DURHAM PUBLIC SCHOOLS 2013-2014
UNIT 5 PLAN FOR WORLD HISTORY
Unit Overview:
Instructional Time: 2.5 weeks (4x4), 5 weeks (yearlong)
Quarter
One
Two
Three
Four
Course/Grade Level: World History/9th Grade
Unit Theme: Post War Era, 1945-1990
The Cold War and Decolonization
Revised Bloom’s Taxonomy: All Levels
Unit Summary: This Unit will focus on the new geo-political make up following World War II. Students will assess the new world Superpowers and the impact of
the Cold War in addition to the decolonization of developing nations.
North Carolina Informational Technology Essential Standards:
North Carolina Essential Standards:
Historical Thinking:
WH.1.1 Use Chronological thinking to:
1. Identify the structure of a historical narrative or story: (its beginning, middle and end);
2. Interpret data presented in time lines and create time lines
WH.1.2 Use Historical Comprehension to:
1. Reconstruct the literal meaning of a historical passage;
2. Differentiate between historical facts and historical interpretations;
3. Analyze data in historical maps;
4. Analyze visual, literary and musical sources
WH.1.3 Use Historical Analysis and Interpretation to:
1. Identify issues and problems in the past.
2. Consider multiple perspectives of various peoples in the past.
3. Analyze cause-and-effect relationships and multiple causation.
4. Evaluate competing historical narratives and debates among historians.
5. Evaluate the influence of the past on contemporary issues
WH.1.4 Use Historical Research to:
1. Formulate historical questions;
2. Obtain historical data from a variety of sources;
3. Support interpretations with historical evidence;
4. Construct analytical essays using historical evidence to support arguments.
Conflict in the Modern Era:
WH.7.1 Evaluate key turning points of the modern era in terms of their lasting impact
WH.7.4 Explain how social and economic conditions of colonial rule contributed to the rise of nationalistic movements (e.g., India, Africa, Southeast Asia).
WH.7.5 Analyze the emergence of capitalism as a dominate economic pattern and the responses to it from various nations and groups
Global Interdependence:
WH.8.1 Evaluate global wars in terms of how they challenged political and economic power structures and gave rise to new balances of power (e.g., Spanish
American War, WWI, WWII, Vietnam War, Colonial Wars in Africa, Persian Gulf War, etc.).
WH.8.2 Explain how international crisis has impacted international politics (e.g., Berlin Blockade, Korean War, Hungarian Revolt, Cuban Missile Crisis, OPEC oil
crisis, Iranian Revolt, “911”, terrorism, etc.).
WH.8.3 Analyze the “new” balance of power and the search for peace and stability in terms of how each has influenced global interactions since the last half of
the twentieth century (e.g., post WWII, Post Cold War, 1990s Globalization, New World Order, Global Achievements and Innovations).
WH.8.4 Analyze scientific, technological and medical innovations of postwar decades in terms of their impact on systems of production, global trade and
standards of living (e.g., satellites, computers, social networks, information highway).
WH.8.6 Explain how liberal democracy, private enterprise and human rights movements have reshaped political, economic and social life in Africa, Asia, Latin
America, Europe, the Soviet Union and the United States (e.g., U.N. Declaration of Human Rights, end of Cold War, apartheid, perestroika, glasnost, etc.).
Essential Question(s):
1.
2.
3.
4.
5.
How did the superpower structure of the world shift after WWII?
How did the rise of communism develop and polarize third world nations?
How did “hot” conflicts during the Cold War impact the political and economic structures around the world?
Why did the standards of living rise in some countries after World War II?
What led to the decolonization of third world nations after World War II?
Enduring Understanding(s):
The student will know:
•Historical analysis involves more than a single source. Such an analysis involves a rich variety of historical documents and artifacts that present alternative voices, accounts,
and interpretations or perspectives on the past.
•The study of history is subject to an individual’s interpretation of past events, issues, and problems. There is usually no one right answer, one essential fact, or one authoritative
interpretation that can be used to explain the past.
•Historians may differ on the facts they incorporate in the development of their narratives and disagree on how those facts are to be interpreted. Thus, written history is a
“dialogue” among historians, not only about what happened but about the historical interpretation of why and how events unfolded.
I Can Statement(s):
****…identify the two major superpowers after WWII
****…explain how capitalism differs from communism
****…understand the reasons for decolonization
****…create a diagram identifying the communist and non communist countries after WWII
Vocabulary:
Conflict & Cooperation
Cold War
Marshall Plan
Communism vs Capitalism
Korea, Vietnam, Domino Theory
Iran
East vs West
Apartheid
Colonization
Independence (Gandhi/India)
Sovereignty
Human Rights
Migration and Population distribution
crafting of borders
Zionism
Push/pull factors
LABOR-Europe/Middle East/North Africa,
US/central America
Technology and Innovation
use of mass media
space/arms race
Internet age
Economic Development/Systems
Communism vs Capitalism
Command, Market, Mixed, Traditional
China
Soviet Union
Japan
Germany
Argentina
Reading and Writing for Literacy and Interdisciplinary Connections
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies
o
Evidence of Learning (Formative Assessment):
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Reading quizzes (short open note/ study guide)
Study guides
Reading notes
Interactions in class
Visual organizers
Maps, charts, pictures, cartoons
“real” quizzes
Summative Assessment:
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Unit test. Multiple choice, short answers, essays
Unit Implementation:
RESOURCES for this unit:
United Streaming (www.discoveryeducation.com)
Free Maps from d-maps: http://d-maps.com/
Free Games (Geography) sheppardsoftware.com
Prezi (use to make presentations): www.prezi.com
Glogster (need an account): www.glogster.com
Overview of each country: Ciaworldfactbook.gov
Current events
cnnstudentnews.com (CNN newscast for students)
http://flocabulary.com/the-week-in-rap/ (Week in Rap)
http://www.bbc.co.uk/cbbc/ (bbc for kids)
Historical events in the news http://hmcurrentevents.com/world-history/
Webquests: Search for given topic http://www.zunal.com/
NC DPI Graphic Organizers:
http://www.dpi.state.nc.us/docs/acre/standards/support-tools/organizers/social/k12social.pdf
Timeglider – Online Timeline Creator – www.timeglider.com
Pearson Prentice Hall World History Textbook
Big Era 8 and 9 - http://worldhistoryforusall.sdsu.edu/eras/era9.php
Avalon: Primary Sources http://avalon.law.yale.edu/
20th Century Documents: http://avalon.law.yale.edu/subject_menus/20th.asp
Fordham University Sourcebooks: http://www.fordham.edu/halsall/
Modern (click links on left for more specific documents):
http://www.fordham.edu/Halsall/mod/modsbook.asp
StudentsFriend.com
http://studentsfriend.com/aids/curraids/curraids.html#anchor1119530
Week 1 (1/2 Week) – Communism v. Capitalism:
Concepts/Topics to cover:
 Communism vs Capitalism
 Command, Market, Mixed, Traditional
 United Nations
Resources and Activities
-Complete word maps (definition, examples, non-examples, sentence or picture) and Venn Diagrams for command/market economies and democracy/communism. This
should help students understand the difference between the two ideas.
The difference between communism and democracy http://www.differencebetween.net/miscellaneous/difference-between-communism-and-democracy/
Chart with the difference between democracy and communism http://www.edb.gov.hk/FileManager/EN/Content_5536/war_n_peace_1_3_eng.pdf
-Turn the classroom into an economic system: Have students buy and sell goods as if they lived in a specific economic system.
-Resources:
Class Debate: Capitalism or Communism- http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6082351
Communism Simulation: webs.rps205.com/.../8FFC70D589204C04875539DB26F482C2.doc
Communism Simulation Game: http://montessorimuddle.org/2010/10/15/capitalism-vs-socialism-a-simulation-game/
-Complete a word map for Superpower. Have students think about what countries they think are superpower today and why they think they are there. Teacher should
show the shift from World War II (with European powers are the superpowers of the world) to post world war where the US and USSR pick up after the destruction of
Europe.
-Complete a Map that highlights Communist and Capitalism Countries (label and color-ie green for capitalism, red for communism)
Week Two (Full Week): The Cold War
Concepts/Topics to cover
Cold War
Communism vs Capitalism
Korean War
Vietnam War
Domino Theory
space/arms race
Resources and Activities
-Discuss the Fear of Communism in the United States: http://www.usd116.org/ProfDev/AHTC/lessons/RuudFel08/RuudFel08Lesson2.htm
-Make a word map ( http://www.readwritethink.org/files/resources/lesson_images/lesson307/wordmap.pdf or http://www.readingquest.org/strat/wordmap.html ) of the
domino Theory
-Review Causes/Events (arms race and proxy wars)/Outcome of the Cold War
Teaching Resources
-Chart for students to complete with resources to look for answers http://www.edb.gov.hk/FileManager/EN/Content_5536/war_n_peace_1_3_eng.pdf
-Have students complete a history frame ( http://www.readingquest.org/strat/storymaps.html) for the Cold War using their notes from the unit/powerpoint/web or
book research
- Search NC Civic Consortium http://www.civics.unc.edu/resources/index.php?affiliation=17&curriculums=4&grades=&courses=#lessonsDiv for lessons on the Cold
War. Lesson include
 The Cold War
 Vietnam and Protest Music
 African American and the Vietnam War
-Cold War Museum http://www.coldwar.org/
-Space Race http://airandspace.si.edu/exhibitions/gal114/gal114.htm or http://www.history.com/topics/space-race
-Space Race Lesson Plans http://www.discoveryeducation.com/teachers/free-lesson-plans/space-milestones.cfm
http://www.pbs.org/newshour/extra/teachers/lessonplans/history/sputnik_10-03.html
-Vietnam War
 History Channel: http://www.history.com/topics/vietnam-war
 PBS: http://www.pbs.org/battlefieldvietnam/
 Primary and Secondary Sources from the War: http://www.digitalhistory.uh.edu/modules/vietnam/
-Korean War
 History Channel: http://www.history.com/topics/korean-war
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BBC: http://www.bbc.co.uk/history/worldwars/coldwar/korea_hickey_01.shtml
Primary Sources from the War: http://www.archives.gov/research/military/korean-war/ or
http://www.trumanlibrary.org/whistlestop/study_collections/koreanwar/index.php
 PBS: http://www.pbs.org/wgbh/amex/bomb/peopleevents/pandeAMEX58.html
- Have students create a wordle (http://www.wordle.net/)with the key words of the Cold War
Week 3 (Full Week): Decolonization and Assessment
Concepts/Topics to cover
Colonization
Independence (Gandhi/India)
Civil Disobedience
Sovereignty
Israel
Human Rights
crafting of borders
Zionism
Push/pull factors
LABOR-Europe/Middle East/North Africa, US/central America
Resources and Activities
Israel
-Have students label a map of Israel and the countries surrounding it (ie Middle East). Then have students shade the countries in based on the dominant religion
(http://www.pbs.org/wgbh/globalconnections/mideast/maps/demo.html ). Students should then predict challenges that might arise from the difference between Israel
(Jewish) and the surrounding countries (Muslim)
-Read Declaration of the Establishment of the State of Israel (primary source in Eastern World Chapter 8 teaching materials). As students read have them underline 4
reasons to start Israel. Then as a class discuss why Israel was created, would anyone be against this plan and could this cause any conflict
-Have students create a word map for Zionism
-Have students read p 204-208 and take two column notes on Israel and Palestine. When they finish they should draw lines between similarities.
-Create a history frame of the Arab-Israeli Conflict. Use formation of Israel as the first event, then trace events that have occurred in the conflict.
- The Guardian’s overview of the conflict http://www.guardian.co.uk/flash/0,,720353,00.html
- BBC Resources and news on Israel http://www.bbc.co.uk/search/israel
India
-Complete Decolonization and Division map of India (in Geography and History teaching materials for Eastern World Chapter 21). Use p. 548-549 to help students see
that Hindus and Muslims were forced to separate when decolonization happened.
-Make a word map for partition to ensure the students know that it meant dividing India and Pakistan based on religion.
-Have students read primary sources by Gandhi (in teaching resources for Chapter 21 of Eastern World). These include Gandhi’s Quit India speech and part of his
Autobiography. When reading student should use Talking to the Text skills. When done they can write an acrostic using GANDHI or create an obituary to tell about what
he stood for and believed in.
-Other resources on Gandhi
- Watch Gandhi http://www.socialstudies.com/pdf/SV234DVG.pdf
- Teaching India Project http://www.teachindiaproject.org/Mahatma_Gandhi_Lesson_Plan.htm
- Tracing Gandhi’s influence on Martin Luther King Jr. http://edsitement.neh.gov/lesson-plan/martin-luther-king-jr-and-power-nonviolence#sect-introduction
-complete word map on civil disobedience. Give students situations and ask them how they might use civil disobedience to resolve it. Discuss if this method is effective.
Help students see the connection to the US civil rights movement (Rosa Parks, sit-ins).
Africa and South America
-as a review of previous units have students complete a word map of colonization
-Compare maps before colonization and after independence. Have students look for similarities. Ask students to propose problems that might arise from those borders
-Have students pick a country to do a case study of their fight for independence. Have students present their findings. Allow students to compare their country to the
other. Teach may want to semantic feature analysis graphic organizer ( http://www.readingquest.org/strat/sfa.html ) to help students see similarities and differences (ie
colonized by British, peaceful overthrow of colonizers, gained independence before 1960). If the teacher does not want to divide up Rwanda is a great case study. There
is a deep history of colonial involvement that led to the genocide of thousands of Tutsis. See Rwanda, Past and Present at NC Civic Consortium for ideas
http://www.civics.unc.edu/resources/index.php?affiliation=17&curriculums=4&grades=&courses=#lessonsDiv
-PBS lesson on Decolonization and self-determination http://www.pbs.org/ralphbunche/education/edu_decolon.html
-Decolonization slide show http://www.slideshare.net/dmcdowell/decolonization
-Politics and Government in Post Colonized Africa http://exploringafrica.matrix.msu.edu/teachers/curriculum/m10/activity4.php
-Current African Country overviews: http://exploringafrica.matrix.msu.edu/teachers/countries/
Week 5: Title (CCSS X.X.X)
Week 6: Title (CCSS X.X.X)
Supportive Unit Resources: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Scaffolding Option 1:
Intervention
Instructional
Activities:
Comparing Economic Systems (Market,
Traditional, Command, Mixed) E.1.3
Students can complete a graphic organizer. The
type of economy is on the first column. For each
Scaffolding Option 2:
Maintenance
Have students complete an Apartheid RAFT.
Students can do research (see links above) or use
the knowledge from class to complete this
assignment. Teacher can assign various roles and
Scaffolding Option 3:
Extension
Complete the Document-Based Assessment on
page 1011 in the Pearson/Prentice Hall textbook.
This assessment includes multiple choice
questions and a writing task that incorporates
type of economy students will have to fill in
boxes the answer these questions (put these on
the top row). Who controls what gets produced?
Who controls how it is produced? Who controls
who it is produced for? What are some countries
that have this economy?
Teachers can use a PowerPoint to produce this,
send students on a webquest or use the internet
for research, use textbooks or use SAS
Curriculum Pathways (www.sasinschool.com)
QL #1513 at
audiences. Roles may include Nelson Mandela,
child in the Soweto uprising FW de Klerk,
white/black/colored South African. Audience
could be the person of the opposite perspective or
a student in the US. The format could be a letter,
speech, poem, song or advertisement. The topic
should focus on the author’s perspective on
Apartheid and how it affects their life. All RAFTs
should be in the time period of apartheid.
primary sources on the Cold War.
OR
Complete the Document-Based Assessment on
page 1041 in the Pearson/Prentice Hall textbook.
This assessment includes multiple choice
questions and a writing task that incorporates
primary sources on the conflict over Kashmir that
was created by British colonization.
Technology Integration: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Multimedia
Activities:
SAS Curriculum Pathways QL #1297
End of the Cold War: This 4 minute audio/video
tutorial reviews the start of the Cold War
(causes, placed involved), conflict throughout
the Cold War (proxy wars, arms race, nuclear
weapons) and the end of the Cold War. Students
have the option to take a multiple choice quiz at
the end (which allows students to keep guessing
until they get the correct answer). This is a great
review of the Cold War for students who did not
understand the first time or an introduction for
all students.
E.1.3: Students who understand economic systems
will have a chance to review each system, then
see how they work in the world today. Students
will complete graphic organizer as they complete
research.
Econedlink.org Webquest
What would life be like in the North Korean
economy? How would things be different in the
economy of Chad? In this lesson, you will have
the opportunity to compare these two economies
to the U.S. economy, and you’ll practice using
some tools that can help you to study any
economy in the world. In this lesson students will
define market economies, command economies,
and developing economies. Students will also
compare one country with another by reference to
factors associated with economic performance.
SAS Curriculum Pathways QL #937
Gandhi and the Partition of India: Explore demands for
India independence and the potential conflict between
Hindus and Muslims to answer this question- Should
India be Partitioned? Take a position and defend it with
evidence from primary-source documents.
*Activity plays video, students may need headphones
if completing independently.
*students can email teacher’s their response