LU Title: A Half-Century of Crisis and Achievement: The World in the Interwar and World War II

Author(s): J.F. Walters

Grade Level: 10

School Address: 33 Oxford Rd., New Hartford, NY 1341

Topic/Subject Area: Global History

School Phone/Fax: 315-624-1214

Email: jwalters@borg.com

Declarative

Procedural

List the causes and global consequences of the Great  Depression

Analyze the causes and global consequences of the Great  Depression

List the growth of nationalism in Asia, Africa and the Middle East

Analyze the growth of nationalism in Asia, Africa and the Middle East

Lists the ideologies of fascism/Nazism and analyze how fascist and authoritarian regimes seized power and gained mass support in Italy, Germany, Spain and Japan

 Explains the ideologies of fascism/Nazism and analyze how fascist and authoritarian regimes seized power and gained mass support in Italy, Germany, Spain and Japan

Lists the relative importance of the legacy of World War I, the depression, ethnic and ideological conflicts, imperialism, traditional political or economic rivalries, and allied appeasement as underlying causes of World War II

 Analyzes the relative importance of the legacy of World War I, the depression, ethnic and ideological conflicts, imperialism, traditional political or economic rivalries, and allied appeasement as underlying causes of World War II

Lists how and why the Nazi regime perpetuated a “war  against the Jews” and describe the devastation suffered by Jews and other groups in the Nazi Holocaust

 Analyzes how and why the Nazi regime perpetuated a “war  against the Jews” and describe the devastation suffered by Jews and other groups in the Nazi Holocaust

Social Studies Standard # 2World History – Commencement: Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.

Social Studies Standard # 1: World History Commencement: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs and traditions.  This study also examines the human condition and the connections and interactions of people across time and space, and the ways different people views the same or event or issue from a variety of perspectives.

  Key Idea: Investigate key events and developments and major turning points in world history to identify the factors that brought about change and the long-term effects of these changes.

Key Idea changing and competing interpretations of issues, events, and developments throughout world history.

Social Studies Standard # 3 World History – Commencement: Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.

Key Idea: Speaking and writing for critical analysis and evaluation requires presenting opinions and judgments on experiences, ideas, information, and issues clearly,

logically, and persuasively with reference to specific criteria on which the opinion or judgment is based.

Key Idea: Analyze the roles and contributions of individuals and groups to social, political, economic, cultural and religious practices and activities.

English Language Arts Standard # Language for Critical Analysis and Evaluation Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and

readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they

will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and

judgments on experiences, ideas, information and issues.

What declarative knowledge should students be in the process of acquiring & integrating?  As a result of the unit, the student will know or understand

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

Analyze the causes and global consequence s of the Great Depression.

Students will read in their texts [any good Global History text will cover this content area. Prentice Hall’s World History: Connections to Today (1999) is one such excellent source example], listen to teacher lectures and watch videos.

Personal observations, teacher instructional presentation,  video, teacher-led discussion.

Teacher  will give a presentation on European history  in the Interwar period, highlighting specific economic  problems that culminated in the Great Depression of the 1930s.  Teacher  will help students make the critical connection between the economic problems of the Great Depression and the political instability that followed in much of the world, especially in Europe.  The teacher presentation will work in conjunction with the student readings from text.  Sections of the video “Rise and Fall of the Third Reich” [or any equivalent video on Nazi Germany. There are many out there that will be appropriate] will be shown to provide students with first-hand film footage. Throughout video and presentation, teacher/student  question ing should be used to guage understanding and feedback.

Analyze the growth of nationalism in Asia, Africa and the Middle East

Students will read in their texts, read selected primary source materials and listen to teacher lectures

Graphic  organizer, collaborative group work, teacher-led discussion.

Using their textbook, students will create a graphic organizer that will outline the key nationalistic developments  in Asia, Africa and the Middle East.  Following collaboratively created graphic organizers, teacher will lead groups in discussing and analyzing  the similarites and differences in the growth of nationalism in the regions.

      Explain the ideologies of fascism/Nazism and analyze how fascist and authoritarian regimes seized power and gained mass support in Italy, Germany, Spain and Japan.

Students will read in their texts, read selected primary source excerpts , listen to teacher lectures and watch videos.

Personal observations, graphic organizer,  teacher instruction (video)

Using a PowerPoint presentation or an overhead slide, teacher will outline the fundamental characteristics of fascism. Using video and texbook resources, students will collabaritivly create a graphic organizer that compares the authoritarian/fascist governments in Fascist Italy, Nazi Germany, Fascist Spain and Imperial Japan.  Students should be sure to compare sources of political power, government philosophy, regard for individual rights, economic developments, military developments, social developments and imperial aspirations. As the best example of fascism, Nazi Germany can be used as a case study. Appropriate sections of the video “Rise and Fall of the Third Reich” can be used to illustrate the fundamental characteristics of fasicism.

Analyzes the relative importance of the legacy of World War I, the depression, ethnic and ideological conflicts, imperialism, traditional political or economic rivalries, and allied appeasement as underlying causes of World War II

Students will read in their texts, listen to teacher lectures and watch videos.

Personal observations, teacher instruction (video), graphic organizer.

Students will generate their own graphic organizer on the causes of World War II.  They will select what they see as the 4 most important causes of the war. They will then offer historical evidence in support of their causes. Graphic organizer should be computer generated. The software can be of the students choosing.  “Rise and Fall of the Third Reich” does an excellent job of investigating the appeasement aspect.

Analyze how and why the Nazi regime perpetuated a “war against the Jews” and describe the devastation suffered by Jews and other groups in the Nazi Holocaust

Students will read in their texts, listen to teacher lectures and watch videos.

Personal observations, teacher instruction (video)

After finishing the video “Rise and Fall of the Third Reich” students will, with teacher guidance and observation, have a discussion on the reasons for and the consequence of the Nazi Holocaust.

What procedural knowledge will students be in the process of acquiring & integrating?  As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

What knowledge will students be extending and refining?  Specifically, they will be extending and refining their understanding of

What reasoning process will they be using?

Describe what will be done.

the causes of World War II.

   Comparing

   Classifying

   Inductive Reasoning

   Deductive Reasoning

   Error Analysis

   Analyzing Perspectives

   Constructing Support

   Abstracting

   Other:       

Each student will produce a desktop published Letter-to-the  Editor stating their assigned country’s perspective on the Munich Conference (1938). Each student will be assigned one country to represent. Britain, France, Geramny, Italy and Czechoslovakia are the obvious choices, but the teacher can also add in the Soviet Union, the United States and Japan.  As their assigned country’s representative, each student has to imagine that the Munich Conference has just ended and they are writing a letter  to an influential newspaper. The letter will express their country’s historical position and perspective on what just occured at Munich, specifically addressing the appeasement issue.  The letter should not only state their country’s postion, but refute their opponent’s position on appeasement.  The final product submitted by students will need to look like the Opinion-Editorial section from an actual newspaper . Although students can select the software package of their preference (ex. Microsoft Word, Adobe PageMaker, Quark Express, Word Perfect, AppleWorks, Claris Works), the final product must generally conform to newspapers standards of either the late 1930s or today. In other words, the student product should look like it came from an actual newspaper.

What knowledge will students be using meaningfully?  Specifically, they will be demonstrating their understanding of and ability to..

What reasoning process will they be using?

Describe what will be done.

The causes and consequences of World War II.

Investigation

Write an essay which which answers the following question:

Why was the world plunged into a second global conflict after just two decades after World War I?

Elements

Scale

I

Weights

4

Accurately and thoroughly constructs a clear concise thesis statement.  May show greater insight or                 original thinking in the construction of the thesis.

Thoroughly develops thesis statement with accurate and supportive reasons, details and examples.

Selects most appropriate organizational framework to categorize, combine and condense information for the essay.

Presents the information in a highly formal diction and tone throughout the essay.  Use of appropriate transitions add to the coherence and unity of the essay.

3

Accurately constructs a clear thesis statement.

Develops thesis statement with accurate reasons, details, and examples.

Selects an appropriate organizational framework to categorize, combine and condense information for the essay.

Presents the information in a formal diction and tone in most places in the essay.  Use of transitions aid in the coherence of the essay.

2

Constructs a thesis statement which may be missing some important points or may have some inappropriate points.

Develops thesis statement with some accurate reasons, details, examples.  May have some reasons, details, examples which do not support the thesis.

Selects an organizational framework which may not be well suited for the information being used in the essay.

Presents the information in some places with a formal diction and tone.  More use of transitions would aid in the unity of the essay.

1

Constructs an inaccurate or unsuitable thesis statement, or does not include a thesis statement.

Thesis statement is not well developed.  Appropriate supportive reasons, details, examples are missing from the essay.

Selects an inappropriate organizational framework for the essay, or does not select any framework.

Formal diction and tone is lacking in the presentation.  Transitions, if used, are too few or are inappropriately placed.

                                     Elements #1                               Element #2                                 Element #3                                 Element #4

                                     Elements #1                               Element #2                                 Element #3                                 Element #4

Complex  Thinker

1

Accurately identifies claim that requires support.  This claim has been mistaken by many others for a fact that requires no support.

Presents a clear and accurate treatment of available evidence that addresses the central point of the claim.  Considers any missing evidence and how it might effect an evaluation of the claim.

Provides careful and reasoned qualifications/restrictions for the claim in such a way that the argument provides a unique perspective on the claim.

2

Accurately identifies a claim that requires support and does not confuse the claim with any other information.

With no major errors, presents all relevant evidence needed to support.

Provides accurate qualifications or restrictions for the claim, with the result being a well-defended claim.

3

Identifies claim that requires support but may mistakenly include information that does not require support.

Provides evidence for claim, but may not address all the necessary aspects.

Qualifies/restricts claim, but leaves out important aspects of the qualifications/restrictions.

4

Identifies information that does not require support and fails to identify a claim that should have support.

Fails to provide convincing evidence for the claim.

Does not address the qualifications/restrictions for the claim.