10th - Grade Instructional Guide

The Los Angeles
Unified School District

10th Grade
World History,
Culture, and
Geography:
The Modern World

Secondary Instructional Support Services
History/Social Science Branch
Los Angeles Unified Schol
District
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TableofContents
Preface Page
A. Acknowledgements iii
B. Mission/VisionStatement v
C. GoalsoftheInstructionalGuide vi
D. History/SocialScienceInstructionalGuideOverview vii
E. GraphicOrganizerofHistory/SocialScienceInstructionalGuide ix
SectionI.OverviewofMajorDistrictInitiatives
A. SecondaryLiteracyPlan 1-1
B. TheNinePrinciplesofLearning 1-3
C. CulturallyRelevantTeachingMethodstoClosetheAchievementGap 1-5
D. SmallLearningCommunities 1-6
SectionII.OverviewofStateofCaliforniaDocuments
A. CaliforniaContentStandards 2-1
B. History/SocialScienceFrameworkforCaliforniaPublicSchools 2-1
C. CaliforniaStandardsfortheTeachingProfession 2-2
SectionIII.History/SocialSciencePedagogy
A. Philosophy 3-1
B. DisciplinaryLiteracy 3-1
C. Thinking,Reading,andWritingHistorically 3-3
D. TheUseofPrimarySources 3-5
E. StrategiesUsedintheInstructionalGuide 3-6
F. StudentEngagement 3-7
G. AcademicSkillsGrade10 3-8
SectionIV.OverviewofAssessment
A. TheRoleofAssessment 4-1
B. TheUseofCommonAssessments 4-1
C. Scoring 4-2
D. Intervention 4-2
E. SamplePeriodicAssessment 4-3
F. SampleShortConstructedResponse 4-4
SectionV.InstructionalComponentOne
A. IntroductiontotheCurricularMap 5-1
B. CurricularMap 5-2
C. TextbookCorrelation 5-6
SectionVI.ModelLesson10.2.2
A. LessonOverview 6-1
B. ModelLesson 6-2
SectionVII.ModelLesson10.3.6
B. ModelLesson 7-2
i

ii

SectionVIII.InstructionalComponentTwo
SectionIX.ModelLesson10.6.1
B. ModelLesson 9-2
SectionX.ModelLesson10.7.3
B. ModelLesson 10-2
SectionXI.InstructionalComponentThree
SectionXII.ModelLesson10.9.2
B. ModelLesson 12-2
Appendices
A. MeetingtheNeedsofAllStudents A1
B. EssentialQuestionsandFocusQuestions B-1
C. TheWritingProcess C-1
D. TheUseofPrimarySources D.1
E. NationalStandardsforCivicsandGovernment E1
F. AlternativeDocuments F1
Lesson110.2.2
Lesson410.7.3
Lesson510.9.2
TeacherResourcePack
Forfurtherinformationandresources,pleasevisittheHistory/SocialSciencewebpageat:
www.lausdhss.org
Acknowledgements
Thispublicationreflectsthecollaborativeeffortsofmanyeducators.Completionofthis
InstructionalGuiderequiredanetworkofpersonnelthatincludedcentraloffice,localdistrict,and
schoolsitecontentleadersworkingtogetherwithacommonunderstandingofDisciplinary
Literacyandbestclassroompracticestosupportstudentacademicperformance.Appreciationis
extendedtothefollowingeducatorswhohaveworkedonpastandpresentpublications:
LocalDistrictPersonnel
District1 JamesHarris District5 RayAubele
District2 KieleyJackson District6 SandraLine
District3 DavidBernier District7 AlfeeEnciso

District4 MichaelSabin District8 PaulValanis
WewouldalsoliketothankthefollowingformerLocalDistrictpersonnel:ShannaSarris,Sandra
Gephart,StevenSteinbergChuckBurdick,andCarlottaRedish-Dixon.
History/SocialScienceAdvisoryPanel
HermanClay ElainaGarza

RobertCanosaCarr CristyMercado
TeresaHudock MichaelReed
Additionally,wewouldliketothankalloftheLocalDistrictteacherswhoparticipatedinthe
developmentprocessbycompletingsurveysandprovidingfeedback.Itisthroughthecollaboration
ofthesededicatedindividualsthatthisInstructionalGuidewascompleted.
CentralDistrictFocusGroup
AshleyBozarth JohnLatimer PabloMejia EmilioRivas

JessicaHarper-Smith AllenLi MiloMolitoris RaphaelStarks
SusanHecht KarenMagee FranciscoOrtega SherieStephens
DavidHickman ElizabethMaldonado NinaPetkova KathleenWarp
AlvaroJackson AdrianMartinez WalterRich

iii
LocalDistrictFocusGroupParticipants
RubenAburto BegoniaGarza KarenMagee AnaM.Romero

CaroleAdair RonGold JohnMatcham MarySanJose
DanielAssael JacquelineGonzalez ElanaMartinez EdnaSandoval
JeffreyAustin JohnGrande FaneyceMcWhinnie DesirieSafotu
WandaBello AlfonsGreber BrianMcGuire AaronSanwo
AmyBenn SteveGugas AlvaroMedina EricSchoenbaum
KurtBerg MarilynGunn FrankMedina JamieSempre
DavidBonin MarkHafeman MichaelMendias GailShaw-Hawkins
CraigBrandau YavonkaHairston SalvadorMendoza JulianShlamka
DanaBrooks MarcyHamm TomMetro JessicaSmith
KristineBynum PhyllisHayashibara LeticiaMeza StacySmilanick
ChanteCalzada MariaHerrera RobertMiller TishanaStarling
MariaChan EvonHochstein J.S.Mitchell SherieStephens
PatriciaChurchill BeccaHoover MiloMolitoris RussellStern
KevinClanin EricaHuerta LucyMoncada LydiaSoto
BarbaraCleary DavidHowell JeffreyMoreno ZoeTararache
ChristalCooper PatJeffries CynthiaNorth RobertTejada
KenCordero SuzieJuarez FrankyOrtega EricThornburgh
HildaCruz BradKatz HeatherPenrod EdTing
PamelaDamonte JackKlein JuanPerez ThomasTucker
BeatrizDiaz-Garcia MariaKlingender-Vaghi NinaPetkova KathleenWarp
JaimeDonate PaulKnox WalterPineda PaulaWaxman
VelanciaDuPre KevinKruska DianePokarney NellyWelsh
HeatherFeng JohnLatimer AmyReed TheresaWhite
NeilFitzpatrick DarrenLazarus ChrisRescigno LindaWilcox
JenniferFowzer KirstenLee LennyRigor DavidWiltz
ConsueloGarcia RonLehavi AissaRiley DeanWood
SandraGephart JimLohmeier DeborahRobbins FrancisUdeh
AndrewGil MontoyaLong AdamRockenbach RobertVohnBergman
HectorRoman-Perez JamesYi

iv

v
Mission
ItisthemissionofHistory/SocialScienceprofessionalsinLAUSDtoestablishhighstandardsof
thinking and to foster learning that prepares each student to become a responsible and
productivecitizeninourdemocraticsociety.
It is our responsibility to create an environment in our classrooms that involves students in

academic work that results in an advanced level of achievement and facilitates the skills and
dispositionsneededforcivicparticipation.
The curricular goal of democratic understanding and civic values is centered on an essential
understanding of our nations identity and constitutional heritage; the civic values that form the
foundation of the nations constitutional order and promote cohesion between all groups in a
pluralistic society; and the rights and responsibilities of all citizens. (History-Social Science
FrameworkforCaliforniaPublicSchools,2001Update,p.20)
Vision
To create a universally accessible, culturally relevant learning environment grounded in

research and collaboration that promotes disciplinary literacy and the habits of mind of
History/SocialScience,andtherebysupportshighlevelsofmeaningfulparticipationinthelocal
andglobalcommunity.
vi
GoalsoftheInstructionalGuide
StudentLearning
To ensure all students learn

rigorous, meaningful skills and
content in History/Social Science in
a manner that is engaging, inquiry-
basedandculturallyrelevant.
To ensure that all students are life
long learners of History/Social
Science and are thus empowered
andactivecitizens.
TeacherLearning
To support and facilitate teachers

use of reflective practice,
participationinprofessionaldialogue
and exploration of historical and
educationalresearchbothpersonally
andcollaboratively.
To deepen teacher understanding
and knowledge of History/Social
Science and the pedagogical
practices needed to implement a
rigorous, meaningful curriculum for
allstudents.
District/School
To provide multiple avenues for

historyteachersandtheircolleagues
to engage in professional
conversations, explore research,
and deepen their understanding and
knowledge of History/Social Science
contentandpedagogy.
To provide adequate resources and
instructionalmaterialstosupportthe
development of professional
History/Social Science teaching and
learningcommunitiesinschoolsand
throughouttheDistrict.
Parent/Community
To develop and communicate clear

expectations about the mission of
History/Social Science in LAUSD
and to develop partnerships to
supportthatmission.
To provide assistance for parents to
support student learning in History/
SocialScience.

vii

History/SocialScienceInstructionalGuideOverview
The History/Social Science Instructional

Guide for Grade 10 provides a contextual
map for teaching all of the California
History/Social Standards. The Guide
provides the foundation for building a
classroom curriculum and instructional
program that engages all students in
rigorous and dynamic learning. Aligned to
the California History/Social Science
Standards Framework for California Public
Schools, the instructional resources in the
GuidesupportDistrictinitiativestoclosethe
achievement gap and raise all students to
proficient performance in History/Social
Science. The History/Social Science
InstructionalGuideisonepartofasystemic
approach to the teaching of history that
involves instruction, professional
development,andassessment.
Background
In order to evaluate programs and

determine students proficiency in knowing
the content called for by the California
Academic ContentStandards,thestatehas
established the Standardized Testing and
Reporting (STAR) Program, of which the
California Standards Tests (criterion-
referenced assessments aligned to the
California Standards in history/social
science, English, mathematics, and
science) are a component. California
Standards Tests (CSTs) have been given
annually since 1999 in History/Social
Science(grades8,10,and11)Englishand
Mathematics(grades2-11)Science(grades
9-11). The STAR Program is designed to
meet some of the requirements of the No
Child Left Behind (NCLB) Act (PL 1-7-110),
signedintolawonJanuary2002.
The purpose of this Instructional Guide and

the accompanying Periodic Assessments is
toprovideteacherswiththesupportneeded
to ensure that students have received the
history content specified by the California
Academic Content Standards, and to
providedirectionforinstructionoradditional
resourcesthatstudentsmayrequireinorder
to become proficient in history at their
particular grade level. This Guide is
intended to be the foundation of a
standards-based instructional program in
history,fromwhichthelocaldistrict,school,
and classroom will further enrich and
expand based on the local expertise and
availableresources.
TheRoleoftheInstructionalGuideto
SupportInstruction
The Instructional Guide is a foundation for

the teaching of history in Grade 10 and is
designed to provide teachers with
instructional resources to assist them in
their implementation of a standards-based
program. The Guide is also designed as a
resourcetosupporttheimplementationofa
balancedinstructionalprogram.
In implementing this Guide, it is suggested

that teachers work together to select the
best combination of resources to meet their
instructional goals and the specific learning
needsoftheirstudents.

viii

OrganizationoftheHistory/SocialScience
InstructionalGuide

Guide for Grade 10 is organized into three
instructional components that map out the
academic year. Included in each
instructional component for Grade 10 are
thefollowing:
StandardsSet
The standards set lays the foundation for

each Instructional Component and the
Periodic Assessments. The Standards Sets
weredeterminedbyanalyzingthecontentof
the California History/Social Science
Standards for Grade 10 and organizing the
standardsintoalogicalgroupingforefficient
and effective teaching. This curricular map
also reflects the state ranking of the
standards into a hierarchy indicated by A,
B, C, and an asterisk. This ranking
indicates the test frequency for each
standard. The California Department of
Education, in the 2005 testing blueprint,
states: The letter A indicates high
emphasis, B medium, and C low. Some
standards are not ranked for emphasis and
areindentifiedwithanasterisk(*).
ContentStandards
Within each standards set, one or two

lessons are provided as models. These
lessons are created to support A level
standardsandalsotoprovidescaffoldingfor
the students in a sequential manner to
prepare them for the periodic assessments.
Each lesson incorporates historians habits
ofmindasamethodtoapprenticestudents
toread,write,andthinkashistorians.
WritingTaskandScaffoldingStrategies
WithintheModelLessons
The writing tasks are instructional tasks

alignedtooneormoreofthehighemphasis
standards indentified by the State
Department of Education. Teachers may
want to incorporate these types of writing
tasks in their classroom instructional
programs. Each writing task sets clear
expectations for student performance and
includesscaffoldingstrategiesthatteachers
might use in designing instruction that will
provide students with the skills, knowledge,
and conceptual understanding to perform
successfullyonthetask.
TextbookReferences
Standards-aligned resources include

textbook references from the LAUSD
adopted series that have been correlated
withtheContentStandardGroup.Theseare
provided to assist teachers in locating
selections from text that align with each of
theStandardsGroups.
10
th
GradeLAUSDteachershaveaccessto
textbooks published by Prentice Hall and
Glencoe. Textbook references that are
aligned to the California History/Social
Science Standards in each textbook series
areincludedintheInstructionalGuide
Appendix
An Appendix with additional instructional

strategies is included at the end of this
InstructionalGuide.
ix
History/Social Science Instructional Guide Graphic Organizer
Overview For Grade 8

History/SocialScienceInstructionalGuideOverview
I.MajorDistrictInitiatives
o SecondaryLiteracyPlan
o IFLNinePrinciplesofLearning
o CulturallyRelevantTeachingMethodstoClosetheAchievementGap
II.StateofCaliforniaDocuments
o TheCaliforniaContentStandards
o History/SocialScienceFrameworkforCalifornia
o CaliforniaStandardsfortheTeachingProfession
III.Assessment
o PeriodicAssessment
o ScoringofPeriodic
Assessments
Instructional
Component1
StandardSetI
10.1,10.2,10.3,10.4,
Instructional
Resources:
ModelLessons
Referencesfrom
StateAdopted
Textbooks
Instructional
Component2
StandardSetII
10.5,10.6,10.7
Instructional
Resources:
ModelLessons
Referencesfrom
StateAdopted
Textbooks
Instructional
Component3
StandardSetIII
10.8,10.9,10.10
Instructional
Resources:
ModelLessons
Referencesfrom
StateAdopted
Textbooks
Appendices
MeetingtheNeedsofAllStudents
EssentialandFocusQuestions
TheWritingProcess
TheUseofPrimarySources
StandardsforCivicsandGovernment
AlternativeDocuments
History
Periodic
Assessment1
History
Periodic
Assessment2
History
Periodic
Assessment3
1-1
OverviewofMajorDistrictInitiatives

GuideandPeriodicAssessmentsarepartof
the larger District periodic assessment
system that will support the major Los
Angeles Unified School District initiatives:
Secondary Literacy Plan, Institute For
Learning (IFL) Nine Principles of Learning,
Closing the Achievement Gap: Improving
Educational Outcomes for Under-Achieving
Students Initiative, and Small Learning
Communities.
A.SecondaryLiteracyPlan
ThegoaloftheLosAngelesUnifiedSchool
District's Secondary Literacy Plan is to
enhance the District's efforts to provide
learning opportunities and instruction to
enable all middle and high school students
to perform rigorous work and meet or
exceed content standards in each content
area. The plan is designed to address
student and teacher needs and overcome
challenges commonly faced in middle and
high school today. The plan contains the
following:
Addressliteracyinallcontentareas.
Help secondary teachers define their
role in teaching reading and writing in
theircontentarea.
Help struggling students with basic
reading and writing skills and provide
differentiatedsupport.
Provide training for secondary content
area teachers to develop skills and
strategies to provide additional,
differentiated support for students who
lackbasicreadingandwritingskills.
Change the institutional culture and
school structures of traditional middle
and high schools that often isolate
teachers and students and act as
barrierstolearningandchange.
Under the direction of the Superintendent,

Local District Superintendents, and Central
Office, implementation of The Secondary
Literacy Plan began in the 2000-2001
school year. The following changes in the
institutional and school structures must
occurastheplanisimplemented:
Students must be taught and acquire

new skills at the secondary level. Skills
that students are taught in elementary
school do not suffice for the complex
reading tasks and cognitive processing
that is required in the secondary
curriculum.
Literacy development must be an
ongoing process whereby students
learn to read, write and reason in the
specific ways that are needed for
differentcontentareasandpurposes.
Secondary students need explicit
instruction in reading and writing in
order to develop deep conceptual
understandingandtoapplyreadingand
writing strategies effectively in all
contentareas.
Teachers must be equipped with the
expertise that will enable them to help
all students solve problems as readers
and writers instead of labeling certain
groups of students as problem readers
and writers or ignoring low achieving
students.
Students must master the critical ideas
in various content areas and learn to
use reading, writing, speaking and
thinkingskillsineachcontentarea.
The Division of Instructional Support

Services is presently engaged in a
comprehensive review of all intervention
strategies and programs. The office will
bring forward recommendations that will
better define our intervention programs and
ensure that all interventions are research-
based, effective and wed to classroom
instruction. The office will identify specific
interventions for grades K through 12,
including a comprehensive review of the
present Summer School/Intersession
programandrecommendations.
1-2
It is critical that, as we implement
standards-based instruction, we have the
capacity to diagnose student weaknesses
andprescribespecificinterventionsthatwill
help correct those weaknesses. In
accomplishing this goal we will need to
identify in-class strategies, extended day
strategiesandadditionalstrategiesthatcan
be implemented in Summer
School/Intersession.
In order to meet the challenges of the

SecondaryLiteracyPlan,someactionitems
are:
Develop an instructional disciplinary

literacy framework, and support
standards-based instruction related to a
specific content area. Content literacy
addresses the development of literacy
andcontentknowledgesimultaneously.
Organize instruction at the secondary
level to create and support learning
conditions that will help all students
succeed.
Implement a coherent ongoing
professional development plan that will
provide content area teachers with
content-specific knowledge and
expertise in order to meet the varied
learning and literacy needs of all
students.
Structure an organizational design that
will enhance a school's capacity to
address the teaching and varied
learning needs of students in grades
6-12. Create infrastructure that will
include instructional models to support
expertteachingofcontentalignedtothe
standards.
Differentiate instructional programs to
meet the varied needs of all students,
particularly those who need extensive
accelerated instruction in decoding,
encoding,andreadingfluency.
Strengthen curricular and instructional
alignment with the content standards
throughtheadoptionofstandards-based
textbooksinHistory/SocialScience.
Figure 1 illustrates an overview of the

Secondary Literacy Plan components and
showsthecontentconnectionsbetweenthe
disciplines of Science, English/Language
Arts,Mathematics,andSocialStudies.The
interaction of the standards, professional
development, assessment, and evaluation
combine to form an interactive system that
promotescontentliteracy.
Figure1-SecondaryLiteracyChart
1-3
B.TheNinePrinciplesofLearning
The Nine Principles of Learning from the

Institute for Learning provide the theoretical
foundation of research-based instructional
practicesthatprovidethefoundationforthe
Secondary Redesign Comprehensive Plan.
These nine principles are embedded
throughout the Instructional Guide and
underscore the guiding beliefs common in
theLosAngelesUnifiedSchoolDistrict.
OrganizingforEffort
An effort-based school replaces the

assumption that aptitude determines what
and how much students learn with the
assumption that sustained and directed
effort can yield high achievement for all
students. Everything is organized to evoke
and support this effort and to send the
message that effort is expected and that
difficult problems lead to sustained work.
High minimum standards are set and
assessments are geared to these
standards. All students are taught a
rigorous curriculum matched to the
standards, along with as much time and
expert instruction as they need to meet or
exceed expectations. This principle is one
of the guiding beliefs common in every
school in the Los Angeles Unified School
District.
ClearExpectations

We must motivate students by regularly
recognizing their accomplishments. Clear
recognition of authentic accomplishment is
thehallmarkofaneffort-basedschool.This
recognition can take the form of
celebrations of work that meets standards
orintermediateprogressbenchmarkstothe
standards. Progress points should be
articulated so that, regardless of entering
performance level, every student can meet
real accomplishment criteria often enough
to be recognized frequently. Recognition of
accomplishment can be tied to an
opportunity to participate in events that
matter to students and their families.
Student accomplishment is also recognized
when student performance on
standards-based assessments is related to
opportunities at work and in higher
education.
If we expect all students to achieve at high
levels, then we need to define explicitly
what we expect students to learn. These
expectations need to be communicated to
professionals, parents, the community and,
above all, students themselves. Descriptive
criteria and models of work that meets
standardsshouldbepubliclydisplayed,and
students should refer to these displays to
help them analyze and discuss their work.
With visible accomplishment targets to aim
toward at each stage of learning, students
canparticipateinevaluatingtheirownwork
andsettinggoalsfortheirowneffort.
FairandCredibleEvaluations
We need to use assessments that students
find fair and that parents, community, and
employers find credible. Fair evaluations
are ones for which students can prepare;
therefore, tests, exams, classroom
assessments, and curriculum must be
aligned to the standards. Fair assessment
alsomeansthatgradingmustbeperformed
inrelationtoabsolutestandardsratherthan
onacurve,sothatstudentsclearlyseethe
results of their learning efforts.
Assessments that meet these criteria
provide parents, colleges, and employers
with credible evaluations of what individual
studentsknowandcando.
RecognitionofAccomplishment
AcademicRigorinaThinkingCurriculum
Thinking and problem solving will be the

new basics of the 21st century, but the
common idea that we can teach thinking
without a solid foundation of knowledge
must be abandoned. So must the idea that
we can teach knowledge without engaging
students in thinking. Knowledge and
thinkingareintimatelyjoined.
This implies a curriculum organized around
major concepts that students are expected
1-4
to know deeply. Teaching must engage
students in active reasoning about these
concepts. In every subject, at every grade
level, instruction and learning must include
commitment to a knowledge core, high
thinking demand, and active use of
knowledge.
AccountableTalk
Talkingwithothersaboutideasandworkis
fundamental to learning, but not all talk
sustains learning. For classroom talk to
promote learning it must be accountable to
the learning community, to accurate and
appropriate knowledge and to rigorous
thinking. Accountable talk seriously
responds to and further develops what
others in the group have said. It puts forth
and demands knowledge that is accurate
and relevant to the issue under discussion.
Accountabletalkusesevidenceappropriate
to the discipline (e.g., proofs in
mathematics, data from investigations in
science,textualdetailsinliterature, primary
and secondary sources in history) and
follows established norms of good
reasoning. Teachers should intentionally
create the norms and skills of accountable
talkintheirclassrooms.
SocializingIntelligence
Intelligence is much more than an innate

ability to think quickly and stockpile bits of
knowledge. Intelligence is a set of
problem-solving and reasoning capabilities
along with the habits of mind that lead one
to use those capabilities regularly.
Intelligence is equally a set of beliefs about
one'srightandobligationtounderstandand
make sense of the world, and one's
capacity to figure things out over time.
Intelligent habits of mind are learned
throughthedailyexpectationsplacedonthe
learner by calling on students to use the
skills of intelligent thinking. By holding
students responsible for doing so,
educators can "teach" intelligence. This is
what teachers normally do with students
from whom they expect much; it should be
standardpracticewithallstudents.
Self-managementofLearning
If students are going to be responsible for

the quality of their thinking and learning,
they need to develop and regularly use an
array of self-monitoring and
self-management strategies. These
metacognitive skills include noticing when
one doesn't understand something and
takingstepstoremedythesituation,aswell
as formulating questions and inquiries that
let one explore deep levels of meaning.
Studentsalsomanagetheirownlearningby
evaluating the feedback they get from
others; bringing their background
knowledge to bear on new learning;
anticipating learning difficulties and
apportioning their time accordingly and
judging their progress toward a learning
goal. These are strategies that good
learnersusespontaneouslyandallstudents
can learn through appropriate instruction
and socialization. Learning environments
should be designed to model and
encourage the regular use of
self-managementstrategies.
LearningasApprenticeship
Formanycenturies,mostpeoplelearnedby
working alongside an expert who modeled
skilled practice and guided novices as they
created authentic products or performances
for interested and critical audiences. This
kind of apprenticeship allowed learners to
acquire complex interdisciplinary
knowledge, practical abilities, and
appropriate forms of social behavior. Much
of the power of apprenticeship learning can
be brought into schooling by organizing
learning environments so that complex
thinking is modeled and analyzed and by
providing mentoring and coaching as
students undertake extended projects and
developpresentationsoffinishedwork,both
inandbeyondtheclassroom.
1-5
C.CulturallyRelevant/Responsive
TeachingMethodstoClosethe
AchievementGap
In June of 2000, the LAUSD Board of

Education approved a resolution that called
for an Action Plan to eliminate the
disparities in educational outcomes for
AfricanAmericanandLatinostudents.Five
major tenets, along with their
recommendations, performance goals, and
evaluations, are to be embedded into all
District instructional programs. The
History/Social Science Instructional Guide
for Grade 10 supports these tenets that are
listedbelow:
Tenet1
StudentsOpportunitytoLearn
Comprehensive professional development

for administrators, teachers, counselors,
and coaches on Culturally Responsive and
Culturally Contextualized Teaching will
ensure that instruction for African American
and Latino students is relevant and
responsivetotheirlearningneeds.
Tenet2
Students'OpportunitytoLearn(Adult
Focused)
The District will provide professional

development in the Academic English
Mastery Program (AEMP) to promote
language acquisition and improve student
achievement.
Tenet3
ProfessionalDevelopmentforTeachersand
StaffResponsiblefortheEducationof
AfricanAmericanandLatinoStudents
TheDistrictwillmakeeveryefforttoensure
that its staff, Central, Local District, and
School Site and their external support
providers are adequately trained and have
the pedagogical knowledge and skill to
effectively enhance the academic
achievementofAfricanAmericanandLatino
students.
Tenet4
EngageParentsandCommunityin
EducationofAfricanAmericanandLatino
Students
Parentsshouldbegiventheopportunityand
tools to be the effective educational
advocatesfortheirchildren.TheDistrictwill
continuetosupporttheeffortsofitsschools
to engage parents in the education of their
children through improved communications
betweenschools,teachers,andparents.
Tenet5
OngoingPlanning,SystematicMonitoring,
andReporting
Thedistrictshouldannuallyevaluatethe
actions taken by various parties
(superintendents,localdistricts,schools,
programs, administrators, teachers, and
staff) to close the achievement gap for
African American and Latino students.
The evaluation should report on the
statusofallAfricanAmericanandLatino
children in LAUSD on the performance
indicators enumerated in this action
plan, and should include case studies
for a sample of school and classrooms
inalllocaldistricts.
The following are basic assumptions upon

which culturally relevant and responsive
instructionandlearningisbuilt.
BasicAssumptions
Comprehensible: Culturally Responsive

Teachingteachesthewholechild.Culturally
Responsive teachers develop intellectual,
social emotional, and political learning by
usingculturalreferentstoimpartknowledge,
skills,andattitudes.
1-6
Multidimensional: Culturally Responsive
Teaching encompasses content, learning
context, classroom climate, student-teacher
relationships, instructional techniques, and
performanceassessments.
Empowering: Culturally Responsive

Teaching enables students to be more
successful learners. Empowering translates
into academic competence, personal
confidence,courage,andthewilltoact.
Transformative: Culturally Responsive

Teaching defies conventions of traditional
educational practices with respect to ethnic
students of color. It uses the cultures and
experience of students of color as
worthwhile resources for teaching and
learning, recognizes the strengths of these
students and enhances them further in the
instructional process. Culturally Responsive
Teachingtransformsteachersandstudents.
It is in the interactions with individual
educators that students are either
empowered, or alternately, disabled,
personallyandacademically.
Emancipatory: Culturally Responsive

Teaching is liberating. It makes authentic
knowledge about different ethnic groups
accessible to students and the validation,
information, and pride it generates are both
psychologicallyandintellectuallyliberating.
D.SmallLearningCommunities
The Los Angeles Unified School District is

committed to the learning of every child.
That commitment demands that every child
have access to rich educational
opportunities and supportive, personalized
learning environments. That commitment
demands that schools deliver a rich and
rigorous academic curriculum and that
students meet rigorous academic
standards. Correspondingly, the large,
industrial model schools typical of urban
areas will be reconfigured and new schools
willbebuilttoaccommodateSmallLearning
Communities. Those communities will be
characterizedby:
Personalizedinstruction
Respectfulandsupportivelearning
environments
Focusedcurriculum
Rigorousacademicperformance
standards
Continuityofinstruction
Continuityofstudent-teacher
relationships
Community-basedpartnerships
Jointuseoffacilities
Accountabilityforstudents,parents,and
teachers
Increasedcommunicationand
collaboration
Flexibilityandinnovationforstudents,
parents,andteachers
TheLAUSDiscommittedtotheredesignof
itsschools.Thatcommitmentincludesthe
willingnesstotreatstudentsasindividuals
andthewillingnesstoalloweachschoolto
fulfillthegoalsoftheSmallLearning
Communityidealsintheuniquenessofits
ownsetting.
2-1
StateofCaliforniaDocuments

The History-Social Science Content
Standards for California Public Schools
represents the content of history-social
science education and includes essential
skills and knowledge students will need to
behistorically literatecitizensinthe twenty-
first century. These standards emphasize
historical narrative, highlight the roles of
significant individuals throughout history,
and convey the rights and obligations of
citizenship. The History-Social Science
FrameworkforCaliforniaPublicSchoolsisa
blueprint for the reform of the history-social
science curriculum, instruction, professional
preparation and development, and
instructional materials in California. The
history-social science standards contain a
precise description of required content at
each grade level. The framework extends
those guidelines by providing the
philosophical reasoning behind the creation
of the standards and the goals for history-
social science education in the state of
California. The object of the history-social
science curriculum is intended to set forth,
in an organized way, the knowledge and
understanding that our students need to
function intelligently now and in the future
(p.3). These documents drive history-social
scienceinstructioninCalifornia.
A.TheCaliforniaContentStandards
The California Content Standards in the

Instructional Guide are organized into three
instructional components. These
components were created from the input of
the Secondary History Social Science
Cadres throughout the Los Angeles Unified
School District. The instructional
components provide a map for student
masteryofthecontentstandards.
The introduction to the standards states,

When students master the content and
develop the skills contained in these
standards,theywillbewellequippedforthe
twenty-firstcentury(p.vii).
B. History/SocialScienceFrameworkfor
CaliforniaPublicSchools
The History-Social Science Framework for

California Public Schools supports the
California History-Social Science Content
Standards. The Framework "establishes
guiding principles that define attributes of a
quality history-social science curriculum at
all grade levels." Additionally, the
Framework states, as educators, we have
the responsibility of preparing children for
the challenges of living in a fast-changing
society. The study of continuity and change
is, as it happens, the main focus of the
history-socialsciencecurriculum.(p.3)
These principles of an effective history-

social science education program address
the complexity of the content and the
methods by which the curriculum is
effectively taught. In addition to the
seventeen distinguishing characteristics of
the Framework, the Instructional Guide is
basedonthefollowingguidingprinciples:
TeachingandlearningofHistory/Social
Scienceisinquirybased,withhabitsof
mindthatareuniquetothediscipline.
Allstudentscanlearnthehabitsofmind
ofthesocialsciencesgivenadequate
TheHistory/Social ScienceInstructionalGuideforGrade10isbuiltupontheframework
provided by the History-Social Science Framework for California Public Schools 2001,
the California Standards for the Teaching Profession, and the History-Social Science
Content Standards for California Public Schools1998. Each of these California
documentshasoverarchingimplicationsforeverygradelevelfromKto12.
2-2
models,coaching,tools,practiceand
feedback.
History/SocialScienceeducatorshavea
uniqueandessentialresponsibilityinthe
preparationofaneducated,engaged
citizenry.
Educatorsneedtheadequatetime,
training,collaboration,resourcesand
toolstoimplementinquiryand
standards-basedhistoryinstruction.
C.CaliforniaStandardsfortheTeaching
Profession
The California Standards for the Teaching

Profession provide the foundation for
teaching.Thesestandardsofferacommon
language and create a vision that enables
teachers to define and develop their
practice. Reflected in these standards is a
critical need for all teachers to be
responsivetothediversecultural,linguistic,
and socio-economic backgrounds of their
students. The California Standards for the
Teaching Profession provides a framework
ofsixstandardswiththirtytwokeyelements
that represent a developmental, holistic
view of teaching, and are intended to meet
theneedsofdiverseteachersandstudents.
These standards are designed to help
educatorsdothefollowing:
Reflectaboutstudentlearningand
practice,
Formulateprofessionalgoalstoimprove
theirteachingpractice,
Guide,monitorandassesstheprogress
ofateacher'spracticetoward
professionalgoalsandprofessionally
acceptedbenchmarks.
The teaching standards are summarized

below. Further expansion and explanation
of the key elements are presented in the
complete text, California Standards for the
TeachingProfession,whichcanbeobtained
fromtheCaliforniaCommissiononTeacher
Credentialing or the California Department
ofEducation.
Standard1:EngagingandSupportingAll
StudentsinLearning
Teachers build on students' prior

knowledge, life experience, and interests to
achieve learning goals for all students.
Teachers use a variety of instructional
strategies and resources that respond to
students'diverseneeds.Teachersfacilitate
challenging learning experiences for all
students in environments that promote
autonomy,interactionandchoice.
Teachers actively engage all students in

problem solving and critical thinking within
andacrosssubjectmatterareas.Concepts
andskillsaretaughtinwaysthatencourage
students to apply them in real-life contexts
that make subject matter meaningful.
Teachersassistallstudentstobecomeself-
directed learners who are able to
demonstrate, articulate, and evaluate what
theylearn.
Standard2:CreatingandMaintaining
EffectiveEnvironmentsforStudentLearning
Teacherscreate physical environments that

engage all students in purposeful learning
activities and encourage constructive
interactions among students. Teachers
maintain safe learning environments in
which all students are treated fairly and
respectfully as they assume responsibility
for themselves and one another. Teachers
encourage all students to participate in
making decisions and in working
independently and collaboratively.
Expectations for student behavior are
established early, clearly understood, and
consistently maintained. Teachers make
effective use of instructional time as they
implementclassproceduresandroutines.
Standard3:UnderstandingandOrganizing
SubjectMatterforStudentUnderstanding
Teachers exhibit strong working knowledge

of subject matter and student development.
Teachers organize curriculum to facilitate
students' understanding of the central
themes, concepts, and skills in the subject
area.
2-3
Teachers interrelate ideas and information
withinandacrosscurricularareastoextend
students' understanding. Teachers use
their knowledge of student development,
subject matter, instructional resources and
teaching strategies to make subject matter
accessibletoallstudents.
Standard4:PlanningInstructionand
DesigningLearningExperiencesforAll
Students
Teachersplaninstructionthatdrawsonand
values students' backgrounds, prior
knowledge, and interests. Teachers
establish challenging learning goals for all
students based on student experience,
language, development, and home and
school expectations, and include a
repertoire of instructional strategies.
Teachers use instructional activities that
promote learning goals and connect with
student experiences and interests.
Teachers modify and adjust instructional
plansaccordingtostudentengagementand
achievement.
Standard5:AssessingStudentLearning
Teachers establish and clearly

communicatelearninggoalsforallstudents.
Teachers collect information about student
performance from a variety of sources.
Teachersinvolvestudentsinassessingtheir
own learning. Teachers use information
from a variety of on-going assessments to
plan and adjust learning opportunities that
promote academic achievement and
personal growth for all students. Teachers
exchange information about student
learningwithstudents,families,andsupport
personnel in ways that improve
understanding and encourage further
academicprogress.
Standard6:DevelopingasaProfessional
Educator
Teachers reflect on their teaching practice

and actively engage in planning their
professional development. Teachers
establish professional learning goals,
pursueopportunitiestodevelopprofessional
knowledge and skill, and participate in the
extended professional community.
Teachers learn about and work with local
communities to improve their professional
practice.Teacherscommunicateeffectively
with families and involve them in student
learning and the school community.
Teachers contribute to school activities,
promote school goals and improve
professional practice by working collegially
with all school staff. Teachers balance
professional responsibilities and maintain
motivationandcommitmenttoallstudents.
These standards for the teaching

profession, along with the Content
Standards and the History-Social Science
Framework,provideguidancetoachievethe
objective that all students achieve a high
degreeofhistory-socialscienceliteracy.
3-1
History/SocialSciencePedagogy
Philosophy

GuideforGrade10supportsthefollowing:
Deepen the understanding of

Disciplinary Literacy and standards-
basedinstruction.
Examine what it means to think, read
and write as a historian and how this
translates into day-to-day standards
based lessons and formative
assessments.
Focus on the ability of teachers to use
historical inquiry and primary source
documents as an instructional strategy
to engage the learner and to apprentice
student-historians.
Utilize primary sources to model how
historians gather and interpret evidence
andgenerateandmodifyhypotheses.
Consider our civic mission to educate a
thoughtful, informed citizenry capable of
makinginformedchoices.
The goal was to foster and promote an

educational community where history
teachers apply this pedagogical knowledge
and these instructional strategies in the
classroom. Within that educational
community, teachers use formative
assessments, analyze the data, participate
inlessonstudy,andcontinuallymodifytheir
instructiontosupportthestudentmasteryof
content knowledge and the acquisition of
thehistoricalhabitsofmind.
DisciplinaryLiteracy
The District initiative to advance literacy

acrossthefourcorecontentareasistermed
DisciplinaryLiteracy.DisciplinaryLiteracyis
defined "as the mastery of both the core
ideas and concepts and the habits of
thinking" of a particular discipline. The
driving idea is that knowledge and thinking
must go hand in hand. As content
knowledge grows, one needs to grow also
in the habits of thinking for that discipline.
The role of the teacher is to ensure that all
students learn on the diagonal. The
following chart, adapted from C. Gieslers,
Academic Literacy (1994), illustrates the
district Disciplinary Literacy goal for
students to learn on the diagonal.

3-2
Forstudentstolearnonthediagonal,itisof
utmost importance for our teachers to use
instructional methods that promote the
mastery of conceptual and content
knowledgewithanalysisskillsandhabitsof
minduniquetothedisciplineofHistory.
The following five design principles for

instruction support student learning along
thediagonal:
1. Studentslearncoreconceptsandhabits
of thinking within each discipline as
definedbystandards.
All students are expected to inquire,

investigate, read, write, reason, and
speakashistorians.
Students experience curricula
characterized by depth and
consistency.
2. Learningactivities,curricula,tasks,text,
and talk apprentice students within the
disciplineofHistory/SocialScience.
Students learn by doing history,

engaging in rigorous ongoing
investigations into the essential
issues of humanity, culture and
civilization.
All lessons, assignments, materials,
anddiscussionsserveasscaffolding
for students' emerging mastery of
History/Social Science content
knowledgeandhabitsofthinking.
3. Teachers apprentice students by giving

themopportunitiestoengageinrigorous
disciplinary activity and by providing
scaffolding through inquiry, direct
instruction,modelingandobservation.
4. Intelligence is socialized through

community, class-learning culture, and
instructionalroutines.
Students are encouraged to take

risks, to seek and offer help when
appropriate, to ask questions and
insistonunderstandingtheanswers,
to analyze and solve problems to
reflectontheirlearning,andtolearn
fromoneanother.
Teachers arrange environments,
use tools, and establish norms and
routines and communicate to all
student how to become better
thinkersinHistory/SocialScience.
5. Instructionisassessment-driven.
Teachers use multiple forms of

formal and informal assessment,
formative and summative
assessment and data to guide
instruction.
Throughout the year, teachers
assess students' grasp of
History/Social Science concepts,
their habits of inquiring,
investigating, problem-solving, and
communicating.
Teachersusetheseassessmentsto
tailor instructional opportunities to
theneedsoftheirlearners.
Students are engaged in self-
assessment to develop meta-
cognitive development and the
abilitytomanagetheirownlearning.
3-3
ThinkingHistorically
Thinkinghistoricallyisbestdescribedasthe
acquisition of core knowledge in
History/Social Science, which provides the
student with a foundation to develop the
critical thinking skills needed by historians
and social scientists to study the past and
its relationship to the present. History is as
much about asking questions as it is about
answering questions, or questioning
answers.
ReadingHistorically
According to Ronald Takaki, a Professor of

Ethnic Studies at UC Berkeley,
Experienced readers of history read to
makesenseofthepast,evaluatewhatthey
are reading based on historical evidence
and create their own historical explanation
or interpretation. Reading of history
requiresstudybeyondtheinitialfactsandis
characterized by differing perspectives,
conflictingmotives,andcompetingforces.
WritingHistorically
Facts are not the past, but the residue of

human action left behind for historians to
wade through, interpret, and fashion,
through writing, in to history. Historians
analyze evidence and record their
interpretations of the facts, constructing
portrayals of the past. Each historian writes
with a purpose, targeting a specific
audience.Therefore,historicalwritingisthe
process through which the historian
constructs his/her argument. In essence,
historicalwritingallowsthewritertopresent
a version of events based on evidence and
records. As Thomas Holt, a professor of
History at the University of Chicago says,
All historical writing is essentially
competing human narratives about the
past.
3-4
Thinking/Reading/Writing/SpeakingasanHistorian
Thinking Reading
Historians...
Understand and appreciate universal and
culturalhistoricalthemesanddilemmas.
Distinguishtheimportantfromtheirrelevant.
Recognize vital connections between the past
andpresent.
Speculate by making predictions about their
worldandthefuture.
Effectivelyanalyzeandinterpretevidence,both
primaryandsecondary.
Identifyrelationshipsbetweencauseandeffect.
Distinguishmaineventsfromsecondaryevents.
Research history (documents, artifacts, etc.) to
gatherevidence.
Interpret evidence to construct an account or
portrayalofthepast.
Consider all the evidence and interpretations
and formulate hypotheses about what is
happeningandwhy.
Verifyhypothesesthroughresearch.
Historians...
Seektodiscovercontext.
Askwhatthepurposeofthetextis.
Assumebiasintext.
Considerwordchoiceandtone.
Read slowly, simulating a social exchange
between two readers, one who enters into
the text wholeheartedly and reads it like a
believer, and the other who then stands
backandcriticallyquestionsthetext.
Compare texts to gather different, perhaps
divergent, accounts of the same event or
topic.
Get interested in contradictions and
ambiguity.
Checksourcesofdocuments.
Read like witnesses to living, evolving
events.
Readlikelawyers,whomakecases.
Writing Speaking
Historians...
Use historical narrative to summarize and
explainthepast.
Writewithpurpose,targetingspecificaudiences.
Construct historical arguments presenting their
versionofeventsbasedonevidenceandrecord.
Useavarietyofformats,including:
o Scholarlyarticles.
o Textbooks.
o Biographies.
o Scriptsfordocumentaries.
o Descriptionsformuseumexhibits.
Writeinvaryingstyles.
Historians...
Presenttheirfindingsinavarietyofformats,
including:
o Lectures.
o Scholarlydebates.
o Film documentary narration or
commentary.
o Presentationsofscholarlyarticles.
o Giving commentary on museum
exhibits.
Historiansalso...
Holdinterviews.
Advisepoliticians.
Commentoncurrentevents.
3-5
Using primary sources is essential to

developing the habits of mind integral in
historical thinking. Teaching students to
analyze primary sources successfully
begins with modeling effective questioning
in order to understand content and
significance.
Primarysourcesincludewrittendocuments,
maps, photographs, cartoons, artwork,
artifacts, photographs, sound recordings,
motion pictures, and posters. They allow
students to analyze events from the
perspectiveofthosewhowerewitnessesto
history. It is through this work that students
learn how to analyze and interpret history,
leadingthemtodrawtheirownconclusions,
based on evidence. Additionally, primary
sourcesallowstudentstograsphowpeople
resolved complex issues. For example, an
examination of Winston Churchills speech,
orJosephStalinsresponse,regardingthe
issue of an Iron Curtain during the Cold
WarErademonstratesthecomplexityofthe
matter for world leaders. It is through
evaluating and analyzing documents that
studentswillbeabletoarriveatdeeplevels
ofhistoricalknowledgeandunderstanding.
The ability to comprehend and analyze

primarysourcesisacomplexskillthatmust
bescaffoldedforstudents.Manydocuments
contain abstract and unfamiliar terminology
and can prove to be challenging for
students. The instructional strategies
provided in this guide demonstrate several
practical uses for primary sources. For
example, students analyze quotes, visuals,
and compare speakers perspectives to
determine point of view. Speeches are
deconstructed and analyzed in order to
determine motivation for action (See
AppendixDonprimarysources)
3-6
StrategiesUsedintheInstructionalGuide
Eachconceptlessonisdesignedtoincorporateavarietyoftechniquesandstrategiestosupport
allstudents.Thechartbelowindicatesthestrategiesfoundintheconceptlessonsandtheways
thesestrategiessupportstudents.
StudentSupport
Strategies
inthe
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4
Agree/Disagree
Chart

CornellNotes
ExitSlips
Experiential
Exercise

GraphicOrganizers
JigsawReading
ModelingDocument
Analysis

Say,Mean,Matter
ThinkAloud
Think,Pair,Share
VisualAnalysis
Key:
1
VocabularySupport:Thestrategycontainstoolstohelpstudentsunderstandkeyand
supportvocabulary.
2
QuestionVariety:Thestrategyinvolvesavarietyofquestions,buildingonmultiplelevelsof
BloomsTaxonomy.
3
VarietyofAssessment:Thestrategyprovidesstudentsmultiplewaystodemonstrate
masteryofcontent.
4
PersonalizedContent:Thestrategyallowsstudentstorelatecontenttotheirownlives.
3-7
StudentEngagement
There has been extensive literature written

on ways to engage students in learning. In
general, much of the literature finds that
studentsengageinclassroomactivitiesthat
are meaningful, motivational, and
experiential.
Meaningful activities are those to which the

students can relate their own lives or past
learning.Studentsunderstandwhytheyare
engagedintheactivityandseeconnections
across curricula or how they might use the
information in their lives. These activities
give students an opportunity to personalize
information, ultimately validating who they
are and that what they bring to the
classroomisvaluable.
Motivational activities build on students

curiosity, interests, and independence. A
students curiosity is perhaps the strongest
motivator; if a topic, question or method of
delivery (i.e. storytelling) is intriguing to a
student, he/she will naturally look for more
information or seek the answer. Likewise,
tappingintotheinterestsofthestudentswill
build upon internal motivation. Additionally,
students are eager to exercise
independence and self-expression. Giving
students some degree of autonomy in
selectionoftopics,projects,orassessments
will increase their motivation to engage in
theactivity.
Experiential activities tap into the multiple

intelligences of students. In History/Social
Science, cooperative activities, project-
based learning, or simulations are some
examples of experiential activities. These
activities allow the students to use their
spatial, kinesthetic, interpersonal, musical,
or naturalist intelligences to engage in the
activity ultimately supporting retention and
mastery of the content knowledge. (See
the chart of Gardners Theory of Multiple
IntelligencesinAppendixA.)
3-8
AcademicSkillsGrade10
TheInstructionalGuidebuildsuponfourdistinctskillsets:ConceptualAnalysis,Historical
Analysis,Reading,andWriting.Foreaseofuseandreadability,theseskillshavebeenhave
beendividedintofourseparatesets.WhiletheConceptualAnalysisandHistoricalAnalysis
skillsarebasedontheCaliforniaStateHistory/SocialScienceFrameworkandStandards,the
readingandwritingskillsareconnectedtotheEnglishLanguageArtsStandards.
HistoricalReadingEmphasis ConceptualSkillsEmphasis
Readprimaryandsecondarysourceslikea
detectivetofindcluesandlikealawyerto
makeacase.
Understandtheimportanceofcontextand
sourcewhenanalyzingprimarysource
documents.
Formulatehistoricalquestionswhenanalyzing
avarietyofprimaryandsecondarysource
documents.
Detectandevaluatebias,distortions,and
propagandainprimarysourcedocumentsand
inexpositorytext.
Understandtheoverallapproachtakenbyan
author(thesisposed,point-of-view,audience,
evidenceused).
Compareandcontrastsourcesinorderto
developtheskillofcorroboration.
Determineandevaluatemajorturningpoints
thatshapedthemodernworld.
Explorecauseandeffectfocusingonthe
historicalrootsofcurrentworldissues,
internationalandinternationalconflicts,and
patternsofglobalcontinuityandchange.
Considerhowtechnology,politics,religion,
education,economics,andotherfactors
influencesocialchange.Reflectonthesefactors
andevaluatetheirinfluenceonthemodern
world.
Examinehowpowertakesonmanyforms,
includingideological,military,economic,political
andcultural.Understandhowgovernmentsand
individualsutilizepowertoinfluencebehavior.
Understandandevaluateinterdependence,
includinghowcountriesdependuponone
anotherthroughtreatiesandalliances,
resources,markets,information,and
technology.
HistoricalAnalysisSkills WritingSkillsEmphasis
Assessissuesofchangeandcontinuityover
time.Compareandcontrastinstitutions,trends,
movements,people,interestsandvalues.
Comparethepresentwiththepast,evaluating
theconsequencesofpasteventsanddecisions
anddeterminingthelessonsthatwerelearned
(CST1).
Analyzehowchangehappensatdifferentrates
andatdifferenttimes(CST2).
Relatepastandcurrenteventstothephysical
andhumancharacteristicsofplacesand
regions.(CST4).
Showtheconnections,causalandotherwise,
betweenparticularhistoricaleventsandlarger
social,economic,andpoliticaltrendsand
developments.(HI1)
Analyzepointofview,context,bias,andvalidity
ofarguments.
Analyze how historians use evidence and
constructandtesthypotheses(REP4)
Identify,selectandusetoolstoorganize
informationandideasinpreparationforwriting.
Writeexpositorycompositionsfocusingonthe
similaritiesanddifferencesamongoneormore
individuals,groups,concepts,orpastevents,
employinginformationfrommultipleprimaryand
secondarysources.
Writeexpositoryandpersuasivecompositions
focusingonhistoricalcontextthatincludethe
developmentofathesisstatement,topic
sentences,andaconclusion.
Writeadocument-basedessaywithevidenceand
citations.
Writereflectionsthatmakepersonalconnections
withthecontentandlearningexperiences.
TheRoleofAssessment
Assessstudentlearningandinstructionandthe
effectivenessonthebasisofresultsratherthan
intentions
RickDuFour
As an integral element of the Secondary

Periodic Assessment Program, the
History/Social Science assessments are
designed to measure student learning and
informinstruction.TheintentofthePeriodic
Assessmentsistoprovideteacherswiththe
diagnostic information needed to ensure
that students have received the instruction
in the History/Social Science content
specified by the California History/Social
ScienceFrameworkandContentStandards,
andtoprovidedirectionforinstruction.They
arespecificallydesignedto:
Focusclassroominstructiononthe
CaliforniaContentStandards.
Ensurethatallstudentsareprovided
accesstothecontentrequiredofthe
standards.
Provideacoherentsystemforlinking
assessmentofstandardstodistrict
programsandadoptedmaterials.
Beadministeredtoallstudentsincore
History/SocialScienceclassesona
periodicbasis.
Guideinstructionbyprovidingon-going
feedbackthatwillhelpteachers
collaborativelytargetthespecific
standards-basedknowledgeandskills
thatstudentsneedtoacquire.
Assistteachersindetermining
appropriateextensionsand
interventions.
Motivatestudentstoberesponsiblefor
theirownlearning.
Provideusefulinformationtoparents
regardingtheirchildsprogresstoward
proficiencyofstandards.
Linkprofessionaldevelopmentto
standards-specificdata.
PurposeofPeriodicAssessments
Collectingdataisonlythefirststeptoward
wisdom,butsharingdataisthefirststeptoward
community.
HenryLouisGates,Jr.
There are numerous researched-based

reasons for utilizing common assessments.
First, common assessments promote equity
andaccessforallstudents.Secondly,they
enable teachers to collaborate, to identify,
and to address problem areas in their
community/programs. Thirdly, common
assessments are tools to be used to hone
and share best practices in the teaching
profession. Finally, common assessments
provide opportunities for a collective-
response to help schools create timely,
systemicinterventionforstudents.
Results from the assessments should be

used to specify immediate adjustments and
guide modifications in instruction to assist
all students in meeting or exceeding the
state History/Social Science standards.
With these results, teachers can make
immediate decisions about instruction,
includingextensionsandinterventions.
Schoolsfostereffectiveinstructionwhenthey
helpestablishspecific,measurable,results-
orientated,performancegoals.
KatzenbackandSmith
The Instructional Guide includes five Model

Lessons with built in assessment
components. These classroom level
assessments, along with other teacher
designedassessments,studentevaluations,
and student and teacher reflections, can be
used to create a complete classroom
assessmentplan.
4-1

4-2

The Periodic Assessments are a formal
assessment of the students mastery of the
standards within the History/Social Science
discipline, but should not beconsidered the
sole method of assessing students content
knowledge. The assessment is designed to
measurearangeofskillsandknowledge.
Each Periodic Assessment will consist of

multiple-choice questions and one short
constructed response item (SCR). The
multiplechoiceitemsaredesignedtomirror
the California Standards Test in structure,
content and skills. The constructed
response items are designed to assess
students historical analysis skills. The
content in the SCRs will connect to the
contentinthemodellessons.
The assessment is designed to be given

within a single 50 minute classroom period.
History/Social Science test booklets will be
availableinbothEnglishandSpanish.
ScoringofPeriodicAssessments
The multiple choice portion of the Periodic

Assessment will be scored electronically by
The Princeton Review. The classroom
teacher, using a scoring guide designed to
score content and salient ideas, not
language conventions, will evaluate the
SCR. Teachers will be trained during
professional development in scoring the
SCRwritingtasksusingthescoringguide.
Intervention
Highexpectationsforsuccesswillbejudgednot
onlybytheinitialstaffbeliefsandbehaviors,but
alsobytheorganizationsresponsewhensome
studentsdonotlearn.
LarryLezotte
Intervention should be part of the daily

classroom instruction. As teachers assess
understandingandlearningeachday,soas
to determine where students are in relation
to the standards, they will make decisions
about when to simply review content and
when to incorporate researched-based
practices designed to assist students in
acquiringtheknowledgeandskills.
Following each periodic assessment, time

should be set aside for students and
teachers to review assessment scores and
establish a clearly defined course of action.
At this point intervention is strategic
teaching and learning. Common student
misconceptionscanbeaddressedassimilar
concepts and topics are covered in
subsequentunitsprovidingopportunitiesfor
comparingandcontrastingpastandpresent
content.

SamplePeriodicAssessmentQuestions
1. WhydidtheUnitedStatesrefusetojointheLeagueofNations?
A ItwasafraidtheLeaguewouldforceittogiveupitsterritories.
B ItwasconcernedthattheLeaguewouldinterferewithAmericansovereignty.
C ItwasconcernedtheLeaguewouldforceittopayreparationstoEuropean
countriesinvolvedinWorldWarI.
D ItwasafraidtheLeaguewouldtryUnitedStatescitizensforwarcrimes.
Theworldtodaydoesntmakesense,sowhyshouldIpaintpicturesthatdo?
PabloPicasso
2. Picassosquoteaboveillustrates
A EuropeansconcernsabouttheriseofimperialismafterWorldWarI.
B EuropeansconcernsabouttheendoffreetradeafterWorldWarI.
C theinfluenceofpost-WorldWarIdisillusionmentonart.
D theinfluenceofBritishideologiesonthepost-WorldWarIartworld.

Astateisnotameresociety,havingacommonplace,establishedforthepreventionof
mutualcrimeandforthesakeofexchange...Politicalsocietyexistsforthesakeof
nobleactions,andnotofmerecompanionship.
Aristotle,fromPolitics
3. ThequoteaboveillustratesAristotlesinterestin
Aruleoflaw.
B theillegitimacyoftyranny.
C theplaceofmoralityinpolitics.
D therelationoftheindividualtothestate.
4. EuropeancolonistsbelievedtheyshouldcolonizeAfricabecause
A. Europeanshadwealthandpower.
B. Africahadnotradenetworks.

C. Africansdidnotresist.
D. Europeanshadnocolonies.
5 WhichwasacentralcriticismofcapitalismduringtheIndustrialRevolution?
A dependenceonforeignmarkets
B exploitationofnaturalresources.
C thehighcostofnewmachinery
D unfairdistributionofwealth.
4-3

SampleShortConstructedResponse
Directions:Carefullyreadtheinformationbelow.Thenusethehistoricalbackground,countries
inattendance,excerpts,andthemaptoanswerthequestionsontheothersideofthispage.
HistoricalBackground
Inthemid-nineteenthcenturytheimperialistpowersofEuropeshowedrenewedinterestinthe
continentofAfrica.Thisinterestwasheightenedbytheopportunitiesforrawmaterialsand
investmentthatcouldprovideforEurope'scontinuingindustrialization.Therewascompetition
amongthepowersastheyeyedtheopportunitiesandsetthestageforintrusion.
TheBerlinConference,November15,1884.Thecountriesrepresented:
France,Germany,GreatBritain,Portugal,Belgium,Denmark,Netherlands,Russia,Austria-
Hungary,Sweden,Norway,Turkey,Spain,UnitedStates
FromtheBerlinConference:TheGeneralAct,February26,1885
XXXV.TheSignatoryPowersofthepresentActrecognizetheobligationtoinsurethe
establishmentofauthorityintheregionsoccupiedbythemonthecoastsoftheAfrican
Continentsufficienttoprotectexistingrights,and,asthecasemaybe,freedomoftradeandof
transitundertheconditionsagreedupon.
MapofAfrica,1914

4-4

SampleShortConstructedResponseAnswerSheet

1.Accordingtothedocuments,whichnationthathadterritorialclaimsin1914,didnotattend
theBerlinConferencein1885?

2.BasedontheexcerptfromtheGeneralAct,whocanyouinferweretheSignatoryPowers
(nationsthatsigneddocument)?

3.Usingthemap,theexcerpts,andyourknowledgeofhistory,whatweretheconsequencesof
theBerlinConferenceof1885?

4-5

4-6

SampleShortConstructedResponseAnswerSheet

1.Accordingtothedocuments,whichnationthathadterritorialclaimsin1914,didnotattend
theBerlinConferencein1885?
Answer:Italy

2.BasedontheexcerptfromtheGeneralAct,whocanyouinferweretheSignatoryPowers
(nationsthatsigneddocument)?
Answer:TheEuropeannationsandUSattendingtheconferenceortheindustrializednationsof
theworld.

3.Usingthemap,theexcerpts,andyourknowledgeofhistory,whatweretheconsequencesof
theBerlinConferenceof1885?
Answer:Answersmayvary,butstudentsshouldhaveatleastthreeofthefollowingpoints:
AfricannationswerebarredfromtheBerlinConferenceandwithno
representationfelltothemercyoftheEuropeanpowers.
EuropeanpowersextendedtheirinfluencethroughoutallofAfrica,particularly
theinterior.
MostoftheindependentnationsinAfricapriorto1885by1914fellunder
Europeancontrolby1914.
EuropeexploitedandfleecedtherawmaterialsthroughouttheAfricancontinent.
ThelossofnativeAfricancultures,languages,religions,andcustomsoccurred.
ThecreationofnationalbordersbasedonEuropeaninterestratherthanAfrican
peoplesinterestwouldlatercauseunrestinAfrica.

5-1

IntroductiontotheCurricularMap
Thecurricularmapsareaplanthatallocatesthetimeneededtoteachallofthecontent
standardsadequatelyinoneinstructionalyear.Theywerecreatedtoassistteacherswith
instructionalplanningaswellastodevelopaunifiedyetflexibleinstructionalapproachto
History/SocialSciencewithintheLosAngelesUnifiedSchoolDistrict.
Themapsaredividedintothreeinstructionalcomponentsconsistingofthestandardsetstobe
taught,eachcomponentcomprisingroughly1/3ofthetimeinayear-longcourse.Withineach
instructionalcomponent,therearespecifiedstandardsanddaysallocatedforeachstandard;
withinthatcomponent,thesequenceofstandardsandthenumberofinstructionaldaysmaybe
adjustedtobestfittheneedsofyourstudentsbeforethePeriodicAssessmentwindow.The
numberofinstructionaldaysforeachstandardwasdeterminedbythenumberof"A"and"B"
substandardsandthecontentwithinthestandard,aswellasthetimeneededtoprepareforand
taketheCaliforniaStandardsTest(tendays).Themapsalsobuildinnineflexibledaysto
accountforotheractivitiesthatmayimpactclassroomtime(firedrills,assemblies,minimum
days).
Periodicassessmentsarecalendaredattheendofeachinstructionalcomponent.Inorderfor
studentstobepreparedfortheassessment,thestandardsetsineachcomponentmustbe
completedintheallottedtime.
Thecurricularmapsareorganizedinthefollowingmanner:
Standards BluePrintFocusStandards Concepts InstructionalDays

California
History/Social
Content
Standards
Thenumberof
questionsontheCST
foreachstandards
Thetestingemphasisfor
thesubstandardsas
determinedbytheCDE
o "A"indicateshigh
emphasis
o "B"medium
o "C"low
o Standardsthatare
notrankedfor
emphasisandare
identifiedwithan
asterisk(*)
Conceptshighlight
importantideas
thatdeepen
student
understandingof
thestandard.
Numberofdaysof
instruction
allocatedforeach
standard
Differentiated
accordingto
schoolcalendar
ItemsSpecificto10thGrade:
ItisnecessarytoconcludetheinstructiononStandard10.1atanappropriatetimein
ordertoreachStandard10.11intheallocatedinstructionaldays.
G GR RA AD DE E 1 10 0 W WO OR RL LD D H HI IS ST TO OR RY Y, , C CU UL LT TU UR RE E, , A AN ND D G GE EO OG GR RA AP PH HY Y: : T TH HE E M MO OD DE ER RN N W WO OR RL LD D
InstructionalComponent1:DevelopmentofWesternPoliticalThought,Revolutions,Industrial
Revolution,Imperialism(Standards10.1,10.2,10.3,10.4)
BluePrintFocusStandards:
Aindicateshighemphasis
Bindicatesmediumemphasis
Cindicateslowemphasis
*notrankedforemphasis
First5days(traditional)and4days(year-round)oftheFallSemester:
Buildingclassroomcommunity
ConstitutionDayactivities
Thinkingasahistorian
ReviewofWorldgeography
Standards
BluePrint
Focus
Standards
Concepts
Instructional
Days
10.1Studentsrelatethemoralandethicalprinciplesinancient
GreekandRomanphilosophy,inJudaism,andinChristianitytothe
developmentofWesternpoliticalthought.
5Questions
Ethics
Genocide
Democracy
Reason
Faith
Tyranny
Traditional
Calendar
15Days
Concept6
Calendar
A-Track
12Days
B-Track
13Days
C-Track
12Days
FourbyFour
Calendar
5Days
1.AnalyzethesimilaritiesanddifferencesinJudeo-Christianand
Greco-Romanviewsoflaw,reasonandfaith,anddutiesofthe
individual.
*
2.TracethedevelopmentoftheWesternpoliticalideasoftherule
oflawandillegitimacyoftyranny,drawingfromselectionsfrom
PlatosRepublicandAristotle'sPolitics.
*
3.ConsidertheinfluenceoftheU.S.Constitutiononpolitical
systemsinthecontemporaryworld.
*

5-2
AindicateshighemphasisBindicatesmediumemphasisCindicateslowemphasis*notrankedforemphasis
Standards
BluePrint
Focus
Standards
Concepts
Instructional
Days
10.2StudentscompareandcontrasttheGloriousRevolutionof
England,theAmericanRevolution,andtheFrenchRevolutionand
theirenduringeffectsworldwideonthepoliticalexpectationsfor
self-governmentandindividualliberty.
8Questions
Equality
Naturalrights
Revolution
Tyranny
Nationalism
Empire
Traditional
Calendar
18Days
Concept6
Calendar
A-Track
19Days
B-Track
19Days
C-Track
19Days
FourbyFour
Calendar
9Days
1.Comparethemajorideasofphilosophersandtheireffectonthe
democraticrevolutionsinEngland,theUnitedStates,France,and
LatinAmerica(e.g.,biographiesofJohnLocke,Charles-Louis
Montesquieu,Jean-JacquesRousseau,SimnBolvar,Thomas
Jefferson,JamesMadison).
A
2.ListtheprinciplesoftheMagnaCarta,theEnglishBillofRights
(1689),theAmericanDeclarationofIndependence(1776),the
FrenchDeclarationoftheRightsofManandtheCitizen(1789),and
theU.S.BillofRights(1791).
A
3.UnderstandtheuniquecharacteroftheAmericanRevolution,its
spreadtootherpartsoftheworld,anditscontinuingsignificanceto
othernations.
*
4.ExplainhowtheideologyoftheFrenchRevolutionledFranceto
developfromconstitutionalmonarchytodemocraticdespotismto
theNapoleonicempire.
A
5.DiscusshownationalismspreadacrossEuropewithNapoleon
butwasrepressedforagenerationundertheCongressofVienna
andConcertofEuropeuntiltheRevolutionsof1848.
*

5-3
Standards
BluePrint
Focus
Standards
Concepts
Instructional
Days
10.3StudentsanalyzetheeffectsoftheIndustrialRevolutionin
England,France,Germany,JapanandtheUnitedStates.
7Questions
Capitalism
Laborunion
Pollution
Romanticism
Social
Darwinism
Socialreform
Socialism
Urbanization
Entrepreneurship
Communism
Utopianism
Classicism
Traditional
Calendar
17Days
Concept6
Calendar
A-Track
12Days
B-Track
13Days
C-Track
12Days
FourbyFour
Calendar
10Days
1.AnalyzewhyEnglandwasthefirstcountrytoindustrialize. A
2.Examinehowscientificandtechnologicalchangesandnew
formsofenergybroughtaboutmassivesocial,economic,and
culturalchange(e.g.,theinventionsanddiscoveriesofJames
Watt,EliWhitney,HenryBessemer,LouisPasteur,Thomas
Edison).
*
3.Describethegrowthofpopulation,ruraltourban
migration,andgrowthofcitiesassociatedwiththe
IndustrialRevolution.
*
4.Tracetheevolutionofworkandlabor,includingthe
demiseoftheslavetradeandeffectsofimmigration,
miningandmanufacturing,divisionoflabor,andtheunion
movement.
*
5.Understandtheconnectionsamongnaturalresources,
entrepreneurship,labor,andcapitalinanindustrial
economy.
*
6.Analyzetheemergenceofcapitalismasadominant
economicpatternandtheresponsestoit,including
Utopianism,SocialDemocracy,Socialism,and
Communism.
A
7.DescribetheemergenceofRomanticisminartand
literature(e.g.,thepoetryofWilliamBlakeandWilliam
Wordsworth),socialcriticism(e.g.,thenovelsofCharles
Dickens),andthemoveawayfromClassicisminEurope.
*

5-4
Standards
BluePrint
Focus
Standards
Concepts
Instructional
Days
10.4StudentsanalyzepatternsofglobalchangeintheeraofNew
Imperialisminatleasttwoofthefollowingregionsorcountries:
Africa,SoutheastAsia,China,India,LatinAmericaandthe
Philippines.
3Questions
Social
Darwinism
Balanceof
power
Civilservice
Cultural
diffusion
Ethnocentrism
Non-violence
Resource
distribution
Social
Structure
Traditional
Imperialism
Colonization
Traditional
Calendar
10Days
Concept6
Calendar
A-Track
9Days
B-Track
10Days
C-Track
10Days
FourbyFour
Calendar
5Days
1.Describetheriseofindustrialeconomiesandtheirlinkto
imperialismandcolonialism(e.g.,theroleplayedbynational
securityandstrategicadvantage;moralissuesraisedbysearchfor
nationalhegemony,SocialDarwinism,andthemissionaryimpulse;
materialissuessuchasland,resources,andtechnology).
A
2.Discussthelocationsofthecolonialruleofsuchnationsas
England,France,Germany,Italy,Japan,theNetherlands,Russia,
Spain,Portugal,andtheUnitedStates.
*
3.Explainimperialismfromtheperspectiveofthecolonizersand
thecolonizedandthevariedimmediateandlong-termresponses
bythepeopleundercolonialrule.
A
4.Describetheindependencestrugglesofthecolonizedregionsof
theworld,includingtheroleofleaders,suchasSunYat-senin
China,andtheroleofideologyandreligion.
*
5-5
5-6

TextbookCorrelationforthe10
th
GradeStandards
STANDARD
Glencoe
WorldHistory:
ModernTimes
PrenticeHall
WorldHistory:
TheModernWorld
10.1
Chapter:
1
Chapter:
1
10.2
Chapters:
2,3,4
Chapters:
2,3,4,7
10.3
Chapters:
4,5,10
Chapters:
5,6,8
10.4
Chapters:
6,7,10
Chapters:
7,8,9,10
10.5
Chapter:
8,10
Chapter:
8,9,11,13
10.6
Chapter:
8,10
Chapter:
12,13
10.7
Chapters:
8,9,10,11
Chapters:
13
10.8
Chapters:
10,11
Chapters:
12,13,14
10.9
Chapters:
10,12,13
Chapters:
14,15,17,18,19
10.10
Chapters:
14
Chapters:
16,17,18,19
10.11
Chapters:
17
Chapters:
19

STANDARD:10.2.2
ListtheprinciplesoftheMagnaCarta(1215),theEnglishBillofRights(1689),theAmericanDeclaration
ofIndependence(1776),theFrenchDeclarationoftheRightsofManandtheCitizen(1789)andthe
U.S.BillofRights(1791).
BRIEFOUTLINEOFLESSON
PRIORKNOWLEDGE
REQUIRED
Day1
ReviewStudentHandout9
Analyzefivekeydemocratic
principles:limitedgovernment,the
ruleoflaw,consentofthegoverned,
individualrights,dueprocessoflaw
Developtopicsentenceand
paragraph(Homework)
MaterialsNeeded:StudentHandouts1,9
Transparencies1,2,5
Day2
Developtopicsentenceand
paragraph
Readbackgroundessayand
completetimelineactivity
MaterialsNeeded:StudentHandouts1-4,
7,Document1,Transparency5,Teacher
Guide1
Day3
Analyzepoliticalcartoon
Analyzedocuments:Declarationof
Independence,DeclarationofRights
ofManandtheCitizen,U.S.Billof
Rights
Completecompareandcontrastchart
(Homework)
MaterialsNeeded:StudentHandout5,
Documents2-7,Transparency3,Teacher
Guides2-3
Day4
Completedocumentcomparison
chart
Developthehistoricalwritingprocess
Thesisstatementdevelopment
Transparencies4-5
Day5
Executethehistoricalwritingprocess
Introductionwithathesis
statement
Topicsentences
Studentreflection
MaterialsNeeded:StudentHandouts9-
10,Transparency5,TeacherGuide4
INSTRUCTIONAL
STRATEGIES
Quickwrites:
Writingnon-stopfor5-10minutes.Focus
ononetopic,generatingasmanyideas
aspossible.Itmaybeusedforstudents
toclarifytheirthinking.
Say,Mean,Matter:
Answeringthreequestionsastheyrelate
toareadingselection.Thepurposeisto
encouragestudentstomovebeyond
literal-levelthinking.
ThinkAloud:
Narratingthethoughtprocesswhile
readingaloudcanhelpstudentsarticulate
questionsandmakeconnectionsbetween
thetext.Thismakesinternalthinking
processesobservable.
ExitSlips:
Writingpromptsgiventostudentsthatwill
givefeedbackabouttheirlearning.They
canalsobeusedthenextdaytoreview
andsynthesizelearning.
K.I.M.:
Makingasketchthatexplainsthekey
idea,studentssynthesizeandinterpret
thenewinformation.
ClozeParagraph:
Scaffoldingthewritingprocessbyleaving
outwords,phrasesorsentencesforthe
studentstofillintheirthoughtsandideas.
Think,Pair,Share:
Providingstudentswithfoodforthought
onatopic,enablingthemtoformulate
individualideasandsharetheseideas
withanotherstudent.Itencourages
studentclassroomparticipation.
Thislessonshouldbetaughtafter
studentshaveabasic
understandingoftheGlorious
Revolution,AmericanRevolution,
andtheFrenchRevolution
(Standard10.2).Also,students
shouldhaveexploredthemajor
ideasoftheEnlightenment
philosophers(Standard10.2.1).
KEYTERMSANDCONTENT
self-government
limitedgovernment
ruleoflaw
consentofthegoverned
individualliberty
dueprocessoflaw
analyze
criteria
unify
perspective
contrast
application
evaluate
valid
CULMINATINGTASK
Theculminatingtaskforthislessonis
anintroductoryparagraph,developa
thesisstatement,andthreetopic
sentences.
Theessayprompttowhichstudents
willrespondis:
ComparetheMagnaCartatotwo
ofthefollowingdocuments.
Evaluatehoweachdocument
establishedorextendedthe
democraticidealsofself-
governmentandindividualliberty.
A.EnglishBillofRights
or
USBillofRights
and
B.DeclarationofIndependence
or
DeclarationofRightsofManand
theCitizen.
validity
context
illustrate
thesis
formulating
LAUSD
HISTORY-SOCIAL SCIENCE
6-1
10
th
GradeInstructionalGuide
ModelLesson1:
DemocraticIdealsandDocuments
Standard
10.2.2ListtheprinciplesoftheMagnaCarta(1215),theEnglishBillofRights(1689),the
AmericanDeclarationofIndependence(1776),theFrenchDeclarationoftheRightsofManand
theCitizen(1789),andtheU.S.BillofRights(1791).
History/SocialScienceAnalysisSkillsConnection
ChronologicalandSpatialThinking
Studentscomparethepresentwiththepast,evaluatingtheconsequencesofpastevents
anddecisionsanddeterminingthelessonsthatwerelearned
Studentsanalyzehowchangehappensatdifferentratesandtimes;understandthat
somechangeiscomplicatedandaffectsnotonlytechnologyandpoliticsbutalsovalues
andbeliefs.
HistoricalResearch,Evidence,andPointofView
Studentsconstructandtesthypotheses;collect,evaluate,andemployinformationfrom
multipleprimaryandsecondarysources;andapplyitinoralandwrittenpresentations.
HistoricalInterpretation
Studentsshowtheconnections,causalandotherwise,betweenparticularhistorical
eventsandlargersocial,economic,andpoliticaltrendsanddevelopments.
GuidingInquiries:
1. Howhavepeopleworkedtogainindividualrightsandliberties?
2. Whyareindividuallibertiesessentialforcitizens?
3. Whatdemocraticprincipalshavedevelopedovertime?
4. Howdoesagovernmentgainthelegitimaterighttorule?

Materials
StudentHandout1:DemocraticIdeals
StudentHandout2:TopicSentenceDevelopment
StudentHandout3:ClozeParagraphTemplate
StudentHandout4:EvolutionofDemocraticIdeals:1215to1791
StudentHandout5:PoliticalCartoonAnalysis
StudentHandout6:DocumentComparisonGraphicOrganizer
StudentHandout7:ThesisStatementOverview
StudentHandout8:WritingaThesisStatement
StudentHandout9:DemocraticIdealsWritingAssignment
StudentHandout10:WritingGraphicOrganizer
Document1:EvolutionofDemocraticIdeals:1215to1791
Document2:PoliticalCartoon
Document3:MagnaCarta
Document4:EnglishBillofRights
Document5:DeclarationofIndependence
Document6:DeclarationoftheRightsofManandtheCitizen
Document7:U.S.BillofRights
TeacherGuide1:StudentHandout4Key
TeacherGuide2:PoliticalCartoonAnalysisKey
TeacherGuide3:Documents3-7AnalysisKey
6-2
TeacherGuide4:SampleIntroductionParagraph
TeacherGuide5:TextbookCorrelationstotheLesson
TeacherTransparency1:DefinitionofDemocracy
TeacherTransparency2:LessonOverview
TeacherTransparency3:PoliticalCartoon
TeacherTransparency4:SampleThesisSentences
TeacherTransparency5:Prompt
QuestionsforLessonStudy
1. Canstudentsclearlyarticulateathesisstatement?
2. Arestudentsabletorecognizedemocraticprincipleswhenanalyzingdocuments?
3. Dostudentsseethegrowthofdemocracythroughacomparisonofthedocuments?
LessonOverview
Inthislesson,studentswillexploretheevolutionofself-governmentandindividuallibertiesby
analyzingfivepoliticaldocuments.Studentswilllearnaboutfiveidealsthatarecharacteristicof
ademocracy.StudentswillthenreadabackgroundessayontheGloriousRevolution,
AmericanRevolution,andFrenchRevolution.Next,studentswillexplorethesignificanceoffive
documentsandlearnhowthesedocumentsestablishedpoliticaltraditionsofself-government
andindividualliberty.Finally,studentswillanalyzeexcerptsfromthedocumentstodetermine
thedemocraticidealsbeingadvocatedineach.Theculminatingtaskhasstudentswritean
introductionwithathesissentencefollowedbythreetopicsentences.Thislessonwilltakefive
daystocompleteandisplannedwiththeviewofa50-minuteinstructionalperiod.
Beforestartingthislesson,studentsshouldhaveacontextualunderstandingoftheGlorious
Revolution,AmericanRevolution,andFrenchRevolutionfromStandard10.2.Also,students
shouldhaveexploredthemajorideasoftheEnlightenmentphilosophersfromStandard10.2.1.
Day1
Teacher/StudentActivities HelpfulHints
Hook
Beforestudentsarrive,writethepromptonboard/overhead:
Whatdoyouknowaboutdemocracy?Listasmanythingsasyouknow.
Think-Pair-Share
Havestudentswritethepromptandcreatetheirownlistsintheirnotes.
Afterafewminutes,pairupstudents(shoulderpartnersorpivotpartners)
andhavethemsharelistswitheachother.
Havepairsdiscussandcomparetheirlists.Studentsaretocircleitemson
theirliststhattheirpartnerhadandaddanyadditionalitemsfromtheir
partnerslist.Havepartnersbrainstormanyadditionalitemstheycanthink
ofaboutdemocracy.
Next,havepartnerswriteadefinitionofdemocracy.Thedefinitionshould
beoneortwosentences.Emphasizetothestudentsthattheir
explanationsshouldreflecttheitemsfromtheirlists.Havepairsshare
theirdefinitionswiththeclass.
ProjectTeacherTransparency1andexplaintheacademicdefinitionof
democracy.Havestudentscomparetheirdefinitionofdemocracywiththe
TimeSuggestion:
15minutes
Thelessoncover
pageisaresourceto
assistateacher
creatingadaily
agenda.
Teachersmay
explainthe
componentsandthe
processoffindingthe
6-3

academicdefinition.Studentsaretocirclepartsoftheirdefinitionthatare
similartotheacademicversionandaddadditionaltermstotheirdefinition.
ThedefinitiononTeacherTransparency1iskeptintheexactformatofa
dictionarytoallowteacherstoexplainthedictionaryslayoutasdisplayed
inatypicalentry.Trainingeffectivedictionaryuseisimportantsincesome
studentsmaynotbefamiliarwithdictionaryconventions.Forexample,on
Transparency1,thedate1576indicatesthefirstusageofdemocracyin
theEnglishlanguage.Thedefinitionstoemphasizeforthelessonare1,4,
and5.
appropriatedefinition.
LessonOverview
ProjectTeacherTransparency2ontheoverheadorviaLCD.Introduce
studentstothefollowingdaysofthelesson.Pointouttothestudentsthe
homeworkassignmentseachdaysotheycanplanaccordingly.
Next,havestudentsreadStudentHandout9,whichdetailsthewriting
expectationfortheassignment.ProjectTransparency5whichisthe
promptstudentswillbewriting.Readandexplaintheprompttotheclass.
Studentswillselectonedocumentfromeachgroupwhichtheywill
comparetotheMagnaCarta.
5minutes
Createaposteron
chartorbutcher
paperofthelesson
overviewtoremind
studentsoftheir
academicgoals.
DemocraticIdeals
UsingStudentHandout1,instructthestudentsthatdemocratic
governmentsarebasedonthefollowingideals:LimitedGovernment,Rule
ofLaw,ConsentoftheGoverned,IndividualRights,andDueProcessof
Law.Itisimportanttonotethatthereareadditionaldemocraticideals.
Thepoliticaldocumentstheywillexploreincludethesefiveideals.
TheliteracystrategyusedinStudentHandout1,calledSay,Mean,Matter
istheprocessofansweringthreequestions.ThepurposeoftheSay,
Mean,Matteractivityistoencouragestudentstomovebeyondliteral-level
thinking.Explainthedirectionstotheclass:
Whatdoesitsay?Readthedefinitionandunderlineimportant
phrases.
Whatdoesitmean?Putthedefinitionintoyourownwords.This
helpswithcomprehensionandunderstanding.
Whydoesitmatter?Explainwhythisprincipleisimportantfora
democraticsociety.Thishasthestudentsinferandevaluatethe
significanceoftheideal.Thiswillbeamoredifficulttaskfor
students.
Modelthefirstkeyidealwiththeclass.ModelbyconductingaThink
Aloud:(1)Readthedefinitionoutloud,(2)thinkoutloudaboutwhatthat
means,(3)underlinekeyphrases.ThendothesameforWhatdoesit
mean?andWhydoesitmatter?Thismakestheteachersinternal
thinkingprocessobservable,andhelpsscaffoldthereadingforthe
students.
Studentswillindependentlyreadthefourremainingdefinitionsand
underlinetheimportantphrases.Walkaroundtheroomtoanswerany
questionsstudentsmayhave.
Then,partnerstudentstocompleteWhatdoesitmeanbyputtingthe
20minutes
Createawordwallof
thefivedemocratic
idealsandthefive
documents.
Modelingtheactivity
andthethinking
involvedto
accomplishataskis
essentialforstudent
success.
6-4

definitionintotheirownwordsandWhydoesitmatterbyexplainingthe
importanceofthedemocraticidealtoademocraticsociety.
CheckforUnderstanding
Havestudentssharetheirresponseswiththeclass.Onepartnershares,
Whatdoesitmean?Theotherpartnershares,Whydoesitmatter?
Havetwogroupsshareeachdemocraticidealdependingonavailable
time.
5minutes
Homework
HavestudentscompleteparttwoofStudentHandout1.Explainto
studentsthattheywillbeusingthevocabularystrategyK.I.M.Thetermor
keyidea(K)isintheleftcolumn,theinformation(I)isinthecentercolumn,
andamemoryclue(M)isintherightcolumn.Theinformationsectionisa
briefexplanationandanexampleoftheconceptinhistoryortodaysworld.
Thememoryclueisawayforstudentstofullyintegratethemeaningofthe
keyideaintotheirmemories.Bymakingasimplesketchthatexplainsthe
keyidea,studentssynthesizeandinterpretthenewinformation,makingit
theirown.Then,studentscanreferencetheirdrawingstoeasilyremember
newideas.
AftercompletingtheK.I.M.activity,studentsaretocirclethethreeideals
theyfeelaremostimportanttoademocraticsociety.
5minutes
Addthehomework
assignmenttoyour
dailyagendaand
assignatthe
beginningofclass.
Day2
TopicSentenceDevelopment
HaveyourstudentstakeoutStudentHandout1onthedemocraticideals.
StudentsshouldhavecompletedtheK.I.M.vocabularyactivityfor
homeworkaswellascircledthethreeidealstheythinkaremostimportant
inademocraticsociety.Havestudentssharethethreeidealstheychose
andbrieflyexplainwhy.Conductaquickshareoutasaclass.
Partoftheculminatingtaskofthelessonhasstudentsdevelopthreetopic
sentences.Asaclass,gooverStudentHandout2.Afterawholegroup
discussionofwhatatopicsentenceis,havestudentscompletethestudent
practicesectionbycirclingthetopicandunderliningwhattowriteabout
thetopiconthethreesampletopicsentences.Next,readtheprompt
sectiontotheclass.Havethestudentsanswerthetwoquestionsfocusing
onthedemocraticidealsandthethreedemocraticidealstheyfeelare
mostimportant.
10minutes
Thisisascaffolding
activityforwriting.
Studentswhohavea
commandofthe
writingprocessmay
writeaparagraph
withatopicsentence
totheprompt.
ClozeParagraph
UsingStudentHandouts1and2,havestudentscompleteStudent
Handout3.Theclozeparagraphprocedurecanbeusedtoassiststudents
toorganizetheirwritinginaformulatedstructure.Foranywriting
assignment,teacherscandevelopaclozeparagraphtoscaffoldthewriting
processbyleavingoutimportantwords,phrases,orevensentenceswhich
thestudentswillcompleteandfillinwiththeirthoughtsandideas.
Afterstudentscompletethetemplate,askvolunteerstoreadtheirwriting
totheclass.Thiswillhelpstudentswhohavedifficultywritingtohearwhat
astrongparagraphsoundslike.
Havestudentstransfertheirclozeparagraphontoasheetoflinedpaper
15minutes
Considerco-
constructingthe
paragraphasaclass
toscaffoldthewriting.
Walkaroundthe
roomandlookat
studentwriting.
6-5

forhomework.Thiswillprovideadditionalpracticewritingawell-organized
paragraph.
Encouragestudents
tosharetheirwriting
withtheclass.
BackgroundReading
Document1providesbackgroundinformationontheGloriousRevolution,
AmericanRevolution,andFrenchRevolution.Thepurposeofthe
backgrounddocumentistoprovidethecontextandsignificanceofthefive
documents.Studentswillreadthepassageandhighlightthekey
documents,theirdates,andtheircountryoforigin.Studentswillcomplete
theStudentHandout4timelinebyincludingeachdocument,thedateit
waswritten,thecountryoforigin,andthesignificanceofeach.
BeforestudentsreadDocument1,reviewtasksAthroughDthatthe
studentsareaskedtocompleteonStudentHandout4.Thenexplainto
theclasstheywillhaveoneminutetoskimDocument1.Studentsshould
underlinethethreerevolutionsandcirclethefivedocumentswiththe
dates.
Skimmingandscanningareveryrapidreadingmethodsinwhichstudents
glanceatapassagetofindspecificinformation.Skimmingmakesiteasier
forstudentstograsplargeamountsofmaterial,especiallywhen
previewingtext.Skimmingisalsousefulwhenyoudon'tneedtoknow
everyword.Whenstudentsskim,theyneedtolookforthefollowingitems:
titles,boldanditalicwords,anddates.Wherekeytermsareintroduced
anddefined,theyappearinboldtype.Datesareusuallyinparentheses
andvocabularyisinitalics.Theseclueswillhelpstudentsfindinformation
quicklyandefficiently.Theskimmingtipstobesharedwithstudentsare
asfollows:
SkimmingMethod1
Runyoureyesdownthemiddleofthepage.
Zeroinonthefactsyouneed.
SkimmingMethod2
Skimfromthetopleft-handcornertothebottomright-hand
cornerofthepage.
Thenskimfromthetopright-handcornertothebottomleft-
handcorner.
Studentsaretogobackandreadwithgreaterdetailtolocatethe
significanceofeachdocument.StudentsshouldscanDocument1to
locatethesignificanceofeachdocument.
ScanningTips
Startatthebeginningofthepassage.
Moveyoureyesquicklyoverthelineslookingforkeywords
(e.g.,MagnaCarta)relatedtotheinformationyouwantto
find.
Stopscanningandbeginreadingassoonasyoufindanyof
thekeywordsyou'relookingfor.
AlternateDocument1isanalternativebackgroundessayforstrugglingor
ELreaders.ItislocatedintheAppendix.Thealternativedocumentis
chunkedsothatstudentscanreflectonsmallerportionsofmaterial.
20minutes
Studentsmaypartner
toscaffoldthe
readingandto
completethetasks.
6-6

Closure
Readthefollowingstatementstotheclass.Havestudentsholdtheir
thumbupifthestatementistrue,andtheirthumbdownifthestatementis
false.
TheDeclarationoftheRightsofManandtheCitizenwaswritten
duringtheFrenchRevolution.(UP)
TheU.S.BillofRightslistsnumerousindividualfreedoms.(UP)
TheDeclarationofIndependencedeclaredAmerican
IndependencefromFrance.(DOWN)
TheGloriousRevolutionisthesameastheFrenchRevolution.
(DOWN)
TheMagnaCartawascreatedasaresultofaconfrontation
betweentheEnglishkingandtheEnglishnobles.(UP)
4minutes
Thisisaquickcheck
forunderstanding
activitythat
encourages
participation.
Homework
AssignstudentstoreadStudentHandout7.Havethemmakemarginal
notationsandquestionstheyhaveonStudentHandout7.Thepurposeof
thehomeworkistopreviewthedevelopmentofathesisstatementwhich
willbediscussedonDay4.
Assignstudentstotransfertheirclozeparagraphontoasheetoflined
paper.
1minute
Addassignmentto
yourdailyagenda
andassignitatthe
beginningofclass.
Day3
Teacher/StudentActivities
HelpfulHints
PoliticalCartoon
PlaceTeacherTransparency3ontheoverheadorprojectviaLCD.
StudentswillanalyzeDocument2.UseStudentHandout5toguidethe
analysisandclassdiscussionofthepoliticalcartoon.Eachquestion
asksstudentstopracticeadifferentacademicskillbasedonBlooms
taxonomy:
Question1:Identification
Question2:ExplanationandInterpretation
Question3:Comprehensionandinference
Question4:Interpretationandperspective
Collectstudent
paragraphsfrom
StudentHandout3as
theyanalyzethe
politicalcartoon.
DocumentAnalysis
StudentswillanalyzeDocuments3through7usingavariationofthe
Jigsawinstructionalstrategy.Thepurposeofthisstrategyistodevelop
teamworkandcooperativelearningskills.Inaddition,ithelpsdevelopa
depthofknowledgegenerallynotpossibleifthestudentsweretotryand
learnallofthematerialontheirowninashortamountoftime.Students
arerequiredtopresenttheirfindingstothegroup,whichwilloften
disclosetheirunderstandingofaconceptaswellasrevealany
misunderstandings.
TeacherModeling
Beforegettingintogroups,completeDocument3asateacher-directed
activitytoreinforcestudentunderstandingoftheprocess.
Suggestedstepstofollow:
1. Readtheexcerpttothegroup.Pauseforaminuteandhave
studentswritetheirownexplanationinthebox.
2. Givethecorrectexplanationtotheclassinlistform,(Thismeans
10minutes
10minutes
6-7

one...,two,andthree)toscaffoldthenotetakingprocess.
3. Surveytheclasstoseewhichidealtheythinktheexcerpt
representsbystating,Byashowofhands,whothinksthe
excerptrelatesto___________.Aftersurveyingtheclass,the
teacherwillsharethedemocraticidealtheexcerptadvocates.
4. Modelthethinkingprocessofanalyzingthedocumentswitha
ThinkAloudwhenansweringthesummarizingquestion.
5. Askifthereareanyclarifyingquestions.
JigsawActivity
Putstudentsintogroupsoffour.Eachmemberistoanalyzeoneofthe
documents(4through7).
Afterstudentsindividuallyanalyzetheirdocument,thegroupwillshare
outtheiranalysisandanswersbyfollowingthesesteps:
1. Readtheexcerpttothegroup.(Pausefor15secondstoallow
thinkingtime.)
2. Givetheirexplanationtothegroupinlistform(Thismeans
one...,two,andthree)toscaffoldthenotetakingprocess.
3. Sharethedemocraticidealtheexcerptadvocateswitha
sentencestarter,Basedonmyunderstandingoftheexcerpt,this
relatesto______.
4. Sharetheanswertothesummarizingquestion.
5. Askifthereareanyfurtherquestions.
Facilitatetheaboveprocessonestepatatimeandonedocumentata
timetoensurequalityoflearning.Suggestedsteps:
1. AllgroupswillnowdiscusstheEnglishBillofRights.
2. PresentersoftheEnglishBillofRightspleaseraiseyourhands.
3. Beginreadingthefirstexcerptandexplainyourexcerptinyour
ownwords.
4. Discussyouranswertothesummarizingquestion.
5. Askclarifyingquestionstothepresenter.
6. Askclarifyingquestionstotheteacher.
Repeatstepsforeachdocument.
25minutes
Asuggestedgrouping
strategyofaclassof
40:teachernumbers
offstudents1to10.
Placeevennumber
studentgroupsonone
sideofclassroom(2,4,
6,8,10)andodd
numbergroups(1,3,5,
7,9,)ontheotherside
oftheclassroom.
Walkaroundtheroom
andlistentopresenters
andreviewgroup
membersnotesto
checkfor
understanding.
Closure
ProjectTransparency3ontheoverheadandpostpromptontheboard.
HavestudentscompleteanExitPasstothefollowingpromptonasheet
ofpaper:
Howhavedemocraticidealsgrownovertime(1215to1791)?
CollectExitSlipsasstudentsleaveclass.
5minutes
Placeatraynearthe
classroomdoorfor
studentstoplacetheir
exitpassestheyleave
class.
Day4
Read-Aloud
Read3to5studentexitpassesfromDay3.
5minutes
DocumentComparison
Putstudentsintogroupsofthreetocomparethedocuments.Studentsare
tocompleteStudentHandout6bycomparingtheMagnaCartawithtwoof
thedocumentsusingDocuments3through7andStudentHandout4.
20minutes
ProjectTransparency
5tofocusthe
6-8

Studentswillindicatethetwodocumentstheywillcomparebyunderlining
themintheheading.Studentsaretoanswerthequestionsusingthe
informationfromtheirstudenthandoutsanddocuments.Aftercompleting
thegraphicorganizer,studentswillanalyzetheinformationandcirclethe
common(similar)characteristicsofthethreedocumentstheycompared.
CallongroupstosharesimilaritiesfromStudentHandout6withtheclass.
Somequotesapplytomorethanoneideal.SeeTeacherGuide3formore
information.
studentsonthe
writingpromptas
studentsbegin
comparing
documents.
Passback
paragraphsfrom
StudentHandout3.
ThesisOverview
ReviewStudentHandout7withtheclass(homeworkassignmentonDay
2).Askstudentsiftheyhaveanycommentsorquestionsbasedonthe
reading.Conductaquickcheckforunderstandingbyaskingmandate
questions/tasksbasedonStudentHandout7.Thisquestioningstrategy
requiresallstudentstofindananswertoeachmandatedtask.Ifastudent
hasdifficultyfindingtheinformation,haveashoulder-partnerhelpthem
locateananswer.Theteacherselectsstudentsratherthanwaitingfor
studentstoraisetheirhands.Examplesofmandatequestions/tasksare
asfollows:
Everyonefindandcirclethethreethingsthatexplainwhatathesis
statementis.
Everyonefindandunderlinetwostepsonhowtocreateathesis.
Everyoneplacearectanglearoundhowyouknowifhaveastrong
thesis.
Everyonefindandstarthreequestionsyoushouldaskto
determinewhetheryourthesisisstrong.
ProjectTransparency4tocomparethesamplethesissentenceson
StudentHandout7.Pointouttotheclassthatthefirstthesisdoesnot
specifyanyreasonsforthewarandthatitlacksadefinitiveposition.The
secondthesisgivesreasonsforthewarandwhythetwosidesdisagreed.
Finally,explainthatthesecondthesisalsohasadefinitepositionandis
specific.
Finally,havestudentspracticewritingathesissentenceonStudent
Handout7.Thiswillserveasadraftwhichstudentscanreviseandbuild
upononthenextassignment.
10minutes
Mandatequestions/
tasksrequireall
studentsto
participate,as
opposedtoquestions
suchasDoesany
onehaveany
questions?whichdo
notrequireall
studentstoactively
participate.
CreateaThesis
Next,projectTransparency5andreadthepromptfromStudentHandout8
totheclass.InstructtheclasstoreadAnalyzethePrompttothemselves
onStudentHandout8asyouconductaThinkAloud.Havestudents
listenandobservethethinkingprocessofunpackingaprompt.Student
Handout8hasanexplanationoftheprompt.Instructstudentstounderline
orhighlightimportantpartsoftheprompt.Askclarifyingquestionssuch
as:
a. Whatdoesthepromptaskyoutodo?(describesimilaritiesand
differencesofthedocuments)
b. Whatareyouexpectedtocompareaboutthedocuments?(Usethe
fivedemocraticideals.)
Havethestudentsdeveloptheirownthesissentencebycompleting
15minutes
6-9

questions1through4onStudentHandout8.Instructstudentstouse
StudentHandout6tocompletequestions1and2.Questions3and4are
thestudentsunderstandingandinterpretationofthedocumentsinregards
totheestablishmentorextensionofdemocraticidealstotheircitizens.
Finally,havestudentsreflectontheirownthesisbyaskingthemselvesthe
fourquestionsinthesectiontitledCheckingmywork.Thisisa
metacognitionactivityprovidingstudentswithspecificlearningobjectives,
self-reflectivefeedback,andtimetoconsiderhowtoapproachatask.
Whenstudentsaretaughttothinkabouttheirownthinkingandlearning,
theygainknowledge.
Studentsmaypartner
andpeer-edittheir
thesissentences
basedonthefour
questions.
Day5
WritingAssignment
ReviewStudentHandout9toensurestudentsunderstandthewriting
expectations.
ProjectTransparency5andaskifthereareanyadditionalquestions
regardingtheprompt.
10minutes
WritingGraphicOrganizer
Havestudentsreadthescaffoldingstatementsforeachsectionon
StudentHandout10.Studentsarerequiredtocompletetheshaded
sectionsforthislesson.Instructstudentstousestudenthandoutsand
documentstocompletethetask.Thefollowinghandoutsshouldbe
especiallycalledouttotheattentionofthestudentsaseachwas
designedtoscaffoldthewritingprocess:
StudentHandout2:TopicSentenceDevelopment
StudentHandout6:DocumentComparisonGraphicOrganizer
StudentHandout8:WritingaThesisStatement
StudentHandout9:DemocraticIdealsWritingAssignment
25minutes
FinalDraft
Assignstudentstore-writetheintroduction,thesissentence,andthethree
topicsentencesfromStudentHandout10onasheetoflinedpaper.
10minutes
Teachersmayuse
thegenericrubricin
theWritingAppendix
toassessstudent
work.
StudentReflection
Havethestudentsreflectontheirownlearning.Havethemcompletethe
followingreflectionquadrant.Forexample:
BasedonwhatIhavedoneinthislesson,Ihavelearnedthe
followingabout
democraticideals athesissentence
growthofdemocracy mylearning
5minutes
Readsome
reflectionsbackto
studentsduringthe
nextday.
6-10

6-11

Thisisametacognitionactivityprovidingstudentswithself-reflective
feedbackandtimetoconsidertheirownlearning.Whenstudentsare
taughttothinkabouttheirownthinkingandlearning,theygainknowledge.
DemocraticIdeals(Part1)
Directions:
StudentHandout1
Whatdoesitsay?Readthedefinitionandunderlineimportantphrases.
Whatdoesitmean?Putthedefinitionintoyourownwords.
Whydoesitmatter?Explainwhytheprincipleisimportantinademocratic
society.
Democratic
Ideals
Whatdoesitsay? Whatdoesitmean? Whydoesitmatter?
therule
oflaw
Governmentshallbe
carriedoutaccording
toestablishedlaws,
Boththosewho
governandthose
whoaregovernedwill
beboundbythese
laws.
limited
government
Governmentshould
performonlythe
functionsthatpeople
havegivenitthe
powertoperform.
Powerisshared
betweenthe
governedandthose
whogovern.
dueprocess
oflaw
Governmentmustact
fairlyandinaccord
1
withestablishedrules
inallthatitdoesand
maynotact
arbitrarily
2
.
individual
liberty
Specificrightsthat
belongtoeach
person,suchaslife,
liberty,andproperty,
andcannotbetaken
awaywithoutdue
processoflaw.
consentof
thegoverned
Governmentisbased
onthewillofthe
peoplewhogrant
theirapprovalthrough
electionsandother
formsofcivic
participation.

1
To be in agreement with each other.
2
To decide without any reason or plan, often unfairly.
6-12
DemocraticIdeals(Part2)
Directions:Writetheinformation(I)bygivingabriefexplanationandanexampleinthe
centercolumn.Drawapictureoftheideal,amemoryclue,(M)intherightcolumn.After
completingtheactivity,circlethethreeidealsyoufeelaremostimportantfora
democraticsociety.
6-13
StudentHandout1

K
KeyIdeas
I
Information
M
MemoryClue
consentof
thegoverned
Manycountriesaroundthe
worldallowcitizenstogive
theirgovernmentthe
approvaltorulebyallowing
competitiveelectionssuch
asinSweden.
limited
government
theruleof
law

dueprocess
oflaw
individual
liberty

StudentHandout2
TopicSentenceDevelopment
Whenyouarereadytowriteaparagraph,itisimportanttothinkabout:
1. thetopic
2. whatyouwanttowriteaboutthattopic.
Thefirstsentenceofaparagraphiscalledthetopicsentence.Thetopicsentencestatesthe
mainideaofaparagraph.Whenyourparagraphcontainsaclearlystatedtopicsentence,the
readerwillknowwhattoexpectand,therefore,understandyourideasbetter.
Example:Effectiveleadershiprequiresspecificqualitiesthatanyonecandevelop.
StudentPractice:Readeachofthesentencesbelow.Circlethetopicandunderlinewhatyou
wanttowriteaboutthetopic.
1.TheUSConstitutioncontainssevendivisionscalledarticles.
2.TheEnglishBillofRightssetclearlimitsonwhatgovernmentisallowedtodo.
3.Inordertofullyexploretheemergenceofdemocracy,historiansmustinvestigateseveral
factors.
Prompt:Accordingtoyourunderstandingofthekeydemocraticideals,whichthreekeyideals
aremostimportant?Explainwhyyouchoseeach.Writeoneparagraphstartingwithatopic
sentence.
Organizeyourtopicsentencefirst:
1.Whatisthetopicofyourparagraph?__________________________________________
2.Whatdoyouwanttowriteaboutthetopic?_____________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
6-14
Directions:Usingtheclozeparagraphbelow,writeadraftparagraphinresponsetotheprompt
below.Thencopythecompletedparagraphonaseparatesheetofpaper.
Prompt:AccordingtoyourunderstandingofthedemocraticidealsfromStudentHandout1,
whichthreekeydemocraticidealsaremostimportant?Explainwhyyouchoseeach.
Therearefivekeydemocraticideals,but(the3democraticideals)___________
_____________________,______________________,and________________
__________________arethemostsignificantinestablishingdemocratic
traditions.(Democraticideal1)______________________________isimportant
because(explanation)______________________________________________
_________________________________________________________________
_____________________________________.Inaddition,(democraticideal2)
________________________issignificant(explanation)__________________
_________________________________________________________________
________________________________________________________________.
Lastly,(democraticideal3)_______________________________isessentialto
democracy(explanation)____________________________________________
_________________________________________________________________
________________________________________________________________.
Inconclusion,thesethreedemocraticidealsarethemostimportantbecause
(explanation#1)___________________________________________________
___________________________________,(explanation#2)_______________
_____________________________________________________________,and
(explanation#3)___________________________________________________
________________________________________________________________.
ClozeParagraphTemplate
StudentHandout3
AdaptedfromKateKinsella,SanFranciscoStateUniversity,6/02
6-15
EvolutionofDemocraticIdeals:1215to1791
Directions:ReadDocument1andcompletethetasks.
StudentHandout4
A. Whatdoesthetitlemean?__________________________________________________________________________.
B. Listthethreerevolutionsmentionedinthebackgroundessay.
1.____________________________ 2.____________________________ 3._____________________________
C. Listthefivedocumentsthatlaidthefoundationforthedevelopmentofdemocracyandyeareachwaswritten.
1.________________________________________ 4.________________________________________
2.________________________________________ 5.________________________________________
3.________________________________________
D. Placethefivedocumentsonthetimelineinchronologicalorderandexplaintheirsignificanceinthespacebelowthe
document.
6-16

PoliticalCartoonAnalysis
Directions:AnalyzeDocument2andanswerthequestionsthatfollow.
6-17
1. Listtheobjectsyouseeinthecartoon.
2. Explainthemeaningofthecartoonstitleandcaption.
3. Explaintheoverallmessageofthecartoon.
4. Imagineyouareeitherstandingintheswamporontopofthestaircase.Writethree
sentencesdescribingyourperspectivefromwhereyouarestanding.
StudentHandout5
StudentHandout6
DocumentComparisonGraphicOrganizer
Directions:ComparetheMagnaCartawithtwoofthedocuments.Indicatewhichtwodocumentsyouarecomparingbyunderlining
themintheheading.Answerthequestionsusingyourstudenthandoutsanddocuments.Oncethechartiscomplete,identifythe
similaritiesbetweenthethreedocumentsbycirclingcommonorsimilarcharacteristics.
6-18

ComparisonQuestions MagnaCarta
EnglishBillofRights
Or
USBillofRights
Declarationof
Independence
Or
DeclarationoftheRights
ofManandtheCitizen
Whenwasitcreated?

Wherewasitcreated?

Whateventoccurredpriorto
thedocumentbeingcreated?

Whatdemocraticidealsdoes
thedocumentgranttothe
citizens?

Whyisthedocument
significantinestablishingor
extendingself-governmentand
individualliberty?

ThesisSentenceOverview
NotesandQuestions
StudentHandout7
Whatisathesisstatement?
Athesisstatement:
tellsthereaderyourpositionontheimportanceofthesubject
matter.
tellsthereaderwhattoexpectfromtherestofthepaper.
directlyanswersthequestionaskedofyou.
usuallyisasinglesentencesomewhereinyourfirst
paragraph.
HowdoIdevelopathesis?
Athesisistheresultofalengthythinkingprocess.Formulatinga
thesisisnotthefirstthingyoudoafterreadingawritingprompt.
Beforeyoudevelopanargumentonanytopic,youhavetocollect
andorganizeevidence,lookforpossiblerelationshipsbetween
knownfacts(suchassimilaritiesordifferences),andthinkaboutthe
significanceoftheserelationships.
HowdoIknowifmythesisisstrong?
Todetermineifyourthesisisstrong,askyourselfthesequestions:
DoIanswerthequestion?
HaveItakenapositionthatothersmightchallenge?
Doesmythesisdomorethanjustprovideafact?
Ismythesisspecificratherthanvagueorgeneral?
Ifyouansweryestoalloftheabovequestions,thenyouhavea
strongthesissentence.Ifyouranswerisnotoanyoftheabove
questions,thenyouneedtoreviseyourthesissentence.
6-19
ThesisSentenceOverview
6-20
NotesandQuestions
StudentHandout7
Sample
Prompt:
ComparethereasonswhytheNorthandSouthfoughttheCivilWar.
Sample1:TheNorthandSouthfoughttheCivilWarformany
reasons,someofwhichwerethesameandsomedifferent.
Thisweakthesisrestatesthequestionwithoutprovidingany
additionalinformationortakingapositionwhichmaybechallenged.
Also,thisthesisistoogeneralandvague.
Sample2:WhilebothsidesfoughttheCivilWarovertheissue
ofslavery,theNorthfoughtformoralreasonswhiletheSouth
foughttopreserveitsowninstitutions.
Nowwehaveaworkingthesis!Includedinthisworkingthesisisa
reasonforthewarandsomeideaonhowthetwosidesdisagreed.
Thethesishasastatedposition,isnarrowandspecific,andinforms
thereaderwhattoexpecttherestofthepaper.
Practice
Createyourownthesissentencebasedonthepromptbelow.This
willserveasadraft.
Prompt:
ComparetheMagnaCartatotwoofthefollowingdocuments.
Evaluatehoweachdocumentestablishedorextendedthe
democraticidealsofself-governmentandindividualliberty.
a. EnglishBillofRights
or
U.S.BillofRights
b. DeclarationofIndependence
or
DeclarationoftheRightsofMan
andtheCitizen
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
WritingaThesisStatement
Adaptedfromhttp://www.unc.edu/depts/wcweb/
6-21
Prompt
ComparetheMagnaCartatotwoofthefollowingdocuments.Evaluatehoweachdocument
establishedorextendedthedemocraticidealsofself-governmentandindividualliberty.
a.EnglishBillofRights UorUU.S.BillofRights
b.DeclarationofIndependenceUorUDeclarationofRightsofManandtheCitizen
Analyzetheprompt
Thisquestionasksyoutodescribesimilaritiesanddifferencesbetweenthreedocumentsfromdifferent
periodsoftime.Thecomparisonofthedocumentsisbasedonthefivedemocraticidealsyouhave
studied(ruleoflaw,limitedgovernment,consentofthegoverned,dueprocessoflaw,andindividual
liberty)andeachdocumentshistoricalsignificance.
Developyourthesissentence
1.WhichdocumentsareyougoingtocomparetotheMagnaCarta?
UMagnaCartaU1.___________________________2.________________________
2.Whichidealsdothedocumentshaveincommon(similarities)?
________________________________________________________________________
3.Whatisyourpositionontheimportanceofthethreedocumentsestablishingorextendingtheideals
ofself-governmentandindividualliberty?
___________________________________________________________________________________
__________________________________________________________________________________.
4.Basedonyouranalysis,writeyourthesissentencetotheprompt.
___________________________________________________________________________________
___________________________________________________________________________________
__________________________________________________________________________________.
Checkmywork
Answerthefollowingquestions:(Circleyouranswer)
Ifyouanswerednotoanyoftheabovequestions,reviseyourthesisbelow.
___________________________________________________________________________________
___________________________________________________________________________________
__________________________________________________________________________________.
StudentHandout8
DoIanswerthequestioninmythesis? YESorNO
HaveItakenapositionthatothersmightchallengeinmythesis?YESorNO
Doesmythesisdomorethanjustprovideafact? YESorNO
Ismythesisspecificratherthanvagueorgeneral? YESorNO
StudentHandout9

DemocraticIdealsWritingAssignment
TheGloriousRevolution,theAmericanRevolution,andtheFrenchRevolutionhadenduring
effectsworldwideonthepoliticalexpectationsforself-governmentandindividualliberty.There
werefivedocumentswrittenfrom1215to1791withtheintenttoguaranteetheserightsfortheir
citizens.
Prompt
ComparetheMagnaCartatotwoofthefollowingdocuments.Evaluatehoweachdocument
establishedorextendedthedemocraticidealsofself-governmentandindividualliberty.
a.EnglishBillofRightsorU.S.BillofRights
b.DeclarationofIndependenceorDeclarationoftheRightsofManandtheCitizen
Task
Writeanintroductoryparagraphandthreetopicsentences.
1. WriteanintroductoryparagraphthatprovidesthehistoricalbackgroundoftheGlorious
Revolution,AmericanRevolution,andFrenchRevolutionandtheirhistoricalsignificance.
2. Writeathesissentencewhichtakesaclearhistoricalpositionattheendofyour
introductoryparagraph.
3. Afterwritingtheintroduction,writethreetopicsentencesthatsupportyourthesis.
4. WriteyourroughdraftusingStudentHandout10.
5. Re-writeyourintroductionandtopicsentencesonasheetoflinedpaper.
Suggestedtermstobeusedinyourwriting:
ruleoflaw
individualliberty
dueprocessoflaw
limitedgovernment
GloriousRevolution
AmericanRevolution
FrenchRevolution
extend
establish
6-22
StudentHandout10
HistoricalContext:
2-3sentencesummaryofhow
theGloriousRevolution,
AmericanRevolution,and
FrenchRevolutionledtothe
politicalexpectationsforself-
governmentandindividual
liberty.
Thesis:
Yourpositionabouthowthe
threedocumentsestablishedor
extendedthedemocraticideals
ofself-governmentand
individualliberty.
MainIdea
1
st
democratic
idealwithin
documents
whichextended
self-
governmentor
individual
liberty.
TopicSentence
Supporting
Detail/Evidence
Supporting
Detail/Evidence
Analysis
Concluding
Sentence
MainIdea
2
nd
democratic
idealwithin
documents
whichextended
self-
governmentor
individual
liberty.
TopicSentence
Supporting
Detail/Evidence
Supporting
Detail/Evidence
Analysis
Concluding
Sentence
MainIdea
3
rd
democratic
idealwithin
documents
whichextended
self-
governmentor
individual
liberty.
TopicSentence
Supporting
Detail/Evidence
Supporting
Detail/Evidence
Analysis
Concluding
Sentence
Paragraph
1
Introduction
Paragraph
2
Body
paragraph
Paragraph
3
Body
paragraph
Paragraph
4
Body
paragraph
6-23
TheEvolutionofDemocraticIdeals;1215to1791
6-24

Directions:ReadthefollowingbackgroundinformationandcompleteStudentHandout4.
TheGloriousRevolution,theAmericanRevolution,andtheFrench
Revolutionhadfar-reachingconsequencesastheychallengedtheinstitutions
thatshapedthepoliticalstructureoftheworld.Eachattemptedtoestablish
democraticprinciplesofgovernment,includinglimitingthepowerofthe
governmentandextendingrightstothegoverned.Althougheachrevolution
occurredinadifferenttimeandplace,allthreewerebasedontheideasthat
governmentderivesitspowerfromthepeopleitgoverns,andgovernment
existstoprotectitscitizenswhohavecertainrightsthatcannotbedenied.The
GloriousRevolution,AmericanRevolution,andFrenchRevolutionhad
enduringeffectsworldwideonpoliticalexpectationsforself-governmentand
individualliberty.
derives:togainor
securefromsomething
else.
denied:takenawayor
withheld.
enduring:continuingto
existforalongtime.
intent:purpose
Severalessentialpoliticaldocumentswerecreatedatcriticaltimesin
historythatparalleledtheideasthatdrovetheserevolutions.Therewerefive
documentswrittenbetween1215to1791withtheintenttoguarantee
numerousrightsfortheircitizens.
TheEnglishMagnaCarta(1215)establishedtheprinciplethatnoone,
includingtheking,wasabovethelaw.TheabusesbyKingJohncauseda
revoltbynobleswhoforcedthekingtorecognizetherightsofnoblemen.The
MagnaCarta,otherwiseknownastheGreatCharter,eventuallycameto
protecttheinterestsofothersocialclassesaswell.Asaresult,thedocument
wasregardedasaguaranteeofcertainrights.TheMagnaCartaestablished
theprinciplesoftheruleoflaw,limitedgovernment,anddueprocessoflaw.It
alsoguaranteedindividualrightstothenobility.
TheGloriousRevolution(1688)broughtthefirstbillofrightstothe
Englishpeoplebythenewmonarchs,WilliamandMaryofOrange.The
documentbeginswithalistofgrievancesagainsttheexiledKingJamesII.It
justifiesboththerighttodeposethekinganddetailstherightsthatmustbe
protectedbythenewsovereigns.Thisdocumentensuredthesuperiorityof
Parliamentoverthemonarchywhilespellingoutbasicrightsandfreedoms.
exiled:forcedtoleave
thecountryforpolitical
reasons.
depose:toremove
frompower.
sovereigns:individuals
havingthehighest
powerinacountry.
Document1
Document1
6-25

TheEnglishBillofRights(1689)extendedindividualliberitesanddueprocess
oflawtothenobility.TheEnglishBillofRightswouldbeamodelforfuture
documentssuchastheDeclarationofIndependenceandtheU.S.Billof
Rights.
TheAmericanRevolution(1775-1783)showedtheworldthatrebellion
againstapowerfulmonarchywaspossible.TheideasoftheEnlightenment
inspiredtheAmericancoloniststodemandtherightsgrantedtotheEnglish
citizens.ThomasJefferson'sDeclarationofIndependenceof1776claimed
thatunalienablerightswerethefoundationofallgovernment,andhejustified
AmericanresistancetoEnglishruleintheseterms.TheDeclarationof
Independenceisalsoimportantbecauseitadvocatedtheprincipleofthe
consentofthegoverned.Jefferson'sDeclarationofIndependencehadan
immediateinfluenceontheFrenchpeopleatthistime.
Enlightenment:periodin
18
th
century;basedon
beliefscienceand
knowledgecouldimprove
peopleslives.
unalienable:cannotbe
takenawayfromyou.
TheFrenchRevolutionagainstKingLouisXVIbeganwhentheking
clashedwiththeEstates-General,anassemblysimilartoParliament.The
Estates-GeneralwroteitsDeclarationoftheRightsofManandtheCitizen
(1789)basedheavilyontheAmericanDeclaration.TheAssemblyadopted
thischarterofbasicliberties.TheFrenchdeclarationextendedindividual
liberties,consentofthegoverned,andprotectedtheprincipleofdueprocess
ofthelaw.
Parliament:main
law-making
institutioninsome
countries.
framers:group
whichmadetheU.S.
government.

Finally,theU.S.BillofRights(1791)respondedtoearlierideasabout
therelationshipbetweenindividualsandtheirgovernments.Theframersof
theU.S.ConstitutionaddedthefirsttenamendmentstotheConstitution,
knownastheU.S.BillofRights,tolimitthepowersofthefederalgovernment.
TheideasoutlinedintheEnglishBillofRightswerewrittenintotheU.S.Billof
RightsguaranteeingthemtothecitizensintheUnitedStates.TheU.S.Billof
Rightsextendedandprotectedtheprinciplesofindividuallibertiesanddue
processoflaw.
TheStaircasetoSelf-GovernmentandIndividualLiberty

Document2

Giantstepsforhumanity!
6-26
MagnaCarta,1215
Directions:Readthefollowingexcerptsandexplaininyourownwordswhateachexcerpt
means.Circlethekeydemocraticideal(s)eachexcerptrepresents.

6-27

Excerpts Explanation(Inyourownwords) DemocraticIdeal
39.Nofreemanshall
becapturedor
imprisonedor
exiled,exceptby
thelawfuljudgmentof
hispeersorbythe
lawoftheland.

a.Ruleoflaw
b.Dueprocessoflaw
c.Consentofthegoverned
d.Individualliberty
e.Limitedgovernment
40.Tonoonewillwesell,
tonoonedenyordelay
rightorjustice.

a.Ruleoflaw
b.Dueprocessoflaw
d.Individualliberty
e.Limitedgovernment

61.Thebaronsshallelect
twenty-fiveoftheirnumber,
andcausetobeobserved
withalltheirmight,the
peaceandlibertiesgranted
andconfirmedtothemby
thischarter.

a.Ruleoflaw
b.Dueprocessoflaw
d.Individualliberty
e.Limitedgovernment

Document3
Summarize:Whyisthedocumentsignificantinestablishingorextendingself-governmentand
individualliberty?
MagnaCarta
EnglishBillofRights,1689
Directions:Readthefollowingexcerptsfromthedocumentandexplaininyourownwordswhat
eachexcerptmeans.Circlethekeydemocraticideal(s)eachexcerptrepresents.

6-28

8.Thatelectionof
membersofParliament
oughttobefree

a.Ruleoflaw
b.Dueprocessoflaw
d.Individualliberty
e.Limitedgovernment

10.Thatexcessivebail
oughtnottoberequired,
norexcessivefines
imposed,norcrueland
unusualpunishments
inflicted

a.Ruleoflaw
b.Dueprocessoflaw
d.Individualliberty
e.Limitedgovernment

Document4
individualliberty?
EnglishBillofRights
DeclarationofIndependence,1776

6-29


Weholdthesetruthstobe
self-evident,thatallmenare
createdequal,thattheyare
endowed(given)bytheir
Creator,withcertain
unalienable(nottobetaken
away)rights,thatamong
thesearelife,liberty,and
thepursuitofhappiness.
a.Ruleoflaw
b.Dueprocessoflaw
d.Individualliberty
e.Limitedgovernment
Governmentsareinstituted
amongmen,derivingtheir
justpowersfromthe

a.Ruleoflaw
b.Dueprocessoflaw
d.Individualliberty
e.Limitedgovernment
Document5
individualliberty?
Declarationof
Independence
DeclarationoftheRightsofManandtheCitizen,1789
6-30

9.Thefreecommunication
ofideasandopinionsisone
ofthemost[valuable]ofthe
rightsofman...

a.Ruleoflaw
b.Dueprocessoflaw
d.Individualliberty
e.Limitedgovernment

11.Asallpersonsareheld
innocentuntiltheyshall
havebeendeclaredguilty

a.Ruleoflaw
b.Dueprocessoflaw
d.Individualliberty
e.Limitedgovernment

Document6
individualliberty?
DeclarationoftheRightsof
ManandtheCitizen
U.S.BillofRights,1791

6-31

I:Congressshallmake
nolawrespectingan
establishmentofreligion,
orprohibitingthefree
exercisethereof;or
abridging(reducing)the
freedomofspeech,orof
thepress;ortherightof
thepeoplepeaceablyto
assemble

a.Ruleoflaw
b.Dueprocessoflaw
d.Individualliberty
e.Limitedgovernment

VI:Inallcriminal
prosecutions,the
accusedshallenjoy
therighttoaspeedy
andpublictrial,byan
impartial(fairorjust)
juryofthestateand
districtwhereinthe
crimeshallhave
beencommitted

a.Ruleoflaw
b.Dueprocessoflaw
d.Individualliberty
e.Limitedgovernment

Document7
individualliberty?
U.S.BillofRights
EvolutionofDemocraticIdeals:1215to1791
Directions:ReadDocument1andcompletethetasks.
TeacherGuide1
6-32

A. Whatdoesthetitlemean?Thethreerevolutionsandfivedocumentsbuiltupononeanothertocreatemoderndaydemocracy.
B. Listthethreerevolutionsmentionedinthebackgroundessay.
1.GloriousRevolution2.AmericanRevolution 3.FrenchRevolution_________
C. Listthefivedocumentsthatlaidthefoundationforthedevelopmentofdemocracyandtheyeareachwaswritten.
1.MagnaCarta,1215_________________ 4.DeclarationofRightsoftheManandtheCitizen,1789____
2.EnglishBillofRights,1689___________ 5.USBillofRights,1791_____________________________
3.DeclarationofIndependence,1776____
D. Placethefivedocumentsonthetimelineinchronologicalorderandexplaintheirsignificanceinthespacebelowthedocument.
M a g n a C a r t a
E n g l a n d
1 2 1 5
C r e a t e d p r i n c i p l e o f
l i m i t e d g o v e r n m e n t
r e q u i r i n g k i n g t o
g o v e r n a c c o r d i n g t o
l a w s .
E s t a b l i s h e d p r i n c i p l e
o f t h e r u l e o f l a w
s t a t i n g t h e m o n a r c h y
i s n o t a b o v e t h e l a w .
G u a r a n t e e d
i n d i v i d u a l r i g h t s
s u c h a s r i g h t s t o
p r o p e r t y .
E s t a b l i s h e d d u e
p r o c e s s o f l a w w i t h
t h e r i g h t t o a t r i a l b y a
j u r y .
E n g l i s h B i l l
o f R i g h t s
1 6 8 9
E x t e n d e d p r i n c i p l e o f
l i m i t e d g o v e r n m e n t
b y c r e a t i n g a
c o n s t i t u t i o n a l
m o n a r c h y .
E x t e n d e d i n d i v i d u a l
l i b e r t i e s b y g r a n t i n g
f r e e s p e e c h f o r
m e m b e r s o f P a r l i a m e n t
( n o b l e s ) .
E x t e n d e d d u e p r o c e s s
o f l a w b y o u t l a w i n g
c r u e l a n d u n u s u a l
p u n i s h m e n t .
A m e r i c a n
D e c l a r a t i o n o f
I n d e p e n d e n c e
1 7 7 6
r i g h t s b y d e c l a r i n g t h a t
p e o p l e h a v e n a t u r a l
r i g h t s w h i c h t h e
g o v e r n m e n t m u s t
p r o t e c t .
r i g h t s b y s t a t i n g a l l m e n
a r e c r e a t e d e q u a l .
A d v o c a t e d p r i n c i p l e o f
t h e c o n s e n t o f t h e
g o v e r n e d b y s t a t i n g t h a t
g o v e r n m e n t p o w e r
c o m e s f r o m t h e p e o p l e .
C r e a t e d t o p r o t e c t t h e
p r i n c i p l e o f t h e r u l e o f
l a w .
F r e n c h
D e c l a r a t i o n o f t h e
R i g h t s o f M a n a n d
t h e C i t i z e n
1 7 8 9
r i g h t s o f l i b e r t y ,
p r o p e r t y , s e c u r i t y , a n d
r e s i s t a n c e t o
o p p r e s s i o n .
r i g h t s b y s t a t i n g m e n
a r e f r e e a n d e q u a l , a n d
g u a r a n t e e d f r e e d o m o f
p r e s s a n d s p e e c h t o a l l .
E x t e n d e d t h e p r i n c i p l e
o f t h e c o n s e n t o f t h e
g o v e r n e d b y i n d i c a t i n g
a l l c i t i z e n s h a v e t h e
r i g h t t o m a k e l a w s .
U . S . B i l l o f
R i g h t s
1 7 9 1
l i b e r t i e s s u c h a s
f r e e d o m o f s p e e c h ,
a s s e m b l y , a n d r e l i g i o n .
P r o t e c t e d d u e p r o c e s s
o f l a w b y g r a n t i n g t r i a l
b y j u r y a n d n o c r u e l a n d
u n u s u a l p u n i s h m e n t .
E x t e n d e d d u e p r o c e s s
o f l a w t o e n s u r e t h e
r i g h t a g a i n s t
u n r e a s o n a b l e s e a r c h e s
a n d a r r e s t s .
Directions:AnalyzeDocument2andanswerthefollowingquestions.
6-33

1. Listtheobjectsyouseeinthecartoon.
Staircase,swamp,grassorreeds,cloudsonleft,clearskiesbehindstaircase,names
andyearsofdocuments;terms:tyrannyanddivinerightsofkings.
2. Explainthemeaningofthecartoonstitleandcaption.
Thetitleistellingtheviewerthesefivedocumentswerethestepstakeninhistory
whichledtothedevelopmentofmoderndemocracy.
ThecaptionisadaptingthephrasefromNeilArmstrongashesteppedontothe
moon.Thecaptionisintimatingthateachdocumentrepresentsalegacyinthe
historyofdemocraticideals.Allbeginandarefoundedontheideaswithinthe
MagnaCarta.Thelaterdocumentsextendthoseideastomoreandmorepeople
throughhistory.
Thestaircaseindicatesthatwearestillonthejourneytogreateraccomplishmentsas
societiesstriveforself-governmentandindividualliberties.
3. Explaintheoverallmessageofthecartoon.
Thefivedocumentscreatedthroughoutthishistoricaltimeperiodestablishedand
extendeddemocraticideals.Thesuccessive documentsfoundationwasbasedon
theMagnaCartaandbuilttheidealsofmoderndemocracyonestepatatime.
4. Imagineyouareeitherstandingintheswamporontopofthestaircase.Write
threesentencesdescribingyourperspectivefromwhereyouarestanding.
Answerswillvary.Encouragestudentstousetheirimaginations,basedontheir
understandingofdemocracy.
Viewintheswamp:Studentswhoarestandingintheswampywatersshould
indicatetheyaresurroundedbytyranny,butseeopportunitiestobreakawayfrom
thetyrannybyclimbingoutoftheswampontothestepsofdemocracy.To
accomplishthistheymustunderstandtheidealswithinthedocuments.
Viewontopofthestaircase:Theperspectivecouldbeofviewingthe
accomplishmentsofhumanityagainstthestruggleofinequalityandtyranny.Also,a
studentsperspectivecouldbetheviewofthefutureofmoreequalityforallpeople
andgreaterthingstocome.
TeacherGuide2
Documents3-7AnalysisKey
MagnaCarta Explanation DemocraticIdeal

39.Nofreemanshallbecapturedor
imprisonedorexiled,exceptbythe
lawfuljudgmentofhispeersorbythe
lawoftheland.
Hastwoaspects:thatofsubstanceandthatofprocedure.
Punishments/Sentencesshouldnotbeexecutedupona
manunlesstherehasfirstbeenajudgmentthatheis
guiltyofsomeoffensewhichthelawrecognizesasan
offense.Thechapteralsorequiresthattheremustbe
morethantheformalityofalegaljudgment;theremustbe
agenuinetrialbeforeatribunalthatfollowsaccepted
procedures.
Dueprocessoflaw
40.Tonoonewillwesell,tonoonedenyor
delayrightorjustice.
Justiceisnotsomethingtobesoldtothehighestbidder
butshouldbeavailableonimpartialtermstomenofall
ranks.
Ruleoflaw
Dueprocessoflaw
61. The barons shall elect twenty-five of their
number, and cause to be observed with all
their might, the peace and liberties granted
andconfirmedtothembythischarter.
Representedaneffortbythenoblestosetupan
organizationtoenforcetheCharter.Itprovidesforthe
baronstoelect25memberstoactaskeepersofthe
libertiesgrantedbytheCharter.
Limitedgovernment
Ruleoflaw
Consentofthegoverned
EnglishBillofRights Explanation DemocraticIdeal
8.ThatelectionofmembersofParliament
oughttobefree
Thecitizensofthecountryshouldchoosetheir
representativesinthegovernmentbasedonmeritrather
thanclassorbirth.
10.Thatexcessivebailoughtnottobe
required,norexcessivefinesimposed,nor
cruelandunusualpunishmentsinflicted
Thegovernmentcannotarbitrarilysetbail,fines,and
sentencesbutmustfollowthestandardssetbycitizensof
thecountry.Also,governmentmaynotuseexcessive
forceorphysicalharmbeyondthestandardsofthe
citizens.
Dueprocessofthelaw
Limitedgovernment
DeclarationofIndependence Explanation DemocraticIdeal
Weholdthesetruthstobeself-evident,thatall
menarecreatedequal,thattheyareendowed,
bytheirCreator,withcertainrights,thatamong
Allpeoplearebornwithnaturalrightsthatcannotbetaken
awaybythegovernmentwithoutdueprocessoflaw.
Individualliberties
TeacherGuide3
6-34

Documents3-7AnalysisKey
6-35

thesearelife,liberty,andthepursuitof
happiness.
Governmentsareinstitutedamongmen,
derivingtheirjustpowersfromtheconsentof
thegoverned
Agovernmentisonlylegitimateifitiscreatedbythe
people.Theofficialsmustbechosenbythecitizens,
usuallythroughcompetitiveelections.
DeclarationoftheRightsofManand
theCitizen
Explanation DemocraticIdeal
9.Asallpersonsareheldinnocentuntilthey
shallhavebeendeclaredguilty
Itisthejobofthegovernmenttoproveanindividualsguilt
ratherthantheindividualsjobtoprovehisinnocence.
Dueprocessoflaw
11.Thefreecommunicationofideasand
opinionsisoneofthemostpreciousofthe
rightsofman...
Allpeoplehavetherighttofreespeech,expression,and
assembly.
Individualliberty
U.S.BillofRights Explanation DemocraticIdeal
I:Congressshallmakenolawrespectingan
establishmentofreligion,orprohibitingthefree
exercisethereof;orabridgingthefreedomof
speech,orofthepress;ortherightofthe
peoplepeaceablytoassemble
Protectsthecivillibertiesandindividualrightssuchas;
freedomsofreligion,speech,press,andassembly.
Italsolimitsthepowerofthegovernment:Congressshall
makenolaw
Individualliberty
Limitedgovernment
VI.Inallcriminalprosecutions,theaccused
shallenjoytherighttoaspeedyandpublic
trial,byanimpartialjuryofthestateand
districtwhereinthecrimeshallhavebeen
committed
Protectstherighttoaspeedyandfairtrial.The
requirementofaspeedytrialensuresthatanaccused
personwillnotbeheldinjailforalengthyperiodasa
meansofpunishingtheaccusedwithoutatrial.Afairtrial
meansthatthetrialmustbeopentothepublicandthata
jurymusthearwitnessesandevidenceonbothsides
beforedecidingtheguiltorinnocenceofapersoncharged
withacrime.
Dueprocessoflaw
TeacherGuide3

TeacherGuide4
HistoricalContext:
2-3sentencesummaryofhow
theGloriousRevolution,
AmericanRevolution,and
FrenchRevolutionledtothe
politicalexpectationsforself-
governmentandindividual
liberty.
Humanhistoryaboundswithcountlessstrugglesofpeoplestriving
tosecuretheirrights.Eachstrugglechallengedtherelationship
betweenthepeopleandtheirgovernmentandoftenresultedin
changingtherelationshipofthecitizensandthegovernment.The
legacyofthesestrugglesisthecreationofnumerousdocuments
whichestablishedtheidealsofself-governmentandindividual
liberty.
Thesis:
Yourpositionabouthowthe
threedocumentsestablishedor
extendedthedemocraticideals
ofself-governmentand
individualliberty.
TheMagnaCartaisthefoundationofthedemocraticidealsof
limitedgovernment,dueprocessoflaw,andindividuallibertywhich
aresignificantlyextendedbytheDeclarationoftheRightsofMan
andtheCitizenandtheU.S.BillofRights.
MainIdea
1
st
democratic
idealwithin
documents
whichextended
self-government
orindividual
liberty.
TopicSentence
TheMagnaCartaestablishedtheidealoflimitingthepowerofthemonarch
whiletheDeclarationoftheRightsofManandtheCitizenandtheU.S.Bill
ofRightsextendthisideal.
Supporting
Detail/Evidence
Supporting
Detail/Evidence
Analysis
Concluding
Sentence
MainIdea
2
nd
democratic
idealwithin
documents
whichextended
self-government
orindividual
liberty.
TopicSentence
Thethreedocumentsallgranttherightofdueprocessoflawtothe
people.
Supporting
Detail/Evidence
Supporting
Detail/Evidence
Analysis
Concluding
Sentence
MainIdea
3
rd
democratic
idealwithin
documents
whichextended
self-government
orindividual
liberty.
TopicSentence
TheMagnaCartapromisesindividuallibertytothenobilitywhilethe
twootherdocumentsextendedindividuallibertytoallfreemen.
Supporting
Detail/Evidence
Supporting
Detail/Evidence
Analysis
Concluding
Sentence
Paragraph
1
Introduction
Paragraph
2
Body
paragraph
Paragraph
3
Body
paragraph
Paragraph
4
Body
paragraph

6-36

TeacherGuide5
TextbookCorrelationstoModelLesson1
Teachersmaywishtosupplementthecontentofthelessonusingthetextbookasa
resource.
PrenticeHall:WorldHistory:TheModernWorld
MagnaCarta:pages42,44-45
GloriousRevolutionandEnglishBillofRights:pages44-47
AmericanRevolutionandDeclarationofIndependence:pages69-71,80-83,
FrenchRevolutionandDeclarationoftheRightsofManandtheCitizen:
pages114-116,120
USBillofRights:pages72-73,97-98
Glencoe:WorldHistory:ModernTimes
MagnaCarta:page:156
GloriousRevolutionandEnglishBillofRights:pages176,181-182,200
AmericanRevolutionandDeclarationofIndependence:pages192-195,200
FrenchRevolutionandDeclarationoftheRightsofManandtheCitizen:pages
214-215
USBillofRights:pages196-197

6-37

Transparency1
Definitionofdemocracy
MainEntry:democracy
Pronunciation:\di-m-kr-s\
Function:noun
InflectedForm(s):pluraldemocracies
Etymology:MiddleFrenchdemocratie,fromLateLatin
democratia,fromGreekdmokratia,fromdmos+-
kratia-cracy
Date:1576
1a:governmentbythepeople;especially:ruleofthe
majorityb:agovernmentinwhichthesupremepoweris
vestedinthepeopleandexercisedbythemdirectlyor
indirectlythroughasystemofrepresentationusually
involvingperiodicallyheldfreeelections
2:apoliticalunitthathasademocraticgovernment
3:capitalized:theprinciplesandpoliciesoftheDemocratic
PartyintheUnitedStates<fromemancipation
RepublicanismtoNewDealDemocracyC.M.Roberts>
4:thecommonpeopleespeciallywhenconstitutingthe
sourceofpoliticalauthority
5:theabsenceofhereditaryorarbitraryclassdistinctions
orprivileges

Merriam-WebsterOnlineDictionary:http://m-w.com/dictionary/democracy

6-38

Lesson10.2.2.Overview
Transparency2

Day1
ReviewStudentHandout9
Analyzefivekeydemocraticprinciples
limitedgovernment
theruleoflaw
individualrights
dueprocessoflaw
CompletememorysketchesofDemocraticIdeals(homework)
Day2
Developtopicsentence&paragraph
Readbackgroundessayandcompletetimelineactivity
CompleteparagraphandreadWritingaThesisSentence
(homework)
Day3
Analyzepoliticalcartoon
Analyzedocuments
MagnaCarta
EnglishBillofRights
DeclarationofIndependence
DeclarationoftheRightsofManandCitizen
U.S.BillofRights
Day4
Completecomparisongraphicorganizerofdocuments
Developthehistoricalwritingprocess
Thesisstatementdevelopment
Day5
Completethehistoricalwritingprocess
Introductionwithathesisstatement
Topicsentences
Studentreflection
6-39

Transparency3
TheStaircasetoSelf-GovernmentandIndividualLiberty
Giantstepsforhumanity!
6-40

ThesisSentenceSamples
Prompt:ComparethereasonswhytheNorthandSouthfoughttheCivilWar.
Example1:TheNorthandSouthfoughttheCivilWar
formanyreasons,someofwhichwerethesameand
somedifferent.
Transparency4
Example2:WhilebothsidesfoughttheCivilWarover
theissueofslavery,theNorthfoughtformoral
reasonswhiletheSouthfoughttopreserveitsown
institutions.
6-41
http://www.unc.edu/depts/wcweb/
Transparency5
Prompt
ComparetheMagnaCartatotwoofthefollowing
documents.Evaluatehoweachdocument
establishedorextendedthedemocraticidealsof
self-governmentandindividualliberty.
a. EnglishBillofRights
or
U.S.BillofRights
b. DeclarationofIndependence
or
DeclarationoftheRightsofManandthe
Citizen
6-42

STANDARD:10.3.6
Analyzetheemergenceofcapitalismasadominanteconomicpatternandtheresponsestoit,including
Utopianism,SocialDemocracy,Socialism,andCommunism.
PRIORKNOWLEDGE
REQUIRED
Day1
HookExercise
LessonOverview
BuildingBackground
Transparencies1-3
Day2
Review
ExperientialExercise
VisualAnalysis
Transparencies4-6,TeacherGuide1
Day3
CapitalismandSocialismReading
PrimarySourceAnalysis
MaterialsNeeded:StudentHandouts2,5,
6,Documents1-4,Transparencies2,6,7,
8
Day4
PreparationforWriting
Writing
MaterialsNeeded:StudentHandouts1,2,
6,7,8,Transparency9
Day5(asneeded)
CompletetheWritingTask
Reflection
MaterialsNeeded:StudentHandouts7
and8
LAUSD
INSTRUCTIONAL
STRATEGIES
Agree/DisagreeChart
Thisstrategyisusedtoaccessstudent
thinkingonissuesandtoleaduptoa
classdiscussion.
Thisactivityhelpsstudentsto
experienceanhistoricalconceptand
servestofocusfurtherdiscussionon
content.
VisualAnalysis
Thisstrategyfocusesonthe
interpretationofavisualsourceusing
guidingquestionstohelpspiralstudent
thinking.
JigsawReading
Thisstrategyhelpstoreducethe
contentstudentsneedtoread,while
causingstudentstobemore
accountableforwhattheyhaveread.
Studentsshouldhavelearned
aboutthecausesandeffectsofthe
IndustrialRevolutionbefore
beginningthislesson.Inaddition,
studentsshouldunderstandthe
connectionsbetweennatural
resources,labor,capital,and
entrepreneurshipinanindustrial
economy(Standard10.3.5).
KEYTERMSANDCONTENT
economic
philosophy
system
conflict
social
capital
ideology
labor
structure
debate
transform
perspective
CULMINATINGTASK
Studentswillconcludethelessonby
producinganessayinresponseto
thefollowingprompt:
Compareandcontrastthe
characteristicsofcapitalism
andsocialism.Discussthe
benefitsandproblemsofeach
system,andevaluatewhich
systemprovidesthegreater
overallbenefittosociety.
7-1
10
th
ModelLesson2
CapitalismandtheResponsestoIt
Standard
10.3.6Analyzetheemergenceofcapitalismasadominanteconomicpatternandtheresponses
toit,includingUtopianism,SocialDemocracy,SocialismandCommunism.
anddecisionsanddeterminingthelessonsthatwerelearned.
Research,Evidence,andPointofView
GuidingInquiries:
1. Whatiscapitalism?
2. Howhavepeoplerespondedtocapitalism?
3. Shouldthegovernmentbeinvolvedintheeconomy?Ifso,towhatextent?
4. Dothebenefitsofcapitalismoutweighitscosts?

Materials
StudentHandout1:EconomicSystemsSurvey
StudentHandout2:EvaluatingCapitalismandSocialism
StudentHandout3:EconomicPhilosophiesandSystems
StudentHandout4:ConnectingtheActivitytoEconomicSystems
StudentHandout5:CapitalismandSocialismReading
StudentHandout6:DocumentAnalysisGuide
StudentHandout7:WritingPromptandTaskSheet
Document1: ThePyramidofCapitalistSystem
Document2: WritingsfromMarxandEngels
Document3: AdamSmith,TheWealthofNations
Document4: RalphWaldoEmerson,TheConductofLife
TeacherTransparency1:EconomicSystemsSurvey
TeacherTransparency2:EvaluatingCapitalismandSocialism
TeacherTransparency4:DebriefingRock,Scissors,Paper
TeacherTransparency5:ConnectingtheActivitytoEconomicSystems
TeacherTransparency6:FromtheDepths
TeacherTransparency7:DocumentAnalysisGuide
TeacherTransparency8:ThePyramidofCapitalistSystem
TeacherTransparency9:WritingOrganizer
TeacherGuide1:Rock,Scissors,PaperGuide
7-2

1. Canstudentsunderstandhowcapitalismemerged?
2. Arestudentsabletoidentifyaspectsofcapitalismandsocialismintodaysworld?
3. Arestudentsabletologicallyandcoherentlyconstructanessaythatemphasizestheskillsof
comparingandcontrasting?
4. Canstudentsintegrateprimaryandsecondarysourcematerialsintotheirwriting?
LessonOverview
Inthislesson,studentswillstudytheemergenceofcapitalismandthemajorresponsestoit,
withanemphasisonsocialism.Studentswillconcludethelessonbyproducinganessayin
responsetothefollowingprompt:Compareandcontrastthecharacteristicsofcapitalismand
socialism.Discussthebenefitsandproblemsofeachsystem,andevaluatewhichsystem
providesthegreateroverallbenefittosociety.
Thelessonwilltakeuptofive50-minuteinstructionalperiodstocomplete.
Beforestartingthislesson,studentsshouldhaveasolidunderstandingoftheIndustrial
Revolution(contentfromStandards10.3.1through10.3.5),particularlytheconceptsofcapital,
labor,entrepreneurship,andindustrialeconomy.
Day1
Hook
ThelessonbeginswithstudentscompletingStudentHandout1,agreeing
ordisagreeingwithstatementsthatlinktothebasicconceptsinvolvedwith
capitalismandsocialism.StudentsshouldindividuallycompleteStudent
Handout1andthendiscusstheirresponseswithapartner.
Buildingonafewofthequestionsfromthehandout,haveaclass
discussiononthefollowingquestions:
1. Whoisresponsibleforapersonswell-being,thegovernmentor
theindividual?
2. Shouldthegovernmentbeinvolvedintheeconomy?Ifso,towhat
extent?
Followingthisdiscussion,projectTransparency1whichisacopyof
StudentHandout1withthekeymodificationsofthetermsCapitalismand
SocialismreplacingthetermsAgreeandDisagree.Leadstudentstoan
understandingofhowthestatementstheyconsideredearlierrelateto
thesetwoeconomicsystems.
DirectstudentstowriteC=Capitalism,S=Socialisminthetopright
cornerofStudentHandout1.Asyourevealwhichsystemthestatement
relatesto,marktheappropriateboxonTransparency1withaCoranSto
assiststudentsthroughthisprocess.Items1,2,5,and7relateto
capitalism.Items3,4,6,and8relatetosocialism.Asyougoovereach
item,havestudentsmarkaCoranSaftereachstatement.
Completetheintroductiontothelessonbydirectingstudentstobegin
fillingoutStudentHandout2.Thismaybedoneasafullgroupactivityor
inpairs.UsingTransparency2,recordatleastoneitemforeachboxto
TimeSuggestion:
25Minutes
Encouragestudents
tousephrasessuch
as:Iagreewith___
because____.I
disagreewith_____
because_____.
Bringoutexamples
fromstudentslives
thatrelateto
capitalismand
socialism.
7-3

guidestudentsinusingStudentHandout2.StudentHandout2willbe
revisitedthroughoutthelessontohelpstudentscompletetheculminating
writingtask.Studentsdonotneedtocompletethechartatthistime.Help
studentstorecognizethepositivesandnegativesofbothcapitalismand
socialism.
LessonOverview
UseTransparency3toreviewtheactivitiesandobjectivesof the lesson.
Informstudentsthattheywillbelearningmoreabouttheeconomic
systemswhichdevelopedduringandaftertheIndustrialRevolution.
5minutes
BuildingBackground
Togainabasicunderstandingofthekeyeconomicsystemsinvolvedwith
standard10.3.6andtobuildonthehookactivity,studentswillcomplete
StudentHandout3.
Studentswillreadthedefinitionstodeterminethebigideas.Thentheywill
putthedefinitionsintotheirownwords.Teacherswillreinforcekey
conceptsandprovidekeybackgroundonthevariouseconomicsystemsin
theformofamini-lecture.Besuretobringouttheemergenceof
capitalism.Keypointstotouchon:
Thelaissez-faireeconomicideasoftheEnlightenment,particularly
freetrade.
AdamSmithsthreenaturallawsofeconomics,(self-interest,
competition,supplyanddemand).
Theimpactofincreasedproductionanddemandduringthe
Ashorttimelinehasbeenprovidedtoillustratetheroughtime-frameof
someofthesystems.Spacehasalsobeenprovidedforstudentstotake
additionalnotesoncontentthatmaysupporttheirlearning.
15minutes
Studentsmaybenefit
bycreatingavisual
representationof
eachofthesystems
onStudentHandout
3.
Makeconnectionsto
previousstandards
andcontent
associatedwiththe
Debrief
Wrap-upthedaybytouchingonsomeofthecriticalpointsofStudent
Handout3.
5minutes
Homework
StudentswillcompleteStudentHandout3iftheydidnotdosoinclass.
Portionsofpages
184-186ofPrentice
HallWorldHistory
andpages260and
261ofGlencoeWorld
Historyrelateto
standard10.3.6.
Thesemaybe
assignedforreading.
7-4

Day2
Review
BeginDay2byreconnectingwithafewofthepositivesandnegativesof
capitalismandsocialismusingStudentHandout2.Addanadditionalitem
foreachbox.Inaddition,touchonsomeoftheconceptsfoundinStudent
Handout3tocheckforunderstanding.
10minutes
ExperientialExercise:
AfterbrieflyreviewingStudentHandout3,studentswillparticipateinan
experientialexercisedesignedbyandusedwithpermissionofTeachers
CurriculumInstitute.Thisactivityhasbeendesignedtohelpstudents
understandtheunequaldistributionofwealthinacapitalistsystem.
TeacherGuide1providescriticaldirectionsandsupportforthisactivity.
Threestudentsrepresentingthewealthyreceive10tokens.Alloftheother
studentsrepresentingtheworkingclassreceiveonetoken.Inpairs,
studentsplayRock,Scissors,Paper,withthewinnertakingonetokenfrom
theloser.Studentscontinuetocompeteagainstotherclassmatesaslong
astheyhaveatleastonetoken.Afterashorttime,threestudentswillhave
mostofthetokens,afewstudentsmayhaveoneortwotokens,andmost
studentswillhavenothing.
DebrieftheexperienceandtheconceptsinvolvedusingTransparency4.It
iscriticaltodebrieftheexperienceandmakelinksbetweenthegameand
capitalismandsocialism.
LeadstudentstomakefurtherconnectionswithStudentHandout4using
TeacherTransparency5.
30minutes
Cutoutthetokens
andstorethemina
ziplockbag.
Explaintherulesof
thegameandhave
studentsdoa
practiceround.
Ensurethatthe
studentswith10
tokensdonotinitially
playeachother.
Consider
reconnectingwith
StudentHandout1
andStudentHandout
2.
VisualAnalysis
ProjectTransparency6:FromtheDepthsbyWilliamBalfourKer.Guide
studentsthroughabriefanalysisofthisimage.Makeconnectionsbetween
whattheyexperiencedintheearlierportionoftheclassandtheimage.
Bringouttheconceptsofclassstruggleandthereactiontocapitalism
askingthefollowingquestions:
Whatdoyousee?
Whatdifferentgroupsarerepresentedintheimage?
Whatisthemessageoftheimage?
10minutes
Considerhaving
studentsbringthe
imagetolifeby
standinginfrontof
theprojectionand
actingoutwhatthe
charactersmightbe
thinkingandsaying.
Homework
Forhomework,studentswillreadselectedportionsfromthetextbookto
furthersolidifytheirunderstandingoftheresponsestocapitalism.In
PrenticeHallWorldHistory,studentswillreadpages187and188.In
GlencoeWorldHistory,studentswillexaminepages299and300.
Tokeepstudentsaccountable,giveeachstudentaPost-Itnoteorindex
card.Inadditiontoreadingthetext,studentswillneedtocopywhatthey
considertobethemostimportantsentenceandwriteanexplanationasto
whythatwasthemostimportantpoint.
Theideabehindthe
useofaPost-Itor
indexcardistogain
aholisticsenseof
whatstudents
learnedandnot
necessarilytograde
thework.
7-5

Day3
ReviewHomework
CollectstudentsPost-Its/indexcardsanddiscusswhatstudents
consideredtobethemostimportantpointsfromthereading.
5minutes
ReconnectingwithCapitalismandSocialism
StudentswillreconnectwiththekeycontentofthislessonusingStudent
Handout5.Havestudentsworkinpairstojigsawthereading.Student1
willreadparagraphsoneandtwo,student2willreadparagraphstwo
andthree.Givestudentsthreeminutestoreadandthreeminutesto
sharewiththeirpartner.
Brieflytouchonkeyconceptsinthereading.Baseduponthereading,
addanadditionalpositiveandnegativeforcapitalismandsocialismto
StudentHandout2usingTransparency2tosupportstudentnote-taking.
10minutes
Thereadingismeantto
giveabasicreviewand
isnotmeantto
exhaustivelycoverthe
twosystems.
AnalyzingPrimarySourcesonSocialismandCapitalism
Informthestudentsthattheywillbeginexaminingprimarysource
documents(Documents1through4)whichdescribethethinkingand/or
consequencesofbothcapitalismandsocialism.
StudentswilluseStudentHandout6torecordtheirnotes.Thisorganizer
alsoservesasatooltoorganizepertinentinformationforthewritingto
come.
ModelananalysisofDocument1(Transparency8)forthestudents
addingtheinformationtoStudentHandout6.Usethemodelingof
Document1asanopportunitytodemonstrateforstudentsthewaya
historianmightanalyzeasource.Reconnectwiththeanalysisusedwith
Transparency6.
Studentswillcompletetheremainingdocuments(Documents2through
4)eitherinpairsoringroupsofthree.
30minutes
Besuretobringout
possibleevidencethat
mightbeaddedto
StudentHandout6.
CheckforUnderstanding
UsingTeacherTransparency7,dialoguewiththestudentsaboutwhat
theycameupwithintheiranalysisoftheprimarysourcedocuments.
AddinformationtoStudentHandout2usingTransparency2ifneeded.
5minutes
Homework
Ifneeded,studentscancompletetheirprimarysourceanalysisofthe
documentsashomework.
Day4
PreparationforWriting
Day4willfocusonpreparingstudentsforthewritingtaskfoundon
StudentHandout7.BeginbyhavingstudentsuseStudentHandout2to
identifywhattheyconsidertobethebiggestbenefitsandproblems(costs)
ofthetwoeconomicsystems.Havestudentsputachecknexttotheitems
theywillfocuson.
25minutes
Brieflyreviewkey
ideasfrom
Documents1through
4beforegettinginto
thepromptifneeded.
7-6

Part1--UnderstandingtheQuestion
Thewritingtaskisasfollows:
Compareandcontrastthecharacteristicsofcapitalismandsocialism.
Discussthebenefitsandproblemsofeachsystem,andevaluatewhich
systemprovidesthegreateroverallbenefittosociety.
HelpstudentstounderstandthetaskandrequirementsonStudent
Handout7.
Part2--OrganizeIdeas
UseTeacherTransparency9(StudentHandout8)tohelpstudents
organizetheirthoughts.Helpstudentstounderstandthedifferentpartsof
theorganizeraswellastheexpectationsforeachparagraph.Student
understandingofthisorganizeriscrucial.
Studentshavepracticedwritingathesisandtopicsentencesaspartof
ModelLesson1.Remindstudentstoclearlyindicateintheirthesiswhich
economicsystemtheythinkprovidesthegreateroverallbenefit.In
addition,remindthemtoaddressthekeycategoryfortheirparagraphin
eachtopicsentence.
FurtherdemonstratehowtouseStudentHandout8byco-constructing
paragraph2.FortheitemofCharacteristics,useStudentHandout1toaid
students.ForBenefitsandProblems,useStudentHandout2.Inaddition,
studentsshouldpullkeyquotesfromtheirprimarysourceanalysisusing
StudentHandout6.Quotescouldbeappliedtoanyoftheparagraph
elements.Demonstrateforstudentshowtheymightincorporateakey
quotefromoneoftheprimarysources.ForConcludingSentence,help
studentstoreconnectwiththekeyideasfoundintheirtopicsentences.
TheWritingProcess(seeAppendix)providesadditionalsupporton
helpingstudentswiththeirwriting.
StudentHandout8is
meanttoprovidea
generalstructurefor
studentswhomay
needthesupport,not
toserveasa
completedessay.
Refertothesis
materialsinModel
Lesson1to
remind/support
students.
Studentscanshare
theirorganizerwitha
peerorverballyshare
whattheyare
planningonwritingto
getsomefinal
feedbackbefore
writing.
BeginWriting
AsstudentscompleteStudentHandout8,havethemtransitionto
composingtheiressay.Helpstrugglingstudentstodeveloptheirideas.
Youmayneedtomodelforstudentswhattheiressayshouldlooklikeby
co-constructingportionsasaclass.Emphasizetostudentstheneedto
incorporatekeyevidenceandquotesfromthedocuments.
Studentscouldcompletethewritingathomeorcontinuetowritethe
followingdayofclass.Strugglingwriterswillbenefitfromanadditionalday
ofwritinganddirectioninclass.
25minutes
7-7

7-8

Day5(AsNeeded)
ReviewingtheTask
ReviewStudentHandouts7and8withthestudents.Usethisasan
opportunitytohighlightthingsthatyounoticedwhilehelpingstudentson
Day4.Addresschallengesandmisconceptions.
10minutes
StudentWriting
Havestudentscompletetheiressays.Studentswhofinishearlycanhave
apeerevaluatetheirworkandprovidefeedbackusingStudentHandout7.
30minutes
BringtheLessontoClosure
Helpstudentstoreflectontheirwritingandlearningfromthelesson.
10minutes
StudentHandout1
EconomicSystemsSurvey
Directions:Readthedescriptionsbelow.Decideifyouagreeordisagreebymarkingan
Xintheappropriatebox.Bepreparedtodiscusswhyyoumadeyourdecisions.
Agree Disagree
1. Propertyandthemeansofproduction(factories)
shouldbeownedbybusinessesandindividuals.

2. Whenindividualsfollowtheirownselfinterest,progress
willresult.

3. Thegovernmentmustacttoprotectworkerssince
employersoftentakeadvantageofthem.

4. Thegovernmentshouldownpropertyandthemeansof
production.

5. Thegovernmentshouldnotinterfereintheeconomy
becausetherulesofthemarket-place(theworldof
business)benefiteveryone.

6. Goodsshouldbedistributedaccordingtoeach
personsneeds.

7. Competitionamongbusinessesisgood.

8. Progressresultswhenproducersofgoodscooperate
forthebenefitofall.

7-9
StudentHandout2
EvaluatingCapitalismandSocialism
Capitalism Socialism
Positives
(Benefits)
Negatives
(Problems)
7-10
StudentHandout3
7-11

EconomicPhilosophiesandSystems
Directions:Circlethekeywordsfromeachdefinition,thenrewritethedefinitioninyourownwords.
Economic
Philosophies
andSystems
Definition Definitioninyourownwords
Mercantilism
MercantilismisanearlymodernEuropean
economictheoryandsystemthatactively
supportedtheestablishmentofcolonies.These
colonieswouldsupplymaterialsandmarkets
andrelievehomenationsofdependenceon
othernations.
Capitalism
Capitalismisaneconomicsysteminwhichthe
meansofproductionareprivatelyownedand
moneyisinvestedinbusinessestomakea
profit.Inacapitalistormarketeconomy,thekey
economicdecisionsemergefromtheinteraction
ofbuyersandsellersinafreemarket.
Utopianism
Basedonthewordutopia,perfectlivingplace,
utopianismsoughttoachieveequalityinsocial
andeconomicconditionsbyreplacingprivate
propertyandcompetitionwithcollective
ownershipandcooperation.
Socialism
Socialismisaneconomicsystemin whichthe
factorsofproductionareownedbythepublic
andoperateforthebenefitofall.Under
socialism,thegovernmentmakesthekey
economicdecisions.
Social
Democracy
SocialDemocracy,oramixedeconomy,isone
thathasbothfreemarketandsocialistcharac-
teristics.Socialdemocracypromotesthe
reformingofcapitalismthroughgovernment
regulationoftheeconomy.
Communism
Communismisa theoreticaleconomicsystem
characterizedbythecollectiveownershipof
propertyandbytheorganizationoflaborforthe
commongoodofallmembers.

Mercantilism Capitalism Socialism Communism

1500s 1600s 1700s 1800s 1900s

AdditionalNotes
__________________________________ _______________________________
______ ___________________________________________________________
StudentHandout4
ConnectingtheActivitytoEconomicSystems
EconomicSystem Rock,Paper,ScissorsGame
Capitalism
Privateownershipofindustry
Freedomofcompetition
Resultsinunequaleconomic
classes
Capitalism
________________________
________________________
________________________
Socialism
Governmentownershipof
industry
Goalofbringingeconomic
equality
Aimsforaclasslesssociety
Socialism
________________________
________________________
________________________

7-12

StudentHandout5
Directions:Readthefollowingpassagescarefully.Highlightorunderlinekey
ideasandtermsthatareimportanttounderstandingeacheconomicsystem.Use
thelefthandcolumntotakenotes.Bepreparedtodiscussandexplaintheideas
andtermsyouselected.
Notesand
Questions
Capitalism:
Capitalismisaneconomicsystembasedonmoney(capital
meansmoney).Thecentralideaofcapitalismisthatthe
marketplace,notrulersorgovernments,decidewhatwillbe
madeandsold.Inthemarketplace,peopleinfluencewhat
willbeproducedbythegoodstheydecidetopurchase.For
example,ifmorepeoplepurchaseFordautomobilesthan
Chevroletautomobiles,thenmoreFordsandfewer
Chevroletswillbeproduced.InhisbookTheWealthof
Nations,economistAdamSmithcalledthisideathe
invisiblehand(theabilityofthemarketplacetorespondto
publicdemandwithoutthegovernmentgettinginvolved).
Becausegovernmentscouldnotcontroltheinvisiblehand
frommovingthemarketplace,economistscalledthistype
ofeconomylaissez-faire,orhands-offcapitalism.The
WealthofNationscarriestheimportantmessagethatthe
governmentshouldinterveneaslittleaspossiblein
economicaffairsandleavethemarkettoitsowndevices.It
advocatestheliberationofeconomicproductionfromall
regulationinordertobenefitthepeople
In19
th
centurywesternEurope,capitalismbecamethe
dominanteconomicsystem.Wealthincreased
tremendouslyforsome,andthemiddleclassesincreased
insize.However,theIndustrialRevolutioncausedmany
peopletogiveupfarmingandmovetocitiestoseek
employment.Manyfarmersfoundjobsinthenewfactories
inthecities.Factoryworkersworkedfrom12to16hoursa
day,6daysaweek,with30minutesforlunchanddinner.
Therewasnosuchthingasaminimumwageandaworker
couldbefiredatanytimeforanyreason.Somebeganto
seecapitalismasanunfaireconomicsystemwheretherich
gotricherandthepoorsuffered.
7-13
StudentHandout5
Notesand
Questions
Socialism:
Socialismisaneconomicsysteminwhichthegovernment
ownsandcontrolsmanufacturingandisresponsiblefor
planningtheeconomy.Itwascreatedinanattemptto
eliminatethedifferencesbetweentherichandpoor.Ina
socialistsystem,wherethegovernmentowns
manufacturing,businesses,andproperty,thegovernment
determineswhatistobeproducedanddistributeswealth
evenly.Early19
th
centurysocialistsbelievedthatthespirit
ofcooperationevidentinsocialisttheorycouldreplacethe
marketplacecompetitionofcapitalism.Later19
th
century
proponentsofsocialisttheory,likeKarlMarx,believedthat
cooperationwasnotpossibleandthatconflictbetweenthe
ownersofcapitalandthosewhoworkedforthemin
factorieswasinevitable.Hebelievedthatthestruggle
betweenthetwogroupswouldeventuallyleadtoaworkers
revolution.
7-14
StudentHandout6

7-15
DocumentAnalysisGuide
Directions:Asyoureadandanalyzetheprimarysourcedocuments,usethischarttoorganizeyourideas.Youwilluse
thischartwhenyouworkonthewritingtask,sowriteclearlyandaccurately.
DocumentandSource EconomicSystem
Dotheideasof
thedocument
represent
capitalismor
socialism?
EvidenceandExplanation
Keyquote,image,orphrasethat
showswhatsystemisbeing
represented.Explainhow.
OppositeView
Howwouldsomeonewith
theopposingview,(capitalist
orsocialist)criticizethis
document?
Document1:ThePyramidof
CapitalistSystem
Document2:Writingsfrom
MarxandEngels

StudentHandout6

7-16
Dotheideasof
thedocument
represent
capitalismor
socialism?
OppositeView
Howwouldsomeonewith
document?
Document3:AdamSmith,
TheWealthofNations
Document4:RalphWaldo
Emerson,TheConductof
Life
StudentHandout7

WritingPromptandTaskSheet
Background
From1750through1914,theeconomicsystemsofcapitalismandsocialism
emergedanddevelopedinEuropeaspartof,andasaresponseto,theIndustrial
Revolution.TheIndustrialRevolutionresultedinmajorchangesbothsociallyand
economically.Thesystemsofcapitalismandsocialismhavebecomedominant
economicsystemsinfluencingthehistoryoftheworldfromthe18
th
centuryuntil
thepresent.
Prompt
Compareandcontrastthecharacteristicsofcapitalismandsocialism.Discuss
thebenefitsandproblemsofeachsystem,andevaluatewhichsystemprovided
thegreateroverallbenefittosociety.
Tasks
1) Writeanintroductioninwhichyouprovidethehistoricalbackgroundfrom
whichcapitalismandsocialismdeveloped.Endtheparagraphwitha
thesisstatementthatindicateswhicheconomicsystemprovidesthe
greateroverallbenefittosociety.
2) Writebodyparagraphswhichdescribethecharacteristicsofeachsystem
andwhichdetailthestrengthsandproblemsofcapitalismandsocialism.
3) Incorporatequotesand/orevidencefromaminimumoftwodifferent
sourcestosupportyourarguments.Explainthemeaningofthequotes
and/orevidence.
4) Writeaconclusionwhereyoudiscusstheoverallconsequencesor
benefitsofyourfavoredsystem.
Suggestedtermstouseinyourwriting.
capitalism
socialism
economicsystem
philosophy
conflict
social
labor
perspective
benefits
problems
7-17

StudentHandout8

7-18

HistoricalContext:
2-3sentencebackgroundof
capitalismandsocialism
Thesis:
Whichsystemprovidesthe
greateroverallbenefitto
society?
MainIdea
Capitalismor
Socialism
TopicSentence
Characteristics
Benefits
Problems
Concluding
Sentence
MainIdea
Capitalismor
Socialism
TopicSentence
Characteristics
Benefits
Problems
Concluding
Sentence
MainIdea
Evaluatingthe
twoeconomic
systems
RestateThesis
Afterconsideringbothsystems,
Overall
consequences/
benefitsofyour
chosensystem
Para-
graph
1
Para-
graph
2
Para-
graph
3
Para-
graph
4

Document1

ThePyramidofCapitalistSystem
7-19

Document2

WritingsfromMarxandEngels
ExcerptsfromtheCommunistManifestobyFriederichEngelsandKarlMarx,
1848
Themodernbourgeois(middleclass)societyhasnotdoneawaywithclass
antagonisms(hatredbetweengroupsofpeople).Ithasbutestablishednew
formsofstruggleinplaceoftheoldones.Modernindustryhasconvertedthelittle
workshopofthepatriarchal(male)masterintothegreatfactoryoftheindustrial
capitalist.Massesoflaborers,crowdedintothefactory,areorganizedlike
soldiers.Theyareslavesofthemachineandthemanufacturer.Insteadofrising
asindustryprogresses,theysinkdeeperanddeeperintopoverty.
"Owingtotheuseofmachineryandtodivisionoflabor,theworkofthe
proletarians(workerclass)haslostallindividualcharacter,andconsequently,all
charmfortheworkmen.Hebecomes[alimb]ofthemachine,anditisonlythe
mostsimple,mostmonotonous(boring),andmosteasilyacquiredknack(skillor
ability),thatisrequiredofhim.
ExcerptfromthePrinciplesofCommunismbyFriedrichEngels,1847
Aboveall,[thegovernment]willhavetotakecontrolofindustryandofallthe
branchesofproductionoutofthehandsofcompetingindividuals,andinstead
instituteasystemasawhole,thatisforthecommonaccount(good),according
toacommonplan,andwiththeparticipationofallmembersofsociety.Itwill
abolish(eliminate)competition.Privatepropertymustthereforebeabolished.
7-20

Document3

AdamSmith,TheWealthofNations
ExcerptsfromTheWealthofNationsbyAdamSmith,1776
Thesolepurposeofallproductionistoprovidethebestpossiblegoodstothe
consumeratthelowestpossibleprice.Societyshouldassistproducersofgoods
andservicesonlytotheextentthatassistingthembenefitstheconsumerhe[the
consumer]intendshisowngain;andheisinthis,asinmanyothercases,ledby
aninvisiblehandtopromoteanendwhichwasnopartofhisintention.By
pursuinghisowninterest,hefrequentlypromotesthatofthesociety....
Accordingtothisliberalandgeneroussystem,therefore,themostadvantageous
methodinwhichalandednationcanraiseupartificers(craftsmen),
manufacturers,andmerchantsofitsown,istograntthemostperfectfreedomof
tradetoartificers,manufacturersandmerchantsofallnations.
7-21

Document4

RalphWaldoEmerson,TheConductofLife
ExcerptfromTheConductofLife,byRalphWaldoEmerson,1860
Wealthbringswithititsownchecksandbalances.Thebasisofa[capitalistic]
economyisnoninterference[bythegovernment].Theonlysaferuleisfoundin
theselfadjustingmeter(measure)ofdemandandsupply.Openthedoorsof
opportunitytotalentandvirtue(goodcharacter)andtheywilldothemselves
justice,andpropertywillnotbeinbadhands.Inafreeandjustcommonwealth
(society),propertyrushesfromtheidle(non-working)andimbecile(fool)tothe
industrious(hard-working),braveandpersevering(dedicated).
7-22

Transparency1
EconomicSystemsSurvey
1. Propertyandthemeansofproduction(factories)
shouldbeownedbybusinessesandindividuals.

2. Whenindividualsfollowtheirownselfinterest,progress
willresult.

3. Thegovernmentmustacttoprotectworkerssince
employersoftentakeadvantageofthem.

4. Thegovernmentshouldownpropertyandthemeansof
production.

5. Thegovernmentshouldnotinterfereintheeconomy
becausetherulesofthemarket-place(theworldof
business)benefiteveryone.

6. Goodsshouldbedistributedaccordingtoeach
personsneeds.

7. Competitionamongbusinessesisgood.

8. Progressresultswhenproducersofgoodscooperate
forthebenefitofall.

7-23
Transparency2
7-24
EvaluatingCapitalismandSocialism
Positives
(Benefits)
Negatives
(Problems)
Transparency3
OverviewofLesson10.3.6
GoalsoftheLesson:
Understandtheconceptsinvolvedwithcapitalism
andsocialism
Developreadingandvisualanalysisskills
Developtheabilitytowriteacompareand
contrastessay
Day1
Hook
LessonOverview
BuildingBackground
Debrief
Day2
VisualAnalysis
Day3
Primarysourcesoncapitalismandsocialism
Debriefthedocuments
Day4
Preparationforwriting
Beginwriting
7-25

Transparency4

DebriefingRock,Scissors,Paper
1. Howdidyoufeelwhenyouranoutof
tokensandhadtoquitthegame?
2. Whattacticscouldyouhaveusedto
getbackintothegame?Why
did/didntyouusethem?
3. Doyouthinkthisgamewasfair?
Whyorwhynot.
4. Whatactioncouldtheteachertaketo
makethegamefair?
5. Howdoesthisexperiencerelateto
capitalismandsocialism?
7-26

Transparency5
Capitalism
classes
Capitalism
________________________
________________________
________________________
Socialism
industry
Goalofbringingeconomic
equality
Socialism
________________________
________________________
________________________

7-27

Transparency6

FromtheDepths,WilliamBalfourKer,1906
7-28

Transparency7

7-29
DocumentAnalysisGuide
Directions:Asyoureadandanalyzetheprimarysourcedocuments,usethischarttoorganizeyourideas.Youwilluse
thischartwhenyouworkonthewritingtask,sowriteclearlyandaccurately.
Dotheideasof
thedocument
represent
capitalismor
socialism?
OppositeView
Howwouldsomeonewith
document?
Document1:ThePyramidof
CapitalistSystem
Document2:Writingsfrom
MarxandEngels

Transparency7

7-30
Dotheideasof
thedocument
represent
capitalismor
socialism?
OppositeView
Howwouldsomeonewith
document?
Document3:AdamSmith,
TheWealthofNations
Document4:RalphWaldo
Emerson,TheConductof
Life
Transparency8

ThePyramidofCapitalistSystem
7-31

Transparency9

7-32

HistoricalContext:
2-3sentencebackgroundof
capitalismandsocialism
Thesis:
Whichsystemprovidesthe
greateroverallbenefitto
society?
MainIdea
Capitalismor
Socialism
TopicSentence
Characteristics
Benefits
Problems
Concluding
Sentence
MainIdea
Capitalismor
Socialism
TopicSentence
Characteristics
Benefits
Problems
Concluding
Sentence
MainIdea
Evaluatingthe
twoeconomic
systems
RestateThesis
Afterconsideringbothsystems,
Overall
consequences/
benefitsofyour
chosensystem
Para-
graph
1
Para-
graph
2
Para-
graph
3
Para-
graph
4

TeacherGuide1

Rock,Scissors,PaperGuide
Thisactivityisdesignedtoillustratethedifferencesbetweencapitalismand
socialism.
Directions:
1. Passoutonetokentoallbutthreestudents.
2. Conspicuouslygivetheremainingthreestudents10tokenseachsothat
therestoftheclassisawareoftheinequity.
3. Explaintherulesofthegame.
4. Havestudentsplayafewpracticeroundstomakesuretheyunderstand
thedirections.
5. Oncethestudentsarereadytoplay,putthestudentsinpairsandplaythe
game.
RulesoftheGame:
Tellthestudentstheywillhavetheopportunitytocompeteformoretokensby
playingthegameRock,Scissors,Paperagainsteachother.Twoopponents
faceoffandslowlypumptheirfistsintooneofthreehandformationswhile
countingone,two,three.
Onthree,eachplayerturnshis/herfistintooneofthreehand
formations:flat(paper);twofingersextended(scissors);orfist
(rock).
Thestudentwiththerockbeatsscissorsasarockcancrush
scissors;paperbeatsrockaspaperwrapsaroundarock;scissors
beatspaperbecausescissorscancutpaper.
Thewinnertakesatokenfromtheloser.
Studentscompeteaslongastheyhaveonetoken.Whentheylose
alloftheirtokens,theymustreturntotheirseats.
Whenthereareafewstudentsremaining,stopthegameandhaveabrief
discussionfocusingonthefollowingquestions:
Doyouthinkthisgamewasfair?Whyorwhynot?
Whatactioncouldtheteachertaketomakethegamemorefair?
Optional:
Afterthediscussion,informtheclassthatyouhavedecidedtocollectthetokens
andredistributethemequally.Playonemoreroundofthegame.Completethe
gamewithadiscussionbasedonthesequestions:
Howdoyoufeelnow?
Wastheactionfair?
Howdoesthegamerelatetowhatyouknowaboutcapitalismand
socialism?

7-33

7-34
TeacherGuide1
Capitalism
classes
Capitalism
Studentsstartedwiththeirown
tokens.
StudentsplayedRock,Paper,
Scissors
Somestudentswon,mostlost
Socialism
industry
Goalofeconomicequality
Socialism
Teacher(government)collected
tokens.
Teacherredistributedtokens
equally.
Studentsallhavesameamount
oftokens.

7-35

8-1

days).

California
History/Social
Content
Standards
Thenumberof
questionsontheCST
foreachstandards
thesubstandardsas
determinedbytheCDE
o "A"indicateshigh
emphasis
o "B"medium
o "C"low
o Standardsthatare
notrankedfor
emphasisandare
identifiedwithan
asterisk(*)
Conceptshighlight
importantideas
thatdeepen
student
understandingof
thestandard.
Numberofdaysof
instruction
allocatedforeach
standard
Differentiated
accordingto
schoolcalendar
8-2
InstructionalComponent2:CausesandEffectsoftheFirstWorldWarandtheRiseofTotalitarian
Governments(Standards10.5,10.6,10.7)
Standards
BluePrint
Focus
Standards
Concepts
Instructional
Days
10.5StudentsanalyzethecausesandcourseoftheFirstWorld
War.
7Questions
Balanceof
power
Alliances
Disarmament
Internationalism
Isolationism
Mass
communication
Militarism
Propaganda
Genocide
Racism
Traditional
Calendar
16Days
Concept6
Calendar
A-Track
17Days
B-Track
13Days
C-Track
19Days
FourbyFour
Calendar
10Days
1.Analyzetheargumentsforenteringintowarpresentedby
leadersfromallsidesoftheGreatWarandtheroleofpoliticaland
economicrivalries,ethnicandideologicalconflicts,domestic
discontentanddisorder,andpropagandaandnationalismin
mobilizingcivilianpopulationinsupportof"totalwar."
*
2.Examinetheprincipaltheatersofbattle,majorturningpoints,
andtheimportanceofgeographicfactorsinmilitarydecisionsand
outcomes(e.g.,topography,waterways,distance,climate).
*
3.ExplainhowtheRussianRevolutionandtheentryoftheUnited
Statesaffectedthecourseandoutcomeofthewar.
*
4.Understandthenatureofthewaranditshumancosts(military
andcivilian)onallsidesoftheconflict,includinghowcolonial
peoplescontributedtothewareffort.
*
5.Discusshumanrightsviolationsandgenocide,including
theOttomangovernment'sactionsagainstArmeniancitizens.
*

8-3
Standards
BluePrint
Focus
Standards
Concepts
Instructional
Days
10.6StudentsanalyzetheeffectsoftheFirstWorldWar. 7Questions Disarmament
Totalwar
Totalitarian
dictatorship
Traditional
Calendar
19Days
Concept6
Calendar
A-Track
14Days
B-Track
18Days
C-Track
15Days
FourbyFour
Calendar
10Days
1.Analyzetheaimsandnegotiatingrolesofworldleaders,the
termsandinfluenceoftheTreatyofVersaillesandWoodrow
Wilson'sFourteenPoints,andthecausesandeffectsofUnited
States'srejectionoftheLeagueofNationsonworldpolitics.
A
2.Describetheeffectsofthewarandresultingpeacetreatieson
populationmovement,theinternationaleconomy,andshiftsinthe
geographicandpoliticalbordersofEuropeandtheMiddleEast.
*
3.Understandthewidespreaddisillusionmentwithprewar
institutions,authorities,andvaluesthatresultedinavoidthatwas
laterfilledbytotalitarians.
*
4.DiscusstheinfluenceofWorldWarIonliterature,art,and
intellectuallifeintheWest(e.g.,PabloPicasso,the"lost
generation"ofGertrudeStein,ErnestHemingway). *

8-4
Standards
BluePrint
Focus
Standards
Concepts
Instructional
Days
10.7Studentsanalyzetheriseoftotalitariangovernmentsafter
theFirstWorldWar.
6Questions
Authoritarianism
Command
economy/
centralization
Collectivism
Communism
Dictatorship
Genocide
Ideology
Indoctrination
Policestate
Racism
Anti-Semitism
Traditional
Calendar
16Days
Concept6
Calendar
A-Track
13Days
B-Track
15Days
C-Track
16Days
FourbyFour
Calendar
10Days
1.UnderstandthecausesandconsequencesoftheRussian
Revolution,includingLenin'suseoftotalitarianmeanstoseize
andmaintaincontrol(e.g.,theGulag).
*
2.TraceStalin'srisetopowerintheSovietUnionandthe
connectionbetweeneconomicpolicies,politicalpolicies,the
absenceofafreepress,andsystematicviolationsofhumanrights
(e.g.,theTerrorFamineinUkraine).
*
3.Analyzetherise,aggression,andhumancostsof
totalitarianregimes(FascistandCommunist)inGermany,
Italy,andtheSovietUnion,notingtheircommonand
dissimilartraits. *
8-5

th
GradeStandards
STANDARD
Glencoe
WorldHistory:
ModernTimes
PrenticeHall
WorldHistory:
TheModernWorld
10.1
Chapter:
1
Chapter:
1
10.2
Chapters:
2,3,4
Chapters:
2,3,4,7
10.3
Chapters:
4,5,10
Chapters:
5,6,8
10.4
Chapters:
6,7,10
Chapters:
7,8,9,10
10.5
Chapter:
8,10
Chapter:
8,9,11,13
10.6
Chapter:
8,10
Chapter:
12,13
10.7
Chapters:
8,9,10,11
Chapters:
13
10.8
Chapters:
10,11
Chapters:
12,13,14
10.9
Chapters:
10,12,13
Chapters:
14,15,17,18,19
10.10
Chapters:
14
Chapters:
16,17,18,19
10.11
Chapters:
17
Chapters:
19

STANDARD:10.6.1
Analyzetheaimsandnegotiatingrolesofworldleaders,thetermsandinfluenceoftheTreatyof
VersaillesandWoodrowWilsonsFourteenPoints,andthecausesandeffectsoftheUnitedStates
rejectionoftheLeagueofNationsonworldpolitics.
PRIORKNOWLEDGE
REQUIRED
Day1
Analyzeandevaluateanunidentified
speech.
Understandthecausalityratesof
belligerentnationsinvolvedinthe
GreatWar.
Drawinferencesfromthecasualty
ratesandtoneofthespeechto
determinewhatapeacetreaty
settlingtheGreatWarmight
eventuallylooklike.
Documents1-4,Transparencies1-2
Day2
Analyzeandevaluateindetailthe
armisticeofNovember11,1918and
WoodrowWilsonsFourteenPoints.
Understandtheaimsandgoalsof
nationsnegotiatingtheTreatyof
Versailles.
MaterialsNeeded:StudentHandouts2,4-
6,Documents7-9,Transparency3,
TeacherGuides1-5
Day3
Analyze/evaluatethetermsand
conditionsoftheTreatyofVersailles.
Recognizekeydifferencesbetween
thearmistice,WilsonsFourteen
Points,andtheTreatyofVersailles.
Understandthesignificanceofthe
WarGuiltClauseandreparations.
Documents5and9,Transparency5
Day4
Organizeandclarifythoughtand
ideasinreactiontotheprompt.
9a,Transparencies6-8
Day5
Writeamulti-paragraphresponseto
theprompt.
MaterialsNeeded:StudentHandouts8-
10
LAUSD
INSTRUCTIONAL
STRATEGIES
AnticipatoryGuide
Thisstrategyconsistsofagree/disagree
questionsdesignedtoactivatewhat
studentsalreadyknow,arousecuriosity,
aboutthesubject,andtofosterthinking.
Think,Pair,Share
Studentswilllistentoaquestion,think
ofaresponse,andsharetheirresponse
withapartner.
SOAPSAnalysis
Ananalysistoolforprimaryand
secondarysourceswhichasksthe
studentstoidentifythesubject,
occasion,audience,purpose,and
speakerasbeginningstepsindrawing
contentfromspecificsources.
JigsawReading
Studentsreadasmallsectionofa
largerpassageandsharewhatthey
havelearnedwithotherstudentsor
groups.
VocabularyDevelopment
Studentsuseflashcardstoreview
vocabulary.
ContentReadingGuides
Thisstrategy,includinggraphic
organizers,helpsstudentsgatherkey
informationwhichcanbeusedin
responsetotheessayprompt.
ThislessonabouttheTreatyof
Versaillesshouldcomebetween
theseriesoflessonswhere
studentslearnabouttheriseof
ImperialismandColonialism,and
theriseoftotalitarianisminthe
modernworld.
KEYTERMSANDCONTENT
self-determination
disarmament
withdrawal
reparations
WarGuiltClause
nosecrettreaties
LeagueofNations
freedomoftheseas
occupation
spoilsofwar
reparations
CULMINATINGTASK
Theculminatingtaskforthislesson
isamulti-paragraphessayregarding
theTreatyofVersailles.Theessay
willbuilduponthepriormodel
lessonswhichfocusedonwriting
thesisstatementsandincorporating
evidence.
Theessayprompttowhichthe
studentswillrespond:
EvaluatetheTreatyof
Versaillesfromtheperspective
theUnitedStatesandone
otherAlliedPower(Great
BritainorFrance),and
Germany.Becertaintoinclude
thenationalaimsandactual
outcomesforeachcountry,
andtheimpactofWilsons
FourteenPointsinyour
answer.
9-1
Grade10InstructionalGuide
ModelLesson3
GreatWarPeaceProcessanditsEffects
Standard
10.6.1 Analyzetheaimsandnegotiatingrolesofworldleaders,thetermsandinfluenceofthe
TreatyofVersaillesandWoodrowWilsonsFourteenPoints,andthecausesandeffectsofthe
UnitedStatesrejectionoftheLeagueofNationsonworldpolitics.
anddecisionsanddeterminingthelessonsthatwerelearned.
multipleprimaryandsecondarysources;andapplyitinoralandwrittenpresentations
Studentsrecognizethecomplexityofhistoricalcausesandeffects,includingthe
limitationsondeterminingcauseandeffect.
Studentsunderstandthemeaning,implication,andimpactofhistoricaleventsand
recognizethateventscouldhavetakenotherdirections.
GuidingInquiries
1. WhatweretheaimsandmotivesofthevictoriouspowersinforgingtheTreatyofVersailles?
2. WastheTreatyofVersaillesfairtoallparties?
3. WereWoodrowWilsonsFourteenPointsincorporatedintotheTreatyofVersaillesinword
and/orinspirit?
Materials
StudentHandout1:SpeechontheTreatyofVersaillesApril17,1923
StudentHandout2:CostsofWar:GraphicOrganizer
StudentHandout3:AnticipatorySet:WorldWarIThePeaceProcess
StudentHandout4:Vocabulary/KeyTermSupport
StudentHandout5:ThePeaceProcess--FourteenPoints,Armistice,TreatyofVersailles
StudentHandout6:AimsandInterestsoftheAlliedPowers
StudentHandout7:AnticipatorySetWorldWarIPeaceProcessRevisited
StudentHandout8:TreatyofVersaillesPre-WritingGraphicOrganizer
StudentHandout9:FourParagraphWritingGraphicOrganizer
StudentHandout9a:FiveParagraphWritingGraphicOrganizer
StudentHandout10:WritingAssignment
Document1:SpeechontheTreatyofVersaillesApril17,1923
Document2:CasualtyChartandGraph
Document3:ImportantFactsofWorldWarI
Document4:CostofWar
Document5:MapofEurope1914
Document6:MapofEurope1918
Document7:PresidentWilsonsFourteenPoints
Document8:ConditionsofanArmisticewithGermany
9-2

Document9:TreatyofVersaillesBackgroundReading
TeacherTransparency2:CostsofWarGraphicOrganizer
TeacherTransparency3:ArmisticeandSurrenderDefinitions
TeacherTransparency4:AimsandInterestsoftheAlliedPowers
TeacherTransparency5:AnticipatorySetRevisited
TeacherTransparency6:TreatyofVersaillesPre-WritingGraphicOrganizer
TeacherTransparency7:FourParagraphWritingGraphicOrganizer
TeacherTransparency8:FiveParagraphWritingGraphicOrganizer
TeacherTransparency9:TreatyofVersaillesPoliticalCartoon
TeacherGuide1:PresidentWilsonsFourteenPoints
TeacherGuide2:ConditionsofanArmisticewithGermany
TeacherGuide3:AimsandInterestsoftheAlliedPowers
TeacherGuide4:ThePeaceProcess-FourteenPoints,Armistice,TreatyofVersailles
1. Canstudentsevaluatethechallengesofamultilateralpeaceprocessafteraglobalconflict?
2. CanstudentspredicttheshorttermandlongtermconsequencesoftheTreatyofVersailles?
3. Canstudentseffectivelyunderstandandcommunicatetwosidesonahistoricalevent?
LessonOverview
ThislessonabouttheTreatyofVersaillesshouldcomebetweentheseriesoflessonswhere
studentslearnabouttheriseofimperialismandcolonialism,andtheriseoftotalitarianisminthe
modernworld.Thefollowingtextbookreferencescorrelatetothelesson:Glencoe,chapters
8,10;PrenticeHall,chapters12,13.Thislessonwillfurtherdeveloptheskillsofplanning,
outlininganessay,writingtheinternalparagraphsandprovidingevidencetosupportthethesis.
Thislessonhasbeencraftedtofitthestructureofa50minuteinstructionalperiod.Thishas
beendesignedasafivedaylesson.
Theculminatingtaskforthislessonisamulti-paragraphessaythatevaluatestheTreatyof
Versaillesfromavarietyofperspectives.Theessaywillbuildonthepriormodellessonswhich
focusedonthesisstatementandevidence.
Theessayprompttowhichthestudentswillrespondis:
EvaluatetheTreatyofVersaillesfromtheperspectiveoftheUnitedStates,oneotherAllied
power(GreatBritainorFrance),andGermany.Becertaintoincludethenationalaimsand
actualoutcomesforeachcountry,andtheimpactofWilsonsFourteenPointsinyouranswer.
Day1
Hook
Askstudentstoconsideratimeintheirlifewhentheywereunfairly
disciplinedforsomeactioninwhichtheyhadengaged.Inwholegroup,
askstudentstosharetheirexperiences.
Whathadtheydone?
Whatwasthepunishment?
Whohadpunishedthem?
Howdidtheyrespond?
Howdidtheywishtorespond?
Didtheyfeeltheyhadbeenunjustlypunished?
TimeSuggestion
5minutes
9-3

Why?
Becertaintotellstudentstoshareonlyexperiencesthattheyare
comfortablesharing.
Analysisofspeech
HavestudentsturntoDocument1(SpeechontheTreatyofVersailles,
1923).Tellstudentsthattheywillbereadingexcerptsofaspeechby
someonewhofeelshehasbeenunjustlypunished.
Askstudentstoreadthespeechlookingforcontextualcluestodiscover
theauthorofthespeech.
Askstudents:Whodoyouthinkthespeakeris?Why?
Afterthestudentshaveofferedafewsuggestionsastowhotheauthorof
thespeechis,askthemfortheparticularwordsorphraseswhichledthem
tothisconclusion.Asagroup,highlightorunderlinethesephrasesasthe
contextclues.
Thepurposeofthehookistoexaminethespeech,spokenbyanangry
German,andnoteitsallusionstothetermsoftheTreatyofVersailles.
Atthispoint,quicklyreviewtheoutcomeofWorldWarI,identifyingthe
winnersandlosers.Thisisanaccessingpriorknowledgeactivitytiedto
Standard10.5.
Askstudents:Accordingtothespeech,wasthisapeacetreatyoratreaty
ofbetrayal?
Think-Pair-Share
Inpartners,askstudentstofindadditionalcontextualcluesthatcouldlead
themtoidentifyingthespeaker.
Ifstudentsstillcannotidentifythespeaker,tellthemthatthespeechwas
givenbyAdolfHitlerfouryearsaftertheTreatyofVersailles.
DebrieftheSpeech
WhateventsdoyouthinkinfluencedHitler?
Howdoesheswayhisaudiencetohiswayofthinking?
Whatwordsorphrasesaremeanttostiruporinflamehis
audience?
Whatisthesignificanceofthespeechandcontent?
Whatwasthecauseoftheangerinthespeech?Howdidthis
happen?
15minutes
Teachersmaychoose
toreadthespeech
aloudforeffect.
TheSOAPSanalysis
tool(Speaker,
Occasion,Audience,
Purpose,Significance
maybeusefulto
somestudents).
Theteachershould
referencethedateof
speechandthedate
whenHitlercameto
power(1933)afterthe
studentshave
discussedthequote.
OnceHitleris
identified,ask
studentswhatthey
alreadyknowabout
Hitler.
Speculateaboutthe
reasonsfortheanger
inthespeech.
Studentsshould
quoteorcite
passagesfromthe
speechandprovide
evidence.Itmightbe
necessaryforthe
teachertoremind
studentsthatHitler
wasnotamajor
politicalfigureduring
WorldWarI.
LessonOverview
PlaceTeacherTransparency1ontheoverheadorprojectviaLCD.Be
certaintoremindstudentsthattheirculminatingtaskwillbeamulti-
paragraphresponsetothewritingprompt.
5minutes
Advisethestudents
thatthisisan
excellenttimefor
themtoaskclarifying
questionsaboutthe
lesson.
9-4

DocumentAnalysis
InordertounderstandtheeffectsofWorldWarIonthenationsinvolved,
havestudentsinpartnersortriadsexaminethefollowingdocuments:
Documents2and3(CasualtyandFactChartsandGraphs)
Document4(CostofWarinDollars)
StudentsaretocompletetheMilitaryWoundedsectionofStudent
Handout2.
DebriefingtheGroupActivity
Asawholeclassactivity,assiststudentsindrawingevidenceand
inferencesfromthedocuments(StudentHandout2)byleadingstudents
inthefollowingdiscussion:
Whichcountrypaidthegreatestprice?
Whatmightthatcountryseekinatreaty?(Thisquestioncanbe
askedofeachnation.)
HowmighttheCostsofWarandImportantFactsinformation
explainGermanysangerintheopeningspeech?
Whatcanyouinferaboutpotentialchallengestothepeace
process?
20minutes
Thiscanalsobedone
asajigsawactivity
withexpertandhome
groups(theteacher
maywishtomodel
workingwith
documentsthat
includegraphs).In
lookingatdocuments
thatdealindollar
amounts,itmightbe
helpfultointroduce
theconceptof
constantdollarvalue
(see
measuringworth.com).
Informationaboutwar
costscanalsobe
foundonp.371inthe
PrenticeHallbook.
Teacher
Transparency2is
availableifthe
teacherwouldliketo
furtherguidestudents
throughthelesson.
ExitPass
Onasseparatepieceofpaperaskstudentstorespondtothefollowing
question:
Basedonthedocumentsyouhaveexaminedtoday,whatthreethingsdo
youthinktheAlliesandtheirleadersmightseekinapeacetreaty?
5minutes
Collecttheexitpass
priortostudents
leaving.
Homework
UsingStudentHandout3,studentswillansweryesornotothe
AnticipatorySetquestions,andofferaonesentenceexplanationfortheir
selection.TheAnticipatorySetwillberevisitedlaterinthelesson.
Readingreference
Glencoe,pp.448-450
Prentice,pp.370-372.
TheAnticipatorySet
willhelppreviewthe
materialcoveredin
Days2and3.
Day2
AllDay2activitieswillfocusonthehighlightedportionoftheprompt.
EvaluatetheTreatyofVersaillesfromtheperspectiveoftheUnited
States,oneotherAlliedpower(GreatBritainorFrance),andGermany.
Becertaintoincludethenationalaimsandactualoutcomesforeach
country,andtheimpactofWilsonsFourteenPointsinyouranswer.
9-5

ReviewExitPassandAnticipatorySet
ShareafewofthestudentresponsestotheExitPassfromtheprevious
dayasameansofreviewing.
PickoneortwoquestionsfromtheAnticipatorySetandaskstudentsfor
theirresponses.RemindstudentsthatthepurposeoftheAnticipatorySet
istodrawconclusionsaboutwhattheyhavelearnedsofar,andthatthe
AnticipatorySetwillberevisitedlatertoseeifstudentsstillholdtotheir
originalconclusions.
TimeSuggestion:
5minutes
VocabularyPreview
Theteachershouldbeginbyaskingthestudents:
Isthereadifferencebetweenanarmisticeandasurrender?
PlaceTeacherTransparency3ontheoverheadorprojectviaLCD.
armistice:anagreementtostopfighting,usuallyforashorttime
surrender:theactofsayingofficiallythatyouwanttostopfighting
becauseyourealizeyoucannotwin(bothfromLongman
AdvancedDictionary,2004)
Discussthepossibledifferencesbetweenanarmisticeandasurrenderas
aleadintothevocabularynecessaryinthispartofthelesson.
KeyTermsPreview
UseStudentHandout4toreviewkeyvocabularywiththestudents.
Remindthestudentsthatmanyofthesetermswillbeusedintheprimary
andsecondarysourcestheywillbeusingduringthislesson.
Fromwhatyoualreadyknowaboutthecostsofthewar(Day1activity)
predicthowyouthinkGermanywouldreacttoaproposalofanarmistice.
Chartsomepossiblereactionsbasedonthestudentsresponses.
5minutes
Someofthis
vocabularyaccesses
priorknowledge
basedonthecauses
ofWorldWarI.
PrimarySourceReading
StudentswillreadDocument7(WilsonsFourteenPoints),completethe
wordbankactivity,andfillinthesectionofStudentHandout5onWilsons
FourteenPoints.Thisactivitycanbedoneindependentlyorinpartnersor
triads.ELstudentswillneedscaffoldingforsomeofthevocabulary.
Whenthestudentshavefinishedthereadingandvocabularyidentification
forWilsonsFourteenPoints,discussthefollowingasaclass:
WhichoftheFourteenPoints(identifyasmanyaspossible)mighthave
influencedGermanytoacceptthearmistice?Highlightthesepoints.
AfterdebriefingthefirstsectionofStudentHandout5,reviewthe
vocabularyagaintocheckforunderstanding.
StudentswillreadDocument8,completethewordbankactivity,andfillin
thesectionofStudentHandout5ontheArmistice.
Whenthestudentshavefinishedthereadingandvocabularyidentification
forthearmistice,discussthefollowingquestions:
20minutes
Itisalsopossible
heretoassign
differentpartsofthe
FourteenPointsto
groupsofstudentsto
rewriteintheirown
wordsforbetter
understanding.
Itmightalsobe
helpfulforstudentsto
createvocabulary
cardsforcontinuous
reviewduringthese
lessons.
TeacherGuide1
servesasakeyfor
theFourteenPoints
9-6

WhichpartsofthearmisticereflectWilsonsFourteenPoints?
HowdoWilsonsFourteenPointsgobeyondthearmistice?
WhydoyouthinkGermanyagreedtothearmistice?
AsaclasshighlightevidenceinthearmisticewhichreflecttheFourteen
Points.
Havestudentsjustifytheirthinkingbasedonwhattheyknowabout
Germanyfromthepastdaysactivity.
activity.Teacher
Guide2servesasa
keyforthearmistice
activity.ForEL
support,theteacher
mightfillinthe
responseswiththe
wholegroupand
checkforstudent
understandingor
concentrateonkey
ideascontainedin
theFourteenPoints
andArmistice.
TeacherGuide5
servesasareference
forStudentHandout
5.
TreatyofVersaillesBackgroundReading
Ingroupsofthree,havestudentsreadthebackgroundandfirstparagraph
ofDocument9(BackgroundReadingontheTreatyofVersailles).Then
dividetheremainingparagraphsamongthestudentsandhavethemread
fortheaimsandinterestsoftheUnitedStates,Britain,andFrance.Asa
grouptheyshouldcompleteStudentHandout6fillinginthemainpoints
fromthebackgroundreading.
StudentsaretodeterminetherolesandnegotiatingattitudesoftheAllied
powers:
Whatwerethelossesforeachcountry?Whatdideachcountrywant?
StudentHandout2shouldbereferencedhere.
Endthediscussionwiththefollowingquestion:
HowdotheFourteenPointsfitintotheaimsandinterestsoftheAllied
Powers?
ReviewDocument7andsuggestwherethisdocumentreflectsthe
aims/goalsoftheUnitedStates,GreatBritain,andFrance.
20minutes
Studentsmayusethe
righthandmarginfor
notesandquestions.
Incooperativegroups
studentsshouldlook
atthepreviousdays
documentsand
developthischart
throughthelensof
theAlliedcountries,
highlightingtextsfor
vocabulary
correlations.Teacher
Transparency4and
TeacherGuide3are
availableshould
teacherschooseto
modelStudent
Handout6.
Homework
Havestudentswritearesponsetothefollowingquestion.
Howdotheaimsandgoalsofthealliednationsandtheirleadersreflect
theirattitudesaboutGermany?
Bespecificinyouranswer.
Readingreference:
Prentice,pp.450-451
Glencoe,pp.372-373
Day3
9-7

Opening
Debriefthequickwritefromthepreviousdayslesson.
Askafewstudentstoreadtheirhomeworkresponses.
CheckforcompletionofStudentHandout6.Reviewtheaimsand
interestsbeforemovingontoDocument9.
5minutes
Ifmoretimeisneeded,
regroupstudentsinto
cooperativegroupsto
completetheactivity.
Inawholegroupsession,readDocument9(refertoDocument5and
Document6whenlookingattheterritorialchanges).
HavestudentsmakesummarynotesonStudentHandout5inthe
sectionundertheTreatytitledEffects.
FortheremainingsectionsofDocument9,havethestudentsin
cooperativegroupshighlightthespecificeffectsoftheTreatyon
GermanyinonecolorandtheeffectsoftheTreatyontheAlliesin
anothercolor.ThencompletethethirdsectionofStudentHandout5.
Underlininganddoubleunderliningmaybesubstitutedforhighlighting.
UsingStudentHandout5,discussthefollowingquestionswiththeclass:
HowwerethetermsoftheTreatydifferentfromtheFourteenPoints?
WhyistheWarGuiltClause(Article231)andReparations(Article
232)sosignificanttotheTreatyofVersailles?
40minutes
Thismaybeteacher
directed,anddonein
wholegroupfashion.
AVenndiagramto
comparetheFourteen
PointswiththeTreaty
ofVersaillesmay
supportstudent
learning.
RevisitAnticipatorySet
UsingStudentHandout7,studentsaretoanswerthequestionsagain,
thistimefollowingtheadditionaldirections.Remindstudentsthatthey
arefreetochangetheiroriginalanswersbaseduponanyofthe
knowledgeorinformationtheyacquiredduringthelesson.Besureto
explainthetermsproblematicandpunitive.
5minutes
RevisitStudent
Handout3and
completethe
statementsbelowthe
questions.Theteacher
shoulddonumber1on
StudentHandout7with
thestudentson
TeacherTransparency
5.Theanswersfor
number1are
reparations,Treatyof
Versailles,and
punitive.
Homework
Havestudentswritearesponsetothefollowingquestion.
WhattermsaffectingGermanyappearedintheTreatyofVersaillesthat
werenotpresentinboththearmisticeandWilsonsFourteenPoints?
Readingreference:
Prentice,pp.373-374;
Glencoe,pp.451-453.
9-8

Day4
Opening
DebriefthehomeworkandreflectonStudentHandout7.
Askthestudentstoseeifanyfelttheyhadtochangetheiranswersbased
onwhattheyhavelearnedinthelesson.Besuretheycanciteevidenceto
supporttheiranswers(wheredidtheyfindtheinformation?).Thiswillalso
provideanotherreviewofthevocabulary.
Quicklyreviewandsummarizethepastthreedaysandrefreshthe
studentsmemoryaboutthethreedocumentsanalyzedinStudent
Handout5.
10minutes
ReviewtheEssayQuestion
Formulateasamplethesisstatementwiththestudentstohelporganize
theirthoughtsinwritingthisessay.Clarifyforthemhoweachdocument
couldbeusedinwritingabasicfiveparagraphessaywiththeinternal
paragraphscoveringtheUnitedStates,oneotherAlliedpower,and
Germany.Asamplethesisstatementtosharewithstudentsis:
AlthoughnottheintentofPresidentWoodrowWilson,theTreatyof
VersaillesultimatelywasdesignedtorewardtheAlliedNationsandto
punishGermany.
5minutes
Prewriting
HavestudentspullouttheircompletedStudentHandouts2,4,5,and6.
UsingStudentHandout8,orStudentHandout9/StudentHandout9a,and
StudentHandout10,havestudentsbeginorganizingtheirthoughtswith
thepromptinmind.
Theteachermaychoosetohavethestudentsworkinpairstocomplete
StudentHandout8and/ormaychoosetomodelfillingintheUnitedStates
portionofthegraphicorganizerontheoverheadusingTeacher
Transparency6.
RemindstudentsthatStudentHandout8andStudentHandout9or9a
mustbecompletebeforethenextclassperiod.Studentswillneedthese
handoutsandallothermaterialsfortheiressay.
35minutes
Theteachermay
wishtomodel
portionsofthewriting
usingTeacher
Transparency7or
Teacher
Transparency8.
Note:Student
Handouts9and9a
aremeanttoprovide
supportforstudents,
nottoserveasa
completeessay.
Note:NationalAims
andtheFourteen
Pointshavebeen
combinedforthe
UnitedStatesand
Germanyasthose
9-9

9-10

countriesusedthisas
thebasisforthe
armistice,whereas
BritainandFrance
largelydisregarded
theFourteenPoints
innegotiations.
Homework
Askstudentstoreviewtheirclasswork,quickwrites,andhomeworkin
preparationforwritingtheessayquestion.

Day5
StudentWriting
Theclassperiodisintendedtobeusedentirelyforwriting.Beforethe
studentsbeginwriting,quicklyreviewStudentHandout10.
40minutes
Theteachermay
walkaroundtheroom
andassiststudents
withvariousaspects
oftheiressays.The
teachermaychoose
toallowstudentsto
completetheir
essaysathome.
Reflection
RereadtheHitlerspeech(Document1).
ProjectTeacherTransparency9(TreatyofVersaillesPoliticalCartoon).
Askthestudentstoconsiderthefollowingquestions:
HowthespeechwouldhavebeendifferentiftheTreatyhadnotbeen
writteninapunitivefashion?
Whatmighthavebeenthelongorshorttermeffectsofsuchatreaty?
10minutes
Thisdiscussionwill
foreshadowModel
Lesson4.

StudentHandout1
SpeechontheTreatyofVersailles
April17,1923

WiththearmisticebeginsthehumiliationofGermany.IftheRepublicontheday
ofitsfoundationhadappealedtothecountry:Germans,standtogether!Upandresist
thefoe!TheFatherland,theRepublic,expectsofyouthatyoufighttoyourlastbreath,
thenmillionswhoarenowenemiesoftheRepublicwouldbefanaticalRepublicans.
TodaytheyarethefoesoftheRepublicnotbecauseitisaRepublicbutbecausethis
RepublicwasfoundedatthemomentwhenGermanywashumiliated,becauseit[has]
sodiscreditedthenewflagthatmenseyesmustturnregretfullytowardtheoldflag.
SolongasthisTreatystandstherecanbenoresurrectionoftheGermanpeople;
nosocialreformofanykindpossible!TheTreatywasmadeinordertobring20million
GermanstotheirdeathsandruintheGermannation.
ThereisthusonethingwhichisthefirsttaskofthisMovement:itdesiresto
maketheGermanoncemorenational,thathisFatherlandshallstandforhimabove
everythingelse.Itdesirestoteachourpeopletounderstandafreshthetruthoftheold
saying:Hewhowillnotbeahammermustbeananvil.Ananvilwearetodayandthat
anvilwillbebeatenuntiloutoftheanvilwefashiononcemoreahammer,aGerman
sword.

9-11

StudentHandout2
CostsofWarGraphicOrganizer
Directions:UsingDocument2,completethecolumnforMilitaryWounded.Studytheinformationandreflectonthetotalcostof
thewarforeachcountry.PutyouranswersintheappropriateboxesusetheNotesandUnansweredQuestionscolumntowrite
downanyquestionsyoumighthave.
KeyAllies FinancialCost
toCountry
Military
Dead
Military
Wounded
Civilian
Casualties
Post-War
Impacton
Notesand
Unanswere
9-12

FocusQuestion:Howmighttheaboveinformationinfluencetheattitudesofthenationsinvolvedinthepeaceprocessafter
WorldWarI?
(indollars)
(FromDoc4)
(FromDoc2)
(FromDoc2)
(FromDoc2)
Military
(FromDoc3)
d
Questions
France
24,265,583,000 1,375,800 300,000

Unclearornot
significant
Great
Britain
35,334,012,000 908,371 109,000

Unclearornot
significant
United
States
22,625,253,000 126,000 757

Unclearornot
significant

StudentHandout2
9-13
WorldWarI?
Key
Central
Powers
FinancialCost
toCountry
(indollars)
(FromDoc4)
Military
Dead
(FromDoc2)
Military
Wounded
(FromDoc2)
Civilian
Casualties
(FromDoc2)
Post-War
Impacton
Military
(FromDoc3)
Notesand
Unanswered
Questions
Austria-
Hungary
20,622,960,000 1,200,000 467,000
Unclear
Germany
37,775,000,000 1,773,700 426,000
Limitedto
100,000

StudentHandout3
AnticipatorySet-WorldWarIPeaceProcess
Directions:Readeachquestionandcircleeitheryesorno.
1. ShouldGermanyhavetopay
moneyforthedamagescaused
duringthewar?
Yes/No
4. ShouldGermanywithdrawits
troopsfromforeignlandsit
occupiedduringthewar?
Yes/No

2. ShouldGermanyhavetogiveupits
weapons?
Yes/No
5. ShouldGermanyhavetorelease
itsprisonersofwar?
Yes/No

3. ShouldGermanyhavetoletthe
AlliedPowerskeepGerman
prisonersofwar?
Yes/No
6. ShouldGermanyhavetogiveup
someofitslandclaimedbyother
countries?
Yes/No
9-14
StudentHandout4

Vocabulary/KeyTermSupport

reparationspaymentsforrebuilding
nosecrettreatiesopenortransparentagreements
self-determinationautonomyorindependentauthority;freedomofthe
peopleofagivennationtochoosetheirownpoliticalstatus
guiltclauseformallyassigningblame
freedomoftheseasopentravel
LeagueofNationsglobalgoverningbody
withdrawalpulloutorevacuation
occupationforeigntroopsremaininacountry
disarmamentlimitweaponsand/orarmies
demilitarizedzoneabufferregionalongtheborderbetweennations
spoilsofwargainsfromwinning

9-15

StudentHandout5
9-16

Directions:UsingDocuments7,8,and9,completethefollowingchart.
ThePeaceProcess--FourteenPoints,Armistice,TreatyofVersailles

PresidentWilsonsFourteenPoints Armistice TreatyofVersailles
Date January8,1918 November11,1918 June28,1919
General
Description

Main
Provisions

Intent

Effects

StudentHandout6
Directions:UsingDocument9,completethefollowingchart.
AimsandInterestsoftheAlliedPowers
AimsandInterests ReasonsforAims Notes

United
States

France

Great
Britain
9-17
StudentHandout7
AnticipatorySet-WorldWarIPeaceProcessRevisited
Directions:Readeachquestionandcircleeitheryesorno,theappropriatekeyterms,
document(s),andeffects.
1. ShouldGermanyhavetopaymoney
forthedamagescausedduringthe
war?
Yes/No
4. ShouldGermanywithdrawitstroops
fromforeignlandsitoccupiedduring
thewar?
Yes/No
Relatestowhichterm?
withdrawal self-determination
disarmament reparations
spoilsofwar
Relatestowhichterm?
spoilsofwar
Fromwhichdocument?
WilsonsFourteenPoints
Armistice
TreatyofVersailles
Fromwhichdocument?
Armistice
TreatyofVersailles
EffectonGermany:
reasonable problematic punitive
EffectonGermany:

weapons?
Yes/No
5. ShouldGermanyhavetoreleaseits
prisonersofwar?
Yes/No
Relatestowhichterm?
spoilsofwar
Relatestowhichterm?
spoilsofwar
Fromwhichdocument?
Armistice
TreatyofVersailles
Fromwhichdocument?
Armistice
TreatyofVersailles
EffectonGermany:
EffectonGermany:

3. ShouldGermanyhavetolettheAllied
PowerskeepGermanprisonersof
war?
Yes/No
countries?
Yes/No
Relatestowhichterm?
spoilsofwar
Relatestowhichterm?
spoilsofwar
Fromwhichdocument?
Armistice
TreatyofVersailles
Fromwhichdocument?
Armistice
TreatyofVersailles
EffectonGermany:
EffectonGermany:
9-18
StudentHandout8
Pre-WritingGraphicOrganizer
Directions:UsingStudentHandouts2,4,5,and6,completethefollowingchartontheTreatyofVersailles.
UnitedStates Germany
Aims:
ActualOutcome:
EvaluationoftheTreatyfromtheU.S.PointofView:
Evidence:
Aims:
ActualOutcome:
EvaluationoftheTreatyfromtheGermanPointofView:
Evidence:
OtherAlliedNation(GreatBritainorFrance) Notes
Aims:
ActualOutcome:
EvaluationoftheTreatyfromthe_________PointofView:
Evidence:
9-19
StudentHandout9
9-20


HistoricalContext:
2-3sentencesummaryof
theTreatyofVersailles
Thesis:
MainIdea
Perspectiveof
theUnited
States
TopicSentence
Supporting
Detail/Evidence
NationalAims/FourteenPoints
Supporting
Detail/Evidence
ActualOutcomes
Analysis
EvaluationoftheTreaty
Concluding
Sentence
MainIdea
Perspectiveof
GreatBritain
or
France
TopicSentence
Supporting
Detail/Evidence
NationalAims
Supporting
Detail/Evidence
ActualOutcomes/FourteenPoints
Analysis
Concluding
Sentence
MainIdea
Perspectiveof
Germany
TopicSentence
Supporting
Detail/Evidence
Supporting
Detail/Evidence
ActualOutcomes
Analysis
Concluding
Sentence
Para-
graph
1
Para-
graph
2
Para-
graph
3
Para-
graph
4

StudentHandout9a
9-21

HistoricalContext:
2-3sentencesummaryofthe
TreatyofVersailles
Thesis:
MainIdea
Perspectiveof
theUnited
States
TopicSentence
Supporting
Detail/Evidence
Supporting
Detail/Evidence
ActualOutcomes
Analysis
Concluding
Sentence
MainIdea
Perspectiveof
GreatBritain
or
France
TopicSentence
Supporting
Detail/Evidence
NationalAims
Supporting
Detail/Evidence
Analysis
Concluding
Sentence
MainIdea
Perspectiveof
Germany
TopicSentence
Supporting
Detail/Evidence
Supporting
Detail/Evidence
ActualOutcomes
Analysis
Concluding
Sentence
RestateThesis
Para-
graph
1
Para-
graph
2
Para-
graph
3
Para-
graph
4

ReviewMainPoints
Para-
graph
5

StudentHandout10
GreatWarPeaceProcessanditsEffects:WritingAssignment
TheGreatWarwasamongthemostdevastatingeventsofthe20
th
century.The
TreatyofVersaillesofficiallybroughtabouttheendofthewarin1919.Eachnation
thatwasinvolvedinthefightinghadagreatinterestinwhatthetermsoftheTreaty
wouldbe,andthereforehaddifferingnationalaimsandexpectationsfortheTreaty.
Prompt
EvaluatetheTreatyofVersaillesfromtheperspectiveoftheUnitedStates,oneother
Alliedpower(GreatBritainorFrance),andGermany.Becertaintoincludethe
nationalaimsandactualoutcomesforeachcountry,andtheimpactofWilsons
FourteenPointsinyouranswer.
Task
Writeamulti-paragraphresponseinwhichyou:
1. WriteanintroductoryparagraphthatcontainsbackgroundontheTreatyof
VersaillesandathesisstatementevaluatingtheTreaty.
2. WriteoneparagraphfromtheperspectiveoftheUnitedStatesthatincludes
itsnationalaimsandactualoutcomesregardingtheTreatyofVersailles.Be
certaintoincludespecificevidencefromthedocumentsinthelesson.
3. WriteoneparagraphfromtheperspectiveofeitherBritainorFrancethat
includesitsnationalaimsandactualoutcomesregardingtheTreatyof
Versailles.Becertaintoincludespecificevidencefromthedocumentsinthe
lesson.
4. WriteoneparagraphfromtheperspectiveofGermanythatincludesits
nationalaimsandactualoutcomesregardingtheTreatyofVersailles.Be
certaintoincludespecificevidencefromthedocumentsinthelesson.
Suggestedtermstoincludeinyourwriting:
disarmament TreatyofVersailles
withdrawal WarGuiltClause
occupation LeagueofNations
spoilsofwar freedomoftheseas
reparations self-determination

9-22

Document1
SpeechontheTreatyofVersailles
April17,1923

WiththearmisticebeginsthehumiliationofGermany.IftheRepublicontheday
ofitsfoundationhadappealedtothecountry:Germans,standtogether!Upandresist
thefoe!TheFatherland,theRepublic,expectsofyouthatyoufighttoyourlastbreath,
thenmillionswhoarenowenemiesoftheRepublicwouldbefanaticalRepublicans.
TodaytheyarethefoesoftheRepublicnotbecauseitisaRepublicbutbecausethis
RepublicwasfoundedatthemomentwhenGermanywashumiliated,becauseit[has]
sodiscreditedthenewflagthatmenseyesmustturnregretfullytowardtheoldflag.
SolongasthisTreatystandstherecanbenoresurrectionoftheGermanpeople;
nosocialreformofanykindpossible!TheTreatywasmadeinordertobring20million
GermanstotheirdeathsandruintheGermannation.
ThereisthusonethingwhichisthefirsttaskofthisMovement:itdesiresto
maketheGermanoncemorenational,thathisFatherlandshallstandforhimabove
everythingelse.Itdesirestoteachourpeopletounderstandafreshthetruthoftheold
saying:Hewhowillnotbeahammermustbeananvil.Ananvilwearetodayandthat
anvilwillbebeatenuntiloutoftheanvilwefashiononcemoreahammer,aGerman
sword.

9-23

Document2
CasualtyChartandGraph
Country Mobilized Dead Wounded CivilianCasualties Missing/POWs

UnitedStates 4,355,000 126,000 234,300 757 4,526
France 8,410,000 1,375,800 4,266,000 300,000 537,000
GreatBritain 8,904,467 908,371 2,090,212 109,000 191,652
Italy 5,615,000 650,000 947,000 589,000 600,000
Russia 12,000,000 1,700,000 4,950,000 1,500,000 2,500,000
Austria-Hungary 7,800,000 1,200,000 3,620,000 467,000 2,200,000
Germany 11,000,000 1,773,700 4,216,058 426,000 1,152,800
OttomanEmpire
(Turkey)
2,850,000 325,000 400,000 4,200,000 250,000
9-24
Document3
ImportantFactsofWorldWarI
NationsdeclaringwarontheCentralpowers 24
GermanwarshipsscuttledatScapaFlow,June21,1919 51
GermanU-boatslostinaction 178
DailyaveragecaloricintakeofGermancitizens,January,1918* 1,000
SizeofGermanarmyallowedundertheTreatyofVersailles 100,000
Estimatedcombatantskilled(allnations) 8,300,000
ReparationsdemandedbyAlliedpowersindollars 23,000,000,000
Directcostofwartoallbelligerentsin1913dollars 82,400,000,000
*Therecommendedcaloricintakeforahealthyadultis2,0002,500perday
9-25

Document4

CostoftheWar

AlliedPowers CostinDollarsin1914-18
UnitedStates 22,625,253,000
GreatBritain 35,334,012,000
France 24,265,583,000
AllOthers 43,465,629,000
Total 125,690,477,000
CentralPowers CostinDollarsin1914-18
Germany 37,775,000,000
Austria-Hungary 20,622,960,000
AllOthers 2,245,200,000
Total 60,643,160,000

9-26

Document5

Europe1914

9-27

Document6

Europe1918

9-28

Document7

9-29

PresidentWilsonsFourteenPoints
TheFourteenPointswerelistedinaspeechdeliveredbyPresidentWoodrowWilsontothe
UnitedStatesCongressonJanuary18,1918.Inhisspeech,PresidentWilsonsharedhis
visionforalastingpeaceinEuropeafterWorldWarI.Theideasinthespeechencourage
the Central Powers to surrender, and provided the basis for the terms of the German
surrender on November 11, 1918. The Treaty of Versailles, which was negotiated at the
ParisPeaceConferencein1919,includedonlyfourofthepointsofthisspeech.Ultimately,
the United States refused to ratify the Treaty of Versailles, and signed a separate pace
treatywithGermanyin1923.
Directions:Ofthefourteenpointsbelow,sixarealreadymatchedintherightcolumnwith
keyconceptsunderlinedthatidentifyWilsonsmaintermsforapeaceagreement.Forthe
remainingeightpoints,usethetermsbelowtoclearlyidentifyothergoals.Highlightor
underlinethekeywordsinWilsonspointsthatmatchakeyconceptorterm.Someterms
maybeusedmorethanonce.Sometermsarenotusedatall.
self-determination disarmament withdrawal reparations guiltclause

nosecrettreaties LeagueofNations freedomoftheseas
10
Weenteredthiswarbecauseviolationsofrighthadoccurredwhich
touchedustothequickandmadethelifeofourownpeople
impossibleunlesstheywerecorrectedandtheworldsecuredonce
forallagainsttheirrecurrence.Whatwedemandinthiswar,
therefore,isnothingpeculiartoourselves.Itisthattheworldbe
madefitandsafetolivein;andparticularlythatitbemadesafefor
everypeace-lovingnationwhich,likeourown,wishestoliveitsown
life,determineitsowninstitutions,beassuredofjusticeandfair
dealingbytheotherpeoplesoftheworldasagainstforceandselfish
aggression.Allthepeoplesoftheworldareineffectpartnersinthis
interest,andforourownpartweseeveryclearlythatunlessjustice
bedonetoothersitwillnotbedonetous.Theprogramofthe
world'speace,therefore,isourprogram;andthatprogram,theonly
possibleprogram,asweseeit,isthis:
Wilsonstermsfora
peaceagreement:
Document7

9-30
15
20
25
30
35
40
45
50
55
60
I.Opencovenantsofpeace,openlyarrivedat,afterwhichthereshall
benoprivateinternationalunderstandingsofanykindbutdiplomacy
shallproceedalwaysfranklyandinthepublicview.
II.Absolutefreedomofnavigationupontheseas,outsideterritorial
waters,alikeinpeaceandinwar,exceptastheseasmaybeclosed
inwholeorinpartbyinternationalactionfortheenforcementof
internationalcovenants.
III.Theremoval,sofaraspossible,ofalleconomicbarriersandthe
establishmentofanequalityoftradeconditionsamongallthe
nationsconsentingtothepeaceandassociatingthemselvesforits
maintenance.
IV.Adequateguaranteesgivenandtakenthatnationalarmaments
willbereducedtothelowestpointconsistentwithdomesticsafety.
V.Afree,open-minded,andabsolutelyimpartialadjustmentofall
colonialclaims,baseduponastrictobservanceoftheprinciplethat
indeterminingallsuchquestionsofsovereigntytheinterestsofthe
populationsconcernedmusthaveequalweightwiththeequitable
claimsofthegovernmentwhosetitleistobedetermined.
VI.TheevacuationofallRussianterritoryandsuchasettlementof
allquestionsaffectingRussiaaswillsecurethebestandfreest
cooperationoftheothernationsoftheworldinobtainingforheran
unhamperedandunembarrassedopportunityfortheindependent
determinationofherownpoliticaldevelopmentandnationalpolicy
andassureherofasincerewelcomeintothesocietyoffreenations
underinstitutionsofherownchoosing;and,morethanawelcome,
assistancealsoofeverykindthatshemayneedandmayherself
desire.ThetreatmentaccordedRussiabyhersisternationsinthe
monthstocomewillbetheacidtestoftheirgoodwill,oftheir
comprehensionofherneedsasdistinguishedfromtheirown
interests,andoftheirintelligentandunselfishsympathy.
VII.Belgium,thewholeworldwillagree,mustbeevacuatedand
restored,withoutanyattempttolimitthesovereigntywhichshe
enjoysincommonwithallotherfreenations.Noothersingleactwill
serveasthiswillservetorestoreconfidenceamongthenationsin
thelawswhichtheyhavethemselvessetanddeterminedforthe
governmentoftheirrelationswithoneanother.Withoutthishealing
actthewholestructureandvalidityofinternationallawisforever
impaired.
VIII.AllFrenchterritoryshouldbefreedandtheinvadedportions
I.
II.
III.freetrade
IV.
V.
VI.withdrawal
VII.
VIII.
Document7

9-31
65
70
75
80
85
90
95
100
restored,andthewrongdonetoFrancebyPrussiain1871inthe
matterofAlsace-Lorraine,whichhasunsettledthepeaceofthe
worldfornearlyfiftyyears,shouldberighted,inorderthatpeace
mayoncemorebemadesecureintheinterestofall.
IX.AreadjustmentofthefrontiersofItalyshouldbeeffectedalong
clearlyrecognizablelinesofnationality.
X.ThepeoplesofAustria-Hungary,whoseplaceamongthenations
wewishtoseesafeguardedandassured,shouldbeaccordedthe
freestopportunityofautonomousdevelopment.
XI.Romania,Serbia,andMontenegroshouldbeevacuated;
occupiedterritoriesrestored;Serbiaaccordedfreeandsecure
accesstothesea;andtherelationsoftheseveralBalkanstatesto
oneanotherdeterminedbyfriendlycounselalonghistorically
establishedlinesofallegianceandnationality;andinternational
guaranteesofthepoliticalandeconomicindependenceandterritorial
integrityoftheseveralBalkanstatesshouldbeenteredinto.
XII.TheTurkishportionsofthepresentOttomanEmpireshouldbe
assuredasecuresovereignty,buttheothernationalitieswhichare
nowunderTurkishruleshouldbeassuredanundoubtedsecurityof
lifeandanabsolutelyunmolestedopportunityofanautonomous
development,andtheDardanellesshouldbepermanentlyopenedas
afreepassagetotheshipsandcommerceofallnationsunder
internationalguarantees.
XIII.AnindependentPolishstateshouldbeerectedwhichshould
includetheterritoriesinhabitedbyindisputablyPolishpopulations,
whichshouldbeassuredafreeandsecureaccesstothesea,and
whosepoliticalandeconomicindependenceandterritorialintegrity
shouldbeguaranteedbyinternationalcovenant.
XIV.Ageneralassociationofnationsmustbeformedunderspecific
covenantsforthepurposeofaffordingmutualguaranteesofpolitical
independenceandterritorialintegritytogreatandsmallstatesalike.
Inregardtotheseessentialrectificationsofwrongandassertionsof
rightwefeelourselvestobeintimatepartnersofallthegovernments
andpeoplesassociatedtogetheragainsttheImperialists.Wecannot
beseparatedininterestordividedinpurpose.Westandtogether
untiltheend.
IX.self-
determination
X.self-
determination
XI.withdrawal
XII.self-
determination
XIII.
XIV.
Document8
9-32
ConditionsofanArmisticewithGermany
OfficialreleasebytheGermangovernment,publishedintheKreuz-Zeitung,November11,1918.
Directions:Fillintheblanks.MatchthetermsbelowasTermsoftheTruceorarmistice.
Highlightorunderlinekeywordsthatdeterminethematch.Somemaybeusedmorethan
once,andsomenotatall.
nospoilstoGermany P.O.W.settlement freedomoftheseas
disarmament blockade withdrawal
spoilsofwartoAllies reparations settimeframe occupation
ThefollowingtermsweresetbytheAlliedpowersforthe
Armistice.
1.Effectivesixhoursaftersigning.
2.ImmediateclearingofBelgium,France,Alsace-Lorraine,tobe
concludedwithin14days.Anytroopsremainingintheseareas
tobeinternedortakenasprisonersofwar.
3.Surrender5000cannon(chieflyheavy),30,000machineguns,
3000trenchmortars,2000planes.
4.EvacuationoftheleftbankoftheRhine,Mayence,Coblence,
Cologne,occupiedbytheenemytoaradiusof30kilometers
deep.
5.OntherightbankoftheRhineaneutralzonefrom30to40
kilometersdeep,evacuationwithin11days.
6.Nothingtoberemovedfromtheterritoryontheleftbankofthe
Rhine,allfactories,railroads,etc.tobeleftintact.
7.Surrenderof5000locomotives,150,000railwaycoaches,
10,000trucks.
8.MaintenanceofenemyoccupationtroopsthroughGermany.
9.IntheEastalltroopstowithdrawbehindtheboundariesof
August1,1914,fixedtimenotgiven.
10.RenunciationoftheTreatiesofBrest-LitovskandBucharest.
11.UnconditionalsurrenderofEastAfrica.
12.ReturnofthepropertyoftheBelgianBank,Russianand
Rumaniangold.
13.Returnofprisonersofwarwithoutreciprocity.
TermsoftheTruce
1)settimeframe
2)
3)
4)
5)
6)nospoilsto
Germany
7)nospoilsto
Germany
8)
9)
10)overridesother
treaties
11)
12)nospoilsto
Germany
13)P.O.W.settlement
Document8
9-33
14.Surrenderof160U-boats,8lightcruisers,6Dreadnoughts;
therestofthefleettobedisarmedandcontrolledbytheAllies
inneutralorAlliedharbors.
15.AssuranceoffreetradethroughtheCattegatSound;
clearanceofminefieldsandoccupationofallfortsand
batteries,throughwhichtransitcouldbehindered.
16.Theblockaderemainsineffect.AllGermanshipstobe
captured.
17.AlllimitationsbyGermanyonneutralshippingtoberemoved.
18.Armisticelasts30days.
14)
15)
16)blockade
17)freedomoftheseas

18)settimeframe

Document9

9-34

Directions:UsethisdocumenttocompleteStudentHandout6.Asyoureadusethe
columnontherighttotakenotesonthetextoraskquestions.

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Background
WhenGermanysoughtpeacetermsin1918,theGermansthought
thatthesetermswouldbebasedonPresidentWoodrowWilson's
FourteenPoints.WilsonhadsettheseoutinanaddresstotheUnited
StatesCongressinJanuary1918.PresidentWilsonhadsetouthis
beliefsonapeacebasedonjustice,democracy,andequality.
PresidentWilsonlaterstatedthatthepeaceshouldincludeno
annexations,nocontributions,andnopunitivedamages.
TheBigThree
IntheyearsfollowingtheendofWorldWarI,peacetreatieswere
signedwithGermanyandherallies(Austria-Hungary,Turkey,and
Bulgaria).Thetreatieswere:TreatyofSaintGermainwithAustriain
1919,TreatyofNeuillywithBulgariain1919,TreatyofSevreswith
Turkeyin1920andTreatyofTrianonwithHungaryin1920.The
termsofthesetreatiesweremadeupmainlybytheBigThree:
ClemenceauofFrance,Lloyd-GeorgeofBritain,andPresidentWilson
oftheUnitedStatesduringnegotiationsinParis.Thetreatywith
Germanywasbyfarthemostimportant.ItwassignedintheHallof
MirrorsinJune1919andiscalledtheTreatyofVersailles.
Whenjudgingthetermsofthepeacetreaties,inparticulartheTreaty
ofVersailles,itisimportanttokeepinmindtheatmosphereinEurope
andtheattitudetowardsGermanyintheperiodjustafterthewar.
Anti-Germanfeelingwasstrongin1919.
WoodrowWilson,theAmericanPresident,aimedtosecureapeace
basedontheFourteenPoints:apeacethatwouldbebasedon
justice,thatwouldhaveliberalprincipalsatitscore,andthatwouldbe
maintainedbyanewinternationalorganization(TheLeagueof
Nations).WilsondidagreethatGermanyneededtobepunishedfor
startingthewar,buthewantedthepunishmenttobefair.
DavidLloyd-George,theBritishPrimeMinister,wasinadifficult
Notesand
Questions
Document9

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r,
pire.
r's
e
he
toeasesomeoftheharsherterms
emandedbyClemenceau.
n
aine
militarythreat.TheFrenchpeople
erefullybehindtheirleader.
nd
at
lythatGermanyshouldbemadetomeetthese
costsofthewar.
uestions
position.Britainhadsufferedhugecasualtiesinthewarandthe
generalpublicwasdemandingrevenge.TypicalheadlinesinBritish
newspapers,suchasMakeGermanyPayandHangtheKaise
reflectedBritishpublicfeeling.Lloyd-Georgewasdeterminedto
maintainBritain'snavalsupremacyandtoenlargetheBritishEm
Hehadalsoannouncedinthe1918electioncampaignthathe
expectedGermanytopayasmuchasitcouldforthedamageithad
caused.Lloyd-GeorgewasalsopreparedtoseeGermany'smilitary
strengthreduced.Ontheotherhand,hewasalsoawarethatthenew
WeimarleadersofGermanyweredifferentfromthoseoftheKaise
time.Anoverlyharshtreatymightunderminethemandcreatean
embitteredGermany.Lloyd-Georgewasalsoconcernedthatifth
peacetreatyhumiliatedGermany,itmightprovokeaBolshevik
revolution,similartowhathadhappenedinRussiain1917.While
waspreparedtotalkinharshtermsforthepeoplehomeinGreat
Britain,Lloyd-Georgeworked
d
Clemenceau,theFrenchleader,wasdeterminedtopunishGermany.
ThishadbeenthesecondtimeinlivingmemorythatFrancehadbee
invadedbyGermany.In1871,GermanyhadtakenAlsace-Lorr
fromFranceandforcedthemtopayhugereparations.French
casualtieshadalsobeenmassiveduringWorldWarI,thehighest
amongsttheAllies.ClemenceauwantedGermanpowerreducedso
thatitcouldneveragainposea
w
Thewarhadbeenextremelyexpensive.Bytheendofit,Britaina
Francehadlargedebtstorepay.Franceespeciallyhadsuffered
extensivedamagetolargepartsofthecountrythatwouldcostagre
dealtorepair.Followingthewar,publicopinioninbothBritainand
Francefeltstrong
Notesand
Q
Document9

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Directions:UsethisdocumenttocompleteStudentHandout6.Asyouread,usethe
columnontherighttotakenotesorwritequestions

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TheMainTermsoftheTreatyofVersailles
TerritorialChanges
Beforetheendofthewar,PresidentWoodrowWilsonissuedhis
famousFourteenPoints.Germanyhadsignedthearmisticein
November1918ontheunderstandingthatthese'FourteenPoints'
wouldbethebasisofthepeacetreaty.
Oneofthesepointsestablishedtheprincipleofself-determination.
Thisprincipleproposedthattheoldpre-warEuropeanempiresshould
bebrokenupandthatthemapofEuropeshouldbere-drawnsothat
eachnationalitywouldlivewithinitsownborders,independentof
foreignpowersandwithitsownformofgovernment.Thiswasa
soundprincipleintheory,buttheethnicmixtureinsomepartsof
Europemeantthatsomegroupsofpeoplewouldbecomeinhabitants
ofanewand/ordifferentcountry.Also,theprinciplesometimeshad
totake'secondplace'topracticalconsiderations-suchasmaking
surethatcountrieshadsensiblebordersforpurposesofdefense,
trade,andeconomicstability.Significantterritorialchangesincluded:
Alsace-LorrainewasgivenbacktoFrance.
EupenandMalmedyontheborderwithBelgiumweregivento
Belgiumafteravote.
TheSaarregionwasplacedunderLeagueofNationscontrolfor
15years,duringwhichtimetheFrenchcouldworkitscoalmines.
Avotewouldthenbeheldtodecidethearea'sfuture.
NorthernSchleswigwasgiventoDenmarkafteravote.
PartsofUpperSilesia,PosenandWestPrussiaweregiventothe
newcountryofPoland.Thiswaspartlytomakethenewcountryof
Polandstrongerasthisareacontainedmineralreservesandalso
togivePolandaccesstothesea.ManyGermanswereinthese
territories.ThisalsocutEastPrussiaofffromtherestofGermany.
ThecityofDanzigwastobeafreecityundertheLeagueof
Nations.
GermanywasnotallowedtounitewithAustria.
AllofGermany'scoloniesweretakenaway.
Asaresultoftheterritorialchanges,Germanylost13.5%ofitsland
and12.5%ofitspopulation.TheselossesweretohittheGerman
economyhardinthefollowingyears.
Notesand
Questions
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90
TheselossesalsocreatedconsiderableresentmentinGermany,
especiallythelossesineasternGermanyandtheperceivedfailureof
thepeace-makerstoallowself-determination.
MilitaryTerms
TheWestBankoftheRhinewastobedemilitarized.Anallied
armyofoccupationwastobestationedtherefor15years.Onthe
EastBank,Germantroopsweretobeexcludedofland50
kilometers(31miles)wide.
TheGermanarmywastobereducedto100,000men.
TheGermannavywastohavenobattleshipsandnosubmarines.
TheGermanHighSeasFleetwastobehandedovertoBritain,but
itwasscuttledonthedaytheTreatyofVersailleswassignedas
anactofdefianceanddisgustatthetreaty.
Germanywasprohibitedfromhavinganairforce.
AnAlliedControlCommissionwassetuptopolicethese
arrangements.
TheTreatyalsostatedthatGermanywasbeingdisarmed.Thiswas
onlyaprecursortogeneralworlddisarmament.
SpecialClauses
Article231stated,TheAlliedandAssociatedGovernmentsaffirm
thatGermanyacceptstheresponsibilityofGermanyandheralliesfor
allthelosstowhichtheAlliedandAssociatedGovernmentsandtheir
nationalshavebeensubjectedasaconsequenceofthewarimposed
uponthembytheaggressionofGermanyandherallies.
Article231becameknownastheWarGuiltClause.Itprovidedthe
moralgroundstodemandwarreparationsfromGermany.InGermany
itwasseenasanunfairattempttoplacethetotalblameforthewar
ontoGermanyanditsallies.
Article232imposedreparationsuponGermanyandwasdesignedto
helptheAlliedcountriespayforthecostofthewarandtokeep
Germanyfinanciallyweakformanyyears.TheGermanssawthisas
anattempttodestroytheirindustrialpower.
TheLeagueofNations
ThesettingupofaLeagueofNationswasalsowrittenintotheTreaty
ofVersailles.TheAllieshaddifferentviewsabouttheLeague,butall
agreedthatGermanyshouldnotbeallowedtojoinuntilithadgiven
concreteproofofitsintentiontocarryoutthepeaceterms.
NorepresentativesofthenewGermanWeimarRepublicwere
Notesand
Questions
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allowedtotakepartinthenegotiationsatVersailles.TheGermans
weresimplytoldtosignthetreatyatthePalaceofVersaillesin1919.
TheGermansdidtrytohaveinputintothenegotiations,butwerenot
allowedtoparticipate.ThisperpetuatedtheviewthattheVersailles
Treatywasadiktat(aharshsettlementunilaterallyimposed,asona
defeatednation).
ReactionstotheTreatyofVersailles
ThetreatywaswellreceivedinBritain,althoughitdidnottakelongfor
criticsoftheharshnessofthetreatytoemerge.
TheFrenchthoughtthetreatywastoosoft.
Wilsonwasdisappointedatthetreaty'soveralloutcome.
TheGermansfeltthatthetreatywasbothpunitiveandunfair,anda
majordeparturefromWilson'sFourteenPoints.
ThetreatywastohavelongtermeffectsforGermanyandbea
contributingfactortotheeventsthatledtotheriseofAdolfHitlerand
theNaziParty.
Notesand
Questions

Transparency1
9-39

LessonOverview
DayOne
Analyzeandevaluateanunidentifiedspeech
UnderstandthecasualtyratesofnationsinvolvedinTheGreat
War
Drawinferencesfromthecasualtyratesandtoneofthespeech
DayTwo
AnalyzeandevaluateindetailthearmisticeofNovember11,
1918andPresidentWilsonsFourteenPoints
Understandtheaimsandinterestsofnationsnegotiatingthe
TreatyofVersailles
DayThree
AnalyzeandevaluatethetermsandconditionsoftheTreatyof
Versailles
Recognizekeydifferencesbetweenthearmistice,President
WilsonsFourteenPoints,andtheTreatyofVersailles
UnderstandthesignificanceoftheWarGuiltClauseand
reparations
DayFour
Organizeandclarifythoughtsandideasinrelationtotheprompt
DayFive
Writeamulti-paragraphresponsetothefollowingprompt:
States,oneotherAlliedpower(GreatBritainorFrance),and
Germany.Becertaintoincludethenationalaimsandactual
outcomesforeachcountry,andtheimpactofWilsonsFourteen
Pointsinyouranswer.

Transparency2
KeyAllies FinancialCost
toCountry
Military
Dead
Military
Wounded
Civilian
Casualties
Post-War
Impacton
Notesand
Unanswere
9-40

WorldWarI?
(indollars)
(FromDoc4)
(FromDoc2)
(FromDoc2)
(FromDoc2)
Military
(FromDoc3)
d
Questions
France
24,265,583,000 1,375,800 300,000

Unclearornot
significant
Great
Britain
35,334,012,000 908,371 109,000

Unclearornot
significant
United
States
22,625,253,000 126,000 757

Unclearornot
significant

Transparency2
9-41

WorldWarI?
Key
Central
Powers
FinancialCost
toCountry
(indollars)
(FromDoc4)
Military
Dead
(FromDoc2)
Military
Wounded
(FromDoc2)
Civilian
Casualties
(FromDoc2)
Post-War
Impacton
Military
(FromDoc3)
Notesand
Unanswered
Questions
Austria-
Hungary
20,622,960,000 1,200,000 467,000
Unclear
Germany
37,775,000,000 1,773,700 426,000
Limitedto
100,000

Transparency3
ArmisticeandSurrenderDefinitions

armistice:anagreementtostopfighting,
usuallyforashorttime
surrender:theactofsayingofficiallythat
youwanttostopfightingbecauseyou
realizeyoucannotwin

9-42
Transparency4
9-43

Directions:UsingDocument9,completethefollowingchart.

United
States

France

Great
Britain
Transparency5
AnticipatorySet-WorldWarIPeaceProcessRevisited
Directions:Readeachquestionandcircleeitheryesorno,theappropriatekeyterms,
document(s),andeffects.
1. ShouldGermanyhavetopaymoney
forthedamagescausedduringthe
war?
Yes/No
4. ShouldGermanywithdrawitstroops
fromforeignlandsitoccupiedduring
thewar?
Yes/No
Relatestowhichterm?
spoilsofwar
Relatestowhichterm?
spoilsofwar
Fromwhichdocument?
Armistice
TreatyofVersailles
Fromwhichdocument?
Armistice
TreatyofVersailles
EffectonGermany:
EffectonGermany:

weapons?
Yes/No
5. ShouldGermanyhavetoreleaseits
prisonersofwar?
Yes/No
Relatestowhichterm?
spoilsofwar
Relatestowhichterm?
spoilsofwar
Fromwhichdocument?
Armistice
TreatyofVersailles
Fromwhichdocument?
Armistice
TreatyofVersailles
EffectonGermany:
EffectonGermany:

3. ShouldGermanyhavetolettheAllied
PowerskeepGermanprisonersof
war?
Yes/No
countries?
Yes/No
Relatestowhichterm?
spoilsofwar
Relatestowhichterm?
spoilsofwar
Fromwhichdocument?
Armistice
TreatyofVersailles
Fromwhichdocument?
Armistice
TreatyofVersailles
EffectonGermany:
EffectonGermany:
9-44
Transparency6
Pre-WritingGraphicOrganizer
Directions:UsingStudentHandouts2,4,5,and6,completethefollowingchartontheTreatyofVersailles.
UnitedStates Germany
Aims:
ActualOutcome:
EvaluationoftheTreatyfromtheU.S.PointofView:
Evidence:
Aims:
ActualOutcome:
EvaluationoftheTreatyfromtheGermanPointofView:
Evidence:
OtherAlliedNation(GreatBritainorFrance) Notes
Aims:
ActualOutcome:
EvaluationoftheTreatyfromthe_________PointofView:
Evidence:
9-45

Transparency7
9-46


HistoricalContext:
theTreatyofVersailles
Thesis:
MainIdea
Perspectiveof
theUnited
States
TopicSentence
Supporting
Detail/Evidence
Supporting
Detail/Evidence
ActualOutcomes
Analysis
Concluding
Sentence
MainIdea
Perspectiveof
GreatBritain
or
France
TopicSentence
Supporting
Detail/Evidence
NationalAims
Supporting
Detail/Evidence
Analysis
Concluding
Sentence
MainIdea
Perspectiveof
Germany
TopicSentence
Supporting
Detail/Evidence
Supporting
Detail/Evidence
ActualOutcomes
Analysis
Concluding
Sentence
Para-
graph
1
Para-
graph
2
Para-
graph
3
Para-
graph
4

Transparency8
9-47

HistoricalContext:
2-3sentencesummaryofthe
TreatyofVersailles
Thesis:
MainIdea
Perspectiveof
theUnited
States
TopicSentence
Supporting
Detail/Evidence
Supporting
Detail/Evidence
ActualOutcomes
Analysis
Concluding
Sentence
MainIdea
Perspectiveof
GreatBritain
or
France
TopicSentence
Supporting
Detail/Evidence
NationalAims
Supporting
Detail/Evidence
Analysis
Concluding
Sentence
MainIdea
Perspectiveof
Germany
TopicSentence
Supporting
Detail/Evidence
Supporting
Detail/Evidence
ActualOutcomes
Analysis
Concluding
Sentence
RestateThesis
Para-
graph
1
Para-
graph
2
Para-
graph
3
Para-
graph
4

ReviewMainPoints
Para-
graph
5

Transparency9
TreatyofVersaillesPoliticalCartoon
9-48
TeacherGuide1

9-49

PresidentWilsonsFourteenPoints
TheFourteenPointswerelistedinaspeechdeliveredbyPresidentWoodrowWilsontothe
UnitedStatesCongressonJanuary18,1918.Inhisspeech,PresidentWilsonsharedhis
visionforalastingpeaceinEuropeafterWorldWarI.Theideasinthespeechencourage
the Central Powers to surrender, and provided the basis for the terms of the German
surrender on November 11, 1918. The Treaty of Versailles, which was negotiated at the
ParisPeaceConferencein1919,includedonlyfourofthepointsofthisspeech.Ultimately,
the United States refused to ratify the Treaty of Versailles, and signed a separate pace
treatywithGermanyin1923.
Directions:Ofthefourteenpointsbelow,sixarealreadymatchedintherightcolumnwith
keyconceptsunderlinedthatidentifyWilsonsmaintermsforapeaceagreement.Forthe
remainingeightpoints,usethetermsbelowtoclearlyidentifyothergoals.Highlightor
underlinethekeywordsinWilsonspointsthatmatchakeyconceptorterm.Someterms
maybeusedmorethanonce.Sometermsarenotusedatall.
self-determination disarmament withdrawal reparations guiltclause

nosecrettreaties LeagueofNations freedomoftheseas
10
Weenteredthiswarbecauseviolationsofrighthadoccurredwhich
touchedustothequickandmadethelifeofourownpeople
impossibleunlesstheywerecorrectedandtheworldsecuredonce
forallagainsttheirrecurrence.Whatwedemandinthiswar,
therefore,isnothingpeculiartoourselves.Itisthattheworldbe
madefitandsafetolivein;andparticularlythatitbemadesafefor
everypeace-lovingnationwhich,likeourown,wishestoliveitsown
life,determineitsowninstitutions,beassuredofjusticeandfair
dealingbytheotherpeoplesoftheworldasagainstforceandselfish
aggression.Allthepeoplesoftheworldareineffectpartnersinthis
interest,andforourownpartweseeveryclearlythatunlessjustice
bedonetoothersitwillnotbedonetous.Theprogramofthe
world'speace,therefore,isourprogram;andthatprogram,theonly
possibleprogram,asweseeit,isthis:
Wilsonstermsfora
peace
agreement:
TeacherGuide1

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35
40
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55
60
I.Opencovenantsofpeace,openlyarrivedat,afterwhichthereshall
benoprivateinternationalunderstandingsofanykindbutdiplomacy
shallproceedalwaysfranklyandinthepublicview.
II.Absolutefreedomofnavigationupontheseas,outsideterritorial
waters,alikeinpeaceandinwar,exceptastheseasmaybeclosed
inwholeorinpartbyinternationalactionfortheenforcementof
internationalcovenants.
III.Theremoval,sofaraspossible,ofalleconomicbarriersandthe
establishmentofanequalityoftradeconditionsamongallthe
nationsconsentingtothepeaceandassociatingthemselvesforits
maintenance.
IV.Adequateguaranteesgivenandtakenthatnationalarmaments
willbereducedtothelowestpointconsistentwithdomesticsafety.
V.Afree,open-minded,andabsolutelyimpartialadjustmentofall
colonialclaims,baseduponastrictobservanceoftheprinciplethat
indeterminingallsuchquestionsofsovereigntytheinterestsofthe
populationsconcernedmusthaveequalweightwiththeequitable
claimsofthegovernmentwhosetitleistobedetermined.
VI.TheevacuationofallRussianterritoryandsuchasettlementof
allquestionsaffectingRussiaaswillsecurethebestandfreest
cooperationoftheothernationsoftheworldinobtainingforheran
unhamperedandunembarrassedopportunityfortheindependent
determinationofherownpoliticaldevelopmentandnationalpolicy
andassureherofasincerewelcomeintothesocietyoffreenations
underinstitutionsofherownchoosing;and,morethanawelcome,
assistancealsoofeverykindthatshemayneedandmayherself
desire.ThetreatmentaccordedRussiabyhersisternationsinthe
monthstocomewillbetheacidtestoftheirgoodwill,oftheir
comprehensionofherneedsasdistinguishedfromtheirown
interests,andoftheirintelligentandunselfishsympathy.
VII.Belgium,thewholeworldwillagree,mustbeevacuatedand
restored,withoutanyattempttolimitthesovereigntywhichshe
enjoysincommonwithallotherfreenations.Noothersingleactwill
serveasthiswillservetorestoreconfidenceamongthenationsin
thelawswhichtheyhavethemselvessetanddeterminedforthe
governmentoftheirrelationswithoneanother.Withoutthishealing
actthewholestructureandvalidityofinternationallawisforever
impaired.
VIII.AllFrenchterritoryshouldbefreedandtheinvadedportions
I.nosecrettreaties
II.freedomoftheseas
III.freetrade
IV. disarmamentbyall
parties
V. self-determination
wasnot
decolonizationina
truesense
VI.withdrawal
VII.withdrawal
VIII.withdrawal
TeacherGuide1

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75
80
85
90
95
100
restored,andthewrongdonetoFrancebyPrussiain1871inthe
matterofAlsace-Lorraine,whichhasunsettledthepeaceofthe
worldfornearlyfiftyyears,shouldberighted,inorderthatpeace
mayoncemorebemadesecureintheinterestofall.
IX.AreadjustmentofthefrontiersofItalyshouldbeeffectedalong
clearlyrecognizablelinesofnationality.
X.ThepeoplesofAustria-Hungary,whoseplaceamongthenations
wewishtoseesafeguardedandassured,shouldbeaccordedthe
freestopportunityofautonomousdevelopment.
XI.Romania,Serbia,andMontenegroshouldbeevacuated;
occupiedterritoriesrestored;Serbiaaccordedfreeandsecure
accesstothesea;andtherelationsoftheseveralBalkanstatesto
oneanotherdeterminedbyfriendlycounselalonghistorically
establishedlinesofallegianceandnationality;andinternational
guaranteesofthepoliticalandeconomicindependenceandterritorial
integrityoftheseveralBalkanstatesshouldbeenteredinto.
XII.TheTurkishportionsofthepresentOttomanEmpireshouldbe
assuredasecuresovereignty,buttheothernationalitieswhichare
nowunderTurkishruleshouldbeassuredanundoubtedsecurityof
lifeandanabsolutelyunmolestedopportunityofanautonomous
development,andtheDardanellesshouldbepermanentlyopenedas
afreepassagetotheshipsandcommerceofallnationsunder
internationalguarantees.
XIII.AnindependentPolishstateshouldbeerectedwhichshould
includetheterritoriesinhabitedbyindisputablyPolishpopulations,
whichshouldbeassuredafreeandsecureaccesstothesea,and
whosepoliticalandeconomicindependenceandterritorialintegrity
shouldbeguaranteedbyinternationalcovenant.
XIV.Ageneralassociationofnationsmustbeformedunderspecific
covenantsforthepurposeofaffordingmutualguaranteesofpolitical
independenceandterritorialintegritytogreatandsmallstatesalike.
Inregardtotheseessentialrectificationsofwrongandassertionsof
rightwefeelourselvestobeintimatepartnersofallthegovernments
andpeoplesassociatedtogetheragainsttheImperialists.Wecannot
beseparatedininterestordividedinpurpose.Westandtogether
untiltheend.
IX.self-determination
X.self-determination
XI.withdrawal
self-
determination
Yugoslavia
becamesix
differentnations
(late20thcentury)
XII.self-determination
freedomofthe
seas
XIII.self-determination
XIV.LeagueofNations
TeacherGuide2
9-52
ConditionsofanArmisticewithGermany
OfficialreleasebytheGermangovernment,publishedintheKreuz-Zeitung,November11,1918.
Directions:Fillintheblanks.MatchthetermsbelowasTermsoftheTruceorarmistice.
Highlightorunderlinekeywordsthatdeterminethematch.Somemaybeusedmorethan
once,andsomenotatall.
nospoilstoGermany P.O.W.settlement freedomoftheseas
disarmament blockade withdrawal
spoilsofwartoAllies reparations settimeframe occupation
ThefollowingtermsweresetbytheAlliedpowersforthe
Armistice.
1.Effectivesixhoursaftersigning.
2.ImmediateclearingofBelgium,France,Alsace-Lorraine,tobe
concludedwithin14days.Anytroopsremainingintheseareas
tobeinternedortakenasprisonersofwar.
3.Surrender5000cannon(chieflyheavy),30,000machineguns,
3000trenchmortars,2000planes.(weapons,notmilitary
personnel/soldiers)
4.EvacuationoftheleftbankoftheRhine,Mayence,Coblence,
Cologne,occupiedbytheenemytoaradiusof30kilometers
deep.
5.OntherightbankoftheRhineaneutralzonefrom30to40
kilometersdeep,evacuationwithin11days.(bufferzone;
demilitarizedzone)
6.Nothingtoberemovedfromtheterritoryontheleftbankofthe
Rhine,allfactories,railroads,etc.tobeleftintact.(nopillaging
re:infrastructure)
7.Surrenderof5000locomotives,150,000railwaycoaches,
10,000trucks.
8.MaintenanceofenemyoccupationtroopsthroughGermany.
9.IntheEastalltroopstowithdrawbehindtheboundariesof
August1,1914,fixedtimenotgiven.
10.RenunciationoftheTreatiesofBrest-LitovskandBucharest.
(significance)
11.UnconditionalsurrenderofEastAfrica.(landgrabbyAllied
Powers)
12.ReturnofthepropertyoftheBelgianBank,Russianand
Rumaniangold.
13.Returnofprisonersofwarwithoutreciprocity.(strategicor
punitive?)
TermsoftheTruce
1)settimeframe
2)withdrawal
3)disarmament
one-sided,onlyweapons
4)withdrawal
5)withdrawal
6)nospoilsto
Germany
7)nospoilsto
Germany
8)occupation
9)withdrawal
10)overridesother
treaties
11)spoilsofwar
12)nospoilsto
Germany
13)P.O.W.settlement
TeacherGuide2
9-53
14.Surrenderof160U-boats,8lightcruisers,6Dreadnoughts;
therestofthefleettobedisarmedandcontrolledbytheAllies
inneutralorAlliedharbors.
15.AssuranceoffreetradethroughtheCattegatSound;
clearanceofminefieldsandoccupationofallfortsand
batteries,throughwhichtransitcouldbehindered.
16.Theblockaderemainsineffect.AllGermanshipstobe
captured.
17.AlllimitationsbyGermanyonneutralshippingtoberemoved.
18.Armisticelasts30days.
14)disarmament
one-sided,only
weapons
15)withdrawal,
freedomoftheseas
16)blockade
17)freedomoftheseas
18)settimeframe

TeacherGuide3
9-54


United
States
Openpeace
agreement
Lowertradebarriers
Nosecretediplomacy
Reductionin
armaments
Self-determinationof
peoples
Generalassociation
ofnations
Toprovidecollective
securityforone
another
PresidentWilsonwas
tryingtodevelopa
blueprintforalasing
peaceforallnations.

France
Revenge
Reparations
Securityagainst
Germany
Rhinelandasabuffer
state
Maintainanalliance
withUSandBritain
asaprotection
againstGermany
Francewantedtopunish
Germanyforthewarand
makeitforallthe
damages.
Thiswasthesecondtime
Francehadbeeninvaded
byGermany
Frenchmilitarylosses
weretremendousand
werethehighestamong
theAlliednations
FrancewantedGerman
powerreducedsothatis
couldneverposeathreat
toFranceagain.
Great
Britain
Didnotwanttogrind
theGermansdown
Germansubmarine
fleetandsurfacefleet
wasgiventoBritain
Fearofthegrowthof
theU.S.navyinthe
Pacific
Reparations
GreatBritainhadalready
gainedGermancolonies
inAfricaandthe
destructionofthe
Germannavy.
GreatBritainhadsuffered
greatlossesandthe
Britishpeoplewere
demandingrevenge.
Lloyd-Georgewantedto
maintainBritishnaval
supremacyandextend
theBritishEmpire.
TeacherGuide4
9-55

Directions:UsingDocuments7,8,and9,completethefollowingchart.
ThePeaceProcess--FourteenPoints,Armistice,TreatyofVersailles

PresidentWilsonsFourteenPoints Armistice TreatyofVersailles
Date January8,1918 November11,1918 June28,1919
General
Description
SpeechdeliveredtoajointsessionofCongress
EncouragedtheCentralPowerstosurrender
GavePresidentWilsonthepositionofmoral
leadershipamongthealliednations
Adocumentwhichendedfightingbetweenthe
AlliedPowersandtheCentralPowerson
November11,1918at11:00a.m.
Oneofseveraltreatiessignedwiththe
nationsoftheCentralPowers
MostimportantoftheTreatiesbetweenthe
AlliedNationsandtheCentralPowers
Main
Provisions
Freedomoftheseas
Equalityoftrade;endoftradebarriers
Nosecrettreaties
Self-determinationofpeopletocreatetheirown
state
Disarmament
IndependentPolishstate
LeagueofNations
EffectivesixhoursaftersigningoftheArmistice
WithdrawalbyGermanyfromoccupiedareas
DisarmamentofCentralPowers
OccupationofGermanybyAlliedtroops
PrisonerofWarsettlement
Freedomoftheseasguaranteed
BlockadeofGermanytoremain
ReturnofpropertycapturedbyGermany
Wouldlastfor30days
ReductionofGermanmilitarystrength;no
submarines,noairforceandthearmy
reducedto100,000troops
Self-determinationofpeoples
LossofGermancolonies
PunishmentofGermanyforthewar
Creationofsevennewcountries
Intent
Ablueprintforalastingpeace
Toendthefighting
Article231placedblameforthewaron
Germany
Article232requiredGermanytopayforthe
costsofthewar
Effects
BasisofGermansurrender
Endedmilitaryhostilities
EstablishedaLeagueofNations(Germany
wasexcludedfromthisLeague)
Germanyfeltthetreatywasunfairand
punitive
GreatBritainlikedthetreaty
Francethoughtthetreatywastoosoft
AweakenedGermaneconomy
USCongressdidnotaccepttheTreaty
becauseoftheinclusionoftheLeagueof
Nations

STANDARD:10.7.3
Analyzetherise,aggression,andhumancostsoftotalitarianregimes(FascistandCommunist)in
Germany,Italy,andtheSovietUnion,notingespeciallytheircommonanddissimilartraits.
PRIORKNOWLEDGE
REQUIRED
Day1
Evaluatecriteriafortotalitarian
regimes
Backgroundreadingsonthe
totalitarianregimesofthe
interwaryears
Createaclassroomcriteria
poster
MaterialsNeeded:Student
Handout1,Documents1and2,
ClassroomPoster1
Day2
Analyzeandevaluateindetail
primarysources:
Posters
Photographs
Maps
Politicalcartoons
Handouts2-5,Documents312,
Transparencies3-5
Day3
Continueanalysisand
evaluationofprimarysources
Categorizeandorganize
evidence
Handouts3-5,Documents1-12,
Transparencies5-6
Day4
Organizeandclarifythoughts
andideasinrelationtothe
prompt
Handouts3-9,Documents1-12,
Transparency7
Day5
Completemulti-paragraph
essay
LAUSD
INSTRUCTIONAL
STRATEGIES
AccessingPriorKnowledge
Thisisastrategydesignedtoactivate
whatstudentsalreadyknow;arouse
curiosityaboutthesubjectandto
fosterthinkingregardingaparticular
question.
Say,Mean,Matter
Answeringthreequestionsasthey
relatetoareadingselection.The
purposeistoencouragestudentsto
movebeyondliteral-levelthinking.
VisualAnalysisTools
Thisstrategyusesgraphicorganizers
andquestionswhichhelpthestudent
deconstructpictures,posters,political
cartoons,andmapsforspecific
content.
JigsawReading
Studentsorgroupsreadasmall
sectionofalargerpassageandshare
whattheyhavelearnedwithother
studentsorgroups.Thisstrategyis
closetotheexpert/homegroup
techniqueforreadingportionsoftext.
ContentReadingGuides
Thisstrategy,includinggraphic
organizers,helpsthestudentgather
keyinformationwhichcanbeusedin
responsetoanessayprompt.
Thislessonshouldbetaughtafter
studentshavegainedabasic
understandingofkeyelementsof
theVersaillesTreaty.Thelesson
anddocumentsfocusontherise
topowerandsubsequent
aggressiveforeignpolicybythe
threekeydictatorsinEuropeprior
toWWII.
KEYTERMSANDCONTENT
indoctrination
propaganda
censorship
terror
charisma
onepartyrule
economiccontrol
authoritarian
totalitarian
extremenationalism
CULMINATINGTASK
Theculminatingtaskforthis
lessonisamulti-paragraph
essaythatincludesthefollowing:
thesisstatement
evidenceandcitation
analysisofprimaryand
secondarysources
aconclusionregardingthe
totalitarianregimesduringthe
interwaryears
Theessayprompttowhich
studentswillrespondis:
Comparethetotalitarian
regimesofMussolini,Hitler,
andStalin.Evaluatetheriseto
power,foreignpolicy,and
commoncharacteristicsof
thesetotalitarianregimes.
10-1
Grade10InstructionalGuide
ModelLesson4
TheRiseofTotalitarianism
Standard
10.7.3.Analyzetherise,aggression,andhumancostsoftotalitarianregimes(Fascistand
Communist)inGermany,Italy,andtheSovietUnion,notingespeciallytheircommonand
dissimilartraits.
Studentsuseavarietyofmapsanddocumentstointerprethumanmovement,including
majorpatternsofdomesticandinternationalmigration,changingenvironmental
preferencesandsettlementpatterns,thefrictionsthatdevelopbetweenpopulation
groups,andthediffusionofideas,technologicalinnovations,andgoods.
multipleprimaryandsecondarysourcesandapplyitinoralandwrittenpresentations.
Studentsrecognizethecomplexityofhistoricalcausesandeffects.
Studentsinterpretpasteventsandissueswithinthecontextinwhichaneventunfolded
ratherthansolelyintermsofpresent-daynormsandvalues.
Studentsshowconnections,causalandotherwise,betweenparticularhistoricalevents
andlargersocial,economic,andpoliticaltrendsanddevelopments.
GuidingInquiries:
1. WhatweretheconditionsinGermany,Italy,andtheSovietUnionwhichallowedfortherise
ofdictatorsandtheirtotalitarianstates?
2. HowweretheregimesofHitler,Mussolini,andStalinsimilar?
3. WhatweresomeexamplesoftheaggressiveforeignpoliciesofGermany,Italy,andthe
SovietUnionduringtheinterwaryears?
Materials
StudentHandout1:Dictators?-CriteriaChart
StudentHandout2:Say-Mean-Matter
StudentHandout3:CharacteristicsofTotalitarianRegimes
StudentHandout4:PosterAnalysisWorksheet
StudentHandout5:DocumentAnalysisWorksheet
StudentHandout6:Timeline
StudentHandout7:EvidenceOrganizationCharts
StudentHandout8:WritingTask
Document1:CriteriaofTotalitarianRegimes
Document2:AscentoftheDictators
Document3:AggressiveForeignPolicy
Document4:HitlerPhotograph
Document5:StalinPhotograph
Document6:MussoliniPhotograph
Document7:Mapofthe1939PartitionofPoland
Document8:MapofAfrica(1939)
10-2

Document9:MapofEurope(1939)
Document10:MussoliniPoliticalCartoon
Document11:NaziPoliticalCartoon
Document12:Hitler/StalinPoliticalCartoon
TeacherTransparency2:CriteriaChart
TeacherTransparency3:CharacteristicsofTotalitarianRegimes
TeacherTransparency4:NaziPropagandaPoster
TeacherTransparency5:DocumentAnalysisWorksheet
TeacherTransparency6:EvidenceOrganizationCharts
TeacherTransparency7:WritingGraphicOrganizer
TeacherGuide1:TimelineKey
TeacherGuide2:RiseofTotalitarianism
ClassroomPoster1:CriteriaofTotalitarianRegimes
1. Canstudentsunderstandthenuancesandcomplexitiesofagivenhistoricalevent?
2. Canstudentsdrawconclusionsfromprimaryandsecondarysources?
3. Canstudentsrealizethestrengthsandlimitationsofvarioustypesofsources?
LessonOverview
Thislessonshouldbetaughtafterstudentshavegainedabasicunderstandingofkeyelements
oftheVersaillesTreaty.Thelessonanddocumentsfocusontherisetopowerandsubsequent
aggressiveforeignpoliciesbythethreekeydictatorsinEuropepriortoWorldWarII.This
lesson,includingbothdocumentanalysisandstudentwriting,shouldtakefivedaystocomplete.
Eachdayofthelessonwasdesignedwitha50minuteinstructionalperiodinmind.Itshouldbe
notedthatthislessonisnotmeanttolimitteachersintheirpresentationofthistopicbutto
supplementtheirmaterials.
Theculminatingtaskforthislessonisamulti-paragraphessaythatincludesathesisstatement,
evidenceandcitation,analysisofprimaryandsecondarysources,andaconclusionregarding
thetotalitarianregimesduringtheinterwaryears.Theessaywillbuildonpriormodellessons.
Theessayprompttowhichthestudentswillrespondis:
ComparethetotalitarianregimesofMussolini,Hitler,andStalin.Evaluatetherisetopower,
foreignpolicy,andcommoncharacteristicsofthesetotalitarianregimes.
Day1
EssayPrompt
Day1willfocusonthehighlightedportionoftheprompt.
ComparethetotalitarianregimesofMussolini,Hitler,andStalin.Evaluate
therisetopower,foreignpolicy,andcommoncharacteristicsofthese
totalitarianregimes.
10-3

Hook
Askstudentstocreatethreecolumnsonasheetofpaperwiththe
followingheadings:FivefreedomsIhave;Fiverightsorfreedomsthatare
restrictedatschool;Thereasonsfortherestrictions.Focusonthe
restrictions.Askstudentstodeterminewhytheyarerestrictedfromcertain
activitiesandwhodoestherestricting.ThisshouldbedoneasaThink-
Pair-Shareandthenasawholegroupshareout.Listtherestrictionson
thechalkboard/whiteboard.
Makethedistinctionbetweenauthoritarianandtotalitariangovernancesat
thistime,andillustratedifferencesbetweenthetwowordsbylookingat
therootsofeachword.(authority;total)
Askstudents:
Whattypeofgovernancedoesaschoolhave?
Whatactionswouldhavetooccurforaschooltomovefrom
authoritariangovernancetototalitariangovernance?
Explainthattheserestrictionsarenecessaryforthedaytodayoperation
ofaschool;andmostimportantly,aretemporaryandwillendwhenthe
studentsgraduate.Theteachershouldmakethedistinctionthatschools
areauthoritarianbutnottotalitarian.Thereflectionquestionis:
Doauthoritariangovernmentsalwaysleadtototalitariangovernments?
TimeSuggestion:
10minutes
LessonOverview
PlaceTransparency1ontheoverheadorprojectviaLCDandlayoutthe
lessonforstudents.
Introducethescopeofthelessonsontheriseoftotalitarianregimesand
tellstudentsthattheyaregoingtotrytocreateacriteriachartinorderto
evaluatetheseinterwargovernmentsbyfocusingonwhatthestudents
alreadyknow.
5minutes
Current/PastDictators
StudentswilluseStudentHandout1toconsiderthelistofcurrentandpast
leaders.Individuallyorinpairs,theywillcheckallthenamesofpeople
theythinkaredictatorsandwritethereasonsfortheirchoices.
Theteacherwillthenguidestudentsinadiscussionofwhatadictatoris,
anddevelopacriterialistbywhichdictators,dictatorships,andtotalitarian
regimescanbeevaluated.
Somepossibleguidingquestionsare:
Weretheseleaderselected?
Howdidtheycometopower?
Howdotheyshowordemonstratetheirpower?
Whatmeanswouldbeneededtoremovethesepeoplefrom
power?
Howmuchvoicedothepeoplehaveinthisgovernment?
Areindividualrightsrestrictedintheseregimes?Ifso,whichones
arelimitedandwhyaretheyrestricted?
RecordthestudentcriteriaatthebottomofStudentHandout1.
10minutes
Thisisastrategyof
accessingprior
knowledgetoseeif
studentscan
determinewhoisand
whoisnotadictator
andiftheyareableto
justifytheiranswers
withconcrete
reasons.
Teacher
Transparency2has
beenprovidedif
teacherspreferto
modelthisactivityfor
students.
10-4

Attheendofthediscussion,maketheconnectionthattotalitarianregimes
areledbydictators.
CharacteristicsofTotalitarianRegimes
StudentswillthenreadDocument1(CriteriaofTotalitarianRegimes)and
completeStudentHandout2.AftertheyhavecompletedStudentHandout
2,sometimewillbespentcomparingthesecriteriatothestudent-created
criteria.Inawholegroupshareout,havethestudentsreportwhatthey
havefoundinthereadingandcomparetheoriginalstudentcriteriawiththe
criteriagatheredfromthereading.Addand/ordeletecriteriauntila
consensusabouttotalitarianregimesisreached.Studentsthenwilllistthe
criteriaonthebottomportionofStudentHandout1.Theteacherwill
transferresponsestoapostermodeledafterClassroomPoster1.The
posteristoremainintheclassroomthroughoutthelesson.
AscentoftheDictators
Document2(TheAscentoftheDictators)canbedoneasahomework
activityorinclass.Studentsshouldhighlightorunderlinephrasesthat
relatetothequalitiesalreadyidentifiedinDocument1whichreferto
totalitarianstatesordictatorsforeachofthethreeregimesandcompare
themtothetraitslistedontheclassroomposteroronStudentHandout1.
Thisactivitycanbedoneindividuallyorinpartners.Studentsorpartners
shoulddevelopalistrecordingthesetraitsastheyread.
25minutes
Alternativestrategies
havebeenprovided
forteacherswho
wanttheirstudentsto
bemoredeeply
involvedwiththetext
throughparaphrasing
(ELStrategy),referto
Lesson4Teacher
Guide1and
AlternateDocument
1intheAppendix.
Thisactivitycould
alsobecompletedas
ajigsawforgroupsof
three.
Homework
Studentswillrespondinwritingtothefollowingtask:
UsingthecriteriachartdevelopedtodayandDocument1andDocument2,
identifythethreecriteriayoubelievearemostimportanttothe
establishmentofatotalitarianregime.Becertaintojustifyyourchoices.
Document1istobe
doneinclass.
Document2canbe
readinclassor
assignedfor
homework.Teacher
Guide2hasalso
beenprovidedto
provideadditional
background
informationif
necessary.
Day2
Day2activitieswillfocusonthehighlightedportionoftheprompt.
ReconnectingwithDay1
Debriefthehomeworkbyhavinganumberofstudentsreadtheir
responsesaloud.
5minutes
10-5

AggressiveForeignPolicy
Dividethestudentsintopartnersorgroupsoffourinordertojigsaw
Document3(AggressiveForeignPolicy).Thestudentsshouldhighlightor
underlinethekeyphraseswhichreflecttheaggressiveforeignpoliciesof
thetotalitarianstates.Asagroup,theywillcompleteStudentHandout3
beforebeginningtheanalysisofprimarysources.
15minutes
Theteachershould
modeloneoftheareas
ofStudentHandout3
byusingTransparency
3beforestartingthis
activity.
ModelingofDocumentAnalysis
Tellstudentsthattheywillcontinuetobuildontheirunderstandingofthe
criteriafortotalitarianregimesanddictatorshipsbyusingprimarysources.
ModeltheanalysisofaNazipropagandaposterusingTeacher
Transparency4.ProjecttheNazipropagandaposterviaoverheadorLCD
andthen,askstudentsthequestionsonTransparency4,whichhavethe
samequestionsthatareonStudentHandout4.Studentswillrecordtheir
answersonStudentHandout4.
Note:Thephraseonthepostermaybetranslatedas[Long]live
Germany.
10minutes
Alldocumentanalysis
sheetsareintendedto
engagestudentsin
theiranalysisof
primarysources.
Drawattentionto
specificareasofthe
posterbydividingit
intoquadrantsand
examiningeach
quadrantseparately.
DocumentAnalysis
Incooperativegroupsoffour,studentswilluseDocuments4through6
(Photographs)andDocuments7through9(Maps)aswellasStudent
Handout5.Thestudentswillexamine,analyze,andrecordinformation
fromeachsetofdocuments.Thereisfiveminutesallocatedforeach
documentset.
10minutes
Walkaroundtheroom
tocheckonstudents
progressandprovide
assistance.
PhotographAnalysis
Whenthestudentsarefinishedwiththedocumentanalysis,conducta
wholegroupshareoutofthephotographanalysis.Studentsmayaddto
theiranalysisnoteswithinformationpresentedbyothergroups.On
TeacherTransparency5usethefeedbackfromthestudentstocheckfor
specificunderstanding.
Tohelpstudentsdrawconnections,askthefollowingfocusquestions:
Whatinthephotographssupportsthecriteriaoftotalitarian
regimes?
Whatisonethingyoucaninferfromthephotograph?
Whatisonethingthesephotographshaveincommon?
10minutes
Askstudentstocome
upwithonequestion
concerningthe
documentstomake
thereviewmore
interactive.Students
maybehelpedby
usingStudentHandout
5forthistask.
Homework
Toreinforcecontentcoveredinthebackgroundreadingandprimary
sources,studentsaretoreadcorrespondingsectionsoftheirtextbookand
analyzeStudentHandout6.
ReadingReferences:
Glencoe,pp.472473
and474476;
PrenticeHallpp.334
338and440-442
10-6

Day3
Day3activitieswillfocusonthehighlightedportionoftheprompt.
ComparethetotalitarianregimesofMussolini,Hitler,andStalin.
Evaluatetherisetopower,foreignpolicy,andcommoncharacteristicsof
thesetotalitarianregimes.
HomeworkCheck
ReviewStudentHandout6andhavestudentsdoaquickwrite
respondingtothefollowing:
Chooseoneofthethreetotalitariandictatorsandbrieflydescribehis
risetopower.
5minutes
TeacherGuide1has
theanswersfor
StudentHandout6.
DocumentAnalysis
Inthesamegroupsasthepreviousday,studentswilluseDocuments10
through12(PoliticalCartoons)aswellasStudentHandout5.Each
studentwillexamine,analyze,andrecordinformationfromeachpolitical
cartoon.Allowfiveminutesforeachcartoon.
15minutes
Walkaroundtheroom
tocheckonstudent
progressandprovide
assistance.
Thiscanalsobedone
ingroupsofsixwith
partnersworking
togetheronone
cartoonandthen
sharingtheiranswers
withthegroup.
ReviewingtheDocuments
Reviewtheprocessforlookingatprimarysourcesfromthepreviousday
beforebeginningtheshareoutonthemapsandpoliticalcartoons.
ContinuewithTeacherTransparency5.Leadawholegroupdiscussion
oftheanalysisofmapsandpoliticalcartoonsusingthequestionsfrom
thetransparenciesasaguideforthedebrief.Theanalysisofthe
politicalcartoonsmayrequireextratime.
Tohelpstudentsdrawconnections,askthefollowingfocusquestions:
Whatarethekeyfactsillustratedinthemaps/cartoons?
Whatisonethingthemapshaveincommon?
Whatisonethingthecartoonshaveincommon?
Explainthemessageofthecartooninyourownwords.
Afterthegroupdiscussion,quicklycheckforunderstandingandaddress
anyquestions.
15minutes
Askstudentstocome
upwithonequestion
concerningthe
documentstomakethe
reviewmore
interactive.Students
maybehelpedby
usingStudentHandout
5forthistask.
EvidenceandOrganization
StudentswillorganizeinformationonStudentHandout7using
Documents1through3,StudentHandouts5and6textbooks.Create
partnersortriadstohelpstudentsorganizematerialsforthisactivity.
Modelonechartbyidentifyingkeyeventsforoneoftheregimes,calling
outthecharacteristicswhichareillustrated,notingtheevidencewhich
supportsthecharacteristicsandsourceswithpagenumbersor
documentnumbers.
15minutes
Teachersshould
circulatetocheckfor
understandingofthe
graphicorganizer.Itis
alsopossibleforthe
teachertomodelpart
ofthegraphic
10-7

Atthistimereviewhowtocitesourcesorparaphrasematerials.
organizerusing
TeacherTransparency
6inawholegroup
settingbeforebreaking
thestudentsinto
partnergroups.
Homework
StudentsaretoworkonStudentHandout7.Timeforthistaskwillalso
beavailableinclassthefollowingday.
Day4
EvidenceOrganizationChart
StudentscontinuetoworkonStudentHandout7.
35minutes
ReviewtheEvidenceOrganizationChart
Checkforstudentcompletion.Studentscansharewithapartnerwhattheir
writingplansare.
5minutes
WritingPrompt
UsingStudentHandouts8and9toreviewtheessaypromptandstructure.
10minutes
Modelportionsofthe
essayusingTeacher
Transparency7.
Homework
UsinglessonmaterialsandStudentHandout7,studentswillcomplete
StudentHandout9forhomework.
Day5
WritingPrompt
UsingStudentHandout8and9,reviewtheessaystructure.Addressany
questionsstudentshaveregardingStudentHandout9.
TimeSuggestion:
5minutes
StudentWriting
Usingmaterialsfromthelesson,studentswriteafinaldraftoftheiressay.
40minutes
AstrategyforEL
studentswhoare
strugglingwiththe
writingistoco-create
anessay.
Reflection
Uponcompletionofthewriting,havestudentsreflectonthelesson.
Discussthelearning,thechallenges,andthehistoricalinterpretation.
Discusshowyoucannotgetthefullpicturefromthesesources.
Affirmstudentcompletionofarigoroustaskinhistory.
5minutes
10-8

10-9

Reflectonthefollowingquestions:
Whatdidyoulearn?
Whatdidyoufindchallenging?
Whichsourcesweremostconvincing?Why?
Whatquestionsdoyoustillhave?
StudentHandout1
Dictators?
Directions:Considertheleadersinthechartbelow.Decideiftheyaredictatorsordemocratic
leaders.Usingacheckmark,indicateyourchoices.Besuretoexplainyourchoices.
LeaderandCountry Dictator Democratic Reason(s)

BillClintonUnited
States

FidelCastroCuba

AdolfHitler-Germany

MaoTse-tung-China

BenitoMussolini-Italy

NelsonMandelaSouth
Africa

KimJongIINorthKorea

JosephStalinU.S.S.R.

YourCriteria
CriteriafromDocument1
andStudentHandout2
CriteriaChart

10-10

StudentHandout2
Say-Mean-Matter
Whatdoesitsay?(Readthedefinitionandunderlineimportantphrases.)
Whatdoesitmean?(Putdefinitionintoyourownwords.)
Whydoesitmatter?(Explainwhyprincipleisimportantintotalitarianstates.)
10-11
WhatdoesitSay? WhatdoesitMean? WhydoesitMattertototalitarianstates?
Indoctrination
Toteachpeopleto
acceptasystemof
beliefs(thoughts)
withoutquestioning.
Propaganda-Using
newspapers,
magazines,radio,
speeches,andmovies
togivepeopleaone
sidedmessage.
Censorship-The
removalofanything
objectionabletoor
criticaloftheruling
party.
Terror-Theuseof
violenceorthethreatof
violencetoproduce
fearsothatpeoplewill
obeythestate.
Charisma-Aquality
aboutaleaderthat
makespeopleeagerto
followhimorher.
OnePartyRule-Only
onepoliticalpartyis
allowedtoexist.Ithas
completepower.
EconomicControl-The
statedecideswhatwill
bemadeandsold.
Authoritarian-Having
control,butnottotal
control,overthelives
ofthepeople.
Totalitarian-Having
totalcontroloverthe
livesofthepeople.
ExtremeNationalism-
Thebeliefbyagroupof
peoplethattheir
countryisbetterthan
anyothercountry.
StudentHandout3
10-12

Directions:UsingDocuments2and3,andyourtextbooks,identifyspecificexamplesofeachofthecharacteristicsof
totalitarianregimesinItaly,Germany,andtheSovietUnion.Writeyourexamplesintheappropriatesectionundereach
country.

Characteristicsof
TotalitarianRegimes
Italy Germany SovietUnion
Indoctrination

Propaganda

Censorship

Terror

Charisma

OnePartyRule

EconomicControl

ExtremeNationalism

StudentHandout4
PosterAnalysisWorksheet
AnalysisQuestions NaziPropagandaPoster
Whatarethemaincolors
usedintheposter?Why
doyouthinkthesecolors
werechosen?
Whatsymbols(ifany)are
usedintheposterand
whatdotheymean?
Arethemessagesinthe
posterprimarilyvisual,
verbal,orboth?
Whodoyouthinkisthe
intendedaudienceforthe
poster?
Whatgovernmentpurpose
isservedbytheposter?
Whichoftheeightcriteria
oftotalitarianregimesare
representedintheposter?

Arethereanyotherclarifyingquestionsthatyouhaveaboutthisposter?
10-13
StudentHandout5
DocumentAnalysisWorksheet
Directions:AsyouanalyzeDocuments4through12,completethefollowingchart:
10-14

Document
Whattypeof
document?
(photo,map,
politicalcartoon)
Regime
Whichregime
isbeing
represented?
RisetoPowerorAggressive
ForeignPolicyandEvidence
Whatcategorydoesthedocument
relateto?Howdoyouknow?(Key
quote,detail,etc.)
CharacteristicsofaTotalitarian
RegimeandEvidence
Whatcharacteristicsdoesthe
documentreveal?Howdoyouknow?
(Keyquote,detail,etc.)
Questions/Notes
Whatquestionsdoesthisdocument
bringtomind?Writedownone
questionforeachdocument.
Document4:

Document5:

Document6:

Document7:
StudentHandout5
10-15

Document
Whattypeof
document?
(photo,map,
politicalcartoon)
Regime
Whichregime
isbeing
represented?
quote,detail,etc.)
RegimeandEvidence
Questions/Notes
Document8:

Document9:

Document10:

Document11:

Document12:
StudentHandout6
TotalitarianTimeline
Directions:Matchtheeventsbywritingtheappropriatenumberinthecorrectbox.

Fillinthewhitespacesinthetimelinewiththenumbersofthefollowing
events:
1. MussolinismarchesonRome
2. HitlerbecomesdictatorofGermanyanddeclaresonepartyrule
3. KingVictorEmanuelappointsMussoliniPrimeMinisterofItaly
4. Stalin&Hitlersignsanon-aggressionpact
5. ItalyattacksEthiopia
6. TheSovietUnionInvadesFinland
7. GermanyattacksPoland,WWIIbegins
8. StalinbecomesCommunistPartySecretaryoftheSovietUnion
9. GermanytakesovertheRhineland
10. StalincollectivizesallSovietfarms

1920 1925 1930 1935 1940
10-16

StudentHandout7
10-17
Italy
Directions:Completethechartusinginformationfromthereadings,documents,handouts,andyourtextbook.Youmustincludeatleast
oneitemperbox.Youwillusethischarttorespondtothefollowingprompt:ComparethetotalitarianregimesofMussolini,Hitlerand
Stalin.Evaluatetheirrisetopower,foreignpolicy,andcommoncharacteristics.
RisetoPowerForeignPolicy
Document
Type
Event Totalitarian
Characteristic
Evidence Citation/
Source
Event Totalitarian
Characteristic
Evidence Citation/
Source
Secondary
Sources

Primary
Sources
StudentHandout7
10-18
Germany
Directions:Completethechartbelowusinginformationfromthereadings,documents,handouts,andyourtextbook.Youmustincludeat
leastoneitemperbox.Youwillusethischarttorespondtothefollowingprompt:ComparethetotalitarianregimesofMussolini,Hitlerand
Document
Type
Event Totalitarian
Characteristic
Evidence Citation/
Source
Event Totalitarian
Characteristic
Evidence Citation/
Source
Secondary
Sources

Primary
Sources

StudentHandout7
10-19
SovietUnion
Document
Type
Event Totalitarian
Characteristic
Evidence Citation/
Source
Event Totalitarian
Characteristic
Evidence Citation/
Source
Secondary
Sources

Primary
Sources
StudentHandout8
RiseofTotalitarianismWritingAssignment
DuringtheyearsbetweenWorldWarIandWorldWarII,threedictatorsroseto
prominenceandpowerinEuropeafterthechaosleftbytheFirstWorldWar.Adolf
Hitler,BenitoMussolini,andJosephStalingainedcontroloftheircountriesthrough
similartactics.
Prompt
ComparethetotalitarianregimesofMussolini,Hitler,andStalin.Evaluatetheriseto
power,foreignpolicy,andcommoncharacteristicsofthesetotalitarianregimes.
Task
Writeamulti-paragraphessayinwhichyou:
1. Writeanintroductoryparagraphthatcontainsinformationontotalitarianismin
theinterwaryears.Thisparagraphmustalsoincludeathesisstatement.
2. Writeoneparagraphthataddressesthecommoncharacteristicsofeach
regime.Includeevidencefromthedocumentsinthelesson.
3. Writeoneparagraphthataddressestheaggressiveforeignpolicyofeach
regime.Becertaintoincludeevidencefromthedocumentsinthelesson.
4. Writeoneparagraphthataddressestherisetopowerofeachregime.Be
certaintoincludeevidencefromthedocumentsinthelesson.
5. Writeaconcludingparagraphwhichrestatesthethesisandincludesa
summarizingorfinalthought.
Suggestedtermstoincludeinyourwriting
indoctrination
propaganda
censorship
terror
charisma
onepartyrule
economiccontrol
authoritarian
totalitarian
extremenationalism
10-20

StudentHandout9
10-21

Historical Context:
2-3 sentence summary of background on
totalitarianism in the interwar years

Thesis:

Main Idea

Rise to Power
Topic Sentence

Supporting
Detail/Evidence
(Cite source: reading, maps, cartoons, etc.)

Supporting
Detail/Evidence

Supporting
Detail/Evidence

Analysis
Comparison /Evaluation
Concluding
Sentence

Main Idea

Foreign Policy
Topic Sentence

Supporting
Detail/Evidence
Supporting
Detail/Evidence

Supporting
Detail/Evidence

Analysis
Concluding
Sentence

Main Idea

Common
Characteristics
Topic Sentence

Supporting
Detail/Evidence

Supporting
Detail/Evidence

Supporting
Detail/Evidence

Analysis
Comparison/Evaluation
Concluding
Sentence

Restate Thesis

Review Main Points

Final Thought

Para
graph
1
Para
graph
2
Para
graph
3
Para
graph
4
Para
graph
5

Document1
CriteriaofTotalitarianRegimes

...Isawalittleboy,perhapstenyearsold,drivingahugecarthorsealonganarrowpath,
whippingitwheneverittriedtoturn.Itstruckmethatifonlysuchanimals becameawareoftheir
strengthweshouldhavenopoweroverthem
-GeorgeOrwell

Germany,theSovietUnion,andItalyhaddictatorshipsthatwereuniqueinthehistoryof
theworld.Theywentbeyondmeredictatorships.Theyweretotalitariandictatorships.
Theircontrolwentbeyondtraditional,authoritariandictatorshipsandmonarchies.
Totalitariandictatorshipswantedtotalcontroloverthelivesoftheirpeople,asthename
totalitarianimpliesorsuggests.Howdidthesetotalitariangovernmentsachievethiskind
ofcontrol?
Re-readthequoteabove.Init,thewriterGeorgeOrwelltellsustwoofthewaysthat
people,aswellasanimals,canbecontrolled.The2,000poundhorsecouldbe
controlledbyasmallboyoflessthan100poundsbecausetheboyusedsomeofthe
methodsthatdictatorsusedtocontrolthelargepopulationsoftheircountries.These
dictatorsusedeightmethodstogaintotalcontrolovertheirpeople.Lookatthefollowing
characteristicsoftotalitariancontrol.Justastheboycontrolledthehorse,dictatorswere
abletocontrolpeoplebyusingthefollowingmethods.
Indoctrination
Propaganda
Censorship
Terror
Charisma
OnePartyRule
EconomicControl
ExtremeNationalism

10-22

Document2
AscentoftheDictators
MussolinisRisetoPower
BenitoMussoliniwasborninItalyin1883.Duringhisearlylifeheworkedasa
schoolteacher,bricklayer,andchocolatefactoryworker.
InDecember1914,MussolinijoinedagroupofItaliansocialistswhobrokeawayfrom
socialismandformedthefirstfascistgrouptosupportItalianexpansion.
WiththeItaliandefeatatCaporettoduringWorldWarI,Mussolinicalledfornational
disciplineandadictatortotakeovertheweakgovernment.
In1919,Mussolinilaunchedhisfascistmovement,theItalianCombatFascists.He
formedparamilitarysquadsandusedthemagainsthispoliticalenemies.
In1921,Mussoliniandhisfascistpartywon35seatsintheItalianParliamentandthe
partywasrenamedtheNationalFascistParty.
InOctober1922,theparamilitarysquadsbeganseizinggovernmentoffices,andKing
VictorEmanuelIIIdecidedtomakeMussoliniPrimeMinisterofItaly.
Inthe1924elections,thefascistswon65%ofthevotebyusingviolenceand
intimidation.
In1926,MussoliniexpelledalloppositionfromParliament,abolishedallpoliticalparties
otherthantheFascistParty,andcreatedatotalitariandictatorshipwithnofreepress,
andasecretpoliceforce.
In1928,ItalysignedafriendshiptreatywithEthiopia;however,Mussolinisentarmsand
troopstotheItaliancoloniesofEritreaandSomaliaandpreparedforafutureinvasion
ofEthiopia.
In1929,PopePiusXIagreedtoaccepttheauthorityoftheFascistdictatorship.
In1931,Mussolinibuilt1700summercampsforcitychildren,gaveworkersan
8-hourworkdayandinsurancebenefits.Nounionsorstrikeswereallowed.
In1931,bypublicdecree,allmeetingsandpublicoccasionsbeganwiththeofficial
RomansalutetoMussoliniandallfascistswererequiredtowearmilitary-styleuniforms.
StalinsRisetoPower
In1917,StalinenteredtheSovietcabinetasPeople'sCommissarforNationalitiesand
begantoemergeasaleaderofthenewregime.Duringthecivilwarfrom1918to1920,
heplayedanimportantadministrativeroleonmilitaryfrontsandingovernment.
10-23

Document2
In1922,hewaselectedGeneralSecretaryoftheCentralCommitteeoftheParty,
enablinghimtocontroltherank-and-filemembersloyaltohim.
In1924,hewashighlyregardedbyLeninasanadministratorbutnotasleader.Toward
theendofhislife,LeninwroteatestamentinwhichhestronglycriticizedStalin's
arbitraryconductasGeneralSecretaryandrecommendedthatheberemoved.
OnLenin'sdeath,StalinandtwoothersalliedagainstLeonTrotsky,whowasastrong
contendertoreplaceLenin.AfterTrotskywasoustedasCommissarofWar,Stalin
alliedhimselfwithNikolaiBukharin.StalinsubsequentlybrokewithBukharinand
engineeredhisfallfrompower.
Aprimaryissuearoundwhichthesepartystrugglescenteredwasthecourseofthe
Russianeconomy.Therightwing,ledbyBukharin,favoredgrantingconcessionstothe
peasantryandcontinuingLenin'sNewEconomicPolicy.Theleftwishedtoproceedwith
industrializationonalargescaleattheexpenseofthepeasants.Stalin'sposition
wavered,dependingonthepoliticalsituation.
In1928,Stalinreversedthispolicyandinauguratedcollectivizationofagricultureand
theFive-YearPlan.Ruthlessmeasuresweretakenagainstthekulaks,thefarmerswho
hadrisentoprosperityundertheNewEconomicPolicy.
HitlersRisetoPower
In1919,aformercorporalintheGermanArmynamedAdolfHitlerjoinedtheNational
SocialistParty(NaziParty).HewastypicalofmanyGermanswhoweredisillusioned
aftertheGermandefeatintheFirstWorldWar.Ex-soldiersfeltthattheyhadbeen
stabbedinthebackbytheirowngovernment.
EconomichardshipwascoupledwithhumiliationasaresultofthetermsoftheTreatyof
Versailles.Right-winggroupsliketheNaziPartygainedpopularitybysayingthatthey
wouldnotadheretothetermsoftheTreaty.
TheNaziPartygainedsupportthroughtheuseofforceagainstcommunistsandtrade
unionists.Inaddition,theNaziscampaignedonamessageoftraditionalvaluesand
withtheconstantremindersofwhowastoblameforGermanyseconomiccrisis.
MembersoftheNaziPartywereidentifiedbythemilitaryuniformstheywore,which
demonstratedstrengthatatimewhenthegovernmentwasweak.
By1923,AdolfHitlerhadassumedcontroloftheNaziPartyandattemptedtoseize
controloftheGermangovernmentthroughforce.Thisattemptfailedandhewas
imprisoned.
Whileinprison,hewroteMeinKampf(MyStruggle),inwhichheoutlinedhispolitical
beliefs.Alsoatthistime,Hitlerspoliticalsupportersbegandevelopingpropaganda
tacticstoinfluencetheGermanpeople.
10-24

Document2
10-25

In1929,becauseofworld-wideeconomicdepression,theGermanpeoplebecame
increasinglyreceptivetotheNaziPartymessage.Atthistimemanypeoplewere
unemployed,inflationwasskyrocketing,thethreatofcommunismincreased,andthe
Germangovernmentfailedtoaddresstheseproblems.
By1931,theNaziPartywasgrowinginstrength.Propagandaplayedonpeoplesfear
forthefuture.TheNaziemphasisonmilitarystrengthledmanyformersoldiersto
supporttheNaziParty.
In1932,theNaziPartygainedthemostseatsintheGermanParliament.In1933,Hitler
wasappointedChancellorofGermany.WhenPresidentHindenburgdiedin1933,Hitler
assumedpresidentialpowers.TheNaziPartysrisetopowerwascomplete.
Document3
ItalyInvadesEthiopia
ItaliandictatorBenitoMussolinihadlongheldadesireforanewItalianEmpire.
ReminiscentoftheRomanEmpire,Mussolini'snewempirewastoruleoverthe
MediterraneanandNorthAfrica.HisnewempirewouldalsoavengepastItaliandefeats.
ChiefamongthesedefeatswastheBattleofAdowawhichtookplaceinEthiopiaon
March1,1896.MussolinipromisedtheItalianpeople"aplaceinthesun",matchingthe
extensivecolonialempiresoftheUnitedKingdomandFrance.
Ethiopiawasaprimecandidateofthisexpansionistgoalforseveralreasons.Following
thescrambleforAfricabytheEuropeanimperialistsitwasoneofthefewremaining
independentAfricannations,anditwouldservetounifytheItalian-heldEritreatothe
northwestandItalianSomalilandtotheeast.Itwasconsideredtobemilitarilyweak,but
richinresources.
OnOctober3,1935,ItalyadvancedintoEthiopiafromEritreawithoutdeclarationofwar.
TheItalianforcesnumberedgreaterthan100,000.TheEthiopianswereoutnumbered
butfoughtbravelywhileappealingtotheLeagueofNationsforassistance.
AfterseveralmonthsoffightingtheItalianswerevictoriousandItalyannexedthe
EthiopiaonMay7,1936.
GermanyInvadesPoland
InSeptember1939,NaziGermanyandtheSovietUnioninvadedPoland.Theinvasion
ofPolandmarkedthestartofWorldWarIIinEurope,asPoland'swesternallies,the
UnitedKingdom,AustraliaandNewZealand,
declaredwaronGermanyonSeptember
3,1939,soonfollowedbyFrance,SouthAfricaandCanada,amongothers.The
invasionbeganonSeptember1,1939,oneweekafterthesigningoftheNazi-Soviet
Non-AggressionPact,andendedOctober6,1939,withGermanyandtheSovietUnion
occupyingallofPoland.
TheSovietUnionInvadesPolandandFinland
The1939SovietinvasionofPolandwasamilitaryoperationthatstartedwithouta
formaldeclarationofwaronSeptember17,1939,duringtheearlystagesofWorldWar
II,sixteendaysafterthebeginningoftheNaziGermanattackonPoland.Itendedina
decisivevictoryfortheSovietUnion'sRedArmy.
TheSovietUnionattackedFinlandonNovember30,1939.Becausetheattackwas
judgedasillegal,theSovietUnionwasexpelledfromtheLeagueofNationson
December14,1939.FinnishresistancefrustratedtheSovietforces,whichoutnumbered
theFinns4to1inmen,200to1intanksand30to1inaircraft.Finlandheldoutuntil
March1940,whenthetreatywassignedcedingabout9%ofFinland'sterritoryand
20%ofitsindustrialcapacitytotheSovietUnion.
10-26

Document4

10-27

Document5

10-28

Document6

10-29

Document7
Mapofthe1939PartitionofPoland
10-30

Document8
MapofAfrica(1939)
10-31

Document9
MapofEurope(1939)
10-32

Document10
MussoliniPoliticalCartoon
10-33

Document11
NaziPoliticalCartoon

10-34

Light!,moreLight!
-Goetheslastwords
Document12
Hitler/StalinPoliticalCartoon
10-35

DIALOGUE:
Man on the left: The scum of the earth, I believe?
Man on the right: The bloody assassin of the workers, I
presume?
Transparency1
LessonOverview:
DayOne
Evaluatecriteriafortotalitarianregimes
Backgroundreadingsonthetotalitarianregimesoftheinterwaryears
Createclassroomcriteriaposter
DayTwo
Backgroundreadingontheaggressiveforeignpoliciesofthetotalitarian
regimes
Analyzeandevaluateprimarysources:poster,photographs,andmaps
DayThree
Continueanalysisandevaluationofprimarysources
Categorizeandorganizeevidence
DayFour
Organizeandclarifythoughtsandideasinrelationtotheprompt
DayFive
Completeamulti-paragraphessayinresponsetothefollowingprompt:

10-36

Transparency2
Dictators?
Directions:Considertheleadersinthechartbelow.Decideiftheyaredictatorsordemocratic
leaders.Usingacheckmark,indicateyourchoices.Besuretoexplainyourchoices.
LeaderandCountry Dictator Democratic Reason(s)

BillClintonUnited
States

FidelCastroCuba

AdolfHitler-Germany

MaoTse-tung-China

BenitoMussolini-Italy

NelsonMandelaSouth
Africa

KimJongIINorthKorea

JosephStalinU.S.S.R.

YourCriteria
CriteriafromDocument1
andStudentHandout2
CriteriaChart

10-37

Transparency3
10-38

Directions:UsingDocuments2and3,andyourtextbook,identifyspecificexamplesofeachofthecharacteristicsof
totalitarianregimesinItaly,Germany,andtheSovietUnion.Writeyourexamplesintheappropriatesectionundereach
country.

Characteristicsof
TotalitarianRegimes
Italy Germany SovietUnion
Indoctrination

Propaganda

Censorship

Terror

Charisma

OnePartyRule

EconomicControl

ExtremeNationalism

Transparency4
10-39
NaziPropagandaPoster
1. Whatarethemaincolorsusedinthe
poster?Whydoyouthinkthese
colorswerechosen?
2. Whatsymbols(ifany)areusedinthe
posterandwhatdotheymean?
3. Arethemessagesintheposter
primarilyvisual,verbal,orboth?
4. Whodoyouthinkistheintended
audiencefortheposter?
5. Whatgovernmentpurpose(s)is
servedbytheposter?
6. Whichoftheeightcriteriaof
totalitarianregimesisrepresentedin
theposter?
Transparency5
10-40
Document
Whattypeof
document?
(photo,map,
politicalcartoon)
Regime
Whichregime
isbeing
represented?
quote,detail,etc.)
RegimeandEvidence
Questions/Notes
Document4:

Document5:

Document6:

Document7:

Transparency5
10-41
Document
Whattypeof
document?
(photo,map,
politicalcartoon)
Regime
Whichregime
isbeing
represented?
quote,detail,etc.)
RegimeandEvidence
Questions/Notes
Document8:

Document9:

Document10:

Document11:

Document12:

Transparency6
10-42

Italy
Directions:Completethechartusinginformationfromthereadings,documents,handouts,andyourtextbook.Youmustincludeatleast
oneitemperbox.Youwillusethischarttorespondtothefollowingprompt:ComparethetotalitarianregimesofMussolini,Hitlerand
Document
Type
Event Totalitarian
Characteristic
Evidence Citation/
Source
Event Totalitarian
Characteristic
Evidence Citation/
Source
Secondary
Sources

Primary
Sources
Transparency6
10-43

Germany
Document
Type
Event Totalitarian
Characteristic
Evidence Citation/
Source
Event Totalitarian
Characteristic
Evidence Citation/
Source
Secondary
Sources

Primary
Sources
Transparency6
10-44

SovietUnion
Document
Type
Event Totalitarian
Characteristic
Evidence Citation/
Source
Event Totalitarian
Characteristic
Evidence Citation/
Source
Secondary
Sources

Primary
Sources
Transparency7
10-45

Historical Context:
2-3 sentence summary of background on
totalitarianism in the interwar years

Thesis:

Main Idea

Rise to Power
Topic Sentence

Supporting
Detail/Evidence

Supporting
Detail/Evidence

Supporting
Detail/Evidence

Analysis
Concluding
Sentence

Main Idea

Foreign Policy
Topic Sentence

Supporting
Detail/Evidence
Supporting
Detail/Evidence

Supporting
Detail/Evidence

Analysis
Concluding
Sentence

Main Idea

Common
Characteristics
Topic Sentence

Supporting
Detail/Evidence

Supporting
Detail/Evidence

Supporting
Detail/Evidence

Analysis
Comparison/Evaluation
Concluding
Sentence

Restate Thesis

Review Main Points

Final Thought

Para
graph
1
Para
graph
2
Para
graph
3
Para
graph
4
Para
graph
5

TeacherGuide1
Directions:Matchtheeventsbywritingtheappropriatenumberinthecorrectbox.

3
4

1920 1925 1930 1935 1940
6
7
Totalitarian Timeline
Fill in the white spaces in the timeline with the numbers of the following
events:
1. Mussolinis marches on Rome (1922)
2. Hitler becomes dictator of Germany and declares one party rule (1933)
3. King Victor Emanuel appoints Mussolini Prime Minister of Italy (1922)
4. Stalin & Hitler signs a non-aggression pact (1939)
5. Italy attacks Ethiopia (1935)
6. The Soviet Union Invades Finland (1939)
7. Germany attacks Poland, WW II begins (1939)
8. Stalin becomes Communist Party Secretary of the Soviet Union (1922)
9. Germany takes over the Rhineland (1936)
10. Stalin collectivizes all Soviet farms (1929)

9
5 2 10
8
1
10-46

TeacherGuide2
TheRiseofTotalitarianism
MussoliniandItaly
AfterWorldWarI,Italywasplaguedbypoliticalandeconomicproblems.Workerswent
onstrikeinthecities,whileinthecountryside,landlesspeasantsseizedthepropertyof
wealthylandlords.Theunrestmadethemiddleclassfearasocialistrevolution.An
ambitiouspolitician,BenitoMussolini,usedtheturmoiltogainpower.Mussolinifounded
theFascistparty.Fascistsglorifiedthestate,supportedaggressivenationalism,and
condemneddemocracybecausetheybelievedrivalpartiesdividedthestate.Theyalso
opposedcommunismanddefendedprivateproperty.Intheearly1920s,Mussoliniand
hisfollowers,knownastheBlackShirts,wonthesupportofmanyItaliansbyattacking
communistsandsocialists.Thenin1922,Mussolinileda"MarchonRome",supposedly
topreventacommunistrevolutionbutinfacttofrightenthegovernmentintonaminghim
primeminister.Onceinoffice,MussoliniincreasedhispowerbyappointingFasciststo
topoffices,censoringthepress,organizingasecretpolice,andbanninganycriticismof
thegovernment.Hecontrolledthearmyandtheschools,urgingItalianstoacceptthe
slogan:"Everythinginthestate,nothingoutsidethestate,nothingagainstthestate."
StalinandtheSovietUnion
AfterLenin'sdeathin1924,JosefStalinoutmaneuveredhisrivalstogaincontrolofthe
government.StalinwasdeterminedtotransformtheSovietUnionintoapowerful
industrialstate.Thereforein1928.Therefore,helaunchedhisfirstfive-yearplan.The
planincludedtwogoals:rapidgrowthofheavyindustryandincreasedfarmproduction
throughcollectivizationofagriculture.Inaseriesoffive-yearplans,Stalinpouredthe
nation'sresourcesintobuildingsteelmills,electricpowerstations,andotherindustries
neededinastrongmodernstate.Healsoforcedmillionsofpeasantstogiveuptheir
landandworkoncollectivefarms,large,government-runenterprises.Manypeasants
opposedthechange,andmillionsdiedinStalin'sbrutalcrackdown.
Toachievehisgoals,Stalincreatedanewkindofgovernment,todaycalleda
totalitarianstate.Inatotalitarianstate,thegovernmentisasingle-partydictatorshipthat
controlseveryaspectofthelivesofitscitizens.Individualrightscountfornothing.
Citizensmustobeythegovernmentwithoutquestion,andcriticsaresilenced.Also,the
totalitarianstatesupportsextremenationalism.Stalinusedpropaganda,censorship,
andterrortoforcehiswillontheSovietpeople.Governmentnewspapersglorifiedwork
andStalinhimself.Secretpolicespiedoncitizens,andanyonewhorefusedtopraise
Stalinandthestatefacedseverepunishment,evendeath.BothLeninandStalin
supportedtheideaofaworldcommunistrevolutionandaidedcommunistsinother
countries.Inthe1920s,whensomecommunistuprisingsdidoccurinEurope,theywere
quicklysuppressed.
HitlerandNaziGermany
AfterWorldWarI,theWeimargovernmentinGermanyfacedmanyproblemsaspeople
lookedforsomeonetoblamefortheirdefeatinthewar.Extremistsonthefarleftandon
10-47

TeacherGuide2
10-48

thefarrightthreatenedrevolts.Also,theterribleinflationofthe1920scausedmany
Germanstohavelittlefaithinthegovernment.Inthe1920s,AdolfHitlergainedcontrol
oftheNaziparty,anationalistic,anti-communist,anti-Semiticorganization.Hitlerwon
popularsupportbyblamingJewsforGermany'sdefeatinWorldWarIandforits
economictroubles.HeclaimedthattheGermanpeoplebelongedtoasuperior"Aryan"
racethatwasdestinedtoruletheworld.AstheGreatDepressioncaused
unemploymenttoriseintheearly1930s,manydesperatepeoplefoundhopeintheNazi
party.In1933,Hitlerusedthethreatofacommunistuprisingtogainpower.Hethen
movedagainstalloppositionpartiesandsetupafasciststateinGermany.Hitlerused
manyofthemethodsofStalinandMussolinitobuildatotalitarianstateinGermany.The
Nazispreachedtheneedforhardwork,sacrifice,andservicetothestate.TheGestapo,
orsecretpolice,arrestedanyonesuspectedofopposingNazirule.TheNazisusedthe
press,schools,andevenchurchestoglorifytheirgoals.Theyalsowagedaviolent
campaignagainstJews,sendingmanytoconcentration,orprison,camps.Toend
unemploymentandimprovetheeconomy,Hitlerlaunchedvastbuildingprograms,
bannedstrikes,andplacedstrictcontrolsonwagesandprices.Healsoincreasedthe
Germanmilitary,astepthatviolatedtheVersaillesTreaty.TheLeagueofNations
condemnedGermanrearmament,butdidlittletostopHitlerashebegantorealizehis
dreamofexpandingGermanterritory.
ClassroomPoster1
CriteriaChart
YourCriteria CriteriafromDocument1
andStudentHandout2

10-49

11-1

days).

California
History/Social
Content
Standards
Thenumberof
questionsontheCST
foreachstandards
thesubstandardsas
determinedbytheCDE
o "A"indicateshigh
emphasis
o "B"medium
o "C"low
o Standardsthatare
notrankedfor
emphasisandare
identifiedwithan
asterisk(*)
Conceptshighlight
importantideas
thatdeepen
student
understandingof
thestandard.
Numberofdaysof
instruction
allocatedforeach
standard
Differentiated
accordingto
schoolcalendar
11-2
InstructionalComponent3:CausesandeffectsofWorldWarIIandtheColdWar,PresentDay
StateoftheWorld(Standards10.8,10.9,10.10,10.11
Standards
BluePrint
Focus
Standards
Concepts
Instructional
Days
10.8StudentsanalyzethecausesandconsequencesofWorldWarII. 7Questions Racism
Aggression
Anti-Semitism
Appeasement
Expropriation
Occupation
Partition
Non-
intervention/
isolationism
Diplomacy
Traditional
Calendar
15Days
Concept6
Calendar
A-Track
15Days
B-Track
15Days
C-Track
12Days
FourbyFour
Calendar
10Days
1.ComparetheGerman,Italian,andJapanesedrivesforempirein
the1930s,includingthe1937RapeofNankingandotheratrocitiesin
ChinaandtheStalin-HitlerPactof1939.
A
2.Understandtheroleofappeasement,nonintervention
(isolationism),andthedomesticdistractionsinEuropeandtheUnited
StatespriortotheoutbreakofWorldWarII.
*
3.IdentifyandlocatetheAlliedandAxispowersonamapand
discussthemajorturningpointsofthewar,theprincipaltheatersof
conflict,keystrategicdecisions,andtheresultingwarconferences
andpoliticalresolutions,withemphasisontheimportanceof
geographicfactors.
*
4.Describethepolitical,diplomatic,andmilitaryleadersduringthe
war(e.g.,WinstonChurchill,FranklinDelanoRoosevelt,Emperor
Hirohito,AdolfHitler,BenitoMussolini,JosephStalin,Douglas
MacArthur,DwightEisenhower).
*
5.AnalyzetheNazipolicyofpursuingracialpurity,especiallyagainst
theEuropeanJews;itstransformationintotheFinalSolutionandthe
HolocaustresultedinthemurderofsixmillionJewishcivilians.
A
6.Discussthehumancostsofthewar,withparticularattentiontothe
civilianandmilitarylossesinRussia,Germany,Britain,UnitedStates,
ChinaandJapan.
*

11-3
Standards
BluePrint
Focus
Standards
Concepts
Instructional
Days
10.9Studentsanalyzetheinternationaldevelopmentsinthepost-WorldWar
IIworld.
8Questions
Partition
Reconstruction
ColdWar
Hegemony
Geopolitics
Intolerance
Nuclear
proliferation
Classconflict
Xenophobia
Traditional
Calendar
14Days
Concept6
Calendar
A-Track
15Days
B-Track
12Days
C-Track
10Days
FourbyFour
Calendar
7Days
1.Comparetheeconomicandmilitarypowershiftscausedbythewar,
includingtheYaltaPact,thedevelopmentofnuclearweapons,Soviet
controloverEasternEuropeannations,andtheeconomicrecoveriesof
GermanyandJapan.
B
2.AnalyzethecausesoftheColdWar,withthefreeworldononesideand
Sovietclientstatesontheother,includingcompetitionforinfluenceinsuch
placesasEgypt,theCongo,Vietnam,andChile.
A
3.UnderstandtheimportanceoftheTrumanDoctrineandMarshallPlan,
whichestablishedthepatternforAmerica'spostwarpolicyofsupplying
economicandmilitaryaidtopreventthespreadofCommunismandthe
resultingeconomicandpoliticalcompetitioninarenassuchasSoutheast
Asia(i.e.,theKoreanWar,VietnamWar),Cuba,andAfrica.
A
4.AnalyzetheChineseCivilWar,theriseofMaoTse-tung,andthe
subsequentpoliticalandeconomicupheavalsinChina(e.g.,theGreatLeap
Forward,theCulturalRevolution,andtheTiananmenSquareuprising).
B
5.DescribetheuprisingsinPoland(1952),Hungary(1956),and
Czechoslovakia(1968)andthosecountries'resurgenceinthe1970sand
1980saspeopleinSovietsatellitessoughtfreedomfromSovietcontrol.
B
6.UnderstandhowtheforcesofnationalismdevelopedintheMiddleEast,
howtheHolocaustaffectedworldopinionregardingtheneedforaJewish
state,andthesignificanceandeffectsofthelocationandestablishmentof
Israelonworldaffairs.
A
7.AnalyzethereasonsforthecollapseoftheSovietUnion,includingthe
weaknessofthecommandeconomy,burdensofmilitarycommitments,and
growingresistancetoSovietrulebydissidentsinsatellitestatesandthe
non-RussianSovietrepublics.
*
8.DiscusstheestablishmentandworkoftheUnitedNationsandthe
purposesandfunctionsoftheWarsawPact,SEATO,andNATO,andthe
OrganizationofAmericanStates.
B
11-4
Standards
BluePrint
Focus
Standards
Concepts
Instructional
Days
10.10Studentsanalyzeinstancesofnation-buildinginthe
contemporaryworldintwoofthefollowingregionsorcountries:the
MiddleEast,Africa,MexicoandotherpartsofLatinAmerica,and
China.
1Question
Apartheid
Autonomy
Developing
world/third
world
Ethnocentrism
Intolerance
Segregation
Xenophobia
Traditional
Calendar
7Days
Concept6
Calendar
A-Track
8Days
B-Track
6Days
C-Track
8Days
FourbyFour
Calendar
3Days
1.Understandthechallengesintheregions,includingthe
geopolitical,cultural,military,andeconomicsignificanceandthe
internationalrelationshipsinwhichtheyareinvolved.
*
2.Describetherecenthistoryoftheregions,includingthepolitical
divisionsandsystems,keyleaders,religiousissues,naturalfeatures,
resources,andpopulationpatterns.
*
3.Discusstheimportanttrendsintheregion
todayandwhethertheyappeartoservethe
causeofindividualfreedomanddemocracy. *

11-5

Standards
BluePrint
Focus
Standards
Concepts
Instructional
Days
10.11Studentsanalyzetheintegrationofcountriesintotheworld
economyandtheinformation,technological,andcommunications
revolutions(e.g.,television,satellites,computers).
1Question
Environmental
pollution
Global
infrastructure
International
commerce
Market
economy
Integratedwith
Standard10.3

11-6

th
GradeStandards
STANDARD
Glencoe
WorldHistory:
ModernTimes
PrenticeHall
WorldHistory:
TheModernWorld
10.1
Chapter:
1
Chapter:
1
10.2
Chapters:
2,3,4
Chapters:
2,3,4,7
10.3
Chapters:
4,5,10
Chapters:
5,6,8
10.4
Chapters:
6,7,10
Chapters:
7,8,9,10
10.5
Chapter:
8,10
Chapter:
8,9,11,13
10.6
Chapter:
8,10
Chapter:
12,13
10.7
Chapters:
8,9,10,11
Chapters:
13
10.8
Chapters:
10,11
Chapters:
12,13,14
10.9
Chapters:
10,12,13
Chapters:
14,15,17,18,19
10.10
Chapters:
14
Chapters:
16,17,18,19
10.11
Chapters:
17
Chapters:
19

STANDARD:10.9.2
AnalyzethecausesoftheColdWar,withthefreeworldononesideandSovietclientstatesonthe
other,includingcompetitionforinfluenceinsuchplacesasEgypt,theCongo,Vietnam,andChile.
PRIORKNOWLEDGE
REQUIRED
Day1
Hook
BackgroundReading
ModelDocumentAnalysis
MaterialsNeeded:StudentHandouts
1-4,Documents1-9,Transparencies
1-4,TeacherGuide1
Day2
DocumentAnalysis
Preparetowrite
2-4,Documents2-9,Teacher
Transparency3-12,TeacherGuide1
Day3
StudentWriting
2-4,Documents2-9
LAUSD
INSTRUCTIONAL
STRATEGIES
PerspectiveExercise
Studentsconsiderthedifferentpossible
responsestoanissuebyrespondingtoa
questionfromvariousviewpoints.
AnnotatingText
Studentsunderlinemainideasinthetext.
Studentspreparetowritetheculminating
essayusingagraphicorganizerasamodel.
Studentsexaminedifferentvisualsto
considerperspectivesofanissue.
Categorizing
Studentsidentifywhichanalyticalcategorya
givendocumentsrelatestospecific
categories.
Thislessononthecausesofthe
ColdWarshouldcomeduringa
seriesoflessonswherestudents
learnabouttheeconomicand
militarypowershiftscausedby
WorldWarII,includingtheYalta
Pact,thedevelopmentofnuclear
weapons,Sovietcontrolover
EasternEuropeannations,and
theeconomicrecoveriesof
GermanyandJapan.
KEYTERMSANDCONTENT
CULMINATINGTASK
Theculminatingtaskforthislesson
isamulti-paragraphessaythat
incorporatesoppositeperspectives
regardingthecausesoftheCold
War.
Thepromptis:
Whichsidewasmost
responsiblefortheColdWar-
TheSovietsorTheWest?
sphereofinfluence
ideology
military
socialist
imperialism
Westernpowers
SovietBloc
ColdWar
capitalist
perspective
point-of-view
12-1
10
th
ModelLesson5
CausesoftheColdWar
Standard
10.9.2AnalyzethecausesoftheColdWar,withthefreeworldononesideandSovietclient
statesontheother,includingcompetitionforinfluenceinsuchplacesasEgypt,theCongo,
Vietnam,andChile.
Research,Evidence,andPointofView
Studentsdistinguishvalidargumentsfromfallaciousargumentsinhistorical
interpretations.
Studentsrecognizethecomplexityofhistoricalcausesandeffects,includingthe
limitationsondeterminingcauseandeffect.
Studentsunderstandthemeaning,implication,andimpactofhistoricaleventsand
recognizethateventscouldhavetakenotherdirections.
GuidingInquiries
1. Howdoanationsperceptionscontributetoconflictwithothernations?
2. WhatweretheunderlyingcausesoftheColdWar?
3. HowdothecausesoftheColdWardifferbasedupononesperspective?
Materials
StudentHandout1:PointsofViewonanIssue
StudentHandout2:DocumentAnalysisWorksheet
StudentHandout3:WritingPromptandTaskSheet
Document1:TheUnderlyingCausesoftheColdWar
Document2:ExcerptfromWinstonChurchillsIronCurtainSpeech
Document3:ExcerptfromJosefStalinsResponsetotheIronCurtainSpeech
Document6:ExcerptfromGeorgeF.KennansLongTelegram
Document7:ExcerptfromJosefStalinsElectionSpeech
Document8:UnitedStates-USSR/RussianStrategicBombers,1945-2002
Document9:UnitedStates-USSR/RussianTotalStrategicWarheads,1945-2002
TeacherTransparency1:SovietandU.S.Perspectives
TeacherTransparency2:TheUnderlyingCausesoftheColdWar
TeacherTransparency3:DocumentAnalysisWorksheet
TeacherTransparency4:IronCurtainSpeech
TeacherTransparency5:StalinsResponse
TeacherTransparency8:LongTelegram
12-2

TeacherTransparency9:StalinsElectionSpeech
TeacherTransparency10:UnitedStates-USSR/RussianStrategicBombers,1945-2002
TeacherTransparency11:UnitedStates-USSR/RussianTotalStrategicWarheads,
1945-2002
TeacherTransparency12:WritingGraphicOrganizer
TeacherGuide1:BackgroundandTeachingTipsontheDocuments
1. Canstudentslinkananalyticalcategorytothemainideaofadocument?
2. Canstudentsanalyzeaseriesofprimarysourcedocumentsandorganizetheirthinkinginto
anessay?
3. Canstudentsincorporateanalyticalstatementstosupporttheiruseofevidence?
LessonOverview
ThisisathreedaylessonontheColdWarthatculminatesinadocumentbasedquestion
(DBQ).ThelessoncoversperceptionsofthecausesoftheColdWarthroughabackground
essayandeightdocuments.Thelessonculminatesinthefollowingprompt:
WhichsidewasmostresponsiblefortheColdWar--theSovietsortheWest?
ThelessondoesnotattempttocoverthefinalportionofStandard10.9.2.Thatmaterialshould
becoveredbyteachersasafollow-uptothislesson.Thelessonmaybeextendedtofourdays
dependingonstudentneeds.Eachdayofthelessonhasbeendesignedtofita50minute
instructionalperiod.
Day1
Hook
Tointroducetheconceptofperspectivesandtopreviewthefinalprompt,
studentswillconsiderthefollowingquestion:Whoismostresponsiblefor
thelowgraduationratesinAmericanhighschools?Studentswill
considerhowparents,teachers,andstudentsmightrespondtothis
question,andrecordtheirthoughtsonStudentHandout1.Followingthis,
studentswilldiscusstheirresponseswithapartner.
Discussthedifferentwaysofansweringthisquestion.Talkaboutthe
meaningofthephrasemostresponsibleandthemeaningoftheword
perspectives.Youmightexplainthatthewordperspectivemeanshowyou
seethings.Bringoutthedifferentperspectivesontheissue.Checkfor
studentunderstandingregardingtheconceptofpointofview.
Totransitionintothecontentofthelesson,projectTeacherTransparency
1.ExplaintostudentsthattheColdWarwasaperiodfollowingWorldWar
IIinwhichtheUnitedStatesandtheSovietUnionengagedinintense
conflictandcompetitionoverworldpower.Eachsidebelievedtheother
wasatfaultfortheconflictinwhichtheywereinvolved.Thiscartoon
illustratesthedifferencesintheperspectivesofthetwonations.Inform
studentsthatinthepoliticalcartoonUncleSamisasymbolfortheUnited
States,andthebearisasymbolfortheSovietUnionortheUSSR.
TimeSuggestion:
10minutes
Considersharing
imagesthatbringout
theissueof
perspectives.
12-3

Possiblequestionstodiscuss:
HowdoestheSovietUnionseetheUnitedStatesinthefirstpolitical
cartoon?
HowdoestheUnitedStatesseetheSovietUnioninthesecond
politicalcartoon?
Whatpointistheartisttryingtomake
BackgroundEssay
HavestudentsreadDocument1(BackgroundEssay).UseTeacher
Transparency2toprovidesupportforstudentsbyunderliningandcircling
keytermsandmakingnotesinthemarginsduringandafterthereading.
DiscussthequoteatthetopofDocument1.Havestudentsthinkaboutthe
quoteindividually,talktoapartneraboutthequote,andthenprepareto
sharetheirthinkingwiththeclass.Havestudentssharetheirideasonthe
quoteasaclass.
Readtheintroductionandthenpausetoreconnectwiththefactthatthe
UnitedStatesandtheSovietswereonetimeallies.
Pointouttothestudentsthattherestoftheessayisdividedintothethree
maincausesoftheColdWar:spheresofinfluence;ideology;andmilitary
factors.Alsomentionthateveryparagraphinthebackgroundessay
discussesboththeWesternandtheSovietperspectivesonthecausesof
theColdWar.Duringandafterreading,ensurethatstudentshaveafirm
graspoftheconceptsinvolvedwiththethreemaincauses.Consider
havingstudentscreatetheirowndefinitionsoftheseterms,writingthemin
themarginsofDocument1.Provideexamplestohelpstudentsgrasp
theseconcepts.
Explainthatthislessonwillculminatewithanessayinwhichstudentswill
usethedocumentstoanalyzeandevaluateperspectivesontheColdWar.
15minutes
Occasionallystop
andcheckfor
understanding.
Studentscanusethe
marginstotake
notes,write
questions,ordraw
visualstohelpthem
understandthe
information.
Furtherinformation
onthebackgroundof
theColdWarisfound
inPrenticeHallpp.
500-547andGlencoe
pp578-609.
DocumentAnalysis
UsingTeacherTransparency3,modelhowtoanalyzeDocument2
(excerptfromWinstonChurchillsIronCurtainSpeech).Havestudents
followalongwithStudentHandout1.Besuretobringoutthekey
componentsofStudentHandout2particularlytheitemsofcauses,
perspectives(pointofview),andevidence.
StudentHandout1hasbeenorganizedtofittwodocumentsoneach
page.Thishelpstobringouttheopposingpointofviewforeachpairof
documents.Forexample,Document2,ChurchillsIronCurtainSpeech,
isgroupedwithDocument3,StalinsresponsetotheIronCurtainSpeech.
Next,usingDocument4(politicalcartoon)modelforstudentshowto
analyzeapoliticalcartoonusingTeacherTransparency6.
Havestudentsworkinsmallgroupsorpairstocontinuetoanalyze
Documents2through5usingStudentHandout2.Allofthedocuments
haveacorrespondingtransparencythatcanbeusedbytheteacherto
furtherdemonstratehowtoanalyzeadocumentorforgroupstoshowhow
25minutes
Allthedocuments
havecontentnotes
andteachingtipsin
TeacherGuide1.
Whenstudentsare
completingStudent
Handout1theywill
completeeitherthe
Westernperspective
ortheSoviet
perspectiveforeach
documentdepending
onwhatis
appropriate.Students
donotneedtofillin
12-4

theyanalyzedadocumentiftheteacherfeelsitisappropriatetodoso.
Completetheperiodbycheckingforstudentunderstanding.Bringoutthe
issueofperspectiveandmakelinkstothewritingprompttoprovide
closure.
bothsidesforeach
document.
Homework
StudentswillfinishanalyzingDocuments2through5iftheyhavenotdone
so.
Day2
DocumentAnalysisContinued
Reconnectwiththeissueofperspective.ReviewStudentHandout2
addressingchallengesstudentsmaybeexperiencing.
UsingDocument8(UnitedStates-USSR/RussianStrategicBombers,
1945-2002)modelhowtoreadagraph.ContinueusingTransparency3to
demonstratehowtorecordinformation.
Havestudentsworkinsmallgroupsorpairstocontinuetoanalyze
Documents6through9usingStudentHandout2.
20min
Teachersmay
consideraddingtime
totheanalysisof
documents.Thismay
addafourthdayto
thelesson.
PreparetoWrite
Asawholegroup,reviewStudentHandout2makingsurestudentshave
doneanaccurateanalysisofeachdocument.
ReviewStudentHandout3anddiscusstheprompt:Whichsidewasmost
responsiblefortheColdWar--theSovietsortheWest?
Helpstudentstounderstandwhatthepromptisasking.Givestudentsa
minutetobrainstormandthinkaboutwhattheymightwriteinresponseto
theprompt.
Followingthat,havestudentsengageinamini-debateontheprompt.
Considerhavingstudentsdebateinsmallgroupsorstandupasaclasson
bothsidesoftheroom.Encouragestudentstoincorporateevidencefrom
thedocumentstosupporttheirpointofview.
Followingthemini-debate,reviewStudentHandout4.Havestudentsstart
fillinginStudentHandout4,usingStudentHandouts2and3forreference.
TeacherTransparency12maybeusedtosupportstudentunderstanding
ofhowtoorganizetheessay.
30minutes
Discusswithstudents
howtheymightcite
evidencefromthe
sourcesintheir
response.
Homework
StudentswillcompleteStudentHandout4inpreparationforwriting.
12-5

12-6

Day3
Teacher/StudentActivities
StudentWriting
UsingStudentHandouts2through4,studentswillwritearesponsetothe
prompt.TheymayuseDocuments1through9aswellasStudent
Handouts1through3.
Helpstudentstoorganizetheirworkinpreparationfortheirresponse.
Considerpairingstudentstosharetheirworkbeforewriting.
Partnerstudentstopeer-editeachotherswriting.
Finishtheperiodbyhavingstudentsreflectontheirwritingandthelessons
theyhavelearned.
50minutes
Teachersmayuse
thegenericrubricin
theAppendixasthe
basisforassessing
studentwork.
StudentHandout1
12-7

PointsofViewonanIssue
Directions:Respondtothefollowingquestionconsideringwhatthedifferentgroupsof
peoplemightsay.Bepreparedtodiscussyourresponses.
Question:WhoismostresponsibleforthelowgraduationratesinAmerican
highschools?
Whatmightaparentsay?
Whatmightateachersay?
Whatmightastudentsay?
StudentHandout2
12-8
Doc.
#
Typeof
Documentand
Source
WhichCause
oftheCold
War?
(CircleOne)
WhatdoesthedocumentrevealabouttheWesternorSovietperspectiveontheCold
War?Includespecificdetailsfromthedocuments.
WesternPerspective SovietPerspective
IronCurtain
Speech
Winston
Churchill
March5,1946
spheresof
influence
ideology
militaryfactors
KeyIdea:
DirectQuote:
KeyIdea:
DirectQuote:
Stalins
Responseto
Churchills
IronCurtain
Speech
JosefStalin
March14,
1946
spheresof
influence
ideology
militaryfactors
KeyIdea:
DirectQuote:
KeyIdea:
DirectQuote:
StudentHandout2
12-9

Doc.
#
Typeof
Documentand
Source
WhichCause
oftheCold
War?
(CircleOne)
Political
Cartoon
spheresof
influence
ideology
militaryfactors
KeyIdea:
Detailfromthepoliticalcartoon:
KeyIdea:
Political
Cartoon
spheresof
influence
ideology
militaryfactors
KeyIdea:
KeyIdea
StudentHandout2
12-10

Doc.
#
Typeof
Documentand
Source
WhichCause
oftheCold
War?
(CircleOne)
Long
Telegram
GeorgeF.
Kennan
Feb22,1946
spheresof
influence
ideology
militaryfactors
KeyIdea:
DirectQuote:
KeyIdea:
DirectQuote:
Election
Speech
JosefStalin
Feb9,1946
spheresof
influence
ideology
militaryfactors
KeyIdea:
DirectQuote:
KeyIdea:
DirectQuote:
StudentHandout2
12-11

Doc.
#
Typeof
Documentand
Source
WhichCause
oftheCold
War?
(CircleOne)
Graph
US-
USSR/Russian
Strategic
Bombers
1945-2002
spheresof
influence
ideology
militaryfactors
KeyIdea:
Detailfromthegraph:
KeyIdea
Detailfromthegraph:
Graph
US-
USSR/Russian
TotalStrategic
Warheads
1945-2002
spheresof
influence
ideology
militaryfactors
KeyIdea:
Detailfromthegraph:
KeyIdea:
Detailfromthegraph:
Basedontheanalysisyouhavedone,whichside(theSovietsortheWest)doyoufeelwasmoreresponsiblefortheCold
War?Why?
StudentHandout3
CausesoftheColdWarWritingAssignment
AfterWorldWarII,theSovietUnionandtheUnitedStatesengagedinaconflict
thathascometobeknownastheColdWar.
Prompt
WhichsidewasmostresponsiblefortheColdWar--theSovietsortheWest?

Tasks
Writeamulti-paragraphessayinwhichyou:
1. WriteanintroductoryparagraphthatcontainsbackgroundontheColdWar.
Thisparagraphmustalsoincludeathesisstatementthattakesaposition.
2. Writeaparagraphexplainingwhatthethreemainunderlyingcausesofthe
ColdWarwere.
3. WriteaparagraphexplainingwhowasmostresponsiblefortheColdWar.
4. WriteaparagraphexplainingwhowasleastresponsiblefortheColdWar.
5. Includeevidencefromatleastthreedocumentstosupportyourideas.Explain
howyourevidenceprovesyourpoint.
6. Inthefinalparagraph,provideaconcludingthoughtthatreconnectswithyour
thesis.
Suggestedtermstoincludeinyourwriting:
spheresofinfluence
ideology
communist
capitalist
conflict
ColdWar
military
political
economic
12-12

StudentHandout4

12-13
HistoricalContext:
theColdWar
Thesis:
Whichsidewasmost
responsiblefortheColdWar
--theSovietsortheWest?
MainIdea
Thethreemain
causesofthe
ColdWar
TopicSentence
Supporting
Detail/Evidence
Analysis
Concluding
Sentence
MainIdea
TheWest
or
theSoviets
TopicSentence
Supporting
Detail/Evidence
Analysis
Concluding
Sentence
MainIdea
TheWest
or
theSoviets
TopicSentence
Supporting
Detail/Evidence
Analysis
Concluding
Sentence
Conclusion
Restatethesis
andadda
concluding
thought

Document1

TheUnderlyingCausesoftheColdWar
Itisamansownmind,nothisenemyorfoethatlureshimtoevilways.
Buddha
Introduction
DuringWorldWarII,theSovietUnionandtheUnitedStateswerealliesfightingagainst
thecommonenemyofGermanyandtheotherAxispowers.AttheendofWorldWarII
however,thedifferencesbetweentheSovietsandtheAmericansbecamemoreand
moreapparent.Thecompetitionandconflictbetweenthesetwosuperpowerseventually
becameknownastheColdWar.DuringtheColdWar,theSovietUnionandtheUnited
Statesdidnotfiremissilesordropbombsoneachotherdirectly.However,they
engagedinspying,propaganda,andsecretoperationstogainanedgeintheirquestfor
globaldomination.
ThreeofthemaincausesoftheColdWarweretheconflictsregardingspheresof
influence,ideology,andmilitaryfactors.Behindallofthesewasthemutualdistrust
betweentheSovietsandtheWest.
SpheresofInfluence
InhisfamousIronCurtainSpeech,formerBritishPrimeMinisterWinstonChurchill
accusedtheSovietUnionofdominatingEasternEuropeandofthreateningcivilization
allovertheworld.JosefStalin,theSovietPremier,respondedafewweekslater.Stalin
saidthattheSovietUnionwasonlyprotectingitselffromfutureinvasion.
Tryingtoassurethatitwouldneverbeinvadedagainfromthewest,theSoviets
dominatedandplacedCommunistgovernmentsinPoland,Romania,Hungary,and
Bulgaria.Bycontrollingtheseneighboringcountries,theSovietssecuredtheirwestern
borderwhilespreadingCommunistideas.
TheWestfeltthattheSovietscouldnolongerbetrustedallies.Westernleaderslike
ChurchillandPresidentHarryTrumanthoughtthatStalinwasnotmuchbetterthan
Hitler.TheyrecalledtheHitler-StalintreatywhichdividedPolandbetweentheSoviet
UnionandGermany.
In1945,PresidentFranklinRoosevelt,BritishPrimeMinisterWinstonChurchill,and
SovietleaderJosefStalinagreedtohavefreedemocraticelectionsinPoland.TheWest
feltthatStalinneverhadthefreeelectionsinPolandaspromised.WhiletheSovietsdid
holdavote,ChurchillaccusedtheSovietsoffixingtheelectionssothePolesandother
EasternEuropeannationselectedCommunistgovernments.Stalindeniedthisandsaid
hehadliveduptotheYaltaagreements.
Thetwosidesdifferedoverthemeaningofsphereofinfluence.TheWestsaidthat
Stalinwasdoingeverythingthathecouldtomilitarily,politically,andeconomically
dominateareasthatwereintheSovietsphereofinfluence.StalinsaidtheWestwas
doingthesamethinginWesternEurope.
12-14
Document1

Ideology
BoththeWestandtheEasternBlochadverydifferentideologieswhichaffectedtheway
theyviewedeachother.Thewesternideologywasbasedonfreemarketcapitalism,
individualismandpersonalrights.TheUnitedStates,Britain,France,Canada,andmost
westernEuropeancountriespracticedcapitalismsfreemarketidealwhichcalledforas
littlegovernmentinterventionaspossible.TheSovietgovernmentpracticedaformof
socialismthatregularlyintervenedintheeconomyanddailylifeoftheircitizens.
Thesedifferingbeliefsledtoverydifferenteconomicandpoliticalsystems.TheSoviet
Unionpracticedacommandeconomyinwhichthegovernmentdecidedhowmuchand
whatkindofgoodswouldbeproduced.TheWesternnations,ontheotherhand,
believedthatthemarketitselfwoulddecidehowmuchandwhatwouldbeproduced.
Fromtheseperspectives,bothsidesmadejudgmentsabouteachotherthatincreased
fear.TheUnitedStatesassumedtheSovietUnionwastryingtotakeovereverything,
andtheSovietsbelievedtheUnitedStateswastryingtotakeover.
MilitaryFactors
Thefearofexpandingspheresofinfluenceandideologiesexplodedintoan
unprecedentedmilitarybuildupbetweentheUnitedStatesandtheSovietUnion.After
WorldWarIIneithersideeverdisarmed.Eachtimeonesidemadeanadjustmentin
militarytechnology,theothersiderespondedinkind.Militaryfactors,spheresof
influence,andcompetingideologiescontinuedtoplayanongoingroleintheColdWar.
ApoliticalcartoonshowingSovietPremierJosefStalinandU.S.PresidentHarryTrumaninachessmatch
12-15
Document2
Sovietsphere
Thecountriesthe
Sovietscontrolledor
highlyinfluenced.
allaresubjectbut
toincreasing
measureofcontrol
fromMoscowAll
thoseancientcities
behindtheIron
Curtainarecontrolled
bytheSovietUnion
(Moscow).
requiresaunityin
EuropeThe
Westernnationsneed
tosticktogether.
Communistfifth
columnsare
establishedThe
Sovietshavesetup
groupsofpeoplein
othercountrieswho
aresecret
Communistsforthe
purposeofhelpingto
makethosecountries
Communist.
TheIronCurtainSpeech
Ashadowhasfallenanironcurtainhasdescendedacrossthe
Continent.Behindthatlinelieallthecapitalsoftheancientstates
ofCentralandEasternEuropefamouscitiesandthepopulations
aroundthemlieinwhatImustcalltheSovietsphere,andallare
subject,inoneformoranother,notonlytoSovietinfluencebutto
averyhighandinsomecasesincreasingmeasureofcontrolfrom
MoscowThesafetyoftheworld,ladiesandgentlemen,requires
aunityinEurope,fromwhichnonationshouldbepermanently
outcastInagreatnumberofcountries,farfromtheRussian
frontiersandthroughouttheworld,Communistfifthcolumnsare
establishedandworkincompleteunityandabsoluteobedienceto
thedirectionstheyreceivefromtheCommunistcenter
[USSR][a]growingchallengeandperiltoChristian
civilizationTheoutlookisalsoanxiousintheFarEastand
especiallyinManchuria
ExcerptfromtheIronCurtainspeechthatWinstonChurchillgave
inFulton,MissourionMarch5,1946
12-16
Document3

quartersan
specified
person,place,
orgroup.
inclination
tendencyor
habit.
colossal
sacrificesof
theSoviet
peopleThe
SovietUnion
suffered
enormous
lossesduring
WorldWarII.
theHitlerite
Yoke.Hitler
hadEurope
underhis
control.
aspirations
goals.
expansionist
tendencies
TheSoviet
Unionhasno
intentionof
takingover
othercountries.
PravdaA
Soviet
newspaper.
JosefStalinsResponsetotheIronCurtain
Speech
Thefollowingcircumstancesshouldnotbeforgotten.TheGermans
madetheirinvasionoftheUSSRthroughFinland,Poland,Rumania,
BulgariaandHungary.TheGermanswereabletomaketheirinvasion
throughthesecountriesbecause,atthetime,governmentshostileto
theSovietUnionexistedinthesecountries...Possiblyinsomequarters
aninclinationisfelttoforgetaboutthesecolossalsacrificesofthe
SovietpeoplewhosecuredtheliberationofEuropefromtheHitlerite
yoke.ButtheSovietUnioncannotforgetaboutthem.Andsowhatcan
therebesurprisingaboutthefactthattheSovietUnion,anxiousforits
futuresafety,istryingtoseetoitthatgovernmentsloyalintheirattitude
totheSovietUnionshouldexistinthesecountries?Howcananyone
whohasnottakenleaveofhissensesdescribethesepeaceful
aspirationsoftheSovietUnionasexpansionisttendenciesonthepart
ofourstate?
ExcerptfromStalinsResponsetoChurchillsIronCurtainSpeech,from
Pravda,March14,1946

12-17
Document4

PoliticalCartoon

AnuntitledSovietpoliticalcartoonfromtheColdWarEra.

12-18

Document5
PoliticalCartoon

CreatedbyLeslieIllingworth,aBritishcartoonist,June161947.
12-19

Document6
compacts
agreements
compromises
Whenbothsides
ina
disagreement
giveupalittlebit
ofwhateach
wantsinorderto
solvetheir
differences.
TheLongTelegram

Atbottomof[theSoviet]viewofworldaffairsisRussiansenseof
insecurity.Originally,thiswasinsecurityofapeacefulagricultural
peopletryingtoliveonvastexposedplaininneighborhoodof
fiercenomadicpeoplesForthisreasontheyhavealwaysfeared
foreignpenetration,feareddirectcontactbetweenWesternworld
andtheirown,fearedwhatwouldhappenifRussianslearnedtruth
aboutworldwithoutorifforeignerslearnedtruthaboutworld
within.Andtheyhavelearnedtoseeksecurityonlyinpatientbut
deadlystrugglefortotaldestructionofrivalpower,neverin
compactsandcompromiseswithit.
ExcerptfromGeorgeF.KennansLongTelegram,February22,1946
12-20
Document7
inevitable
Somethingis
goingtohappen
nomatterwhat.
redistribute
Togiveoutthings
onanequal
basis.
employing
Toputtowork.
catastrophic
Theworstthing
thatcould
possibly
happen.
StalinsElectionSpeech
ItwouldbewrongtothinkthattheSecondWorldWarbrokeout
accidentallyAsamatteroffact,thewarbrokeoutasthe
inevitableresultofcapitalistswith[less]rawmaterialsand
marketsusuallyattempt[ing]tochangethesituationandto
redistribute"spheresofinfluence"initsownfavorbyemploying
armedforce.Asaresultofthis,thecapitalistworldissplitintotwo
hostilecamps,andwarbreaksoutbetweenthem.Perhaps
catastrophicwarscouldbeavoided[wasitnotforCapitalism].
ExcerptfromJosefStalinsElectionSpeech,February9,1946
12-21
Document8

UnitedStates-USSR/RussianStrategicBombers,1945-2002
12-22

Document9

UnitedStates-USSR/RussianTotalStrategicWarheads,
1945-2002

12-23

Transparency1

SovietandU.SPerspectives

ThebearrepresentstheUSSRortheSovietUnion.UncleSam
representstheUnitedStates.
WhatistheSovietperspectiveoftheUnitedStates?
WhatistheUnitedStatesperspectiveoftheUSSR?
12-24

Transparency2

TheUnderlyingCausesoftheColdWar
Itisamansownmind,nothisenemyorfoethatlureshimtoevilways.
Buddha
Introduction
DuringWorldWarII,theSovietUnionandtheUnitedStateswerealliesfightingagainst
thecommonenemyofGermanyandtheotherAxispowers.AttheendofWorldWarII
however,thedifferencesbetweentheSovietsandtheAmericansbecamemoreand
moreapparent.Thecompetitionandconflictbetweenthesetwosuperpowerseventually
becameknownastheColdWar.DuringtheColdWar,theSovietUnionandtheUnited
Statesdidnotfiremissilesordropbombsoneachotherdirectly.However,they
engagedinspying,propaganda,andsecretoperationstogainanedgeintheirquestfor
globaldomination.
ThreeofthemaincausesoftheColdWarweretheconflictsregardingspheresof
influence,ideology,andmilitaryfactors.Behindallofthesewasthemutualdistrust
betweentheSovietsandtheWest.
SpheresofInfluence
InhisfamousIronCurtainSpeech,formerBritishPrimeMinisterWinstonChurchill
accusedtheSovietUnionofdominatingEasternEuropeandofthreateningcivilization
12-25
Transparency2

allovertheworld.JosefStalin,theSovietPremier,respondedafewweekslater.Stalin
saidthattheSovietUnionwasonlyprotectingitselffromfutureinvasion.
Tryingtoassurethatitwouldneverbeinvadedagainfromthewest,theSoviets
dominatedandplacedCommunistgovernmentsinPoland,Romania,Hungary,and
Bulgaria.Bycontrollingtheseneighboringcountries,theSovietssecuredtheirwestern
borderwhilespreadingCommunistideas.
TheWestfeltthattheSovietscouldnolongerbetrustedallies.Westernleaderslike
ChurchillandPresidentHarryTrumanthoughtthatStalinwasnotmuchbetterthan
Hitler.TheyrecalledtheHitler-StalintreatywhichdividedPolandbetweentheSoviet
UnionandGermany.
In1945,PresidentFranklinRoosevelt,BritishPrimeMinisterWinstonChurchill,and
SovietleaderJosefStalinagreedtohavefreedemocraticelectionsinPoland.TheWest
feltthatStalinneverhadthefreeelectionsinPolandaspromised.WhiletheSovietsdid
holdavote,ChurchillaccusedtheSovietsoffixingtheelectionssothePolesandother
EasternEuropeannationselectedCommunistgovernments.Stalindeniedthisandsaid
hehadliveduptotheYaltaagreements.
Thetwosidesdifferedoverthemeaningofsphereofinfluence.TheWestsaidthat
Stalinwasdoingeverythingthathecouldtomilitarily,politically,andeconomically
dominateareasthatwereintheSovietsphereofinfluence.StalinsaidtheWestwas
doingthesamethinginWesternEurope.
12-26
Transparency2

Ideology
BoththeWestandtheEasternBlochadverydifferentideologieswhichaffectedtheway
theyviewedeachother.Thewesternideologywasbasedonfreemarketcapitalism,
individualismandpersonalrights.TheUnitedStates,Britain,France,Canada,andmost
westernEuropeancountriespracticedcapitalismsfreemarketidealwhichcalledforas
littlegovernmentinterventionaspossible.TheSovietgovernmentpracticedaformof
socialismthatregularlyintervenedintheeconomyanddailylifeoftheircitizens.
Thesedifferingbeliefsledtoverydifferenteconomicandpoliticalsystems.TheSoviet
Unionpracticedacommandeconomyinwhichthegovernmentdecidedhowmuchand
whatkindofgoodswouldbeproduced.TheWesternnations,ontheotherhand,
believedthatthemarketitselfwoulddecidehowmuchandwhatwouldbeproduced.
Fromtheseperspectives,bothsidesmadejudgmentsabouteachotherthatincreased
fear.TheUnitedStatesassumedtheSovietUnionwastryingtotakeovereverything,
andtheSovietsbelievedtheUnitedStateswastryingtotakeover.
MilitaryFactors
Thefearofexpandingspheresofinfluenceandideologiesexplodedintoan
unprecedentedmilitarybuildupbetweentheUnitedStatesandtheSovietUnion.After
WorldWarIIneithersideeverdisarmed.Eachtimeonesidemadeanadjustmentin
12-27
Transparency2

militarytechnology,theothersiderespondedinkind.Militaryfactors,spheresof
influence,andcompetingideologiescontinuedtoplayanongoingroleintheColdWar.
ApoliticalcartoonshowingSovietPremierJosefStalinandU.S.PresidentHarryTrumaninachessmatch
12-28
Transparency3
12-29
Doc.
#
Typeof
Documentand
Source
WhichCause
oftheCold
War?
(CircleOne)
IronCurtain
Speech
Winston
Churchill
March5,1946
spheresof
influence
ideology
militaryfactors
KeyIdea:
DirectQuote:
KeyIdea:
DirectQuote:
Stalins
Responseto
Churchills
IronCurtain
Speech
JosefStalin
March14,
1946
spheresof
influence
ideology
militaryfactors
KeyIdea:
DirectQuote:
KeyIdea:
DirectQuote:
Transparency3
12-30

Doc.
#
Typeof
Documentand
Source
WhichCause
oftheCold
War?
(CircleOne)
Political
Cartoon
spheresof
influence
ideology
militaryfactors
KeyIdea:
KeyIdea:
Political
Cartoon
spheresof
influence
ideology
militaryfactors
KeyIdea:
KeyIdea
Transparency3
12-31

Doc.
#
Typeof
Documentand
Source
WhichCause
oftheCold
War?
(CircleOne)
Long
Telegram
GeorgeF.
Kennan
Feb22,1946
spheresof
influence
ideology
militaryfactors
KeyIdea:
DirectQuote:
KeyIdea:
DirectQuote:
Election
Speech
JosefStalin
Feb9,1946
spheresof
influence
ideology
militaryfactors
KeyIdea:
DirectQuote:
KeyIdea:
DirectQuote:
Transparency3
12-32

Doc.
#
Typeof
Documentand
Source
WhichCause
oftheCold
War?
(CircleOne)
Graph
US-
USSR/Russian
Strategic
Bombers
1945-2002
spheresof
influence
ideology
militaryfactors
KeyIdea:
Detailfromthegraph:
KeyIdea
Detailfromthegraph:
Graph
US-
USSR/Russian
TotalStrategic
Warheads
1945-2002
spheresof
influence
ideology
militaryfactors
KeyIdea:
Detailfromthegraph:
KeyIdea:
Detailfromthegraph:
Basedontheanalysisyouhavedone,whichside(theSovietsortheWest)doyoufeelwasmoreresponsiblefortheCold
War?Why?
Transparency4
Sovietsphere
Thecountriesthe
Sovietscontrolled
orhighly
influenced.
allare
subjectbut
toincreasing
measureofcontrol
fromMoscowAll
thoseancientcities
behindtheIron
Curtainare
controlledbythe
SovietUnion
(Moscow).
requiresaunityin
EuropeThe
Westernnations
needtostick
together.
Communistfifth
columnsare
establishedThe
Sovietshavesetup
groupsofpeoplein
othercountrieswho
aresecret
Communistsforthe
purposeofhelping
tomakethose
countries
Communist.
TheIronCurtainSpeech
Ashadowhasfallenanironcurtainhasdescendedacross
theContinent.Behindthatlinelieallthecapitalsofthe
ancientstatesofCentralandEasternEuropefamouscities
andthepopulationsaroundthemlieinwhatImustcallthe
Sovietsphere,andallaresubject,inoneformoranother,
notonlytoSovietinfluencebuttoaveryhighandinsome
casesincreasingmeasureofcontrolfromMoscowThe
safetyoftheworld,ladiesandgentlemen,requiresaunity
inEurope,fromwhichnonationshouldbepermanently
outcastInagreatnumberofcountries,farfromthe
Russianfrontiersandthroughouttheworld,Communistfifth
columnsareestablishedandworkincompleteunityand
absoluteobediencetothedirectionstheyreceivefromthe
Communistcenter[USSR][a]growingchallengeandperil
toChristiancivilizationTheoutlookisalsoanxiousinthe
FarEastandespeciallyinManchuria
ExcerptfromtheIronCurtainSpeechthatWinston
ChurchillgaveinFulton,MissourionMarch5,1946
12-33
Transparency5

quartersan
specifiedperson,
place,orgroup.
inclination
tendencyorhabit.
colossal
sacrificesofthe
Sovietpeople
TheSovietUnion
sufferedenormous
lossesduring
WorldWarII.
theHitlerite
Yoke.Hitlerhad
Europeunderhis
control.
aspirationsgoals.
expansionist
tendenciesThe
SovietUnionhas
nointentionof
takingoverother
countries.
PravdaASoviet
newspaper.
JosefStalinsResponsetotheIronCurtain
Speech
Thefollowingcircumstancesshouldnotbeforgotten.The
GermansmadetheirinvasionoftheUSSRthroughFinland,
Poland,Rumania,BulgariaandHungary.TheGermans
wereabletomaketheirinvasionthroughthesecountries
because,atthetime,governmentshostiletotheSoviet
Unionexistedinthesecountries...Possiblyinsome
quartersaninclinationisfelttoforgetaboutthesecolossal
sacrificesoftheSovietpeoplewhosecuredtheliberationof
EuropefromtheHitleriteyoke.ButtheSovietUnioncannot
forgetaboutthem.Andsowhatcantherebesurprising
aboutthefactthattheSovietUnion,anxiousforitsfuture
safety,istryingtoseetoitthatgovernmentsloyalintheir
attitudetotheSovietUnionshouldexistinthesecountries?
Howcananyonewhohasnottakenleaveofhissenses
describethesepeacefulaspirationsoftheSovietUnionas
expansionisttendenciesonthepartofourstate?
ExcerptfromStalinsResponsetoChurchillsIronCurtain
Speech,fromPravda,March14,1946

12-34
Transparency6

PoliticalCartoon

AnuntitledSovietpoliticalcartoonfromtheColdWarEra.

12-35

Transparency7
PoliticalCartoon

CreatedbyLeslieIllingworth,aBritishcartoonist,June161947.
12-36

Transparency8
compacts
agreements
compromises
Whenboth
sidesina
disagreement
giveupalittle
bitofwhateach
wantsinorder
tosolvetheir
differences.
TheLongTelegram

Atbottomof[theSoviet]viewofworldaffairsisRussiansenseof
insecurity.Originally,thiswasinsecurityofapeacefulagricultural
peopletryingtoliveonvastexposedplaininneighborhoodof
fiercenomadicpeoplesForthisreasontheyhavealwaysfeared
foreignpenetration,feareddirectcontactbetweenWesternworld
andtheirown,fearedwhatwouldhappenifRussianslearnedtruth
aboutworldwithoutorifforeignerslearnedtruthaboutworld
within.Andtheyhavelearnedtoseeksecurityonlyinpatientbut
deadlystrugglefortotaldestructionofrivalpower,neverin
compactsandcompromiseswithit.
ExcerptfromGeorgeF.KennansLongTelegram,February22,1946
12-37
Transparency9
inevitable
Somethingis
goingtohappen
nomatterwhat.
redistributeTo
giveoutthings
onanequal
basis.
employingTo
puttowork.
catastrophic
Theworstthing
thatcould
possibly
happen.
StalinsElectionSpeech
ItwouldbewrongtothinkthattheSecondWorldWarbrokeout
accidentallyAsamatteroffact,thewarbrokeoutasthe
inevitableresultofcapitalistswith[less]rawmaterialsand
marketsusuallyattempt[ing]tochangethesituationandto
redistribute"spheresofinfluence"initsownfavorbyemploying
armedforce.Asaresultofthis,thecapitalistworldissplitintotwo
hostilecamps,andwarbreaksoutbetweenthem.Perhaps
catastrophicwarscouldbeavoided[wasitnotforCapitalism].
ExcerptfromJosefStalinsElectionSpeech,February9,1946
12-38
Transparency10

UnitedStates-USSR/RussianStrategicBombers,1945-2002
12-39

Transparency11

UnitedStates-USSR/RussianTotalStrategicWarheads,
1945-2002

12-40

Transparency12

12-41
HistoricalContext:
theColdWar
Thesis:
Whichsidewasmost
responsiblefortheColdWar
--theSovietsortheWest?
MainIdea
Thethreemain
causesofthe
ColdWar
TopicSentence
Supporting
Detail/Evidence
Analysis
Concluding
Sentence
MainIdea
TheWest
or
theSoviets
TopicSentence
Supporting
Detail/Evidence
Analysis
Concluding
Sentence
MainIdea
TheWest
or
theSoviets
TopicSentence
Supporting
Detail/Evidence
Analysis
Concluding
Sentence
Conclusion
Restatethesis
andadda
concluding
thought

MeetingtheNeedsofAllStudents
The Instructional Guide pays special attention to reading and writing as an historian, but with
increased emphasis upon strategies that allow teachers to apprentice student learning, thus
creating a quality, standards-based, cooperative, culturally relevant history classroom, with an
emphasisonAEMPandSDAIEstrategies.
Additionally,allstudents,especiallystudentswithdisabilities,willmakeprogresswhentheyare
provided direct, explicit, and systematic instruction in History/Social Science. It is strongly
recommendedthathistoryteachersexplorealloptionstoensureequalaccessto,andevidence
of, learning in the History/Social Science curriculum for all learners i.e., Special Education,
English Learners (ELs), Standard English Learners (SELs), and Gifted and Talented learners
(GATE). The goal of enabling all students to achieve a common set of standards requires
equitabletreatmentaswellasmultipleandvariedopportunitiestolearn.
DevelopmentalConsiderations
By the time history students enter middle school, their intellectual development undergoes
importantchangesastheirthinkingbecomesincreasinglyabstractandmultidimensional.Dueto
this maturation, students are now capable of analyzing data, testing hypotheses, and making
valid comparisons and historical inferences. However, student limitations must be understood.
According to the History-Social Science Framework for California Public Schools, Historical
analysismustbegroundedinthelivesofpeopleandevents.Ifstudentsaretounderstandand
relate to political and historical people and events, educators must recognize the continuing
needofstudentsforconcreteillustrationsandsound,engaginginstructionalapproaches.
A-1

HowardGardnersTheoryofMultipleIntelligences
IntelligenceType DescriptionofIntelligence SuggestedActivities

Verbal-linguistic Sensitivetothemeaningand
orderofwords,asapoet.
Hearing,listening,impromptu
orformalspeaking,tongue
twisters,humor,oralorsilent
reading,creativewriting,
spelling,journal,poetry.
Logical-mathematical Abletohandlechainsof
reasoningandrecognize
patternsandorders,asa
scientist.
Abstractsymbols,formulas,
outlining,graphicorganizers,
numericsequences,
calculation,deciphering
codes,problemsolving.
Musical Sensitivetopitch,melody,
rhythm,andtone,asa
composer.
recording,musicrecitals,
singingonkey,whistling,
humming,environmental
sounds,percussionvibrations,
rhythmicpatterns,music
composition,tonalpatterns.
Spatial Perceivetheworldaccurately
andtrytore-createor
transformaspectsofthat
world,asasculptoror
airplanepilot.
Art,pictures,sculpture,
drawings,doodling,mind
mapping,patterns,designs,
colorschemes,active
imagination,imagery,block
building.
Bodily-kinesthetic Abletousethebodyskillfully
andhandleobjectsadroitly,as
anathleteordancer.
Roleplaying,physical
gestures,drama,inventing,
ballpassing,sportsgames,
physicalexercise,body
language,dancing.
Interpersonal Abletoworkwithandlearn
fromothers.
Groupprojects,divisionof
labor,sensingothers'motives,
receiving/givingfeedback,
collaborationskills.
Intrapersonal Possessaccesstoone's
emotionallifeasameansto
understandoneselfand
others;exhibitedby
individualswithaccurate
viewsofthemselves.
Emotionalprocessing,silent
reflectionmethods,thinking
strategies,concentration
skills,higherorderreasoning,
"centering"practices,meta-
cognitivetechniques.
Naturalist Connectedtotheintricacies
andsubtletiesinnature.
Bringingtheoutdoorsintothe
class,relatingtothenatural
world,charting,mapping
changes,observingwildlife,
keepingjournalsorlogs.
A-2

A-3

PrinciplesandDomainsofCulturallyRelevantandResponsivePedagogy
1. KnowledgeandExperience
a) Teachersmustbuildtheirpersonalknowledgeofculturesrepresentedintheclassroom.
b) Teachersmustidentifyculturalpracticesalignedwithspecificlearningtasks.
c) Teachersmustengagestudentsininstructionalconversations(accountabletalk)thatdraw
ontheirlanguagecompetenciesoutsidetheschool.
2. SocialandEmotionalElements
a) Teachers must begin the process of becoming more caring and culturally competent by
acquiringaknowledgebaseaboutethnicandculturaldiversityineducation.
b) Teachers must conduct a careful self-analysis of what they believe about the relationship
amongculture,ethnicity,andintellectualability.
c) Teachers must identify and understand attitudes and behaviors that can obstruct student
achievement(affectivefilter).
3. EquityandEquality
a) Teachers must vary the format of instruction by incorporating multi-modality teaching that
allowsstudentstodemonstratecompetenceindifferentways.
b) Teachersmustacknowledgeandacceptthatstudentscandemonstrateknowledgeinnon-
traditionalways.
c) Teachers must build knowledge and understanding about cultural orientations related to
preferredcognitive,interactive,andlearningstyles.
4. QualityandRigorousInstruction
a) Teachersmustemphasizeacademicrigoratalltimes.
b) Teachersmustprovideclearexpectationsofstudentsaccomplishments.
c) Teachersmustpromotehigherorderthinkingskills.
5. InstructionalStrategies
a) Teachers must use cooperative learning, apprenticeship, and peer coaching as
instructionalstrategies.
b) Teachersmustprovideampleopportunityforeachstudenttoread,write,andspeak.
c) Teachersmustuseconstructivistlearningapproaches.
d) Teachers must teach through active application of facts and skills by working with other
students,useofcomputers,andothermulti-media.
e) Teachersmustprovidetimelyandcontinuousfeedbackonstudentswork.
6. PedagogicalApproaches
a) Teachers must assist students to use inductive and deductive reasoning to construct
meaning.
b) Teachers must scaffold and relate students everyday learning to their cumulative
academicknowledge.
c) Teachersmustmodifycurriculum-learningactivitiesfordiversestudents.
d) Teachers must believe that intelligence is an effort-based rather than inherited
phenomenon.
7. AssessmentandDiagnosis
a) Teachersmustusetestingmeasurementsfordiagnosticpurposes.
b) Teachers must apply periodic assessments to determine students progress and adjust
curriculum.
c) Teachers must seek alternative approaches to fixed time tests to assess students
progress.
d) Teachersmustsupplementcurriculumwithmoremulti-culturalandrigoroustests.
e) Teachers must evaluate students of different backgrounds using authentic assessment
appropriatetothem,theireducation,andlifeexperiences.
EnglishLearners
EnglishLearners(ELs)arestudentswhoareinEnglishasaSecondLanguage(ESL)classesor
in the Preparing for Redesignation Program (PRP). These students may not have developed
the academic vocabulary required to master the complex concepts found in the History/Social
Science curriculum. They benefit from classroom instruction that supports academic language
acquisition.
Experts in the field of language acquisition have identified common approaches and strategies
that can help ELs access content. Known as Specially Designed Academic Instruction in
English(SDAIE),thesetechniqueshelpELsnavigatedifficulttextsandconcepts.
KathleenKenfield,arecognizedexpertinlanguageacquisition,identifiesseveralcomponentsof
effectiveSDAIEinstruction:
DesigningAppropriateLessons
Lessonbeginswithapreviewactivitythattapsintostudentspriorknowledge,fillsinnecessary
blanks in students background understanding, introduces key concepts, activates student
curiosityandvalidatesculturaldispositions.
Languagedemandsareappropriatetostudentfluency.
Lessonincludesexplicitvocabularyfrontloading,instruction,andsupport.
Lessonincludesalllanguagemodes:listening,speaking,reading,andwriting.
Reading and writing activities are preceded by pre-reading (activating prior knowledge and
familiaritywithtextstructures)andpre-writing(processwriting)activities.
Studentsreflectontheirlearning.

ClarifyingInput
Teacher uses moderate speech rate, enunciates clearly, uses controlled vocabulary, and limits
idiomaticspeech.
UsingContextualClues
Teacher uses gestures and facial expressions to make meaning clear. Teacher models desired
behaviorandactsoutmeaningoftext.
Teacherrepeatsandrephraseswhennecessary.
Lessonincludestheuseofprops,manipulatives,andvisuals.
Studentsusegraphicorganizerstoprocessreadingandwritingactivities.
A-4

CheckingforUnderstanding
Teacherclarifiesstudentresponses:WhatIhearyousayingis....
Teacherusesavarietyofquestiontypes(BloomsTaxonomy).
Studentsareabletoshowmasteryofassessedobjectivesinavarietyofways.
Studentsaregiventhinktimetoformulateverbalandwrittenresponses.

Student-centeredOrganizationandSupport
Teachermonitorsstudentengagement.
Lessonsincludecooperativeactivitiesusingavarietyofgroupingstrategies.
Contentispersonalized,allowingstudentstorelateittotheirownlivesandtotheworldinwhich
theylive.
A-5

A-6

GiftedandTalentedStudents
All students should receive an education appropriate to their individual capabilities, interests, and
needs, as well as have learning opportunities that help develop their abilities to the highest level.
Because gifted and talented students generally demonstrate high performance or capacity for high
performance beyond age/grade expectations, they are atypical learners who require specialized
learningexperiencesbeyondtheregularcurriculum.
Differentiatedinstructionforgiftedandtalentedstudentsincludes:
Acceleratedoradvancedcontent.
Morecomplexunderstandingsofgeneralizations,principles,theories,andthestructureofthe
contentarea.
Abstractconcepts,thoughtprocesses,andskills.
Levelandtypeofresourcesusedtoobtaininformation,acquireskills,anddevelopproducts.
Longer/shortertimespanforlearning.
Generatingnewinformationand/orproducts.
Transferoflearningtonew/differentdisciplinesorsituations.
Development of personal growth and sophistication in attitudes, appreciations, feelings, and
intuition.
Independenceofthoughtandstudy.
SpecialEducationStudentsandLeastRestrictiveEnvironment
Children with disabilities are to be educated with children who are not disabled, to the maximum
extentpossible.Withinthegeneraleducationprogram,thismayinclude:
Accommodations:
Changesincoursecontent,teachingstrategies,testpresentation,location,timing,scheduling,student
responses,orenvironmentalstructuringthatdo notsubstantiallychangethestandardorexpectation
forstudentperformance.
Modifications:
Changes in course content, teaching strategies, standards, test presentation, location, timing,
scheduling, expectations, student responses, or environmental structuring that do substantially
changethestandardsorlevelofexpectationforstudentperformance.
Co-planning:
A process by which two teachers share planning, modifications, and evaluation of instruction and
behavioralsupport.
DISSupport:
Theprovisionofitinerantsupportserviceswithinthegeneraleducationclass.
Co-teaching:
Two teachers sharing instruction, planning, behavioral support, and grading for all students in a
classroom.
Inclusion:
The provision of special education support within the general education classroom for students with
moderate to severe disabilities who are included and educated in the general education classroom
100%oftheschoolday.
DifferentiationofInstruction
(BasedonamodelfromLeadershipforDifferentiatingSchoolsand
Classrooms,by:CarolAnnTomlinsonandSusanDemirskyAllan)
is a teachers response to learners needs
guidedbyprinciplesofdifferentiation,suchas
respectfultasks
flexible
grouping
ongoingassessmentand
adjustment
Teacherscandifferentiate
Content Process Product
accordingtostudents
Readiness Interests LearningProfile
througharangeofinstructionalandmanagementstrategiessuchas
Multiple Intelligences
Jigsaw Reading
Rehearsed Activities
Varied Texts
Varied Supplementary
Materials
Wait Time
Numbered Heads Together
Small-Group Instruction
Independent Study
Varied Homework
Anticipation Guides
Think-Pair-Share
Give One/Get One
People Hunt
Three Step Interview
Text Tour
Graphic Outline (organizers)
Text Quest
Reciprocal Reading
Thumbs Up/Thumbs Down
Visual Representation
Pass the Poster
A-7
ElementsofDifferentiation
Whatweteachandhow
wegivestudentsaccess
totheinformationand
ideasthatmatter.
Howstudentscometo
understandandownthe
knowledge,
understanding,andskills
essentialtoatopic.
Howastudent
demonstrateswhatheor
shehascometoknow,
understand,andbeable
todoasaresultofa
segmentofstudy.
Whatastudentenjoyslearning
about,thinkingabout,anddoing.
Thegoalofinterestdifferentiationis
tohelpstudentsconnectwithnew
information,understanding,and
skillsbyrevealingconnectionswith
thingstheyalreadyfindappealing,
intriguing,relevant,andworthwhile.
Thecurrentknowledge,
understandingandskilllevelofa
student.Notasynonymforability;it
reflectswhatastudentknows,
understands,andcandobasedon
whatateacherisplanningtoteach.
Thegoalofreadiness
differentiationistomakeworka
littletoodifficultforstudentsata
givenpointintheirgrowthand
providethemthesupporttheyneed
tosucceedatanewlevelof
challenge.
Astudentspreferredmodeof
learning.Individuallearningprofileis
influencedbylearningstyle,
intelligencepreference,gender,and
culture.Thegoaloflearningprofile
differentiationistohelpstudents
learninthewaystheylearnbestand
toextendthewaysinwhichtheycan
learneffectively.
StudentCharacteristics
A-8
SampleStrategiestoUseforDifferentiation
AnticipationGuide
AnAnticipationGuide(AG)consistsofagree/disagreestatementsdesignedtoactivate
whatstudentsalreadyknow,arousecuriosityaboutthetopic,andtofosterthinking.Students
readthestatementsanddecidewhethertheyagreeordisagree.
TheAGisanexcellentintroductoryactivitytoaunit,alesson,areadingselection,ortoa
video.Studentsweightheirpreconceptionsbeforethelearningactivity,andcanrevisittheAG
latertoreevaluatetheirearlierdecisions.
Suggestionsforuse:
1. Thestatementsyouchooseshouldreflectmajorconcepts,events,feelings,orconflicts
thatwillcomeupinthelesson,reading,orviewing.
2. Besurenottomakethestatementsallagreeoralldisagree.
3. Ifyouareawareofthepreconceivednotionsofyourstudents,statementscanbe
designedspecificallytochallengethem.
4. StudentscancompletetheAGindividuallyinworksheetformandthensharewitha
partnerorgroup.
5. Asanalternative,teacherscanwritetheitemsonanoverheadorchartpaper,readthe
itemsaloud,givethinktime,andaskforathumbs-uporthumbs-down.
6. TheAGisthenputaway,toberevisitedlateronintheunit.Studentscanreexamine
theirpreconceivednotionsindividually/wholeclass.
7. Itisimportanttoinformstudentsthatthisactivityisnotatest;thepurposeoftheactivity
istohelptheirbrainsbecomemorereceptivetotheinformation.
TheText:ActivitiestoAidComprehension
TextTour
o Ateacher-ledpre-readingsurveyofthechapter;teacherasksstudentstonote
illustrations,asksquestionssuchas,Whatdoyouthinkthisvisualhastodowith
thethemeofthechapter?Cananyoneanswerthequestioninthemargin?
Teachercallsstudentsattentiontosuchfeaturesasvisuals,boldfaceprint,
sidebars,andheadings.
GraphicOutline
o Thestudentsfilloutapreparedgraphicoutlineofthechapter,notingmain
headings,subheadings,visuals,sidebars,andmarginalnotes.
TextQuest
o Afunscavenger-hunt-likeactivitythatguidesstudentsthroughthechapterasking
themtonotecertainfeatures,e.g.,Listthewordsyoufindinboldfacethroughout
thechapter,Describethelargestvisualonpage76.Itmaybebestforstudents
toworkwithpartnersonthisactivity.
GraphicOrganizersforVocabulary
o SeeorganizersonpageA-13.
ReadingtoLearn
ReciprocalReading
o Studentpairsorsmallgroupsreadtoeachotherwhilequestioning,summarizing,
seekingandprovidingclarificationastheyproceed.
JigsawReading
o Students,orgroups,readasmallsectionofalargerpassageandsharewhat
theyhavelearnedwithotherstudents/groups.
A-9
StrategiestouseBEFORE
Reading
StrategiestouseDURING
Reading
StrategiestouseAFTER
Reading
Student:
Activatepriorknowledge:
WhatdoIalreadyknow
aboutthistopic?
Doaprereadingtourof
thechapter:lookatthe
visuals,headings,notesin
themargins,wordsin
boldfaceoritalicprint.
Readtheintroductionto
thechapter.
Ifthechapterhasa
summary,readitfirst.
Talkwithapartnerabout
whatyouthinkthechapter
willbeabout.
Teacher:
ProvideaK-W-L.
ProvideanAnticipation
Guide.
LeadaTextTour,using
termscommontothe
content.
ProvideaTextQuest.
ProvideaGraphicOutline.
Student:
Createguidingquestions
basedontheheadings.
Lookforanswerstothese
questionsasyouread.
Writeabriefsummaryof
eachsectiononPost-It
notes.
Workinateamtoread
reciprocally.
Student:
Turnsummariesintosome
formofstudynotes.
Reviewnotesregularly.
Createagraphicorganizer
thattransformsthetext
intoavisualform.
Preparevocabularycards
fornewandimportant
terms.Includeavisualif
possible.
CheckingforUnderstanding
ThumbsUp,ThumbsDown,Sideways
o Askstudentstoindicateunderstandingwithathumbs-up(agree),thumbs-down
(disagree),andthumbs-sideways(notsure.).Studentsmayhavehighanxiety
aboutadmittingtheirlackofunderstanding.Thiscanbealleviatedbyhaving
studentsshowtheirsignalwiththeirhandsclosetotheirbodies,preventingother
studentsfromseeing.
VisualRepresentationofUnderstanding
o Studentsneedmanyvisualwaystodisplaytheirunderstanding.Studentscan
usegraphicorganizers(VennDiagrams,IllustratedConcepts,Character
Collages).
ChoralResponse
o Studentsareinvitedtorespondasagrouptotheteachersquestionsor
incompletesentences,e.g.,WhowasthefirstPresidentoftheUnitedStates?
orThefirstPresidentoftheUnitedstateswas Studentswhodont
knowtheanswerarenotembarrassed,andtheybenefitfromhearingthe
questionandtheanswer.Teachersoftenuseaphysicalclue(openarms)ora
verbalcue,tosignalachoralresponse.
A-10
WaitTime
o Thinktimebeforerequestingaresponseisvaluabletoalllearners.Waiting
beforecallingonstudentsallowsthemtoprocessthequestion.Consistentuseof
waittimewillincreasestudentparticipation.
Think-Pair-Share
o Studentsarepaired,andthenareaskedtothinkaboutagiventopic.Then,ata
signal,theysharewiththeirpartners.Thisisbesthandledasatimedshare:
PartnerX,youhaveoneminutetoshareyouranswerwithpartnerY.Time!
Ok,partnerYyouhaveoneminutetoshareyouranswerwithpartnersX.
Withoutthisstructure,itislikelythatonestudentwilldoallofthetalkingor
studentswillsitandstareatoneanother.
GiveOne/GetOne
o Studentswritedownindividuallywhattheyknowaboutatopic.Theythentalkto
otherstudentsintheroom,sharingonethingtheyknow,andwritingonething
theylearnedfromeachother.SeechartonpageA-14.
ThinkingMaps
o UseavarietyofThinkingMapstohelpstudentsorganize,analyze,anddevelopa
deeperunderstandingofcontent.
ActItOut/StepIntothePicture
o Projectanimagerelatedtothecontentbeingstudied.Havestudentsassumethe
charactersofindividualsrepresentedintheimage,andholdadiscussionwith
eachotherrelatedtothetopic.
EncouragingContentConversations
NumberedHeadsTogether
o Studentsineachteamnumberoff(1-2-3or1-2-3-4)
o Theteacherthenannouncesaquestionorposesaproblem.
Hint:ThebestkindofNumberedHeadsquestionsarethosethathave
multiplepossiblerightanswersandthataskstudentstonamefewer
answersthanthetotalnumberofcorrectresponses.
o Thestudentsthenputtheirheadstogethersharingpossibleanswersandmake
surethateveryoneontheteamknowstheanswers.Studentshouldusethenote
takingchart(seechartonpageA-15).
o Theteachercallsanumberatrandom,thencallsonthestudentswiththat
numbertorespond,eachsharingjustoneanswer.
Three-StepInterview
o Studentsareingroupsoffour.Theteacherposesaquestion.Studentsaskand
answerthesamequestionthroughouttheactivity.
o Steps:
1. AinterviewsBwhileCinterviewsD.
2. Studentsreverseroles.
3. Studentsdoaroundrobinshareofwhattheylearnedduringtheinterview.
A-11
PassthePoster
o Theteacherwritesaquestiononeachofseveralpagesofchartpaper(onechart
foreachgroupofthreeorfourstudents).
1. Eachgroupreceivesaposter.Givethemjustafewminutestowritedown
answerstothequestion.
2. Studentshavetochecktheiranswerwiththeirgroupbeforeitisaddedto
theposter.
3. Theteacherthenhasthestudentspassthepostertothenextgroup.
4. Thegroupreadstheanswerswrittenontheposterandaddstheirown
answers.Thiscontinuesuntilthegroupsgettheiroriginalpostersback.
5. Theyreadtheanswers,addanythingelsetheywouldliketoadd,andthe
postersaredisplayed.
6. Studentsmaytourtheposters,copyingdownquestions/answers.
RehearsedReading
o Individualstudentspracticereadingpassagesaloudwiththeirsmallgroupsin
preparationforreadingthepassagestothewholeclass.
A-12
GraphicOrganizersforVocabulary
A-13
A-14
GiveOne/GetOne
ThisisWhatIKnowAbouttheTopic:
1.
2.
3.
4.
5.
ThisisWhatILearnedfromOthers:
1. toldmethis:
2. sharedthiswithme:
3.Ilearnedthisfrom :
4. contributedthis:
5.Thefollowinginformationwasgivento
meby :
NumberedHeadsTogether:
Mygroupsideas
1.
2.
3.
4.
Newideasfromothers
1.
2.
3.
4.
5.
6.
7.
8.
A-15
EssentialQuestionsandFocusQuestions
Essentialquestionsandfocusquestionsaretoolstoguideteacherplanningandassessmentof
studentlearninginastandards-basedWorldHistoryclassroom.
Whatisanessentialquestion?
Anessentialquestionisabigideaquestionthatshapesthematerialsandactivitiesthatwill
guidestudentresearchintosmaller,unit-basedquestions.Essentialquestionsdirectstudent
thinkingandinquiryintostandards-basedinformationasentrypointsintothecurriculum.
Essentialquestionsprobethedeepestissuesconfrontingus,complexandbafflingmattersthat
eludesimpleanswers,issuessuchascourage,leadership,identity,relationships,justice,
conflict,orprejudice.Theyareframedtoprovokeandsustainstudentinterest.
Whatisafocusquestion?
Afocusquestionisaquestionthathasbeencreatedtoteachandassesscriticalcontentfrom
thecontentstandards.Focusquestionshavemorespecificanswersanddirectlyconnectto
particularknowledgethatstudentsneedtolearnfromhistory.Focusquestionscanbeusedto
checkforstudentunderstandingofcontentfromthestandardsinavarietyofformatsranging
fromwarm-upquestionstogroupprojectstosummativeassessments.
EssentialQuestions/EnduringUnderstandingsvs.FocusQuestions/Standards
EssentialQuestions/EnduringUnderstandings FocusQuestions/Standards
Havemultiplerightanswers..
Raisemorequestions.
Maybearguableandproneto
misunderstanding.
Areengagingandintriguing.
Aregrade/contentspecific.
Contributetoadeeperunderstanding
ofspecifichistoricalerasorevents.
Questionsmayhavemultiple
answers,butusuallyhaveoneor
morecorrectanswers.
Maybeaddressedsolelythrough
specificcontent.
Theessentialquestionsandfocusquestionsthatfollowarebutasamplingofquestionsthat
teachersmightconsiderastheydesignunits,lessons,activities,andassessmentsfortheir
WorldHistorycourses.
B-1

Standard10.1:FoundationsofWesternPoliticalThought
EssentialQuestions: FocusQuestions:
Whydopeoplecreatelaws?
Canpeoplebetrustedtogovern
themselves?
Howcanbothreasonandfaithinform
individualsregardingcivicduty?
HowhaveJudaismandChristianity
contributedtoWesternpoliticalthought?
HowdidancientGreeceandRome
contributetoWesternpoliticalthought?
Whatistheruleoflaw?
Howdoesfaith,reason,andlawshapethe
developmentofdemocraticgovernments?
Whatarethehistoricalfoundationsof
Westernpoliticalideas?
Standard10.2:DemocraticRevolutions
Whatrightsshouldallpeoplehave?
Whenisitpermissibleforcitizensto
overthrowtheirgovernment?When?
Howdoideasstimulaterevolutionary
actions?
Whyareindividualrightsandindividual
freedomsessentialforcitizens?
Whatisdemocracy?
Whatarenaturalrights?
Whatdoestheconsentofthegoverned
mean?
Whatisdueprocessoflaw?
Howhaverightschangedovertime?
Standard10.3:TheEffectsoftheIndustrialRevolution
Whatarethecostsofprogress?
Whatisprogress?Isprogressalways
good?
Whatroleshouldthegovernmentplayin
theeconomy?
WhywasEnglandthefirstcountryto
industrialize?
HowwastheIndustrialRevolutiona
revolution?
Whatweretheconsequencesofthe
IndustrialRevolution?
Whatiscapitalism?
Whatissocialism?
Standard10.4:NewImperialism
Whydopeopletrytocontrolothers?
Whatdoesitmeantobecivilized?
Inwhatwaysdoeconomicfactorsdrive
politicalandmilitarydecisions?
Whatwerethecausesofimperialism?
Whatweretheeffectsofimperialism?
Howdidcolonizedpeoplesrespondto
colonialrule?
Didthebenefitsofimperialismoutweigh
thecosts?
Howdidideologiesshapetheeraof
imperialism?
B-2

Standard10.5:TheCausesandCourseofWorldWarI
Whydowarshappen?
Canwarsbeavoided?
Whydoesgenocidehappen?
Cantheoutcomesofwareverjustifythe
lossofhumanlifeorsocialdisruption?
WhatwerethecausesofWorldWarI?
Whatwastheroleofpropagandaand
nationalisminWorldWarI?
WhatweretheturningpointsofWorld
WarI?
WhatwerethecostsofWorldWarI?
Standard10.6:TheEffectsofWorldWarI
Whatarethebestwaystoresolve
conflicts?
Whatconditionsarenecessaryfor
peace?
Whatdefinesonesnationalidentity?
WhatweretheeffectsofWorldWarI?
WhatwerethekeyideasofTheTreatyof
Versailles?
HowdidWorldWarIreshapegeographic
andpoliticalborders?
HowdidWorldWarIinfluenceartand
literature?
Standard10.7:TheRiseofTotalitarianGovernments
Whatispower?Whatmakespower
legitimate?
Whendotheendsjustifythemeans?
Iswarinevitable?
Whatwerethecausesandeffectsofthe
RussianRevolution?
Whatfactorsledtotheriseoftotalitarian
governments?
Howdogovernmentsmanipulatesituations
togainsupport?
Whatwerethehumancostsoftotalitarian
governments?
Standard10.8:TheCausesandConsequencesofWorldWarII
Whatarethequalitiesofaneffective
leader?
Iseverythingfairinwar?
Dowehavearesponsibilitytointervene
whenwewitnessunjustacts?
WhatwerethemaincausesofWorldWar
II?
TowhatextentwasWorldWarIIa
continuationofWorldWarI?
Whatroledidalliancesplayinthewar?
Whatweretheturningpointsofthewar?
WhydidtheHolocausthappen?
Whatwerethesimilaritiesand
differencesbetweenWorldWarIandII?
B-3

B-4

Standard10.9:InternationalDevelopmentsinthePostWorldWarIIWorld
Whydonationsdistrustothernations??
Whendonationshavetherightto
involveothernationsintheirconflicts?
Whydonationsfail?
Howcaninternationalorganizationsbe
successfulincreating/maintaining
peace?
WhatwerethecausesoftheColdWar?
CouldtheColdWarhavebeenprevented?
WhatroledidcompetitionplayinthePost
WorldWarIIworld?
WhatweretheeffectsoftheColdWar?
HowdidMaoTse-tunginfluenceChina?
WhydidtheSovietUnioncollapse?
WhatistheplaceoftheUnitedNationsin
todaysworld?
Standard10.10:NationBuildingintheContemporaryWorld
Whatisthebestwaytounify
people?
Arethereuniversalvaluesthat
shouldbeincorporatedinall
countries?
Whyhavesomenationsbecome
lessautocraticandothersmore?
Whatfactorsinfluencedpoliticaland
economicdevelopmentinthepostColdWar
era?
Whatdoesitmeantobeadeveloped
country?
Whyistheredisparityofwealthandpower
betweenthedeveloped,industrialnations
anddevelopingnations?Howcanthesebe
overcome?
Standard10.11:TheWorldEconomyandModernTechnology
Doestechnologybringpeoplecloser
togetherorpushpeopleapart?
Whatisglobalization?Whobenefits?
Whyaresomecountriesmoreglobalized
thanothers?
AdditionalOverarchingQuestions
Inadditiontotheessentialquestionsandfocusquestionslistedinrelationtothe10
th
grade
ModernWorldHistorycontentstandards,thefollowingquestionsmayservetomake
connectionsacrosstimeperiods.Thesequestionshelptoprovidethemesandthreadsfor
reinforcingtheguidingconceptsandcontentofthecourse.
History:Whatishistory?Howdoeshistorychangeandcontinueovertime?Ismodern
worldhistoryahistoryofprogress?
Geography:Howdoesgeographyinfluencehistory?Economics?Politics?
Politics:Whatistheroleofgovernment?Howdopoliticalstructuresdevelop?Change
overtime?Fall?
Economics:Howdoeseconomicdevelopmenttakeplace?Howdoeseconomics
influencepolitics?Technology?Society?
Technology:Howdoestechnologyimpacttheworld?
Society:Howdopeopleinteractwitheachother?Whatleadstoconflictamong
peoples?
Ideas:Howhaveideasshapedtheworldforbetterandforworse?
TheWritingProcess
Writingisanimportantpartofbeingahistorian,andteachingstudentshowtowriteashistoriansis
animportantpartofasocialstudiesteachersjob.Gettingstudentstowritethoughtful,well-
organizedparagraphsandessayssupportedbyprimarysourceevidencecanbeachallenging
experienceforteachersandstudents.Thefollowingaresomeguidelinestohelpstudentstackle
someofthosechallenges.
TheIntroduction
Theparagraphthatbeginsanessaycarriesthemostimportance.Goodintroductoryparagraphs
generallyfollowafewbasicpatterns.Theintroductoryparagraphtoashortessaymaybe
organizedasfollows:
1. Thefirstsentencepresentsgeneralbackgroundandprovidescontextforthereader.It
introducesthetopicwithsomeindicationofitsinterestorhistoricalimportance,andgivesa
senseofthehistoricaltimeperiodorera.
2. Thesecondsentenceprovidesspecificbackgroundandpresentsdetailsofthetopicofthe
essaytothereader.Itpreparesthereaderforthethesis,indicatingspecificcircumstances,
locations,orissuesinvolvedintheessay.
3. Finallytheintroductionstatesthethesisoftheessayinasingle,statementwithaclear
position.
TheThesis
Thethesisistheonesentenceofapieceofhistoricalwritingthattellsthereaderwhatposition,or
mainidea,theessaywillpresent.Tohelpstudentsdetermineiftheyhaveastrongthesis,have
themthinkaboutthefollowingquestions:
1. HaveItakenapositionthatothersmightchallenge?
2. Doesmythesisdomorethanjustprovideafact?
3. Ismythesisspecificratherthanvagueorgeneral?
Iftheanswerisnotoanyoftheabovequestions,thentheywillneedtoconsiderrevisingtheir
thesis.
BodyParagraphs
TopicSentences:
Somestudentsexperiencedifficultywhenfacedwithstartingaparagraph.Helpstudentsseethat
thereareseveralwaystowriteatopicsentence,dependingontheinformationtheywillpresentin
theirparagraphs.Forexample,theycouldstarttheirparagraphwith:
1. APower/NumberStatement:
a. TheMagnaCartacontainsseveralkeyprinciplesofdemocracy.
b. TheMagnaCartacontainsthreekeyprinciplesofdemocracy.
2. And/ButStatements:
a. TheMagnaCartaisanimportantdocumentinthedevelopmentofdemocracyand
containsimportantprinciplesofdemocracy.
b. TheMagnaCartawassignedalmosteighthundredyearsago,butitcontains
principlesofdemocracythatarestillimportanttoday.
C-1
SupportingDetails/Evidence:
Historiansusehistoricalfactsandevidencetosupportandvalidatetheirpoints.Helpingstudents
todevelopasolidunderstandingofevidencewillhelpthemtomorereadilyincorporateevidence
intotheirwriting.Somewaystosupportstudentsinclude:
1. Givingstudentsatopicsentenceandaskingthemtoprovideexamplesofhowtheymight
supporttheidea.
2. Givingstudentsatopicsentenceandashortquoterelatedtothattopicandmodelingfor
themhowtheycouldusethatquoteintheirwriting.Thiswouldbefollowedbyguided
practice,feedback,andindependentpracticewithmorefeedback.
3. Givingstudentsorganizersandsentencestemswhichcallouttheneedtointegrate
evidenceintotheirwriting.
Analysis:
Analysisorexplanationsentencesarethemostchallengingelementofhistoricalwriting.Analysis
statementsanswerthequestionofsowhat?andhelptomakewritingclearandconvincing.
Studentsmaybesupportedinusinganalysisstatementsinthefollowingways:
1. Modelingwhatanalysisstatementslooklikeandshowinghowtheysupportevidence.
2. Usingstemssuchas:thisshows,thisproves,thisisimportantbecause,thatwassignificant
because.Thisshouldbedoneconsistentlyandrepeatedlytohelpstudentsinternalize
thesebasicstems.
a. Teachersshouldeventuallyhavestudentsremovethesentencestemstoassist
theminavoidingmonotonyinwriting.
b. Forexample:
i. ThisisimportantbecausemanyoftherightsintheMagnaCartaarerights
thatwehavetoday.
ii. ManyoftherightsintheMagnaCartaarerightsthatwehavetoday.
MakingComparisons:
Anadequateresponsetothecomparativequestion(compare/contrastprompt),requiresthat
studentsmakeatleastonedirectcomparisonbetweenthedocuments,peopleorevents
addressed.Anexampleofadirectcomparisonis,GandhiseffortstogainindependenceforIndia
emphasizednonviolenceandcivildisobedience.UnlikeGandhi,JomoKenyattaresortedtoviolent
attacksagainstBritishsettlersinKenyasstruggleforindependence.
SignalWordsandPhrases:
Studentsoftenneedhelpshowingthattheyaremakingatransitionintheirwriting.Onewayto
helpstudentsistoexplicitlyteachtransitionalwordsandphrasesandhelpthemunderstandwhen
theyshouldbeused,dependingonthetypeofparagraphtheyarewriting.Forexample:
1. Chronologyparagraphtransitions:
a. Tobegin...then...consequently
b. Itstartedwhen...then...eventually
c. Inthefirstplace...lateron...finally
d. Atfirst...then...afterthat
2. Listparagraphtransitions:
a. First...second...third
b. Oneexample...anotherexample...finally
c. Firstofall...also...furthermore
d. Oneimportant...anotherimportant...themostimportant
C-2
3. Compare/contrasttransitions:
a. Similarities:Likewise...similarly...also...inaddition...justas
b. Differences:Incontrast...unlike...instead...rather...ontheotherhand
Signalwordsandphrasescanalsobeusedtoindicateparagraphtransitions.
ConcludingStatements:
Studentsmayalsohavedifficultycomingupwithaconcludingstatementfortheirparagraph.
Frequently,theysimplyrephrasethetopicsentence,changingawordortwo.Helpstudents
understandthat,whiletheconcludingsentencedoesneedtosummarizethetopicofthe
paragraph,itmayalso:
1. Answeranyquestionsleftunanswered.
2. Emphasizethespecialimportanceofoneofthemainpoints.
3. Saysomethingthatwillkeepreadersthinkingaboutthesubject.
Counterclaim
Acounterclaimconsistsofthestudentaddressingwhatisperceivedtobethestrongestopposing
viewpointtotheirthesis.Addressingtheothersidemakesthewritersargumentpowerfuland
increasesitsvalidity.
Whenaddressingthestrongestopposingpoint,thestudentsshouldstatethecounterclaimbriefly,
andthengobacktotheirargument.Forexample:
ManysaythatGandhiwaswrong.TheysayGandhishouldhaveusedviolenceliketheMau
MaudidinKenya.However,thereislittleevidencetosupportthisview.Inthelongterm,
afterIndianindependence,theworldreveredGandhiforhisrevolutionarytacticsandlater
GreatBritainandIndiabecamevaluableeconomicandmilitaryallies.
Citation
Proficientessaysmustcitethesourceoftheirevidenceandstudentsmustgivecredittotheperson
orpublicationwhosefact,quote,oropiniontheyareusing.Thelessonswithinthisinstructional
guidecallfortheuseofAPA(AmericanPsychologicalAssociation)citationstyle,asinthefollowing
examples:
1. Directquote:
Communist fifth columns are established and work in complete unity and absolute
obediencetothedirectionstheyreceivefromtheCommunistcenter(Churchill,Document
2)or(IronCurtainSpeech,Document2).
2.Paraphrase:
ChurchillsaidCommunistsinothercountriesfollowtheordersoftheSovietUnion.
(Churchill,Document2)or(IronCurtainSpeech,Document2).
C-3
C-4
TheConclusion
Studentsmayhavedifficultywritingeffectiveconclusions.Helpstudentsunderstandthatwhilea
conclusionshouldrestatethethesis,itshouldbringasenseofclosuretotheessay.Inadditionto
restatingthethesisandrecapitulatingthemainpoints,effectiveconclusionsmayincludea:
1. Provocativequestion
2. Quotation
3. Vividimage
4. Callforsomesortofaction
5. Comparisontoothersituationsoreventsoftoday.
TheWritingProcess
Explicitlyteachingthewritingprocesscanhelpfacilitateproficientwritinginsocialstudies.Whileit
mayseemtime-consumingstudentswillbenefitfromunderstandingthestepsofproficientwriting.
Therearemanydifferentmodelsofthewritingprocess,butmosthavethefollowingstepsin
common(seeStudentHandoutonpagesC-6andC-7thataccompaniesthissection):
1. Brainstorm:Studentsreadthepromptandbegingeneratingideasfortheirresponse;they
beginformulatingtheirthesisstatement.
2. Pre-write:Studentscreatetheirthesisstatement.Studentsalsoorganizetheirideasina
graphicformat,suchasanoutlineorweb,includingwhattheywillsayintheintroduction
andconclusion.
3. FirstDraft:Studentswritetheirresponsetothepromptintheformofcompletesentences
andparagraphs.
4. Revise:Studentsreadovertheirworkandcheckitagainstthewritingpromptandrubricor
scoringguide,makingchangesasneeded.Theymayhavesomeoneelsereadtheir
product,checkingitforclarityanderrors,makingchangesasneeded.
5. Edit:Studentscorrectanyerrorsinspelling,grammar,andpunctuation.
6. RevisedDraft:Studentswriteoutareviseddraft.Theymaythenreviseandeditagain,as
needed.
7. Publish:Studentscreateandpresenttheirfinal,polishedwrittenresponsetotheprompt.
Thereareavarietyoftemplatesandgraphicorganizersthatcanhelpstudentswithprewritingor
firstdrafts.Thetemplatethatfollowsisamodificationofthosethathavebeenusedinthis
instructionalguide.
EssayTemplate
HistoricalContext:
topic
Thesis:
Yourmainargumentor
ideathatyouwillsupport.
MainIdea
C-5

TopicSentence
Supporting
Detail/Evidence
Supporting
Detail/Evidence
Analysis
Concluding
Sentence
MainIdea
TopicSentence
Supporting
Detail/Evidence
Supporting
Detail/Evidence
Analysis
Concluding
Sentence
MainIdea
TopicSentence
Supporting
Detail/Evidence
Supporting
Detail/Evidence
Analysis
Concluding
Sentence
RestateThesis
ReviewMainPoints
FinalThought
C
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C
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S
I
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N
B
O
D
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I
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T
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O
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C
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I
O
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Para
graph
1
Para
graph
2
Para
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3
Para
graph
4
Para
graph
5
StudentHandout:TheWritingProcess
Writeoutideasincompleteparagraphs.
FIRSTDRAFT
Makesureeachparagraph Makesureyour
hasatopicandconcluding sentencesandparagraphs
sentence. makesense.
Writeyourthesis. Organizeyourideas.
Identifymaintopics, PRE-WRITE Createagraphic

Supportingdetails, organizeroroutline.
andevidence. Planintroduction
andconclusion.
Thinkabouttheprompt. Gatherideas.
Thinkaboutyourthesis. BRAINSTORM Free-write.
Talkaboutyourideas. AskQuestions Prioritizeideas.

C-6
Readwhatyouwrote. Doesitmakesense?
Checkthewritingprompt. REVISE Checktherubric.
Havesomeoneelseread MAKECHANGES!!
yourwork.
Checkyourpapercarefully. Iseverythingcorrect?Spelling?
ContentAccuracy? EDIT Punctuation?
Grammar? Title? Indentation? ProperCitation?
Rewriteortypeyourpapercarefully. Includerevisionsandedits.
REVISEDDRAFT
Reviseandedit,ifnecessary. Readitonemoretime!
PUBLISH!
C-7
GenericHistory/SocialScienceRubrics
Thefollowingrubricsareincludedasmodels.Theserubricscanbeusedasthebasis
forthecreationofrubricsforuseintheclassroom.Asthesearegenericwritingrubrics,
theymaynotbeappropriateforeveryassignment.
Whilerubricsaretraditionallyusedtoscorestudentwork,theseandotherrubricsmay
beusedinavarietyofways.Forexample:
1. Studentsmayuserubricstoself-assesstheirownwriting.
2. Studentsmayuserubricstoprovidefeedbacktootherstudentsabouttheir
writing.
3. Studentsmayusearubrictoidentifyaskillonwhichtheywillfocusfora
particularprojectorsubject.
4. Studentsmayusearubrictodiscusshowtheyaredoinginclasswiththeir
parentsduringaconference.
Atthebeginningoftheyear,teachersmaychoosetomodifytherubrictohaveonlyone
ortwoitemsineachbox,providingafocusforthestudents.Then,astheyear
progresses,moreitemsmaybeaddedasstudentsmastertheskillsrepresentedinthe
rubric.
C-8
GENERICPARAGRAPHRUBRIC(10
TH
GRADE)

C-9

SCORE INTRODUCTION
BODY
PARAGRAPHS
CONCLUSION
CONVENTIONSand
ORGANIZATION
The introduction: The body paragraphs contain: The conclusion: The essay:
4
Providesaclearcontext
andisstrongly
engaging.
Meetsallthefollowing:
(1)directlyrelatestothe
prompt(2)takesastand
(3)providesaclea
previewofevidence.
Demonstratesa
thoroughunderstanding
ofthecontent.
Clearandusefultopicand
concludingsentences.
Strongandaccuratefactsand
details.
Logicalexplanationsthat
supportthethesis.
Thoroughevidencethatthe
writerunderstandsthecontent.
Clearlywrapsuptheessay.
Stronglylinkstothethesis.
Convincinglyaddressesthe
significanceofthetopic.
Demonstratesathorough
understandingofthecontent.
Hasveryfewtonoerrors
inpunctuation,
capitalization,orspelling.
Iswellorganized.
3
Providesaclearcontext
andisengaging.
Demonstratesastrong
understandingofthe
content.
Cleartopicandconcluding
sentences.
Accuratefactsanddetails.
Reasonableexplanationsthat
supportthethesis
Evidencethatthewriterstrongly
understandsthecontent.
Wrapsuptheessay.
Linkstothethesis.
Addressesthesignificanceof
thetopic.
Demonstratesastrong
Hasafewpunctuation,
capitalization,orspelling
errors.
Ismostlyorganized.
2
Providessomecontext
andissomewhat
engaging.
Demonstratessome
understandingofthe
content.
Basictopicandconcluding
sentences.
Basicfactsanddetails.
Basicexplanationsthat
somewhatsupportthethesis.
Someevidencethatthewriter
Somewhatwrapsupthe
essay.
Somewhatlinkstothethesis.
Somewhataddressesthe
Demonstratessome
Hassomepunctuation,
errors.
Ispartiallyorganized.
1
Providesaweakcontext
andisnotengaging.
Demonstratesno
understandingofthe
content.
Poortopicandconcluding
sentences.
Poor,little,ornoevidence.
Poorexplanationsthatdonot
supportthethesis.
Noevidencethatthewriter
Doesnotwrapuptheessay.
Doesnotlinktothethesis.
Doesnotaddressthe
Demonstratesno
Hasexcessive
punctuation,
errors.
Ispoorlyorganized.
% Value 25% 60% 10% 5%

GENERICESSAYRUBRIC(10
TH
GRADE)

SCORE INTRODUCTIONandTHESIS CONTENTandEXPLANATION CONCLUSION
CONVENTIONSand
ORGANIZATION
TheIntroductionandThesis: TheBodyParagraphs: TheConclusion: TheEssay:
4
Clearlyrelatestothepromptand
providesaclearcontext.
Meetsallthefollowing:(1)directly
relatestotheprompt(2)takesastand
(3)providesaclearpreviewof
evidence.
Areallaccurateandrelevant.
Areallclearandlogical.
Demonstrateathorough,strong
Clearlyrestatesthethesis
Clearlyaddressesthekey
piecesofevidence.
Hasaccurate
punctuation,
capitalization,and
spelling.
Iswellorganized.
3
Relatestothepromptandprovidesa
clearcontext.
Meetstwoofthefollowing:(1)directly
evidence.
Demonstratesstrongunderstandingof
thecontent.
Aremostlyaccurateand
relevant.
Areclear.
Demonstrateastrong
Wrapsuptheessay
Linkstothethesis
Addressesthesignificanceof
thetopic.
Demonstratesanadequate
Hasafewpunctuation,
capitalization,or
spellingerrors.
Iswellorganized.
2
Somewhatrelatestothepromptand
providesomecontext.
Meetsoneofthefollowing:(1)directly
evidence.
Demonstratessomeunderstandingof
thecontent.
Aresomewhataccurateand
relevant.
Aresomewhatclear.
Demonstratesome
Somewhatclearlywrapsup
theparagraph.
Somewhatlinkstothetopic.
Demonstratessome
Hassomepunctuation,
capitalization,or
spellingerrors.
Issomewhatwell
organized.
1
Doesnotrelatetothepromptor
provideacontext.
Meetsnoneofthefollowing:(1)
directlyrelatestotheprompt(2)takes
astand(3)providesaclearpreviewof
evidence.
Demonstratesnounderstandingofthe
content.
NoCounterclaim.
Areinaccurateorirrelevant.
Areunclear.
Demonstratenounderstanding
ofthecontent.
Doesnotclearlywrapupthe
paragraph.
Doesnotlinktothetopic.
Demonstratesno
Hasmanypunctuation,
capitalization,or
spelling.errors
Ispoorlyorganized.
%Value 25% 60% 10% 5%

C-10

Usingprimarysourcesisessentialtodevelopingthehabitsofmindintegraltohistoricalthinking.
Teachingstudentstoanalyzeprimarysourcessuccessfullybeginswithmodelingeffective
questioninginordertounderstandcontentandsignificance.
Primarysourcesincludewrittendocuments,maps,photographs,cartoons,artwork,artifacts,
photographs,soundrecordings,motionpictures,andposters.Theyallowstudentstoanalyze
eventsfromtheperspectiveofthosewhowerewitnessestohistory.Itisthroughthisworkthat
studentslearnhowtoanalyzeandinterprethistory,leadingthemtodrawtheirownconclusions,
basedonevidence.Additionally,primarysourcesallowstudentstograsphowpeopleresolved
complexissues.Itisthroughevaluatingandanalyzingdocumentsthatstudentswillbeableto
arriveatdeeplevelsofhistoricalknowledgeandunderstanding.
Theabilitytocomprehendandanalyzeprimarysourcesisacomplexskillthatmustbe
scaffoldedforstudents.Manydocumentscontainabstractandunfamiliarterminologyandcan
bechallengingforstudents.Theinstructionalstrategiesprovidedinthisguidedemonstrate
severalpracticalusesforprimarysources.
D-1

ProvidingStudentsAccesstoPrimarySources:SourceSelectionand
InstructionalDeliveryConsiderations
Pleasenotethesearegeneralsuggestions.Modificationsmustbemadebasedonthesources,
student needs and abilities, instructional intentions/purposes of using a given source and the
assessment(formal,informal,formative,orsummative)thatwillguideinstructionandevaluation
ofstudentlearning.
SourceSelection SourceDelivery/Instruction
Thesourceshouldbeshortenoughthat
studentsarenotintimidatedbyit,yet
longenoughthatstudentscangainthe
fullmeaningofthedocument.
Sourcesmayincludedifferentgenres
and/oravarietyofvisualandwritten
sourcesandshouldbedifferentiated
accordingtostudentneeds.
Sourceshouldbeclearlyconnectedto
thetopic/standard.
Documentsshouldbeappropriateforthe
gradelevelormodified,whilenot
skewingtheauthorsintent,tobe
accessible.
Contextcluesshouldexisttohelp
studentsmakemeaning.
Themeaningofthesourceshouldnotbe
obvious;rather,itshouldpromoteinquiry.
Awell-selectedsourceshouldleadto
studentquestioningandthepotential
desireforfurtherresearch.
Thesourcesshouldconnectwith
instructionalconsiderationsaround
lensesforlookingatasourcebasedon
theguidingquestion(s).
Sourcesshouldbeselectedtogobeyond
ordevelopthetextbookaccount,not
merelyforthesakeofconveyingbasic
facts.
Sourcesthatpresentbothsidesofan
issue,differentviewpoints,orare
controversial,maybeselectedtoengage
studentswhilesomesourcesmaybe
chosentobuildhistoricalempathy.
Considerationshouldbegivento
includingculturallyresponsiveand
relevantsources.
Theinstructionshouldbechunkedto
organizeconceptstofacilitateanalysis.
Instructionshouldprovidevocabulary
assistanceviafrontloadingbeforegetting
intothetext.Adddefinitionsorsynonyms
intomarginsoftexttosupportstudent
acquisitionofkeyterms.
Instructionshouldbuildonstudentschema
and/orbackgroundknowledgebefore
readingandanalyzingthedocument.
Instructionshouldprovideguidingquestions
tohelpactivateanddirectstudentthinking
aroundprimarysourcecontent.
Instructionshouldutilizegraphicorganizers
andacronyms(e.g.SOAPS,Say,Mean,
Matter,APAARTS)toidentifythebigideas
ofasource.
Instructionshouldincludeteacher
modeling,throughThink-Aloudandother
strategies,ofinquiry,sourcing,
contextualizingandcorroboratingevidence
followedbyco-analysisandstudent
practice.
Instructionshouldincludepeer
collaborationwithaccountabletalksuchas:
Whatisyourevidence?,Howdidyou
cometothatconclusion?Whyisthis
significant?
Instructionalassessmentsshouldstrongly
influencehowthesourceisdelivered.
Studentsshouldknowwhattheyare
investigatingastheyanalyzesourcesand
howlearningwillbeassessed.
D-2

D-3

S.O.A.P.S.+S.
SOAPS+S,anacronym,isareadingstrategythatsupportsstudentsastheyanalyze
primarysourcedocuments.

S=Subject: Whatisthedocumenttalkingabout?

O=Occasion What was happening, historically speaking, at the time the
document was written? What was going on in the authors
life?

A=Audience Whoisbeingaddressed?Howdoestheaudienceaffectthe
approachoftheauthor?

P=Purpose Whattypeofactionorreactiondoestheauthorwantthe
audiencetohave?

S=Speaker Whoisdoingthespeakingorwriting?

+S=Significance Whatisimportantaboutthisdocument?Doesitimpactthe
era,anation,aculture,agroup,anindividual?What
meaningdoesithaveforyou?

CALIFORNIA HISTORY-SOCIAL NATIONAL STANDARDS FOR SAMPLE CLASSROOM
SCIENCE STANDARDS CIVICS AND GOVERNMENT

2003LosAngelesCountyOfficeofEducation E-1
APPLICATIONS
10.1 Students relate the moral and ethical principles in
ancient Greek and Roman philosophy, in Judaism, and
in Christianity to the development of Western political
thought.
1. Analyze the similarities and differences in J udeo-
Christian and Greco-Roman views of law, reason and faith,
and duties of the individual.
2. Trace the development of Western political ideas of the
rule of law and the illegitimacy of tyranny, using selections
from Platos Republic and Aristotles Politics.
3. Consider the influence of the U.S. Constitution on
political systems in the contemporary world.
I.A.1 Explain the meaning of the terms
civic life, politics, and government.
I.A.3 Evaluate, take, and defend positions
on competing ideas regarding the
purposes of politics and government and
their implications for the individual and
society.
I.B.1 Explain the essential characteristics
of limited and unlimited governments.
I.B.2 Evaluate, take, and defend positions
on the importance of the rule of law and
on the sources, purposes, and functions of
law.
I.B.3 Explain and evaluate the arguments
that civil society is a perquisite of limited
government.
I.B.4 Explain and evaluate competing
ideas regarding the relationship between
political and economic freedoms.
I.C.3 Evaluate, take, and defend positions
on what conditions contribute to the
establishment and maintenance of
constitutional government.
Students identify one element in each of the
following documents that exemplifies the
concept of constitutionalism. Alternately,
students identify one major democratic idea in
each of the following documents: Magna
Carta, Mayflower Compact, English Bill of
Rights, Declaration of Independence, French
Declaration of the Rights of Man and
Citizen,U.S. Constitution, U.S. Bill of Rights.
Students select one essential political freedom
(e.g., freedom of religion, speech, press,
assembly) and one economic freedom (e.g.,
own and dispose of property, engage in
business enterprises) and explain in short
essays why they are essential to the
maintenance of constitutional democracies.
Cite historical and contemporary examples of
how the Declaration of Independence and the
U.S. Constitution and Bill of Rights have
influenced other revolutionary movements
and governments around the world.
Students examine artistic or literary
expressions of patriotism in the American,
French, and Latin American revolutions and
identify the expressed values or principles.
Students analyze current or recent political
platforms or speeches by candidates for
Congress or statewide offices for evidence of
classical republican or natural rights
philosophies. Students present their findings
in oral presentations.
Identify current examples of the application of
the ideas of (1) natural rights, (2) classical
republicanism, and (3) constitutional
government. (See Units 1 and 6 of We the
People: The Citizen and the Constitution.)


APPLICATIONS
10.2 Students compare and contrast the Glorious
Revolution of England, the American Revolution, and
the French Revolution and their enduring effects
worldwide on the political expectations for self-
government and individual liberty.
1. Compare the major ideas of philosophers and their
effects on democratic revolutions in England, the United
States, France, and Latin America (e.g., J ohn Locke,
Charles-Louis Montesquieu, J ean-J acques Rousseau, Simn
Bolvar, Thomas J efferson, J ames Madison).
2. List the principles of the Magna Carta, the English Bill of
Rights (1689), the American Declaration of Independence
(1776), the French Declaration of the Rights of Man and the
Citizen (1789), and the U.S. Bill of Rights (1791).
3. Understand the unique character of the American
Revolution, its spread to other parts of the world, and its
continuing significance to other nations.
I.A.1 Explain the meaning of the terms
civic life, politics, and government.
I.A.3 Evaluate, take, and defend positions
on competing ideas regarding the
purposes of politics and government and
their implications for the individual and
society.
I.B.1 Explain the essential characteristics
of limited and unlimited governments.
law.
I.B.3 Explain and evaluate the arguments
that civil society is a perquisite of limited
government.
Students identify one element in each of the
following documents that exemplifies the
concept of constitutionalism. Alternately,
students identify one major democratic idea in
each of the following documents: Magna
Carta, Mayflower Compact, English Bill of
Rights, Declaration of Independence, French
Declaration of the Rights of Man and
Citizen,U.S. Constitution, U.S. Bill of Rights.
Students select one essential political freedom
(e.g., freedom of religion, speech, press,
assembly) and one economic freedom (e.g.,
own and dispose of property, engage in
business enterprises) and explain in short
essays why they are essential to the
maintenance of constitutional democracies.
Cite historical and contemporary examples of
how the Declaration of Independence and the
U.S. Constitution and Bill of Rights have
influenced other revolutionary movements
and governments around the world.
Students examine artistic or literary
expressions of patriotism in the American,
French, and Latin American revolutions and
identify the expressed values or principles.
Students analyze current or recent political
platforms or speeches by candidates for
Congress or statewide offices for evidence of
classical republican or natural rights
philosophies. Students present their findings
in oral presentations.
Identify current examples of the application of
the ideas of (1) natural rights, (2) classical
republicanism, and (3) constitutional
government. (See Units 1 and 6 of We the
People: The Citizen and the Constitution.)

APPLICATIONS
10.5 Students analyze the causes and course of the First
World War.
5. Discuss human rights violations and genocide, including
the Ottoman governments actions against
Armenian citizens.
law.
IV.B.3 Evaluate, take, and defend
positions on foreign policy issues in light
of American national interests, values,
and principles (e.g., commitment to
human rights).
Describe the processes by which twentieth
century dictators such as Stalin, Hitler, Mao
Zedong, Slobodan Milosevic, and Saddam
Hussein created and attempted to maintain
totalitarian states.
Students research genocides that have taken
place under totalitarian regimes. They explain
measures that can be taken to prevent future
acts of genocide.
Invite survivors of genocides who have settled
in your community to speak to students about
their experiences and recommendations for
preventing future genocides.
Students research the events that led to the
massacre in Tiananmen Square (J une 1989).
Each student writes an editorial on the pro-
democracy, student-led movement and its
repression by the Chinese regime.
Explain how and why totalitarian regimes
attempt to control information and silence
dissent. Students research the effectiveness
and consequences of such actions in a specific
nation. They also research countermeasures
used by civil society and government in
dealing with such regimes (e.g., Human
Rights Watch, Radio Free Europe, Amnesty
International).
Students create multimedia reports
highlighting the role artists have played in
advocating and promoting human rights and
making others aware of violations of these
rights.
Explain how the ideas of individual rights,
limited government, rule of law, and
consent of the governed, have been used to
de-legitimize authoritarian and totalitarian
regimes.

APPLICATIONS
Explain how civil society can serve to
counterbalance the powers of government.
Conduct interviews to document stories of
those who participated in World War II or
other wars against totalitarian or authoritarian
regimes (e.g., veterans, defense workers,
internees, Holocaust survivors). Ask the
participants to explain reasons for the wars
and describe the characteristics of the
regimes.
Preserve these oral histories in a book and
present it to the school or local library.
(Service-Learning Activity)

APPLICATIONS
10.6 Students analyze the effects of the First World
War.
3. Understand the widespread disillusionment with pre-war
institutions, authorities, and values that resulted in a void
that was later filled by totalitarians.
law.
human rights).
acts of genocide.
International).
rights.
regimes.

APPLICATIONS
regimes.

APPLICATIONS

10.7 Students analyze the rise of totalitarian
governments after World War I.
1. Understand the causes and consequences of the Russian
Revolution, including Lenins use of totalitarian means to
seize and maintain control (e.g., the Gulag).
2. Trace Stalins rise to power in the Soviet Union and the
connection between economic policies, political policies,
the absence of a free press, and systematic violations of
human rights (e.g., the Terror Famine in Ukraine).
3. Analyze the rise, aggression, and human costs of
totalitarian regimes (Fascist and Communist) in Germany,
Italy, and the Soviet Union, noting especially their common
and dissimilar traits.
law.
human rights).
acts of genocide.
International).
rights.

AP
regimes.
PLICATIONS
regimes.

APPLICATIONS

10.9 Students analyze the international developments in
the post-World War II world.
4. Analyze the Chinese Civil War, the rise of Mao Zedong,
and the subsequent political and economic upheavals in
China (e.g., the Great Leap Forward, the Cultural
Revolution, and the Tiananmen Square uprising).
law.
human rights).
acts of genocide.
International).
rights.

AP
regimes.
PLICATIONS
regimes.

APPLICATIONS

10.4 Students analyze patterns of global change in the
era of New Imperialism in at least two of the following
regions or countries: Africa, Southeast Asia, China,
India, Latin America, and the Philippines.
3. Explain imperialism from the perspective of the
colonizers and the colonized and the varied immediate
and long-term responses by the people under colonial rule.
4. Describe the independence struggles of colonized regions
of the world, including the roles of leaders, such as Sun
Yat-sen in China, and the roles of ideology and religion.
IV.A.1 Explain how the world is
organized politically.
IV.A.2 Explain how nation-states interact
with each other.
IV.A.3 Evaluate, take, and defend
positions on the purposes and functions of
international organizations in the world
today.
Examine President Woodrow Wilsons
Fourteen Points and explain how the principle
of self-determination of people became a
rallying point for ethnic minorities in
European empires and colonized peoples in
Africa and Asia.
Each student writes an essay explaining how
the American experience has encouraged
people under colonial rule to strive for self-
determination.
Debate the proposition that British and French
colonial policies of the nineteenth and early
twentieth centuries laid the basis for the
development of constitutional democratic
governments in their respective colonies.
Students research how other nations of the
world have used the American Declaration of
Independence of the eighteenth century as a
model for political freedom in the twentieth
century. Ask: What are the principles
expressed in the Declaration of Independence
that have inspired other nations?
Discuss the distinction between power and
authority as set forth in Foundations of
Democracy: Authority (Center for Civic
Education).
Students research the efforts of Eastern
European governments to achieve
independence from Soviet domination in the
1950s and 1960s. They explain the reasons for
and consequences of movements for self-
determination in Eastern Europe. Ask: How
did these freedom movements in Poland,
Hungary, and Czechoslovakia lay the basis for
the emergence of democracy in the latter part
of the twentieth century?

APPLICATIONS
Have students read Vaclav Havels Power of
the Powerless essay written in 1978 calling
for each person to assume responsibility to
prevent dictatorship (see Ravitch and
Thernstroms The Democracy Reader). Ask:
What are the salient points in his essay? Why
does Havel assert that an individual who fails
to resist a dictator shares responsibility for the
regime?
Identify some of the most important causes of
the collapse of the former Soviet Union.
Students select one of the nations that was
formerly a part of the Soviet Union and
identify some of the difficulties of its
attempted transition from a totalitarian state to
constitutional democracy.
Poll community leaders to gather their ideas
on what they consider the greatest threats to
democratic institutions in the contemporary
world. Compile poll.

APPLICATIONS

10.6 Students analyze the effects of the First
World War.
1. Analyze the aims and negotiating roles of world leaders,
the terms and influence of the Treaty of Versailles and
Woodrow Wilsons Fourteen Points, and the causes and
effects of the United States rejection of the League of
Nations on world politics.
with each other.
today.
Africa and Asia.
determination.
Education).

APPLICATIONS
regime?
10.9 Students analyze the international developments in
the post-World War II world.
5. Describe the uprisings in Poland (1952), Hungary (1956),
and Czechoslovakia (1968) and those countries resurgence
in the 1970s and 1980s as people in Soviet satellites sought
freedom from Soviet control.
6. Understand how the forces of nationalism developed in
the Middle East, how the Holocaust affected world opinion
regarding the need for a J ewish state, and the significance
and effects of the location and establishment of Israel on
world affairs.
7. Analyze the reasons for the collapse of the Soviet Union,
including the weakness of the command economy,
burdens of military commitments, and growing resistance to
Soviet rule by dissidents in satellite states and the
non-Russian Soviet republics.
with each other.
today.
Africa and Asia.
determination.

APPLICATIONS
Education).
regime?

APPLICATIONS
10.10 Students analyze instances of nationbuilding in
the contemporary world in at least two of the following
regions or countries: the Middle East, Africa, Mexico
and other parts of Latin America, and China.
3. Discuss the important trends in the regions today and
whether they appear to serve the cause of individual
freedom and democracy.
with each other.
today.
Africa and Asia.
determination.
Education).
CALIFORNIA HISTORY-SOCIAL
SCIENCE STANDARDS
NATIONAL STANDARDS FOR
CIVICS AND GOVERNMENT
OM

SAMPLE CLASSRO
APPLICATIONS
regime?

AlternativeDocuments
ThepurposeoftheAlternativeDocumentsistoprovidescaffoldsupporttothe
backgroundessaysofLessons10.2.2,10.3.6,10.7.3and10.9.2.ManyEnglish
LanguageLearnersandstrugglingreadersarechallengedbydocumentsthatfeature
expositoryorinformationaltext.Thedifficultythatthesetypesoftextpresentmaynotbe
duetothestudentslackofreadingability.Forthemostpart,highschoolstudentscan
readatadecodinglevel,thoughtheirreadingratemaybetooslow.Manyhowever,lack
theabilitytoreadtextstrategically.
Partofbeingastrategicreaderistheabilitytoparsetheinformationintosizeable
chunksthatareprocessedsothatnewinformationcanbuilduponpreviousknowledge.
Thealternativedocumentsrequirestudentstostopandreflectonmoremanageable
chunksofinformation.Becausethetextisdoublespaced,historyteacherscanteach
studentshowtoannotatethetext,andfocusoncertainfeaturesthatreflectthetextual
pattern,i.e.,signalwords,orwordsthatmaynotbeinthestudentsexpressive
vocabulary.Paraphrasinghelpsstudentsmaketheinformationtheirownasthey
transposethetextintotheirownwords.Boxesforparaphrasingarelocatedattheendof
eachchunk.Theseboxesprovideanareaforstudentstoparaphrasethemeaningthey
derivefromthetext.
F-1

AlternativeDocument LessonOne10.2.2
F-2

Directions:Read
thefollowing
background
informationand
completethe
tasksthatfollow
Notesand
Questions
TheEvolutionofDemocraticIdeals:1215to1791
TheGloriousRevolution,theAmericanRevolution,andthe
FrenchRevolutionwererootedinidealsthatchallengedthe
politicalstructureoftheworld.Eachsoughttoestablish
democraticprinciplesofgovernment,includinglimitingthepower
ofthegovernmentandextendingrightstothegoverned.Although
eachrevolutionoccurredinadifferenttimeandplace,allthree
werebasedontheideasthatgovernmentderivesorgainsits
powerfromthepeopleitgoverns,andgovernmentexiststo
protecttherightsofcitizens.
Severalessentialpoliticaldocumentswerecreatedatthetimeof
theserevolutions.Therewerefivedocumentswrittenbetween
1215and1791withtheintentorpurposetoguaranteenumerous
rightsforcitizens.
TheEnglishMagnaCarta(1215)establishedtheprinciplethatno
one,includingtheking,wasabovethelaw.TheabusesbyKing
Johncausedarevoltbynobleswhoforcedthekingtorecognize
theirrights.TheMagnaCartaalsoprotectedtheinterestsofother
socialclasses.Itestablishedtheprinciplesoftheruleoflaw,
limitedgovernment,anddueprocessoflaw.Italsoguaranteed
individualrightstothenobility.
Aftercompletingthereadingoftheaboveparagraph,rewriteitin
yourownwords.
yourownwords.

F-3

TheGloriousRevolution(1688)wasthefirstbillofrightsforthe
Englishpeople.Thedocumentbeganwithalistofgrievances
againstKingJamesII.Itjustifiestherighttodeposeorremovethe
kinganddetailedtherightsthatmustbeprotectedbythenewking
orqueen.ThisdocumentensuredthesuperiorityofParliament
overthemonarchywhilelistingbasicrightsandfreedoms.The
EnglishBillofRights(1689)extendedindividuallibertiesanddue
processoflawtothenobility.TheEnglishBillofRightswouldbea
modelforfuturedocumentssuchastheDeclarationof
IndependenceandtheU.S.BillofRights.
TheAmericanRevolution(1775-1783)showedtheworldthat
rebellionagainstapowerfulmonarchywaspossible.Theideasof
theEnlightenmentPeriodinspiredtheAmericancoloniststo
demandtherightsgrantedtotheEnglishcitizens.Thomas
Jefferson'sDeclarationofIndependenceof1776claimedthat
unalienablerights,orrightsthatcannotbetakenaway,werethe
foundationofallgovernments.Jefferson's"declaration"is
especiallyimportantbecauseitadvocatedtheprincipleofthe
consentofthegoverned.TheDeclarationofIndependencehadan
immediateinfluenceontheFrenchpeopleatthistime.
Aftercompletingthereadingoftheaboveparagraph,rewriteitinyour
ownwords.

yourownwords.

F-4

TheFrenchRevolutionagainstKingLouisXVIbeganwhenthe
kingclashedwiththeEstates-General,thelawmakingassembly
similartoParliamentinFrance.TheEstates-Generalwroteits
DeclarationoftheRightsofManandtheCitizen(1789)based
heavilyontheAmericanDeclarationof1776.TheAssembly
adoptedthischarterofbasicliberties.TheFrenchdeclaration
extendedindividualliberties,theconsentofthegovernedand
protectedtheprincipleofdueprocessoflaw.
Finally,theU.S.BillofRights(1791)respondedtoearlierideas
abouttherelationshipbetweenindividualsandtheirgovernments.
TheframersoftheU.S.Constitutionaddedthefirstten
amendmentstotheConstitution,knownastheU.S.BillofRights,
tolimitthepowersofthefederalgovernment.Theideasoutlined
intheEnglishBillofRightswerewrittenintotheU.S.BillofRights
guaranteeingthemtothecitizensintheUnitedStates.TheU.S.
BillofRightsextendedandprotectedtheprinciplesofindividual
libertiesanddueprocessoflaw.
yourownwords.

WhydidtheEstates-GeneralwritetheDeclarationoftheRightsof
ManandtheCitizen?
AlternateDocument
Lesson10.3.6
CapitalismandSocialism
F-5
Directions:Readthefollowingpassagescarefullyandcompletethetasksthatfollow:
Capitalismisaneconomicsystembasedonmoney
(capitalmeansmoney).Thecentralideaofcapitalism
isthatthemarketplace,notrulesorgovernments,
decidewhatwillbemadeandsold.Inthe
marketplace,peopleinfluencewhatwillbeproduced
bywhattheydecidetopurchase.Forexample,if
morepeoplepurchaseFordautomobilesthan
Chevroletautomobiles,thenmoreFordsandfewer
Chevroletswillbeproduced.
Inthisbook,TheWealthofNations,economist
AdamSmithcalledthisideatheinvisiblehand
(theabilityofthemarketplacetorespondto
publicdemandwithoutthegovernmentgetting
involved).Becausethegovernmentscouldnot
controltheinvisiblehandfrommovingthe

Afterreadingtheaboveparagraph,rewriteitin
yourownwords.

Lesson10.3.6
F-6
marketplace,economistscalledthistypeof
economy,laissez-faire,orhand-offcapitalism.
TheWealthofNationscarriestheimportant
messagethatgovernmentshouldinterveneas
littleaspossibleineconomicaffairsandleavethe
markettoitsowndevices.Itadvocatesthe
liberationofeconomicproductionfromalllimiting
regulationinordertobenefitthepeople.
In19
th
CenturyWesternEurope,capitalism
becamethedominanteconomicsystem.Wealth
grewtremendouslyforsome,andthemiddle
classesgrewinsize.However,theIndustrial
Revolutioncausedmanypeopletogiveup
farmingandmovetocitiestoseekemployment.
Manyfarmersfoundjobsinthenewfactories
inthecities.Factoryworkersworkedfrom12to
16hoursaday,sixdaysaweek,with
yourownwords.

Lesson10.3.6
F-7
thirtyminutesforlunchanddinner.Therewasno
suchthingasaminimumwage.Aworkercould
getfiredatanytimeforanyreason.Somebegan
toseecapitalismasanunfaireconomicsystem
wheretherichgotricherandthepoorsuffered.
Socialism
Socialismisaneconomicsysteminwhichthe
governmentownsandcontrolsmanufacturing.
Socialismwasdesignedtoattempttoeliminateor
endthedifferencesbetweentherichandpoor.In
asocialistsystem,thegovernmentowns
manufacturingbusinessesandproperty.
Afterreadingtheaboveparagraph,rewriteitinyour
ownwords.

Lesson10.3.6
F-8

Thegovernmentdetermineswhatistobe
producedanddistributeswealthevenly.Early
19tycentury,socialistsbelievedthatthespiritof
cooperationevidentinsocialisttheorycould
replacethemarketplacecompetitionof
capitalism.Later19
th
centurysupportersof
socialisttheory,likeKarlMarx,believedthat
cooperationwasnotpossibleandthatconflict
betweentheownersandtheworkerswas
inevitable,orboundtohappen.Hebelievedthat
thestrugglebetweenthetwogroupswould
eventuallyleadtoworkersrevolution.
yourownwords.

AlternativeDocument LessonFour10.7.3
TheAscentoftheDictators
Directions:ReadthefollowingbackgroundinformationandcompletethetasksthatfollowNotesand
Questions
MussolinisRisetoPower
BenitoMussoliniwasbornin1883.Duringhislife,heworkedasa
schoolteacher,bricklayerandfactoryworker.In1914,Mussolini
joinedagroupofItaliansocialistswhoformthefascistgroupto
supportItalianexpansion.Mussolinidesiredtocreateanew
ItalianEmpiresimilartotheRomanEmpire.
StalinsRisetoPower
In1917,StalinjoinedtheSovietcabinetandestablishedhimself
asaleaderofthenewregime.Stalinplayedanimportantrolein
thecivilwarfrom1918to1920andwaselectedGeneral
SecretaryoftheCentralCommitteeoftheparty.AlthoughLenin
believedStalinwasastrongadministrator,hehadconcernsabout
Stalinanddoubtedhisleadershipability.
WhenLenindied,LeonTrotskyseemedtobethepersonwho
wouldreplaceLenin.StalinandtwoothersplottedagainstTrotsky.
TrotskywaslaterforcedoutofhispositionasCommissarofWar.
StalinthencreatedanallianceorpartnershipwithNikolai
Bukharin.
StalinandBukharindisagreedovertheRussianeconomy.
Bukharinandhisfollowerswantedtocontinuetosupportthe
peasants,agricultureandLeninseconomicpolicy.Stalinandhis
supporterswantedtoindustrialize,andsupportmanufacturing.
Stalinusedruthlesstacticstoeliminatehisopponentseventually
gainingfullcontrol.
Aftercompletingthereadingoftheaboveparagraph,rewriteitinyourownwords.
F-9
HitlersRisetoPower
ManyGermansfacedeconomichardshipattheendofWorldWar
I.Ex-soldiersfeltthattheyhadbeenstabbedinthebackbytheir
owngovernment,notdefeatedinbattle.Duringthistime,the
NationalSocialistParty(NaziParty)begantogrowinsizeas
manypeople,includingAdolfHitlerjoined.
TheNaziPartybecamepopularbysayingthattheywouldnot
followthetermsoftheTreatyofVersailles.MembersoftheNazi
Partyworemilitaryuniformstodemonstratestrengthatatime
whenthegovernmentwasweak.
F-10
Directions:Read
thefollowing
background
informationand
completethe
tasksthatfollow
Notesand
Questions
ItalyInvadesEthiopia
MussolinipromisedtheItalianpeopleaplaceinthesun,
matchingtheempiresoftheUnitedKingdomandFrance.Healso
wantedtoavengepastItaliandefeats,suchastheBattleof
AdowainEthiopia,whichtookplaceonMarch1,1896.
Ethiopiawasconsideredtobemilitarilyweakandrichin
resources.ControllingEthiopiawouldalsohelpItalytounifythe
ItalianheldnationofEritreatothenorthwestandItalian
Somaliland,anotherAfricannationtotheeast.
OnOctober3,1935,ItalyattackedEthiopiawithoutadeclaration
ofWar.TheEthiopianswereoutnumberedbytheItaliansbut
foughtbravely.
OnMay7,1936,afterseveralmonthsoffighting,theItalianswere
victoriousandannexedEthiopia.
GermanyInvadesPoland
TheInvasionofPolandin1939,whichmarkedthestartofWorld
WarIIinEurope,wascarriedoutbyNaziGermany,theSoviet
Union,andasmallGerman-alliedSlovakforce.Theinvasion
beganonSeptember1,1939,oneweekafterthesigningofthe
Nazi-SovietNon-AggressionPact.Polandsallies,theUnited
Kingdom,Australia,andNewZealand,declaredwaronGermany
onSeptember3,soonfollowedbyFrance,SouthAfrica,Canada,
andothers.TheinvasionendedonOctober6,1939,with
GermanyandtheSovietUnionoccupyingallofPoland.
yourownwords.
yourownwords.
TheSovietUnionInvadesPolandandFinland
The1939SovietinvasionofPolandstartedonSeptember17,
1939withoutaformaldeclarationofwar.Itendedinadecisive
victoryfortheSovietUnionsRedArmy.
TheSovietUnionledbyJosefStalinattackedFinlandon
November30,1939,threemonthsaftertheinvasionofPolandby
Germany.TheattackwasjudgedasillegalandtheSovietUnion
wasexpelledfromtheLeagueofNationsonDecember14.
FinlandheldoutuntilMarch1940,whentheMoscowPeace
Treatywassignedgivingabout9%ofFinlandsterritoryand20%
ofitsindustrialcapacitytotheSovietUnion.
Aftercompletingthereadingoftheaboveparagraph,rewriteitinyour
ownwords.
AlternateDocument

Lesson10.9.2
ColdWar
Directions:Readthefollowinginformationandcompletethetasksthatfollow:
DuringWorldWarII,theSovietUnionandtheUnitedStateswere
partnerswhofoughtagainsttheAxispowers.AttheendofWorldWarII,
thedifferencesbetweenthesecountriesbecameclear.These
differencesledtotheColdWar.DuringtheColdWar,neithertheUnited
SatesnortheSovietUnionfiredmissilesordroppedbombsdirectlyon
eachother,butbothcountriesworkedtodestroyoneanother.
ThreeofthemaincausesoftheColdWarwereconflictsrelatedto:
Spheresofinfluence,ortryingtohaveinfluenceonothercountries
Ideology,orwaysofthinking
MilitaryFactors
SpheresofInfluence
WinstonChurchill,theleaderofEngland,saidintheIronCurtain
speechthattheSovietsweretryingtotakeovertheworld.JosefStalin,
theleaderoftheSovietUnionrepliedthattheSovietswereonlytryingto
protectthemselvesfromfutureinvasions.
TheSovietstriedtosecuretheirgeographiclocationbyplacingpro-
SovietgovernmentsinPoland,Romania,Hungary,andBulgaria.By
controllingthesegovernments,theSovietsmadetheRussianborders
saferandspreadtheirinfluencethroughoutEasternEurope.
WesternleaderslikeChurchillandHarryTrumanfeltthattheSoviets
couldnolongerbetrusted.TheyworriedthatStalinwasnobetterthan
AdolfHitler,theformerleaderofGermany.In1945,FranklinRoosevelt,
Churchill,andStalinagreedtoholdfreedemocraticelectionsinPoland.
TherewasavoteinPoland,butWesternleadersfeltthattheSovietshad
manipulatedtheelections.ThisledtotheelectionofaCommunist
government.Stalindeniedthathehadanythingtodowiththeelections
andstatedthathehadliveduptotheagreementmadein1945.
WesternleadersaccusedtheSovietsofusingtheirsphereofinfluenceto
military,politically,andeconomicallycontrolareasnearthem.TheSoviets
accusedWesternleadersofdoingthesamethinginWesternEurope.
Afterreadingtheaboveparagraph,re-writeitinyourownwords.

F-13

F-14

Ideology
TheWestandtheSovietUnionhaddifferentideologiesorbeliefs,which
affectedthewaytheyviewedtheColdWar.TheWesternideologyshare
bytheUnitedStates,Britain,France,Canada,andmostWestern
Europeancountrieswasbasedonfreemarketcapitalism,individualism,
andpersonalrights.Capitalismcalledforfreemarketswithaslittle
governmentalregulationsaspossible.TheSovietgovernmentpracticeda
formofsocialismthatwasveryinvolvedintheeconomyanddailylifeofits
citizens.
ThebeliefsoftheSovietUnionandtheWestledtoverydifferent
economicandpoliticalsystems.TheSovietUnionpracticedacommand
economy.Thegovernmentdecidedhowmuchandwhatkindsofgoods
wereproduced.TheWesternnationsbelievedthatfreemarketcapitalism
wouldcausethemarkettodecidehowmuchandwhatwouldbeproduced.
MilitaryFactors
AnothercauseoftheColdWarwascompetitionbetweentheSovietsand
theUnitedStatestodeveloplargerandmoredestructiveweapons.
AlthoughtheUnitedStatesledtheSovietsinthenumberofweapons,the
UnitedStatesperceivedthatitwasbehindtheSovietsinthedevelopment
ofweapons.TheSovietsfeltthreatenedbytheUnitedStatesadvantagein
bombersandnuclearwarheads.Thisconstantefforttohavemore
weaponsthantheothersidewascalledthearmsraces.



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The Los Angeles

Unified School District

District1 JamesHarris District5 RayAubele

District2 KieleyJackson District6 SandraLine

District3 DavidBernier District7 AlfeeEnciso

AshleyBozarth JohnLatimer PabloMejia EmilioRivas

RubenAburto BegoniaGarza KarenMagee AnaM.Romero

It is our responsibility to create an environment in our classrooms that involves students in

To create a universally accessible, culturally relevant learning environment grounded in

To ensure all students learn

To support and facilitate teachers

To provide multiple avenues for

To develop and communicate clear

The History/Social Science Instructional

In order to evaluate programs and

The purpose of this Instructional Guide and

The Instructional Guide is a foundation for

In implementing this Guide, it is suggested

The History/Social Science Instructional

The standards set lays the foundation for

Within each standards set, one or two

The writing tasks are instructional tasks

Standards-aligned resources include

An Appendix with additional instructional

Under the direction of the Superintendent,

Students must be taught and acquire

The Division of Instructional Support

In order to meet the challenges of the

Develop an instructional disciplinary

Figure 1 illustrates an overview of the

The Nine Principles of Learning from the

An effort-based school replaces the

Thinking and problem solving will be the

Intelligence is much more than an innate

If students are going to be responsible for

In June of 2000, the LAUSD Board of

Comprehensive professional development

The District will provide professional

The following are basic assumptions upon

Comprehensible: Culturally Responsive

Empowering: Culturally Responsive

Transformative: Culturally Responsive

Emancipatory: Culturally Responsive

The Los Angeles Unified School District is

The California Content Standards in the

The introduction to the standards states,

The History-Social Science Framework for

These principles of an effective history-

The California Standards for the Teaching

The teaching standards are summarized

Teachers build on students' prior

Teachers actively engage all students in

Teacherscreate physical environments that

Teachers exhibit strong working knowledge

Teachers establish and clearly

Teachers reflect on their teaching practice

These standards for the teaching

The History/Social Science Instructional

Deepen the understanding of

The goal was to foster and promote an

The District initiative to advance literacy

The following five design principles for

All students are expected to inquire,

1. 2. 3._