11th Grade Semester Two
Unit One: World War I
Stage 1: Desired OutcomesTopic / Unit Title: World War I
· How does war affect society at home and abroad?
NYS Content Standards
Standard 2: Key 1
Standard 2: Key 2
Standard 2: Key 3 / Common Core Skills
· RH 1, 2, 4
· W 1, 2, 4, 9, 10
· SL 1, 2, 6
· L 1, 2, 4, 6
Understandings:
· Define neutrality and explain if the U.S. should have taken Washington’s advice or not.
· List and explain the reasons for the United States’ entry into World War I.
· Evaluate whether the United States should have entered World War I.
· Define Propaganda
· Analyze and interpret different propaganda posters used during WWI and explain how these impact/persuade people.
· Explain how propaganda was used to persuade American attitudes in WWI
· Define espionage, sedition acts, and First Amendment
· Describe the policies of the Wilson administration on matters related to the conflict between free speech and national security.
· Explain the significance of the “clear and present danger” doctrine of Schenck v United States
· Evaluate whether or not first amendment rights should be limited in times of war.
· Compare and contrast President Wilson’s “Fourteen Points” with the provisions of the Treaty of Versailles.
· Critically evaluate the Treaty of Versailles as an effective effort at creating a fair and lasting peace.
· Evaluate whether or not the United States Senate should have approved the Treaty of Versailles
Explain U.S. isolationism after WWI and evaluate whether or not it was necessary. / Essential Questions:
· What is neutrality?
· For what reasons did the U.S. enter WWI?
· Should the U.S. have followed Washington’s advice?
· How did U.S. use propaganda to persuade and influence
· Americans to take part in the war effort?
· How were Americans First Amendment rights affected/limited during WWI?
· Is national security more important than civil liberties?
· How are Wilson’s Fourteen Points different from the Treaty of Versailles?
· Which methods are most effective in achieving peace after war?
· Was it necessary for the U.S. to isolate itself after war?
Is U.S. policy of isolationism and effective method to achieving peace?
Stage 2: Assessments and Tasks
Common Core Literacy Task
· Choose a headline created from headline and write a newspaper article explaining if you think the U.S. should go to war or stay neutral. Student should use relevant information in the activity that demonstrates a clear and detailed understanding of the WWI that connects to headline, argues a sides, use key words that connect to the student’s argument (neutrality, Zimmerman Telegram, submarine warfare, Lusitania, freedom of the seas.
· Analyze different propaganda used during WWI and explain which propaganda technique(s) are used to influence Americans to support to war effort.
· Create a propaganda poster or song to influence Americans
to support the war effort. Students should chose a propaganda technique, uses relevant information in the activity that demonstrates a clear and detailed understanding of the WWI propaganda and connects to technique chosen, use key words, give a detailed explanation of propaganda technique used and its purpose (minimum of 5 sentences).
· Fill in an essay template about the Great Migration.
· Read the court case Schenck vs. U.S. and argue writing a speech or creating a poster if you agree with the ruling. Students are to explain why they agree or disagree and use key words, such as First Amendment, Freedom of Speech, “Clear and Present Danger”, Espionage Act, Sedition Act. / Performance Task(s) – Other Evidence
· Unit Test: WWI
· Participate in discussion/debate the U.S. should have stayed neutral during WWI, if civil liberties should be limited for the sake of national security, if world peace could be achieved effectively.
· Read different events that occurred and evaluate if the U.S. should go to war or stay neutral?
· Create newspaper headline on events that happened and place them on a timeline.
· Students analyze the different methods used post-WWI and evaluate whether or not that creates world peace.
· Multiple Choice: Students read through several regents questions, underline key words in the questions, eliminate answer choices, and answer question.
Accommodations: Scaffolds and Differentiation
Content / o Modify primary source texts (variety, complexity, length)
o Incorporate alternative materials (visual, video, audio, internet)
o Provide supplementary resources for supports
o Group with a purpose
Process / o Model skills, task and/or product
o Utilize graphic organizers / note taking template
o Provide individual or group intervention and support
o Re-enforce vocabulary / concept development
o Provide choice / variety of activities or tasks
o Group with a purpose
Product / o Assign specific, purposeful assessments to individuals or groups
o Allow students to choose from a variety of assessments
o Provide scaffolds / supports (outlines, templates, models)
o Provide extension activities to expand thinking or understanding
o Group with a purpose
How will students reflect upon and self-assess their learning?
· Exit tickets
· Template reflection
Rubrics for Propaganda
Stage 3: Learning Plan
AIM: Should the United States have entered World War I?
· Examine the causes of WWI and evaluate whether or not the U.S. should stay neutral.
· Create a timeline of events that led up to WWI.
· Label the timeline with “headlines.”
· Define: Neutrality, Submarine warfare, freedom of the seas, Lusitania, Zimmerman Telegram
· ACTIVITY: Pick a headline from the timeline and write a newspaper article explaining whether or not the U.S. should stay neutral using THREE keywords.
AIM: How did propaganda support the war effort during WWI?
· Discuss four different propaganda techniques.
· Analyze propaganda and evaluate which technique is being used.
· Define: Propaganda, Enlist, Bonds, Conservation, Brute/Hun, War Industries Board
· ACTIVITY: Choose a propaganda technique and create a propaganda poster or song. Write a 5-sentence explanation explaining what your piece of propaganda is trying to convince Americans to do and explain which technique you’re using.
AIM: To what extent was the north a land of hope for southern African American Migrants during the Great Migration?
· Examine primary sources of the push/pull factors of African American migration from the south to the north.
· Explain how WWI caused the Great Migration.
· Compare and Contrast life in the south with life in the north and put the information on a t-chart.
· Define: “To what extent…” The Great Migration
· ACTIVITY: Write an essay, using a fill-in-the-blank template answering the AIM question. This is a three paragraph essay and students have to circle transition words and answer specific questions.
AIM: Did women achieve their suffrage goals during WWI?
· Discuss stereotypes and legal limitations women had in U.S. history.
· Examine primary sources and identify their point of view.
· Watch video-clips from “Iron Jawed Angels” (HBO) and evaluate which methods of resistance were most effective.
· Define: Suffrage, enfranchise, picketing, hunger strikes, 19th amendment
· ACTIVITY: Analyze primary sources and explain their point of you in template-format.
AIM: Should people’s rights be limited during wartime?
· Team teaching lesson (simulation): Teacher 1 comes in and hands out seditious pamphlets that say “Murrow Stinks!” Security guard comes in to “arrest” Teacher 1.
· Students discuss whether or not Teacher 1 was allowed to hand out seditious information.
· Students examine the details of the Schenck case and answer questions.
· Define: Schenck vs. U.S., Clear and present danger, 1st amendment, Espionage and Sedition Acts, Civil Liberties, National Security
· ACTIVITY: Create a poster board with images and three keywords (Clear and Present Danger, First amendment, Espionage and Sedition Acts)
AIM: Was the outcome of WWI peaceful and fair?
· Compare and contrast President Wilson’s “Fourteen Points” with the provisions of the Treaty of Versailles.
· Create a report card on how we can create “world peace.”
· Evaluate the 14 points, the Treaty of Versailles, the U.S. Senate rejecting the Treaty/League of Nations
· Define: 14 points, Treaty of Versailles, League of Nations
· ACTIVITY: Grade the various plans based on student-created report card: 14 points, Treaty of Versailles, Senate rejection. Answer regents questions for review.
Teacher Reflection for Future Planning
· Evaluate exit tickets and response to questions during discussion.
· Explore test results and essay writing skills on class exam to shape future writing lessons/assignments.
Regents Essays
August 2015
Theme: Foreign PolicyThroughout United States history, presidents have made foreign policy decisions that have been opposed by individuals and groups. These decisions have had an impact on both the United States and on other countries and regions.
Task: Select two United States foreign policy decisions that have been opposed by individuals and groups and for each
· Describe the historical circumstances that led the president to make the decision
· Discuss why an individual and/or group opposed the decision
· Discuss the impact of this foreign policy decision on the United States and/or on another country or region
You may use any foreign policy decision that has been opposed by individuals and groups from your study of United States history. Some suggestions you might wish to consider include James K. Polk’s decision to send troops to the Rio Grande (1846), William McKinley’s decision to annex the Philippines (1898), Woodrow Wilson’s support for the Treaty of Versailles (1919-1920), Franklin D. Roosevelt’s aid to Great Britain before United States entry into World War II (1939-1941), Harry Truman’s decision to defend South Korea (1950-1953), Lyndon B. Johnson’s decision to send combat troops to South Vietnam (1965), and George W. Bush’s decision to invade Iraq (2003)
August 2010
Theme: Presidential ActionsUnited States presidents have taken actions that have had a significant effect on United States foreign or domestic policies
Task: Identify two presidential actions that have had significant effects on United States history and for each
· Describe the historical circumstances surrounding the action
· Discuss the impact of the presidential action on United States foreign policy or on American society
You may use any presidential action that has had a significant effect on United States history. Some suggestions you might wish to consider include George Washington issuing the Proclamation of Neutrality, Abraham Lincoln issuing the Emancipation Proclamation, William McKinley calling for war against Spain, Theodore Roosevelt supporting the Meat Inspection Act, Woodrow Wilson proposing the Fourteen Points, Franklin D. Roosevelt proposing the New Deal, Harry Truman making the decision to drop the atomic bomb, and Lyndon B. Johnson signing the Civil Rights Act of 1964.
Multiple Choice
1 This cartoon was published in response to federal actions that followed which event?
(1) passage of the Espionage Act (1917) and the Sedition Act (1918)
(2) Supreme Court decision in Korematsu v. United States (1944)
(3) civil rights march on Washington, D.C. (1963)
(4) attacks on the World Trade Center and the Pentagon (2001)
2 The “clear and present danger” principle stated by the Supreme Court in Schenck v. United States (1919) had the effect of
(1) prohibiting the president from implementing a military draft
(2) preventing the wartime internment of citizens
(3) restricting the formation of defense alliances
(4) limiting freedom of speech during wartime
3 The Supreme Court decision in Schenck v. United States (1919) and the passage of the USA Patriot Act (2001) demonstrate the principle that the federal government can
(1) guarantee citizens the right to bear arms
(2) restrict the power of the president
(3) limit individual rights in times of national emergency
(4) expand the liberties protected by the Bill of Rights
4
“Harding Rejects Wilson’s Foreign Policy—Wants Return to ‘Normalcy’”
“Coolidge Declares: ‘The Chief Business of the American People Is Business’”
“Hoover Calls for ‘Rugged Individualism’; Rejects Paternalism and Socialism”
Which policy of Republican presidents in the 1920s is most consistent with the positions stated in these headlines?
(1) The United States should assist unions and provide old-age insurance.
(2) The United States should acquire and protect an empire.
(3) The federal government should support the poor and raise farm prices.
(4) The federal government should assist business and limit foreign commitments.
5 Which factor was the basis of the United States Senate’s opposition to the League of Nations after World War I?
(1) rejection by President Woodrow Wilson of internationalism
(2) fear of becoming involved in another European war
(3) high financial cost of membership
(4) concern over communist control of international organizations
6 During World War I, what was President Woodrow Wilson’s purpose in outlining the Fourteen Points?
(1) asking Congress for additional funding for the war effort
(2) suggesting a peace plan to prevent future wars
(3) proposing war crimes trials for leaders of enemy nations
(4) calling for military alliances against aggressor nations
7 Changes in policies during the administrations of both President Woodrow Wilson and President Franklin D. Roosevelt demonstrate that
(1) war can influence domestic reform programs
(2) public opinion is usually opposed to deficit spending
(3) presidents often lose power during wartime
(4) United States territorial expansion results in economic growth
8 During World War I, President Woodrow Wilson used his wartime powers to
(1) win passage of quota acts
(2) grant all women the right to vote
(3) expand freedom of the press
(4) increase government control of the economy
9 The Senate’s opposition to United States membership in the League of Nations was based mainly on the
(1) cost of membership dues
(2) failure to give the United States veto power
(3) fear of being drawn into future wars
(4) concern that United States businesses would be damaged
10 The major argument of opponents of the 1919 Treaty of Versailles was that the treaty would require the United States to
(1) become involved in future international conflicts
(2) pay for war damages
(3) adopt a policy of military alliances