Jason, Emina, Katie and Vanessa
Template #4: Unit Overview
Course: CHY4C The West and the World
Unit 4: Conflict and Cooperation
SUMMARY of UNIT:
This unit will cover a wide-range of events, topics and issues since the 1900s. While there will be considerable focus on
World War One, World War Two, the Holocaust, specific instances of peace and cooperation will be emphasized as well.
Through this unit, and in connection with the summative assessment, students are given opportunities to refine their
research skills, critical thinking skills and perspective-taking skills. In some way, each lesson will challenge students to
interpret and analyze historical events from an alternative viewpoint.
SUMMATIVE ASSESSMENT TASK(S): Alternative Booklet
Students will select 2 key examples of conflict and 1 key example of cooperation from the textbook (or vice versa) and
rewrite each selected passage from another individual or group’s point of view. Through this process, students will reflect
on how well the textbook has incorporated alternative voices/perspectives as well as develop important research skills,
critical thinking skills and perspective-taking skills.
OVERVIEW OF LESSONS IN UNIT
Lesson Title
Summary of lesson (3-4 sentences
+ length of lesson
(i.e. number of
periods)
Path to World
War One /
Europe in
Turmoil /
Aftermath of the
Great War
(4 periods)
Fragile Years InBetween
(1920-1929)
(2 periods)
Fragile Years InBetween
(1929-1937)
(2 periods)
maximum describing the topic of the lesson and
the skill focus)
Formative assessment that
will occur during this lesson (or that
is due on this day) to provide
feedback to students on the
progression of their skills and/or
knowledge required for the
summative
*Textbook Decision
DUEstudents will provide a
brief outline of the
conflict/cooperation they want to
focus on and potential alternative
perspectives
Specific Expectations
Addressed
Jason, Emina, Katie and Vanessa
Mussolini, Hitler,
and the Rise of
Fascism
(1 period)
*Bibliography DUE with template
Setting the
Stage: Pacific
and European
Theatres
(1 period)
Diplomacy
Shattered:
Outbreak of
WWII (2 periods)
The Holocaust
(2-3 periods)
Post-WWII: New
nations and the
idea of human
rights
(1-2 periods)
The two periods will focus on the
failure of the league of nations, the
war i.e. the Axis offensive and the
Allied victory, the dropping of the
Atom bomb. The skill of attention to
detail, note taking and researching
will be nurtured. The skill of
summarizing information will be
focused on.
This lesson will focus on the various
perspectives of the accusers and the
accused after the atrocities. It will
focus on racism-supporting German
propaganda and the concentration
camps. The skill of taking an alternate
perspective and examining both sides
will be nurtured.
Will include searching the
textbook and summarizing
opinions either to criticize
the text or use it to support
students’ opinions on a
particular issue.
This lesson will focus on the United
Nations, the Charter of Human Rights
and Freedoms, decolonization, and
Cold War tensions between U.S. and
the Soviet Union. The skills of
researching and note taking will be
combined with the skill of EBS in
preparation for the rough draft of the
“Alternative Booklet Assignment.”
The skill of pointing out biases will
also be focused on
Time to consider biases in
research notes and take the
alternate perspective. This
will help students to
prepare the rough draft of
their “Alternative Booklet”
assignment.
*Research Notes with template
DUE
Peer-evaluation of
“researched notes” on
textbook examples of
conflict and co-operation
– describe the key factors
that have led to
conflict and war (206)
– explain the reasons for
the success or failure of
selected approaches to
maintaining
international order (206)
– describe the main
tenets of some key
modern beliefs and
philosophies and how
they have shaped
Western thought (209)
- explain how factors have
impeded the
advancement of human
rights (210)
- describe pivotal events,
issues, and personalities
associated with the
process of decolonization
and nation building from
1945
to the present (205)
– describe the
contribution of individuals,
groups, and international
organizations
who facilitated the
advancement of individual
and collective human
rights (210)
Jason, Emina, Katie and Vanessa
A Post-Colonial
World
(1-2 periods)
*Rough Draft DUEsee
expectations on task sheet
The Cold War
(1 period)
This lesson will provide a brief overview of the
Cold War (ideological struggle between the US
and Soviet Union) as well as the implications for
different groups. Students will have the opportunity
to evaluate a section in their textbook and
determine the level of bias based on criteria.
Graphic organizers will be used for pre/during/post
reading strategies.
*students will hand in a written
paragraph that explains their overall
assessment of bias in a section of
the textbookthis supports critical
thinking skills and perspective-taking
skills
Putting the
Present in
Context:
Economic
Overview Since
WWI
(1-2 period)
This lesson will be focusing on the development of
the global economy, different approaches to the
global economy and various factors that stimulated
growth (e.g. technology, migration, etc.). There will
also be a discussion on “globalization” (connected
to technological advancements). Students will
evaluate the political/social/cultural impact of
globalization in a modern context through an
academic controversy. Critical thinking and
communication skills will be emphasized.
*through the academic controversy,
students will consider different
perspectives on the impact of
globalizationperspective-taking
skills important for the summative
assessment
Society and
Culture in a
Global Context
(1 period)
This lesson will explore the different cities since
the 1970s (e.g. Berlin, Toronto, Tokyo etc.) while
making appropriate and meaningful connections to
past events that have influenced their current
status. Students will examine a variety of visual
and print-based sources and create a placement
as a group to provide a detailed analysis of each
selected city.
*N/A—Summative Assessment DUE
• describe pivotal events,
issues, and personalities
associated with the process of
decolonization and nation
building from 1945-present (pg.
205)
• evaluate the credibility of
sources and information (pg.
213)
• analyse historical events and
issues from the perspectives of
different participants in those
events and issues (pg. 213)
• describe key factors that have
prompted and facilitated
increasing interaction between
peoples since the sixteenth
century (pg. 205)
• describe the nature of
selected technological changes
and their impact on individuals,
social structures, communities,
and the environment (pg. 207)
• describe the consequences of
global economic
interrelationships that
developed in the twentieth
century (pg. 211)
• describe the nature of a
variety of communities and
groups founded on religious,
ethnocultural, and/or
intellectual principles (pg. 205)
• identify internal and external
forces that have influenced the
process and scope of change
that has occurred in different
regions since the sixteenth
century to present (pg. 207)