Unit Theme:

Grade: 10th grade, Sophomores

Timeline: 4 weeks
Team Members

Beau Bennett

Subjects

World History

Rationale:
The students will be learning an overall lesson of centralized power. This project will consist of a four week unit
and will be taught within our 10th grade block of teachers. In Social Studies class students will be given a project
to create a presentation. Students will use their creativity, critical thinking skills and conduct research in order to
complete this project. Students will also work in their English class reading literature of that era and constructing
essays using research to strengthen their claims.
This 10th grade project will help the students understand the effects of war, genocide and centralized power.
Students will learn the reasons behind the start of the Holocaust and will be able to connect the historical events to
present day issues. As teachers in the 21st century we need to be able to expose our students to new technology
though our instruction and student projects. As a social studies team, it is critical that we teach our students how to
properly conduct research and how to present their project in new and creative ways. Students will be given access
to computers while at school to complete their projects.
The implementation of this project will have an impact on the students that will benefit them throughout their
education. By requiring each group to conduct their own research, the students will refine their skills in proper
searching and citing their resources. Additionally they will benefit from the experience of learning how to use new
technology for their project. Each group will pick a topic that is related to the Holocaust or centralized power
during the early to mid 1900s. Furthermore, each group will have a checklist of primary objectives that they must
accomplish within their project and presentation. The goal of this project is that not only will the students improve
their ability to work in groups, but it will also help them to relate their lives with that they are learning.
Doing a 10th grade-wide unit will not only give the students an abundance of information, it allows for more
research, understanding and extensive work into a project. Using propaganda is a good way to show how powerful
outside influences can be. Using technology to create models of digital propaganda is a combination of three
standards. It is crucial that students are able to navigate their way through technology, especially since it is the
future. Giving the students a project like this will enable their critical thinking and creativity skills. They will learn
how to use PowerPoint, Prezi or Google Slides for their presentations and basic website building skills. This will
enhance their knowledge for future projects so the students can excel and impress.
This project will have a larger effect on the students than just show and tell. They need to collaborate and create
something persuasive. A lot of thought and effort must be included to receive a good grade. They will be learning
communication skills, technology skills, critical thinking, morale and time management.

Student Learning Outcomes

Focus Standards

9-10.RH.1, 9-10.RH.2, 9-10.RH.3, 9-10.RH.4, 9-10.RH.7, HSSS-S2C8-P03,

HSSS-S2C8-P04, HSSS-S2C8-P05, HSSS-S2C8-P06

Enduring Understanding:
Important Concepts

Effects of Centralized
Power
Human nature allows for
the existence of genocide
Identity can be shaped
by internal and external
influences.

Theme-Related
Essential Questions

What choices can lead to

genocide?
How can race lead to
injustice? What can be done
to reverse racial prejudice?
How do people decide
who belongs and who is
excluded?
How much of an effect does
propaganda have on
thinking of others through
media?

Essay Prompt

What is the most significant factor that led to the Holocaust? Provide three
examples to support your claim.
Common Instructional Strategies

All Learners
Technology
Differentiated instruction
Engaging activities
Group collaboration
Project based learning
ELLs - Throughout the entire unit, the instructors will apply all SIOP features to be used.
1. Write content objectives clearly for students:
2. Write language objectives clearly for students:
3. Choose content concepts appropriate for age and educational background level of students.
4. Identify supplementary materials to use (graphs, models, visuals).
5. Adapt content (e.g., text, assignment) to all levels of student proficiency
6. Plan meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations,
constructing models) with language practice opportunities for reading, writing, listening, and/or speaking.
7. Explicitly link concepts to students' backgrounds and experiences.
8. Explicitly link past learning and new concepts.
9. Emphasize key vocabulary (e.g., introduce, write, repeat, and highlight) for students.
10. Use speech appropriate for students' proficiency level (e.g., slower rate, enunciation, and simple sentence

structure for beginners).

11. Explain academic tasks clearly and in multiple modes.
12. Use a variety of techniques to make content concepts clear (e.g., modeling, visuals, hands-on activities,
demonstrations, gestures, body language).
13. Provide ample opportunities for students to use strategies, (e.g., problem solving, predicting, organizing,
summarizing, categorizing, evaluating, self-monitoring).
14. Use scaffolding techniques consistently (providing the right amount of support to move students from one
level of understanding to a higher level) throughout lesson.
15. Use a variety of question types including those that promote higher-order thinking skills throughout the
lesson (e.g., literal, analytical, and interpretive questions).
16. Provide frequent opportunities for interaction and discussion between teacher/student and among students
about lessons concepts, and encourage elaborated responses.
17. Use group configurations that support language and content objectives of the lesson.
18. Provide sufficient wait time for student responses consistently.
19. Give ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text.
20. Provide hands-on materials and/or manipulatives for students to practice using new content knowledge.
21. Provide activities for students to apply content and language knowledge in the classroom.
22. Provide activities that integrate all language skills (i.e., reading, writing, listening, and speaking).
23. Support content objectives clearly.
24. Support language objectives clearly.
25. Engage students approximately 90-100% of the period (most students taking part and on task throughout
the lesson).
26. Pace the lesson appropriately to the students' ability level.
27. Give a comprehensive review of key vocabulary.
28. Give a comprehensive review of key content concepts.
29. Provide feedback to students regularly on their output (e.g., language, content, work).
30. Conduct assessments of student comprehension and learning throughout lesson on all lesson objectives
(e.g., spot checking, group response).
Resource Specialist Program/Specific Learning Disability
Audio books for students with dyslexia
Seat available for student in wheelchair in front near the exit for easy in and out
Extra time during tests for students with LD
Word processor for students with DCD
GATE
Inquiry project for students to look into their family history to see if distant family members were
involved in WWII?
If the students family was not involved in WWII, students will look into where their family was during
the war.
Product: A four-slide multimedia presentation of findings and how it significantly fits into the unit.

Individual Unit Theme: Beau Bennett

Subject:History

Grade Level: 10th

Focus Standards

9 10.RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such
features as the date and origin of the information.
9-10.RH.2 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.3. 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.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, or economic aspects of history/social studies.
9-10.RH.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print
or digital text.
6 8.WHST.6. Use technology, including the Internet, to produce and publish writing and present the relationships
between information and ideas clearly and efficiently.
HSSS-S2C8-P03: Explain the end of World War I and its aftermath:
a. Russian Revolution
b. Treaty of Versailles
c. end of empires (e.g., Austro-Hungarian, Ottoman, Russian)
d. continuation of colonial systems (e.g., French Indochina, India, Philippines)
HSSS-S2C8-P04: 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 order
HSSS-S2C8-P05: 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
HSSS-S2C8-P06: Examine genocide as a manifestation of extreme nationalism in the 20th century (e.g., Armenia,
Holocaust, Cambodia, Bosnia, Rwanda, Kosovo and Sudan).
Enduring Understanding

Learning Outcomes

Important Concepts:

Students will know and be able to do:

What is Genocide?
Who is affected by genocide?
How does genocide happen?
What are the factors that lead to genocide?

Describe the effects of centralized power.

Be able to identify government types that might lead
to genocide.
What genocide is.
Who is affected by genocide.
How does this relate to the holocaust?
Can we see this pattern in modern history or current
events?

Texts

Assessment

- http://www.ushmm.org
- http://www.yadvashem.org
- Wiesel, Elie,Wiesel, Marion.Night. New

Formative:
Pre-Reading Quiz
Ticket out the door
Share outs
Class Discussion
On-going personal
journal

York: Hill And Wang, 2006. Print.

- Frank, Anne. Anne Frank: The Diary of a
Young Girl. Garden City, N.Y: Doubleday,
1967. Print.
- Ernst Hiemer, Der Giftpilz (Nuremberg,
Strmerverlag, 1938).
https://www.youtube.com/watch?v=MtxA5C74
Cfk
https://www.ted.com/talks/chimamanda_adichie
_the_danger_of_a_single_story
- Einwohner, Rachel L. "Leadership, Authority,
and Collective Action: Jewish Resistance in the
Ghettos of Warsaw and Vilna." American
Behavioral Scientist 50.10 (2007): 1306-26.
Web.
- Longerich, Peter, and MyiLibrary. Holocaust:
The Nazi Persecution and Murder of the Jews.
Oxford; New York, NY; Oxford University
Press, 2010. Web.

Summative
DBQ
Website

Learning Plan: Scope and Sequence

Differentiation

Week 1: Unit introduction. Students will identify

- Students not able to produce a website may create a

different political ideologies (government types), for

example: Democracy, Communism, Socialism,
Dictatorship, and Totalitarianism. Students will
identify critical attributes of all government types
and condense that information into a graphic
organizer. Students will be asked to foreshadow
which government type they think could foster
genocide.
Week 2: Students will be introduced to WWI and its
effects related to ending colonialism (the British in
India), the destruction of empires (AustroHungarian, Ottoman, Russian), as well as
understand the effects of the Treaty of Versailles
(German guilt and sanctions).
Week 3: Students will be exposed to WWII and the
economic, social and political factors that led up to
the war. They will analyze alliances and new
warfare and identify the events that led to the
Holocaust.
Week 4: Students will analyze the Holocaust by
engaging in research. Students will be given
freedom in choice to present a topic to the class in
the form of a website. Students will complete this
project in groups of 4. The website can be a
memorial to Jewish loss, a recap of the events that
lead to the Holocaust, an overview of Nazi
intention, etc. but needs to answer What is the most
significant factor that led to the Holocaust? Provide
three examples to support your claim. The website
needs to have at least three pages showing
examples. (Pictures, text, interviews, books) This
presentation will take place at the end of the week
after the DBQ final.
*Note - The idea for this web-based project is for
students to use as a presentation of their creative and
collaborative ability. Student will post this website
into their livebinder in hopes that it can be used as a
part of an application to a job or to appeal to a
college admissions board.

poster board with information on it (1-2 examples).

- Partner and group work throughout the unit.
- Lower lexile texts (Night).
- Use of technology to aid struggling readers.
- Student assignment page on my class website to remind
students of due dates, assignments, and rubric for
project.