Welcome to 10th Grade World History
California State Standards
10.7 Students analyze the rise of totalitarian governments after World War I.
Common Core Standards
Writing
CCSS.ELA-LITERACY.WHST.9-10.1.A
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-LITERACY.WHST.9-10.1.C
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-LITERACY.WHST.9-10.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
Reading
CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-LITERACY.RH.9-10.6
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.
CCSS.ELA-LITERACY.RH.9-10.9
Compare and contrast treatments of the same topic in several primary and secondary sources.
Big Ideas
1. The rise of the communist party that took place in Russia during the end of the First World War happened because due to many factors but one of the most important factors is the peoples dissatisfaction with their ruler and their need for change.
2. To keep control of the Soviet Union Stalin had to use extreme measures such as starvation and the elimination of the free press because the system of power they had created was weak and threated to break so fear of the state was needed to keep the people in check.
3. Due to Russia’s vast territory and weak government platform more extreme measures were needed to control the people when comparing them to Germany and Italy who focused their aggression on smaller groups within the country.
4. In all three countries a state of fear of the state had to be instilled on some level to ensure relative stability in the country.
Historical Questions
1. When looking at the time period and all the influences around them why is it that Communism was the political idea that most Russians supported for their new government system?
2. Was Stalin’s forced implementation of the First Five Year Plan a wise choice at this time in the Soviet state or should it have been held off until a more stable period, or was his plan doomed to fail no matter what time it was implemented?
3. Stalin choose to use fear and excessive power to keep is people in line while Mussolini and Hitler choose to be more compassionate on the surface while keeping the uses of force more secretive why would these dictators choose these routes based on their country?
Why does it seem that uses of extreme for are necessary to keep dictators in power, is this only among people who take power by force or is there evidence of other established nations using likeminded tactics to keep control?
Unit Assessment
This unit will be contain a formal quiz at the halfway point and will also have a formal test and the conclusion of the unit. Throughout the unit there will be checks for understanding in the forms of quick write assignments, checking of notes, and oral pop quizzes. Another activity will be a three bubble chart that compares the three countries based on their government type, how they came to power and other things of this nature that will then be shared with the class. Finally a classroom debate over which form of government would be better based on theory and then also based on implication from what we have seen during this time period.
10.7 Students analyze the rise of totalitarian governments after World War I.
- Understand the causes and consequences of the Russian Revolution, including Lenin's use of totalitarian means to seize and maintain control (e.g., the Gulag).
- Trace Stalin's rise to power in the Soviet Union and the connection between economic policies, political policies, the absence of a free press, and systematic violations of human rights (e.g., the Terror Famine in Ukraine).
Common Core Standards
Writing
CCSS.ELA-LITERACY.WHST.9-10.1.A
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-LITERACY.WHST.9-10.1.C
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-LITERACY.WHST.9-10.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
Reading
CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-LITERACY.RH.9-10.6
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.
CCSS.ELA-LITERACY.RH.9-10.9
Compare and contrast treatments of the same topic in several primary and secondary sources.
Big Ideas
1. The rise of the communist party that took place in Russia during the end of the First World War happened because due to many factors but one of the most important factors is the peoples dissatisfaction with their ruler and their need for change.
2. To keep control of the Soviet Union Stalin had to use extreme measures such as starvation and the elimination of the free press because the system of power they had created was weak and threated to break so fear of the state was needed to keep the people in check.
3. Due to Russia’s vast territory and weak government platform more extreme measures were needed to control the people when comparing them to Germany and Italy who focused their aggression on smaller groups within the country.
4. In all three countries a state of fear of the state had to be instilled on some level to ensure relative stability in the country.
Historical Questions
1. When looking at the time period and all the influences around them why is it that Communism was the political idea that most Russians supported for their new government system?
2. Was Stalin’s forced implementation of the First Five Year Plan a wise choice at this time in the Soviet state or should it have been held off until a more stable period, or was his plan doomed to fail no matter what time it was implemented?
3. Stalin choose to use fear and excessive power to keep is people in line while Mussolini and Hitler choose to be more compassionate on the surface while keeping the uses of force more secretive why would these dictators choose these routes based on their country?
Why does it seem that uses of extreme for are necessary to keep dictators in power, is this only among people who take power by force or is there evidence of other established nations using likeminded tactics to keep control?
Unit Assessment
This unit will be contain a formal quiz at the halfway point and will also have a formal test and the conclusion of the unit. Throughout the unit there will be checks for understanding in the forms of quick write assignments, checking of notes, and oral pop quizzes. Another activity will be a three bubble chart that compares the three countries based on their government type, how they came to power and other things of this nature that will then be shared with the class. Finally a classroom debate over which form of government would be better based on theory and then also based on implication from what we have seen during this time period.