1
2
3
4
5
1. Question
Think about when you get into an argument with your
parent, a sibling or your best friend.
What happens when you solve your differences?
Does each person get their way?
Is your relationship the same as it used to be?
In 1944-45, the world watched as the Axis powers lost control over
their claimed lands in Europe and the Pacific. The Allied powers
restored many of the occupied lands to their former glory. After two
global wars consumed the world, countries that fought against one
another would need to learn to interact in a more constructive way.
Image Sources: www.clipart.com by subscription
6
Next
2. Information Sources - Review
1
2
3
4
5
Activate your prior knowledge about World
War I:
 The causes of World War I
 The consequences of World War I
Activate your prior knowledge about World
War II:
 The causes of World War II
 The consequences of World War II
Use the provided VoiceThread or class
discussion to summarize causes and
consequences of each war.
Image Source: www.clipart.com by subscription
6
Next
3. Student Activity
1
2
3
4
After World War I, countries decided to join together to create the
League of Nations. The outbreak of World War II led to the
disunion of the organization because it lacked authority over any
country that joined! After World War II, a new organization was
developed to support cooperation between all countries of the
world.
Learn about the creation of the United Nations:



Brain Pop – United Nations
World Book Student - United Nations
NBC Learn – Signing the United Nations Charter
Image Source: Microsoft Clip Art
Learn about the specific jobs and goals of the United Nations
 United Nations Charter
 United Nations – Goals
Organize your thoughts about the United Nations using the
provided graphic organizer or create your own.
Image Source: Microsoft Clip Art
5
6
Next
1
4. Assessment Activity
1. Synthesize all of your prior and newly gained
knowledge:
Complete the sequence chain.
 How were the problems from World War I and
World War II addressed in creating the United
Nations?
 How are the goals and jobs of the United Nations
helping to resolve conflicts in the world today?
2. Create your response to the following question:
How did the world wars of the 20th century
change the way countries interact with
each other?
Image source: UN
2
3
4
5
6
Next
5. Enrichment Activities
The United Nations has created 8
Millennium Goals to improve life for
humans by trying to eradicate
poverty.
1
2
3
4
5
6
Learn about the newest
member to join the United
Nations: South Sudan.
 United Nations 8 Millennium
Goals
Browse the website to find how YOU
can help!
Talk to your teacher or Student Service
Learning coordinator if you are
interested in creating a project to
help wipe out hunger.
Info graphic: South Sudan
United Nations efforts in
South Sudan
PBS South Sudan Profile
Next
6. Teacher Support Materials
BCPS Curriculum
1
2
3
4
5
6
Time Frame:
AIM 17, Students will evaluate the causes and consequences of international conflict and cooperation during the 20th century.

KSI-A, evaluate the causes and consequences of World War I
Differentiation:
KSI-B, evaluate the causes and consequences of World War II

On page 2, the students may participate in a VoiceThread or a class discussion
KSI-C, determine the degree to which the United Nations addresses the causes of international conflict

Databases provided have text features to assist in reading (audio read-aloud,
embedded dictionaries)

BrainPop includes closed captioning for student to follow along
Maryland State Curriculum
7.2.C.1. Analyze major sources of tension, cooperation, and conflict in the world and the efforts that have been made to address them
7.5.C.1. Analyze the major sources of tension and conflict in the contemporary world
R1.1.2. Uses context to determine the meaning of words.
R1.3.2. Uses understanding of textual features to guide the comprehension of texts.
Learning Styles:


Common Core State Standards

Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.

Standards for the 21st Century Learner
1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and
gather meaning.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further
investigations.
Visual, Auditory, Tactile, Active, Global Understanding, Analytical
AVID Strategies:
R1.3.4. Uses understanding of the meaning, coherence, validity, and relevancy of ideas to guide comprehension and make connections within
and across texts.
Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject
under investigation.
2-3 45 minute class periods
inquiry based learning
Notes to the teacher:
Teachers must introduce World War I and World War II first before this lesson can
be completed.
Teacher will need to create a VoiceThread with 4 slides that students can comment
on.
Consult with your School Library Media Specialist to implement this Slam Dunk
Lesson.

Students can turn in activities by saving Microsoft documents and copying it to your
school’s student drive.


Remove the following link before implementing this Slam Dunk lesson: Answer key
Maryland Technology Literacy Standards for Students
3.0: Use a variety of technologies for learning and collaboration.
Last updated: July 2013
Created by Jamie Higgins Shaull, Department Chair- Social Studies/Library Media Intern
BCPS Slam Dunk Research Model, Copyright 2012, Baltimore County Public Schools, MD, all rights served. The models may be used for educational, non-profit school use only.
All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module.