Unit 6

This unit explores the causes, events, and consequences of the major global conflicts of the 20th century, including World War I and World War II, and their lasting impact on international relations and warfare. Students will evaluate how the causes and effects of World War I set the stage for subsequent conflicts, analyze the long-term causes and triggering events of World War II, and examine the role of technological advancements in shaping military strategies and outcomes. Through critical analysis of these themes, students will develop a comprehensive understanding of how global conflicts transformed the political, social, and technological landscape of the modern world.

9-12 Days

Standards Coding Key: 

Civ= Civics Geo= Geography Eco= Economics His= History Inq= Inquiry

Content Standards

MW.His.1.e.
Evaluate how the causes and effects of World War I influenced global conflicts in the 20th century (e.g., imperialism, industrialization, nationalism, collapse of empires, communism, socialism, fascism).

MW.His.15.a.
Develop a historical argument about the long-term causes and triggering events that led to World War II (e.g., militarism, nationalism, Treaty of Versailles, Japanese imperialism, appeasement).

MW.His.2.b.
Analyze how changes in military technology impacted the outcomes of various conflicts throughout the 20th century (e.g., barbed wire, bio-chemicals, flamethrowers, submarines, tanks, aircraft, computer technology, nuclear weapons).

Inquiry Standards (all units) 

MW.Inq.1.a. 

Explain how a question reflects an enduring issue in Modern World History.

MW.Inq.1.b.

Explain how supporting questions contribute to an inquiry and how new compelling and supporting questions emerge when engaging sources that represent varied perspectives.

MW.Inq.1.c.

Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.

Aligned to District Vision of a Graduate

An Effective Communicator 

• clearly and concisely conveys information for shared understanding

  • MW.His.15.a.

  • MW.Inq.1.a.

  • MW.Inq.1.b.

  • MW.Inq.1.c.

• command of the language; written and verbal

  • MW.His.15.a.

  • MW.Inq.1.a.

  • MW.Inq.1.b.

Skilled Socially 

• uses effective verbal and non-verbal communication skills

  • MW.His.15.a.

  • MW.Inq.1.a.

  • MW.Inq.1.b.

A Critical Thinker 

• applies unbiased analysis and evaluation

  • MW.His.1.e.

  • MW.His.15.a.

  • MW.His.2.b.

  • MW.Inq.1.b.

  • MW.Inq.1.c.

• willing to adapt new information and question things

  • MW.His.1.e.

  • MW.His.15.a.

  • MW.His.2.b.

  • MW.Inq.1.a.

  • MW.Inq.1.b.

  • MW.Inq.1.c.

A Problem Solver

• can persevere and adapt

  • MW.His.15.a.

  • MW.Inq.1.b.

  • MW.Inq.1.c.

• able to determine the root cause of issues

  • MW.His.1.e.

  • MW.His.15.a.

  • MW.His.2.b.

• How did the causes and effects of World War I shape the global conflicts of the 20th century?

• What were the long-term causes and immediate triggers of World War I, and how did they contribute to its outbreak?

• How did advancements in military technology influence the strategies, outcomes, and global impact of 20th-century conflicts?

• The causes and consequences of World War I set the stage for future global conflicts by destabilizing nations, redrawing borders, and fueling political extremism.

• Long-term tensions from World War I, economic instability, and the rise of totalitarian regimes led to the outbreak of World War II.

• Advancements in military technology transformed warfare, influenced global power dynamics, and increased the scale and devastation of 20th-century conflicts.

MW.His.1.e.

• World War I

• Causes of global conflict:

  • Imperialism

  • Industrialization

  • Nationalism

• Effects of World War I:

  • Collapse of empires (e.g., Ottoman, Austro-Hungarian, Russian, German)

  • Political ideologies (e.g., communism, socialism, fascism)

• Global conflicts of the 20th century

MW.His.15.a.

• World War II

• Long-term causes: militarism, nationalism, unresolved WWI issues

• Triggering events: Treaty of Versailles, Japanese imperialism, appeasement

• Political ideologies and regimes: fascism, totalitarianism

• Global conflict patterns

MW.His.2.b.

• Military technology innovations:

  • WWI/WWII: barbed wire, chemical weapons, flamethrowers, tanks, aircraft, submarines

  • Cold War/modern era: computer technology, nuclear weapons

• Impact of technology on warfare

• Battle strategies and outcomes

• 20th-century conflicts

MW.Inq.1.a. 

• Compelling questions

• Enduring issues (conflict, power, inequality, innovation)

• Historical significance

• Continuity and change

• Global connections

MW.Inq.1.b.

• Supporting questions

• Inquiry process

• Sources (primary and secondary)

• Perspectives

• Historical evidence

• Interpretation

MW.Inq.1.c.

• Primary sources

• Secondary sources

• Point of view

• Bias

• Source type (text, image, artifact, map)

• Credibility

• Use of evidence

MW.His.1.e.

• Evaluate how WWI causes and effects influenced later global conflicts

• Explain connections between imperialism, industrialization, nationalism, and war

• Analyze the political and ideological outcomes of WWI

• Use evidence to support claims about global conflict patterns

• Make connections between WWI and subsequent 20th-century conflicts

MW.His.15.a.

• Develop a historical argument about WWII causes

• Analyze long-term and immediate factors leading to WWII

• Explain cause-and-effect relationships between WWI outcomes and WWII

• Use evidence from treaties, policies, and events to support claims

• Compare different nations’ roles in triggering WWII

MW.His.2.b.

• Analyze how military technology influenced conflict outcomes

• Evaluate the effectiveness of new weapons and strategies

• Explain how technology changed the scale and nature of war

• Use evidence from specific conflicts to support conclusions

• Make connections between technological advances and political/military power

MW.Inq.1.a. 

• Explain how a question connects to an enduring historical issue

• Identify enduring issues within historical topics

• Develop compelling questions about world history topics

• Justify why a question is historically significant

• Connect past issues to present-day concerns

MW.Inq.1.b.

• Develop supporting questions that break down a larger inquiry

• Explain how supporting questions guide research

• Revise questions based on new information from sources

• Compare different perspectives found in sources

• Generate new compelling and supporting questions during investigation

MW.Inq.1.c.

• Identify types of sources useful for answering questions

• Evaluate sources for perspective and bias

• Select appropriate sources for specific inquiry questions

• Compare sources representing multiple points of view

• Explain how different sources can be used as evidence

• Justify why certain sources are more useful than others

Assessments:

Formative Assessments: 

REQUIRED:

• CFA - Unit 6

Suggested:

• Annotations and close reading analysis

• Quick writes and on-demand writing samples

• Do Nows/Bell Ringers

• Exit tickets

• 1:1 or small group conferring

Summative Assessments: 

REQUIRED:

• In development 

Suggested:

• Reading written response to text/thinking during reading assessment 

• On-demand writing assessment to revise/add to an existing story using style and craft of the author

• Performance task (see below)

• Independent Reading survey/reflection

• Book club/short story discussion observations

• Imperialism

• Industrialization

• Militarism

• Alliances

• Central Powers

• Allied Powers

• Nationalism

• Assassination

• Treaty

•  Propaganda

• Treaty of Versailles

• Collapse of empires

• technology

Resources:

Technology:

• Actively Learn

• Blooket

• BreakoutEDU

• EdPuzzle

• Kahoot!

• Kami

• Padlet

• SORA

• YouTube

Suggested Texts:  

• OER Project Unit 7 

• McGraw Hill Textbook Topic 17

Cross Cycle Tasks:

Suggestions: 

• Have students begin reading a brief connected text at the end of the academic and finish during trade cycle.

• Use Google Forms for a questionnaire or survey about upcoming topic.

• Brief writing task related to end of cycle lesson or as a discussion piece for upcoming lesson.

• Student question development about upcoming topic. Provide question starters: Classroom Question Stems by Cormier; Hess; DOK; Bloom's Taxonomy.

• Quizlet Study Sets activity.

Last day of the Cycle:

• Students meet in small groups to read and discuss upcoming text for next cycle.

First day of the New Cycle:

• Students meet in small groups to discuss reflection, response, and question posts from previous cycle (approx. 15 minutes)

Connecticut Core Standards for Literacy in History/Social Studies, Science Technical Subjects

    https://learning.ccsso.org/wp-content/uploads/2022/11/ELA_Standards1.pdf

• Research & Argument Writing: Collaborate on source-based essays or DBQs using similar structures to literary analysis and argumentative writing.

• Evaluating Bias & Rhetoric: Compare how historical sources and literary works (e.g., war poetry or propaganda) use tone, structure, and persuasion.

• Students present their data visualizations and models, linking STEM findings to historical and literary insights. They write reflective essays based on their research. 

• Have students write essays or speeches comparing the ideals in these documents with issues, fostering analytical and persuasive skills.

Connecticut Secondary Social Studies Standards: Social Studies Inquiry Arc

• Economics / Civics

  • Great Depression & Economic Fallout: Explore the economic context of the Treaty of Versailles, inflation in Weimar Germany, and rise of fascism.

  • Government & Political Philosophy: Link to Civics through ideologies like fascism, socialism, and authoritarianism.

Mathematical Practice Standards

Next Generation Science Standards 

    Standards for students that are aligned to priority standards

    https://www.nextgenscience.org/search-standards

• Impact of Industrialization: Study how scientific innovation (e.g., chemical engineering) contributed to warfare and imperialism.

• Medicine and Warfare: Examine how WWI drove developments in prosthetics, battlefield medicine, and mental health awareness (shell shock).

• Collect qualitative data from historical documents and speeches.

• Use spreadsheets or software to chart trends.

• Construct decision trees or flowcharts.

International Society for Technology in Education (ISTE) 

    Standards for students that are aligned to priority standards

    https://iste.org/standards/students

• Design & Technology

  • Propaganda & Visual Culture: Create and analyze propaganda posters or films used by totalitarian regimes to shape public opinion.

Arts

• Creative Projects: Encourage students to create multimedia presentations or artistic works expressing their understanding of world history inspired by these texts.

CTE Competency Standards

• Utilizing tasks, projects and assignments that connect to trade technologies:

  • Aerospace Manufacturing

  • Architecture

  • Automotive Technology

  • Automotive Collision Repair and Refinishing

  • Bioscience and Environmental Technology

  • Biotechnology

  • Building and Civil Construction

  • Culinary Arts

  • Criminal Justice and Protective Services

  • Digital Media

  • Diesel and Heavy - Duty Equipment Repair

  • Electrical

  • Graphic Design

  • Heating

  • Ventilation and Air Conditioning

  • Health Technology

  • Hairdressing and Cosmetology

  • Information Technology

  • Landscape Design

  • Installation and Equipment

  • Masonry

  • Mechanical Design and Engineering Technology

  • Precision Machining Technology

  • Plumbing and Heating

  • Plumbing, Heating and Cooling

  • Robotics and Automation

  • Tourism

  • Hospitality and Guest Services Management

  • Veterinary Science

  • Welding and Metal Fabrication

Components of Social, Emotional, and Intellectual Habits 

• Develop logic and reasoning/Critical and analytic thinking

• Use evidence and critical thinking to support claims, make arguments and critique the reasoning of others; explain own thinking and responds to others’ thinking 

• Develop logic and reasoning/Applying known information to new experiences

• Compare, contrast and evaluate experiences, tasks and events building on prior knowledge 

• Develop logic and reasoning/Reasoning and problem solving

• Analyze attributes to classify, compare and contrast objects, events and experiences (similarities, differences and associations) 

• Develop a positive attitude toward learning/Cooperation during learning experiences

• Listen, discuss, and negotiate ideas in order to discover new learning with peers

• Research and present a project that analyzes how one of the causes of World War I (imperialism, industrialization, nationalism, or the collapse of empires) contributed to political and economic instability.
  
  

• Create a cause-and-effect graphic organizer that illustrates how each factor (imperialism, industrialization, etc.) led to political and economic instability before and after World War I.
  
  

• Write a reflective journal entry from the perspective of a political leader or citizen during the early 20th century, explaining how imperialism, nationalism, or industrialization impacted their country’s stability.
  
  

• Participate in a discussion or simulation where they analyze the impact of World War I on global political and economic systems and connect those outcomes to later instability.

Use these reflective questions to enhance critical consciousness for diversity and equity for both educators and students.

• Why is it important for me and my students to be critically conscious for diversity and equity?

• How do I define diversity? How do my students define diversity? What do I need to learn? What do my students need to learn?

• How do I define equity? How do my students define equity? What do I need to learn? What do my students need to learn?

• How does my identity and my students’ identities impact my teaching and classroom practices? How does it impact my students’ learning and engagement?

• What do I know about various aspects of identity? What do I need to learn?

• What do my students know about various aspects of identity? What do they need to learn?

In developing our K-8 social studies model curriculum, we place a strong emphasis on cultural relevance to captivate and empower our students. It’s important to create inclusive spaces for meaningful dialogues where students not only engage with previous lessons but also share their unique life narratives, contributing to a collective awareness of diverse perspectives. The aim is to thoughtfully integrate the rich cultural tapestry of students' homes into the social studies classroom, mindful of the multifaceted diversity within our communities. 

Cultivate authentic connections with families through reciprocal conversations that honor their cultures as invaluable assets for promoting both equity and learning. This approach prioritizes experiences that place students at the forefront, ensuring activities not only mirror their lives but also provide windows to a broader understanding of an equitable world. 

One crucial context, language serves as a powerful conduit to students' diverse cultural backgrounds. Embrace a translanguaging approach, recognizing and appreciating the varied linguistic repertoires our students bring to the social studies classroom. This approach acknowledges that individuals draw upon diverse languages and language varieties, such as English and Spanish, to construct a meaningful understanding of equity and diversity in their educational journey. 

For information on how to support English Learners in this unit, refer to the Connecticut English Language Proficiency (CELP) Standards with Correspondences to the K-12 Practices and Connecticut Core Standards. 

Use the EL Strategies Desk Cards (Tip Sheets for ALL Classroom Teachers) for specific questioning techniques and teaching strategies to support students’ learning.