Você está na página 1de 23

Unit IV: World War 1

Unit Plan & SLO

Teacher: Greg Thomas

School: Mililani High School

Course: Pre-AP U.S. History

Period: 5

Grade Level: 9th, 11th, & 12th Mixed

Unit Length: 2 Weeks (Nov. 6- Nov 19th)

Student Population:
Total Number of Students: 25

Males: 11

Females: 14

SPED Inclusion/Pullout: 0

ELL: 0

SES: 1

Additional Information: Additional Information: There are no attendance or behavioral problems on


record with the Hawaii DOE for students in this class. There are 2 students who are at risk in Social Studies
marks, (#20 & #25) meaning they received failing marks in the 1st quarter. There are 6 students with
moderate risk in Social Studies marks (Student #s: 3, 4, 12, 17, 18, 22) meaning they received a D in the
1st quarter. No students are at risk or in moderate risk in any of the other core subjects (Math, Science,
and English).

See Attached SLO for more details

STAGE 1: Desired Results


Learning
Goal(s):

What are the


most important
knowledge/skills
I want my
students to
know and be
able to do?

Students will be able to describe the events that led to the U.S.
entering World War I.
Aligned standards/benchmarks - SS.10.3.7: Describe the events that led the United States

into World War I.


Rationale: Students should be able to describe the reasons that led the U.S. to enter World
War I. This is of great importance because the reasoning for entering into war, especially
one with such a great number of human casualties, and should be understood by all
citizens.
Depth of Knowledge level: 1

Students will be able to describe the economic, social, and


political effects of the U.S. entering World War I.
Aligned standards/benchmarks - Benchmark SS.10.3.7: Describe the events that led the

United States into World War I.


Rationale: Students should understand and be able to communicate to others reasons that
led the U.S. to enter World War I. This is of great importance because the reasoning for
entering into war, especially one with such a great number of human casualties, should be
understood by all citizens.
Depth of Knowledge level: 1

Students will be able to describe the social, economic, and


political effects of the U.S. entering World War I.
Aligned standards/benchmarks - Benchmark SS.10.3.8: Describe how domestic policies

were affected by American involvement in World War.


Rationale: Students should recognize/understand/analyze the cause/effect relationship of
entering into war and the outcomes that may occur.
Depth of Knowledge level: 1

Students will be able to describe the reasons the U.S. did not sign
the Treaty of Versailles by analyzing/comparing Wilsons 14
Points and the Treaty of Versailles.
Aligned standards/benchmarks - SS.10.3.9: Explain why the United States did not sign the

Treaty of Versailles.
Rationale: Students should understand the effects of Global/European politics on the U.S.
Depth of Knowledge level: 4

Students will be able to correctly analyze a document using


SoapsTone.
Aligned standards/benchmarks - 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.W.8 - Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of each source in
answering the research question; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and following a standard format for citation.
Rationale: It is important have the ability to analyze a document, extract the relevant data,
and integrate it into text meaningfully and effectively.
Depth of Knowledge: 4
Big Idea(s):
Students will
understand
That

Students will understand that as an emerging/current World power, Global conflicts/wars


have the ability to affect our nation, regardless of whether or not we have direct
involvement.
Students will understand why the U.S. entered World War I.
Students will understand why the U.S. did not sign the Treaty of Versailles.

Essential
Question(s):

Why did the U.S. enter World War I?


How did the U.S. affect the outcome of the war?
What were the social, political, and economic affects of the U.S. entering World War I?
What factors led the U.S. Senate to reject the Treaty of Versailles?

Standards/Ben
chmarks:
HCPS III or
Common Core

Common Core 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 of 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


science.
9-10.RI.7 - Analyze various accounts of a subject told in different mediums (e.g., a persons

life story in both print and multimedia), determining which details are emphasized in each
account.
9-10.RI.9 - Analyze seminal U.S. documents of historical and literary significance (e.g.,

Washingtons Farewell Address, the Gettysburg Address, Roosevelts Four Freedoms


speech, Kings Letter From Birmingham Jail), including how they address related themes
and concepts.
9-10.W.7 - Conduct short as well as more sustained research projects to answer a question

(including a self-generated question) or solve a problem; narrow or broaden the inquiry


when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
9-10.SL.4 - Present information, findings, and supporting evidence clearly, concisely, and

logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.

Hawaii Content and Performance Standards:


Standard 1: Historical Understanding: CHANGE, CONTINUITY, AND CAUSALITY-

Understand change and/or continuity and cause and/or effect in history.


Benchmark SS.10.1 No content for this course

Standard 2: Historical Understanding: INQUIRY, EMPATHY AND PERSPECTIVE- Use the

tools and methods of inquiry, perspective, and empathy to explain historical events with
multiple interpretations and judge the past on its own terms.
Benchmark: SS.10.2.2 Determine the relevance of sources and assess their credibility.
Standard 3: History: UNITED STATES HISTORY-Understand important historical events

during the 20th century.


Benchmark SS.10.3.7 Describe the events that led the United States into World War I.
Benchmark SS.10.3.8 Describe how domestic policies were affected by American

involvement in World War I.


Benchmark SS.10.3.9 Explain why the United States did not sign the Treaty of Versailles.
Standards/Ben
chmarks:

Self-directed Learner -The ability to be responsible for one's own learning.

General
Learner
Outcomes

Community Contributor - The understanding that it is essential for human beings to work

together.
Complex Thinker - The ability to demonstrate critical thinking and problem solving.
Quality Producer - The ability to recognize and produce quality performance and quality

products.
Effective Communicator - The ability to communicate effectively.

Effective and Ethical User of Technology -The ability to use a variety of technologies

effectively and ethically.


Standards/Ben
chmarks:
State Teacher
Standards

Standard 1: Learner Development


Standard 3: Learning Environment
Standard 4: Content Knowledge
Standard 5: Application of Content
Standard 6: Assessment
Standard 7: Planning for Instruction
Standard 8: Instructional Strategies

STAGE 3: Learning Plan


Include activities, instructions, groupings, differentiated instructional and engagement strategies, digital literacy
tool(s), and resources used
th

Day 1 November 6
Standards Addressed:

Common Core: 9-10.RH.3, 9-10.RI.7


HCPS: Benchmark SS.10.3.7

In-Class Activities: I will introduce students to the topic of our new unit, World War I, with the activity

Stimulation of Trench Warfare. (I didnt realize the CD I borrowed was only a audio CD. Ill fill this in with
the book tomorrow.)
Students will watch a music video One by Metallica Students will discuss their reactions of the images and
lyrics of the video and answer these questions:
Assessment: HW: Respond to Supporting Questions for Reading: The United States in WWI (p. 667-671)

Answer:
1. What were the causes of WWI, and how did the war progress on the Western front?
2. What role did the US hope to play as a neutral power? What factors undercut that neutrality? Why did it
finally enter the war?
th

Day 2 - November 7
Standards Addressed:

Common Core: 9-10.W.7


HCPS: Standard 1, Benchmark SS.10.3.7
In-Class Activities - Students will break into groups of two and work on the SEXI World War I Terms

assignment. SEXI stands for: State, Elaborate, eXemplify, and Illustrate. Students will choose a word from
these choices: Alliance, Nationalism, Militarism, and Internationalism. In their groups, students will use
laptops to conduct research on the meaning of their term and how it relates to WWI using reliable primary
and secondary sources. Students will explain the meaning of their term in their own words, elaborate on its
relation to WWI, include specific historical examples during WWI, and create an illustration to represent the
actions which took place.
Assessment: Additional Homework - Students will complete their SEXI World War I Terms assignment if

they have not finished.


th

Day 3 - November 10
Standards Addressed:

Common Core: 9-10.RH.2, 9-10.RH.4, 9-10.RI.7


HCPS: Standard 1, Benchmark SS.10.3.9, Benchmark SS.10.3.7
In-Class Activities: Students will watch the video Shell Shock and answer the questions on their Shell

Shock worksheet.
Extension: Students will be given time to work on their NHD Projects I will monitor each groups progress to

ensure they are keeping up with their timeline.


Extension: (Last 5 minutes of class) -The History Channels History of Veterans day Video -

http://www.history.com/topics/holidays/history-of-veterans-day/videos/history-of-veterans-day
In celebration of Veterans day, I will play a video of the History of Veterans Day, which began as Armistice
Day to celebrate those who fought in World War I.
Assessment: HW: Homework Students will use the PowerPoint 4.1 WWI Causes Chart provided on their

Google Drive accounts to complete the 4.1 - WW1 Causes Chart Worksheet.

th

Day 4: November 12
Standards Addressed

Common Core: 9-10.RH.1, 9-10.RH.2, 9-10.RH.4, 9-10.RI.9, 9-10.W.7, 9-10.SL.4


HCPS: Benchmark: SS.10.2.2, Benchmark SS.10.3.7
In-Class Activities: Assessment #2: Analyzing Woodrow Wilsons Request for a Declaration of War.

Students will be broken into groups of four. Each group member will read a section of Woodrow Wilsons
speech to Congress asking for a declaration of War. As they are reading, students will create a summary and
note down any words or language they do not understand. Students will then use SOAPSTone to analyze this
document. Next, each group create a written response to the question If you were a congressman, would
you vote for the U.S. to enter the World War I? The response should include:
(1) Explain what the document tells you about the answer to the question.
(2) Include any evidence that supports your ideas
(3) Incorporate the SOAPSTone analysis in 2 fluent sentences.
Groups will display their written response on the Smartboard while they read it to the class.
Assessment: HW: Students will use the primary and secondary materials and information on 4.2 Causes of

the United States Involvement in WW1 found on Google Drive to complete the worksheet 4.2 Causes of
the United States Involvement in WW1.

th

Day 5: November 13
Standards Addressed:

Common Core: 9-10.RH.3, 9-10.RH.4, 9-10.RI.7


HCPS: Benchmark SS.10.3.8
In-Class Activities: Students will complete 4.4 Domestic Policies Matrix using the Primary documents and

information given on 4.4 Domestic Policies Documents found on Google Drive.


Assessment: Students will complete worksheet 4.4 for homework if they did not finish in class.
th

Day 6: November 14
Standards Addressed:

Common Core: 9-10.RH.3, 9-10.RH.4, 9-10.RI.7


HCPS: Benchmark SS.10.3.8
In-Class Activities: Students will complete 4.51 & 4.52 WWI Social Group Profile & Domestic Policies Impact

Matrix for classwork using the Primary and Secondary sources found on Google Drive.
Assessment: Homework HW: War on the Home Front (p. 672-678)

Write a Paragraph:
1. In what ways did the war transform the economy, society, and politics of the United States?
Finish 4.51 & 4.52 Handouts if they have not been finished in class.
th

Day 7: November 17
Standards Addressed:

Common Core: 9-10.RH.2


HCPS: Standard 1, Benchmark SS.10.3.9
In-Class Activities: Students will complete worksheet 4.6 U.S. & Treaty of Versailles Decision-Making

Assessment: HW: The Treaty of Versailles (p. 678-681).

1. What were the flaws of the Treaty of Versailles? To what extent did Wilson succeed in influencing the
development of the treaty?
2. What factors led to the treatys rejection by the U.S. Senate?
3. On balance, do you think U.S. entry into WWI had beneficial results that outweighed the costs? Why or
why not?
Additional Homework: I will give students a study guide as well as have them take home the work done during

this unit. I will let the students know that they will be taking the Unit 4 Summative test on November 20th.
th

Day 8: November 19
Standards Addressed:

Common Core: 9-10.RH.2, 9-10.RH.1


In-Class Activities: Students will complete the first Unit 4: World War 1 summative-assessment This is a
Document-Based-Assessment where students analyze primary sources and write an essay response. It is not
added to the students grades, but instead used as a benchmark to determine learning-growth and will be
the summative-assessment used in my SLO. It is graded with a SOAPSTone rubric. This will take the entire
class period.
Extension: If students finish early they may use the time to work on their National History Day Projects, which

are due on November 26th.


th

Day 9: November 20
In-Class Activities: Students will complete the second Unit 4: World War 1 summative-assessment This is a

multiple choice Document-Based-Assessment in which students will analyze primary sources to come to an
answer. The test is given on Quia.com and it will take the entire class period.
Extension: If students finish early they may use the time to work on their National History Day Projects, which

are due on the 26th.

Materials and Supplies Needed:

Laptops for in-class use, access to a computer at home, and Americas History textbook.
Resources Needed:

Americas History textbook, Laptops, Smart Board, Internet Access.


Results and Reflection:
TBD

STAGE 2: Assessment Evidence


Summative Assessment/
Performance Task:
Formative Assessments:

See Attached Unit 4 DBQ

Rubrics for Formative


Assessments:

See Attached Lessons & Worksheets

See Attached Lessons & Worksheets

Summary of Expectations with Rationale

Results of Pre-Assessment
Did Not Test
8%

ExpectaIons for
SummaIve-Assessment
ExcepIonal
24%

Developing
36%

Inadequate
56%

Skilled
32%

Developing
20%

Procient
24%

Assessment Scoring: Aligned with Common Core Standard 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.
1 - Inadequate (Novice Does not meet Standard 9-10.RH.1) Cites no specific textual evidence to support
analysis of primary and secondary sources. (This group will inaccurately analyze the document)
2 Developing (Approaching Proficiency to Standard 9-10.RH.1) Cites very little specific textual evidence
to support analysis of primary and secondary sources. (This group will be able to accurately describe what
is happening in the document (summarize).
3 Proficient (Meets Standard 9-10.RH.1) - Cites specific textual evidence to support analysis of primary
and secondary sources, attending to such features as the speaker, date of origin of the information
(occasion), audience, and subject. (This group will identify the Speaker and Occasion).
4 - Skilled (Exceeds Standard 9-10.RH.1) Cites specific textual evidence to support analysis of primary and
secondary sources, attending to such features as the speaker, date of origin of the information (occasion),
audience, and subject. (This group will identify the Speaker, Occasion, Audience, and Subject).
5 - Exceptional (Exceeds Standard 9-10.RH.1) - Cites specific textual evidence to support analysis of
primary and secondary sources, attending to such features as the speaker, date of origin of the information
(occasion), audience, purpose, subject, and tone. (This group will identify all the categories of SOAPSTone
- Speaker, Occasion, Audience, Purpose, Subject, and Tone).

Rationale for Expectations:


The unit 4 summative assessment is a document-based-question assessment that asks a question
and requires students to analyze Primary and Secondary documents using SOAPSTone to come to
an answer. SOAPSTone (subject, occasion, audience, purpose, speaker, tone) is an analytical
strategy that helps users focus on and extract specific textual evidence in primary and secondary
sources, such as: the main ideas purpose, the speaker and their agenda, as well as the background
and credibility of a source. The pre-assessment was given to students on the first day of class and
none of them were familiar with Soapstone at the time, so while they may have taken included
some of the SOAPSTone information, none of the students were able to average a proficient

analysis according to the rubric. Over the last 3 months of class we have incorporated SOAPSTone
in numerous formative assessments and I have familiarized myself with the students and their
dispositions, aptitude for producing quality-work, and their attention to detail or lack thereof.
Based on this knowledge, I am inclined to believe that ALL students will show improvement and
reach proficiency. To explain the breakdown of expectations I have broken down the students into
groupings of expectations. Within these expectation groups I have created tables to help illustrate
how I analyzed the data.
Class Breakdown

Developing

Proficient

Skilled

Exceptional

Student Numbers

3, 6,19, 22, 25

4, 10, 12, 17, 18, 20

1, 2, 7, 9,13,14,15, 23

5, 8,11,16, 21, 24

This table is based on students expected summative assessment outcomes.

Group 1: Developing Students 3, 6,19, 22, 25


Student numbers marked
Developing

19

22

25

HSA Reading score


Class Average - 351

335

332

343

324

N/A

With the exception of student 25, all the students whom I expect to score proficient on the
summative-assessment scored below the class average HSA score of 351. This evidence shows
that these students may not have the same level of reading comprehension as their peers.
Problems with reading comprehension could lead to misinterpretation of the documents and
result in a lower overall score. Student 25 is new to the Hawaii Public School system and did not
participate in any previous HSA tests, but he has shown difficulty with reading comprehension and
has struggled to produce quality work on numerous formative assessments.
Student numbers marked
Developing

19

22

25

Social Studies Grade Risk


Based on 1st Qtr. Grade

Mod.

Low

Low

Mod.

High

Social Studies Grade Risk:


Low Received a grade of A C
Moderate Received a grade of D
High Received a grade of F
This data is based on students grades on the 1st quarter. Student 25 received a failing grade for
the quarter. This student often has trouble turning in his work on time and producing quality work,
however he has recently changed many of his study habits. He also has difficulty understanding
and following instructions and I often need to check up on him individually to make sure he turned

in his homework, following directions, and staying on task. Students 3 and 22 received a D for
the first quarter. Students 6 and 19 received Cs in the 1st quarter.

Group 1 (Developing) Summary:


Though they may not be able to attain a proficient marking, these students are not novices at
analyzing documents using SOAPSTone. I expect these students to cite very little specific textual
evidence to support analysis of primary and secondary sources. These students show a lack of
focus and motivation and put forth very little effort into formative and summative assessments.
These students also have trouble following directions and quite often I need to give them
individual attention so they are able to focus and be productive in class. I expect these students to
attain a score of Developing on the summative exam because I dont believe they have built the
skills needed to analyze documents accurately with little effort; when forced to perform complex
thinking tasks these students may be inclined to not complete the task to their full ability.

Group 2: Proficient Students 4, 10, 12, 17, 18, 20


Student numbers marked
Proficient

10

12

17

18

20

HSA Reading score


Class Average - 351

355

N/A

353

333

385

368

Students I expect to be rated proficient received varying results on the HSA Reading test.
Student 17 may have some difficulty with reading comprehension, however I do not think that it
will be a determining factor in the summative assessment.
Student numbers marked
Proficient

10

12

14

17

18

20

Social Studies Grade Risk


st
Based on 1 Qtr. Grade

Mod.

Low

Mod.

Low

Mod.

Mod.

High

Social Studies Grade Risk:


Low Received a grade of A C
Moderate Received a grade of D
High Received a grade of F
Students 10 and 14 are new to Mililani High School and this is the primary reason they fell into the
proficient category. Student 10 is a 12th grader and has only been in class for 1 month. Student
14 is a 9th grader and has been here for almost 2 months which is why I expect them both to
receive a proficient marking. The chart above speaks to the reason the other students in this
group are expected to receive a mark of Proficient. Students 4, 12, 17, and 18 all received Ds
last quarter and Student 20 received an F. All of these students, including student 17 who scored
well below the HSA Reading average score, have shown the ability to produce quality work and
possess competent complex thinking skills.

Group 2 (Proficient) Summary:


I expect students in the proficient group to be able to cite the specific textual evidence of the
speaker and the occasion of the document as well as accurately describe what is happening.
Students10 & 14 produce high-quality work and if they entered the course during the beginning of
the year I would expect them to receive a mark of Exceptional. However, the rubric calls for
specific information to be extracted from the documents in order to move up in grades and neither
student has had a significant amount of exposure to analyzing documents using SOAPSTone. With
more exposure to SOAPSTone and other analytic exercises, these students will be able to reach
the Exceptional marking with little effort. Students are in this group because, regardless of their
ability, these students have consistently shown the inability to follow directions, complete their
work on time, and put effort into their work, and that is why they fall under the Proficient group.

Group 3: Skilled Students 1, 2, 7, 9,13,14,15, 23


Student numbers marked
Skilled

13

15

23

HSA Reading score


Class Average - 351

351

353

344

361

376

337

317

I expect students in this group to receive a marking of Skilled because these students have
shown the ability to analyze documents with relative ease and accuracy. Students 7,15, and 23
have well below average HSA scores, but all have shown in past formative assessments to have
developed analytical skills well beyond most of their peers. Student 23s HSA scores are very low,
but this student is an 11th grader whos shown to have the reading comprehension to accurately
and effectively analyze primary and secondary sources.
Student numbers marked
Skilled

13

15

23

Social Studies Grade Risk


st
Based on 1 Qtr. Grade

Low

Low

Low

Low

Low

Low

Low

Social Studies Grade Risk:


Low Received a grade of A C
Moderate Received a grade of D
High Received a grade of F
Students in the skilled group have all received a B or better and have shown the ability to
produce high-quality work and excel in previous formative and summative assessments.

Group 3 (Skilled) Summary:


These students have shown the ability to accurately and effectively analyze primary and secondary
sources, citing much of the available textual evidence in the process. These students have the

tendency to occasionally miss assignments here and there, turn in incomplete work, or fail to
follow instructions, however these students have shown the ability to produce high-quality work on
previous formative assessments. These students are familiar with using SOAPSTone to analyze
documents. I expect each of these students to exceed the standard set for this assessment.

Group 4: Exceptional Students 5, 8,11,16, 21, 24


Student numbers marked
Exceptional

11

16

21

24

HSA Reading score


Class Average - 351

360

361

342

371

390

340

Students 11 and 24 are both 11th graders who have shown strong reading comprehension
throughout the course. Students 5, 8, 17, and 21 all have HSA scores above the class average of
351. All of these students have excelled in previous analytical exercises.
Student numbers marked
Exceptional
Social Studies Grade Risk
st
Based on 1 Qtr. Grade

11

17

21

24

Low

Low

Low

Low

Low

Low

Social Studies Grade Risk:


Low Received a grade of A C
Moderate Received a grade of D
High Received a grade of F
Students in the exceptional group have all received As in the first quarter. These students
consistently produce high-quality work and have excelled in previous analytical exercises.

Group 4 (Exceptional) Summary:


Students in the exceptional group have shown the ability to accurately and effectively
incorporate all aspects of SOAPSTone into the analysis of primary or secondary sources. These
students are able to correctly analyze documents with little or no effort and they should all exceed
the standard and receive the highest possible marking in this summative assessment.

Oct
2014

Dec 2014

~ November 2014 ~

Sun

Mon

Tue

Wed

Thu

Fri

Sat
1

3 Unit 3:

5 Unit 3:

Student Voting

Election Day: No School

Unit 3 Summative
Assessment

6 Unit 4: Day 1
"Stimulation of Trench
Warfare" Activity.
Watch Metallicas One
Anwer Questions.
HW: The Unites States in
WWI (P.667-671) 2 questions

10 Day 3:
11
"Shellshock" video and wrksht.
Veterans Day: No School
NHD Project Update
HW: 4.1 Causes of WWI wrksht

12 Day 4:
Wilsons Speech Modified
Document-Based Question
Activity
HW: 4.2 Causes of
Involvement in WWI wrksht

13 Day 5:
4.4 Domestic Policies Matrix
wrksht
HW: Finish 4.4 wrksht

7 Day 2:
"SEXI" WWI Assignment

Extension: "History of Veterans


Day
Video"
HW: Finish SEXI assignment

14 Day 6:
4.51 WWI Social Grouping &
4.52 Domestic Policies

15

HW: HW: War on the Home


Front"
(p. 672-678) write paragraph.
Complete 4.51 & 4.52 wrkshts

16

17 Day 7:
4.6 U.S. & Treaty of
Versailles DecisionMaking

18
No Period 5

HW: The Treaty of


Versailles (p. 678-681).
Answer 3 Questions
23

30

20 Day 9:
Unit 4: WWI Summative
Assessment

21

22

Work on NHD Projects


Work on NHD Projects

Work on NHD Projects

24

25
No Period 5

Finish and submit NHD


Projects

Last day to turn in NHD


Projects

26 Day 10:

27

UNIT 4 Post Assessment DBQ:


Thanksgiving: No School
Essay/Writing assessment (Not
graded )

28

29

Thanksgiving: No School

Notes:

Nov
2014

Sun

19 Day 8:
Unit 4: WWI DBQ
Summative Assessment
(Ungraded -used for SLO
data)

Jan
2015

~ December 2014 ~
Mon
1 Unit 5:
Introduction to Unit 5:
Roaring Twenties
5.1 Roaring Twenties?:
Context Analysis and
Generating Questions
Wrestling with
Modernity- Conflicted
Legacies of WWI (p. 685690). Answer 2 Questions

Tue
2
No Period 5

Wed
3
Modernization and
Modernism (PL2): Describe
changes in society and
culture that led to conflicts
in values in the 1920s.
1. Analyze census
documents
2. Graph statistical data
3. Summarize and share
graphs, identifying trends
W: Make connections
between modernization and
modernism -Answer 2
Questions

Thu
4
Overview of Supreme Court
Case

Fri
5
Supreme Court Case
Viewing in gym

Sat
6

Assessment #1 (See attachment for original format and resources)

World War I CAUSES Chart


S3 U.S. History 3.3.1: Describe cause and effect relationships.
S3 U.S. History 10.3.7: Describe the events that led (the United States) into World War I.
Directions
1. Use the World War I Causes Presentation PowerPoint that has been shared with you through Google
Docs to fill out this document.
2. Once you have opened this document, Click on File>Make a Copy.
3. In the upper left hand corner, click on Title of Document.
4. Rename your document in the following format [Last Name, First Initial_Title of Document] Example:
FranciscoD_World War I Causes Chart
5. Type your responses within this document.
LONG TERM CAUSES OF WORLD WAR I
Advanced (5)

Proficient (4)

Partially Proficient (3)

Novice (2)

Describes WWI causes and related


effects for each,
with clear and precise detail.

Identifies causes and related effects for


each WWI cause.

Explains, with minimal detail,


causes of WWI

Only defines terminology of


causes of WWI

DEFINITION

Influence (CAUSE)

Examples (EFFECT)

ALLIANCE
NATIONALISM
IMPERIALISM
MILITARISM
ANARCHY
LEADERSHIP
IMMEDIATE TERM CAUSES OF WORLD WAR I
Influence (CAUSE)

DEFINITION

Examples (EFFECT)

Assassination of
Archduke
Franz Ferdinand
Declaration of war
between rival alliances
Germanys invasion of
Belgium

FORMATIVE ASSESSMENT

How did alliances, nationalism, imperialism, and militarism cause World War I?
(Start typing your response after the horizontal line.)
Advanced (5)

Proficient (4)

Partially Proficient (3)

Novice (2)

Describes 4 WWI causes and provides


examples, with clear and precise detail.

Explains all 4 causes of WWI, and


gives examples for each cause.

Identifies 4 causes of WWI. Explains,


with minimal detail, causes.

Only identifies some of


the causes of WWI

Assessment #2 (see attachment for original format and resources)

Causes of United States Involvement in World War I S3 - U.S.


History 10.3.7 Describe the events that led the United States into World War I
Instructions: To help your understanding of Americas shift from an isolationist
foreign policy to an imperialist one, read the following excerpts from the five
primary sources. Your answer should NOT be a direct quote from the reading
but an explanation written in complete sentences, and in your own words.
Advanced (5)

Proficient (4)

Partially Proficient (3)

All questions answered correctly.


Questions answered with clear
and precise detail.

All questions answered


correctly.

All questions answered. Most


answers are answered correctly.

Event 1

American Propaganda

What foreign policy did the United States follow at the beginning of WW1?
How did the posters of the Kaiser of Germany represent him?
In general, how did the posters make Germans look like; How were they represented?
What was the overall influence American propaganda had on its citizens?
What category of SPICE would this document represent?
Explain why you chose that category of SPICE?
Event 2

United States Business Intere

How was trade with the allies impacted between 1914 and 1916?
How was trade with Germany impacted between 1914 and 1916?
What was the purpose of Englands blockade during World War I?

Causes of United States Involvement in World War I


Why was the success of the Allies important to the United States?
What category of SPICE would this document represent?

Explain why you chose that category of SPICE?


Event
Unrestricted Submarine Warfare
3

Germany used submarine warfare leading up to World War I. What event angered the A
Germany because of this?
What were the promises of the Sussex Pledge?
Why did Germany break the promises of the Sussex Pledge?
What was the impact of the breaking of this promise?
What category of SPICE would this document represent?
Explain why you chose that category of SPICE?
Event
Zimmerman Note
4
What was the Zimmerman Note?
What was the purpose of the Zimmerman Note?
Why would Germany want this action?
What category of SPICE would this document represent?

Causes of United States Involvement in World War I


Explain why you chose that category of SPICE?
Event
German Dictatorship
5
What kind of connection did the United States have with the British and French?
What goal did President Woodrow Wilson want other nations to achieve?

What was the meaning of President Woodrow Wilsons statement, The world must be s
democracy?
What category of SPICE would this document represent?

Explain why you chose that category of SPICE?

Formative Assessment
Advanced (5)

Proficient (4)

Partially Proficient (3)

Identifies all of the causes of


United States involvement in
World War I. Correctly
categorizes all of the Political,
Economical, and Social
causes of U.S. involvement in
WWI. Clear examples given.

Identifies all of the causes of


United States involvement in
World War I. Correctly
categorizes all of the Political,
Economical, and Social
causes of U.S. involvement in
WWI.

Identifies all of the causes of


U.S. involvement in World War I.
Correctly categorizes some of
the Political, Economical, and
Social Causes of the U.S.
involvement in WWI.

Using information from the five sources you just completed, discuss the Political,
Economical, and Social causes of United States Involvement in World War I.
Please type your response after the horizontal line.

Assessment #3 (See attachment for original format and resources)

The Century: Americas Time (1914-1919) Shell Shock


From the assassination of Archduke Ferdinand in Sarajevo in June of 1914 to Armistice Day
in November of 1918, the world was embroiled in the First World War. World War I not only
shaped much of the events of the twentieth century but also was truly unique since it was the
first.

Directions
Watch video titled Shell Shock and answer questions. If you need to review
outside of class, you can find video on Youtube.com. Type in The Century
Americas Time Shell Shock.

World War I Begins

A German U-Boat sank the Lusitania off the Irish Coast. Despite the knowledge of a wa
passengers chose to sail in these waters.

Why did the passengers of the Lusitania have a false sense of security? In other words

safe to travel?
What were the beliefs of the soldiers as they prepared and left to fight in the war?

What was the reality? What did the soldiers find out once they started to participate in th

Western Front
Where were the trenches built? (Location)
What were the conditions like in the trenches? Be descriptive.
How was World War I different from all previous wars?

How was the war truly a product of the new century? Hint: Think about the new technolo
List the new types of weapons that were developed for the war

Discuss the futility [pointlessness or uselessness] of the Battle of the Somme. (Why wa

The Century: Americas Time (1914-1919) Shell Shock


The Russian Revolution
What role did Germany play in the Russian Revolution?
What was Germanys purpose for doing this?
Did Germany make a mistake in doing this?
What was Lenins plan for Russia?

What were some of the causes of the Russian Revolution?

What were the ramifications [consequences] of the revolution on world events in the twe
century?

The United States Joins the War


Why did President Woodrow Wilson change his mind about entering the war?
What brought the war to an end?

World War I Ends


What problems did veterans have when they returned home to the United States?
What problems existed in Europe after the end of the war?
What was the Fourteen Point plan?

The Century: Americas Time (1914-1919) Shell Shock


Why didnt the United States Congress support it?
Why was it ironic that the United States Congress not support the Fourteen Point
Plan?
What were the problems with the Treaty of Versailles (the plan for peace)?

Assessment #4 (See attachment for original format and resources)


Benchmark SS 10.3.7: Describe how domestic policies were affected by American
involvement in World War I Name _______________ Date ________ Pd ___

Advanced (5)

Proficient (4)

Partially Proficient (3)

Describes, with clear and


precise detail, each of the
agencies policies and
actions. Also provides
examples of impacts on
society.

Defines purpose of all


agencies. Describes, with
minimal detail, their
policies & actions. Also
identifies impact on
society.

Defines purpose of all WWI


agencies. Identifies
policies & actions of each.

Describe the Purpose or Responsibility


of...

What specific actions were taken by


each?

How did th
society?

A. War Industries Board (WIB)B. Railroad Administration-.


C. Federal Fuel Administration (FFA)

-.

D. National War Labor Board


(NWLB)
E. Food Administration
F. Committee of Public Information
(CPI)
G. Espionage and Sedition Acts
FORMATIVE ASSESSMENT
Describe how American involvement in WWI impacted political, social, and
economic domestic policies.
Advanced (5)

Proficient (4)

Partially Proficient (3)

Describes multiple
domestic policies for each
category.

Describes multiple
domestic policies for each
category.

Describes domestic
policies for 1 or 2
categories.

Provides examples for

each.
POLITICAL

SOCIAL

ECONOMICAL

Assessment #5 (see attachment for original format and resources)

United States & Treaty of Versailles Chart (WWI EFFECTS)


Name ______________ Date _____ Pd _____ S3-U.S. History 3.3.1: Describe cause and
effect relationships. S3-U.S. History 10.3.9: Explain why the United States did not sign the
Treaty of Versailles.
A. Immediate Effects of World War I
B. Creation of the Peace Treaty
1. Who were the victors?

2. What does it mean for the


United States?
3. How did the toll of the war
impact the United States in
comparison to the other
countries involved in the
war?
4. What was President
Wilsons goal?

5. Explain the main points of


President Wilsons
recommendations of his
Fourteen Point Plan.
6. What was the purpose of
the League of Nations?
7. What was the overall goal
of the other Allied leaders?
8. What were the main points
of the Treaty of Versailles?
C. The United States Response to the Treaty of Versailles
9. After WWI, what was the
foreign policy of the United
States?
10. Why was there opposition to
the League of Nations?
11. What was the United States
final decision on the treaty?
D. Long Term Effect on the United States
12. How did the war impact the
United States economy?
13. How did the war influence
American views on immigration?
14. How did African-Americans
not benefit?
15. How did women benefit?

More assessments and resources attached


See next page for bibliography

Bibliography
Edwards, Rebecca, and Robert O. Self. "The United States in World War I."America's History. By James A.
Henretta. 7th ed. Boston/New York: Bedford/St. Martin's, 2011. 667-81. Print.
"History of Veterans Day Video." History.com. A&E Television Networks, n.d. Web. 3 Nov. 2014.
"Metallica - One [Official Music Video]." YouTube. YouTube, 26 Oct. 2009. Web. 03 Nov. 2014.
"Section 4: World War I." The United States: Coming of Age: 1890-1920. Palo Alto: Teachers Curriculum Institute,
CA. N. pag. Print.