Unit 7: World War I

10th Grade Semester One

Unit 7: World War I

Stage 1: Desired Outcomes
Topic / Unit Title: World war I
*How was World War I a turning point in world history?
NYS Content Standards
Key Idea 1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.
Key Idea 2: Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.
Key Idea 3: Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.
Key Idea 4: The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time. / Common Core Skills
Reading-Social Studies (RH)
2. Determine the main idea of a document
3. Use information/ideas to determine cause and effect
4. Use source information/ideas to differentiate and understand political, social and economic trends
6. Compare and contrast various points of view
8. Identify and analyze evidence
Writing (W)
1. Write an argument to support claims
3. Write narratives using effective techniques
4. Produce writing appropriate to task, purpose and audience
9. Draw evidence from informational text
Speaking and Listening (SL)
1. Initiate and participate in collaborative discussion
2. Accurately use multiple sources of information
4. Clearly present appropriate information and evidence
Language (L)
1. Demonstrate appropriate grammar usage in writing and speaking
(sentence complexity)
4. Build vocabulary and expand word choice
5. Understand and interpret figures of speech and nuances in word meanings
Understandings:
Define the main causes of World War I such as militarism, alliances, nationalism, imperialism and the assassination of Archduke Francis Ferdinand
Understand the conflict in the Balkans
Discuss the usage of technology in the war and trench warfare
Total war and the role of women on the home front
Arts of World War I, such as paintings by John Nash, Christopher Nevins and literature such as All Quiet on the Western Front.
Discuss and analyze the effects of the war, such as Wilson’s 14 points, the League of Nations and the Treaty of Versailles.
Why World War I was a turning point in world history (use of industrial technology in war, political implications of the Treaty of Versailles, etc.) / Essential Questions:
Who is to blame for causing World War I?
Should countries use the latest technology in war?
Is war what soldiers expect it to be?
Why was World War I a “total war?”
Should nations use propaganda to sway the opinions of its citizens?
How can warfare affect the arts?
Should the victors of war be focused on peace or punishment?
How was World War I a turning point in world history?
Stage 2: Assessments and Tasks
Common Core Literacy Task
Analyze primary source material from the war (articles, declarations, executive orders, treaties, etc.)
Write letters home as soldiers in the trenches detailing the conditions in the trenches, daily risks, advantages of fighting the war this way.
Write a letter to a political leader either in support of or against your country’s actions during World War I
Write a proposal to a general on which technology your nation should invest in to help win the war.
Write an art critique that analyzes artwork produced during/after the war(Nevinson, Otto Dix, John Nash, All Quiet on the Western Front, etc.)
Write an essay evaluating the greatest short term and long term causes of the war.
Write a position paper answering the question: Was result of World War I worth the cost?
Write an editorial newspaper article from an eye witness account of someone at the Paris Peace Conference.
Write a speech from one of the political leaders at the Paris Peace Conference explaining to their citizens how the Treaty of Versailles will affect their lives.
Write a 1-2 page dialogue between Clemenceau and a David Lloyd George discussing the future of Germany. / Performance Task(s) – Other Evidence
Discuss the causes of the war and debate on the most important factor leading to war.
Discuss the role of technology in World War I and create an advertisement or public service announcement for or against the new technology.
Discuss and analyze artwork produced during/after the war (Nevinson, Otto Dix, John Nash, All Quiet on the Western Front, etc.)
Role play the participating countries during the peace talks and determine what each country wants. Compare to the terms of the Treaty of Versailles.
SQPL Activity: SQPL statement suggestions: The Treaty of Versailles was absolutely perfect… Trench warfare is the best war strategy ever devised…
Create propaganda posters depicting the Central Powers or the Allied Powers in a negative light.
Gallery walk of Causes of WWI (MANIA)
Story Chain, including vocabulary word maps and answers to various AIM questions.
GISTing activity – students will read a topical article, answer the W’s (who, what, when, etc.), and write a limited-word response in paragraph form to demonstrate comprehension (for example, the paragraph can be no longer than 20 words total).
Accommodations: Scaffolds and Differentiation
Content /

• Modify primary source texts (variety, complexity, length)
• Incorporate alternative materials (visual, video, audio, internet)
• Provide supplementary resources for supports
• Group with a purpose

Process /

• Model skills, task and/or product
• Utilize graphic organizers / note taking template
• Provide individual or group intervention and support
• Re-enforce vocabulary / concept development
• Provide choice / variety of activities or tasks
• Group with a purpose

Product /

• Assign specific, purposeful assessments to individuals or groups
• Allow students to choose from a variety of assessments
• Provide scaffolds / supports (outlines, templates, models)
• Provide extension activities to expand thinking or understanding
• Group with a purpose

How will students reflect upon and self-assess their learning?
Write an essay about the causes and effects of World War I
Exit tickets answering the essential questions OR Aims
Student responses to questions in class (class discussions)
Answer questions based on documents/arts discussed in class
Stage 3: Learning Plan
Instructional Activities and Materials (W.H.E.R.E.T.O.)
Aim: Were the Balkans the “power keg” of Europe? OR Can nationalism lead to international conflict?
Identify/define: Balkans, Balkan Wars, powder keg, nationalism.
Locate and identify the Balkan countries on both pre-World War I and modern maps.
Describe the nationalist movements that arose in the Balkans as result of colonial rule.
Analyze the role that nationalist movements, such as the Black Hand, played in furthering tensions between the major European powers.
Assess the role of religious and ethnic diversity in the Balkans as a source of continuing conflict until today.
Evaluate the following statement and assess why students agree or disagree; “The century opened with a war in the Balkans and will end with a war in the Balkans.”
Evaluate whether the Balkans are the powder keg of Europe and assess the extent to which nationalism can lead to a world war.
Aim: Could World War I have been avoided? OR Was World War I inevitable?
Identify/define: militarism, nationalism, imperialism, alliance system, Triple Entente, Triple Alliance, Archduke Ferdinand, Zimmerman Note.
Discuss the political, economic, and social environment of Europe before 1914.
Identify and explain the immediate and “underlying” causes of World War I: militarism, alliance system, nationalism, international anarchy, and colonialism (MANIAC).
Describe the opposing alliance system and how this balance of power escalated global tensions.
Analyze the actions of each of the nations involved to determine if the war could have been avoided.
Defend or refute the statement that war was the only solution to world tensions.
Activity: Write a letter to a political leader either in support of or against your country’s actions during World War I
Activity: Write an essay evaluating the greatest short term and long term causes of the war.
Aim: Did World War I revolutionize the world?
Identify/define: mustard gas, trench warfare, no man’s land, industrial production.
Assess the effectiveness of trench warfare as a military strategy.
Discuss the positive and negative effects of technological advancements on a society’s ability to win a war.
Determine the extent to which World War I revolutionized the world.
Activity: Write a proposal to a general on which technology your nation should invest in to help win the war.
Aim: Should people die willingly for their nation?
Identify/define: propaganda, Western Front, trench warfare, “no man’s land”, trench warfare, stalemate, conscription, mobilization, gas warfare.
Discuss the European governments’ use of propaganda to create nationalism and a glorified image of war.
Compare and contrast this picture with the actual conditions the soldiers faced and endured during World War I.
Evaluate the extent to which propaganda and nationalism can influence soldiers and civilians during a time of war.
Evaluate whether or not the soldiers who died in World War I readily died willingly.
Activity:Write letters home as soldiers in the trenches detailing the conditions in the trenches, daily risks, advantages of fighting the war this way.
Aim: Are the arts affected by warfare? OR Did the art of the early 20th century reflect the turmoil of the times?
Identify/define: Fauvism, Expressionism, Futurism, and Cubism.
Compare and contrast the major characteristics of Fauvism, Expressionism, Futurism, and Cubism.
Identify, describe, and analyze the major artworks of Henri Matisse, “The Red Room”, Nevinson, “Return to the Trenches”, Edvard Much, “The Scream””, Otto Dix, “Self Portrait as a Soldier”, Kirchner, “Berlin Street Scene” and “Portrait as a Soldier”, and Pablo Picasso, “Guernica”.
Evaluate the extent to which these works of art expressed the feeling of the early 20th century.
Activity: Write an art critique that analyzes artwork produced during/after the war(Nevinson, Otto Dix, John Nash, All Quiet on the Western Front, etc.)
Aim: Is it possible to establish peace without victory?
Identify/define: President Wilson, Fourteen points, Lloyd George, Clemenceau
Analyze Wilson’s “Fourteen Points’ to determine the extent to which they would help prevent future wars in Europe.
Discuss the reactions of Britain’s Lloyd George and France’s Clemenceau to Wilson’s “Fourteen Points.”
Assess whether Wilson’s “Fourteen Points” were a viable plan to establish a fair and lasting peace in Europe.
Evaluate whether it is possible to establish peace without victor.
Activity: Write an editorial newspaper article from an eye witness account of someone at the Paris Peace Conference.
Activity: Write a speech from one of the political leaders at the Paris Peace Conference explaining to their citizens how the Treaty of Versailles will affect their lives.
Aim: Was the Treaty of Versailles a treaty of peace or revenge? OR Did the Treaty of Versailles create a lasting peace or provoke a future war? OR Should treaties be used to punish nations?
Identify/define: Treaty of Versailles, League of Nations, reparations, Big Four, armistice, self-determination.
Explain the needs and desires that Britain, France, and Italy brought to the peace table.
Evaluate the terms of the Treaty of Versailles as an effective method of securing a lasting peace – establishment of the League of Nations, self0-determination.
Analyze the German reaction to the war guilt clause, reparations, limited arms, and loss of territory.
Evaluate whether the Treaty of Versailles was a treaty of peace or a treaty of revenge.
Activity: Write a position paper answering the question: Was result of World War I worth the cost?
Activity: Write a 1-2 page dialogue between Clemenceau and a David Lloyd George discussing the future of Germany.
Teacher Reflection for Future Planning
Write essays with feedback
Exams
Homework with feedback
Create an exit ticket answering essential questions
Student responses to class discussions

June 2003

Theme: Conflict
Differences among groups had often led to conflict
Task: Identify two ethnic groups, religious, political and/or cultural conflicts and for each

• Discuss the historical circumstances that led to the conflict
• Analyze the effect of this conflict on the two groups involved

You may use any examples from your study of global history and geography. Some suggestions you might wish to consider include the persecution of Christians during the Roman Empire, the Reign of Terror, the Armenian massacres, the forced famine in Ukraine, the Holocaust, Apartheid in South Africa, the Killing Fields of Cambodia, the conflict in Northern Ireland, the Sandinistas in Nicaragua, and the Tiananmen Square rebellion.

August 2013

Theme: Conflict—Armed Conflict

Throughout history, armed conflicts have begun for various reasons. These conflicts have affected many countries and groups of people.

Task: Select two individuals and for each

● Describe the historical circumstances leading to this armed conflict

● Discuss the ways in which this armed conflict affected a specific group of people, a country, and/or a

region

You may use any individual from your study of global history and geography. Some suggestions you might wish to consider include the Peloponnesian War, the Crusades, the English civil war, the Haitian war of independence, the French Revolution, the Opium War, the Sepoy Rebellion, World War I, the Arab- Israeli conflict, and the Rwanda crisis.

August 2010

Theme: Nationalism
Throughout history, nationalist movements have begun in different countries and regions with the hope of achieving either unification or independence. The results of these movements have been mixed.
Task: Select one country or region and
● Describe the historical circumstances that led the people of this country or region to begin a nationalist
movement
● Describe a goal of the nationalist movement
● Discuss a method used to achieve this goal
● Discuss the results of this nationalist movement on this country or region
You may use any country or region from your study of global history. Some suggestions you might wish to consider include Germany, Kenya, India, China, Latin America, the Balkans, and the Middle East.

Multiple Choice

1 Before 1914, nationalism in the Balkan Peninsula contributed to

(1) resistance by ethnic groups to Austrian rule

(2) campaigns by foreign diplomats against the use of trench warfare

(3) the inability of countries to make reparation payments

(4) the rejection of the Versailles Treaty by combatants

2 The immediate cause of World War I was the

(1) assassination of Archduke Ferdinand

(2) Japanese alliance with Germany

(3) treaty agreement at Versailles

(4) German invasion of Poland

3 What was one geographic characteristic of Germany that influenced the outcomes of both World War I and World War II?

(1) Mountainous topography protected Germany from the opposing side.

(2) A lack of navigable rivers in Germany slowed transportation.

(3) Excellent harbors allowed Germany to defeat Great Britain’s naval forces.

(4) Its central location in Europe resulted in Germany having to fight on two fronts.

Base your answer to question 4 on the cartoon below and on your knowledge of social studies.

4 This 1912 cartoon depicts

(1) efforts to contain the Boxer Rebellion

(2) tensions in pre–World War I Europe

(3) reactions to the Bolshevik Revolution

(4) responses to the rise of the Weimar Republic

Base your answer to question 5 on the poster below and on your knowledge of social studies.

5 This World War I poster is an example of

(1) diversity

(2) dissent

(3) toleration

(4) propaganda

6 Which statement regarding World War I is an opinion rather than a fact?

(1) European countries increased the production of weapons during the war.

(2) The governments of most countries stated that the period of conflict would be short.

(3) Propaganda posters were used to gain support for the war.

(4) Citizens of the Allied nations showed more patriotism than those of the Central Powers.

7 Which sequence of events is in the correct chronological order?

(1) rise of Nazism →Treaty of Versailles →German invasion of the Soviet Union

(2) Treaty of Versailles →rise of Nazism →German invasion of the Soviet Union

(3) German invasion of the Soviet Union →rise of Nazism → Treaty of Versailles

(4) Treaty of Versailles →German invasion of the Soviet Union →rise of Nazism

8 Which agreement was labeled by the Nazis as unfair to Germany?

(1) Treaty of Versailles

(2) Soviet Nonaggression Pact

(3) Munich Pact

(4) Treaty of Brest-Litovsk

9 Which development occurred in Germany as a result of the terms imposed by the Treaty of Versailles?

(1) Soviet occupation

(2) political instability

(3) overseas expansion

(4) economic prosperity

10 One way in which the Treaty of Nanking and the Treaty of Versailles are similar is that in both treaties the provisions called for

(1) monarchs to be returned to their rightful places