Teacher: Greg MacPhee Course: World History II Unit: WWI
Week of: 2/11/13 Periods:1 & 7 Level: C
How had the world been changed from WWI all the way to today?
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
WHII.17, WHII.18
FRAMEWORK:
What do you require your student to know? / OBJECTIVE:
Use anaction 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.
Students were introduced to WWI last week through a “hook” mock trench warfare simulation. Now we will be studying the various causes of WWI. Students will work in groups focusing on one of the MANIAS (militarism, alliances, nationalism, imperialism, assassination, and significant individuals) and then present to the rest of the class what that is and how it caused WWI. /
- identify the causes of WWI
- explain the significance of each cause
Weekly Open Response Question: / Rubric
Prior Knowledge: / Future Learning:
- Imperialism
- Industrial Revolution
- Nationalism
- Trench warfare
- Assassination of Franz Ferdinand
- Modern war: submarines, poison gas, tanks, airplanes
- initial enthusiasm for war turning to disillusionment
- Armenian Genocide
- Russian Revolution
- America’s entry into the war
- Treaty of Versailles
- Lingering effects of the war
- How to create a bibliography
DAY / PLAN / ELL/Sped Accommodations
M / Bellringer:
Activities: Snow Day
Assessments/HW:
T / Bellringer: What impressions do you have from class on Thursday and what do you want to learn more about World War I?
Activities: (No Period 1)
-Students will discuss the bellringer and reflect on how accurate they think it was
-Teacher plays a brief clip from British comedy “Blackadder” about the futility of trench warfare
-After viewing it, students will be asked to respond to the question “Do you think that the activity we did yesterday and the video we just saw accurately portray what fighting was like in WWI?”
-After discussing the question, teacher will introduce the concept of a “war of attrition” where victory is determined not by major battles but by who can hold out longer
-Teacher will then pose question of how students think a war involving nearly the entire world could happen
-After discussion by students, they will break into groups to examine the different MANIAS (militarism, alliances, nationalism, imperialism, assassination, and significant individuals)
-Students will have the rest of class to analyze their documents, fill in the accompanying worksheets, and then creating a poster of their MANIAS
Assessments/HW: /
- Vocab will be presented to every student and kept at the front of the class
- Heterogeneous grouping
- Posters will include visuals and will be presented to entire class
- graphic organizer provided which will separate each MANIA, its definition and how it helped cause WWI
W / Bellringer: (Period 1) What impressions do you have from class on Thursday and what do you want to learn more about World War I?
Activities: (Period 1)
-Students will discuss the bellringer and reflect on how accurate they think it was
-Teacher plays a brief clip from British comedy “Blackadder” about the futility of trench warfare
-After viewing it, students will be asked to respond to the question “Do you think that the activity we did yesterday and the video we just saw accurately portray what fighting was like in WWI?”
-After discussing the question, teacher will introduce the concept of a “war of attrition” where victory is determined not by major battles but by who can hold out longer
-Teacher will then pose question of how students think a war involving nearly the entire world could happen
-After discussion by students, they will break into groups to examine the different MANIAS (militarism, alliances, nationalism, imperialism, assassination, and significant individuals)
-Students will have the rest of class to analyze their documents, fill in the accompanying worksheets, and then creating a poster of their MANIAS
(Period 7)
-Students will continue working on their MANIAS with the goal of finishing their poster and worksheet by the end of class
-If there is time, groups will present their posters
Assessments/HW: /
- Vocab will be presented to every student and kept at the front of the class
- Heterogeneous grouping
- Posters will include visuals and will be presented to entire class
- graphic organizer provided which will separate each MANIA, its definition and how it helped cause WWI
Th / Activities: (Period 1)
-Students will continue working in their MANIAS groups
-Depending how far students get they may begin presenting today, if not then tomorrow
(Period 7)
-Students will present their posters
-If time allows, students will then begin watching clips from the 1931 film All Quiet on the Western Front
Assessments/HW: /
- Heterogeneous grouping
- Posters will include visuals and will be presented to entire class
- graphic organizer provided which will separate each MANIA, its definition and how it helped cause WWI
F / Activities: (Both Periods)
-Students will finish any presentations that have not gone yet
-Teacher will hand out letters to all students about their last quarter grades, their strengths and weaknesses and what the teacher thinks they can do to improve/keep up the good work
-Students will write responses to the letter and also fill out their goal sheets for this quarter
-While they are doing this, teacher will play clips from the 1931 film All Quiet on the Western Front
-When students are finished with their letter responses and goals, they will be tasked to write down 10 things that they notice about soldiers’ life in WWI
Assessments/HW: /
- personal letters to every student
- low stakes writing assignment to go along with film
Pros / Reflections/modifications / Cons