World History Quarter #: 4 Unit #: 7 Enduring Understanding: Conflict within Society; Culture; Complexity and Interaction Unit Focus: Elaborated Focus: This unit will focus on the causes and results of the great conflicts of the first half of the 20th century: World War I and World War II. Students will examine the causes of each conflict, the nature of the technology, and strategic actions of the war and the resulting accommodations made by the victors and World Wars the defeated. Students will analyze the changing world alignment as world powers dictated the peace from each conflict and the emerging among colonized groups who were impacted by the agreements. The inter-war years will be examined for evidence of cultural change and reaction to post war Anticipated Duration: agreements. Students will examine the movement of Russia, Germany and Italy toward authoritarian governments and the steps of aggression that led to World War II. Finally, students will investigate the agreements and those who made them at the conclusion of World War II. Students will explain the impact 4 Weeks of these agreements on Eastern . Students will examine the attempts to establish mechanisms for peaceful conflict resolution through the United Nations and recovery programs such as the Marshall Plan and McArthur’s plan for Japan. Standards SSWH17: Demonstrate an understanding of long-term causes of World War I and its global impact.

SSWH18: Examine the major political and economic factors that shaped world societies between World War I and World War II.

SSWH19a-b: Demonstrate an understanding of the global political, economic, and social impact of World War II.

Learning Targets

World History Quarter #: 4 Unit #: 7 Enduring Understanding: Conflict within Society; Culture; Complexity and Interaction WH17. a. Identify causes of the war, include: nationalism, entangling alliances, , and . • I can identify nationalism, entangling alliances, militarism, and imperialism, as causes of World War I. (Knowledge) b. Describe conditions on the war front for soldiers, include: new technology and war tactics. • I can describe conditions on the war front for soldiers, including new technology and war tactics. (Knowledge) c. Explain the major decisions made in the Versailles Treaty, include: German reparations and the mandate system that replaced Ottoman control. • I can explain German reparations as a major decision made in the Versailles Treaty. (Knowledge) • I can explain the mandate system that replaced Ottoman control as a major decision made in the Versailles Treaty. (Knowledge) d. Analyze the destabilization of Europe in the collapse of the great empires. • I can analyze the destabilization of Europe in the collapse of the great empires. (Knowledge)

WH18. a. Determine the causes and results of the Russian Revolution from the rise of the Bolsheviks under Lenin to Stalin’s first Five Year Plan. • I can determine the causes and results of the Russian Revolution from the rise of the Bolsheviks under Lenin to Stalin’s first Five Year Plan. (Knowledge) • I can examine the rise of the Bolsheviks under Lenin. (Knowledge) • I can examine Stalin's first Five Year Plan. (Knowledge) • I can determine the causes of the Russian Revolution. (Knowledge) • I can determine the results of the Russian Revolution. (Knowledge) b. Describe the rise of in Europe and by comparing the policies of in Italy, in Germany, and Hirohito in Japan. • I can describe the rise of . (Knowledge) • I can describe the rise of fascism in Asia. (Knowledge) • I can identify the policies of Benito Mussolini in Italy. (Knowledge) • I can identify the policies of Adolf Hitler in Germany. (Knowledge) • I can identify the policies of Hirohito in Japan. (Knowledge) c. Describe the nature of and the police state that existed in the Soviet Union, Germany, and Italy and how they differ from authoritarian governments. • I can describe the nature of totalitarianism and the police state that existed in the Soviet Union, Germany, and Italy. (Knowledge) • I can compare and contrast totalitarianism and authoritarian governments. (Reasoning) d. Explain the aggression and conflict leading to World War II in Europe and Asia; include the Italian invasion of Ethiopia, the , the Rape of Nanjing in China, and the German violation of the Treaty of Versailles. • I can explain the aggression and conflict leading to World War II in Europe by discussing Germany's violation of the Treaty of Versailles. (Knowledge) • I can explain the aggression and conflict leading to World War II in Europe including the Italian invasion of Ethiopia and the Spanish Civil War. (Knowledge) • I can explain the aggression and conflict leading to World War II in Asia including the Rape of Nanjing in China. (Knowledge)

World History Quarter #: 4 Unit #: 7 Enduring Understanding: Conflict within Society; Culture; Complexity and Interaction WH19. a. Describe the major conflicts and outcomes, include: North African, Pacific, and European theatres. • I can describe the major conflicts and outcomes in North African theatre. (Knowledge) • I can describe the major conflicts and outcomes in the Pacific Theatre. (Knowledge) • I can describe the major conflicts and outcomes in the European theatre. (Knowledge) b. Identify Nazi ideology and policies that led to and its consequences. • I can identify Nazi ideology and policies that led to the Holocaust and its consequences. (Knowledge)

Guiding Questions • What are the ingredients of culture? • How could the interaction of societies act as an antecedent to the structure of government? • How does location of a region affect the development of the beliefs, customs and traditions of that society?

Map and Globe Skills Information Processing Skills • MGS4 Compare and contrast the categories of natural, cultural, and political features • IPS1 Compare similarities and differences found on maps • IPS3 Identify issues and/or problems and alternative solutions • MGS6 Use map key/legend to acquire information from historical, physical, political, • IPS6 Identify and use primary and secondary sources resource, product, and economic maps • IPS10 Analyze artifacts • MGS7 Use a map to explain impact of geography on historical and current events • IPS11 Draw conclusions and make generalizations • MGS8 Draw conclusions and make generalizations based on information from maps

Teachers, please note the grade level responsibility of introduction, development, mastery, and continued application of map/globe skills. http://bit.ly/MGSkills Teachers, please note the grade level responsibility of introduction, development, mastery, and continued application of information processing skills. http://bit.ly/IPSkills

World History Quarter #: 4 Unit #: 7 Enduring Understanding: Conflict within Society; Culture; Complexity and Interaction Cross-Curricular Connections Reading Standards for Literacy in Social Studies • L9-10RH1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. • L9-10RH2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. • L9-10RH3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. • L9-10RH4: 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 science. • L9-10RH10: By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

Writing Standards for Literacy in Social Studies • L9-10WHST1: Write arguments focused on discipline-specific content a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. e. Provide a concluding statement or section that follows from or supports the argument presented. • L9-10WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. • L9-10WHST5: 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. • L9-10WHST9: Draw evidence from informational texts to support analysis, reflection, and research. • L9-10WHST10: Write routinely over extended time frames (time for reflection and revision) and shorter • time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

Student Activities (Choose from these activities or select others to meet the needs of students.) • Exclusion Brainstorming – Vocabulary Activity (https://www.georgiastandards.org/Georgia-Standards/Documents/Social-Studies-World-History-Unit-9-Sample-Unit.pdf) pgs. 4-5 • Active Reading Strategy (https://www.georgiastandards.org/Georgia-Standards/Documents/Social-Studies-World-History-Unit-9-Sample-Unit.pdf) pgs. 6-8 • Pre-writing activity (https://www.georgiastandards.org/Georgia-Standards/Documents/Social-Studies-World-History-Unit-9-Sample-Unit.pdf) pgs. 9-10 • Essay on the Great Wars (https://www.georgiastandards.org/Georgia-Standards/Documents/Social-Studies-World-History-Unit-9-Sample-Unit.pdf) pgs. 10-11

The following supplemental materials (i.e., readings with text-dependent questions and additional lesson opportunities) may be accessed via the following Henry County Schools shared folder: http://bit.ly/SharedSSWH • Document Set from GADOE Unit 9 • World War I Crash Course Supplementary Notes • Communists and Nationalists Crash Crouse Supplementary Notes • World War II Crash Course Supplementary Notes

World History Quarter #: 4 Unit #: 7 Enduring Understanding: Conflict within Society; Culture; Complexity and Interaction • America and Warfare Were Never the Same After World War I • World War I was World's First "" • The Paris Peace Conference and Treaty of Versailles of 1919 • A History of the League of Nations • Everything You Need to Know About World War I • Famous Speeches: The Four Freedoms Speech

• Primary Sources: The Marshall Plan • The Nuremberg Laws Deprived Jews of Their Rights in • The Holocaust, Part One: The Rise of Adolf Hitler and World War II • The Holocaust, Part Two: The "Final Solution" • The True Story of the Reichstag Fire and the Nazi Rise to Power • America's Response to the Holocaust is the Subject of Great Debate • Bearing Witness to the Nanjing Atrocities • The Great War: Evaluating the Treaty of Versailles: Worksheet 1 • The Great War: Evaluating the Treaty of Versailles: Worksheet 2 • PowerPoint Notes on Treaty of Versailles and Collapse of European Dynasties • Totalitarianism, Genocide, Communism; focus on Stalin and Russia • NEWSELA: Outbreak of World War I

Other Resource(s) Suggestions/Links Instructional & Teacher-Content Videos to Review: • World War I Crash Course (WH17) https://www.youtube.com/watch?v=_XPZQ0LAlR4&list=PLBDA2E52FB1EF80C9&index=36 • Communists and Nationalists Crash Course (WH18) https://www.youtube.com/watch?v=UUCEeC4f6ts&list=PLBDA2E52FB1EF80C9&index=37 • Paris Peace Conference and Treaty of Versailles (WH18) https://youtu.be/o1IFePaNENQ • World War II Crash Course (WH19) https://www.youtube.com/watch?v=Q78COTwT7nE&list=PLBDA2E52FB1EF80C9&index=38

Additional Resources: • Children’s Literature - Georgia Council for the Social Studies (http://www.gcss.net/uploads/files/Childrens-Literature-Grades-6-to-12.pdf) • (WH17a) US entering WWI - Department of State – background information surrounding reasons for US entering World War I https://history.state.gov/milestones/1914- 1920/wwi • (WH17a) Interactive timeline of WW1 https://www.theworldwar.org/explore/interactive-wwi-timeline

World History Quarter #: 4 Unit #: 7 Enduring Understanding: Conflict within Society; Culture; Complexity and Interaction • (WH17b) WW1 - Primary Source images from the BBC http://www.bbc.com/news/in-pictures-28461026 • (WH17b) Interactive map of the western front – BBC http://www.bbc.co.uk/history/interactive/animations/western_front/index_embed.shtml • (WH17c) Wilson’s 14 Points – Department of State – concise background information https://history.state.gov/milestones/1914-1920/fourteen-points • (WH17c) The Treaty of Versailles - US Holocaust Memorial Museum – background information, discussion questions, timelines, multimedia instruction opportunities with critical thinking questions https://www.ushmm.org/wlc/en/article.php?ModuleId=10005425 • (WH17d) The Rise of Nationalism and the Collapse of the Ottoman Empire – lesson plan with teacher materials, lesson ideas and guiding questions https://www.facinghistory.org/resource-library/teaching-holocaust-armenian-genocide-california/rise-nationalism-and-collapse • (WH18a) Role of in the Bolshevik Revolution – PBS Media - detailed information with images for analysis http://www.pbs.org/redfiles/prop/inv/prop_inv_ins.htm • (WH18b) Rise of Fascism – University of Boston – detailed information surrounding the rise of fascism http://blogs.bu.edu/guidedhistory/moderneurope/catherine-shen/ • (WH18c) Internet Encyclopedia on Totalitarianism – http://www.iep.utm.edu/totalita/ • (WH18d) Appeasement – Stanford History Education Group – inquiry-based lesson plan with student materials; https://sheg.stanford.edu/appeasement • (WH18d) The Great War: Evaluating the Treaty of Versailles – lesson plan, assessment, and extension opportunities; primary source materials for this lesson are available in the World History resource folder https://edsitement.neh.gov/lesson-plans/great-war-evaluating-treaty-versailles • (WH19a) Battles of the Pacific – PBS- timelines, interactive videos, and background information http://www.pbs.org/wgbh/americanexperience/features/general-article/pacific-major-battles/ • (WH19a) Turning the Tide in Europe, 1942–1944 – EDSITEment – lesson plan with lesson assessment and extension options for learners https://edsitement.neh.gov/lesson-plans/lesson-2-turning-tide-europe-1942-1944 (WH19b) History of the Holocaust – United States Holocaust Memorial Museum – introduction to the Holocaust and resources for educators https://www.ushmm.org/ • (WH19b) Holocaust – Yad Vashem World Holocaust Remembrance Center – multimedia resources, lesson plans, primary source analysis http://www.yadvashem.org/ • (WH17, WH18 & WH19) Georgia Department of Education – World History Teachers Notes https://www.georgiastandards.org/Georgia-Standards/Documents/Social-Studies-World-History-Teacher-Notes.pdf (pgs. 110-131)

HMH Resource Alignment • SSWH17a - SE/TE: 972–973, 974; Digital Resources: Module 25, Lesson 1; Document Based Investigation Writing Activity: World War I • SSWH17b - SE/TE: 980–981, 983, 984, 985; Digital Resources: Module 25, Lesson 2; Document Based Investigation Writing Activity: World War I • SSWH17c - SE/TE: 994–995, 997; Digital Resources: Module 25, Lesson 4; Document Based Investigation Writing Activity: World War I • SSWH17d - SE/TE: 1049–1052, 1055, 1061–1064; Digital Resources: Module 25, Lessons 3-4; Module 27, Lessons 2-3; Essential Question Writing Activity: Years of Crisis • SSWH18a - SE/TE: 1003–1005, 1009, 1019; Digital Resources: Module 26, Lessons 1-2; Document Based Investigation Writing Activity: Revolution and Nationalism • SSWH18b - SE/TE: 1058–1060, 1061–1064, 1066–1067; Digital Resources: Module 26, Lessons 1-2

World History Quarter #: 4 Unit #: 7 Enduring Understanding: Conflict within Society; Culture; Complexity and Interaction • SSWH18c - SE/TE: 1012–1013, 1018; Digital Resources: Module 26, Lesson 2; Module 27, Lesson 3 • SSWH18d - SE/TE: 1067, 1068, 1070–1071; Digital Resources: Module 27, Lesson 4; Essential Question Writing Activity: Years of Crisis • SSWH19a - SE/TE: 1083, 1088–1092, 1100–1101, 1104–1109; Digital Resources: Module 28, Lessons 1, 2 & 4; Multimedia Connections: Memories of World War II; Document Based Investigation Writing Activity: World War II • SSWH19b - SE/TE: 1093, 1095–1096; Digital Resources: Module 27, Lesson 3; Module 28, Lesson 3; Document Based Investigation Writing Activity: World War II