Unit Theme: How does conflict produce change?

Grade: 10th Grade

Timeline: 6 Weeks
Team Members

Joe

Tracy

Samantha

Subjects

History

History

English

Rationale:
This unit is centered on the essential question how does conflict produce change? In the
sophomore classroom, the students will be able to relate to the topic on many different levels. Since
many students face diversity in high school, the students will have personal experiences they can
use as a reference.
Literature can open the door for a deeper analysis of conflict. From the fundamentals of the basic
element of conflict and the types of conflict to the deeper psychological issues seen in many types of
conflict. When students are able to read and analyze the thoughts and feelings of the people directly
involved or affected by the animosity they face, they are able to question and critically think about the
environment that led to the discord. This unit will allow the students to apply their thoughts to real
world situations and enlighten them on how to face different types of opposition.
There are different factors that causes conflict within nations throughout the world. However, the
change can either be positive, negative, or no change at all. Students will analyze historical texts,
documentaries, and speeches to generate questions and formulate opinions about conflicts that led
to change.
Student Learning Outcomes
Focus
Standards:
English:

Determine a theme or
central idea of a text and
analyze in detail its
development over the
course of the text,
including how it emerges
and is shaped and refined
by specific details;
provide an objective
summary of the text. (910.RL.2)

Analyze how complex

characters (e.g., those with
multiple or conflicting
motivations) develop over
the course of a text, interact
with other characters, and
advance the plot or develop
the theme. (9-10.RL.3)

Analyze a particular point of

view or cultural experience
reflected in a work of
literature from outside the
United States, drawing on a
wide reading of world
literature. (910.RL.6)

Analyze various accounts of

a subject told in different
mediums (e.g., a persons

Determine an authors point of

view or purpose in a text and
analyze how an author uses

Analyze how the author unfolds

an analysis or series of ideas or
events, including the order in

life story in both print and

multimedia), determining
which details are
emphasized in each
account. (910.RI.7)

rhetoric to advance that point of

view or purpose. (9-10.RI.6)

which the points are made, how

they are introduced and
developed, and the connections
that are drawn between them.
(910.RI.3)

Write arguments to support

claims in an analysis of
substantive topics or texts,
using valid reasoning and
relevant and sufficient
evidence. (9-10.W.1)

Use technology, including

the Internet, to produce,
publish, and update
individual or shared writing
products, taking advantage
of technology's capacity to
link to other information and
to display information flexibly
and dynamically. (9-10.W.6)
Draw evidence from literary
or informational texts to
support analysis, reflection,
and research. (9-10.W.9)

Initiate and participate

effectively in a range of
collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse
partners on grades 910
topics, texts, and issues,
building on others' ideas and
expressing their own clearly
and persuasively. (9-10.SL.1)

Evaluate a speakers
point of view, reasoning,
and use of evidence and
rhetoric, identifying any
fallacious reasoning or
exaggerated or distorted
evidence. (9-10.SL.3)

Demonstrate command of

Demonstrate understanding
of figurative language, word
relationships, and nuances in
word meanings. (9-10.L.5)

Acquire and use accurately

general academic and
domain-specific words and
phrases, sufficient for
reading, writing, speaking,
and listening at the college
and career readiness level;
demonstrate independence
in gathering vocabulary
knowledge when
considering a word or
phrase important to
comprehension or
expression. (9-10.L.6)

Write
informative/explanator
y texts to examine and
convey complex ideas,
concepts, and
information clearly and
accurately through the
effective selection,
organization, and
analysis of content.
(9-10.W.2)

the conventions of Standard

English grammar and usage
when writing or speaking.(910.L.1)

History: Part I
(Tracy)

PO. 4 Examine the period

between World War I and
World War II:

Concept 8: World
at War

a. rise of fascism and

dictatorships
b. postwar economic
problems c. new alliances
d. growth of the Japanese
empire e. challenges to the
world
PO. 5 Analyze aspects of
World War II:
a. political ideologies (e.g.,
Totalitarianism, Democracy)
b. military strategies (e.g.,
air warfare, atomic bomb,
Russian front, concentration
camps)
c. treatment of civilian
populations
d. Holocaust

PO 6. Examine genocide as a
manifestation of extreme
nationalism in the 20th century
(e.g., Armenia, Holocaust,
Cambodia, Bosnia, Rwanda,
Kosovo and Sudan).

History: Part 2
(Joe)

Concept 8: World
at War

PO 5. Analyze aspects
of World War II:
a. political ideologies
(e.g., Totalitarianism,
Democracy)
B. military strategies
(e.g., air warfare,
atomic bomb, Russian
front, concentration
camps)

PO 6. Examine genocide
as a manifestation of
extreme nationalism in
the 20th century (e.g.,
Armenia,
Holocaust, Cambodia,
Bosnia, Rwanda, Kosovo
and Sudan).

d. Holocaust

Determine the central

ideas or information of
a primary or
secondary source;
provide an accurate
summary of how key
events or ideas
develop over the
course of the text. (9
10.RH.2)
Analyze in detail a
series of events
described in a text;
determine whether
earlier events caused
later ones or simply
preceded them. (9
10.RH.3)
Determine the
meaning of words and
phrases as they are
used in a text,

a. superpowers Soviet
Union, United States,
China
b. division of Europe
c. developing world d.
Korean and Vietnam

c. treatment of
civilian populations

Reading and
Writing Literacy
Strategies
History:

PO 7. Analyze the
political, economic and
cultural impact of the
Cold War:

Compare the point of view of

two or more authors for how
they treat the same or similar
topics, including which details
they include and emphasize in
their respective accounts. (9
10.RH.6)
Compare and contrast
treatments of the same topic in
several primary and secondary
sources. (910.RH.9)
Integrate quantitative or
technical analysis (e.g., charts,
research data) with qualitative
analysis in print or digital text.
(910.RH.7)

including vocabulary
describing political,
social, or economic
aspects of
history/social studies.
(910.RH.4

Enduring
Understanding
Important
Concepts:
Adversity often
creates an
opportunity for
change.
Certain
situations
promote conflict
Conflicts can be
short or long
and often
depend on a
number of
factors.
When adversity
is present it

Theme-Related Essential
Questions:

What types of
situations produce
conflict?
What type of
situations allow
conflict to
endure/progress?
Who is affected by
conflict?
What produces
change from
conflict? Do people
have a choice?
Are changes always
positive? What is
justifiable change?

does not just

affect the
people directly
involved.
In order for any
type of struggle
to end there are
steps that have
to be made.
Not all of the
alterations or
effects of
conflict are
positive for
everyone.

Interdisciplinary Essay :

Understanding the cause and effect

relationship is a critical concept in the
life of all students. This is to teach
students that there are consequences
to their actions and that no deed goes
unnoticed. The interdisciplinary essay
for the unit will require that the
students take the real life historical
struggles of WWII and literary examples
of the conflict and use them to answer
the essential question of how does
conflict produce change? The students
will write an argumentative essay
asserting who was affected most by
World War II citing evidence from the
texts used during the unit. The essay
will be 3 to 4 pages in length written in
MLA format and turned into the English
teacher.

Performance Task:

The students will create a multimedia

presentation re creating the events of
World War II in order to come up with an
alternate ending. The presentation will
be called History Re-Written. The
students will work in groups of 3 in
order to take on the role of an assigned
key participant in World War II. They will

manipulate the historical decisions of

that individual or group in order to
create an alternate ending to the war.
They must use the information that
weve covered in class to support the
effects of the decisions they have
decided to alter as well as the audience
they are choosing to address. The
students will be responsible for writing a
1 page explanation on their reasoning
for their ending.

Common Instructional Strategies

All Learners

Small-Group Discussions
Multiple Text formats
Jigsaw
Socratic Seminars
Annotations
KWL
English Language Learners:

Modeling
Read Alouds
Exit Tickets
Vocabulary
Drawing and Illustrating
(Resource / Speech Language)

Wait Time
Testing guides
Half Writes
GATE
Leading Socratic Seminars

Individual Unit Theme: Conflict in Germany - Holocaust

Subject: English Language Arts

Grade Level: 10th

Focus Standards
Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, identifying
any fallacious reasoning or exaggerated or distorted evidence. (9-10.SL.3)
Analyze various accounts of a subject told in different mediums (e.g., a persons life story in both print
and multimedia), determining which details are emphasized in each account. (910.RI.7)
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence. (9-10.W.1)
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively. (9-10.SL.1)
Enduring Understanding

Learning Outcomes

Important Concepts:

SWBAT:
Analyze situations that produce conflict
in their own lives and in the world today.

What types of situations produce

conflict?
What type of situations allow conflict
to endure/progress?
Who is affected by conflict?
What produces change from conflict?
Do people have a choice?
Are changes always positive? What is
justifiable change?

Analyze various accounts of the

holocaust told in different mediums and
determine which details are emphasized
in each account.
Evaluate a speakers point of view,
reasoning, and use of evidence and
rhetoric, identifying any fallacious
reasoning or exaggerated or distorted
evidence
Determine two or more themes or
central ideas of their chosen novels and
analyze their development over the
course of the text, including how they
interact and build on one another to
produce a complex account.
Write arguments to support claims in an
analysis of substantive topics or texts,
using valid reasoning and relevant and
sufficient evidence

Texts

Assessment

Holocaust Webquest

Formative:

They Came For Us - Niemoller

KWL charts to
connect their
knowledge of
conflicts to the
bigger conflict.

Maus
Night

Journal- Reactions
and prompts to the
http://www.pbs.org/wgbh/amex/goebbels/p text we are reading
in class as well as
eopleevents/e_propaganda.html
the novels.
The Perils of Indifference - Elie Weisels
In-class quick
Speech
writes
Holocaust WebQuest

Nuremberg Trials by History Channel Article

Forgiving Dr. Mengele by Gerhard
Baber - Video
The Whispering Town, by Jennifer Elvgren
- Childrens book
An Essay - Excerpts from Eichmann in
Jerusalem

Fishbowl
Discussions
Participation in
class discussions
and other daily
assignments
Entry/ Exit-tickets

Summative:
The students will write
an argumentative
essay asserting who
was affected most by
World War II citing
evidence from the
texts used during the
unit. The essay will be
3 to 4 pages in length
written in MLA format
and turned into the
English teacher.
History Re-Written.
The students will work
in groups of 3 in order
to take on the role of
an assigned key
participant in World
War II. They will
manipulate the
historical decisions of
that individual or
group in order to
create an alternate
ending to the war.
They must use the
information that weve
covered in class to
support the effects of
the decisions they
have decided to alter
as well as the
audience they are
choosing to address.
The students will be
responsible for writing
a 1 page explanation
on their reasoning for
their ending.

Learning Plan: Scope and Sequence

Differentiation

Week 1 Introduction to the Holocaust

KWL will be based on their current understanding

What do students already know?

of conflict.

KWL Chart
Entry ticket Front Load with images

There will be an audio version of the text available

on my class webpage.

Holocaust WebQuest

The Webquest will be done in groups of 3 and

chunked out among the different to divide up the
100 questions and allow the students to share
what theyve found in a presentation to the class.

Fact Finder guide filled in using the

USHMM website.
Maus Anticipation sheet
Begin reading and annotating Maus by
Art Spiegelman
Journal Responses to Readings

Week 2: The Roles in Conflict

Finish Reading Maus
Students will analyze the poem They
Came for US by Martin Niemoller and
discuss in small groups: Apathy and
The silent witnesses
Discussion of the roles in conflict as it
relates to the holocaust and to the novel
Maus
Socratic seminars discussion of Novel
and completed entry of reaction to the
novel
Journal Responses to Readings

Week 3 Argument Essay Prompt

Begin Reading Night by Elie Weisel
Introduce the topic of the Essay: Who

Texts will be read in a variety of ways: -aloud as a

class, in pairs, in small groups and individually.
This will allow the students to have many
opportunities to practice and refine their literacy.
All students with IEPs will receive
accommodations based on their needs.
Students will be provided with rubrics and
assignment sheets prior to the due dates as
guidance.
Each New novel or text will be lead with a
vocabulary chart for words that will be presented.

was affected most by the events of

WWII?
Components of an argumentative essay
Complete the Outline for an Argument
Essay
Students will fill out the W portion of their
KWL chart
Journal Responses to readings
Exit Ticket: Who do you think could have
had the biggest impact on the outcome
of the holocaust?

Week 4 Changes in the face of

conflict

Complete anticipatory guide for Night

Watch and follow along with the
speech The Perils of Indifference by
Elie Weisel
Read Aloud and Discuss The
Whispering Town by Jennifer Elvgren
Create Compare/Contrast chart between
the two different situations presented in
each book

Week 5 Argument Essay

Complete the Rough Draft of their
Argument Essay
Peer Edit and Refine
Jigsaw the Article - Nuremberg Trials
by History Channel

Watch Forgiving Dr. Mengele

Begin Project: History Re-Written in
groups of 3 - 4.
Finish Reading Night
Fish Bowl discussion on novel

Week 6 Final Presentation:

Final Drafts Due
Read Aloud - Excerpts from Eichmann in
Jerusalem
Work on finishing presentations
Present to the class

Individual Unit Theme: The Start of the World War II

Subject: World History

Grade Level: 10th Grade

Focus Standards

PO. 4 Examine the period between World War I and World War II:
a. rise of fascism and dictatorships
b. postwar economic problems
c. new alliances
d. growth of the Japanese empire e. challenges to the world
PO. 5 Analyze aspects of World War II:
a. political ideologies (e.g., Totalitarianism, Democracy)

b. military strategies (e.g., air warfare, atomic bomb, Russian front, concentration camps)
c. treatment of civilian populations
d. Holocaust

Enduring Understanding:

Learning Outcomes:

Important Concepts:

Students will be able to:

How did the aftermath of World War I

impact the start of World War II?

Analyze the aspects of World War II by explaining

the rise of fascism and dictatorship.

How did Hitler rise to power?

Identify the different forms of governments and

leaders during World War II.

What were the different forms of

government?
How did different governments affect the
people?
Why did Japan join the War?

Examine the period between World War I and

World War II by explaining new alliances between
nations in Europe and Asia
Analyze the aspects of World War II by explaining
the Holocaust and how it affected the civilians in
Germany.

Who were the Axis and Allied Powers?

What was the Holocaust and how did it
impact the civilians in Europe?

Texts

Assessment

Article:Japans Quest for Empire 1931-1945

Article: Face of Battle: Training

Video: Discovery Education : WWII

Formative:
Jigsaw
Annotations
KWL
Exit Tickets
Vocabulary

Website: PBS: The War

Website: BBC History

Summative:
Interdisciplinary Essay
Three Journal Entries
describing how it would
feel like live in Germany
during World War II using
information from notes,
diagrams, books, and

articles used in previous

class sessions.

Book: Beyond Courage

Book: Empire of the Sun
Childrens Book: Blitzcat

Learning Plan: Scope and Sequence

Week 1
Discuss the changes in different
governments, such as fascism and
dictatorships and how different views
created conflict between other
surrounding nations and discuss the
formation of alliances
Students will be introduced to the book
Beyond Courage and they will begin
reading the book with their groups.
Students will be reading oral stories from
survivors from the World War II with their
elbow partner
Students will watch the first 15 minutes
of the Discovery Education: WWII
Students will be writing a journal entry
where they will put themselves in the
shoes of someone living in Europe
during the beginning of World War II
Week 2
Students will be reading the second half
of Beyond Courage with their groups
Students will be annotating some
passages from Empire of the Sun then
discuss in their groups the historical
events that took place in the novel

Differentiation

Accommodations will be provided for students with

IEPs and 504 plans
Reading materials will be given in an advance for
students with reading difficulties
Images will be provided to show the meaning of
content vocabulary.

Students will be reading oral stories of

japanese civilians during WWII from the
book Japan at War
Students will be writing a second journal
Entry from the perspective of a person
that is living in Japan during World War
II.
Week 3
Students will create a KWL chart on the
Holocaust.
Students will fill out the K and W part of
the KWL chart
Students will be assigned Holocaust
victims to research.
Students will research their Holocaust
victims to find out their story before and
during the Holocaust.
Students will fill out the L part of the KWL
chart
Students will write their last Journal from
the perspective of a Holocaust victim.
They will use their assigned person and
the book Beyond Courage to get ideas
to write their journals
Students will work on their History
Rewritten Assignment

Joseph Havlicek
Individual Unit Theme: Late War/Aftermath/Change
Subject: American History

Grade Level: 10th

Focus Standards

Concept 8: World at War

PO 5. Analyze aspects of World War II:
a. political ideologies (e.g., Totalitarianism, Democracy)
B. military strategies (e.g., air warfare, atomic bomb, Russian front, concentration
camps)
c. treatment of civilian populations
d. Holocaust
PO 6. Examine genocide as a manifestation of extreme nationalism in the 20th
century (e.g., Armenia,
Holocaust, Cambodia, Bosnia, Rwanda, Kosovo and Sudan).
PO 7. Analyze the political, economic and cultural impact of the Cold War:
a. superpowers Soviet Union, United States, China
b. division of Europe
c. developing world d. Korean and Vietnam
Enduring Understanding:

Learning Outcomes:

Important Concepts:
What long term impacts happened
because of the War?

Students will be able to:

What impact did the US internment

camps of Japanese Americans have?
What was the impact of dropping the ABomb?
How did the A-Bomb affect US/Soviet
relations?
How was the world split after WWII and
what impact did it have on the world?
What were the Nuremberg Trials and what
did they accomplish?

Analyze aspects of WWII by comparing treatment

of civilian populations between US internment
camps and German concentration camps.
Understand the role the A-Bomb had on the war by
articulating in debate whether we should use the
weapon in debate using a KWL chart.
Analyze the role the A-Bomb had on US/Soviet
relations by examining the postwar relationship
between the two countries.
Understand political, economic and cultural
impact of the Cold War by summarizing
division of Europe.
Analyze genocide by investigating in a 5
paragraph essay the Nuremberg Trials and

their impact they had postwar.

Texts

Website: Office of Science and

Technological Information

Website: 51. America in the Second World

War

Article: Japanese Eyes, American Heart

Politics of Race, Nation, and Masculinity in
Japanese American Veterans WWII
Narratives

Assessment
Formative:
Jigsaw
Socratic Seminars
Annotations
KWL
Exit Tickets
Vocabulary
Venn diagram
Small group
discussions

Summative:
Interdisciplinary Essay
Research, 5 paragraph
essay on the Nuremberg
Trials

Article: The Legacy of International

Cooperation at the Nuremberg Trials
Video: World War II in Colour
Video: TED Talk Why I love a country that
once betrayed me | George Takei

Child's Book: Anne Frank: The Diary Of A

Young Girl
Trade Book: The Rise and Fall of the Third
Reich: A History of Nazi Germany
Trade Book: The Third Reich
Essay: World War II Bibliographical Essay
Poem: The Ensign and the Plank
Learning Plan: Scope and Sequence
Week 4: Japanese Internment and

Differentiation

Texts will be read in a variety of ways: -aloud as a

class, in pairs, in small groups and individually.

What do students already know?

KWL Chart
Entry ticket Front Load with images
Venn diagram

This will allow the students to have many

opportunities to practice and refine their literacy.
All students with IEPs will receive
accommodations based on their needs.

Students will be assigned reading of the

Diary of Anne Frank 1 week prior to the
lesson.

Students will be provided with rubrics and

assignment sheets prior to the due dates as
guidance.

Students will Jigsaw portions and use

annotations on Japanese Eyes,
American Heart Politics of Race,
Nation, and Masculinity in Japanese
American Veterans WWII Narratives
findings will be discussed in class (2
days)

Vocabulary will be assigned as homework prior to

use in the next lesson.

Watch TED Talk Why I love a country

Exit tickets will be used at the end of every day.

that once betrayed me | George Takei

Students will finish Diary of Anne Frank
Lecture day: Impact of the Holocaust,
US entering the war.
Students will make a Venn diagram
comparing US and German Treatment of
their civilian population and write 1 page
on how the world changed because of
these events.
Week 5
Lecture day: Closing in on the European
Front: D-Day, battle of the bulge, island
hopping campaign, iwo jima
Students will be assigned either The
Rise and Fall of the Third Reich: A
History of Nazi Germany or The Third

Text will be given ahead of time so the students

could read at a pace that suits them and time will
be given in class to review
text prior to use.

Reich, read selective portions of the

book that they have and write a 1 page
summative essay (Readings will
Holocaust, downfall, etc.).
Students will be given a poem The
Ensign and the Plank Then write their
own poem on one aspect of the War.
Students will watch portions of WWII in
Colour about the Island Hopping
campaign on the Pacific Front.
Students will be given an article from the
Office of Science and Technological
Information on the impact of the Atom
Bomb. Students will use the KWL chart
to evaluate their understanding of the ABomb and small group debates.
Week 6
Students will be given a day to work on
their History Re-Written Essay from the
interdisciplinary unit in class, as
introduced in their English class.
Lecture Day: A-Bomb effect on US
Soviet relations, Germany surrendered,
East and West Germany, establishment
of the UN, etc. .
Students will finish their assigned book
and have a Socratic Seminar on what
they found.
Students will be given the article The
Legacy of International Cooperation at
the Nuremberg Trials to read for
homework.
Students will write a 5 paragraph essay
answering an essay prompt: Was the
Nuremberg Trials good for international

relations. Plus a short answer test.