ELMWOOD PARK PUBLIC SCHOOLS SOCIAL STUDIES GRADES STATEMENT OF PURPOSE

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1 STATEMENT OF PURPOSE This 2.5 credit course is designed to increase student awareness of domestic and international conflicts during the 20 th Century. The Students will study major conflicts from and including the World War II, the Far East and recent events in the Middle East, and various assassinations/conspiracies throughout the 20 th Century. The Students will understand the social, economic, and political issues that brought the United States into these wars and the effects the effects on world affairs. This course evaluates the politics and major global conflicts in the 20 th Century. It examines the diplomatic attempts by world leaders to prevent the wars and examine peace settlements. It examines and analyzes the conflicts, the results of each conflict; determines the reasons for victory, and the long-term impact of wars on the nations involved. It lastly examines the impact of conspiracy theories, assignations, and genocide on nations around the world during the 20 th Century. The curriculum is aimed at developing an articulate, well-documented, and integrated study of the 20 th Century Conflicts and their impact on the world today. The goals of this course are to provide students with the skills necessary to become critical readers and thinkers as well as confident communicators. Exposure to various sources of information, differentiation between fact and opinion, identification of editorial bias, familiarity with propaganda and exercises in values clarification are all elements in the process of developing critical thinking skills. Additionally, skills in oral presentation, listening, evaluating, and discriminatory judgment are all stressed in classroom activities. Occupational opportunities are also explained.

2 COURSE GOALS NJCCCS COURSE GOALS ALIGNED WITH CONTENT STANDARDS 6.1 All Students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. 6.2 All Students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. 6.3 All Students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. 9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

3 CCCS/CPI (GOALS) E A B E A C G A E B E A.1-2 PERFORMANCE/INSTRUCTIONAL OBJECTIVES Discuss how global interconnections can have both positive and negative consequences (e.g., international companies, transfer of jobs to foreign plants, international security and access to transportation). Compare and contrast key past and present United States foreign policy actions (e.g., diplomacy, economic aid, humanitarian aid, military aid) and positions (e.g., treaties, sanctions, interventions) and evaluate their consequences. Describe and evaluate the purposes and effectiveness of international governmental organizations such as the United Nations, the North Atlantic Treaty Organization, and the World Court as compared with international non-governmental, non-profit organizations. Analyze and evaluate the interconnections of local, regional, and national issues with global challenges and issues, and recommend possible solutions. Analyze global political, economic, and social changes in the 20th century, including:. The Gulf War;. The war in Iraq; CONTENT INDICATORS/ACTIVITIES Students will research, explain, and discuss how each of these influences affect relations in different ways throughout the world. Students will research and debate the success and failures of disarmament conferences and treaties. Students will examine and analyze national and international events and formulate personal arguments concerning selected issues such as the impact of economic sanctions on a rival nation. Students will organize and evaluate the role of international organizations in maintaining peace, whether successfully or not. Students will discuss how the Versailles Treaty caused the Great Depression. Students will analyze Woodrow Wilson s 14 Points and view them in the light of each conflict of the later 20 th century. Students will discuss the events of the Cold War and then take opposing views on the issue. Students will research and present the interaction that occurs between the nations. Students will analyze the impact of the Gulf War on America and the Middle East.

4 F A D J A G A E C.4-5. Growth of a world economy with the information, technological, and communications revolutions;. The oil crisis and impact of oil producing countries on world economy; and. The development of Third World nations. Analyze the causes and aftermath of World War I, including:. The assassination of Archduke Frans Ferdinand;. Technology and the changing face of war;. The Russian Revolutions of 1905 and 1917 and the creation of the Soviet Union (e.g., Lenin s political ideology, Marxist economic policies, Stalin s policies on industrialization);. The League of Nations and the effects of the Versailles Conference on Europe, Africa, Asia, and the Middle East; Compare and contrast key events and people involved with the causes, course, and consequences of World War II, including:. Axis Powers; Allied Forces;. Pearl Harbor; Battle of Midway; D-Day Invasion;. Yalta Conference; Potsdam Conference;. Douglas MacArthur; Dwight Eisenhower;. George Marshall; Winston Churchill;. J. Robert Oppenheimer and the Manhattan Project;. Franklin D. Roosevelt; Harry Truman; and. Joseph Stalin and the role of the USSR. Describe how the world is organized politically into nation-states and alliances and how these interact with one another through organizations such as the European Union, North Atlantic Treaty Organization (NATO), the United Nations, the World Court, and the Group of Seven Industrialized Nations (G7). Participate in events to acquire understanding of complex global problems (e.g., Model United Nations, international simulations, and field trips to government sites). Students will evaluate the relationship between cooperation states and states in conflict. Students will evaluate the rise of totalitarian states throughout Germany, Italy, Japan and Russia during the 1920s and 1930s. Students will create a chart that compares and contrasts the 4 major totalitarian states pre-world War II. Students will analyze the causes of World War II and evaluate the results of the war. Students will identify key people, events and battles of World War II. Students will justify the use of the atomic bomb by President Truman to end World War II. Students will examine the various conferences of World War II and analyze the relationships between the allies. Students will research concerns with national interest and interaction among the nations of the world as a consequence of the information superhighway. Student will examine the Bay of Pigs and its role in the Cuban Missile Crisis. Students will to take part in the Model UN. Students will determine various causes and effects of different ethnic cleansing attempts made during the 20 th century, including the

5 K D E.5 Analyze the transition from wartime alliances to new patterns of global conflict and cooperation, and the reconstruction of Europe and Asia, including:. The origin and major developments of the Cold War;. Communist takeover in China, Korea, and Vietnam and the creation of NATO, SEATO, and CENTO;. The formation, structure, and purpose of the United Nations;. The Truman Doctrine and the Marshall Plan;. The growth and decline of Communism in Eastern Europe;. The rise of nationalism and the beginning of nation-building movements in Africa, Latin America, and Asia;. The international arms race and nuclear proliferation; and. The non-aligned nations during the Cold War as the voice of the Third World. Armenians, Jewish, Serbian, and Darfur events. Students will work cooperatively in groups to identify and present major factors that influence current events Students will examine the role of conflicts on society, through guest speakers from the VFW, trips to a Veterans Home, Vietnam Memorial in NJ etc Students will research and evaluate the major social, political and economic developments that took place during the Cold War from , including the Truman Doctrine, Marshall Plan, Berlin Crisis, Korean War, Vietnam War, Middle East Conflicts and the collapse of the Berlin Wall. Students will justify covert actions taken by governments to avert future wars.

6 SCOPE AND SEQUENCE Marking Period 1 World War II Dropping of the atomic bombs Holocaust and Nuremberg Trials Foundations of the Cold War Creation of the UN Marking Period 2 Far East conflicts o Vietnam o Korean War Relationship with North Korea o China Diplomatic relationship China as a global empire Middle East Conflicts o Afghanistan/ and Pakistani relationship o Iraq o Kuwait o Iranian relationship o Saudi Arabia o Israel/Palestinian question o Egypt

7 MEASUREMENT/ASSESSMENT Teacher observation Group work Research Projects Demonstrations Power Point presentations Project peer evaluations Career assessment surveys Listening comprehension skills Tests Quizzes Open ended questions Individualized instruction as per student needs

8 RESOURCES Major news channels such as and Analyze various documentaries and docudramas on each war. 6. The following books, as well as others, will be utilized and read for presentations and reports. They will be taken via the Public, school library and BCCLS Ambrose, Stephen. Band of Brothers. Ambrose, Stephen. D-Day, June 6, Ambrose, Stephen. Pegasus. Bell, Ken. 100 Missions North Boyington, Greg. Blacksheep Squadron. Bradley, James. Flags of Our Fathers. Cobleigh, Ed. War for the Hell of It Downs, Fredrick. The Killing Zone Gelb, Leslie H. The Irony of Vietnam Hackworth, David Steel My Soldiers Hearts Henderson, Charles Jungle Rules Hersey, John. Hiroshima. Hitler, Adolf. Mein Kampf. Jamison, Neil. Understanding Vietnam Karnow, Stanley. Vietnam a History Ketwig, John. And a hard Rain Kugler, Ed. Dead Center Laurence, John. The Cat from Hue Lind, Michael. Vietnam: A Necessary War. A Reinterpretation of America s Most Disastrous Military Conflict. Maranins, David. They March into the Sunlight McCain, John Faith of My Father McNamara, Robert. In Retrospect. Millet, Allan R. The War for Korea, Moore, Harold. Lt. Col. We Were Soldiers Once Moore, Robin. The Green Berets Murphy, Edward. The Hill Fights O Brien, Tim. Rolling Thunder in a Gentle Land Palace Cobra. A Fighter Pilot in the Vietnam Air War. Sallah, Michael. Tiger force SunTzu. The Art of War Williamson, Murray. A War to Be Won. Wonovits, John. One Square Mile of Hell: The Battle for Tarawa.

9 20 TH CENTURY CONFLICTS SAMPLE LESSON PLAN Unit: WORLD WAR II AND THE COLD WAR I. Introduction A. As WWII came to an end, the United States accepted knowledge of atomic weapons. This led to the 40 year period known as the Cold War. Let s discuss if the United States had no other option but to drop the atomic bomb on Japan. II. III. IV. Objective: A. SWL to express their opinion regarding the use of the atomic bomb by the United State at the end of WWII. B. SWL to determine whether or not the atomic bomb should be used in future conflicts. Procedures: A. Motivational Activity Distribute printed material depicting first hand accounts made by the Japanese when the atomic bomb was dropped. Give the students a few minutes to read through some of the descriptions. Ask the students to write down the answer to this question: Should a country use a weapon of mass destruction in a war that is already won? Have students get into groups of two and assess and debate their beliefs in regards to the decision made by President Truman. Bring the groups back into the class and discuss the various answers of each group. B. Learning Activity Discuss the events of the Pacific War during WWII. Discuss the decision that was made by President Truman. Closure: A. Student will access if the world is more likely today than during the Cold War to use nuclear weapons as a form of diplomacy.

10 RECOMMENDATIONS 1. Interactive Whiteboards 2. Mounted LCD Projectors 3. Portable laptops for every student