Review: Unit #7, Modern Conflicts 4 days
Miss Johnson World History
Learning Target Objective(s) Instructional Materials &
Resources Students will be able to see the changes in world power structures.
Students will be using their researching skills to create a documentary about the ends of the world wars.
Ipads
Images from previous lessons
Markers, poster board Paper, pencils
Lesson Essential Question
How did both World Wars change the balance of power in the world?
Plan of Instruction
Activity Description of Activities/Setting Purpose (Rationale) Pre-Lesson
(Prior Knowledge & Content)
80 minutes
The teacher will put the images from the previous lessons back on the board for class discussion. The students can come up and add comments onto the board or can raise their hands to make a comment.
This should allow the class to ease back into class. It will also provide a way for the class to see where they started at the beginning of the unit and how it all came together in the end.
Acquisition / Teacher Input (Establish objectives, set learning parameters) 20 minutes
The teacher will post the LEQ on the board and they will complete any uncompeleted vocabulary at this time.
The teacher will then give out instruction for the documentary activity. They will be broken back down into their groups of six. This is where the teacher will ask if there
are any questions about the lessons that they have previous covered in the unit.
The lesson will be having the students use their researching skills, along with their prior knowledge. They will also be using their creativity in making the documentary.
Extending & Refining (Guided Practice) 100 minutes
The activity will have the students broken down into their groups of six. They will then be required to create a documentary celebrating the end of the world wars. The students can use “eyewitness accounts” (where the students act as surviours or ghosts), images, clips from the time period and music. They will be using the ipads to film the documentary.
The students will be able to use their creativity to make the documentary, but this could lead to problems of staying on task and time constraints.
They will have a rubric to follow and can ask questions if needed. The teacher will walk around and watch the progress of the students.
It will allow them use their creativity to discuss how the war effected the world powers. They will also be able to choose characters to interview for their
Adjusting/Re-Centering
(Assessing student progress, adjustments) 10 minutes
The teacher will be walking around the room and may decide to readjust groups who are not staying on task. The teacher can also guide students on what types of characters they could use and what topics they might like.
If the students are acting up or seem to not be gaining in progress the teacher will step in to help the group.
Extending & Refining II
(Independent practice) 50 minutes
The students will show their final product to the class. The class will ask questions and discuss topics. The students can raise their hands or post stick notes to the board to ask their questions.
If the students are not asking any questions then the teacher can pose some questions to start the conversation.
The students will be responsible for leading the discussion of the
documentaries and teaching their classmates through their films. The film should address the LEQ and if it does not the teacher can ask how it connects to the LEQ to help the group not lose points.
Closure
(Student-driven, teacher directed close to lesson)
100 minutes
The class can come together and form a timeline on the board of the events covered and talk about how the events connected to the changes in world power.
The teacher will fill in any obvious blanks.
This will show the students the connections across history and help them in later lesson to make connections.
Key People – Events – Groups - Terms Adolf Hitler Joseph Stalin Concentration Camps Hiroshima/Nagasaki Woodrow Wilson Great Depression
Franklin Delano Roosevelt Black Tuesday
Total War Rosie the Riveter Great Depression
General Dwight D. Eisenhower Black Tuesday
Manfred von Richthofen Tsar Nicholas II League of Nations Hara Takashi Dawes Plan Georges Clemenceau Yalta Conference Berlin Wall V-J Day
Archduke Franz Ferdinand Treaty of Versailles Pearl Harbor Allied Powers Axis Powers Central Powers Triple Entente Triple Alliance Raymond Poincare King George V Emperor William II Czar Nicholas II SS Warren G. Harding Nicholas II Flappers Marshall Plan The Holocaust Manhattan Project Man’s Land Zimmerman Telegram Mustard Gas Kaiser Wilhelm II Grand Duke Mikhail Young Plan
David Lloyd George
League of Nations Russian Revolution Bolsheviks
New Deal
Battle of the Bulge Viktor Adler
Herbert Henry Asquith July Crisis D-Day Winston Churchill Harry Truman Neutrality Acts V-E Day Nazis Tanks War Bonds
Espionage and Sedition Acts Paolo Boselli Vittorio Orlando Japanese Internment Camps United Nations Neutrality Acts
Concepts & Themes Politics Conflict Government Isolationism Power Militarism Economics Alliances Assessments Formative Assessments Class discussion
o The teacher will be able to gauge from the class discussion what needs to be reviewed or what issues there are with the unit.
Summative assessment
Presentation of Documentary
o It should show the teacher if the students are understanding and can create a product to show their knowledge of how the world wars affected the balance of powers. The students will be using their research skills to find good information and materials for their films.
Lesson Vocabulary
Correlations: State Correlations: National NC Essential Standards
WH.H.7 Understand how national, regional and ethnic interests have contributed to conflict among groups and nations in the modern era. WH.H.7.3
Analyze economic and political rivalries, ethnic and regional conflicts, and nationalism and imperialism as underlying causes of war (e.g. WWI, Russian Revolution, WWII).
WH.H.7.5
Analyze the emergence of capitalism as a dominant economic pattern and the responses to it from various nations and groups (e.g., utopianism, social democracy, socialism, communism, etc.).
WH.H.7.6
Explain how economic crisis contributed to the growth of various political and economic
movements (e.g., Great Depression, nationalistic movements of colonial Africa and Asia, socialist and communist movements, effect on capitalist economic theory, etc.).
Common Core & C3 Framework CC:
9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. 9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
C3. D2: D2.His.1.9-12
Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
D2.His.3.9-12
Use questions generated about individuals and groups to assess hot the significance of their actions changes over time and is shaped by the historical context.
D2.His.14.9-12
Analyze multiple and complex causes and effects of events in the past.
Alliance Isolationism Communism Gestapo Socialism Urbanized Industrialization U-Boat Internment Iron Curtain Colonialism Trench Warfare Totalitarian State Kamikaze Aryan Czar Draft Trench Warfare Demilitarization Reparations Retaliation Nationalism Industrialism Fascism Capitalism Treaty Compromise Inflation Discrimination Pacifism Holocaust Tariff Totalitarianism
Research Notes & Sources (Citations)
Spielvogel, Jackson J. Glencoe World History. New York, New York: Glencoe/McGraw-Hill, 2003. This template is a modification of the North Carolina Secondary Social Studies Lesson Plan Template (“the six-point lesson plan”)
