20th Century World History: Grade 9
Schools: East, Hoover, Lincoln, North and Roosevelt
1 year – 1.0 credit
Our unique 20th Century World History course is a change not only in what we teach, but in how we teach world history. This course is a focused study of the world in the 20th Century for all ninth-graders. 20th Century World History focuses on key issues, events and people of the 20th Century and helps students build the connections into the past to understand why things came to be that way. This course will be an in-depth look at historical themes from a global perspective. This course will include instructional units on imperialism, world wars, the post-colonial world, conflict and genocide.
The 20th Century History course provides students with an opportunity to develop skills such as, but not limited to, interpreting primary sources, developing academic vocabulary related to topics and eras studied, making connections between history and geography, establishing an historical context for topics, people and events studied by organizing information gathered from secondary sources, connecting historical topics, people and events to the present day, and extending their learning through additional resources provided by instructor. The course concludes with a synthesis project in which students have guided choice to investigate a historical topic from the 20th Century.
Link to 9th Grade Curriculum 101 Office Mix:
Link to Course Page:
Unit / Content and Skill Standards / Content Topics / Unit / Content and Skill Standards / Content Topics
Unit 1
Imperialism
5 weeks / Iowa Core Standards: 9-12.H.3, 9-12.H.5, 9-12.H.6, 9-12.H.7, RH.9-12.4
Common Core English/Language Arts Standards in History and Social Sciences: RH.9-10.1, RH.9-10.2, RH.9-10.8, W.9-10.2 /
- History Imperialism (Historical Analysis)
- Source Analysis
- Writing informative text
The Cold War
6 weeks / Iowa Core Standards:
9-12.H.3, 9-12.H.5, 9-12.H.6, 9-12.H.7, RH.9-12.4
Common Core English/Language Arts Standards in History and Social Sciences: RH.9-10.9, W.9-10.2 /
- History Cold War (Historical Analysis)
- Analyzing Multiple Sources (DBQ)
- Writing informative text
Unit 2
World War I 6 weeks / Iowa Core Standards: 9-12.H.1, 9-12.H.8, RH.9-12.4
Common Core English/Language Arts Standards in History and Social Sciences: RH.9-10.1, RH.9-10.2, RH.9-10.8, W.9-10.2 /
- History World War I (Chronology & Consequence)
- Source Analysis
- Writing informative text
20th Century Crises
6 weeks / Iowa Core Standards:
9-12.H.2, 9-12.H.4, RH.9-12.4
Common Core English/Language Arts Standards in History and Social Sciences: RH.9-10.9, W.9-10.2 /
- History 20th Cent Crises (Historical Change)
- Analyzing Multiple Sources (DBQ)
- Writing informative text
Unit 3
Interwar Years and World War II
7 weeks / Iowa Core Standards:
9-12.H.2, 9-12.H.4, RH.9-12.4
Common Core English/Language Arts Standards in History and Social Sciences: RH.9-10.1, RH.9-10.2, RH.9-10.8, W.9-10.2 /
- History World War II (Historical Change)
- Source Analysis
- Writing informative text
Globalization and Synthesis Project
6 weeks / Iowa Core Standards:
9-12.H.1, 9-12.H.8, RH.9-12.4
Common Core English/Language Arts Standards in History and Social Sciences: RH.9-10.9, W.9-10.2 /
- History Contemporary Themes (Chronology & Consequence)
- Analyzing Multiple Sources (DBQ)
- Writing informative text
Standards-Referenced Grading Basics
Evidence shows the student can... / Topic ScoreDemonstrate all learning targets from Level 2, Level 3, and Level 4 / 4.0
Demonstrate all learning targets from Level 2 and Level 3 with partial success at Level 4 / 3.5
Demonstrate all learning targets from Level 2 and Level 3 / 3.0
Demonstrate all Level 2 learning targets and some of the Level 3 learning targets / 2.5
Demonstrate all learning targets from Level 2 but none of the learning targets from Level 3 / 2.0
Demonstrate some of the Level 2 learning targets and none of the Level 3 learning targets / 1.5
Demonstrate none of the learning targets from Level 2 or Level 3 / 1.0
Produce no evidence appropriate to the learning targets at any level / 0
*Students who demonstrate success at Level 3 learning targets but not Level 2 learning targets are the students for whom additional investigation and multiple opportunities are most vital.
The teacher designs instructional activities and assessments that grow and measure a student’s skills in the elements identified on our topic scales. Each scale features many such skills and knowledges, also called learning targets. These are noted on the scale below with letters (A, B, C) and occur at Levels 2 and 3 of the scale. In the grade book, a specific learning activity could be marked as being 3A, meaning that the task measured the A item at Level 3.
When the time comes to identify the Topic Score for a topic, the teacher looks at all of the pieces of the Body of Evidence for that topic. The table to the right describes what Topic Score a student receives based on what the Body of Evidence shows. The scores listed on this table are the only valid scores that may be entered into the Topic Score assignment in a grade book.
DMPS Grading Resources: grading.dmschools.org
Unit 1: Imperialism
Is imperialism ever justified? 5 weeksEnduring Understandings / Suggested Texts and Resources
Students think about the effects of power and its use in different parts of the world. The conditions of competition between powers that motivate those with more power to take from those with less.
The themes that characterize this period are among the driving forces of history. They continue to influence the events of the modern world. Through the lens of imperialism, students explore how power and control were used to manipulate the less developed nations of the world. Imperialists reaped political and economic gains, while those who were colonized lost even more.
During the 1800s, some nations sought to add to their empires by expanding into other countries with the use of force. The results of such imperialism were negative for less developed countries. Fierce nationalism, civil unrest, and revolution were often the results. / Modern World History – Holt
Chapter 9: Industrial Revolution *optional/may be of interest
Chapter 10. Age of Democracy and Progress *optional/may be of interest
Chapter 11: Age of Imperialism
Chapter 12: Transformations Around the Globe
TCI History Alive! World Connections: Chapter 1 and Chapter 17
Primary Sources
“White Man’s Burden,” Berlin Conference, Letters from Gandhi
RAFT (speech, letter, political cartoon, posters)
DBQ Project
DBQ: What was the driving force behind European imperialism in Africa?
Choices Curriculum
Choices Curriculum: Congo
Choices Curriculum: India and Pakistan
NBC Learn Unit 1 ImperialismResources
Heartland AEA Resources
Learn 360
NetTrekker
Newsela
Link to Course Page:
Link to Curriculum 101 Office Mix:
Scales
Topic / 4 / 3 / 2History
Imperialism
Historical Analysis 9-12.H.3, 9-12.H.5
9-12.H.6, 9-12.H.7 / In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal.
Example:
Is imperialism ever justified? Take a stand and support your position using specific examples from history. / Discuss the motives/causes for imperialism, using two specific examples.
Explain the ways in which methods of control were used by imperialists.
Describe the effects of imperialism on the people, the politics, and the economy of a specific country or region. / Knowledge of concepts such as:
-Causes and motives for imperialism (political and economic competition)
-Methods of control used by imperialists (forms of rule)
-Impacts of imperialism
Specific vocabulary such as:
ethnicity, culture, language, ethno-centrism, prejudice, discrimination, racism, cultural diffusion, industrialization, imperialism
Source Analysis
RH.9-10.1
RH.9-10.2
RH.9-10.8 / In addition to meeting the learning goal, the response includes the use of extended, content-specific vocabulary or makes connections to prior learning and/or current events. / Accurately determines the central idea by citing evidence, addressing the historical context, and explaining the author’s point of view. / Determines the central idea by citing evidence, but fails to accurately address historical context and/or author’s point of view.
Writing Informative Text / Writes informative text that demonstrates a depth of knowledge by going above and beyond the grade level expectation. The student digs deeper into the content by connecting the writing to previous learning or to contemporary issues. / Writes informative text.
Introduce a topic (sentence or a full paragraph);
Organize ideas and concepts (chronologically or thematically);
Develop the topic with relevant facts, evidence and accurate examples that are appropriate to the topic.
Provide a concluding statement that supports the information or explanation presented. / Writes informative text.
A level 2 writing sample fails to meet the level 3 standard in one or more areas:
-Introduction
-Organization
-Use of evidence
-Conclusion
A level 1.5 writing sample fails to meet the level 3 standard in two areas.
Unit 2: World War I
Was World War I inevitable? Was the Treaty of Versailles a fair and effective settlement for lasting world peace? 6 weeksEnduring Understandings / Suggested Texts and Resources
The first half of the 20th century was one of the most violent periods in world history. Students explore rivalries among European powers that led to a system of military alliances that, sparked by a political assassination, draws Europe and other regions into World War I. The themes that are played out in World War I continue to characterize the development of the modern world – as science and technology in particular exert an increasingly important influence. / Modern World History – Holt
Chapter 13: The Great War
Chapter 14: Revolution and Nationalism *optional/may be of interest
TCI History Alive! World Connections
Chapter 19 and Chapter 20
Primary vs. Secondary Sources
EyeWitnesstoHistory.com
RAFT (speech, letter, political cartoon, posters)
DBQ Project
DBQ: What was the underlying cause of World War I?
DBQ: How did the Versailles Treaty help cause World War II?
NBC Learn Unit 2 WWI Resources
Heartland AEA Resources
Learn 360
NetTrekker
Newsela
Link to Course Page:
Link to Curriculum 101 Office Mix:
Scales
Topic / 4 / 3 / 2History
World War I
Chronology & Consequence
9-12.H.1
9-12.H.8 / In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal.
Example:
Evaluate whether or not World War I was inevitable using specific examples from history. / Summarize three causes of World War I. Determine how these causes led to world war.
Explain the ways in which new technology or strategies impacted World War I.
Describe, using examples, the political, social, and economic impacts of World War I. / Knowledge of concepts such as:
-causes for WWI; describe changes in technology/war; effects of WWI
Specific vocabulary such as:
-militarism, alliances, nationalism, imperialism, assassination (Franz Ferdinand); Central v. Allied Powers (Triple Entente v. Triple Alliance); trench warfare; Treaty of Versailles; League of Nations, total war
Source Analysis
RH.9-10.1
RH.9-10.2
RH.9-10.8 / In addition to meeting the learning goal, the response includes the use of extended, content-specific vocabulary or makes connections to prior learning and/or current events. / Accurately determines the central idea by citing evidence, addressing the historical context, and explaining the author’s point of view. / Determines the central idea by citing evidence, but fails to accurately address historical context and/or author’s point of view.
Writing Informative Text / Writes informative text that demonstrates a depth of knowledge by going above and beyond the grade level expectation. The student digs deeper into the content by connecting the writing to previous learning or to contemporary issues. / Writes informative text.
Introduce a topic (sentence or a full paragraph);
Organize ideas and concepts (chronologically or thematically);
Develop the topic with relevant facts, evidence and accurate examples that are appropriate to the topic.
Provide a concluding statement that supports the information or explanation presented. / Writes informative text.
A level 2 writing sample fails to meet the level 3 standard in one or more areas:
-Introduction
-Organization
-Use of evidence
-Conclusion
A level 1.5 writing sample fails to meet the level 3 standard in two areas.
Unit 3: The Interwar Years and World War 2
Was World War II preventable? 7 weeksEnduring Understandings / Suggested Texts and Resources
Students explore themes of nationalism, revolution, and militarism in the study of World War II. The Great War ignited the Russian Revolution of 1917, which replaces czarist rule with the first Communist government.
New ideas in science, technology, and the arts emerge in the postwar period. In response to aggression by fascist Italy and Nazi Germany, Britain and France pursue a policy of appeasement, while the United States follows a path of isolationism. Student examine how roles of aggressive ideology, nationalism, and powerful weapons led to World War II. These themes and traits continue to shape politics today. / Modern World History – Holt
Chapter 14: Revolution and Nationalism *optional/may be of interest
Chapter 15: Years of Crisis
Chapter 16: World War II
TCI History Alive! World Connections
Chapter 23
Chapter 24
Primary vs. Secondary Sources
RAFT (speech, letter, political cartoon, posters)
Web Quest (Dowler, Roosevelt)
DBQ Project
DBQ: How did the Versailles Treaty help cause World War II?
NBC Learn Unit 3 The Interwar Years and WWII Resources
NBC Learn WWII Collection
Heartland AEA Resources
Learn 360
NetTrekker
Newsela
Link to Course Page:
Link to Curriculum 101 Office Mix:
Scales
Topic / 4 / 3 / 2History
World War II
Historical Change
9-12.H.2
9-12.H.4 / In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal.
Was World War II preventable?
Use specific examples from history to help support your argument. / Summarize the causes of World War II.
Explain the impact of key battles and turning points in World War II, providing at least two examples.
Describe the political, social, and economic effects of World War II. / Knowledge of concepts such as:
communism, fascism, totalitarianism, democracy; global depression; causes of WWII; Axis and Allied Powers, methods and strategies of war, effects of WWII
Specific vocabulary/events/leaders such as: Adolf Hitler, J. Stalin, Tojo, Roosevelt, Chamberlain, Churchill, appeasement, blitzkrieg, Pearl Harbor, Stalingrad, D-Day, Midway, atomic bomb, United Nations
Source Analysis
RH.9-10.1
RH.9-10.2
RH.9-10.8 / In addition to meeting the learning goal, the response includes the use of extended, content-specific vocabulary or makes connections to prior learning and/or current events. / Accurately determines the central idea by citing evidence, addressing the historical context, and explaining the author’s point of view. / Determines the central idea by citing evidence, but fails to accurately address historical context and/or author’s point of view.
Writing Informative Text / Writes informative text that demonstrates a depth of knowledge by going above and beyond the grade level expectation. The student digs deeper into the content by connecting the writing to previous learning or to contemporary issues. / Writes informative text.
Introduce a topic (sentence or a full paragraph);
Organize ideas and concepts (chronologically or thematically);
Develop the topic with relevant facts, evidence and accurate examples that are appropriate to the topic.
Provide a concluding statement that supports the information or explanation presented. / Writes informative text.
A level 2 writing sample fails to meet the level 3 standard in one or more areas:
-Introduction
-Organization
-Use of evidence
-Conclusion
A level 1.5 writing sample fails to meet the level 3 standard in two areas.
Unit 4: The Cold War
In what ways did the Cold War change the world? 6 weeks
Enduring Understandings / Suggested Texts and Resources
Students examine political, social, and economic changes occurring around the globe after World War II.
The rivalry between the USSR and United States sits at center stage. With much of Europe and parts of Asia in ruins after World War II, the United States and USSR emerge as rival superpowers. Their political and military confrontations dominate world affairs for the next 40 years.
Historical themes of power and authority, revolution, and science and technology are explored by students during this time period. Advances in science, communications, and technology improve life for many people and help create a global economy. / Modern World History – Holt
Chapter 17: Restructuring the Postwar World
Chapter 18: The Colonies Become New Nations *optional/may be of interest
TCI History Alive! World Connections
Chapter 26
Chapter 27
DBQ Project
DBQ: The Soviet Union: What should textbooks emphasize?
NBC Learn The Cold War Resources
NBC Learn The Beginning of the Cold War Collection
RAFT (speech, letter, political cartoon, posters)
Heartland AEA Resources
Learn 360
NetTrekker
Newsela
Link to Course Page:
Link to Curriculum 101 Office Mix:
Scales
Topic / 4 / 3 / 2History
Cold War
Historical Analysis
9-12.H.3, 9-12.H.5
9-12.H.6, 9-12.H.7 / In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal.
Example: How did the struggle between communism and democracy change the world?
Evaluate which factor was most important in the Cold War conflict: the political beliefs, advancements in technology, etc. Defend your position with evidence and examples from history. / Compare and contrast forms of government: communism and democracy.
Summarize the goals of the USSR and the US. Be sure to include terms such as sphere of influence, satellite state, and containment.
Explain the ways in which technology played a role during the Cold War.
Trace the development of a proxy war. / Knowledge of concepts such as:
-Cold War players and their goals
-communism, democracy (as political ideology and characteristics of each system)
-spread of communism vs containment
-Marshall Plan, Truman Doctrine, NATO, Warsaw Pact
Specific vocabulary such as:
-containment, satellite state, iron curtain, spheres of influence, deterrents, arms race, space race, proxy war
Analyzing Multiple Sources (DBQ)
RH.9-10.9 / In addition to meeting the learning goal, the response includes prior knowledge or outside information to enhance the position and recognizes and responds to the opposing viewpoint (counter claim). / Uses at least three documents on the same topic to take a stand on an issue (thesis). Accurately uses evidence from three or more sources to explain and support the position (claim). / Attempts to use more than one document on the same topic to take a stand on an issue (thesis). Evidence used from the sources to explain and support the position (claim) may have some misconceptions or inaccuracies.
Writing Informative Text / Writes informative text that demonstrates a depth of knowledge by going above and beyond the grade level expectation. The student digs deeper into the content by connecting the writing to previous learning or to contemporary issues. / Writes informative text.
Introduce a topic (sentence or a full paragraph);
Organize ideas and concepts (chronologically or thematically);
Develop the topic with relevant facts, evidence and accurate examples that are appropriate to the topic.
Provide a concluding statement that supports the information or explanation presented. / Writes informative text.
A level 2 writing sample fails to meet the level 3 standard in one or more areas:
-Introduction
-Organization
-Use of evidence
-Conclusion
A level 1.5 writing sample fails to meet the level 3 standard in two areas.
Unit 5: 20th Century Crises: Conflict and Genocide