Quarter Four:

Time Period 1929 - Current

Fourth Quarter: Essential Understandings
Essential Understandings reflect outcomes for student learning based on the Grade 10 Social Studies and English Language Arts
Standards. Essential Understandings are the big ideas which bridge time and space and which comprise expected deep
understandings derived from study. The Essential Understandings are clustered into themes which are studied throughout the course.
Students who successfully complete Honors 10 World History and Literature will have demonstrated on performance assessments a
firm grasp of the Essential Understandings by providing specific examples and analyzing just how theses concepts have occurred
through world history and how they are reflected in world literature.
Theme: Economics
The availability of, type of, and access to resources impact with cultures and individuals.
Philosophies of production, distribution, and consumption of resources affect and are affected by cultural structures.
The need for, availability of, and access to resources impact and are impacted by global interactions, reactions, and change.
Theme: Culture
Geographic and socioeconomic environments are interrelated with the development and evolution of a culture.
Language, literature, and the arts reflect the values and beliefs of a society and impact the transmission of culture.
Political and social structures influence and are influenced by cultural evolution.
Culture seeks to disperse itself through assimilation or domination.
The expressions, attitudes, and beliefs of a culture are an outgrowth of and an influence on the cultures historical memory.
Theme: Science and Technology
Science and technological change exist within and are external to values, beliefs, and attitudes.
Scientific advancement and the proliferation of technology interact with the individual and society.
Politics and science/technology interface positively and negatively.
Theme: Government
Shifting rights and responsibilities change and are changed by societies and individuals.
The exertion of power and authority stimulates and suppresses both cooperation and conflict.
Migration of goods, people, and ideas contribute to and detract from the transformation of political systems.
Theme: Communication
Great writing is timeless. While an understanding of historical context is necessary at the first level of understanding, the deepest
level requires the ability to understand that which transcends time and place.
Mature readers attempt to determine the authors purpose, point of view and intended audience while becoming involved in the text.
Mature readers recognize genres in writing and can appreciate the effects of various genres in communicating ideas.
Mature readers recognize and understand the use of figurative language.
Effective writers consider purpose and audience in choosing mode of discourse, style, and technique.

Fourth Quarter: Guiding Questions
1. What may cause a local incident to trigger a global event or crisis? Support with examples throughout history.
2. How does superpower tension produce war by proxy?
3. What were the social and economic consequences for non-superpower countries during the Cold War?
4. How do differing ideologies among generations result in confrontation or alignment?
5. How did the status of women and children change in the 20
th
century?
6. What causes innovations to be adopted within or rejected by different cultures?
7. How do ideological filters limit perspective?
8. Why is historical memory more far reaching in some cultures than in others? How is historical memory used as a basis for
geographical claim?
9. How have technological advances been used in the pursuit of political domination and manipulation?
10. How can technology cause a culture to question its value system? How does technology impact the individual in everyday life?
11. How did individual actions affect growth, oppression, and change during the 20th and the beginning of the 21st centuries?
12. How can literature influence social change?
13. How does literature reflect the universal human condition?
14. How are sources evaluated for accuracy and reliability?
15. Using the lens of history, how does one forecast the future? What components must be considered and why?
Legend for Materials
LOL 10: The Language of Literature-TE; Tenth Grade
LOL 11: The Language of Literature-TE; Eleventh Grade
LOL 12: The Language of Literature-TE; Twelfth Grade
LOL EL: The Language of Literature Electronic Library CD
WL: World Literature-TE

WH: World History, Connections to Today-TE
GWP: Grangers World of Poetry
LC: Literature ConnectionsThe Language of Literature
novels
IC: Independent CollectionNovels Purchased Separately
Bb: Blackboard Online Resource










I. World War II: Suggested Timeframe (2 weeks)
Social Studies Standards: SS8d, SS7c, SS8e, SS10a
English Language Arts Strands: E1-Reading; E2-Writing; E3-Speaking, Listening, and Viewing; E4-Conventions, Grammar,
and Usage of the English Language; E5-Literature; E6-Public Documents; and
E7-Functional Documents
Social Studies

English Language Arts

Suggested Instructional
Strategies
Suggested Assessment Ideas

1. Aggression, Appeasement,
and War
A. Dictators Challenge
World Peace
B. The Spanish Civil War
C. German Aggression
D. Europe Plunges Toward
War
E. Reasons for War

2. Axis Advances
A. Axis Gains
B. The Battle of Britain
a. The London Blitz
C. Operation Barbarossa
D. American Involvement
Grows
E. Japan Attacks

3. The Global Conflicts: Allied
Successes
A. Occupied Lands
a. Nazi Europe
b. Genocide: Holocaust
B. The Allied War Effort
C. Women Help Win the
War
D. Turning Points:
a. El Alamein/Egypt
b. Red Army:
Stalingrad
Optional Primary Documents:
Neutrality Acts of 1935
(Bb)
The Atlantic Charter (Bb)
Garden Hose Speech by
Franklin Delano Roosevelt
(Bb)
Give Us the Tools
Speech by Winston
Churchill (Bb)

If available, optional movie
suggestions:
Paradise Road
The Scarlet and the Black
Europa, Europa





Literature Circles
Night by Elie Wiesel (IC)
and/or
Farewell to Manzanar by
Jeanne Wakatsuki Houston
and James D. Houston (LC)
and/or
Hiroshima by John Hersey
(IC)


Role play: Eyewitness News
reports; newscaster,


Mapping Exercise: Key battles,
critical points, goals of each
side, famous leaders, alliances










Perspective writing: Pros and
cons of Pearl Harbor attack or
use of the Atomic Bombs



Small Group Discussion

Virtual Tour of Manzanar (Bb)

Discuss the Pros and Cons of
the Loyalty Oath; evaluate
consequences

Video Report, Radio Call-In,
Oral Report


Maps of Europe or Asian
theaters







Oral Presentation



Persuasive essay







Write a letter from the main
characters point of view to a
friend to outline experiences in
Manzanar

E. Invasion of France
a. Eisenhower, SAC
F. War in the Pacific
a. Battle of Midway-
the turning point in
the Pacific
b. Victory at
Guadalcanal
c. Advancing Allies

4. Eastern Front: Russia
A. Stalin
B. Soviet Domination
C. Wartime Conferences
a. Yalta
b. Potsdam

5. Defeat of Japan
A. Invasion versus the
Bomb
a. Harry Truman
B. Introduction of the
Atomic Bomb
a. Hiroshima

6. Aftermath of War:
A. War Crimes Trails
a. Allied Occupation
B. International Peace
Organization
a. United Nations
b. World Health
Organization
C. The Alliance Breaks
Apart
a. The Cold War
b. Eastern and Western
Blocs


























from his Nobel Prize
Acceptance Speech by Elie
Wiesel (LOL 10-p.314)










































Write a letter to Elie Wiesel
persuading him to have hope.


II. Cold War (2 Weeks)
Social Studies Standards: SS3b, SS3e, SS5a, SS6b, SS6c, SS8a, SS8c
English Language Arts Strands: E1-Reading; E2-Writing; E3-Speaking, Listening, and Viewing; E4-Conventions, Grammar,
and Usage of the English Language; E5-Literature; E6-Public Documents; and E7-
Functional Documents
Social Studies

English Language Arts

Suggested Instructional
Strategies
Suggested Assessment Ideas

1. New Conflicts Develop
A. Truman Doctrine
B. Marshall Plan
C. Germany: A Divided
Nation
a. Berlin Airlift
D. Military Alliances
a. North Atlantic
Treaty Organization
b. Warsaw Pact

2. Changing Political Climate
A. Ending European
a. Colonial Empires
b. India
c. French Indochina
d. Global Impact

3. Containment
A. Superpowers
B. Cuban Missile Crisis
C. Propaganda
D. Nonaligned Nations
Red Scarf Girl: A Memoir of the
Cultural Revolution by Ji Li
Jiang (IC)

When Heaven and Earth
Changed Places by Le Ly
Hayslip (LOL 10-pg. 140)













They Have Not Been Able by
Armando Valladares (LOL 10-
p. 239)


Character sketch following Red
Scarf Girl: A Memoir of the
Cultural Revolution

Critique Public Policy: Truman
Doctrine or Marshall Plan (Bb)



















Written Sketch, Oral Report,
Poster, Collage


Panel Discussion or essay




















4. Korean War
A. North vs. South
B. The role of the U.S.









5. Latin America
A. Opposition to US
B. Latin American
Politics
a. Argentinas Dirty
War
b. Salvador Allende
c. Panama
d. Panama Canal
Treaty
e. General Manuel
Noriega
C. Organization of
American States
D. Development versus
Environment
E. Migration
F. Haiti
a. Patterns of
Dictatorships

Cranes by Hwang Sunwon
(LOL 10-p.33 and WL-p.1402)












Optional Readings:
House Taken Over by Julio
Cortzar (LOL 10-p.321)
and/or
The Censors by Luisa
Valenzuela (LOL 10-p.242)


Reflective Essay: Discuss the
UN effectiveness during and
after the Korean Conflict.

Graphic Organizer: East or
West Bloc

Visual Journal for the 1950s:
Locate pictures that demon-
strate a progression of events
that changed a particular
country as a result of the Cold
War.

Quickwrite about a lesson
learned through a personal
experience.

T Chart: Compare Mothers of
Plaza de Mayo to earlier passive
resistance advocates, e.g.
Gandhi, MLK.

Make a poster for a
Disappeared child.
See Design Your Writing Kit





Socratic Seminar






Visual Journal






Reflective essay: Compare
personal lesson learned with
House Taken Over

T Chart




Poster











6. Science/Technology/Space
Race
A. Satellites
a. Sputnik
b. Man on the Moon

7. Vietnam War










8. Superpower Proxy Conflicts
A. Global Commitment

9. Emergence of Major Civil
Rights Issues
A. American
B. Asian, Latino, etc.
C. Women

If available, optional video:
October Sky





Thoughts of Hanoi by Nguyen
Thi Vinh (LOL 10-p.754)

If available, optional reading:
The Unwanted by
Kien Nguyen and/or To
America: Personal Reflections
of an Historian by Stephen
Ambrose-Chapter 10





I Have A Dream by Dr.
Martin Luther King, Jr. (Bb)

A Eulogy to Dr. Martin Luther
King, Jr. by Robert F.
Kennedy (LC-p.245. This is a
related reading included with
Julius Caesar)

For Malcolm, A Year After
by Etheridge Knight (LC-p.244.
This is a related reading
included with Julius Caesar)













POW Tap Code (Bb)



















III. Regional Conflicts (2 Weeks)
Social Studies Standards: SS3b, SS1a, SS2e, SS6a, SS7d, SS8c, SS10a
English Language Arts Strands: E1-Reading; E2-Writing; E3-Speaking, Listening, and Viewing; E4-Conventions, Grammar,
and Usage of the English Language; E5-Literature; E6-Public Documents; and
E7-Functional Documents
Social Studies

English Language Arts

Suggested Instructional
Strategies
Suggested Assessment Ideas

1. African struggles
A. AIDS
B. Eboli
C. TB

2. Apartheid and Business
B. Human Rights
C. Black Resistance:
African National
Congress (ANC)
D. Nelson Mandela
a. F.W. deKlerk
a. Bishop Desmond
Tutu
E. Robert Mugabe
a. Zimbabwe
b. Majority Rule
E. Economic Sanctions
and Boycotts
a. F. Outlook and
Gains
b. Education and
Health Care
c. Economic
Opportunity

3. Developing Nations
A. African Nations
a. Unity and Stability
b. Civil Wars
Literature Circles
The Prisoner Who Wore
Glasses by Bessie Head
(LOL 10-p.232 and WL-p.
1335)

from Kaffir Boy by Mark
Mathabane (LOL 10-p. 67
and WL-p.1365)

No Witchcraft for Sale by
Doris Lessing (LOL 10-
p.744)

Glory and Hope by Nelson
Mandela (WH-p.720 and Bb)
















KWL ChartAfrica and the
Middle East


Read and create graphic
organizer for African struggles.
Articles can be accessed from
EBSCO, SIRS, and/or News
Bank.





Small Group Discussion

Persuasive Essay/ Debate:
Should Western countries pay
for AIDS treatment for Africa?

Create bumper sticker, poster,
or collage in favor of or
opposed to a sanction or
boycott. See Design your
Writing kit

KWL Chart



Synthesize Articles











Essay/Debate



Product/Rubric

c. One Party Rule
B. Socialism and Capitalism
C. Old and New Patterns
a. Urbanization
b. Effects on Women
c. Islamic Revival

4. Downfall of the Soviet
Union

5. Ethnic Strife in Europe

6. Global Issues
A. Civil Rights/Human
Rights
B. Deadly Weapons
C. Ethnic strife in Europe
D. Terrorism
E. Economic
Interdependence
F. Global culture
G. UN Interventions
a. Successes: East
Timor
b. Failures: Rwanda,
Congo










Perestroika by Mikhail
Gorbachev (WH-p.716)

Please note that time is left at the end of this quarter for the culminating project.