UnitName:TheCrisesBetweentheGreatWars(19001939) GradeLevel:10 Subject/TopicArea(s):RevolutioninRussia/Asia,Depression,Aggression. TimeFrame:5thperiod ClassDescription/DevelopmentalNeedsofStudents: The class is about 30 students, evenly split male and female.

There are2 IEP students and about 7 ELL students. The ELL students just completed their CELDTtesting,soIdonothaveupdatedCELDT scores atthistime.Thestudentsareoverallaprettystudiousclass,althoughtheyareaprettyquietbunch.

STAGEONE:DESIREDRESULTS

ESTABLISHEDGOALS(Stateand/orNational ContentStandard(s)):G 10.3 Studentsanalyzetheeffectsofthe IndustrialRevolutioninEngland,France, Germany,Japan,andtheUnitedStates. 6.Analyzetheemergenceofcapitalismasa dominanteconomicpatternandthere sponsestoit, includingUtopianism,SocialDemocracy,Socialism, andCommunism. 10.4 Studentsanalyzepatternsofglobal changeintheeraofNewImperialisminatleast twoofthefollowingregionsorcountries:Africa, SoutheastAsia,China,India,LatinAmerica,and thePhilippines. 4.Describetheindependencestrugglesofthe colonizedregionsoftheworld,includingtherolesof leaders,suchasSunYatseninChina,andtheroles ofideologyandreligion.

CommonCoreStandards: CACaliforniaCommonCoreStateStandards (2012) Subject:EnglishLanguageArts&Literacyin History/SocialStudies,Science,andTechnical Subjects Grade:Grades910students: ContentArea:LiteracyinHistory/SocialStudies Strand:ReadingStandards

Domain:KeyIdeasandDetails Standard: 1.Citespecifictextualevidencetosupportanalysisof primaryandsecondarysources,attendingtosuch featuresasthedateandoriginoftheinformation. Standard: 2.Determinethecentralideasorinformationofa primaryorsecondarysourceprovideanaccurate summaryofhowkeyeventsorideasdevelopoverthe 10.5Studentsanalyzethecausesandcourseof courseofthetext. Standard: theFirstWorldWar. 3.ExplainhowtheRussianRevolutionandtheentry 3.Analyzeindetailaseriesofeventsdescribedina oftheUnitedStatesaffectedthecourseandoutcome textdeterminewhetherearliereventscausedlater onesorsimplyprecededthem. ofthewar. 10.6StudentsanalyzetheeffectsoftheFirst WorldWar. 1.Analyzetheaimsandnegotiatingrolesofworld leaders,thetermsandinfluenceoftheTreatyof VersaillesandWoodrowWilsonsFourteenPoints, andthecausesandeffectsoftheUnitedStatess
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Domain:CraftandStructure Standard: 4.Determinethemeaningofwordsandphrasesas theyareusedinatext,includingvocabularydescribing political,social,oreconomicaspectsofhistory/social studies. Standard:

rejectionoftheLeagueofNationsonworldpolitics.

6.Comparethepointofviewoftwoormoreauthors forhowtheytreatthesameorsimilartopics,including 2.Describetheeffectsofthewarandresultingpeace whichdetailstheyincludeandemphasizeintheir treatiesonpopulationmovement,theinternational respectiveaccounts. economy,andshiftsinthegeographicandpolitical bordersofEuropeandtheMiddleEast. Domain:IntegrationofKnowledgeandIdeas Standard: 3.Understandthewidespreaddisillusionmentwith 8.Assesstheextenttowhichthereasoningand prewarinstitutions,authorities,andvaluesthat evidenceinatextsupporttheauthorsclaims. resultedinavoidthatwaslaterfilledbytotalitarians. Standard: 9.Compareandcontrasttreatmentsofthesametopic 4.DiscusstheinfluenceofWorldWarIonliterature, inseveralprimaryandsecondarysources. art,andintellectuallifeintheWest(e.g.,Pablo Picasso,thelostgenerationofGertrudeStein, ErnestHemingway). 10.7 Studentsanalyzetheriseoftotalitarian governmentsafterWorldWarI. 1.Understandthecausesandconsequencesofthe RussianRevolution,includingLeninsuseof totalitarianmeanstoseizeandmaintaincontrol(e.g., theGulag). 2.TraceStalinsrisetopowerintheSovietUnionand theconnectionbetweeneconomicpolicies,political policies,theabsenceofafreepress,andsystematic violationsofhumanrights(e.g.,theTerrorFaminein Ukraine). 3.Analyzetherise,aggression,andhumancostsof totalitarianregimes(FascistandCommunist)in Germany,Italy,andtheSovietUnion,notingespecially theircommonanddissimilartraits. 10.8 Studentsanalyzethecausesand consequencesofWorldWarII. 1.ComparetheGerman,Italian,andJapanesedrives forempireinthe1930s,includingthe1937Rapeof Nanking,otheratrocitiesinChina,andtheStalinHitler Pactof1939. 2.Understandtheroleofappeasement, nonintervention(isolationism),andthedomes tic distractionsinEuropeandtheUnitedStatespriorto theoutbreakofWorldWarII.

UNDERSTANDINGS:U StudentswillunderstandthattheWorldwentthrough aprofoundchangeduringthefirstthirdofthe20th century.MajorcountrieshadprofoundRevolutions spurredbyimportanteconomicfactors,nationalism, andphilosophicalideas(e.g.,Communism, Socialism,anddemocracy).Thesechangesstillhave animpactonsocietiestoday. StudentswillunderstandthattheWorldalsoplunged intoamassiveDepression,whichhelpedspur additionalrevolutionarychangestomanygovernments (e.g.,theriseofFascism)andeconomicsystems (e.g.,theNewDealintheU.S.andgreatercredibility tothenewCommunistRegimes).Thesechanges stillhaveanimpactonsocietiestoday. Further,studentswillunderstandthatmanyofthese samefactorsespeciallytherisingnationalismand needtofeedtheindustryinsomeofthese modernizingcountriessowedtheseedsforaWorld War.Theworldisstillrecoveringfromtheseabuses ofpower.

ESSENTIALQUESTIONS:Q HowhavetheCommunistRevolutionsinRussia andChinahadaneffectintheworldtoday? Whatdoestheplungeintoaworldwide Depressionandthevariousresponsestoitinform ustodayabouthowtorespondtoeconomic crises? Doallcountrieshavearighttoselfdetermination? Whataresomecommonthemesthathaveledto massiveWorldWars? Whatshouldwedoifweobservetodaythe conditionsthathaveledtotheriseinTotalitarian governmentsand/orWorldWar?

KNOWLEDGE:K Studentswillknowtheseterms,events,andpeople: 1. Rasputin 2. Bolsheviks 3. Lenin 4. BloodySunday 5. Soviets 6. JosephStalin 7. Communism 8. FiveYearplans 9. Collectivefarms 10. Totalitarianism 11. Propaganda 12. Indoctrination 13. Censorship 14. Persecution 15. LeagueoftheMilitantGodless 16. commandeconomy 17. SunYixian 18. JiangJieshi 19. LongMarch 20. Communists 21. MaoZedong 22. ShanghaiMassacre
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SKILLS:S Studentswillbeabletogatherinformationfroma varietyofsourcesandinterpretitinordertopresenta position. Studentswillbeabletoanalyzetwoopposing viewpointsandreflectupontheeffecttheconflictshad onsociety. Studentswillbeabletogatherdataonasubjectand teachittootherstudents Studentswillevaluatemajordebatesamong historiansconcerningalternativeinterpretationsofthe past,includingananalysisofauthorsuseofevidence andthedistinctionsbetweensoundgeneralizations andmisleadingoversimplifications. Studentswillanalyzehowchangehappensatdifferent ratesatdifferenttimesunderstandthatsomeaspects canchangewhileothersremainthesameand understandthatchangeiscomplicatedandaffectsnot onlytechnologyandpoliticsbutalsovaluesand beliefs. Studentswilldistinguishvalidargumentsfrom

23. 1938JapaneseinvasionofChina 24. Gandhi 25. existentialism 26. literatureinthe1920s 27. Einstein 28. WeimarRepublic 29. DawesPlan 30. NewDeal 31. BlackTuesday1929(StockMarketCrash) 32. Hitler 33. Franco 34. BenitoMussolni 35. Nazi 36. MeinKampf 37. lebenstraum 38. Manchuria 39. AxisPowers 40. Japan'sgovernment 41. TheRhineland 42. NaziSovietnonaggressionpact 43. Guernica 44. Isolationism 45. AdolfHitler 46. Sudetenland 47. MunichConference 48. NevilleChamberlain 49. appeasement Studentswillknowthesimilaritiesanddifferences betweenthedifferentformsofgovernmentatthistime i.e.,democracy,communism,socialism,etc. Studentswillknowthatmanycountries(includingthe UnitedStates)respondedtotheWorldwide Depressionbymovingawayfromthelaissezfaire capitalismoftheIndustrialRevolutiontoaneconomy withalargeroleforthegovernment. Studentswillknowthattheriseofnationalismallover theworldledtotheriseofTotalitarianRegimes eitherFascist(rightwing)orCommunist(leftwing). Studentswillknowthattheriseofnationalismallover theworldledtoindependencemovementsinIndiaand SWAsia(Turkey,SaudiArabia,Iran). StudentswillknowthattheIndustrialRevolutionledto ImperialismandColonialism,whichinturnhelpedlead totheFirstWorldWar.
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fallaciousargumentsinhistoricalinterpretations. Studentswillconstructandtesthypothesescollect, evaluate,andemployinformationfrommultiple primaryandsecondarysourcesandapplyitinoral andwrittenpresentations.

STAGETWO:ASSESSMENTEVIDENCE

PERFORMANCETASKS(STUDENTSWILL DEMONSTRATESTANDARDBY):T GroupProject: ReviewforCh14&15UnitTestby(i)Creatinga Timelineofmajoreventswithstudentsworkingin teamsand(ii)shortSocraticdebateonafewofthe majorthemes.

OTHEREVIDENCE(FORMATIVE):OE Homework: SixAssignedTextReadingsandquestions/mainlyas preparationforthedayslesson. CurrentEventCurrentEventAssignment&Current EventForm

AlmostallofthePrimarydocumentactivitieslistedin ClassroomActivities: thecolumntotherighthaveanelementofstudents CurrentEventPresentationeveryotherweek workinginpairsorgroupsoffour. PrimarydocumentsActivityaboutHowdidStalin industrialisetheUSSR? Presentations: TheCurrentEventandtheGandhiProjectwillboth PrimaryDocumentActivityreJapansinvasionof involvepresentationstotheclass. NankingReadings/ActivityReadingLikea Historian UnitTest:MultipleChoiceandEssay: Studentswillbetestedontheircontentknowledge. Multiplechoicequestionswhichwillmeasuretheir understandingoftheterms,people,andeventsofthe firstthirdofthetwentiethcentury.Theessayportion willmeasurestudentsunderstandingofthemajor themesoftheunit. GandhiPosterActivityandPresentations ActivityreCh15.1onPostWWIAdvancesandArt. ActivityontheWorldwideDepressionanalyzing messagesfromphotographs Literacyactivity:BenitoMussolini:WhatisFascism (1932)+CloseReadingQuestions PrimaryDocumentActivityreAppeasementReading LikeaHistorian PrimaryDocumentActivityreNaziPropaganda ReadingLikeaHistorian Assorted: Classroomdiscussionandquestioning.Eachdaywill endwithaLearningLogaboutwhateachstudent learnedthatdayaswellasatopicthatthestudentdid notfullyunderstand.

STAGETHREE:LEARNINGPLAN (UNITSEQUENCE)

LEARNINGACTIVITIES(WHERETO):L 1) Presentthelearninggoalsandessentialquestionsfortheunit,aswellastheassessmentschedule.W 2) Unitplanwillbepostedonwebsite.O 3) DailyHomeworkwillbepostedonwebsiteandonPowerPointforeachclass.Homeworkisdesignedto preparestudentswithknowledgefortheupcomingclass.E1 4) ForalllectureportionsoftheUnit,allstudentsgivenClozeNotestosupportunderstanding.This particularlyhelpsELLandIEPsstudents.TO 5) Foralllectures,thepresentationswillhavevideosorbigpicturequestionsorconnectionstoother lessonsinordertohookinterest,equipstudents,andhelpexplainwhywearelearningthematerial.WH E1 6) Also,duringalllectures,therewillbeTPSanddiscussionpromptsfortheclasstoanalyzeprimary documents.Thishelpsmaketheshortlecturemoreofadiscussionandpromoteshigherlevel learning.T 7) Foreveryclass,allstudentswilluseabindersystemtoorganizetheirnotebook.Iwillcheckthisevery otherweek.ThisparticularlyhelpsELLandIEPsstudents.TO 8) Atthebeginningofeveryclass,therewillbeaQuickwritetoconnecttheconceptstothestudents backgroundoracurrentevent.Iwillthenfacilitateadiscussionbaseduponthestudentswritten answers.WH 9) Attheendofeveryclass,therewillbeaLearningLogforstudentstosummarizewhattheylearnedand whattheydidnotunderstand.RE2 10) Begintheunitwithadiscussionofwhatshouldwedoifweobservetodaytheconditionsthathaveledto theriseinTotalitariangovernmentsand/orWorldWar?WH 11) FirstClasswillbeaPowerPointontheRussianRevolution.Providingalinktopreviousunitandsetting upsubsequentlessons.WHE1T 12) SecondClasswillbeaPowerPointonTotalitarianism/StalinandtheRevolutioninChina.These lectureswillbesplitupwithanactivity.WHE1T 13) SecondClassalsowillhaveaPrimaryDocumentActivityreJapansInvasionofNankingandresulting atrocitiesReadingLikeaHistorian.HE1 14) ThirdClasswillbeaPowerPointonNationalisminIndiaandSWAsia.Toreinforcesomeofthe themes,theclasswillworkonaGraphicorganizerregardingMiddleEastcolonizersandGandhi's nonviolentprotests.WHE1T
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15) FourthClasswillbeadiscussionofthekeythemesoftheUnitsofar.Wealsowillhaveourbiweekly CurrentEventpresentationstohelpstudentsconnectconceptsfromhistorytoeventsoftodayandto helpstudentsresearchandanalyzenewsarticles.WRE2 16) TheFourthClasswillendwithanGandhiPosterActivityandPresentations.Forhomework,students willcompleteanActivityonPostWorldWarIadvancesinartandtechnology.E1 17) WeektwobeginswithadiscussionofwhatdoestheplungeintoaworldwideDepressionandthe variousresponsestoitinformustodayabouthowtorespondtoeconomiccrises?WH 18) FifthClasswillbeaPowerPointonWorldwideDepression.TherewillbearelatedActivityonthe WorldwideDepression.WHE1T 19) TheSixthClasswillbeanActivityonRiseofFascisminEurope.ThentherewillbearelatedLiteracy activityinvolvingthereadingofBenitoMussolinisWhatisFascism(1932).E1 20) TheSixthClassalsowillincludeaPrimaryDocumentActivityreAppeasementReadingLikea Historian.HE1 21) SeventhClasswillbeaPowerPointontheRiseofTotalitarianism.WHE1T 22) TheSeventhClassalsowillincludeaPrimaryDocumentActivityreNaziPropagandaReadingLikea Historian.HE1 23) TheEighthClasswillbeaUnitReviewgroupprojectby(i)CreatingaTimelineofmajoreventswith studentsworkinginteamsand(ii)shortSocraticdebateonafewofthemajorthemes.WHE1RE2 24) UnitTestMultiplechoicequestionswhichmeasurecomprehensionofnames,terms,andevents. Essayquestionswhichreflecttheessentialquestionsofunitandallowstudentstoanalyzeandreflect oncontentknowledge.RE2 25) Followingtheunit,Iwillreflectonlessonanddecidewhatworked,whatdidnt,andwhatneedstobe adjustedfornexttime.R

MONDAY(52min) [Homeworkwas readingch14.1] Classtime OpeningQuickwrite (Tothebestasyou can,define Communism.)

TUESDAY(95min) Classtime OpeningQuickwrite(Whatis moreimportant,individual freedomornational security?)

THURSDAY(52min) Classtime OpeningQuickwrite(If youwantedareliable versionofawar,what wouldyouread?)

FRIDAY(52min) Classtime OpeningQuickwrite (Whenwoulditbe appropriate,ifever,to useviolenceduringa protest?) CurrentEvent Presentations GandhiPosterActivity andPresentations ClosingLearningLog& WhatisUnclear Homework Readch15.2 ActivityreCh15.1on PostWWIAdvances andArt.

DiscussionofTotalitarianism FinishPrimary /StalinwithClozeNotes. DocumentActivityre DiscussionofRussian Japansinvasionof RevolutionwithCloze PrimarydocumentActivity NankingReadings/ Notes. aboutHowdidStalin Activity industrialisetheUSSR? Shortvideoonthe Discussionof RussianRevolution. PrimaryDocumentActivity NationalisminIndiaand reJapansinvasionof SWAsiawithCloze ClosingLearningLog& NankingReadings/Activity Notes. WhatisUnclear ReadingLikeaHistorian ClosingLearningLog& Homework ClosingLearningLog& WhatisUnclear Readch14.2&14.3 WhatisUnclear Homework DueFridayCurrent Homework Readch15.1 EventCurrentEvent Readch14.4 Assignment&Current DueFridayCurrent EventForm DueFridayCurrentEvent EventCurrentEvent CurrentEventAssignment& Assignment&Current CurrentEventForm EventForm

MONDAY(52min) Classtime OpeningQuickwrite (Sofarthissemester, whatisaconceptyou didnotunderstand?)

TUESDAY(95min) Classtime OpeningQuickwrite(Ifa neighboristakingothers property,isitbestto appeaseorfightthe neighbor?)

THURSDAY(52min) Classtime OpeningQuickwrite (Whatisthepurposeof Propaganda?)

FRIDAY(52min) Classtime OpeningQuickwrite (Whatconceptsforthe Testaregivingyou difficulty?)

Discussionof WorldwideDepression Literacyactivity:Benito withClozeNotes. Mussolini:WhatisFascism (1932)+CloseReading Activityonthe Questions WorldwideDepression analyzingmessages PrimaryDocumentActivityre fromphotographs AppeasementReadingLike aHistorian Studentshelpprepare QuizletforCh1415 ClosingLearningLog& Test(CrisesBetween WhatisUnclear theWars) Homework
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DiscussionoftheRiseof TotalitarianismwithCloze ReviewforCh14&15 Notes. UnitTestby(i) CreatingaTimelineof PrimaryDocument majoreventswith ActivityreNazi studentsworkingin PropagandaReading teamsand(ii)short LikeaHistorian Socraticdebateona fewofthemajor GatherandDiscuss themes. QuestionsfromStudents aboutCh.14&15 Homework StudyQuizletforCh ClosingLearningLog& 1415Test(Crises WhatisUnclear BetweentheWars)

ClosingLearningLog& Readch15.4 WhatisUnclear StudyQuizletforCh1415 Homework Test(CrisesBetweenthe Readch15.3 Wars)

Homework StudyQuizletforCh 1415Test(Crises BetweentheWars)

REFLECTIONS Describetheeffectivenessofthislessoninhelpingstudentsmeetthelearninggoals? Thisclassisveryquiet,soIneedtobesuretoengagethestudentsandkeepthematerialrelevantin ordertofacilitatediscussion.

Howwillyouapplywhatyouhavelearnedinfutureinstruction? IwillreflectontheQuickwritequestionstodetermineiftheyadequatelyprimedbackgroundknowledge and/orenhanceddiscussion.IalsowanttomakesurethattheseQuickwritesmainlyfocusonthe essentialquestionsandnotjustafacttobelearned. Forallclasses,Iwillanalyzemypace.Iwanttobeabletohaveanadequateamountoftimetohavea classdiscussionatthebeginningandarobustlearninglogattheendofclass.Ialsowantthe discussionpromptsoractivitiesduringclassnottoberushed. Fortheprimarydocumentactivities(mostlyeveryday),Iwanttoreflectaboutwhethertheparticular activitiesarebestforaquickanalysis/corroboration,adetailedanalysisofthesourceandmeaning,or afoundationforamorerobustwritingexercise. Forthelecturetime,IwanttodetermineiftheClozeNotesarehelpfulingettingthestudentstopay attentiontothelectureandtoretainmoreknowledge. FortheUnitReview,IwanttodetermineiftheTimelineandSocraticdialoguearehelpfulingettingthe studentstopayattentiontothelectureandtoretainmoreknowledge.