Grade 10 – Modern World History Unit 1: World War I Length of Unit: 3-4 weeks Essential Standards and National Standards for Social Studies

NCSS1: CULTURE What is culture and how does it influence political, economic, religious, social, intellectual and artistic aspects? NCSS2: TIME, CONTINUITY, AND CHANGE How do historical experiences among or within societies, peoples and nations reveal patterns of continuity and change? NCSS3: PEOPLE, PLACES, AND ENVIRONMENTS How do geography and the environments affect the development of human populations? NCSS5: INDIVIDUALS, GROUPS, AND INSTITUTIONS How do political, economic, social, religious and intellectual and artistic institutions affect societies? NCSS6: POWER, AUTHORITY, AND GOVERNANCE How do people create, interact with and change structures of power, authority, and/or governance? NCSS7: PRODUCTION, DISTRIBUTION, AND CONSUMPTION How do people organize resources for the production, distribution and consumption of goods and services? NCSS8: SCIENCE, TECHNOLOGY, AND SOCIETY How do the development of science and technology impact society? NCSS9: GLOBAL CONNECTIONS How do global connections influence political, economic, religious, social, intellectual and artistic interactions among nations?

UNIT FOCUS Questions Thinking Skill What roles did nationalism, How did technology change the How did the Treaty of Versailles represent Category imperialism, militarism and nature of warfare? (NCSS8) cooperation and conflict in the post-World alliances play in causing World War I era? (NCSS3, NCSS5, NCSS6, War I? (NCSS1, NCSS2, NCSS3, NCSS9) NCSS5, NCSS7, NCSS9)

Content Knowledge Objectives Initial List the long-term and short-term List the new military technologies Identify the desires and motives of the Understanding causes of World War I. of the war. participants in the Paris Peace Describe, Recall, List, Draw, Conference. Identify, Label, List, Match Identify and locate on a map the Describe trench warfare. Allied and Central Powers.

Define nationalism, imperialism, militarism, and the alliance system

Developing An Explain the immediate and Explain how technology changed Describe the aims of world leaders and Interpretation underlying causes of World War I. the nature and strategy of warfare how this is reflected in the Treaty of Categorize, Classify, Compare, Take a perspective from a country in World War I. Versailles. Contrast, Describe, Cause/Effect, Examine, Explain, Generalize, and explain who is to blame for Hypothesize, Infer, Interpret, World War I. Explain the purpose of the Examine the relationship between Predict, Summarize, Take A Schlieffin Plan Wilson’s Fourteen Points and the causes Perspective of World War I.

Making Connections Analyze the arguments for entering Describe the effects of technology Assess the relationship between Wilson’s same verbs as for Developing an into war presented by leaders from on individuals and nations Fourteen Points and the Treaty of Interpretation all sides. involved in World War I. Versailles.

Critical Stance Evaluate who is to blame for Assess the value of technological Analyze the effectiveness of the Treaty of Analyze, Assess, Defend, Design, World War I. advances in warfare. Versailles and judge if it was a just treaty. Evaluate, Judge, Rate

Unit Vocabulary Nationalism Balkans Eastern Front Total war David Lloyd George German Unification “Powder Keg of Europe” Battle of the Marne Rationing Vittorio Orlando Otto Von Bismarck Annexation Battle of Tannenberg Propaganda Fourteen Points Pan Slavism Triple Entente Battle of Somme Armistice Self-determination Militarism Central Powers Second Battle of the Marne Lusitania Treaty of Versailles Imperialism Allies Battle of Gallipoli Zimmerman Note Paris Peace Conference Triple Alliance Ultimatum Schlieffen Plan Armistice League of Nations Kaiser Wilhelm II Neutrality Stalemate Big Four Reparations Balkan Wars Mobilization Trench warfare Woodrow Wilson Mandate System Ottoman Empire Western Front Unrestricted submarine warfare Georges Clemenceau

Suggested Unit Assessments Common Core Skills English Language Arts Standards » History/Social Studies » Grades 9-10

Initial Understanding & Developing An Interpretation:

 Create World War I Trading Cards (Key Battles, Events/Concepts and People including images and summary) Key Ideas and Details RH.9-10.2. 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. Craft and Structure RH.9-10.4. 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 science. Research to Build and Present Knowledge WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research.  Label a Map of European Alliances during World War Integration of Knowledge and Ideas RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.  Create a Graphic Organizer in which students identify the “Big Four” and their desires and motives for the Paris Peace Conference. Key Ideas and Details RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.) Research to Build and Present Knowledge WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research. Making Connections:

 Analyze primary and secondary source documents from various leaders’ perspectives for entering World War I and create a propaganda poster supporting one nations cause for entering the war. Craft and Structure RH.9-10.6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Text Types and Purposes WHST.9-10.1. Write arguments focused on discipline-specific content. Production and Distribution of Writing WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.  Examine primary and secondary sources on soldiers’ experiences in war e.g. new technology, horrors of trench warfare, Joyeux Noel Armistice, etc. and have students take on the persona of a soldier during World War I and write a letter home to their family discussing their experience at war. Integration of Knowledge and Ideas RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources. Text Types and Purposes WHST.9-10.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Production and Distribution of Writing WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Critical Stance:

 Cost of World War I Data Analysis and Interpretation Integration of Knowledge and Ideas RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

Performance Assessment: Unit 1 Performance tasks measure a student’s ability to integrate knowledge and skills across multiple Common Core standards and subject-specific objectives. Performance tasks are used to measure capacities such as depth of understanding, research skills, and complex analysis.

Performance Task: Forging A New World Order For Post World War I Europe and the World

Type of Performance Task: Argumentative

Common Core skills that are assessed in the Performance Task: Key Ideas and Details RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.) Integration of Knowledge and Ideas RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources. Text Types and Purposes WHST.9-10.1. Write arguments focused on discipline-specific content. Production and Distribution of Writing WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Issue: At the end of World War I the “Big Four” advanced their plans for structuring the post war world. Among these visions are Woodrow Wilson’s (U.S.A) Fourteen Points and the Treaty of Versailles. Each of these represents a different framework for constructing a stable and long lasting global peace.

Directions: Read each of the following sources and answer the text-dependent questions in complete sentences.

Culminating Assignment: Write an argumentative essay in which you take and support a position on which of the two post-World War I peace plans has the potential to secure lasting global peace? Use evidence from the documents in support of your position.

Assessment rubric(s):

Smarter Balanced – Argumentative Writing Rubric (Grades 6-11)

Text-Based/Document-Based Short Answer Rubric

Wilson’s Fourteen Points and the Treaty of Versailles: A Lasting Peace?

Document I: Domain Specific Vocabulary Self-determination Covenants Sovereignty Economic barriers Armaments Diplomacy Colonial Alsace-Lorraine Balkan states Imperialists nationality

Document I: President Woodrow Wilson's Fourteen Points 8 January, 1918

It will be our wish and purpose that the processes of peace, when they are begun, shall be absolutely open and that they shall involve and permit henceforth no secret understandings of any kind. The day of conquest and aggrandizement1 is gone by; so is also the day of secret covenants entered into in the interest of particular governments and likely at some unlooked-for moment to upset the peace of the world. It is this happy fact, now clear to the view of every public man whose thoughts do not still linger in an age that is dead and gone, which makes it possible for every nation whose purposes are consistent with justice and the peace of the world to avow nor or at any other time the objects it has in view. We entered this war because violations of right had occurred which touched us to the quick and made the life of our own people impossible unless they were corrected and the world secure once for all against their recurrence2. What we demand in this war, therefore, is nothing peculiar3 to ourselves. It is that the world be made fit and safe to live in; and particularly that it be made safe for every peace-loving nation which, like our own, wishes to live its own life, determine its own institutions, be assured of justice and fair dealing by the other peoples of the world as against force and selfish aggression. All the peoples of the world are in effect partners in this interest, and for our own part we see very clearly that unless justice be done to others it will not be done to us. The programme of the world's peace, therefore, is our programme; and that programme, the only possible programme, as we see it, is this:

1. Who is the author of this document and when was it written?

2. Why does the author choose to use the word aggrandizement when he wrote: The day of conquest and aggrandizement [boasting] is gone by?

3. According to the author what was the purpose of the war?

4. According to the author what should each country demand from this war?

I. Open covenants of peace, openly arrived at, after which there shall be no private international understandings of any kind but diplomacy shall proceed always frankly and in the public view. II. Absolute freedom of navigation upon the seas, outside territorial waters, alike in peace and in war, except as the seas may be closed in whole or in part by international action for the enforcement of international covenants. III. The removal, so far as possible, of all economic barriers and the establishment of an equality of trade conditions among all the nations consenting4 to the peace and associating themselves for its maintenance. IV. Adequate guarantees given and taken that national armaments will be reduced to the lowest point consistent with domestic5 safety.

1 Aggrandizement = boasting, puffery, exaggeration 2 Recurrence = repetition or repeating 3 Peculiar = Unusual 4 Consenting = agreement or agreeing V. A free, open-minded, and absolutely impartial6 adjustment of all colonial claims, based upon a strict observance of the principle that in determining all such questions of sovereignty the interests of the populations concerned must have equal weight with the equitable7 claims of the government whose title is to be determined. VI. The evacuation of all Russian territory and such a settlement of all questions affecting Russia as will secure the best and freest cooperation of the other nations of the world in obtaining for her an unhampered8 and unembarrassed opportunity for the independent determination of her own political development and national policy and assure her of a sincere welcome into the society of free nations under institutions of her own choosing; and, more than a welcome, assistance also of every kind that she may need and may herself desire. The treatment accorded Russia by her sister nations in the months to come will be the acid test of their good will, of their comprehension of her needs as distinguished from their own interests, and of their intelligent and unselfish sympathy. VII. Belgium, the whole world will agree, must be evacuated and restored, without any attempt to limit the sovereignty which she enjoys in common with all other free nations. No other single act will serve as this will serve to restore confidence among the nations in the laws which they have themselves set and determined for the government of their relations with one another. Without this healing act the whole structure and validity of international law is forever impaired. VIII. All French territory should be freed and the invaded portions restored, and the wrong done to France by Prussia in 1871 in the matter of Alsace-Lorraine, which has unsettled the peace of the world for nearly fifty years, should be righted, in order that peace may once more be made secure in the interest of all. IX. A readjustment of the frontiers of Italy should be effected along clearly recognizable lines of nationality. X. The peoples of Austria-Hungary, whose place among the nations we wish to see safeguarded and assured, should be accorded the freest opportunity to autonomous9 development. XI. Rumania, Serbia, and Montenegro should be evacuated; occupied territories restored; Serbia accorded free and secure access to the sea; and the relations of the several Balkan states to one another determined by friendly counsel along historically established lines of allegiance10 and nationality; and international guarantees of the political and economic independence and territorial integrity11 of the several Balkan states should be entered into. XII. The Turkish portion of the present Ottoman Empire should be assured a secure sovereignty, but the other nationalities which are now under Turkish rule should be assured an undoubted security of life and an absolutely unmolested12 opportunity of autonomous development, and the Dardanelles should be permanently opened as a free passage to the ships and commerce of all nations under international guarantees. XIII. An independent Polish state should be erected which should include the territories inhabited by indisputably Polish populations, which should be assured a free and secure access to the sea, and whose political and economic independence and territorial integrity should be guaranteed by international covenant. XIV. A general association of nations must be formed under specific covenants for the purpose of affording mutual guarantees of political independence and territorial integrity to great and small states alike.

5. In what ways does the text address the causes of World War I?

6. List all of the countries and territories that the author specifically mentions in his 14 points

7. Identify three ways the author address alliances?

8. Identify two ways the author addresses the issue of self-determination?

9. Using the text identify four ways in which Wilson’s Fourteen Point’s changes or redraws the geography of Europe?

5 Domestic = local, internal, homeland 6 Impartial = fair, neutral 7 Equitable = Evenhanded, just, fair 8 Unhampered = unrestricted, free, not burdened 9 Autonomous = independent, self-rule, free 10 Allegiance = loyalty, faithfulness, fidelity 11 Integrity = honesty, truthfulness, honor 12 Unmolested = not harmed, not neglected In regard to these essential rectifications of wrong and assertions of right we feel ourselves to be intimate partners of all the governments and peoples associated together against the Imperialists. We cannot be separated in interest or divided in purpose. We stand together until the end. For such arrangements and covenants we are willing to fight and to continue to fight until they are achieved; but only because we wish the right to prevail and desire a just and stable peace such as can be secured only by removing the chief provocations13 to war, which this programme does remove. We have no jealousy of German greatness, and there is nothing in this programme that impairs it. We grudge her no achievement or distinction of learning or of pacific enterprise14 such as have made her record very bright and very enviable15. We do not wish to injure her or to block in any way her legitimate influence or power. We do not wish to fight her either with arms or with hostile arrangements of trade if she is willing to associate herself with us and the other peace- loving nations of the world in covenants of justice and law and fair dealing. We wish her only to accept a place of equality among the peoples of the world, --the new world in which we now live, -- instead of a place of mastery.

10. Based upon this document what does the author reveal as essential for establishing a lasting global peace?

Source II: Domain Specific Vocabulary Versailles Signatory Powers League of Nations State Allied Powers and Associated Powers Demobilised Reparation Belligerents Treaty prisoners of war

Source II: The Treaty of Versailles Done at Versailles, the twenty-eighth day of June, one thousand nine hundred and nineteen, in a single copy which will remain deposited in the archives of the French Republic, and of which authenticated copies will be transmitted to each of the Signatory Powers.

1. Where and on what date was this document transmitted for signature?

The Covenant of the League of Nations

THE HIGH CONTRACTING PARTIES, In order to promote international co- operation and to achieve international peace and security by the acceptance of obligations not to resort to war by the prescription of open, just and honourable relations between nations by the firm establishment of the understandings of international law as the actual rule of conduct among Governments, and by the maintenance of justice and a scrupulous16 respect for all treaty obligations in the dealings of organised peoples with one another Agree to this Covenant of the League of Nations.

Article 8

The Members of the League recognise that the maintenance of peace requires the reduction of national armaments to the lowest point consistent with national safety and the enforcement by common action of international obligations….

13 Provocations = aggravating, baiting, instigating 14 Enterprise = business opportunities, venture 15 Enviable = desirable, wanted 16 Scrupulous = honorable, moral Article 17

Should any Member of the League resort to war in disregard of its … it shall ipso facto17 be deemed to have committed an act of war against all other Members of the League, which hereby undertake immediately to subject it to the severance18 of all trade or financial relations, the prohibition19 of all intercourse20 between their nations and the nationals of the covenant-breaking State, and the prevention of all financial, commercial, or personal intercourse between the nationals of the covenant-breaking State and the nationals of any other State, whether a Member of the League or not. It shall be the duty of the Council in such case to recommend to the several Governments concerned what effective military, naval, or air force the Members of the League shall severally contribute to the armed forces to be used to protect the covenants of the League…. Any Member of the League which has violated any covenant of the League may be declared to be no longer a Member of the League by a vote of the Council concurred in by the Representatives of all the other Members of the League represented thereon.

2. For what purposes is the League of Nations being constituted?

3. What is meant in Article 8 by “peace requires the reduction of national armaments to the lowest point consistent with national safety?”

4. According to Article 17, how will the League respond to hostile actions taken by member states?

German Rights and Interests Outside Germany

Article 118

In territory outside her European frontiers21 as fixed by the present Treaty, Germany renounces22 all rights, titles and privileges whatever in or over territory which belonged to her or to her allies….

Article 119

Germany renounces in favour of the Principal Allied and Associated Powers all her rights and titles over her oversea possessions.

5. According to Article 118, what is to become of Germany’s overseas colonies?

6. In Article 119, explain what is implied by the statement that Germany renounces its claims to oversea possessions “in favour of the Principal Allied and Associated Powers”.

17 Ipso Facto = Latin for “by the fact itself”, therefore 18 Severance = ending, stoppage, termination 19 Prohibition = banned, forbidden, not allowed 20 Intercourse = dialogue, conversation, discussion 21 Frontiers = leading edge, boundaries 22 Renounces = reject, forsake, gives up, relinquish Military, Naval and Air Clauses

Article 159

The German military forces shall be demobilized and reduced as prescribed hereinafter.

Article 160

(1) By a date which must not be later than March 31, 1920, the German Army must not comprise23 more than seven divisions of infantry and three divisions of cavalry.

After that date the total number of effectives in the Army of the States constituting Germany must not exceed one hundred thousand men, including officers and establishments of depots24. The Army shall be devoted exclusively to the maintenance of order within the territory and to the control of the frontiers….

Article 179

Germany agrees, from the coming into force of the present Treaty, not to accredit25 nor to send to any foreign country any military, naval or air mission….

The present provision does not, however, affect the right of France to recruit for the Foreign Legion in accordance with French military laws and regulations.

The Great German General Staff and all similar organizations shall be dissolved and may not be reconstituted26 in any form.…

7. What is meant by the terms “demobilized and reduced” in the context of Article 159?

8. What limits are placed upon Germany’s military in Article 160?

9. Compare and Contrast the rules regarding the military forces of France and Germany.

Reparations

Article 231

The Allied and Associated Governments affirm and Germany accepts the responsibility of Germany and her allies for causing all the loss and damage to which the Allied and Associated Governments and their nationals have been subjected as a consequence of the war imposed upon them by the aggression of Germany and her allies.

Article 235

In order to enable the Allied and Associated Powers to proceed at once to the restoration of their industrial and economic life, pending the full determination of their claims, Germany shall pay in such installments27 and in such manner (whether in gold, commodities28, ships, securities29 or otherwise) as the Reparation Commission may fix, during 1919, 1920 and the first four months of 1921, the equivalent of 20,000,000,000 gold marks30….

23 Comprise = made up of, include 24 Depots = depository, storage facility, arsenal 25 Accredit = endorse, sanction, authorize 26 Reconstitute = to put back together 27 Installments = payment over time 28 Commodities = items/goods that can be traded for money Article 244

…Compensation31 may be claimed from Germany … in respect of the total damage under the following categories:

ANNEX I

(l) Damage to injured persons and to surviving dependents by personal injury to or death of civilians caused by acts of war, including bombardments32 or other attacks on land, on sea, or from the air, and all the direct consequences thereof, and of all operations of war by the two groups of belligerents wherever arising….

(4) Damage caused by any kind of maltreatment33 of prisoners of war.

(5) As damage caused to the peoples of the Allied and Associated Powers, all pensions34 and compensation in the nature of pensions to naval and military victims of war …

(7) Allowances by the Governments of the Allied and Associated Powers to the families and dependents35 of mobilised persons or persons serving with the forces…

ANNEX IV

1. The Allied and Associated Powers require, and Germany undertakes, that in part satisfaction of her obligations expressed in the present Part she will, as hereinafter provided, devote her economic resources directly to the physical restoration of the invaded areas of the Allied and Associated Powers, to the extent that these Powers may determine.

2. The Allied and Associated Governments may file with the Reparation Commission lists showing:

(a) Animals, machinery, equipment, tools and like articles of a commercial36 character, which have been seized, consumed or destroyed by Germany or destroyed in direct consequence of military operations…

(b) Reconstruction37 materials (stones, bricks, refractory bricks, tiles, wood, window-glass, steel, lime, cement, etc.), machinery, heating apparatus, furniture and like articles of a commercial character which the said Governments desire to have produced and manufactured38 in Germany and delivered to them to permit of the restoration of the invaded areas….

6. …Germany undertakes to deliver in equal monthly installments in the three months following the coming into force of the present Treaty the following quantities of live stock:

29 Securities = Financial asset that can be traded, bonds, 30 Marks = German currency, German money 31 Compensation = payment for damage, reimbursement 32 Bombardments = artillery attacks, bombings, shelling 33 Maltreatment = mistreatment, to treat poorly 34 Pensions = retirement fund, soldiers retirement 35 Dependents = financial responsible for e.g. children, wife 36 Commercial = sellable, potentially profitable 37 Reconstruction = to rebuild, restore, refurbish 38 Manufacture = machine made, factory made, mass produced (1) To the French Government.

500 stallions (3 to 7 years); 30,000 fillies and mares39 (18 months to 7 years), type: Ardennais, Boulonnais or Belgian; 2,000 bulls (18 months to 3 years); 90,000 milch cows (2 to 6 years); 1,000 rams; 100,000 sheep; 10,000 goats….

ANNEX V

…2. Germany undertakes to deliver to France seven million tons of coal per year for ten years. In addition, Germany undertakes to deliver to France annually for a period not exceeding ten years an amount of coal equal to the difference between the annual production before the war of the coal mines of the Nord and Pas de Calais, destroyed as a result of the war…

10. According to Article 231, which nation is responsible for “for causing all the loss and damage” of World War I?

11. Define “reparations”, identify which nation is responsible for making reparations, and list three examples, from the text, of the form which these reparations will take. Synthesis Questions: 1. Using specific evidence from both sources identify three methods by which the authors are attempting to achieve lasting peace in the world.

2. Using specific evidence from both sources identify two areas of potential future conflict.

Culminating Assignment: Write an argumentative essay in which you take and support a position on which of the two post-World War I peace plans has the potential to secure lasting global peace? Use evidence from the documents in support of your position.

Assessment rubric(s):

Smarter Balanced – Argumentative Writing Rubric (Grades 6-11)

Text-Based/Document-Based Short Answer Rubric

39 Stallions, fillies and mares = male horses, young female horse adult female horses Constructed Response: Text-Based/Document-Based Short Answer Rubric Adopted from the

2 The response:  Gives sufficient evidence of the ability to justify interpretations of information  Includes specific examples that make clear reference to the text  Adequately supports examples with clearly relevant information from the text  maintains consistent focus on the topic, purpose, or main idea  states a claim and provides support for it  uses adequate correct sentence formation, punctuation, capitalization, usage grammar, and spelling

1 The response:  Gives limited evidence of the ability to justify interpretations of information  Includes some examples that make clear reference to the text. Supports examples with limited information from the text  demonstrates some focus on the topic, purpose, or main idea; lapses may occur  uses limited correct sentence formation, punctuation, capitalization, usage grammar, and spelling

0 The response: A response gets no credit if it provides no evidence of the ability to justify interpretations of information, includes no relevant information from the text, or is vague.  reflects a misunderstanding of the source  demonstrates little or no focus  has infrequent correct sentence formation, punctuation, capitalization, usage grammar, and spelling Or the student has failed to respond to the question.

Smarter Balanced - Argumentative Writing Rubric (Grades 6-11) Adopted from the

Statement of Score Purpose/Focus Organization Elaboration of Evidence Language and Vocabulary Conventions The response is fully sustained and The response has a clear and effective The response provides thorough and The response clearly and The response demonstrates a strong consistently and purposefully focused: organizational structure creating unity and convincing support/evidence for the effectively expresses ideas, using command of conventions: completeness: writer’s claim that includes the effective precise language:  claim is clearly stated, focused use of sources, facts, and details. The  few, if any, errors are present in and strongly maintained  effective, consistent use of a variety response achieves substantial depth that  use of academic and domain- usage and sentence formation  alternate or opposing claims are of transitional strategies is specific and relevant: specific vocabulary is clearly  effective and consistent use of clearly addressed*  logical progression of ideas from appropriate for the audience punctuation, capitalization, and 4  claim is introduced and beginning to end  use of evidence from sources is and purpose spelling communicated  effective introduction and conclusion smoothly integrated, clearly within the for audience and purpose comprehensive, relevant, and context  strong connections among ideas, with concrete some syntactic variety  effective use of a variety of elaborative techniques

The response is adequately sustained The response has an evident The response provides adequate The response adequately expresses The response demonstrates an adequate and generally focused: organizational structure and a sense of support/evidence for writer’s claim that ideas, employing a mix of precise command of conventions: completeness, though there may be minor includes the use of sources, facts, and with more general language  claim is clear and for the most flaws and some ideas may be loosely details. The response achieves some  some errors in usage and sentence part maintained, though some connected: depth and specificity but is  use of domain-specific formation may be present, but no loosely related predominantly general: vocabulary is generally systematic pattern of errors is material may be present  adequate use of transitional strategies appropriate for the audience displayed 3  context provided for the claim with some variety  some evidence from sources is and purpose  adequate use of punctuation, is adequate  adequate progression of ideas from integrated, though citations may be capitalization, and spelling beginning to end general or imprecise  adequate introduction and conclusion  adequate use of some elaborative  adequate, if slightly inconsistent, techniques connection among ideas The response is somewhat sustained The response has an inconsistent The response provides uneven, cursory The response expresses ideas The response demonstrates a partial and may have a minor drift in focus: organizational structure, and flaws are support/evidence for the writer’s claim unevenly, using simplistic command of conventions: evident: that includes partial or uneven use of language:  may be clearly focused on the sources, facts, and details, and achieves  frequent errors in usage may claim but is insufficiently  inconsistent use of basic transitional little depth:  use of domain-specific obscure meaning sustained strategies with little variety vocabulary may at times be  inconsistent use of punctuation, 2  claim on the issue may be  uneven progression of ideas from  evidence from sources is weakly inappropriate for the audience capitalization, and spelling somewhat unclear and unfocused beginning to end integrated, and citations, if present, and purpose  conclusion and introduction, if are uneven present, are weak  weak or uneven use of elaborative  weak connection among ideas techniques

The response may be related to the The response has little or no discernible The response provides minimal The response expression of ideas is The response demonstrates a lack of purpose but may offer little relevant organizational structure: support/evidence for the writer’s claim vague, lacks clarity, or is command of conventions: detail: that includes little or no use of sources, confusing:  few or no transitional strategies are facts, and details:  errors are frequent and severe and 1  may be very brief evident  uses limited language or meaning is often obscure  may have a major drift  frequent extraneous ideas may intrude  use of evidence from sources is domain-specific vocabulary  claim may be confusing or minimal, absent, in error, or  may have little sense of ambiguous irrelevant audience and purpose

Unintelligible: 0 In a language other than English , Off-topic, Copied text , Off-purpose (Off-purpose responses will still receive a score in Conventions.)

Grade 10 – Modern World History Unit 2: Between the Wars Length of Unit: 4-5 weeks Essential Standards and National Standards for Social Studies

NCSS1: CULTURE What is culture and how does it influence political, economic, religious, social, intellectual and artistic aspects? NCSS2: TIME, CONTINUITY, AND CHANGE How do historical experiences among or within societies, peoples and nations reveal patterns of continuity and change? NCSS3: PEOPLE, PLACES, AND ENVIRONMENTS How do geography and the environment affect the development of human populations? NCSS5: INDIVIDUALS, GROUPS, AND INSTITUTIONS How do political, economic, social, religious and intellectual and artistic institutions affect societies? NCSS6: POWER, AUTHORITY, AND GOVERNANCE How do people create, interact with and change structures of power, authority, and/or governance? NCSS7: PRODUCTION, DISTRIBUTION, AND CONSUMPTION How do people organize resources for the production, distribution and consumption of goods and services? NCSS8: SCIENCE, TECHNOLOGY, AND SOCIETY How do the development of science and technology impact society? NCSS9: GLOBAL CONNECTIONS How do global connections influence political, economic, religious, social, intellectual and artistic interactions among nations? UNIT FOCUS Questions Thinking Skill Category How did political, economic and social differences shape How did fascist and totalitarian leaders influence the the creation and development of the Soviet Union? course of world and national events? (NCSS1, NCSS2, (NCSS1, NCSS2, NCSS5, NCSS6, NCSS7, NCSS5, NCSS6, NCSS7, NCSS9) NCSS8,NCSS9)

Content Knowledge Objectives Initial Understanding List the causes of the Russian Revolutions of 1917. Define fascism and Nazism. Describe, Recall, List, Draw, Identify, Label, List, Match List the goals of fascism and Nazism.

Developing An Trace Stalin’s rise to power in the Soviet Union. Compare and contrast the policies and ideas of Mussolini, Interpretation Hitler and Stalin. Categorize, Classify, Compare, Trace the economic choices made by Lenin and Stalin and Contrast, Describe, Cause/Effect, Examine, Explain, Generalize, their effects on the Soviet economy. Hypothesize, Infer, Interpret, Predict, Summarize, Take A Perspective Compare and contrast the economic and government policies of capitalism and communism.

Making Connections Explain why the communist revolution occurred in Russia Explain how nationalism poses a threat to imperialism. same verbs as for Developing an rather than a more industrialized nation. Interpretation Describe the relationship between fascism and Nazism.

Critical Stance Assess the pros and cons of life in a totalitarian state. Analyze, Assess, Defend, Design, Evaluate, Judge, Rate Assess the danger of totalitarianism to world affairs.

Unit Vocabulary Czar Nicholas II November Revolution New Economic Policy Great Depression Gestapo Romanov Cheka (NEP) New Deal Weimar Republic Duma Leon Trotsky Joseph Stalin Inflation Third Reich Karl Marx Red Guard Great Purge Victor Emmanuel III Der Fuhrer Gregory Rasputin Command Economy Comintern Mussolini Hitler March Revolution Collective Totalitarian State Il Duce Nazism Soviets Kulak Censorship Fasces Mein Kampf Vladimir Ilyich Lenin Communist Coalition Government Black Shirts Storm Troops (SS) Proletariat United Soviet Socialist Locarno Pact March on Rome lebensraum Bolshevik Republic Kellogg-Briand Pact Suggested Unit Assessments Common Core Skills English Language Arts Standards » History/Social Studies » Grades 9-10

Initial Understanding & Developing An Interpretation:

 Create a Timeline of the Causes of the Russian Revolution Key Ideas and Details RH.9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Craft and Structure RH.9-10.4. 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 science.  Create a graphic/visual representation of the policies, ideas and goals in the rise of Mussolini, Hitler and Stalin to totalitarian leadership Key Ideas and Details RH.9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Craft and Structure RH.9-10.4. 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 science.  Create an informational poster comparing and contrasting Capitalism and Communism Integration of Knowledge and Ideas RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text

Production and Distribution of Writing WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Making Connections:

 Creating a mock panel discussion with Mussolini, Hitler, Stalin and FDR through which issues are discussed including: Why Communism succeeded in Russia rather than in industrialized countries, the relationship between nationalism and imperialism and the relationship between fascism and Nazism. Key Ideas and Details RH.9-10.2. 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. Research to Build and Present Knowledge WHST.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Research to Build and Present Knowledge WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research.

Critical Stance:

 Create a graphic/visual representation of the policies, ideas and goals in the rise of Mussolini, Hitler and Stalin to totalitarian leadership Key Ideas and Details RH.9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Craft and Structure RH.9-10.4. 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 science.  Create a propaganda poster supporting either the pros or cons of a totalitarian state and then write and present a defense of their position on totalitarianism and its impact on world affairs. Integration of Knowledge and Ideas RH.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claims. Production and Distribution of Writing WHST.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically Key Research to Build and Present Knowledge WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research  Create a graphic/visual representation of the policies, ideas and goals in the rise of Mussolini, Hitler and Stalin to totalitarian leadership Key Ideas and Details RH.9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Craft and Structure RH.9-10.4. 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 science

Performance Assessment: Unit 2

Performance tasks measure a student’s ability to integrate knowledge and skills across multiple Common Core standards and subject-specific objectives. Performance tasks are used to measure capacities such as depth of understanding, research skills, and complex analysis.

Performance Task: Revolutions: People and Ideas that Change the World

Type of Performance Task: Informative-Explanatory

Common Core skills that are assessed in the Performance Task:

 Craft and Structure RH.9-10.6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Integration of Knowledge and Ideas RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources. Research to Build and Present Knowledge WHST.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Range of Writing WHST.9-10.10. 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.   Issue: What political, social and economic conditions often exist within a nation that allow for a Revolution and the rise of a totalitarian dictatorship  Directions: Read and analyze two sources (one on the Russian Revolution of 1917 and a second on the fall of the Weimar Republic in 1933) in order to ascertain what political, social, and economic conditions existed within these two countries e.g. Russia and Germany, which allowed for the overthrow of the existing government structure, the rise of a dictator and the establishment of a totalitarian state. Then, research a revolution and identify the political, social, and economic conditions within the nation of their choice that led to the overthrow of the previous government, the dictator that rose to power and how they created a totalitarian state once in power.

Culminating Assignment:  Complete the graphic organizer on the Russian Revolution and the Fall of Weimar Republic.  Using textual evidence create a written response answering the following question: What political, social and economic conditions often exist within a nation that allows for a revolution and the rise of totalitarian dictatorship?

Assessment rubric(s):

Smarter Balanced – Informative Writing Rubric (Grades 6-11)

Text-Based/Document-Based Short Answer Rubric

Revolution: People and Ideas that Changed the World

Instructions:

 Read and complete the text-dependent questions for the Russian Revolution and the Fall of the Weimar Republic.  Research and locate primary and secondary documents for a historical political/social revolution of your choice.  Create and answer a minimum of five (5) text-dependent questions for each your documents.  Complete the Revolutions Graphic Organizer for all sources.  Using textual evidence create a written response answering the following question: What political, social and economic conditions often exist within a nation that allows for a revolution and the rise of totalitarian dictatorship?  Supplement written synthesis with a visual representation of the answer to the above question e.g. glog, poster, powerpoint, video, brochure, timeline

Revolutions: People and Ideas that Change the World Document 1: Domain Specific Vocabulary westernization gentry egalitarian proletarian dictatorship ancharchist Bosheviks socialists emancipation Peter Stolypin Vladimir I. Lenin garrison Constituent Assembly Alexander Kerensky Mensheviks guerrilla warfare counterrevolution Duma Petrograd Soviet Leon Trotsky

Document 1: Russian Revolutions in 1917

The abdication1 of Emperor Nicholas II in March 1917, in conjunction with the establishment of a provisional government in Russia based on Western principles of constitutional liberalism, and the seizure of power by the Bolsheviks in October (O.S.; November, N.S.) are the political focal points of the Russian Revolutions of 1917. The events of that momentous year must be viewed more broadly. There was an explosion of social tensions associated with rapid industrialization, as well as a crisis of political modernization (in terms of the strains placed on traditional institutions by the demands of Westernization and of World War I).This was a social upheaval in the broadest sense; it involved a massive and spontaneous expropriation2 of gentry land by angry peasants. This struggle for a new and egalitarian3 society resulted in the destruction of traditional social patterns and values. The revolutionary process also included the Bolsheviks' fight to keep the world's first "proletarian dictatorship" in power after November. First they faced the Germans and then the civil war against dissident4 socialists, anti- Bolshevik "White Guards" The Bolsheviks also withstood foreign intervention and anarchist peasant bands.

1 abdication = resignation, to step down 2 expropriation = taking of property 3 egalitarian = classless, equal 4 dissident = rebel, non conformist The psychological aspects of revolutionary change were evident: the elation5 and hope, the fear and discouragement, and ultimately the prolonged agony of bloodshed and privation6. The source of that suffering was not only the war and repression, but also the famine that killed tens of thousands. The revolutionary period came to a close after the civil war with the Bolshevik abandonment of the radical measures of War Communism in favor of a New Economic Policy (NEP). Throughout, the events in Russia were of worldwide importance. Western nations saw "immutable7" values and institutions successfully challenged. Communism emerged as a viable social and political system, and Third World peoples saw the power of organized workers' and peasants' movements as a means of "liberating" themselves from "bourgeois" exploitation. As such, the Revolutions of 1917 ushered in the great social, political, and ideological issues that divided the world for most of the 20th century.

1. According to the text, what caused an “explosion of social tensions”?

2. According to the text, what were the Bolsheviks fighting to keep?

3. According to the text, what was the worldwide importance of events in Russia?

Historical Background

Historians differ over whether the Revolutions of 1917 were inevitable8, but all agree on the importance of three related causal factors: massive discontent, the revolutionary movement, and World War I. Each of these operated in the context of the ineptitude9 of a rigid, absolutist state.

The emancipation10 of the serfs in 1861 left the countryside in deep poverty. The newly freed peasants received inadequate11 land allotments12, particularly in areas of fertile soil. Even these had to be purchased with "redemption payments13." Class antagonisms14 sharpened, particularly since government- promoted industrialization sent impoverished peasants flocking to jobs in urban areas for low wages under oppressive conditions. Government efforts to industrialize also required huge tax revenues. This intensified pressures on workers and peasants alike. Meanwhile, the rising business and professional classes expressed unhappiness with tsarist rule and yearned for a Western-style parliamentary system.

By 1905, discontent among the bourgeoisie, peasantry, and proletariat had spurred Russian intellectuals to create the major political organizations of 1917. Populist groups were organized in the countryside by the

5 elation = joy, excitement 6 elation = poverty, hardship 7 immutable = indisputable, unchallengeable 8 inevitable = predictable, expected 9 ineptitude = ineffectiveness 10 emancipation = liberation, setting free 11 inadequate = not enough, too little 12 allotments = portion, ration 13 redemption payments = reparations, amends 14 antagonisms = hostility, opposition 1890s; they joined radical socialist workers' groups in the founding of the Socialist Revolutionary party in 1901. The Marxist Social Democratic Labor party had been established in 1898. Five years later it divided into two factions: the Mensheviks, who favored a decentralized, mass party; and the Bolsheviks of Vladimir Ilich Lenin, who wanted a tightly organized, hierarchical15 party). Middle-class liberals formed the Constitutional Democratic party (Cadets) in 1905.

Russian losses in the Russo-Japanese War precipitated16 the Russian Revolution of 1905. The massive urban strikes, rural rioting, and almost total liberal disaffection17 from the tsarist regime in 1905 have been called a "dress rehearsal" for 1917. Nicholas II reluctantly granted a range of civil liberties and established limited parliamentary government through a Duma. He abolished peasant redemption payments, and under Peter Stolypin began an agrarian reform program to promote the growth of a rural middle class. These measures momentarily quieted the populace, but they also raised new expectations. Many concessions were later withdrawn, thus exacerbating18 tensions. Furthermore, the social stability that some thought the tsar's promises offered required time to develop. Russia did not have this time.

4. Explain how the emancipation of the serfs led to deep poverty in the countryside?

5. List three major political organizations that developed due to discontent among the social groups?

6. Explain how the Russo-Japanese war led to further discontent and rioting?

The February/March Revolution

In 1914, Russia was again at war (World War I). Land reform was suspended, and new political restrictions were imposed. Disastrous military defeats sapped19 public morale, and ineffective organization on the home front made the government's incompetence20 obvious to all. The emperor assumed command of the army in 1915 and became identified with its weakness. The sinister21 influence of Empress Alexandra's favorite, Grigory Rasputin, increased. By the winter of 1916–17, disaffection again rent all sectors of society—including liberals, peasants, and industrial workers.

When food shortages provoked street demonstrations in Petrograd (Saint Petersburg) on Feb. 23 (O.S.; Mar. 8, N.S.), 1917, and garrison22 soldiers refused to suppress them, Duma leaders demanded that Nicholas transfer power to a parliamentary government. With the Petrograd Soviet of Workers' and Soldiers' Deputies, a special Duma committee on March 2 (O.S.; March 15, N.S.) established a

15 hierarchical = ranked order, weighted by importance 16 precipitated = advanced, brought upon more quickly 17 disaffection = separation, distancing 18 exacerbating = make worse, intensify 19 sapped = weakened, worn out 20 incompetence = ineffectiveness, lack of ability 21 sinister = threatening, menacing 22 garrison = barracks, soldiers’ quarters provisional government headed by Prince Georgi Lvov, a liberal. On the same day, the emperor abdicated. He attempted to give the crown to his brother Michael, but Michael refused to accept it. The 300-year-old Romanov dynasty came to an end.

The new provisional government was almost universally welcomed. Civil liberties were proclaimed, new wage agreements and an 8-hour workday were negotiated in Petrograd, discipline was relaxed in the army, and elections were promised for a Constituent Assembly that would organize a permanent democratic order. The existence of two seats of power, however—the provisional government and the Petrograd Soviet—not only represented a potential political rivalry but also reflected the different aspirations of different sectors of Russian society.

For most Russians of privilege—members of the bourgeoisie, the gentry, and many professionals—the February/March Revolution meant clearing the decks for victory over Germany and for the establishment of Russia as a leading European liberal democracy. They regarded the provisional government as the sole legitimate authority. For most workers and peasants, however, revolution meant an end to an imperialist war, major economic reforms, and the development of an egalitarian social order. They looked to the Petrograd Soviet and other soviets springing up around the country to represent their interests, and they supported the government only insofar as it met their needs.

7. Explain the events that lead to the end of Tsar Nicholas II and the Romanov Dynasty.

8. List four reforms that the provisional government put into effect.

9. Compare and contrast how the bourgeoisie and the workers and peasants viewed the provisional government.

Political Polarization

Differing conceptions of the revolution quickly led to a series of crises. Widespread popular opposition to the war caused the Petrograd Soviet on March 27 (O.S.; April 9, N.S.) to repudiate23 annexationist24 ambitions and to establish in May a coalition government including several moderate socialists in addition to Aleksandr Kerensky, who had been in the cabinet from the beginning. The participation of such socialists in a government that continued to prosecute the war and that failed to implement basic reforms, however, only served to identify their parties—the Socialist Revolutionaries, Mensheviks, and others—with government failures. On July 3–4 (O.S.; July 16–17, N.S.), following a disastrous military offensive, Petrograd soldiers, instigated25 by local Bolshevik agitators, demonstrated against the government in what became known as the "July Days."

23 repudiate = reject, deny 24 annexationist = those who wish to take over 25 instigated = start, activate The demonstrations soon subsided, and on July 7 (O.S.; July 20, N.S.), Kerensky replaced Lvov as premier. Soon, however, the provisional government was threatened by the Right, which had lost confidence in the regime's ability to maintain order. In late August (O.S.; early September, N.S.), Gen. Lavr Kornilov was thwarted in an apparent effort to establish a right-wing military dictatorship. Ominously, his effort was backed by the Cadets, traditionally the party of liberal constitutionalism26. The crises faced by the provisional government reflected a growing polarization27 of Russian politics toward the extreme left and extreme right.

Meanwhile, another revolution was taking place that, in the view of many, was more profound and ultimately more consequential than were the political events in Petrograd. All over Russia, peasants were expropriating28 land from the gentry. Peasant-soldiers fled the trenches of the ongoing World War I so as not to be left out, and the Kerensky government could not stem the tide. New shortages consequently appeared in urban areas, causing scores of factories to close. Angry workers formed their own factory committees, sequestering plants to keep them running and to gain new material benefits. By the summer of 1917 a social upheaval29 of vast proportions was sweeping over Russia.

10. What were two crises that developed due to “differing conceptions of the revolution”?

The October/November Revolution

Sensing that the time was ripe, Lenin and the Bolsheviks rapidly mobilized for power. From the moment he returned from exile on Apr. 3 (O.S.; Apr. 16, N.S.), 1917, Lenin pressed for a Bolshevik-led seizure of power by the soviets. He categorically disassociated30 his party from both the government and the "accommodationist31" socialists. "Liberals support the war and the interests of the bourgeoisie!" he insisted, adding that "socialist lackeys32" aided the liberals by agreeing to postpone reforms and continue fighting. With appealing slogans such as "Peace, Land, and Bread!" the Bolsheviks identified themselves with Russia's broad social revolution rather than with the idea of political liberty or the political revolution of February/March. Better organized than their rivals, the Bolsheviks worked tirelessly in local election campaigns. In factories they quickly came to dominate major committees; they also secured growing support in local soviets.

A Bolshevik-inspired military uprising was suppressed in July. The next month, however, after Kornilov's attempted coup, Bolshevik popularity soared, and Lenin's supporters secured majorities in both the Petrograd and Moscow soviets, winning 51 percent of the vote in Moscow city-government

26 constitutionalism = follows the Constitution 27 polarization = division, split 28 expropriating = taking of land 29 upheaval = disorder, turmoil, mayhem 30 disassociated = distance self, end association with 31 accommodationist = person who is prone to giving into others 32 lackeys = obedient follower, minion elections. Reacting to the momentum of events, Lenin, from hiding, ordered preparations for an armed insurrection33. Fully aware of what was about to transpire, the provisional regime proved helpless.

On the night of October 24–25 (O.S.; November 6–7, N.S.) the Bolsheviks seized power in Petrograd in the name of the soviets, meeting little armed resistance. An All-Russian Congress of Soviets of Workers' and Soldiers' Deputies, meeting in Petrograd at the time, ratified the Bolsheviks' actions on October 26 (O.S.; November 8, N.S.).The congress also declared the establishment of a soviet government headed by a Council of People's Commissars chaired by Lenin, with Leon Trotsky in charge of foreign affairs.

11. Explain how Lenin and the Bolsheviks’ slogan of “Peace, Land, and Bread!” was more social than political.

12. List two ways in which Lenin and the Bolsheviks were able to secure local support.

The Civil War and Its Aftermath

Few, however, expected Lenin's "proletarian dictatorship" to survive. Bolsheviks now faced the same range of economic, social, and political problems as did the governments they had replaced. In addition, anti-Bolsheviks began almost at once to organize armed resistance. Some placed hope in the Constituent Assembly, elected on November 12 (O.S.; November 25, N.S.); others hoped for foreign intervention. Few appreciated Lenin's political boldness, his audacity34, and his commitment to shaping a Communist Russia.

These traits soon became apparent. The November Constituent Assembly elections returned an absolute majority for the Socialist Revolutionaries, but Lenin simply dispersed the Assembly when it met in January 1918. He also issued a decree on land in November 1917, sanctifying35 the peasants' land seizures, proclaiming the Bolsheviks to be a party of poor peasants as well as workers, and broadening his own base of support. He sued the Germans for peace, but under terms of the Treaty of Brest- Litovsk (March 1918) he was forced to surrender huge portions of traditionally Russian territory. Shortly afterward, implementing policies called War Communism, Lenin ordered the requisition of grain from the countryside to feed the cities and pressed a program to nationalize virtually all Russian industry. Centralized planning began, and private trade was strictly forbidden. These measures, together with class-oriented rationing policies, prompted tens of thousands to flee abroad.

Not surprisingly, Lenin's policies provoked anti-Bolshevik resistance. The civil war erupted in 1918. Constituent Assembly delegates fled to western Siberia and formed their own "All-Russian" government; this was soon suppressed by a reactionary "White" dictatorship under Adm. Aleksandr Kolchak. Army officers in southern Russia organized a "Volunteer Army" under

33 insurrection = rebellion, revolt, uprising 34 audacity = boldness, nerve 35 sanctifying = giving official approval Generals Kornilov and Anton Denikin and gained support from Britain and France. Both in the Volga region and in eastern Ukraine, peasants began to organize against Bolshevik requisitioning36 and mobilization. Soon anarchist "Greens" were fighting the "Reds" (Bolsheviks) and Whites alike in guerrilla-type warfare. Leftist Socialist Revolutionaries took up arms against the Bolsheviks (even in Moscow and Petrograd); they accused them of betraying revolutionary ideals. In response, the Bolsheviks unleashed a Red Terror under the Cheka (political police force) and mobilized a Red Army commanded by Trotsky. They defeated Admiral Kolchak's troops in late 1919; in 1920 they suppressed the armies of Baron Pyotr N. Wrangeland General Denikin in the south. Foreign troops withdrew, and after briefly marching into Poland the Red Army concentrated on subduing peasant uprisings. Some Western historians attribute ultimate Bolshevik victory in this war to White disorganization, halfhearted support from war-weary Allies, Cheka ruthlessness, and the inability of Greens to establish a viable alternative government. Most important, however, was the fact that even while Bolshevik popularity declined, Lenin and his followers were still identified with what the majority of workers and peasants wanted most: radical social change rather than political freedom, which had never been deeply rooted in Russian tradition. In contrast, the Whites represented the old, oppressive order.

Nevertheless, with the counterrevolution defeated, leftist anti-Bolshevik sentiment erupted. The naval garrison at Kronshtadt—long a Bolshevik stronghold—rebelled in March 1921 along with Petrograd workers in favor of "Soviet Communism without the Bolsheviks!" This protest was brutally suppressed. The Menshevik and Socialist Revolutionary parties were harassed but not abolished during the civil war; they gained support as the conflict ended. The Bolsheviks outlawed these parties. This signaled their intention to rule alone. Lenin, however, was astute37 enough to realize that a strategic retreat was required. The New Economic Policy was introduced at the Tenth Party Congress (1921). This program restored some private property, ended restrictions on private trade, and terminated forced grain requisitions. The foundations had been laid for building Bolshevik socialism. Yet the revolutionary period proper had come to an end.

13. List three events of Lenin's "proletarian dictatorship" that “prompted tens of thousands to flee abroad”.

14. Explain why the “counterrevolution” failed.

Rosenberg, William G. "Russian Revolutions of 1917." Grolier Multimedia Encyclopedia. Grolier Online, 2013. Web. 26 June 2013.

36 requisitioning = take over, demand 37 astute = smart, wise, intelligent Document 2: Domain Specific Vocabulary

Weimar Chancellor Customs duties Inflation Reich Reichstag Monopolists Junkers Socialists Agrarians Prussia Deflation Despotic Demagogue Tyrant Serfdom

Document 2: Bruno Heilig, "Why the German Republic Fell" (1938)

…NUMBERLESS NEWSPAPER articles and books have been published on the subject of Hitler's career and Germany's turning to barbarism….There was a country with a fine democratic constitution built on the ideas of liberty and self-government. Its people had been glad to get rid of the Kaiser after the Great War, and had elected for the Weimar National Assembly men whose records and programmes offered the best guarantee for a radical extirpation38 of the hated old Prussian ideas. Then some crooks, some fools, and some weaklings appeared on the stage of history, and liberty was thrown away, and democracy became rubbish. Hitler attained power under observance of a democratic constitution, the fundamental principle of which was self-government and self-determination of the people. He became Chancellor just in the same way as any of his predecessors39, by regular appointment. There was no reason why the people should submit to tyranny against their will. They followed the tyrant voluntarily, many of them jubilant40. How did it happen, how could it happen?

1. What basic social, economic, and political conditions existed in Germany prior to the rise of Hitler, according to Heilig?

2. When Helig asks: “How did it happen, how could it happen,” to what is he referring?

38 Extirpation = destruction 39 Predecessor = one who comes before 40 Jubilant = excessively happy THE INDUSTRIAL BOOM

After the disastrous years of the inflation, business revived almost suddenly….The recovery which started in Germany in 1924 had all the elements of an investment boom.… The public bodies rushed in also to participate in the feverish building up of a new and modern Germany…The most urgent problem to be settled was, of course, that of erecting41 buildings for dwelling, industrial, and trading purposes. The technical problem was speedily solved. They simply made buildings in factories, the concrete blocks and plates ready-made being assembled and joined together on the site where the building was to go up. You could see posters on the growing skyscrapers proclaiming: "A story a day!"

Prices and rents of land soared at once, and so, too, rose the cost of building materials, with manufacturers protected against foreign competition by high customs duties. The price of iron was double that in England at the time, and cement was three times as high. Land prices rose on the average by 700 per cent in Berlin and by 500 per cent in Hamburg, within six years. But in some districts of the capital the increase amounted even to 1000 per cent or more. It was "good business" to be on good terms with members of the City Council, the Stadtrat. If for instance you had timely information about the plan to connect the Zehlendorf outskirts with Berlin by a new Underground line, or if you secretly learned that there was to be a new line to the Reichskanzler Platz, the shrewd purchase of but a few hundred square feet of ground would bring you a fortune. And you could become even a millionaire if you were in the know that Herr Reuter, Berlin's traffic dictator, intended to enlarge the Alexander Platz and to have a gigantic central Underground station built beneath it.

1. Cite two specific pieces of evidence that Germany experienced a postwar industrial boom?

2. According to the text, who benefited economically from the postwar boom, and who suffered?

SPECULATION42 IN LAND VALUES

Land speculators had a fantastic time, some doubling or trebling their fortunes overnight. While the common people toiled feverishly and proudly to build up the new Germany that should be the world's most advanced community, money poured into the pockets of those who gambled in land values.

The high rents for flats and premises in the new buildings reacted upon and forced up the rents in the old ones. During the war, rents had been fixed by law at the prewar level, and that law had remained in force during the whole period of the inflation. Suddenly the newspapers began an agitation that it was unjust to maintain the great difference between the rents in the new and in the old buildings, and this was so successful that an amended law permitted the proprietors43 of prewar buildings to raise rents up to 125 per cent of the prewar level.

41 Erecting = to construct, build-up 42 Speculation = investing on a commodities’ perceived potential future value 43 Proprietors = owners, administrators, landowners Experts estimated the increase in rents in respect of dwelling-houses alone at 1200 million marks (say, 160,000,000) a year for the whole Reich. It is impossible, of course, to give any approximate figure of the burden which was heaped upon production and trade by the enormous rise in the rents and prices of land used for industrial and mercantile44 purposes.

The people had not only to pay this tribute to the land monopolists, they also had to finance the business, thanks to the strange policy of the representatives and the corporations of the cities and towns. In Hamburg for example the taxpayers had to subscribe 60 million marks in compensation to owners, and were further made to pay 40 million in subsidies45 to builders of houses….It was a kind of legal corruption and bribery.

1. Utilizing information from the text, identify and explain the economic policy change that was created following World War I and its consequences.

2. In what way did newspapers and the government work to influence public policy?

THE AGRICULTURAL LAND

Half the area of the agricultural land in Germany is taken up by large estates which are in the hands of the old military nobility, the Junkers. The other half is cultivated by peasants, the number of peasants being nine times as great as the number of Junkers.

The large estates employ 2,500,000 persons: by contrast, those engaged in work on the peasants' farms (peasants and their dependents and paid laborers) number 7,500,000. The large estates have always been befriended by governments because they chiefly grow corn, which is so important in war time. They were protected by high customs duties and were favored by reduced taxation.

After the War of 1914-1918 the question of land reform was much discussed in Germany. The republic, peace-loving and led by socialists, was expected to make a radical departure from the old economic ideas.

1. Which group holds the greatest amount of land per capita?

2. Which group makes up the largest portion of the German landowning population?

3. Why did the government traditionally support large landowners?

4. What expectation did people have about changes in land ownership policies following World War I?

44 Mercantile = pertaining to trade 45 Subsidies = government support or financial aid THE "HELP FOR THE EAST" AND THE JUNKERS

But nothing happened.

Even so the Junkers were not satisfied; they demanded and got more subsidies. I have the official figures for the year 1931. In that year alone they were paid 100,000,000 marks for storing corn, withholding it from the market in order to keep its price high. That meant that the people had to pay more taxes in order that they should pay dearer for bread. In the same year the interest on the debts of the Junkers was reduced by 365 millions and they were given tax relief of 160 millions. With various other subsidies added, the agrarians were presented with more than 1000 million marks (150,000,000) in that year 1931!

The mines of Germany have been owned partly by big companies and partly by some aristocratic families. The masters of that part of the German land were as effectively buttressed46 and aided as the Junkers. I have already mentioned the enormous prices that the people had to pay for iron and cement. The price of coal in Germany was also twice as high as in England. In addition, heavy industry also got its millions of marks in subsidies.

You may ask why the people tolerated all this.

The answer is that he who holds the land holds the real source of power. Germany has actually been ruled by 12,000 Junkers and some hundred aristocrats. With their own votes, they would not have succeeded in getting a single seat in any legislative body. Yet their parties, the German National Party and the German Peoples' Party, managed to get more than 100 members into the Reichstag. In Prussia, which covers two- thirds of the Reich, the relations between the landowners and the people had hardly changed since the time of serfdom, the people voting as the landlord wished they should.

They used modern and politically democratic methods to harness the townfolk and the band of republican bosses to their chariot. The biggest newspaper and news service establishment was theirs.

1. Identify two results of post-war economic policies on the Junkers.

2. What method did the Junkers use to maintain their social, political, and economic status in post- war Germany?

INDUSTRIAL COLLAPSE

The industrial boom lasted for about seven years. Again and again, intelligent men stood up and warned against the inevitable47 consequences of what was going on.

46 Buttressed = supported on each side, reinforced 47 Inevitable = unavoidable, bound to happen Germany was in a state of intoxication at that time. Modernize, modernize at all costs, was the only idea that people could entertain. In 1930 the first signs of a crisis became manifest48. Laborers stood off by machines met with difficulties when looking for other employment. Industrialists and merchants complained of difficulties in selling their merchandise. The position deteriorated month by month, week by week. In 1931 the crisis was in full swing. The ordinary means to meet the crisis had failed. By restriction of production things went from bad to worse. Amortization, rents, interest, taxes ate up everything. Workers were dismissed en masse but the employers hardly felt any relief in their budget, and in any case with every worker lost to employment a consumer bad been lost as well. The number of unemployed went up by tens of thousands, then by hundreds of thousands, and the number of bankruptcies49 mounted correspondingly50.

The industrialists and the merchants were unable to meet debts and interest and therefore the banks had to stop payment. Yet the debts in question were nothing other than the capital51 invested during the prosperity, that is the money the landowners had swallowed. The invariable52 costs had quickly become insupportable and were simply not paid.

The Government rushed in to help the banks, which got accommodation53 at the expense of billions of marks drawn from the people's taxes. Then began the flow of other subsidies, as those to the Junkers and the heavy industry to which reference has been made, and light industry had also to be subsidized by way of helping it to meet those "invariable costs."

The crisis grew, ever deepening…Herr Braining, then Chancellor, declared for the so-called deflation policy which involved a general reduction in rates of wages, and wages were reduced by 15 per cent.…Herr Braining and his advisers failed to see (1) that, even if the decrease in prices was equivalent to the decrease in wages, the amount of goods produced would remain as before and such a scheme could never result in finding new employment for the workers…Herr Braining ought to have cut down the rents of land and rather raised than lowered wages.

1. What is the purpose of the author’s use of the metaphor, “Germany was in a state of intoxication at that time?”

2. What does this personification of Germany reveal about the public’s attention to potential economic problems?

3. How does the author evaluate Herr Braining’s response to the economic conditions of his time, and what alternative economic strategy does the author suggest?

48 Manifest = to make clear, obvious 49 Bankruptcy = to go broke, to be unable to pay one’s debts 50 Correspondingly = respectively, similarly 51 Capital = money for investment 52 Invariable = unchanging, fixed 53 Accommodation = financial aid FROM POPULAR GOVERNMENT TO DESPOTISM

Seven million men and women (one-third of the wage-earning people) unemployed, the middle class swept away: that was the position about one year after the climax of prosperity. Progress, conditioned as it was, had rapidly produced the most dreadful poverty.

Germany, it seems to me, has provided a striking example supporting the theory that the private appropriation54 of the rent of land is the fundamental cause of industrial depression and of distress among those who labor in the production of wealth… Yet why had Germany taken the road from individual political liberty through mass hysteria to the surrender of all liberty and the despotic "leadership" of one man? Was there a link between the economic and the political collapse? Emphatically55, yes. For as unemployment grew, and with it poverty and the fear of poverty, so grew the influence of the Nazi Party, which was making its lavish56 promises to the frustrated and its violent appeal to the revenges of a populace aware of its wrongs but condemned to hear only a malignant57 and distorted explanation of them.

In the first year of the crisis the number of Nazi deputies to the Reichstag rose from 8 to 107. A year later this figure was doubled. In the same time the Communists captured half of the votes of the German Social Democratic Party and the representation of the middle class practically speaking disappeared. In January 1933 Hitler was appointed Reichskanzler; he attained power, as I said before, quite legally. All the forms of democracy were observed. It sounds paradoxical58 but it was in fact absolutely logical….

When the disparity of condition increases, so does universal suffrage59 make it easy to seize the source of power, for the greater is the proportion of power in the hands of those who ... tortured by want and embruted60 by poverty are ready to sell their votes to the highest bidder or follow the lead of the most blatant demagogue; or who, made bitter by hardships, may even look upon profligate61 and tyrannous government with the satisfaction we may imagine the proletarians and slaves of Rome to have felt, as they saw a Caligula or Nero raging among the rich patricians.

To turn a republican government into a despotism the basest and most brutal, it is not necessary to formally change its constitution or abandon popular elections [for] forms are nothing when substance has gone, and the forms of popular government are those from which the substance of freedom may most easily go. Extremes meet, and a government of universal suffrage and theoretical equality may, under conditions which impel the change, most readily become a despotism. For their despotism advances in the name and with the might of the people.

54 Appropriation = seizure, misuse 55 Emphatically = Forcefully 56 Lavish = extravagant, excessive 57 Malignant = evil 58 Paradoxical = illogical, absurd 59 Universal suffrage = the right of all citizens to vote 60 Embruted = to degrade or sink to the level of a bully 61 Profligate = wasteful, reckless No doubt in all political changes the national character also plays its part. Yet particular circumstances really provoke the reaction. I do not believe that the Germans would have followed Hitler in his hates and revenges if the people had been living under reasonably good social conditions instead of being as they were under the lash of so much unemployment and privation62.

1. What ironic observation does the author make regarding the relationship between democratic forms of government and tyrannical leadership?

2. According to the author, what was the impact of the economic crisis on German social class structure?

3. Explain the connection between economic collapse and political revolution is advanced by the author as his central thesis?

4. To what is the author referring when he states that, “. It sounds paradoxical63 but it was in fact absolutely logical?”

THE LESSON - DEMOCRACY DESTROYED BY SOCIAL INEQUALITY

The unequal distribution of wealth makes government corrupt, and "a corrupt democratic government must finally corrupt the people, and when a people become corrupt there is no resurrection."

I have dealt with only some outstanding cases of corruption and have not mentioned any of the many cases not directly connected with the land question. But I believe I have shown that corruption was the essence64 of what was called German economic life, and corruption naturally became the feature of political life as well.

Money also was the chief weapon the enemies of democracy applied to overthrow democracy. Germany's masters, the owners of agricultural and industrial land, the Junkers and the Ruhr industrialists, had no actual love for Nazidom as such, but they were willing to use it to destroy the hated Republic. "A mere aristocracy of wealth will never struggle while it can hope to bribe a tyrant," which is just how the German landlords behaved. Nazidom was financed as everyone knows by the heavy industry in the first place, but the Junkers also contributed to the millions of marks which were paid to the leaders of the Nazi Party. It is interesting to notice how quickly the old German aristocracy had accommodated itself to customs that had been strange to them. They did so because with the abolition65 of privileges they had really turned into a "mere aristocracy of wealth," and it proves their highly developed political instinct that they at once realized the new position and acted accordingly. It is a particularly ironical side of the story, that the landlords bought Nazidom with part of the money they obtained from the Republic both in cash subsidies and through the rise in land values. The State had provided its enemies with everything

62 Privation = poverty, misery 63 Paradoxical = illogical, absurd 64 Essence = core or soul of something 65 Abolition = the ending of something they needed for its destruction: with progress, with popular government, and with the material funds necessary to achieve the thorough organization of tyranny. The wall painter and corporal66 was of course not to the taste of the German landlords but in the most important problem be has not betrayed his sponsors. He did not touch the land problem. He only added to the class of Junkers that of the "Erbbofbauern" (peasants owning land under entail and prohibited from mortgaging), thus creating a new hereditary67 class of middle-sized land monopolists. So we see how the land question repeatedly got into the hub of political life at every turn as the German Republic drove to its fate.

1. According to the author, what is the connection between unequal distribution of wealth, government corruption, and social upheaval?

2. According to the text, how did the Weimar republic contribute to its own downfall and the rise of Nazidom?

Culminating Assignment:  Complete the graphic organizer on the Russian Revolution and the Fall of Weimar Republic.  Using textual evidence create a written response answering the following question: What political, social and economic conditions often exist within a nation that allows for a revolution and the rise of totalitarian dictatorship?

Assessment rubric(s):

Smarter Balanced – Informative Writing Rubric (Grades 6-11)

Text-Based/Document-Based Short Answer Rubric

66 Corporal = an enlisted rank in the military 67 Hereditary = a trait passed down through generations Revolutions Russian Revolution Fall of Weimar Republic

Identify the Political conditions of the nation prior to the Revolution.

Identify the Economic conditions of the nation prior to the Revolution

Identify the Social conditions of the nation prior to the Revolution

Identify key stakeholders:

 who sought to gain power

 who attempted to preserve power

 who were the various leaders of the revolutionary movement

Stages/Steps of the revolution.

Key Events that led to the downfall of one government and the rise of a totalitarian regime.

Success or Failure of the Revolution.

To what extent did the Revolution accomplish its goals?

Constructed Response: Text-Based/Document-Based Short Answer Rubric Adopted from the

2 The response:  Gives sufficient evidence of the ability to justify interpretations of information  Includes specific examples that make clear reference to the text  Adequately supports examples with clearly relevant information from the text  maintains consistent focus on the topic, purpose, or main idea  states a claim and provides support for it  uses adequate correct sentence formation, punctuation, capitalization, usage grammar, and spelling

1 The response:  Gives limited evidence of the ability to justify interpretations of information  Includes some examples that make clear reference to the text. Supports examples with limited information from the text  demonstrates some focus on the topic, purpose, or main idea; lapses may occur  uses limited correct sentence formation, punctuation, capitalization, usage grammar, and spelling

0 The response: A response gets no credit if it provides no evidence of the ability to justify interpretations of information, includes no relevant information from the text, or is vague.  reflects a misunderstanding of the source  demonstrates little or no focus  has infrequent correct sentence formation, punctuation, capitalization, usage grammar, and spelling Or the student has failed to respond to the question.

Informative-Explanatory Writing Rubric (Grades 6-11) Adopted from the

Statement of Score Purpose/Focus Organization Elaboration of Evidence Language and Vocabulary Conventions The response is fully sustained and The response has a clear and effective The response provides thorough and The response clearly and effectively The response demonstrates a strong consistently and purposefully focused: organizational structure creating unity convincing support/evidence for the expresses ideas, using precise command of conventions: and completeness: controlling idea or main idea that language:  controlling idea or main idea of a includes the effective use of sources,  few, if any, errors are present in topic is focused, clearly stated,  use of a variety of transitional facts, and details. The response  use of academic and domain- usage and sentence formation and strongly maintained strategies achieves substantial depth that is specific vocabulary is clearly  effective and consistent use of  controlling idea or main idea of a  logical progression of ideas specific and relevant: appropriate for the audience and punctuation, capitalization, and 4 topic is introduced and from beginning to end purpose spelling communicated clearly within the  effective introduction and  use of evidence from sources is context conclusion for audience and smoothly integrated, purpose comprehensive, and concrete  strong connections among ideas,  effective use of a variety of with some syntactic variety elaborative techniques

The response is adequately sustained The response has an evident The response provides adequate The response adequately expresses The response demonstrates an adequate and generally focused: organizational structure and a sense of support/evidence for the controlling ideas, employing a mix of precise with command of conventions: completeness, though there may be idea or main idea that includes the use more general language  focus is clear and for the most minor flaws and some ideas may be of sources, facts, and details:  some errors in usage and sentence part maintained, though some loosely connected:  use of domain-specific formation may be present, but no loosely related material may be  some evidence from sources is vocabulary is generally systematic pattern of errors is present  adequate use of transitional integrated, though citations may appropriate for the audience and displayed 3  some context for the controlling strategies with some variety be general or imprecise purpose  adequate use of punctuation, idea or main idea of the topic is  adequate progression of ideas  adequate use of some capitalization, and spelling adequate from beginning to end elaborative techniques  adequate introduction and conclusion  adequate, if slightly inconsistent, connection among ideas The response is somewhat sustained The response has an inconsistent The response provides uneven, cursory The response expresses ideas The response demonstrates a partial and may have a minor drift in focus: organizational structure, and flaws are support/evidence for the writer’s claim unevenly, using simplistic language: command of conventions: evident: that includes partial or uneven use of  may be clearly focused on the sources, facts, and details, and  use of domain-specific  frequent errors in usage may obscure controlling or main idea, but is  inconsistent use of transitional achieves little depth: vocabulary that may at times be meaning insufficiently sustained strategies with little variety inappropriate for the audience  inconsistent use of punctuation, 2  controlling idea or main idea may  uneven progression of ideas  evidence from sources is weakly and purpose capitalization, and spelling be unclear and somewhat from beginning to end integrated, and citations, if unfocused  conclusion and introduction, if present, are uneven present, are weak  weak or uneven use of  weak connection among ideas elaborative techniques

The response may be related to the The response has little or no The response provides minimal The response expression of ideas is The response demonstrates a lack of topic but may provide little or no discernible organizational structure: support/evidence for the controlling vague, lacks clarity, or is confusing: command of conventions: focus: idea or main idea that includes little or  few or no transitional strategies no use of sources, facts, and details:  uses limited language or  errors are frequent and severe and 1  may be very brief are evident domain-specific vocabulary meaning is often obscure  may have a major drift  frequent extraneous ideas may  use of evidence from the source  may have little sense of audience  focus may be confusing or intrude material is minimal, absent, in and purpose ambiguous error, or irrelevant

Unintelligible: 0 In a language other than English, Off-topic, Copied text, Off-purpose (Off-purpose responses will still receive a score in Conventions.)

Grade 10 – Modern World History Unit 3: World War II Length of Unit: 4-5 weeks Essential Standards and National Standards for Social Studies

NCSS1: CULTURE What is culture and how does it influence political, economic, religious, social, intellectual and artistic aspects? NCSS2: TIME, CONTINUITY, AND CHANGE How do historical experiences among or within societies, peoples and nations reveal patterns of continuity and change? NCSS3: PEOPLE, PLACES, AND ENVIRONMENTS How do geography and the environment affect the development of human populations? NCSS5: INDIVIDUALS, GROUPS, AND INSTITUTIONS How do political, economic, social, religious and intellectual and artistic institutions affect societies? NCSS6: POWER, AUTHORITY, AND GOVERNANCE How do people create, interact with and change structures of power, authority, and/or governance? NCSS7: PRODUCTION, DISTRIBUTION, AND CONSUMPTION How do people organize resources for the production, distribution and consumption of goods and services? NCSS8: SCIENCE, TECHNOLOGY, AND SOCIETY How do the development of science and technology impact society? NCSS9: GLOBAL CONNECTIONS How do global connections influence political, economic, religious, social, intellectual and artistic interactions among nations? UNIT FOCUS Questions Thinking Skill Category What roles did nationalism, How did the war in Europe What ideas and factors shaped the imperialism, militarism, compare to the war in the Pacific? end of the war and the post-war appeasement and the Treaty of (NCSS2,NCSS3, world? Versailles play in causing World NCSS6,NCSS8,NCSS9) (NCSS1,NCSS2,NCSS5,NCSS6, War II? (NCSS2, NCSS5,NCSS6, NCSS8,NCSS9) NCSS9)

Content Knowledge Objectives Initial Understanding Identify the areas of the world that Identify the major battles in Sequence the chain of events Describe, Recall, List, Draw, Identify, Label, were victims of Axis aggression. Europe and the Pacific. leading to the end of the war in List, Match each theater.

Identify the major reasons for the Identify how technologies were start of World War II. utilized in World War II. Locate the post-war territorial claims of the victors. Developing An Interpretation Describe how the Treaty of Describe the strategies used by the Explain the results of the Allied Categorize, Classify, Compare, Contrast, Versailles caused World War II. Axis and the Allied Powers. Conferences on the outcome of the Describe, Cause/Effect, Examine, Explain, Generalize, Hypothesize, Infer, Interpret, war. Predict, Summarize, Take A Perspective Explain how appeasement led to World War II.

Describe the development of the Holocaust from the inception of the Nuremburg Laws through the Final Solution.

Making Connections Describe the factors that remained Compare and contrast how Examine links from the Concert of same verbs as for Developing an Interpretation constant as a cause for war targeted populations were treated Europe through the establishment between World War I and World during the war. of the UN through the lenses of War II. international cooperation and collective security.

Critical Stance Judge the effectiveness of the Evaluate Truman’s decision to use Assess the effectiveness of the Analyze, Assess, Defend, Design, Evaluate, policy of appeasement in the atomic bomb on Japan. peace processes of World War II Judge, Rate preventing war. compared to World War I.

Unit Vocabulary Appeasement Charles de Gaulle Lt Colonel James Doolittle Truman Pacifism Battle of Britain “Island-hopping” Manhattan Project Spanish Civil War Dunkirk Battle of Midway Hiroshima Francisco Franco Marshal Philippe Petain Battle of Guadalcanal Nagasaki Axis Vichy Holocaust V-J day Axis Powers Royal Air Force Genocide USS Missouri Isolationism Luftwaffe Concentration Camp Japanese Internment Camps Third Reich Erwin Rommel Kristallnacht Nuremburg Trials Munich Conference Operation Barbarossa Aryans Tokyo Tribunals Nonaggression Pact Operation Overlord (D-day) Ghetto Pearl Harbor Anschluss Battle of Leningrad Final Solution Sudetenland Bernard Montgomery Auschwitz Neville Chamberlain el-Alamein Gen. Dwight Eisenhower Winston Churchill Atlantic Charter Battle of Stalingrad Franklin D. Roosevelt Lend-Lease Act Battle of the Bulge Blitzkrieg Gen. Douglas MacArthur Kamikaze Maginot Line Admiral Isoroku Iwo Jima “Phony war” Yamamoto Okinawa

Suggested Unit Assessments Common Core Skills English Language Arts Standards » History/Social Studies » Grades 9-10 Initial Understanding & Developing An Interpretation:

 Construct an outline map of the world leading up to World War II giving particular attention to Axis Aggression, and construct a map of the world after the close of World War II. Integration of Knowledge and Ideas RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.  Construct trading cards which detail the significance of the key battles, leaders, technologies, and concepts related to World War II. Craft and Structure RH.9-10.4. 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 science. Production and Distribution of Writing WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.  Construct an annotated timeline of the key stages of the Holocaust including images, summaries, and demonstration of cause and effect. Integration of Knowledge and Ideas RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. Text Types and Purposes WHST.9-10.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Making Connections:

 Students read primary source documents on the causes of World War II and answer text-dependent questions on the causes of World War II, and write an extended response concerning the three most significant cause of World War II and compare these to the causes of World War I. Key Ideas and Details RH.9-10.2. 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. Integration of Knowledge and Ideas RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources. Text Types and Purposes WHST.9-10.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.  Students will analyze primary sources (e.g. photographs, letters, SHOAH Foundation interviews, etc.) through the identification of three significant pieces of evidence, two emotional connections that they make to these sources, and one metaphor, simile, or allegory related to these sources. Key Ideas and Details RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.) Research to Build and Present Knowledge WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research.  Create an annotated flow chart which sequences key developments related to collective security and international cooperation, utilizing information from primary and secondary sources. Integration of Knowledge and Ideas RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources. Research to Build and Present Knowledge WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research.

Critical Stance:

 Given historical scenarios related to the diplomatic events leading to the start of war, students will determine at which point to resort to military intervention and defend their decision. Students will then compare their strategy with the actual strategy of appeasement and evaluate the effectiveness of both. Craft and Structure RH.9-10.6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Text Types and Purposes WHST.9-10.1. Write arguments focused on discipline-specific content.

Performance Assessment: Unit 3 Performance tasks measure a student’s ability to integrate knowledge and skills across multiple Common Core standards and subject-specific objectives. Performance tasks are used to measure capacities such as depth of understanding, research skills, and complex analysis.

Name the Performance Task: Dropping the Atomic Bomb: A Silent Debate

Type of Performance Task: Argumentative

Identify the Common Core skills that are assessed in the Performance Task:

Key Ideas and Details RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.) Integration of Knowledge and Ideas RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources. Text Types and Purposes WHST.9-10.1. Write arguments focused on discipline-specific content. Production and Distribution of Writing WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Range of Reading and Level of Text Complexity RH.9-10.10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently. Range of Writing WHST.9-10.10. 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.

Issue: Develop an argument for or against Truman’s decision to drop the atomic bombs on Hiroshima and Nagasaki, utilizing various primary sources to support that argument.

Directions: Read, analyze, and answer the text-dependent questions from a variety of primary sources related to the decision to drop the atomic bomb. Your teacher will pair students based upon relative writing and analytical skill level. Students will be seated in concentric circles facing a partner, and will take turns writing sections of an argumentative essay in response to the question. Students will alternately write and then respond to the writing of their partner in what is termed a “silent debate”.

Culminating Assignment: Write an argumentative essay evaluating the decision to drop the atomic bomb on Japan.

Assessment rubric(s):

Smarter Balanced – Argumentative Writing Rubric (Grades 6-11)

Dropping of Atomic Bomb: A Silent Debate

Students will have to complete an argumentative essay responding to the following question:

In your opinion, was the United States correct in 1945 when it became the first (and only) nation to use atomic weapons against Japan at the end of WWII?

Directions- There are eight different documents dealing with this topic. Each document has a certain viewpoint. Several were written during the time period (summer of 1945), several are memoirs written after the event, while others are historian’s viewpoints written many years after the events. Follow the steps below to complete the assignment:

Step #1 - Students need to read these eight documents and answer text-dependent questions.

Step #2 – Use the attached graphic organizers to identify reasons from the documents that support both arguments.

Step #3 – Students will paired-up by the teacher and will take turns creating an opening argument/thesis statement for either side of the debate.

Step #4 – Students will progress through each argument, alternately writing and responding to each other’s arguments and supporting those arguments with evidence from the sources.

Step #5 – The final product of this silent debate will be an argumentative essay written by each student. Documents 1- 8 Domain-Specific Vocabulary:

Blockade Casualties Diplomacy Manchuria Formosa Burma Indo China Emperor Kamikaze Nagasaki Hiroshima Atomic Bomb

Document 1: Memoirs of Secretary of War Henry L. Stimson (circa 1947)

The principal political, social and military objective of the U.S. in the summer of 1945 was the prompt and complete surrender of Japan. Only the complete destruction of her military power could open the way to lasting peace…

In the middle of July, 1945 the intelligence section of the War Department General Staff estimated Japanese military strength as follows:

- Home Islands of Japan – approximately 2,000,000 Japanese soldiers. - Korea, Manchuria, China proper and Formosa – approximately 2,000,000 Japanese soldiers. - French Indo China, Thailand and Burma over 200,000 Japanese soldiers. - East Indies area, including the Philippines over 500,000 Japanese soldiers - Pacific Islands bypassed1 during Island hopping campaign – 100,000 Japanese soldiers.

The total strength of the Japanese Army was estimated at about 5,000,000 men. These estimates later proved to be in very close agreement with official Japanese figures…

As we understood it in July, there was a strong possibility that the Japanese government might determine upon resistance to the end, in all areas of the Far East under its control. In such an event the allies would be forced faced with the enormous task of destroying an armed forces of five million men and five thousand suicide aircraft (kamikazes), belonging to a race which had already amply2 demonstrated its ability to fight literally to the death.

The strategic plans of our armed forces for the defeat of Japan, as they stood in July, had been prepared without reliance3 upon the atomic bomb, which had not yet been tested in New Mexico. We were planning an intensified sea and air blockade and greatly intensified strategic air bombing, through the summer and early fall, to be followed on November 1 by an invasion of the southern island of Kyushu. This would be followed in turn by an invasion of the main island of Honshu in the spring of 1946. The total U.S. military and naval force involved in this grand design was of the order of 5,000,000 men; if all those indirectly concerned are included, it was larger still.

We estimated that if we should be forced to carry this plan to its conclusion, the major fighting would not end until the latter part of 1946, at the earliest. I was informed that such operations might be expected to coast over a million casualties, to American forces alone. Estimates on Japanese military and civilians4 were estimated at four to five times greater.

1 Bypassed = skipped over, go around 2 Amply = sufficiently, fully 3 Reliance = dependence 4 Civilians = non-combatants, non-military citizens 1. According to Secretary of War Stimson, what was the only way to a lasting peace with Japan.

2. Identify two obstacles does the United States face in achieving this goal.

3. Explain the change in US plans to force Japanese surrender before and after the development of the atomic bomb. Analyze why that change was made.

4. Why would Stimson refer to estimated figures in justifying strategic decisions related to ending the war?

Document 2: Memoirs of Gen. Hap Arnold, Commander of the American Army Air Force in the Second World War (circa 1949)

The surrender of Japan was not entirely the result of the two atomic bombs dropped on Hiroshima & Nagasaki in August of 1945. We (U.S.A.A.C.) had hit some sixty (60) Japanese cities with our regular high explosive bombs and incendiary5 bombs and, as a result of our raids, about 241,000 people had been killed, 313,000 wounded and over 2 million homes destroyed. Our B- 29’s (bombers) had destroyed most of the Japanese industries and, with the laying of mines, which prevented the arrival of incoming cargoes6 of critical items, had made it impossible for Japan to carry on a large-scale war… Accordingly, it always appeared to us that, atomic bomb or no atomic bomb, the Japanese were already on the verge7 of collapse.

1. Identify the actions taken by the US in the assault on the Japanese Home Islands and their consequences previous to the dropping of atomic weapons.

2. According to Gen. Hap Arnold, what would have been the likely outcome of the War had the US not decided to drop the atomic bombs.

Document 3: President Harry S. Truman, radio address to the American people (August 1945)

I realize the significance of the atomic bomb.

Its production and its use were not lightly undertaken by this Government. But we knew that our enemies were on the search for it. We know how close they were to finding it. And we know the disaster which would come to this nation, and to all peaceful nations, to all civilizations if they (Axis powers) had found it first.

That is why we felt compelled8 to undertake the long and uncertain and costly labor of discovery and production (of the atomic bomb).

We won the race of discovery against the Germans.

Having found the bomb, we have used it. We have used it against those who attacked us without warning at Pearl Harbor, against those who starved and beaten and executed American prisoners of war, against those who have abandoned the pretense9 of obeying international laws of warfare. We have used it in order to shorten the agony of war, in order to save thousands and thousands of young Americans.

We shall continue to use it until we completely destroy Japan’s power to make war. Only a Japanese surrender will stop us (from dropping more bombs).

5 Incendiary = fire 6 Cargoes = supplies being transported 7 Verge = at the edge 8 Compelled = forced to act 9 Pretense = excuse, con

1. Describe the tone used by President Truman in his radio address and explain the purpose for using such a tone. 2. What does Truman say that he felt “compelled to undertake the long and uncertain and costly labor of discovery and production (of the atomic bomb)?” 3. How does Truman justify the dropping of the atomic bombs?

Document 4: British Prime Minister Winston Churchill’s recollections of news received that the Atomic bomb works (Trinity Test results) – July 1945

The atomic bomb is a reality… Here then was a speedy end to WWII, and perhaps much else besides… Up to this moment we had shaped our ideas towards an assault upon the homeland of Japan by terrific air bombing and by the invasion of very large armies…

Now all this nightmare picture has vanished. In its place was the vision… of the end of the whole war in one or two violent shocks…

Moreover, we should not need the Russians. The end of the Japanese war no longer depended upon the pouring of the armies for the final and perhaps protracted10 slaughter. We had no need to ask favors of them (Russia). It became quite clear that the U.S. do not at the present time desire Russian participation in the war against Japan. The array11 of European problems could therefore be faced on their merits and according to the broad principles of the United Nations.

1. In addition to bringing the war to a speedy end, what additional reasons does Churchill provide for dropping the atomic bombs?

Document 5: Reilly, Kevin O., excerpt from Critical Thinking in American History (1985)

The dropping of the atomic bombs by the U.S. on Hiroshima & Nagasaki saved lives in the long run and was therefore justified. It is true that the U.S. received some indication12 in the summer of 1945 that Japan was trying to surrender, Japan, however, would not surrender unconditionally13 and that was important to the U.S. and its allies. The Germans had not surrendered unconditionally at the end of WWI, and as a result they (Germany) rose again to start WWII. The U.S. was not going to let that mistake happen again. As President Roosevelt said, “This time there will be no doubt about who defeated whom.” And some Japanese leaders wanted much more than to keep the Emperor. They wanted the Japanese troops to surrender to their own government and they wanted no occupation of Japan and no trials of Japanese leaders for war crimes. These were the very things the U.S. was trying to avoid by insisting on unconditional surrender.

Some American scientists opposed using the bomb on civilian or military targets, and recommended using it as a demonstration on an uninhabited island instead. The recommendation was studied carefully by a committee that was set up to consider how to use the bomb. The committee said that a demonstration could have had a lot of problems, which would have wasted one of the atomic bombs and precious time. In light of the fact that it took two bombs, dropped on two different cities to bring about a surrender, it does not seem likely that a demonstration would have been effective. The committee recommended using the atomic bombs against military targets.

1. Why was the US insistent on unconditional surrender by Japan?

2. Explain the rationales for the use of the atomic bomb for both demonstrative purposes and for use on a military target.

10 Protracted = long, drawn out 11 Array = variety, selection 12 Indication = sign, warning 13 Unconditionally = without condition, no strings attached

Document 6: Newspaper account of Hiroshima Bombing – 1945

… A Japanese man who was about three miles from the blast center described the scene. “A blinding flash cut sharply across the sky… At the same moment as the flash, the skin over my body felt a burning heat… and then a huge boom.” He saw a large mushroom-shaped cloud rise over Hiroshima. The cloud rose to a height of about 27,000 feet.

The atomic bomb produced a huge fireball. The temperature in the center of the blast was at least 10,800 degrees F. Within ten minutes after the explosion, almost every house in Hiroshima was either heavily damaged or destroyed. Fires broke out everywhere.

The clothes people were wearing were burnt immediately. The blast shattered all windows. Many people were cut by flying glass. Shortly after the blast, black rain began to fall. The rain was made up of large, black drops. This black rain was radioactive. It gave off dangerous rays which caused what was called “A-bomb disease.” It led to blood cancer, loss of hair, high fever and often death.

No one knows for sure how many people died in the attack on Hiroshima. Perhaps as many as 140,000 to 150,000 persons died almost immediately from burns and radiation. However, the total number of people who died from the atomic blast and its effects was over 200,000.

1. Describe four effects of an atomic explosion.

Document 7: Lester Bernstein – reminiscing about the dropping of the A-bombs. (Circa 1965)

The day was August 6, 1945. I was a G.I. (American soldier) who had weathered14 the war in Europe and now awaited my place in the storming of Japan’s home islands. On Truman’s orders, the first atomic bomb ever wielded in war exploded over Hiroshima. For Americans in uniform and those who waited for them to come home, outrageous as this might appear from the moral heights of hindsight15, it was a sunburst of deliverance.

1. What does Bernstein mean when he describes the use of the atomic bomb as, “a sunburst of deliverance?”

Document 8 : Reilly, Kevin O., excerpt from Critical Thinking in American History (1985)

In the summer of 1945 the Japanese leaders were trying to surrender, and the American leaders knew it. Several times the Japanese went to the Russians to ask them to mediate16 a peace settlement with the U.S. The Japanese were insisting on only one condition: their ability to keep the Emperor, the symbol of Japanese culture. The U.S. never even talked with the Japanese about surrender terms. Instead American leaders kept demanding unconditional surrender. Then, after we used the bombs and the Japanese did surrender, we let the emperor stay anyway. We could have had the Japanese surrender earlier, and saved all those lives, by letting them have their one condition in the first place.

If the bombs were not used to bring about surrender, why were they used? The U.S. was not getting along with the Soviet Union in Europe in 1945. Some of our leaders felt that by showing the Soviets that we had this powerful weapon, we would get them to agree to our terms in Europe. As Secy. of War, Henry L. Stimson, said in his diary, in diplomacy the bomb would be a “MasterCard.” Besides, the Soviets entered the war in Asia on August 8th, 1945. If they (the Russians) fought in the war for long, they would take over parts of China and stake a claim to occupy part of Japan itself. If we could speed up the Japanese surrender we could avoid all these problems. Pay close attention to these dates: We dropped the first bomb on August 6th; the U.S.S.R. entered the war on August 8th; and we dropped the second bomb on August 9th. No country could surrender in only three days – it takes longer than that to make such an important decision. We wouldn’t wait longer because we wanted them to surrender before the Russians could get involved.

14 Weathered = survived, endured 15 Hindsight = perspective of looking back on an event 16 Mediate = to act as a neutral party in negotiating an agreement, referee

Some scientists who worked on the bomb recommended that it not be dropped on civilian or military targets. Rather, they proposed that the U.S. demonstrate the bomb’s power to some Japanese leaders by dropping it on an uninhabited17 island.

Even top military leaders opposed the use of the bomb. The bomb would have little effect on the war, they argued, since the Japanese were already trying to surrender.

1. Compare and the claim made by the author of this source with the claim made by the author of source 5 regarding the terms under which the Japanese leadership was willing to surrender before the dropping of the atomic bombs.

2. Compare and the claim made by the author of this source with the claim made by Winston Churchill in source 4 regarding the underlying rationale for the US decision to drop the atomic bombs.

Culminating Assignment: Write an argumentative essay evaluating the decision to drop the atomic bomb on Japan.

Assessment rubric(s):

Smarter Balanced – Argumentative Writing Rubric (Grades 6-11)

Text-Based/Document-Based Short Answer Rubric

17 Uninhabited = a place without people

Constructed Response: Text-Based/Document-Based Short Answer Rubric Adopted from the

2 The response:

 Gives sufficient evidence of the ability to justify interpretations of information

 Includes specific examples that make clear reference to the text  Adequately supports examples with clearly relevant information from the text

 maintains consistent focus on the topic, purpose, or main idea  states a claim and provides support for it  uses adequate correct sentence formation, punctuation, capitalization, usage grammar, and spelling

1 The response:  Gives limited evidence of the ability to justify interpretations of information

 Includes some examples that make clear reference to the text. Supports examples with limited information from the text  demonstrates some focus on the topic, purpose, or main idea; lapses may occur  uses limited correct sentence formation, punctuation, capitalization, usage grammar, and spelling

0 The response: A response gets no credit if it provides no evidence of the ability to justify interpretations of information, includes no relevant information from the text, or is vague.

 reflects a misunderstanding of the source  demonstrates little or no focus  has infrequent correct sentence formation, punctuation, capitalization, usage grammar, and spelling Or the student has failed to respond to the question.

Smarter Balanced - Argumentative Writing Rubric (Grades 6-11) Adopted from the

Statement of Score Purpose/Focus Organization Elaboration of Evidence Language and Vocabulary Conventions The response is fully sustained and The response has a clear and effective The response provides thorough and The response clearly and The response demonstrates a strong consistently and purposefully focused: organizational structure creating unity and convincing support/evidence for the effectively expresses ideas, using command of conventions: completeness: writer’s claim that includes the effective precise language:  claim is clearly stated, focused use of sources, facts, and details. The  few, if any, errors are present in and strongly maintained  effective, consistent use of a variety response achieves substantial depth that  use of academic and domain- usage and sentence formation  alternate or opposing claims are of transitional strategies is specific and relevant: specific vocabulary is clearly  effective and consistent use of clearly addressed*  logical progression of ideas from appropriate for the audience punctuation, capitalization, and 4  claim is introduced and beginning to end  use of evidence from sources is and purpose spelling communicated  effective introduction and conclusion smoothly integrated, clearly within the for audience and purpose comprehensive, relevant, and context  strong connections among ideas, with concrete some syntactic variety  effective use of a variety of elaborative techniques

The response is adequately sustained The response has an evident The response provides adequate The response adequately expresses The response demonstrates an adequate and generally focused: organizational structure and a sense of support/evidence for writer’s claim that ideas, employing a mix of precise command of conventions: completeness, though there may be minor includes the use of sources, facts, and with more general language  claim is clear and for the most flaws and some ideas may be loosely details. The response achieves some  some errors in usage and sentence part maintained, though some connected: depth and specificity but is  use of domain-specific formation may be present, but no loosely related predominantly general: vocabulary is generally systematic pattern of errors is material may be present  adequate use of transitional strategies appropriate for the audience displayed 3  context provided for the claim with some variety  some evidence from sources is and purpose  adequate use of punctuation, is adequate  adequate progression of ideas from integrated, though citations may be capitalization, and spelling beginning to end general or imprecise  adequate introduction and conclusion  adequate use of some elaborative  adequate, if slightly inconsistent, techniques connection among ideas The response is somewhat sustained The response has an inconsistent The response provides uneven, cursory The response expresses ideas The response demonstrates a partial and may have a minor drift in focus: organizational structure, and flaws are support/evidence for the writer’s claim unevenly, using simplistic command of conventions: evident: that includes partial or uneven use of language:  may be clearly focused on the sources, facts, and details, and achieves  frequent errors in usage may claim but is insufficiently  inconsistent use of basic transitional little depth:  use of domain-specific obscure meaning sustained strategies with little variety vocabulary may at times be  inconsistent use of punctuation, 2  claim on the issue may be  uneven progression of ideas from  evidence from sources is weakly inappropriate for the audience capitalization, and spelling somewhat unclear and unfocused beginning to end integrated, and citations, if present, and purpose  conclusion and introduction, if are uneven present, are weak  weak or uneven use of elaborative  weak connection among ideas techniques

The response may be related to the The response has little or no discernible The response provides minimal The response expression of ideas is The response demonstrates a lack of purpose but may offer little relevant organizational structure: support/evidence for the writer’s claim vague, lacks clarity, or is command of conventions: detail: that includes little or no use of sources, confusing:  few or no transitional strategies are facts, and details:  errors are frequent and severe and 1  may be very brief evident  uses limited language or meaning is often obscure  may have a major drift  frequent extraneous ideas may intrude  use of evidence from sources is domain-specific vocabulary  claim may be confusing or minimal, absent, in error, or  may have little sense of ambiguous irrelevant audience and purpose

Unintelligible: 0 In a language other than English , Off-topic, Copied text , Off-purpose (Off-purpose responses will still receive a score in Conventions.)

Grade 10 – Modern World History Unit 4: The Cold War Length of Unit: 3-4 weeks Essential Standards and National Standards for Social Studies

NCSS1: CULTURE What is culture and how does it influence political, economic, religious, social, intellectual and artistic aspects? NCSS2: TIME, CONTINUITY, AND CHANGE How do historical experiences among or within societies, peoples and nations reveal patterns of continuity and change? NCSS3: PEOPLE, PLACES, AND ENVIRONMENTS How do geography and the environment affect the development of human populations? NCSS5: INDIVIDUALS, GROUPS, AND INSTITUTIONS How do political, economic, social, religious and intellectual and artistic institutions affect societies? NCSS6: POWER, AUTHORITY, AND GOVERNANCE How do people create, interact with and change structures of power, authority, and/or governance? NCSS7: PRODUCTION, DISTRIBUTION, AND CONSUMPTION How do people organize resources for the production, distribution and consumption of goods and services? NCSS8: SCIENCE, TECHNOLOGY, AND SOCIETY How do the development of science and technology impact society? NCSS9: GLOBAL CONNECTIONS How do global connections influence political, economic, religious, social, intellectual and artistic interactions among nations? UNIT FOCUS Questions Thinking Skill What were the origins of the Cold How was the Cold War reflected in How did the major events of the Cold Category War? (NCSS1, political, economic and military policy War affect international relations? NCSS2,NCSS5,NCSS6,NCSS9) of nations? (NCSS1, NCSS5, NCSS6, (NCSS2, NCSS3, NCSS5, NCSS6, NCSS8,NCSS9) NCSS9)

Content Knowledge Objectives Initial Define the Cold War. Describe the Soviet and United States Identify the areas of the world where Understanding policies of expansionism and conflict occurred during the Cold War. Describe, Recall, List, Draw, containment. Identify, Label, List, Match Sequence the major struggles of the Describe the Truman Doctrine, the Cold War. Marshall Plan and NATO. Developing An Explain the Domino Theory. Examine the political, economic and Examine the major struggles of the Interpretation military policies of the Soviet Union Cold War including: Korea, Vietnam, Categorize, Classify, Compare, and United States. and Cuba. Contrast, Describe, Cause/Effect, Examine, Explain, Generalize, Hypothesize, Infer, Interpret, Predict, Summarize, Take A Perspective

Making Connections Examine the motives behind the Cold Examine Cold War alliances and Compare the policies of appeasement same verbs as for Developing an War. compare them to alliance systems of during World War II and containment Interpretation the past. during the Cold War on international Examine connections between the relations. global order following World War II and later developments through the Compare and contrast the United Cold War and beyond. States involvement in Vietnam with the Soviet involvement in Afghanistan. Critical Stance Evaluate which nation is most Rate the validity of Soviet and Judge whether or not the Cold War Analyze, Assess, Defend, Design, responsible for the start of the Cold Western fears of world domination by was truly a “cold war”. Evaluate, Judge, Rate War. the other Superpower.

Evaluate to what extent détente eased the tensions of the Cold War.

Unit Vocabulary Berlin Blockade Berlin Wall (and its fall) Ho Chi Minh Harry Truman A Bomb, H Bomb, Missiles Berlin Airlift Korean War Cuban Missile Crisis containment policy “Star Wars” - SDI Truman Doctrine 38th parallel Fidel Castro John F. Kennedy détente Marshall Plan North & South Korea Joseph Stalin Ronald Reagan NATO French Indo China Nikita Khrushchev deterrence Warsaw Pact 17th parallel Leonid Brezhnev MAD (Mutually Assured Destruction) Satellite nations Vietnam War Mikhail Gorbachev Nuclear buildup Suggested Unit Assessments Common Core Skills English Language Arts Standards » History/Social Studies » Grades 9-10 Initial Understanding & Developing An Interpretation:

 Define, draw, and justify the illustrations of terms and concepts related to Cold War. Craft and Structure RH.9-10.4. 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 science. Text Types and Purposes WHST.9-10.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.  Create a map which identifies key alliances and conflicts of the Cold War and provides brief annotated descriptions of these conflicts. Key Ideas and Details RH.9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Integration of Knowledge and Ideas RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

Making Connections:

 Jigsaw activity in which some students read primary and secondary sources about the Soviet invasion of Afghanistan and others read about the American invasion of Vietnam. Students will partner with other students who researched the opposite conflict and create a visual presentation comparing and contrasting the two conflicts. Key Ideas and Details RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.) Key Ideas and Details RH.9-10.2. 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. Production and Distribution of Writing Research to Build and Present Knowledge WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research.

Critical Stance:

 Students will read primary and secondary sources related to the start of the Cold War and will then prepare and execute a Socratic Seminar debating the issue of which nation is most responsible for the start of the Cold War. Integration of Knowledge and Ideas RH.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claims. Research to Build and Present Knowledge WHST.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.  Students will read primary source documents and answer text-dependent questions regarding the efficacy of détente in easing Cold War tensions. Integration of Knowledge and Ideas RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources. Research to Build and Present Knowledge WHST.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Performance Assessment: Unit 4 Performance tasks measure a student’s ability to integrate knowledge and skills across multiple Common Core standards and subject-specific objectives. Performance tasks are used to measure capacities such as depth of understanding, research skills, and complex analysis.

Name the Performance Task: Start of the Cold War

Type of Performance Task: Argumentative

Common Core skills that are assessed in the Performance Task:

Craft and Structure RH.9-10.6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Integration of Knowledge and Ideas RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources. Research to Build and Present Knowledge WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research. Text Types and Purposes WHST.9-10.1. Write arguments focused on discipline-specific content. Range of Reading and Level of Text Complexity RH.9-10.10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently. Production and Distribution of Writing WHST.9-10.5. 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. Range of Writing WHST.9-10.10. 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.

Issue: Students will read and analyze primary sources related to origins of the cold war, and policies such as containment, MAD, NATO, and Warsaw Pact and then students will write an argumentative essay which defends a position on who was most responsible for the start of the Cold War.

Directions: Read, analyze, and answer the text-dependent questions from a variety of primary and secondary sources related to the start of the Cold War. Write an argumentative essay which defends a position on who is most responsible for the start of the Cold War.

Culminating Assignment: Write an argumentative essay which defends a position on who is most responsible for the start of the Cold War.

Assessment rubric(s):

Smarter Balanced - Argumentative Writing Rubric (Grades 6-11)

Text-Based/Document-Based Short Answer Rubric

Start of the Cold War

(Adapted from Document-Based Assessment for Global History, Walch Education)

Historical Context: Between 1945 and 1950, the wartime alliance between the United States and the Soviet Union broke down and the Cold War began. For the next 40 years, relations between the two superpowers swung between confrontation and détente. Each tried to increase its worldwide influence and spread its competing economic and political systems. At times during this period the competitors were at the brink1 of war. How was the Cold War fought?

Documents 1 – 9 Domain Specific Vocabulary: Baltic Adriatic Détente Iron Curtain Secretary of State George Marshall NATO Satellites Warsaw Pact President John F. Kennedy Soviet Premier Khrushchev ICBM

Document 1: Excerpt from Winston Churchill’s “Iron Curtain” speech, March 5, 1946

From Stettin in the Baltic to Trieste in the Adriatic, an iron curtain has descended across the continent. Behind that line lie all the capitals of the ancient states of Central and Eastern Europe. . . . All these famous cities and the populations around them lie in the Soviet sphere and all are subject in one form or another, not only to Soviet influence but to a very high and increasing measure of control from Moscow.

1. What does Winston Churchill mean when he uses the term “iron curtain”?

2. How is the “iron curtain” a dividing line?

Document 2: Excerpt from President Truman’s speech to Congress, March 12, 1947.

I believe it must be the policy of the United States to support free peoples who are resisting attempted subjugation2 by armed minorities or by outside pressure. Should we fail to aid Greece and Turkey in this fateful3 hour, the effect will be far-reaching to the West. The seeds of totalitarian regimes are nurtured by misery and want. They spread and grow in the evil soil of poverty and strife4. The reach their full growth when the hope of a people for a better life has died. Therefore, I propose giving Greece and Turkey $400 million in aid.

1. Explain the policy President Truman suggested in this speech.

1 Brink = edge 2 Subjugation = domination 3 Fateful = crucial 4 Strife = hardship, trouble, conflict

Document 3: Excerpt from Secretary of State Marshall’s speech explaining his plan for European recovery, June 5, 1947

I need to say that the world situation is very serious. . . . Europe must have a great deal of additional help, or face heavy economic, social, and political damage. This would have a harmful effect on the world at large. There are also possibilities of disturbances because of the desperation5 of the people concerned. The effect on the economy of the United States should be clear to all. So the United States should do whatever it can to help restore normal economic health to the world. Without this there can be no political stability or peace. Our policy is directed . . . against hunger, poverty, desperation and chaos [disorder]. Its purpose is to revive6 a working economy in the world.

1. Describe the plan that Secretary of State Marshall recommends for the reconstruction of Europe.

2. Why did Secretary of State Marshall suggest this plan for European recovery?

Document 4: Excerpt from the North Atlantic Treaty, which was signed by the United States, Canada, and ten nations of Western Europe in 1948.

The parties agree than an armed attack against one or more of them in Europe or in North America shall be considered as an attack against them all. They agree that if such an armed attack occurs, each of them will assist the party or parties so attacked. Each will immediately take whatever action it considers necessary to restore and maintain the security of the North Atlantic area. It will, if necessary, use armed force.

1. According to the text, what is meant by the statement: “The parties agree than an armed attack against one or more of them in Europe or in North America shall be considered as an attack against them all?”

2. What threat to NATO nations is implied by the language of this treaty?

Document 5: Cold War Europe Map

The Soviet Union responded to NATO by creating its alliance, the Warsaw Pact. This “alliance” was made up of nations which the Soviet Union compelled to act as satellites. While NATO was formed as a result of a mutual interest between Atlantic Nations for collective security, the Warsaw Pact was created primarily to advance the security interests of the Soviet Union without regard for the interests of satellite nations.

5 Desperation = extreme anxiety 6 Revive = restore, bring back to life

1. What is meant by “satellite” nations?

2. How do these “satellites” in the Warsaw Pact provide a buffer7 for the Soviet Union?

Document 6: Excerpt from a speech by Soviet Premier Nikita Khrushchev in 1956 in which he explains his point of view on U.S. actions.

The inspirers8 of the “cold war” began to establish military blocs9—the North Atlantic bloc, SEATO, and the Baghdad pact. [They claim] they have united for defense against the “communist threat.” But this is sheer hypocrisy! We know from history that when planning a re-division of the world, the imperialist powers have always lined up military blocs. Today the “anti-communism” slogan is being used as a smoke screen to cover up the claims of one power for world domination. The United States wants, by means of blocs and pacts10, to secure a dominant position in the capitalist world. The inspirers of the “position of strength” policy assert that it makes another way impossible because it ensures a “balance of power” in the world. [They] offer the arms race as their main recipe for the preservation of peace! It is perfectly obvious that when nations compete to increase their military might, the danger of war becomes greater, not lesser. Capitalism will find its grave in another world war, should it unleash it.

1. Explain Khrushchev’s view of the US “position of strength” policy.

2. What prediction does Khrushchev make regarding the likely outcome of another World War?

7 Buffer = barrier, cushion, shield 8 Inspirers = a person who moves other to action 9 Blocs = groups of aligned nations 10 Pacts = agreements

3. What is implied about the Soviet position on conflict with the US from the statement, “Capitalism will find its grave in another world war, should it unleash it?”

Source 7: Buildup Weapons Charts

The arms race was an important part of the Cold War. Both superpowers developed technology and used their nuclear power to build as many weapons as possible. This nuclear buildup led to a “balance of terror,” which some saw as a deterrent to war. But others feared the use of these weapons. These charts show the buildup of ICBM’s and long-range bombers between 1966 and1974.

1. What is meant by the term “balance of terror”?

2. Describe the nuclear buildup of the USSR relative to the nuclear build-up of the USA?

Document 8: Excerpt from President John F. Kennedy’s Speech to the American People on the Cuban Missile Crisis.

The threat of nuclear war was obvious in the Cuban missile crisis of 1962. This excerpt, from President John F. Kennedy’s speech to the American people, explains the U.S. position.

. . . We have unmistakable evidence that a series of offensive missile sites is now being built on that island. . . . Cuba has been made into an important strategic base by the presence of these long-range offensive weapons of sudden mass destruction. This is an open threat to the peace and security of all of the Americas. Our objective must be to prevent the use of these missiles against this or any other country. We must secure their withdrawal from the Western Hemisphere. . . . I call upon Chairman Khrushchev to halt and eliminate this secret and reckless threat to world peace.

1. What is the basis for President Kennedy’s demand that the missiles be removed from Cuba?

2. What purpose does Kennedy’s use of the terminology, “long-range offensive weapons of sudden mass destruction,” have?

Document 9: Premier Khrushchev’s Response to Kennedy’s Quarantine of all Military Equipment

After Kennedy ordered a quarantine11 of all offensive military equipment being sent into Cuba, Premier Khrushchev responded with this message.

Mr. President, the Soviet government decided to help Cuba with means of defense against outside attack. These weapons were only meant for defensive purposes. We have supplied them to prevent aggression against Cuba. . . . With respect and confidence I accept the statement set forth in your message of October 27, 1962. You said then that Cuba will not be attacked or invaded by any country of the Western Hemisphere. . . . We have given the order to discontinue building the installations12. We shall dismantle13 them and withdraw them to the Soviet Union.

1. What is Khrushchev’s explanation of why missiles were placed in Cuba?

2. What rationale does Khrushchev provide for his decision to remove nuclear missiles from Cuba?

Culminating Assignment: Write an argumentative essay which defends a position on who is most responsible for the start of the Cold War.

Assessment rubric(s):

Smarter Balanced - Argumentative Writing Rubric (Grades 6-11)

Text-Based/Document-Based Short Answer Rubric

11 Quarantine = isolation 12 Installations = facilities 13 Dismantle = take apart

Constructed Response: Text-Based/Document-Based Short Answer Rubric Adopted from the

2 The response:

 Gives sufficient evidence of the ability to justify interpretations of information  Includes specific examples that make clear reference to the text

 Adequately supports examples with clearly relevant information from the text  maintains consistent focus on the topic, purpose, or main idea  states a claim and provides support for it  uses adequate correct sentence formation, punctuation, capitalization, usage grammar, and spelling

1 The response:  Gives limited evidence of the ability to justify interpretations of information  Includes some examples that make clear reference to the text. Supports examples with limited information from the text

 demonstrates some focus on the topic, purpose, or main idea; lapses may occur  uses limited correct sentence formation, punctuation, capitalization, usage grammar, and spelling

0 The response: A response gets no credit if it provides no evidence of the ability to justify interpretations of information, includes no relevant information from the text, or is vague.  reflects a misunderstanding of the source  demonstrates little or no focus

 has infrequent correct sentence formation, punctuation, capitalization, usage grammar, and spelling Or the student has failed to respond to the question.

Smarter Balanced - Argumentative Writing Rubric (Grades 6-11) Adopted from the

Statement of Score Purpose/Focus Organization Elaboration of Evidence Language and Vocabulary Conventions The response is fully sustained and The response has a clear and effective The response provides thorough and The response clearly and The response demonstrates a strong consistently and purposefully focused: organizational structure creating unity and convincing support/evidence for the effectively expresses ideas, using command of conventions: completeness: writer’s claim that includes the effective precise language:  claim is clearly stated, focused use of sources, facts, and details. The  few, if any, errors are present in and strongly maintained  effective, consistent use of a variety response achieves substantial depth that  use of academic and domain- usage and sentence formation  alternate or opposing claims are of transitional strategies is specific and relevant: specific vocabulary is clearly  effective and consistent use of appropriate for the audience 4 clearly addressed*  logical progression of ideas from punctuation, capitalization, and  claim is introduced and beginning to end  use of evidence from sources is and purpose spelling communicated  effective introduction and conclusion smoothly integrated, clearly within the for audience and purpose comprehensive, relevant, and context  strong connections among ideas, with concrete some syntactic variety  effective use of a variety of elaborative techniques

The response is adequately sustained The response has an evident The response provides adequate The response adequately expresses The response demonstrates an adequate and generally focused: organizational structure and a sense of support/evidence for writer’s claim that ideas, employing a mix of precise command of conventions: completeness, though there may be minor includes the use of sources, facts, and with more general language  claim is clear and for the most flaws and some ideas may be loosely details. The response achieves some  some errors in usage and sentence part maintained, though some connected: depth and specificity but is  use of domain-specific formation may be present, but no loosely related predominantly general: vocabulary is generally systematic pattern of errors is material may be present  adequate use of transitional strategies appropriate for the audience displayed 3  context provided for the claim with some variety  some evidence from sources is and purpose  adequate use of punctuation, is adequate  adequate progression of ideas from integrated, though citations may be capitalization, and spelling beginning to end general or imprecise  adequate introduction and conclusion  adequate use of some elaborative  adequate, if slightly inconsistent, techniques connection among ideas The response is somewhat sustained The response has an inconsistent The response provides uneven, cursory The response expresses ideas The response demonstrates a partial and may have a minor drift in focus: organizational structure, and flaws are support/evidence for the writer’s claim unevenly, using simplistic command of conventions: evident: that includes partial or uneven use of language:  may be clearly focused on the sources, facts, and details, and achieves  frequent errors in usage may claim but is insufficiently  inconsistent use of basic transitional little depth:  use of domain-specific obscure meaning sustained strategies with little variety vocabulary may at times be  inconsistent use of punctuation, 2  claim on the issue may be  uneven progression of ideas from  evidence from sources is weakly inappropriate for the audience capitalization, and spelling somewhat unclear and unfocused beginning to end integrated, and citations, if present, and purpose  conclusion and introduction, if are uneven present, are weak  weak or uneven use of elaborative  weak connection among ideas techniques

The response may be related to the The response has little or no discernible The response provides minimal The response expression of ideas is The response demonstrates a lack of purpose but may offer little relevant organizational structure: support/evidence for the writer’s claim vague, lacks clarity, or is command of conventions: detail: that includes little or no use of sources, confusing:  few or no transitional strategies are facts, and details:  errors are frequent and severe and 1  may be very brief evident  uses limited language or meaning is often obscure  may have a major drift  frequent extraneous ideas may intrude  use of evidence from sources is domain-specific vocabulary  claim may be confusing or minimal, absent, in error, or  may have little sense of ambiguous irrelevant audience and purpose

Unintelligible: 0 In a language other than English , Off-topic, Copied text , Off-purpose (Off-purpose responses will still receive a score in Conventions.)