World WarIand Inner-WarYears:Studentsanalyzethecausesandcourseof theFirstWorldWar,alongwith thelong-termmilitary,economic,and political effects.Studentsanalyzetherise of fascismandtotalitarianismafter WorldWarI.Studentswilldescribethevariouscausesandconsequencesof the globaldepression ofthe1930sandanalyzehow governmentsresponded totheGreatDepression.
Evaluate primary source documents while analyzing the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent, disorder, propaganda, and nationalism in mobilizing the civilian population in leading to the outbreak of World War I. CCSS.WHST.9-10.8
Trace the principal theaters of battle, major battles, and major turning points of World War I.
Analyze the importance of geographic factors in military decisions and outcomes.
World WarI I can examine and evaluate primary source documents to determine the causes of World War I, including militarism, alliances, political and economic rivalries, ethnic and ideological conflicts, domestic discontent, nationalism, and propaganda.
I can describe the significance of the following events during World War I:
I can use a map to determine how major geographic and political features effected the military decisions and outcomes of World War I.
World WarI ResourcesTextbook: Chapter14 –WorldWarI andRussianRevolution SWS: documents,excerpts,lessonplans,photos Causesof World WarI Lesson fromPBS.org Causesand Consequencesof World WarI UnitPlan Chartof alliancesleadingintoWorld WarIAnimatedMapsof WWIfromPBS.org
Lesson on Battle of theSomme fromReading
Explain how the Russian Revolution and the entry of the United States into the conflict affected the course and outcome of the war.
Argue human rights violations and genocide, including the Armenian genocide in Turkey, through collaborative discussions.
Explain the nature of the war and its human costs (military and civilian) on all sides of the conflict, including unprecedented loss of life from prolonged trench warfare.
Trace advances in weaponry, the belief that the “Great War” would end war, and disarmament movements.
Describe the effects of the war and resulting peace treaties on population movement, environmental changes resulting from trench warfare, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.
I can explain how the Russian Revolution and the entry of the United States into the conflict affected the course and outcome of the war.
I can construct an argument through collaborative discussion identifying human rights violations and genocide, including the Armenian genocide in Turkey.
I can explain the nature of the war and its human costs (militaryandcivilian)on all sides of the conflict, including unprecedented loss of life from prolonged trench warfare.
I can explain the belief that the “Great War” would end all wars and list and discuss the impact of new weapon technologies that appeared in World War I, including:
I can explain outcomes and global effects of World War I including:
Lesson on “USEnters theWar”fromPBS.orgUSEntersWWIfromReading LikeaHistorianUSEntryinto WWI,OpposingViewpoints
GermanWitnessesArmenian Massacre British GovernmentReporton ArmenianMassacre World WarI Casualtiesand Deaths Chart Soldier’s Accountof aGasAttack Poem“Dulce etDecorumest”and Notes
Chartof Military Casualtiesof World WarIMapsof Austria-Hungaryovertime
Analyze the aims and negotiating roles of world leaders, including Woodrow Wilson’s Fourteen Points, and the causes and effects of the United States’ rejection of the League of Nations on world politics.
Compare the conflicting aims and aspirations of the conferees at Versailles and the Treaty of Versailles’ economic and moral effects on Germany.
Explain how the outcome of World War I contributed to nationalist movements in the
impact on the international economy
end of some European Empires, such as Austria-Hungary and the Ottoman Empire
creation of Mandates in the Middle East
I can use various historical accounts to analyze the aims and negotiating roles of world leaders, including Woodrow Wilson’s Fourteen Points.
I can explain the causes and effects of the United States’ rejections of the League of Nations on world politics.
I can compare the conflicting aims and aspirations of the conferees at Versailles.
I can explain the terms of the Treaty of Versailles and its effects on Germany, including:
Analyze various accounts of the impact of World War I on women and minorities.
Integrate multiple sources of information presented in diverse media explaining the influence of World War I on literature, art, and intellectual life, including Pablo Picasso, the “Lost Generation,” and the rise of Jazz music. CCSS.SL.9-10.2
Compare the impact of restrictive monetary and trade policies.
Describe the collapse of international economies in 1929 that led to the Great Depression, including the relationships that had been forged between the United States and European economies after World War I.
Gather information from multiple sources describing issues of overproduction, unemployment, and inflation. CCSS.WHST.9-10.8
Use technology to produce, publish, and update individual or shared writing
Middle East, India, Africa, and Southeast Asia.
I can use primary source accounts to analyze the impact of World War I on women and minorities.
I can use a variety of multi-media sources to explain some of the social changes that took place during the 1920s and 1930s, including:
art and Pablo Picasso
the “Lost Generation”
I can compare and contrast the impact of restrictive monetary and trade policies.
I can explain why the world experienced depression in the 1930s, including the impact of relationships that had been forged between the United States and European economies after World War I.
I can synthesize information from multiple sources describing issues of overproduction, unemployment, and inflation during the Great Depression.
I can use technology to produce, publish, and update individual or shared writing projects describing how economic instability led to
GlobalDevelopmentsafterWorld WarI UnitPlan
Lesson on African-American Soldiersin WorldWar I Women in World WarI ResourcePoetryfromtheGreatWarLesson
GreatDepressionUnit Plan DifferingFederalResponses totheGreatDepression: LetterAnalysis
projects describing how economic instability led to political instability in many parts of the world and helped to give rise to dictatorial regimes such as Adolf Hitler’s in Germany and the military’s in Japan. CCSS.WHST.9-10.6
Explain the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.
Draw evidence from literary or informational texts determining the causes and consequences of the Bolshevik Revolution and Civil War in Russia, including Lenin’s use of Totalitarian means to seize and maintain control including the Gulag. CCSS.WHST.9-10.9
Compare the connection between economic and political policies, the absence of a free press, and systematic violations of human rights during Stalin’s rise to power in
political instability in many parts of the world and helped to give rise to dictatorial regimes such as
Adolf Hitler in Germany
Mussolini in Italy
and military leaders in Japan.
I can explain the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.
I can explain why totalitarian governments emerged in Germany, Italy, and the USSR and identify the leaders involved with each.
I can draw evidence from texts to explain why Russia erupted in revolution while fighting in World War I, including:
I can explain the consequences of the Bolshevik Revolution and Russian Civil War, including
Lenin’s New Economic Policy
beginning the Gulag system
I can compare and contrast the roles of individuals in a communist government versus a democracy including:
connections between economic and
Rise ofHitlerLesson Plan Textbook: ConceptConnector-Government-Forms ofDictatorship,pg. 802-803 Textbook: Chapter16 – The RiseofTotalitarianism(1919-1939)
Lesson on Postwardisillusionment
Textbook:CH 14,Section5–RussianRevolution;CH16,Section4- Stalin Lesson on the Road toRussian RevolutionLesson on BolshevikRevolution
Textbook: CH 16,Section 4 - Stalin
the Soviet Union.
Analyze the assumption of power by Adolf Hitler in Germany and the resulting acts of oppression and aggression of the Nazi regime.
Trace Mussolini’s rise to power in Italy and his creation of a fascist state through the use of state terror and propaganda.
Compare the German, Italian, and Japanese drives to expand their empires in the 1930s, including atrocities in China, Italian invasion of Ethiopia, German militarism, and the Stalin-Hitler Pact of 1939.
the absence of free press
systematic violations of human rights and expansion of Gulag camps
I can analyze the assumption of power by Adolf Hitler in Germany and the resulting acts of oppression and aggression of the Nazi regime, including the Nuremberg Laws on Jewish citizens in Germany in the 1930s.
I can trace Mussolini’s rise to power in Italy and his creation of a fascist state through the use of state terror and propaganda.
I can compare the German, Italian, and Japanese drives to expand their empires in the 1930s, including:
Japanese atrocities in China
Italian invasion of Ethiopia
German militarism and aggression
Nazi-Soviet Non-aggression Pact of 1939
Lesson on Stalin’sRiseto Power
Lesson on SovietWomenunderStalinTextbook: Chapter16,Section5–Hitler/Nazis
Rise of FascistDictatorsLesson Activities
Invasion of NankingLesson Plan fromReadingLikea Historian
Note for Teachers ofHonors: DonotteachthisHonorsAddendumattheend ofthequarter. EmbedtheHonorsAddendumwithin theregular ScopeandSequence. CCSS.RH.9-10.10Read and comprehend history texts in the grades 9-10 complexity
I can read and comprehend history age- appropriate texts independently and
excerpts from Wilfred Owen’s “Dulce etDecorumEst”
excerpts from Erich Maria Remarque‘s
AllQuiet on theWestern Front
excerpts from Adolph Hitler’s Mein
World War II Standards
Explain the role of appeasement, isolationism, and the domestic distractions in Europe and the United States prior to the outbreak of World War II.
Identify and locate the Allied and Axis powers, and explain the major battles of the Pacific and European theaters of war including the blitzkrieg, Dunkirk, Battle of Britain, Stalingrad, Normandy, Midway, Battle of the Bulge, Iwo Jima, and island hopping.
World War II I can explain causes of World War II, including:
“Hitler’s Aggression: Could Adolf Hitler have been Deterred from Launching WWII?” Viewpoint Essay
Textbook: “The Blitz” at Britain, Infographic, pg. 570-571 Interactive Timeline for World War II
Women Aviators in World War II
Using NY Times to teach Pearl Harbor
Mapping the Geography of D-Day Lesson Plan
Analyze the major turning points of the war, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
Utilize primary and secondary sources to describe the contributions and roles of leaders during the war, including Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Hideki Tōjō, Adolf Hitler, Benito Mussolini, Joseph Stalin, Harry Truman, Douglas MacArthur, and Dwight Eisenhower. CCSS.RH.9-10.1
Write an opinion piece on the impact of the Holocaust on the Jewish populations in Europe and Israel. CCSS.WHST.9-10.2
(forcesJapan tosurrender) I can label a map to show the major battles and geographic features of World War II.
I can analyze the major turning points of the war, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
I can identify and describe the contributions of world leaders and their roles during World War II in informational texts, including: