Teacher: Greg MacPhee Course: World History II Unit: WWI
Week of: 3/11/13 Periods: 3 Level: H
How did WWI lay the groundwork for more conflict in the future?
Common Core Writing Standards: Social Studies Department
X / 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (Example: essays, debating bullet points)
X / 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. (Examples: DBQ’s, ACAPS, responding to charts and graphs)
X / 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Example: research paper)
X / 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. (Example: analyzing primary source documents)
X / 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (Example: bellringers)
Other Standards (if applicable) ex: ELBPO, reading, cross-disciplinary
FRAMEWORK:
What do you require your student to know? / OBJECTIVE:
Use an action verb that can be measured: S.W.B.A.T.
Example: Analyze the roles and policies of various Civil War leaders. (US1.39) / Example: Identify leadership qualities of Ulysses S. Grant in a written open response essay.
WHII.17: Describe the declining power of the Russian Empire
WHII.18: (A) the physical and economic destruction of WWI
(C) the collapse of the Romanov dynasty and subsequent Bolshevik Revolution and civil war in Russia / · identify the reasons for the Russian Revolution
· debate the positive and negative attributes of the czar
· identify the appeal of the Bolsheviks
· define and rank the issues faced at the Treaty of Versailles
· negotiate their own terms for the Treaty of Versailles
Weekly Open Response Question: / Rubric
Did the Russian Revolution achieve the goals it espoused?
Prior Knowledge: / Future Learning:
· Imperialism
· Industrial Revolution
· Nationalism
· Trench warfare
· MANIAS (Militarism, Alliances, Nationalism, Imperialism, Assassination and Significant Individuals)
Assassination of Franz Ferdinand
· Modern war: submarines, poison gas, tanks, airplanes
· initial enthusiasm for war turning to disillusionment
· America’s entry into the war
· How to create a bibliography
· Russian Revolution
/ · Treaty of Versailles
· Lingering effects of the war
DAY / PLAN / ELL/Sped Accommodations
M / Activities: (Shortened period)
-Students will work on goal sheets
-As students work on that, teacher will pass back graded work
-Teacher will remind students of what we covered the previous week on the Russian Revolution, including the czar, 1905 and Bloody Sunday
-Students will then watch a clip of the Odessa Steps from the film Battleship Potemkin and be asked whether they think the film supports or opposes the czar and write down 6 pieces of evidence from the film to support what they say
Assessments/HW: / · video clips to help with visualization
T / Bellringer:
Activities: -Students will watch the remainder of the video clip
-They then will discuss what evidence they found to support their claim of whether this was pro or anti-revolution
-Students will then be polled on their opinions of Czar Nicholas
-Teacher will give short PowerPoint about Nicholas, his family, and Rasputin
-Students will then watch a short video clip of the execution of the czar and his family
-Students will then take part in a 3 minute silent write where they are asked to say whether or not they think that the czar deserved his punishment
-Students will then be divided onto different ends of the class depending on whether they “agree” or “disagree” or are “unsure” with the czar’s punishment
-Students will have a short debate
Assessments/HW: / · video clips to help with visualization
· debate sides signified with signs and specific spots in the room
W / Bellringer: What is a slogan or a phrase by a company, country, or famous person which you can always remember?
Activities: -Teacher will give PowerPoint slides on what led to the downfall of the Romanovs
-Students will be asked to share out their bellringers
-Students will be broken up into small groups of about 4 and asked to come up with a slogan the Bolsheviks could have used to gain power. They will have 6 minutes
-After students share out their suggestions, teacher will then project the Bolshevik slogan “Peace, land, and bread” onto the board
-Students will discuss what they think make this slogan so effective
-Students will then be given two first-person accounts, one of a Russian revolutionary, and one from the daughter of an aristocrat describing the revolution and its aftermath
-Students will be asked to compare the promises of the Bolsheviks and the results of the revolution and answer the question: Did the revolution fulfill its promises described in the slogan, “Peace, land, and bread?”
Assessments/HW: Answer the question: Did the revolution fulfill its promises described in the slogan, “Peace, land, and bread?” Due Friday
/ · group work
· low stakes writing
Th / Bellringer:
Activities: (No Period 3)
Assessments/HW:
F / Bellringer: How do you think the winners of World War I would have felt towards the losers at the end of the war?
Activities: -Students will turn in their open responses from Wednesday
-Students will share out their thoughts on the bellringer
-Teacher will then pass out sheet listing various issues that had to be resolved at the end of the war, including Germany’s responsibility for the war, reparations, Germany’s overseas colonies, and the right of self-determination
-Using the ELMO, teacher will go through each issue and define it
-Students will then be given 5 minutes to rank the issues in terms of importance
-Students will then be broken into groups of 3 or 4, with each person given the role of a different country at the Treaty of Versailles (USA, Britain, France, or Germany) and their individual goals and positions on the issues that had to be addressed in the treaty
-Each group will be tasked with negotiating and writing their own treaty regarding the terms
-If time permits, each group will share out what their group came up with
-If time permits, teacher will project PowerPoint with the actual terms and conditions of the Treaty of Versailles
Assessments/HW: / · teacher modeling
· vocabs words defined for the whole class
· heterogeneous grouping
Pros / Reflections/modifications / Cons