a written report.

Have students write a letter to a soldier currently serving in Afghanistan.

Have students map international terrorists attacks in the last decade. Have students research one of the regional trade organizations, write a paragraph listing the members as well as three current events affiliated with the association.http://rtais.wto.org/UI/PublicAllRTAList.aspx

Have students map lesser developed regions vs. that or more developed regions.

Have students select one technological advancement and discuss the advantages and disadvantages since its inception.

Have students research newspaper and magazine articles on either a crisis in Africa or the economic issues in China and prepare a written position on the topic.http://www.learner.org/courses/worldhistory/unit_video_26-1.html

Have students debate what is more important: environmental conservation or economic advancement.

Have students research the political reasons for hosting the Olympics in Beijing and write an essay evaluating whether or not it was the right decision.http://www.learner.org/courses/worldhistory/unit_video_25-1.html

Have students evaluate the popularity and global effect that the World Cup has in today’s society and create a power-point presentation.http://www.learner.org/courses/worldhistory/unit_video_25-3.html

Have students list ways the United States has combated terrorists at home and abroad.

Have students graph the spread of AIDS in the last decade for both the United States and Africa and list reasons for the difference between the two.

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http://archives.nbclearn.com/portal/site/k-12/browse?addinum=1396221532574&sb=airpublish&so=descending&ip=25&pi=2175eff8da9e0210VgnVCM10000075c1d240RCRD&cp=/html/nbcarchive/chapters/c112369be49e0210VgnVCM10000075c1d240RCRD.xml&io=0&cl=view_thumb%20view_large%20view_collapsed&ls=true

http://archives.nbclearn.com/portal/site/k-12/browse?addinum=1396221532574&sb=airpublish&so=descending&ip=25&pi=2175eff8da9e0210VgnVCM10000075c1d240RCRD&cp=/html/nbcarchive/chapters/c112369be49e0210VgnVCM10000075c1d240RCRD.xml&io=0&cl=view_thumb%20view_large%20view_collapsed&ls=true




prosperity on American society, such as the Baby Boom and the growth of suburbs.SS.912.A.7.Su.a: Recognize an effect of post-World War II prosperity on American society, such as the Baby Boom or the growth of suburbs.SS.912.A.7.Pa.a: Recognize a characteristic of post-World War II, such as suburbs and modern appliances.http://www.cpalms.org/Public/PreviewStandard/Preview/3380

SS.912.W.9.3: Explain cultural, historical, and economic factors and governmental policies that created the opportunities for ethnic cleansing or genocide in Cambodia, the Balkans, Rwanda, and Darfur, and describe various governmental and non-governmental responses to them. SS.912.W.9.In.c: Recognize that governmental policies and economic, religious, and other cultural factors have contributed to acts of discrimination and ethnic cleansing (genocide) in some countries.SS.912.W.9.Su.c: Recognize that different factors have contributed to acts of discrimination and ethnic cleansing (genocide) in some countries.SS.912.W.9.Pa.c: Recognize an effect of discrimination.http://www.cpalms.org/Public/PreviewStandard/Preview/3513


SS.912.A.7.In.k: Identify aspects of United States foreign policy as it relates to Africa, Asia, the Caribbean, Latin America, and the Middle East.SS.912.A.7.Su.k: Recognize an aspect of United States foreign policy as it relates to Africa, Asia, the Caribbean, Latin America, and the Middle East.SS.912.A.7.Pa.k: Recognize that the United States has

http://www.pbs.org/wgbh/nova/aids/perspective.html

Have students graph the top ten most populous countries in the world. Are there any patterns exemplified?http://www.nationsonline.org/oneworld/world_population.htm

Have students in groups of four identify a religious and ethical conflict that scientific advancements have created in recent years: e.g., stem cell research, harvesting /transplantation of organs. Each group will select a representative in order to debate another representative with dissenting views. Note: This should be connected back to the Scientific Revolution and the Enlightenment in some capacity.

Have students research genocide in the late 20th century. Create a 3-dimensional map. Students are to find information on instances of genocide and ethnic cleansing in the last 20 years. Maps should: (1) identify countries where genocide or ethnic cleansing has occurred: (2) include explanatory captions: (3) cite sources.

Have students describe the major global issues facing the world today and suggest possible solutions.

Have students discuss the need for tolerance and understanding among various religious groups throughout the world.

Have students create a list of the various types of human interactions across cultures and civilizations that have ultimately led to today’s interdependent world.



Additional ELL Strategies: Provide students with oral and visual cues for directionsProvide students with pictures, graphs, charts, and videos.Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)Provide students with peer grouping for activitiesProvide students with teacher read-a-loud strategies

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interests in other countries.http://www.cpalms.org/Public/PreviewStandard/Preview/3427

SS.912.W.9.4: Describe the causes and effects of twentieth century nationalist conflicts.

SS.912.W.9.In.d: Recognize that governmental policies and economic, religious, and other cultural factors have contributed to acts of discrimination and ethnic cleansing (genocide) in some countries.SS.912.W.9.Su.d: Recognize that different factors have contributed to acts of discrimination and ethnic cleansing (genocide) in some countries.SS.912.W.9.Pa.d: Recognize an effect of discrimination.http://www.cpalms.org/Public/PreviewStandard/Preview/3514


SS.912.A.7.In.l: Identify political, economic, and social concerns that emerged from the late 1900s to early 2000s.SS.912.A.7.Su.l: Recognize political, economic, and social concerns that emerged from the late 1900s to early 2000s.SS.912.A.7.Pa.l: Recognize a social or economic concern of people.http://www.cpalms.org/Public/PreviewStandard/Preview/

Provide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects)Provide students with cooperative learning activities (small/large group settings)Provide students with structured paragraphs for writing assignmentsProvide students with the use of simplified/shortened reading textProvide students with semantic mapping activities to enhance writingProvide students with the opportunity to use the Language Experience Approachhttp://www.literacyconnections.com/InTheirOwnWords.php

Games and activities for the ELL Classroom: http://iteslj.org/c/games.html


Brigham Young University offers printable World History blank outline maps, divided by region: https://geography.byu.edu/pages/resources/outlinemaps.aspx

This ELL website offers free blank printable graphic organizers and semantic webs: http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print

State and District Instructional Requirements: Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Lesson Plans can be downloaded from the Department of Social Sciences web-site. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated.



As part of the revision to the Sunshine State Standards, access points for students with significant cognitive disabilities have been developed. These access points are expectations written for students with significant cognitive disabilities to access the general education curriculum. Embedded in the Sunshine State Standards, access points reflect the core intent of the Standards with reduced levels of complexity. The three levels of complexity include

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3428

SS.912.W.9.5: Assess the social and economic impact of pandemics on a global scale, particularly within the developing and under-developed world.

SS.912.W.9.In.e: Identify the impacts of the spread of diseases on groups in developing countries.SS.912.W.9.Su.e: Recognize the impacts of the spread of diseases on groups in developing countries.SS.912.W.9.Pa.e: Recognize that diseases can spread.http://www.cpalms.org/Public/PreviewStandard/Preview/3515



SS.912.W.9.6: Analyze the rise of regional trade blocs such as the European Union and NAFTA, and predict the impact of increased globalization in the 20th and 21st centuries.

SS.912.W.9.In.f: Recognize ways nations participate in global trade and trade agreements with other countries.SS.912.W.9.Su.f: Recognize a way a nation participates in global trade and trade agreements with other countries.SS.912.W.9.Pa.f: Recognize a characteristic of global trade.http://www.cpalms.org/Public/PreviewStandard/Preview/3516

participatory (Pa), supported (Su), and independent (In) with the participatory level being the least complex.


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U.S. History Correlation: SS.912.A.7.14: Review the role of the United States as a participant in the global economy (trade agreements, international competition, impact on American labor, environmental concerns).

SS.912.A.7.In.n: Identify ways the United States participates in the global economy, such as by trading with other countries and making trade agreements.SS.912.A.7.Su.n: Recognize a way the United States participates in the global economy, such as by trading with other countries or making trade agreements.SS.912.A.7.Pa.n: Recognize a product produced in another country.http://www.cpalms.org/Public/PreviewStandard/Preview/3430

SS.912.W.9.7: Describe the impact of and global response to international terrorism.

SS.912.W.9.In.g: Recognize selected impacts and responses to threats of international terrorism.SS.912.W.9.Su.g: Recognize an impact and response to threats of international terrorism.SS.912.W.9.Pa.g: Recognize a characteristic of terrorism.

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SS.912.G.2.In.b: Recognize factors and processes that contribute to differences between developing and developed regions of the world.SS.912.G.2.Su.b: Recognize a factor that contributes to

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differences between developing and developed regions of the world.SS.912.G.2.Pa.b: Recognize a characteristic of development.http://www.cpalms.org/Public/PreviewStandard/Preview/3597






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SS.912.W.1.In.e: Recognize differences in interpretations of historians about events.SS.912.W.1.Su.e: Recognize that interpretations of

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historians may differ.SS.912.W.1.Pa.e: Recognize sources of information, such as artifacts, images, and auditory and written sources.http://www.cpalms.org/Public/PreviewStandard/Preview/3438






SS.912.G.1.In.b: Use spatial perspective and appropriate geographic terms and tools to organize and identify information about a location.SS.912.G.1.Su.b: Use spatial perspective and appropriate

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geographic terms and tools to identify information about a location.SS.912.G.1.Pa.b: Associate terms used by geographers with places, people, or the environment.http://www.cpalms.org/Public/PreviewStandard/Preview/3593






SS.912.H.1.In.c: Identify works in the arts from various

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cultures, such as African, Asian, European, the Americas, and Middle Eastern.SS.912.H.1.Su.c: Recognize works in the arts from various cultures, such as African, Asian, the Americas, and Middle Eastern.SS.912.H.1.Pa.c: Recognize a characteristic of a work in the arts from a time period.http://www.cpalms.org/Public/PreviewStandard/Preview/3628






SS.912.W.1.In.b: Identify terms of time sequence, such as

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decade, century, and era.SS.912.W.1.Su.b: Recognize terms of time sequence, such as decade and century.SS.912.W.1.Pa.b: Recognize terms that relate to time, such as day, week, month, and year.http://www.cpalms.org/Public/PreviewStandard/Preview/3435

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DISCOVERY EDUCATION RESOURCES

*Please login to Discovery Education through your portal and copy and paste resource name into search function on the Discovery Education website.

TOPIC 19: THE FIRST WORLD WAR

Videos:ImperialismMilitarismWorld War IIntroduction: Two DeathsThe Assassination of Archduke Franz FerdinandA Series of UltimatumsThe Schlieffen PlanThe Onset of World War IThe European Conflict ExplodesWorld War I: A New Kind of WarTrench WarfareLand of the TrenchLife in the TrenchesChemical and Biological Warfare in World War I Equipment and FirearmsDebut of the TankWorld War I, Tanks, and the TractorA New Generation of AircraftPhysics Helps the Allies Defeat the GermansSonar and Liberty ShipsThe Battlegrounds of EuropeThe Battle of Ypres (1914-1917)A Killing Ground: The Battle at VerdunThe Battle of the Somme – July 1, 1916The Battle of the Somme: Triumph or FailureWilson's Neutrality IdealGermany's Naval Battles: The Sinking of the LusitaniaOn the Verge of World WarOutbreak of World War IAmerica Prepares for WWIThe United States and World War IAmerica Enters the War

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Migration and TechnologyThe March Offensive, 1918Russia’s Disastrous World War I CampaignWar and RevolutionLeon Trotsky’s Marxist ViewsNicholas Abdicates the ThroneLenin and the BolsheviksCivil War in RussiaThe Russian Civil WarThe Romanovs Are KilledPeace, Diplomacy, and ReparationArmistice and Wilson's Fourteen PointsWilson Proposes a Postwar SolutionNegotiations and Compromise in ParisThe Treaty of VersaillesThe Effects of the Treaty of Versailles on GermanyReparations for War1919: The Versailles Peace Conference: Herbert Hoover Raises Relief Money for Starving Europe1919: Speeches For and Against the League of NationsTrouble Brewing at Home and Abroad

Audio:The Causes of World War II: The Russian RevolutionThe Causes of World War I: Imperialism & AlliancesThe Causes of World War I: Nationalism & WarWarren G. Harding: "League of Nations" (1920)

Images:A German view of British imperialism in 1915.Torpedoing of the Lusitania.German submarine that sank the Lusitania.A World War I navy recruiting poster.WWI poster urges children's help in agriculture.A quiet moment in the German trenches, 1915.British battlefield in Belgium, September 1917.The "Council of Four" of Paris Peace Conference.Indian gun crew, Somme and Ancre area, 1916.Francis Ferdinand and Austria's Francis Joseph.Leon Trotsky (Lev Davidovich Bronstein).

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Articles:Russian RevolutionVersailles, Treaty of

Learning Guides:Schmoop Learning Guide: All Quiet on the Western Front

TOPIC 20: THE INTERWAR YEARS

Videos:The Influenza Pandemic of 19181918 Flu EpidemicEurope in the 1920sCulture in the 1920sThe Highest Quality of Life in the WorldLeisure TimeThe Roaring TwentiesThe Birth of JazzAmerica in the 1920s: The Jazz AgeA Place for ReligionProhibition and the American GangsterChanging the Shape of American Organized Crime: Al Capone and Prohibition Picasso's Early YearsPart Four: CubismCubismIntroduction to SurrealismBreton Defines SurrealismSalvador Dali Comes of Age: Breaking into Visionary SurrealismAbstract ExpressionismBlack Tuesday Foretells the Great DepressionDark Days of OctoberThe CrashThe Great DepressionThe Dust BowlThe Great Depression in AmericaThe Rise of Economic NationalismHoover versus Roosevelt and the New DealNew Deal: America's PlanPresident Roosevelt's "One Hundred Days" Begins New Deal

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Inflation and DepressionThe Effects of World War OneIreland - December 7, 1921The Irish War of IndependenceColonies Send Men to Help FightCongoIstanbul and ReligionJewish Settlement of PalestineGandhi’s Satyagraha PhilosophyMohandas Karamchand Gandhi: Advocate of Tolerance and NonviolenceSignificance of the Salt MarchHow Gandhi Used Salt to Save IndiansThe Depression AbroadThe Rise of Fascism in Italy, Russia, & GermanyBenito MussoliniBenito Mussolini and the Rise of Fascism in ItalyJosef StalinBuilding a Socialist GovernmentTrotsky’s Feud with Joseph StalinCollectivizationFive Year PlansThe PurgesTotalitarianismAdolph HitlerThe Creation of the Weimar RepublicHitler Rises to Power in GermanyAdolf Hitler Gains FollowersUniting Germany under Hitler’s RuleGleichschaltung: The Basis of Nazi Totalitarianism and Oppression of the German PeopleHitler's Storm Troopers and Absolute PowerHitler Expands the Armed ForcesHitler's Speech to the German StateNewsreel: Hitler's AtrocitiesAnti-SemitismUSC Shoah Foundation Volume 1: Rise of Nazism and RacismPseudoscience Fuels GenocideThe Nuremberg Race LawsJesse Owens and Joe Louis Debunk Hitler’s Claim of Aryan SuperiorityThe Spanish Civil WarFrancisco Franco

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Part Five: Guernica and the Horrors of WarThe Rise of Nationalism

Audio:Fascist Dictatorships: The Roots of FascismFascist Dictatorships: Fascism versus CommunismThe Causes of World War II: Hitler's Rise to Power & Political PlanAfrican American History: Pan-AfricanismThe Great Depression: Solutions: Reshaping the EconomyThe Great Depression: Solutions: An Impending, Uncertain War EraFranklin D. Roosevelt: Fireside Chat: On the Works Relief Program & Social Security Act (April 28, 1935)Franklin D. Roosevelt: Fireside Chat: On the 1937-1938 Recession (April 14, 1938)Franklin D. Roosevelt: Fireside Chat: On Government & Capitalism (September 30, 1934)Franklin D. Roosevelt: Fireside Chat: On the New Deal (May 7, 1933)Stuff You Missed in History Class Podcast: How Prohibition WorksStuff You Missed in History Class Podcast: The St. Valentine’s MassacreStuff You Missed in History Class Podcast: Gandhi’s Salt MarchStuff You Should Know Podcast: What exactly is Facism?

Images:Head of a Woman by Pablo PicassoPablo Picasso at an exhibit of his pottery.SA and SS members sworn in as policemen.Evacuate Madrid, Spanish Civil War poster, 1937.Francisco Franco, fascist dictator of Spain.A portrait of Mustapha Kemal (1881-1938).Demonstration by Egyptian Nationalist Wafd Party.Mohandas (Mahatma) Gandhi (1869-1948).Reza Shah Pahlavi (1898-1944)The New York Times headline of Oct. 25, 1929.Unemployed marchers at the Capitol, 1932.A "squatter" in Chicago, May 1930.A soup kitchen set up by Al Capone.A soup line in New York City.

Articles:New DealMacDonald, James RamsayAtaturk, Mustafa Kemal

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TOPIC 21: THE COURSE OF WORLD WAR II

Videos:1931: Japanese Aggression in ManchuriaMay 1932: Japan Breaks Agreements and is Expelled from the League of NationsThe China IncidentJapan Invades ChinaWar Erupts in the Eastern HemisphereThe Italian Invasion of Ethiopia: An Undeclared War (1935)Italy's Invasion and Conquest of EthiopiaItaly Invades Ethiopia and Germany Sends Troops into the RhinelandMarch 13, 1938: Hitler Defies Versailles Treaty and Marches into AustriaAustria Absorbed by German Reich in Surprise CoupHitler Invades Austria and the SudetenlandWorld-Wide News Events: Peace Conference at MunichNeville Chamberlain Negotiates Peace with GermanyGermany, France, England, and Italy Sign a Treaty that Clears the Way for Hitler's ArmiesEurope Braces for WarSeptember 1, 1939: Hitler Invades PolandWorld War II Begins"Phony War"Diplomacy in the 1930s: The Axis and Allied PowersNationalism and the Rise of the Axis PowersThe Formation of the Allied PowersItaly, Germany, & Japan UniteAmerican's IsolationismNeutrality Bill Becomes a Law; Embargo LiftedU.S. Lend-Lease Act Buys Time to Prepare for WarEvents at Sea: FDR and Churchill Sign the Atlantic CharterWinston Leonard Spencer Churchill: The Voice of Great Britain throughout World War IIThe Free French MovementThe Bombing of Great BritainStalin Attacks Germany: June 1941Using Bomb Shelters to Protect Art Through Air RaidsThe Battle of Stalingrad and Allied Bombing of GermanyOfficial Films! Nazi Defeat at Stalingrad!Pearl Harbor: The Japanese Plan of AttackJapan Attacks Pearl HarborAmerica Enters World War Two

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The Early War in the PacificWorld-Wide News Events: China Strikes Back at JapanSergeant Wally Kinder: The Bataan Death MarchThe Battle of MidwayJune 3, 1942: The Battle of Midway Roosevelt, Churchill, and Chiang Kai-shek Meet to Discuss Japan's FateThe United States Military "Island Hops" Towards JapanJapanese Kamikaze PilotsIwo JimaIntroduction: The Final Battle of the Central PacificThe Battle of OkinawaAugust, 1942; Battle at El AlameinThe Gathering Offensive: Roosevelt, Churchill and de Gaulle, Strategize. "Unconditional Surrender for Germany and Japan"Stalin Meets with U.S. and Great Britain to Reaffirm Commitment in War EffortsGerman Machine GunsD-Day "Operation Overlord"U.S. Troops Storms the Beaches at NormandyThe Allied Invasion of Italy and the Invasion of NormandyJune 6, 1944: D-Day and Its AftermathD-Day - June 6, 1944Western Front: September 1, 1944The Battle of the BulgeThe Battle of the Bulge and the Fall of BerlinYalta Conference - February 12, 1945Big Three ConferFall of the Third ReichV-E Day - May 13, 1945Potsdam ConferenceRemembering the Battle for Sugar LoafThe Manhattan Project BeginsAmerica’s Moral Dilemma: The Atomic BombI Hope It WorksThe U.S. Air Force Drops an Atomic Bomb on Hiroshima Attack on Nagasaki and Japan’s SurrenderThe Atomic Bomb and Naval Defeats Bring an End to the War with JapanThe Aftermath of the Atomic BombThe Birth of the United Nations and Postwar RecoveryThe Nuremberg TrialsThe Nuremberg Trials of Nazi War CriminalsGeneral MacArthur: Supreme Allied Commander of the Southwest Pacific Theater in WWII

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Dividing GermanyGermany after the WarThe Marshall Plan for EuropeHitler and the Nazis Spread Anti-SemitismKristallnacht & HolocaustThe Warsaw Ghetto Uprising, 1943David Bergman Introduces the HolocaustUSC Shoah Foundation Volume 02: Nazi Occupation and PersecutionAuschwitzDachauGoing into HidingKeeping Anne's Memory AliveReunion: Children of La HilleUnderstanding the Long Journey of a Holocaust Victim: An ExerciseLiberation of the Concentration CampsLiberation: Starting a New Life After the HolocaustIn Memoriam: The Holocaust

Audio:The Causes of World War II: Japanese PowerThe Causes of World War II: DepressionThe Causes of World War II: The Early Days of the Nazi PartyThe Causes of World War II: Hitler Moves ForwardThe Causes of World War II: The Russian RevolutionStuff You Missed in History Class Podcast: How Hitler’s Propaganda Machine Worked

Images:The Anschluss, 1938.The "Stalin-Hitler Pact."Adolf Hitler and Benito Mussolini.Hailie Selassie, the Ethiopian emperor.World War I 4-stacker destroyers at Philadelphia.Charles de Gaulle (1890-1970).Principals of the Yalta Conference.Mme. Chiang, Gandhi, Chiang, Nehru, April 1942.Japanese troops celebrate, Nanjing occupation.A kamikaze attack.Prisoners during infamous Bataan Death March.Stalin, Truman, Churchill at Potsdam Conference.V-J Day celebration at the White House.

124

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General MacArthur and General Omar Bradley.One of the first freed from a concentration camp.Prisoners in their bunks at Dachau.

Articles:TotalitarianismHolocaust

Skill Builder:Europe at the Peak of Axis Power

Learning Guide:Schmoop Learning Guide: Night

Content Collection:USC Shoah Foundation

TOPIC 22: POST-WORLD WAR/COLD WAR ERA (THE WESTERN WORLD)

Videos:The Cold WarCold War (BGL)Cold War IdeologyThe Beginnings of the Cold WarPolicy of ContainmentTruman Doctrine and Marshall PlanThe Marshall Plan for EuropeThe Iron CurtainBerlin Airlift and the Formation of NATONATOThe Warsaw Pact: An Economic and Military TreatyBerlin WallBerlin Wall Seals Iron CurtainEuropean Economic CommunityThe Space RaceThe Space Race BeginsRivalry between the United States and the Soviet UnionNuclear Arms RaceThe Cold War: Russia

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Television and Cold War FearsCommunism in China - October 1, 1949Effects of DeforestationThe Cultural Revolution of China (1966-1976)The Chinese Cultural RevolutionChallenging Mao Zedong’s Economic PolicyNew Perspective on the Cultural RevolutionThe Death of Mao ZedongDétente under NixonPresident Nixon Tours ChinaGlobal Cold War BattlesCold War Spreads to Central AmericaFulgencio Batista y ZaldivarCubans Stand Up to BatistaFidel Castro Overthrows the GovernmentWho is Che Guevara?Castro's Economic and Social RevolutionFidel Castro and the U.S. RelationshipUnderstanding the Power of Fidel CastroBay of Pigs IncidentInvading Cuba: the Bay of PigsDiscovering Soviet Missiles in CubaCuban Missile CrisisThe Cuban Missile CrisisAssassination! Trujillo Killed: Army in PowerNicaragua: Sandinista VictoryContras Fight SandinistasThe Nicaraguan ContrasOperation Just CauseNoriega is CapturedEl Salvador: Conflict and CoupAssassins: Puerto Rican Rebels Attempt Truman’s LifeJuan Domingo PeronDeath of Juan Perón and Global Problems on the HorizonArrest of PinochetEnd of Pinochet Rule in ChileArgentina’s Military RegimePolitical Turmoil in Chile and ArgentinaMilitary Rulers in Argentina and ChileFighting Colombian Drug Cartels

126

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The Institutional Revolutionary Party (PRI) and Vicente Fox

Audio:Stuff You Missed in History Class Podcast: How the Marshall Plan WorkedStuff You Missed in History Class Podcast: What’s Mutual Assured Destruction?

Images:The Marshall Plan, a Dutch poster 1947-1951.Premier Guofeng receives UN Secretary General.Mao Zedong lying in state.Backyard furnaces.Nikita Khruschev & Nicolai Bulganin.Daniel Ortega Speaking Against Reagan AdministrationBen-Gurion reads charter of independence, 1948.

Articles:North Atlantic Treaty OrganizationOrganization of American States

TOPIC 23: POST-WORLD WAR – THE NON-WESTERN WORLD

Videos:The Soviet Union's "Buffer Zone": The Communist BlocEast and West, Democratic and Communist: Bound in PeaceReligious PracticesThe Coronation of a Tibetan KingGandhi Leads the Indian National CongressIndian Independence - August 15, 1947Nehru’s IndiaUnsettling Days of Partition in 1947Partitioning PalestineIsraelBen-Gurion, Zionism, and the State of Israel: The Fight for a Nation’s Right to ExistThe Palestine Liberation OrganizationThe Six Day War Changes the MapThe Yom Kippur WarViolence in the Middle East and the Camp David AccordsExperiencing Israel’s Good and BadEgyptian Independence

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American-Led CoupsCrisis Over the Suez CanalNasser: Egyptian Leader, Advocate of Pan-Arabism, and Opponent of IsraelSadat’s Successes and FailuresThe White Revolution and Ayatollah Khomeini Ayatollah Khomeini Tightens His GripThe Iran-Iraq WarThe U.S. Aids Iraq with Nuclear IntelligenceThe Iran-Contra AffairSaddam Hussein Uses Chemical Weapons on His Own PeopleLiberation of KuwaitSaddam HusseinCivil War in PakistanEnd of Military Rule in PakistanThe Cold War in the Middle EastSoviet Union Invades AfghanistanThe Taliban Rise to PowerDeGaulle Supports Algerian IndependenceJomo Kenyetta of Kenya DiesHell’s Gate, the Mau Mau Rebellion, and the EquatorNew Governments in AfricaRhodesia: Moving toward ZimbabweNamibiaHutus AttackCivil War in SudanPost-War Tensions in AsiaStart of Korean WarPeace Talks Begin but Do Not Bring and Immediate End to the WarFirst Indochina War – May 7, 1954Causes of the Vietnam WarThe Tet Offensive BeginsVietnam War: The Tet OffensiveParis Peace Accords & Leaving VietnamEvents in Vietnam and CambodiaFerdinand Marcos in the PhilippinesCoup Attempts in the PhilippinesDisplaced People in BurmaStudents Protest PresidencyIdea of Democracy

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Audio:Stuff You Missed in History Class Podcast: Interview with President Jimmy Carter: Camp David Accords

Images:The Dalai Lama, Tibetan spiritual leader in India.President Anwar Sadat of Egypt (1918-1981).Mohammad Ali Jinnah (1876-1948).Yasir Arafat, chairman of the PLO.Palestinians demonstrate vs. Balfour DeclarationRobert Mugabe, Prime Minister of Zimbabwe.Kwame Nkrumah, President of Ghana, 1960-1966.Mau Mau suspects held in Kenya, 1953.Patrice Lumumba, Congo leader, 1960-1961.The assassination of Prime Minister Hamaguchi.Korean War: soldier at first-aid station, 1951.Achmed Sukarno, Indonesia's first president.

Articles:Organization of Petroleum Exporting CountriesJinnah, Muhammad AliMossadegh, MuhammadBalfour DeclarationNkrumah, Kwame

TOPIC 24: TOWARD A NEW WORLD

Videos:The Rise of Deng XiaopingRestlessness in ChinaDemonstrations at Tiananmen SquareThe Massacre at Tiananmen SquareThe Fall of the Berlin WallDown Came the WallThe Berlin Wall Comes DownEnd of the Cold WarA Private Meeting: Ronald Reagan and Mikhail Gorbachev Meet to Discuss Nuclear ProliferationReagan and the End of the Cold WarGorbachev and Yeltsin Present the New USSRPerestroika Spreads

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Moscow Summit of 1988Eastern Europe Breaks Free from Soviet ControlChanges within Soviet Bloc CountriesMargaret Thatcher Attempts DiplomacyTony Blair Becomes British Prime MinisterA President's LegacyIntroduction: Ronald Reagan’s LegacyClinton and the New World Order: Failures and SuccessesPresident Clinton’s First TermApartheid in South AfricaNelson Mandela’s Early LifeMandela’s First Televised InterviewViolence in South Africa (Mandela and Apartheid Part 1)Freedom for Nelson MandelaInternational ConvergenceTrading Blocks and AgreementsThe Creation of the European UnionThe European Union: The Face of a New EuropeEuroKosovo: 1999: Ethnic Groups Fight for a Nation to Call their OwnBosnian Serbs Begin Ethnic Cleansing: Peace Efforts are IneffectiveCivil War and Genocide in RwandaJustice and RemembranceHow Do You Feel about the Holocaust and the Genocide in Africa?Remembering Genocide in RwandaSomalia, Bosnia, & Peace EffortsThe Legacy of the Pol Pot Regime and Khmer RougeA New Fear

Audio:Ronald Reagan: Address from the Brandenburg Gate (Berlin Wall) (June 12, 1987)

Images:Protester blocking tanks approaching Tiananmen SquareGorbachev and Reagan at Geneva SummitMargaret Thatcher, prime minister 1979-1992.Mandela meets with de Klerk.The Tokyo Stock Exchange.

Articles:

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African UnionEuropean Union

TOPIC 25: VOYAGE INTO THE 21st CENTURY

Videos:Challenges for Our CenturyInternational OrganizationsWorld Trade Organization Admits ChinaGlobalizationHelping Less Developed CountriesGlobalization and Outsourcing's Effects on Indians' Culture and HeritageAmerican Jobs Moving to ChinaConsumer CultureUnited Nations Security CouncilUN Inspections and Economic SanctionsSmall VictoriesAmerica under AttackForeign Policy, Terrorism, & September 11War on TerrorismThe Effects of the War on AfghanistanOperation Neptune SpearNext RefugeAnthraxIraqibacterThe Oslo AccordsFailed Talks at Camp DavidObstacles to Peace: Settlements, Refugees, JerusalemEnvironmental Impacts: PollutionsChanging LandscapesA Great Green Wall: Fighting DesertificationDeforestation of the AmazonSustainable DevelopmentEnergy Consumption around the WorldCatching Up with Fossil FuelsKyoto ProtocolGlobal Warming and the Changing EnvironmentThe PBS NewsHour: India’s Population Boom Tests Green Revolution’s LegacyThe Advantages of Genetically Modified Food Supplies

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Scientists Address the Opposition to Genetically Modified CropsHIVAIDS in AfricaSARSPopulationWho Lives Where?China's One Child PolicyEmphasis on Human RightsNational Underground Railroad Freedom Center: Darfur: Taking ActionKnowing the Lost BoysMumbai: Bollywood and the SlumsThe PBS NewsHour: Researchers Aim to Unlock Genetic Data Goldmine for Vital Medical InformationMan versus Machine: A Game of ChessEngineering the Smart PhoneE-WasteThe Cost of our AdvancementsPresident Obama's Inaugural AddressStriking a Sustainable Balance

Audio:Stuff You Should Know Podcast: What is China’s One-Child Policy?What You Should Know Podcast: What are Smart Mobs?

Images:Yitzhak Rabin, Israeli prime minister.Osama bin Laden

Articles:Qaeda, Al-TerrorismUniversal Declaration of Human Rights

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