Social Studies – U. S. Since 1877 Unit of Study: World War I second Grading Period – Unit 1 curriculum overview

Download 2.38 Mb.

Page	24/26
Date	28.05.2018
Size	2.38 Mb.
	#51452

1 ... 18 19 20 21 22 23 24 25 26

Social Studies – U.S. History Since 1877

Unit of Study: The Beginnings of War

CURRICULUM GUIDE

Second Grading Period – Unit 4

Guiding Questions	Essential Pre-requisite Skills
How were the causes of World War II similar and different from those of World War I? How did the Treaty of Versailles and events after the treaty set the stage for the growth of dictatorships in Europe? Was the United States justified for entering in World War II?	Using cause and effect to demonstrate historical events. (Grade 1 – Grade 10) Understanding political, social, and economic issues surrounding a historical event. (Grade 1 – Grade 10)
The Teaching Plan
Instructional Model & Teacher Directions The teacher will…	So students can….
Use the textbook, Social Studies website and other materials to… Hook Conduct the Experiential Exercise from Chapter 34 of the History Alive kit. (US.1A, US.1B, US.1C, US.6A, US.6B, US.6C, US.14A, US.15B, US.19A, US.19B, US.20A, US.20C, US.22A, US.24A, US.24B, US.24C, US.24D, US.25A, US.25B)		See Lesson Plan for Details
Guided Practice Demonstrate how to use different map skills to provide information on Europe and Asia at the beginning of World War II. (US.1A, US.1B, US.1C, US.6A, US.6B, US.6C, US.14A, US.15B, US.19A, US.19B, US.20A, US.20C, US.22A, US.24A, US.24B, US.24C, US.24D, US.25A, US.25B, US.25C, US.25D)		With a partner, use a blank outline map of both Europe and Asia to label the different countries before the beginning of World War II. With a partner, write three predictions based on historical precedence on how nations such as Germany and Japan would want to expand their borders.
Demonstrate how to create a webbing diagram to demonstrate the characteristics of the concepts of nationalism, totalitarianism, fascism, and Nazism. (US.1A, US.1B, US.1C, US.6A, US.6B, US.6C, US.14A, US.15B, US.19A, US.19B, US.20A, US.20C, US.22A, US.24A, US.24B, US.24C, US.24D, US.25A, US.25B, US.25C, US.25D)		Create a webbing diagram on the four “isms” to include their characteristics. With a partner, compare and contrast the different “isms” and analyze how they apply to Europe and Asia during this time period.
Model how to create a graphic organizer that compares and contrasts the governments of Spain, Italy, Germany, Japan and the Soviet Union. (US.1A, US.1B, US.1C, US.6A, US.6B, US.6C, US.14A, US.15B, US.19A, US.19B, US.20A, US.20C, US.22A, US.24A, US.24B, US.24C, US.24D, US.25A, US.25B, US.25C, US.25D)		Create a graphical compare and contrast chart dealing with the governments of Italy, German, Japan and the Soviet Union. Include on the chart the leaders of each of the nations and their economic models.

Directory: admin -> curric
admin -> Meaning of disaster management type of disaster present synario of disaster in india
admin -> Table Of Contents introduction 2
admin -> Town of Nags Head Annual Report
admin -> Hurricanes are getting fiercer
admin -> Ieee/iee electronic Library (iel)
admin -> Project Title: Research and Development for goes-r risk Reduction Principal Investigator
admin -> General information
admin -> Annual Safety and Security Report
curric -> Essential Strategies for Effective Writing Curriculum for efl 5 Adult Learners June 2008 Co-Authors and Editors: Ann Marie Barter, Maine Department of Education Juliette Dzija, Auburn Adult and Community Education Christina Parks
curric -> ®saisd social Studies Department

Download 2.38 Mb.

Share with your friends:

1 ... 18 19 20 21 22 23 24 25 26