DURHAM PUBLIC SCHOOLS 2013-12014
UNIT 4 PLAN FOR 7TH GRADE CONTENT AREA
Unit Overview:
Instructional Time: 5 weeks (25 days)
Quarter
One
X Two
Three
Four
Course/Grade Level: 7th Grade Social Studies
Revised Bloom’s Taxonomy: Level 1-6
Unit Theme:
A World at War Part I
Unit Summary: This unit will focus on events leading up to World War I, including the rise of nationalism in various countries, the events of World War I, and its aftermath,
including the failure of global cooperation. It will allow for the investigation of the Russian revolution of 1917 and Lenin’s adoption of Marx’s original theory of Communism
which later advanced into Stalin’s totalitarianism system.
North Carolina Informational Technology Essential Standards:
7.SI.1 Evaluate information resources based on specified criteria
7.SI.1.1 Evaluate resources for reliability. (Reliability can be determined by currency, credibility, authority, etc. depending on the curriculum topic).
7.SI.1.2 Evaluate content for relevance to the assigned task.
7.SI.1.3 Evaluate resources for point of view, bias, values, or intent of information.
7.TT.1 Use technology and other resources for assigned tasks.
7.TT.1.1 Use appropriate technology tools and other resources to access information.
7.TT.1.2 Use appropriate technology tools and other resources to organize information (e.g. graphic organizers, databases, spreadsheets, and desktop publishing).
NC Essential Standards:
7.H.1.1Construct charts, graphs, and historical narratives to explain particular events or issues over time.
7.H 1.2Summarize the literal meaning of historical documents in order to establish context.
7.H.1.3Use primary and secondary sources to interpret various historical perspectives.
7.H.2.1Analyze the effects of social, economic, military and political conflict among nations, regions, and groups (e.g. war, genocide, imperialism and colonization).
7.H.2.2Evaluate the effectiveness of cooperative efforts and consensus building among nations, regions, and groups (e.g. Humanitarian efforts, United Nations, World Health Organization, NonGovernmental Organizations, European Union and Organization of American States).
7.H.2.3Explain how increased global interaction accelerates the pace of innovation in modern societies (e.g. advancements in transportation, communication networks and business practices).
7.G.1.1 Explain how environmental conditions and human response to those conditions influence modern societies and regions (e.g. natural barriers, scarcity of resources and factors that influence
settlement).
7.G.1.2 Explain how demographic trends (e.g. population growth and decline, push/pull factors and urbanization) lead to conflict, negotiation, and compromise in modern societies and regions.
7.G.2.2Use maps, charts, graphs, geographic data and available technology tools (i.e. GPS and GIS software) to interpret and draw conclusions about social, economic, and environmental issues in
modern societies and regions.
7.E.1.1 Explain how competition for resources affects the economic relationship among nations (e.g. colonialism, imperialism, globalization and interdependence).
7.E.1.2 Explain the implications of economic decisions in national and international affairs (e.g. OPEC, NAFTA, G20, WTO,EU and economic alliances).
7.E.1.4
Explain how personal financial decision-making impacts quality of life (e.g. credit, savings, investing, borrowing and giving).
7.C&G1.1 Summarize the ideas that have shaped political thought in various societies and regions (e.g. Enlightenment and Scientific Revolution, democracy, communism and socialism).
7.C&G.1.4 Compare the sources of power and governmental authority in various societies (e.g. monarchs, dictators, elected officials, anti-governmental groups and religious, political factions).
7.C.1.1Explain how culture unites and divides modern societies and regions (e.g. enslavement of various peoples, caste system, religious conflict and Social Darwinism).
7.C1.2 Explain how cultural expressions (e.g. art, literature, architecture and music) influence modern society.
Essential Question(s):
 What is nationalism?
 What role did nationalism and imperialism play in WWI?
 What were the causes of WWI?
 What is a turning point?
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What are the different perspectives on WWI?
What were the effects of WWI
What were the causes of the Russian Revolution?
Why did communism rise in Russia?
What is fascism?
Is war ever justified?
Is violence ever justified?
How do technological advancements impact war?
How does war impact the economy of a society?
Why do human rights violations happen?
How much control should government have over the lives of its citizens?
How does the economy influence all other parts of society?
Should one lay down their life for their country?
How does geography affect major world events?
Enduring Understanding(s): resource - NCDPI UNPACKING DOCUMENT
http://www.ncpublicschools.org/docs/acre/standards/support-tools/unpacking/social-studies/7th.pdf
I Can Statement(s):
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I can define nationalism and analyze the role it played in WWI.
I can make connections between the Age of Imperialism and WWI.
I can identify major turning points of WWI.
I can evaluate the connections between geography and historical events.
I can determine why Russia adopted a communist government.
I can analyze the rise of fascist governments.
I can make connections between economic factors and world events.
I can form opinions about the necessity of wars.
I can identify the importance of human rights.
I can evaluate the multiple perspectives surrounding the two world wars.
I can organize information into causes and effects.
I can create maps, charts and graphs, relevant to the time period.
Vocabulary:
World War I:
Nationalism, Alliance, Strategy, Trench Warfare, Treaty of Versailles ,
Assassination, Democracy, Isolationism, League of Nations, Imperialism, Ethnic
Conflict, Fourteen Points, Appeasement, Allies, Central Powers, militarism,
Russian Revolution:
Bolshevik, Vladimir Lenin, USSR, Soviet Union, Communist, dictatorship, new
economic policy, nationalized, Joseph Stalin, totalitarianism, collectivization, Bloody
Sunday, Communism
Archduke Francis Ferdinand, Propaganda, Glowworm, recycling/rationing,
Tuskegee Airmen, Women at Work, Flying Tigers,
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. This unit should incorporate
informational text. You can also use fictional materials to make connections to the subject matter. (See examples listed in resources section.)
All Quiet on the Western Front (Note there is a video made from this novel)
Erich Maria Remarque (Author), A W. Wheen
Paul Baumer enlisted with his classmates in the German army of World War I. Youthful, enthusiastic, they become soldiers. But despite what they have learned, they break into pieces under the
first bombardment in the trenches. And as horrible war plods on year after year, Paul holds fast to a single vow: to fight against the principles of hate that meaninglessly pits young men of the same
generation but different uniforms against each other--if only he can come out of the war alive.
Essential Question

Determine the meaning of words and phrases
as they are used in a text, including vocabulary
specific to domains related to history/social
studies
I Can Statement
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Resources
I can make historical and geographical
connections to the novel I am reading.
Evidence of Learning (Formative Assessments):
Summative Assessment(s):
Warm up journal (daily or weekly)
Teacher observation during classroom activities
Exit Slips
Homework
Daily checks for understanding
Skits
Editorials
Journaling
Debates
Teacher made test
Projects
Essays
Student Created Newspapers
Blog
Brochures
Teaching Materials: This website offers an abundance
of teaching materials, level questioning, book synopsis,
and chapter summaries, and a variety of links that relate
to content covered within the novel.
http://www.discoveryeducation.com/teachers/freelesson-plans/all-quiet-on-the-western-front.cfm
Unit Implementation:
United Streaming
National Geographic
Free Maps from d-maps: http://d-maps.com/
Free Games (Geography) sheppardsoftware.com
BBC History for kids:
http://www.bbc.co.uk/history/forkids/
Prezi (use to make presentations): www.prezi.com
Glogster (need a paid 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)
Mr. Dowling: http://www.mrdowling.com/
RESOURCES for this unit:
 Holt, Eastern World (Blue Book): Chapter 23, page 598 (there isn’t a lot dealing with Eastern world on WWI, you will have
to pull additional resources.)
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Holt Western World (Red Book): Chapter 15, pages 376-393, Chapter 20, pages 496-500
Promethean Planet: www.prometheanplanet.com
Discovery Education: www.unitedstreaming.com
PBS Learning: http://unctv.pbslearningmedia.org/
School History, collection of teaching materials: www.SchoolHistory.co.uk
*History on the Net - www.historyonthenet.com
*Big Era 6 - http://worldhistoryforusall.sdsu.edu/eras/era6.php
Avalon: Primary Sources http://avalon.law.yale.edu/
16th century: http://avalon.law.yale.edu/subject_menus/16th.asp
17th century: http://avalon.law.yale.edu/subject_menus/17th.asp
Social Studies for Kids: http://www.socialstudiesforkids.com/
Fordham University Sourcebooks: http://www.fordham.edu/halsall/
Modern: http://www.fordham.edu/Halsall/mod/modsbook.asp
StudentsFriend.com- Modern (link below) http://studentsfriend.com/aids/curraids/curraids.html#anchor1119530
Problem Attic (for NYS Regents Questions): http://www.problem-attic.com/login
Scholastic Interactive Resources, this site offers interactive primary accounts and tools to teach about various topics from
WWI: http://teacher.scholastic.com/activities/wwii/index.htm
Week 1: Pre-Assessment, Nationalism in Germany and Italy, Causes of World War One, Alliances of World War One
This week should focus on MAIN (militarism, alliances, imperialism, and nationalism) and how they were the causes of World War I. Have students create a map on the geography of WWI, this
will enable them to visualize where the war was fought and which countries are involved. Students understanding of the causes of WWI are crucial to this unit and the following unit. The use of
stations is a great way to facilitate learning while covering many different topics for this. The stations could incorporate primary sources, maps, documents, video clips, audio clips, etc. Using the
resources given below, create a variety of stations that incorporate various learning styles, levels of thinking, and aspects of the causes of WWI.
Essential Question

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

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What is nationalism?
What role did nationalism and imperialism play in
WWI?
What were the causes of WWI?
What are the different perspectives on WWI?
What were the effects of WWI
Is war ever justified?
Is violence ever justified?
How does war impact the economy of a society?
Why do human rights violations happen?
How does geography affect major world events?
I Can Statement
Resources
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World War I Lesson Plans:

PBS Resource on World War I. There is a huge
selection of teaching materials, lesson plans, videos,
and primary sources.
http://www.pbs.org/greatwar/resources/lesson.html
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Collection of World War I lesson plans:
http://www.trumanlibrary.org/whistlestop/teacher_l
essons/secondary_lessons.htm
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Lesson plan for creating a timeline of world war I.
http://betterlesson.com/directory/middle_school/cur
rent_events
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Collection of lesson plans pertaining to concepts of
World War I. There are some great quick write
activities and longer writing prompts as well to
gauge student performance.
http://ushistorysite.com/ww1.php
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I can define nationalism and analyze the role it played in
WWI.
I can make connections between the Age of Imperialism
and WWI.
I can identify major turning points in the two World
Wars.
I can evaluate the connections between geography and
historical events.
I can make connections between economic factors and
world events.
I can form opinions about the necessity of war.
I can identify the importance of human rights.
I can evaluate the multiple perspectives surrounding the
two world wars.


I can organize information into causes and effects.
I can create maps, charts and graphs, relevant to the time
period.
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Newspaper pictorials and stories from World War I
era. Students can compare and contrast various
stories pertaining to World War events and add to a
timeline.
http://www.besthistorysites.net/index.php/americanhistory/1900/wwi
Create maps to show understanding of active
participants in World War One and Two vs.
countries that practiced isolationism.
http://www.pbs.org/greatwar/maps/
Nationalism Lesson Plans:
 Lesson plan on nationalism that outlines the start of
nationalism after the French Revolution leading up
to WWI. Students will watch video clips and create
a timeline to track the evolution of nationalism.
http://www.zaneeducation.com/Videos/History/19th
_Century_World_History/Nineteenth-CenturyNationalism.php
Week 2: Start of World War One, Major Events of World War One, WWI Tactics, New weaponry
This week should focus on the beginning of World War I, and major events. Special attention should be made on new war tactics (like trench warfare), new war technology and weaponry and how
it impacted the soldiers on all fronts. Pulling primary sources and performing photo analysis activities is a great way to make an impact with the students on these advancements. The use of
stations is a great way to facilitate learning while covering many different topics for this. The stations could incorporate primary sources, maps, documents, video clips, audio clips, etc. Using the
resources given below, create a variety of stations that incorporate various learning styles, levels of thinking, and positive and negatives of the use of trench warfare in WWI. Use the primary
sources given below to have the student’s perform some picture analysis activities. This will enable them to visualize the war and make connections to their own life. When analyzing pictures,
ensure that you have premade multi-leveled questions for the students to complete and allow time to review them as a whole class.
Essential Question
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








What is nationalism?
What role did nationalism and imperialism play in
WWI?
What were the causes of WWI?
What are the different perspectives on WWI?
What were the effects of WWI
Is war ever justified?
Is violence ever justified?
How do technological advancements impact war?
How does war impact the economy of a society?
Why do human rights violations happen?
How does geography affect major world events?
I Can Statement
Resources

World War I Lesson Plans:
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Variety of worksheets, literature, maps, etc. on the
causes of World War I. These could be used as
station work, literature circles, or collaborative
group jigsaw activities.
http://www.schoolhistory.co.uk/gcselinks/wars/first
wwlinks/wwi_worksheets.html

PBS Resource on World War I. There is a huge
selection of teaching materials, lesson plans, videos,
and primary sources.
http://www.pbs.org/greatwar/resources/lesson.html

Collection of World War I lesson plans:
http://www.trumanlibrary.org/whistlestop/teacher_l
essons/secondary_lessons.htm

Lesson plan for creating a timeline of world war I.
http://betterlesson.com/directory/middle_school/cur
rent_events

Collection of lesson plans pertaining to concepts of
World War I. There are some great quick write









I can define nationalism and analyze the role it played in
WWI.
I can make connections between the Age of Imperialism
and WWI.
I can identify major turning points in the two World
Wars.
I can evaluate the connections between geography and
historical events.
I can make connections between economic factors and
world events.
I can form opinions about the necessity of war.
I can identify the importance of human rights.
I can evaluate the multiple perspectives surrounding the
two world wars.
I can organize information into causes and effects.
I can create maps, charts and graphs, relevant to the time
period.
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activities and longer writing prompts as well to
gauge student performance.
http://ushistorysite.com/ww1.php
Newspaper pictorials and stories from World War I
era. Students can compare and contrast various
stories pertaining to World War events and add to a
timeline.
http://www.besthistorysites.net/index.php/americanhistory/1900/wwi
Week 3: Outcomes of World War One, Failure of Treaty of Versailles, Fourteen Points, The Great Depression
This week should focus on the outcomes of World War I; Student will explore the successes and failures of the Treaty of Versailles (see activity below) as well as begin to look at the effects of the
war. It’s important for the students to understand how the Treaty affected Germany so that it will help lead them into the beginning of World War II. Students should explore the implementation of
the League of Nations and its purpose in the global perspective. Students will explore the worldwide depression (See activity below) which will help lead into the next unit on WWII.
Essential Question
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Is violence ever justified?
Why do human rights violations happen?
How much control should government have over the
lives of its citizens?
How does the economy influence all other parts of
society?
How does geography affect major world events?
I Can Statement
Resources

Treaty of Versailles Lesson plan:
Treaty of Versailles in class simulation to identify areas of
weakness with the treaty and compare and contrast differing
viewpoints.http://trip.schoolinsites.com/Default.asp?L=2&LM
ID=152771&PN=Pages&DivisionID=3933&DepartmentID=3
848&SubDepartmentID=&SubP=Level2&PageID=6138&Su
bPageID=3965
Great Depression:
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Resources demonstrating conditions during the
Great Depression. Students can compare and
contrast conditions to modern day and look for
major similarities and differences.
http://betterlesson.com/directory/middle_school/cur
rent_events
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I can evaluate the connections between geography and
historical events.
I can make connections between economic factors and
world events.
I can form opinions about the necessity of wars.
I can identify the importance of human rights.
I can organize information into causes and effects.
I can create maps, charts and graphs, relevant to the time
period.
Week 4 & 5: Russian Revolution, Soviet Union under Lenin, Soviet Union under Stalin, Review, Assessment
This week should focus on the overthrow of the Czar and Czarina of Russia and the rise of the Bolshevik party. The country undergoes a complete transformation with Lenin and Stalin. A basic
understanding of Communism is important to cover with the students. Without this knowledge, they will experience a difficult time in future units. Showing video clips, simulations, reading
selections will enable the students to grasp how Communism is different from other forms of government. Comparing and contrasting to Democracy also will help the students understanding.
Essential Question
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What were the causes of the Russian Revolution?
Why did communism rise in Russia?
Is violence ever justified?
Why do human rights violations happen?
How much control should government have over the
lives of its citizens?
I Can Statement
Resources
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Russian Revolution:
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Youtube video on Cow economics:
http://www.youtube.com/watch?v=bmtDpAtiKJc
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Students will construct a map of Russia detailing the
underlying issues that resulted by the nations lack of
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I can evaluate the connections between geography and
historical events.
I can determine why Russia adopted a communist
government.
I can make connections between economic factors and
world events.
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How does the economy influence all other parts of
society?
How does geography affect major world events?
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I can form opinions about the necessity of wars.
I can identify the importance of human rights.
I can organize information into causes and effects.
I can create maps, charts and graphs, relevant to the time
period.
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resources and the economic downfall of the time.
http://www.coreknowledge.org/mimik/mimik_uploa
ds/lesson_plans/1506/7_SeeingRedWinterPalace.pdf
Students will preview Propaganda posters during
the Stalin regime. You can have students do a
gallery walk with a variety of posters in the
classroom or hallway and have them answer
specific questions per poster or write their
reaction(s) when viewing the poster or what they
thought eh poster was trying to persuade the
intended audience to do.
http://multimedialearningllc.files.wordpress.com/20
10/03/stalinist-propaganda.pdf
Have students work in groups to create a brief
historical drama to portray events that occurred
during the Russian Revolution:
http://www.discoveryeducation.com/teachers/freelesson-plans/the-russian-revolution.cfm
Example Culminating Activities:
- Have students create a game showing causes and effects of World War One and World War Two, Russian Revolution, etc. This could be jigsawed by collaborative groups by
assigning a different topic to each group.
- Propaganda posters showing impact of propaganda on people throughout the world during the war.
- Create a map showing how World War One changed the geography of the world.
- Political cartoons showing governmental types, causes and effects of the war
- Write newspaper articles about the major events of World War One.
- Create a press conference with major leaders of World War One so they could be questioned about why they decided to go to war.
- Create Propaganda posters/political cartoons pertaining to issues in school or local community.
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
Scaffolding Option 2:
Maintenance
Instructional Activities:
Using trench warfare pictures from WWI, have
students do a photo analysis activity wherein
they must analyze the images and draw
conclusions about what they see.
Multimedia Activities:
SAS Curriculum Pathways lesson on
the US Entering the War:
http://www.sascurriculumpathways.c
om/portal/Launch?id=611
Scaffolding Option 3:
Extension
Using trench warfare pictures from WWI, as well as
After completing the photo/ excerpt analysis,
excerpts from All Quiet on the Western Front, have
have students write their own historical
students do a photo analysis activity wherein they
narrative about what life was like for a soldier
must analyze and evaluate the images that they see
fighting in the trenches during WWI.
and the descriptions that they hear.
SAS Curriculum Pathways lesson on
SAS Curriculum Pathways lesson
SAS Curriculum Pathways lesson
the Letters from the Trenches:
on the Trotsky & Lenin:
on the Treaty of Versailles:
http://www.sascurriculumpathways.c
http://www.sascurriculumpathways
http://www.sascurriculumpathways
om/portal/Launch?id=599
.com/portal/Launch?id=391
.com/portal/Launch?id=934
Technology Integration: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Multimedia Activities:
ActivInspire Flipcharts, ActivEngage student response, edublogs.com, Prezi, History Channel, Encyclopedias, Culture Grams, Internet,
SmartBoards, Primary Source Documents (National Archives), Textbooks, Discovery Education, Brain Pop, Quizlet, YouTube, World War
Two Newspapers, Sound Clips from BBC School Radio, PowerPoint Presentations, etc.