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LU Title: WWI Cause and Impact. |
Author(s): Christopher J. Connolly and Brian Wilcox |
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Grade Level: 10th |
School: Dolgeville Central School |
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Topic/Subject Area: Global History II |
School Address: Slawson Street Ext, Dolgeville NY 13329 |
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Email:
cconnolly@dolgeville.k12.ny.us |
Website: www.dolgeville.k12.ny.us |
OVERVIEW
Students will analyze facts and documents related to the study of WWI. Concepts such as, conflict, nationalism, imperialism, science and technology and the effect geography had on the region will be studied.
CONTENT KNOWLEDGE
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Declarative |
Procedural |
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Students will need to know the long term causes on WWI |
Students will be able to explain the positive and negative effects European geography had on causing WWI |
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Students will need to know the immediate causes of WWI |
As result of this unit, students will be able to draw a map of Europe before and after WWI |
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Students will understand why nationalism played such an important role in causing WWI |
As result of this unit, students will be able to create cause and effect charts. |
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Students will know the effects of scientific and technological advances on warfare. |
As result of this unit, students will be able to create a time line showing events of WWI |
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Students will know to what extent the issues that caused WWI were resolved. |
As result of this unit, students will be able to look at Kathe Kallwitz block prints and other diary entries. |
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As result of this unit, students will be able to read and interpret cartoons and pictures related to WWI. |
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As result of this unit, students will be able to write news articles about fighting in WWI. |
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As result of this unit, students will be able to generate a list to describe the immediate and long-term results of WWI and Paris Peace Conference. |
ESSENTIAL QUESTIONS
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What role did nationalism and imperialism play in WWI? |
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What role did technology play in WWI? |
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What role did women play in WWI? |
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In what ways did WWI raise fundamental questions regarding justice and human rights? |
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To what extent were the issues that caused WWI resolved? |
CONNECTIONS TO NYS LEARNING STANDARDS
(List Standard # and Key Idea #: Write out related Performance Indicators or Benchmarks.)
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Social Studies Standards 2 |
World History Students will use a variety of intellectual skills to demonstrate their under-standing of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. |
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Social Studies Standards 3 |
Geography - Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live - local, national, and global - including the distribution of people, places, and environments over the Earth's surface. |
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Social Studies Standards 4 |
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, hoe major decision making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and no-market mechanisms. |
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Social Studies Standards 5 |
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation. |
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See Pages 8-11 Social Studies Resource Guide |
Concept Themes: Change, Conflict, Diversity, Imperialism, Nationalism |
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INITIATING ACTIVITY
Students will watch a scene from PBS's WWI video series. The scene will show how Hitler as a commander in WWI saw the human rights violations against the Armenians. The scene illustrates how Hitler saw the Armenian massacre and used it as an inspiration to his Holocaust plan. This poignant scene will be "initiating" because the primary reason for studying WWI is to show how history is important so we do not replicate past mistakes.
LEARNING EXPERIENCES
LE Title: Evaluating and Drawing Cartoons Related to the Causes of WWI.
LEARNING CONTEXT
CONTENT KNOWLEDGE
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Declarative |
Procedural |
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Students will be able to describe how ethnic tensions spark political uprising. |
As result of this experience, students will be able to interpret and express historical concepts. |
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Students will be able to know how other nations were drawn into the conflict between Austria-Hungary and Serbia. |
As result of this experience, students will be able to express a particular viewpoint about WWI. |
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Students will be able to explain whom historians blame for the outbreak of WWI. |
As result of this experience, students will be able to discuss symbols in political cartoons and drawings and realize the author's intent. |
Procedure
Students will be shown the infamous US cartoon that expresses blame places among European nations as WWI breaks out.
Students will be given 10 minutes of quiet study time to analyze every aspect of the cartoon.
Students will write down everything that they saw in the cartoon that refers to blame placing in regards to the causes of WWI.
They will exchange their papers will a partner and compare and contrast their thoughts onto one sheet of paper.
Moving into a group of 4, students should add any new ideas brought in by the second pair of students.
This master list of cartoon interpretations will be put on an acetate sheet with a marker and displayed on the overhead.
Students will read selected chapters in Prentice Hall's Connections to Today (Chapter 27 section 1 +2).
Going back to the original pairs, students will find any of the immediate or long-term causes and either lampoon them or create a serious cartoon that will illustrate any one of these causes.
Students will display their cartoon on the overhead.
Students will provide feedback and evaluate one another's cartoons and their effectiveness in making their point.
Instructional/Environmental Modifications
A variety of sample cartoons will be provided for all students. In a cooperative learning environment pairing and grouping of students by ability should remediate all students to this activity.
Time Required
This should take one class period (an 80-minute block).
Resources
Brun, Forman, Brodsky, Global History The Growth Of Civilization. Amsco Publishing.
Prentice Hall's World History, Connections to Today.
Mindsparks Cartoons of the 20th Century.
Assessment Plan
Collected cartoons will be arranged in a scaffolded portion of a DBQ essay. The teacher will create a quiz out of the cartoons collected from the students. Students will take the quiz at the opening of the next class period.
Formative assessment: At the end of the experience students will board up common causes, both immediate and long term, of WWI.
Summative assessment: Students will parallel cartoons with causes and evaluate whether the best cartoons are paired with the primary causes.
Reflection
After reviewing this learning experience the teachers found that while this seems very art based, all students will gain a knowledge not just of the causes of WWI but the importance of symbolism in a message. While source material is dominated by US cartoons, it would be good to implement a research segment to find European and world perspectives though cartoons, if available.
LE Title: Map Making in WWI.
LEARNING CONTEXT
Standards: SS 1 - Students will use a use a variety of intellectual skills to demonstrate their under-standing of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
CONTENT KNOWLEDGE
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Declarative |
Procedural |
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Students will understand the scope and nature of imperialism. |
As result of this experience, students will be able to pair colonial powers with their subjective people. |
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Students will be able to identify the problems European nations faced in the early 1800's and late 1900's. |
As result of this experience, students will be able to draw an outline map showing the mother country paired with its colonial acquisition. |
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Students will be able to explain how the United States gained influence in World Events. |
As result of this experience, students will be able to review Rudyard Kipling's "Taking up the White Mans Burden" and theories of Social Darwinism. |
Procedure
Students will be introduced to the lesson with notes on the wave of imperialism in the last 25 years of the 19th century.
Students will be given a copy of a world map outline.
Students will color code and pair mother countries to their colonial acquisitions being sure to include a key for easier decipherability.
The teacher will include the country and the colonies.
Students will read "Taking up the White mans Burden" and selective readings from Lord Carnarvon concerning what he thought to be Great Britains moral obligations to colonial acquisitions.
Students will create a Venn diagram comparing and contrasting Kipling's poem to the readings from Lord Carnarvon.
Using their map, students will see whose philosophy was more followed.
Instructional/Environmental Modifications
Readings from Lord Carnarvon and Kipling poem will be modified so that a variety of reading levels can use the information. Pairings of mother countries to their colonial acquisitions will be reduced from that of an honor's level so that this activity can be finished in the allotted time.
Time Required
This should take one class period (an 80-minute block).
Resources
Rand McNally outline Maps.
Old History Textbooks - The Older the better! (We will cut these up)
Gordon, Irvin, L. World History Second Edition AMSCO publishing
A Variety of pull down wall maps.
Prentice Hall's World History, Connections to Today.
Assessment Plan
Created maps will be collected and scored based on readability, mother country and colonial acquisitions pairings.
Venn diagrams will be collected and graded.
This experience will contribute to the final document based question final exam for this unit.
Reflection
After reviewing this learning experience the teacher found that there are a variety of readings available not just the two aforementioned resources.
CULMINATING PERFORMANCE
Use DBQ from Theresa C. Noonan's Document Based Assessment Activities for Global History Classes.
Pages 101-105. This includes documents, graphs, charts, and maps. Do not have permission to reprint, see resource list.
PRE-REQUISITE SKILLS
Students should already possess the following skills: map reading, cartoon interpretation, art analysis, and Document Based Question essay writing.
MODIFICATIONS/ADAPTIONS
This learning unit will be heterogeneously based however, time allotments for an assessment Document Based Question essay writing will be allowed. Any resource room assistance will be encouraged.
UNIT SCHEDULE/TIME PLAN
This unit will take 3 class meeting in a block-scheduling format. Students should take full use of their AIS (Academic Intervention Services). Our AIS is constructed in a way that time is available to the students in a lab type environment. Both Global History teachers are available to monitor and evaluate student's work. The teacher must gather important documents, cartoons, graphs, and charts that help enhance this unit. Depending on a teacher's research skills this may add additional time to planning.
TECHNOLOGY USE
Technology will be integrated into the various Learning experiences. It is beneficial for the teacher to possess skills in Microsoft Word, PowerPoint, and the necessary skills to efficiently search for essential information on the Internet.
RESOURCES
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American Historical Association |
http://www.theaha.org |
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BBC Online Network |
http://news.bbc.co.uk/ |
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British Library |
http://wwwbl.uk/welcome.html |
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British Maps Home Page |
http://wwwl.pitt.edu/~medart/menuengl/mainmaps.html |
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Internet History Source Book Project |
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Library Of Congress Country Studies |
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Map Collections: 1544-1996 |
http://memoryloc.gov/ammem/gmdhtml/gmdhome.html |
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National Gallery Of Art |
www.nga.gov |
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Noonan, Theresa, C. Document Based Assessment Activities for Global History Classes J. Weston Walsh, Publisher Portland Maine. 1999. |
www.walsh.com |
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Video Series "The Great War" PBS Home Video 1320 Braddock Place Alexandria VA 22314-1698 |