Glastonbury Foreign Language Program
Curricular Unit: World War II in Russia
Grade: 10
Subject/Topic Area(s): History, geography
Key Words: WWII, Great Patriotic War, Stalingrad, Stalin, Hitler, Non-Agression Treaty, Munich Agreement

Standards:

Major standards— 2.1, 2.2, 3.1, 3.2
Supporting standards— 1.1, 1.2

Brief Summary of Unit (including curricular context and unit goals):

This is a unit on World War II in the Soviet Union, including the events leading up to the invasion of the USSR by Germany, the war in Russia, and its aftermath.

Number of days for activity: 15

Materials and resources (including technology and multimedia):

- Teacher and student generated timeline
-Library of Congress Country Studies website: http://memory.loc.gov/frd/cs/cshome.html
-The History Place website: http://www.historyplace.com/worldwar2/timeline/ww2time.htm
-The War in Europe website: http://www.teacheroz.com/WWIIEurope.htm
-WWII links website: http://history.acusd.edu/gen/ww2_links.html
-WWII Documents at Yale University website: http://www.yale.edu/lawweb/avalon/wwii/wwii.htm
-Cold War website: www.learningcurve.pro.gov.uk
-map of Europe 1914: http://history.acusd.edu/cdr2/WW2Pics/81520.GIF
-map of Europe: http://www.scottforesman.com/educators/maps/europemap.html
-film: "Ballad of a Soldier"

Identifying Desired Results

•  What essential questions will guide this unit and focus teaching/learning?

-What events lead up to the invasion of the USSR in 1941?
-How did the Non-Agression treaty affect how the war proceded?
-What was the Soviet Union's role in World War II?
-What role did Stalin play?
-What was the Soviet Unions's status in the world after the war?
-What effects of the war are still evident in Russia today?
-How do Russians today view World War II?
-How would Russia be different today if Germany had not invaded?

•  What enduring understandings are desired?

Student will understand...

How the Soviet Union got involved in World War II, what life was like for the Soviets during the war, and how the war affected the people of the USSR for years to come.

•  What key knowledge and skills will students acquire as a result of this unit?

Students will know…

-the terms north, south, east, west
-names of European countries in Russian
-how to express locations of countries in relation to each other ("Germany is located to the west of Poland") -locations of 34 European countries and 4 bodies of water
-genitive case
-dative case

Students will be able to…

Vocabulary:

Grammar:

•  What do they already know that will help them learn new information? Where and when did they learn it?

-some geography from previous World History courses, or area studies, such as European History 1 and 2
-knowledge of European history from European History 1 and 2

Determining acceptable evidence

•  What evidence will show that students understand?

Performance Tasks:
-writing assignment about the film "Ballad of a Soldier," including a letter or journal entry from the point of view of one of the characters in the film.

Quizzes, Tests, Prompts, Work Samples:
-Quiz on timeline
-Quiz on locations of the countries of Europe (label a map)
-Quiz on locations of the countries of Europe (sentences)
-Test on content of readings, discussions

Unprompted Evidence (observations, dialogues):
-class discussions
-question/answer activities

Student Self-Assessment:

Lessons:

Links to Relevant Web Sites:  

http://memory.loc.gov/frd/cs/cshome.html
http://www.historyplace.com/worldwar2/timeline/ww2time.htm
http://www.yale.edu/lawweb/avalon/wwii/wwii.htm
www.learningcurve.pro.gov.uk
www.teacheroz.com/WWIIEurope.htm
http://www.teacheroz.com/WWIImaps.htm

Assessment Blueprint (Performance Tasks)

Task Title:
Approximate Time Frame:
Standards:
Purpose: check those that apply Formative – Summative –
Description of Task:



Evidence of desired understanding:

Criteria of judgment:

Evaluative Tools: check those that apply
Analytic Rubric –
Holistic Rubric –
Criterion (performance) list –
Checklist –

Assessment Blueprint (Other Evidence)

•  What is being assessed?

•  Describe the assessment.  

•  What is the purpose of the assessment?      

•  Criteria of judgment/evaluative tools: