Grade 9 Unit 3 Revolutions and Totalitarianism

West Haven Public Schools

Unit Planning Organizer

Subject:  Global Studies                                              

Grade:  9

Unit: Revolutions and Totalitarianism                   

Pacing:  Two Weeks

Essential Questions:

1.  In what ways do people stage a revolution to bring about change?

2.  How did certain individuals rise to power and what was their impact on the war?

 

Big Ideas:

1.  Groups and individuals stage revolutions using various strategies to achieve their     goals.

2.  Powerful individuals have a significant impact on history.

 

CT State Standards

Priority:

1.3-10:  Analyze the causes and results of political/social revolution.

1.3-11:  Evaluate the role and impact of the individual on historical events.

Supporting:

1.3.2: Explain the significance of globalization on the world’s nations and societies.

1.3.4: Compare and contrast political systems across historical time periods. 

1.3.7: Compare and contrast the rise and fall of prominent civilizations.

1.3.9:  Analyze the impact of nationalism on the world.

1.3.12:  Evaluate the impact of major belief systems on societies and nations.

1.7.1:  Compare and contrast how different national governments throughout the world

attempt to meet the needs of their citizens.

1.7.2:  Analyze the relationship between the government and international organizations.

1.9.1:  Give examples of how individuals or groups have worked to expand or limit

citizens’ rights in the United States and other nations of the world.

1.13.2:  Analyze examples of the impact of cultural diversity in different nations.

 

“Unwrapped” Concepts and Skills, and Bloom Levels (BL)

Concepts(Need to Know)

Skills(Able to Do)

BL

-Causes and results of revolution

   *Bolsheviks

   *Apartheid

   *Ahimsa and Gandhi

   *The Long March

 

-Impact of the individual

      *Hitler

      *Stalin

      *Mussolini

Analyze

 

 

 

 

 

Evaluate

 

 

 

4

 

 

 

 

 

5

 

 

 

Assessments

Common Formative Pre- Assessment:

-Pre-test

 

“Dipsticks” (Informal Progress Monitoring Checks):

-Homework

-In class individual and small group work

-Quizzes

-Q and A

-Closure Activities

 

Common Formative Post- Assessment:

-Test

 

Instructional Planning

Suggested Resources/Materials:

Textbook

Primary/Secondary Sources

Map Activity

Graphic Organizer

Videos

Power Point/Smartboard

Computers

Student Created Posters

 

Suggested Research-based Effective Instructional Strategies:

Identify Causes and Effects Activity, Biography- Emiliano Zapata, Viewpoints- “The Impact of British Rule on India”, Map Activity, Using Historical Sources- Gandhi on Nonviolence, Create a poster For or Against new government in European Nation, Reading Strategies- “Identify Main Ideas”, Viewpoints- “The Red Scare”, “Hitler’s Propaganda Machine”, Outline Map- “Fascist Governments in Europe”

Vocabulary/Word Wall

Enrichment/Extension

Interdisciplinary Connections

Proletariat, Soviet, Cheka, Commissar, Haciendas, Nationalization, Economic nationalism, Cultural nationalism, Good Neighbor Policy, Apartheid, Pan-Africanism, Negritude movement, Asia Minor, Pan-Arabism, Balfour Declaration, Amritsar massacre, Ahimsa, Civil disobedience, Untouchables, Boycott, Twenty-One Demands, May Fourth Movement, Vanguard, Guomindang, Long March, Hirohito, Ultranationalist, Manchuria, Flapper, Prohibition, Speakeasies, Harlem Renaissance, Psychoanalysis, Abstract, Dada, Surrealism, Maginot Line, Kellogg-Briand Pact, Disarmament, General strike, Overproduction, Finance, Federal Reserve, Great Depression, Franklin D. Roosevelt, New Deal, Benito Mussolini, Black Shirts, March on Rome, Totalitarian state, Fascism, Command economy, Collectives, Kulaks, Gulag, Socialist realism, Russification, Atheism, Comintern, Chancellor, Ruhr Valley, Third Reich, Gestapo, Nuremberg Laws

-Analyzing a Primary Source= “A Demand for Revolution”

-Biography Activity= Jiang Jieshi

-Research the genealogy of the major monarchs of Europe during the second half of the 19th century.  Develop a family tree showing how monarchs are related.

-Investigate a particular revolution and discuss impact it had on the country, the continent, and the world

-Create a map highlighting revolutions in Europe

-“The Nazi Appeal:  Using Visual Evidence”

-Rise of Totalitarianism- “Darkness at Noon”

-Literature: 

   *“The Animal farm” (Russian Revolution)

   * Link to Literature Activity= “Prayer to Masks” by Leopold Senghor

*Link to Literature Actvity= “The Sound of the Cicadas” by Arturo Vivante

-Drama:  Group Work= Each group will write a one-act play based on what they have learned about a figure associated with the Russian Revolution.

-Math:  Create a chart showing the numbers of people killed during revolutions across Europe during late 1800s and early 1900s.