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LU Title: Wars and Revolutions |
Author(s): Lloyd L. Peck |
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Grade Level: 10th |
School: Alexandria Central School |
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Topic/Subject Area: WWI and The Russian Revolution |
Address: 34 Bolton Ave. Alexandria Bay, N.Y. 13607 |
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Email: LLPECK@yahoo.com |
Phone/Fax: (315) 482-5113, (315) 482-9973 |
The following lesson includes two chapters, WWI and it’s Aftermath and Revolution in Russia, which are included in the unit World Wars and Revolutions. The entire unit plan covers five chapters but for the purpose of Title III, only two chapters are discussed in my presentation.
Both WWI and the Russian Revolution are very important and critical to the study of Global History and Geography.
WWI set the stage for many events of the 20th century and had direct implications on the Russian Revolution, Nationalism, Imperialism, as well as World War II. By having a complete understanding of WWI, the student should be able to better understand the events that occurred after the war.
The Russian Revolution also had a great impact on the world. Lenin and Stalin set the standards that the Russians would follow for the rest of the century.
Activities implemented during this portion of the unit will be student oriented and designed to motivate the student in the best possible way. The activities were designed using the Dimensions of Learning approaches and the textbook Connections to Today, by Prentice Hall. The students will have opportunities to demonstrate their knowledge in an assortment of different ways, including peer teaching, cooperative learning, computer assessment, participation, as well as standard quizzes and tests. The cumulative unit project consists of a newspaper project on either the Russian Revolution or WWI. The choice is left up to the student. The project is done by using the computer as a research tool as well as base for formatting the project. The project will be done in Microsoft Office or Microsoft Publisher. The students must orally present their projects to the class. The project will be graded with a teacher-generated rubric.
At the end of the unit, the students will take a 30 question Regents based test on the material covered in the unit. The questions will be taken from old New York State Regents and will only include material that was covered in this unit. The final test will also include a Document Based question pertaining to either world wars or revolutions. The students will also be tested and quizzed on the material throughout the unit.
This unit should take between seven to eight weeks to complete.
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Declarative |
Procedural |
World War IReasons for the war, M.A.I.N., (militarism, alliances, imperialism, nationalism) Leaders and countries of the participants Progression of the war on different nations Why the U.S. entered the war Human and financial costs of the war Effects of the Treaty of Versailles, short term and long term Vital VocabularyMilitarism, alliances, imperialism, nationalism, mobilize, Schlieffen Plan, trench warfare, propaganda, armistice, reparations Vital ConceptsPowder Keg of Europe, Triple Alliance, Allies, Eastern and Western fronts, Battles of Tannenberg, Verdun, and Caporetto, Fourteen points, Zimmerman Note, women’s role in the war, Paris Peace Conference, Treaty of Versailles, League of Nations Russian Revolution Causes and effects of the revolution March and November revolutions Lenin and Stalin Communism Totalitarian State Vital Vocabulary Proletariat, soviets, Bolsheviks, Red Army, kulaks, command economy, Great Purge, atheism, socialist realism Vital Concepts Five Year Plans, NEP, communism, USSR |
Students will create or participate in the following Timeline Jeopardy game Compare/contrast charts Key points chart Oral presentations K-W-L chart Cause and effect charts Writing news articles, stories and cartoons Graph central ideas Role playing Propaganda poster Complete newspaper with a cover story, debate, weather page, editorial, current events, obituary, political cartoon, and man of the year |
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How did WWI and the Russian Revolution shape the world?
How would the world be different today if neither event ever occurred?
What did mankind learn from these two events?
CONNECTIONS TO NYS LEARNING
STANDARDS
List Standard # and Key Idea #: Write out related
Performance Indicator(s) or Benchmark(s)
Content – Global History and Geography
Level – Grade 10
Unit – World Wars and Revolutions
Standard: 1
History of the U. S. and New York
Students will ...use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
Standard: 2
World History
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine
the broad sweep of history from a variety of perspectives.
Benchmarks:
3. Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.
research and analyze the major themes and developments in New York State and United States history (e.g., colonization and settlement; Revolution and New National Period;
immigration; expansion and reform era; Civil War and Reconstruction; The American labor movement; Great Depression; World Wars; contemporary United States)
prepare essays and oral reports about the important social, political, economic, scientific, technological, and cultural developments, issues, and events from New York State and
United States history
understand the interrelationships between world events and developments in New York State and the United States (e.g.,causes for immigration, economic opportunities, human rights abuses, and tyranny versus freedom).
Benchmarks:
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.
Standard: 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.
Standard: 4
Economic
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems
Benchmarks:
1.Geography can be divided into six essential elements, which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings
(including natural resources), human systems, environment and society, and the use of geography.
(Adapted from The National Geography Standards,
1994: Geography for Life)
Standard 5
Civics, citizenship, government
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.
Benchmarks:
1.The study of civics, citizenship, and government
involves learning about political systems; the purposes
of government and civic life; and the differing
assumptions held by people across time and place
regarding power, authority, governance, and law.
(Adapted from The National Standards for Civics and
Government, 1994)
The initiating activity was the movie “Saving Private Ryan”, it took three days to view. After the movie, the students had to write a one page paper of how their view of war changed after watching the movie. To shorten this activity a teacher could use a documentary or shorter film.
LEARNING EXPERIENCES
In
chronological order including acquisition experiences and
extending/refining
experiences for all stated declarative and procedural
knowledge.
What declarative What experiences What strategies will Describe what will be
knowledge or activities be used to help done
Should students will be used to students construct
be in the help students meaning, organize
process of acquire and integrate and/or store the
acquiring this knowledge? Knowledge?
and integrating?
As a result of
the unit,
the student
will know
or understand
World War I
Day 1
Students will be able to explain, graph and analyze the causes of WWI using M.A.I.N., using the graphic organizer on central idea graphs
Students will be able to list and correctly identify the countries that make up the following: Triple Alliance and the Central Powers
Implementation
K-W-L
Notes for the students
In groups fill out the graph on M.A.I.N., each group doing 1 aspect
As a class, letting each group tell what they did, fill in the rest of the M.A.I.N. graph
As the unit progresses we will be filling out the Key Points Chart
As the unit progresses we will be filling out the Timeline
Day 2
1. Students will be able to evaluate, explain, graph and analyze the countries that were responsible for the start of WWI
2. Students will be able to list the countries that were entering into the war and the leader of each country
Implementation
Notes for the students
Using “corners” setup 5 countries: Germany, Russia, Britain, France, and Austria-Hungary, let the students pick a country and defend their entrance into the war to the other countries
Day 3
Using a chart, students will be able to evaluate, explain, graph, list and analyze the war on the European and Western Fronts
Students will be able to explain and analyze why other nations were forced to enter the war
Students will be able to list and explain the new advances made in technology during the war
Implementation
Notes for the students
Dividing the class into two separate groups, east and west, let them chart the war on both fronts
Day 4
Using a chart, students will be able to evaluate, explain, graph and analyze why the U.S. entered the war
Students will be able to explain, list, evaluate and analyze the individual events that actually led to the end of the war
Implementation
Notes for the students
Individually have the student fill out the graph on why the U.S. entered the war, let the class go over their graphs in groups of two
Day 5
Using the chart, students will be able to evaluate, explain, graph and analyze the outcomes of WWI, as far as costs, and treaties
Students will be able to explain, list, and analyze why some countries were not happy with the agreements that ended the war
Implementation
Go over homework in groups of three, letting the students answer the questions
Notes for the students
As a class, fill in the chart on the end of the war
Day 1
Using a chart, students will be able to evaluate, explain, graph and analyze the causes, goals and results of both the March and November revolutions
Using the overheads, students will be able to explain, list, and analyze economic, political, and social causes of the revolutions as well as the hierarchy of the revolutions
Students will be able to evaluate and analyze the role the Bolsheviks and Lenin played in the revolutions
Implementation
Notes for the students
Charts for students on the overhead
As a class, chart the causes, goals and the results of both the March and November revolutions
Day 2
Using a chart, students will be able to evaluate, explain, and compare the differences and similarities between Stalin and Lenin
Using overheads, students will be able to explain, evaluate and analyze Stalin’s Great Purge
Students will be able to evaluate and analyze Russia under both Lenin and Stalin
Implementation
Notes for the students
In groups of five, chart the similarities between Stalin and Lenin, let two students take one aspect, similarities or differences
Day 3
Students will be able to evaluate, explain, and analyze the changes Russia is going through during this time period
Using the computer overhead and handout, students will be able to explain, evaluate and analyze the changes in the Russian economy, politics, arts, religion, and society
Implementation
Notes for the students
In groups do and go over the two worksheets on the Russian economy, politics, arts, religion, and society
Learning Experiences
Procedural Knowledge
What procedural knowledge will What will be done to help Describe what will be
students be in the process of students construct models, done.
acquiring & integrating? As a shape & internalize the
result of this unit, students will knowledge?
be able to:
Timeline – this is an ongoing process throughout the unit, students will fill in key events on the timeline and will use this as a study guide
Jeopardy game – this is a culmination activity where the students are divided into two teams and compete in a Jeopardy style game, complete with categories and numerical question values
Compare/contrast charts – during the unit, the students are asked to complete compare and contrast charts
Key points chart – for each chapter of the unit, the students will chart the key points that are covered in class each day
Oral presentations – as part of the culminating project, students will have to present their newspapers and tell the class what they learned from writing their project
K-W-L chart – a K-W-L chart will be completed previous to starting each chapter and then reviewed when that chapter is completed
Cause and effect charts – cause and effect charts will also be completed during the course of the chapters
Writing news articles, stories and cartoons – as a culminating project, the students will complete a full newspaper, they are responsible for the writing of the newspaper, see the actual newspaper project for more details
Graph central ideas – students will have to graph central ideas using charts throughout the unit
Role playing – students will take sides and become the leaders of countries during the unit
Propaganda poster – students will have to create a poster for the U.S. using propaganda against the Germans
Learning Experiences
Extending and Refining
What knowledge will students be What reasoning process Describe what
extending and refining? Specifically, will they be using? will be done
they will be extending and refining
their understanding of
Students will be extending their knowledge on a daily basis through notes, reading, tests, quizzes and the activities outlined in the daily lesson plans and the procedural and declarative knowledge portions of this document
Classifying
Inductive Reasoning
Deductive Reasoning
Error Analysis
Analyzing Perspectives
Constructing Support
Abstracting
CULMINATING PERFORMANCE
Include rubric(s)
Global Studies 10th Grade Unit Project
World Wars and Revolutions – Newspaper
You are now living in the early 1900’s and you have a new job. A local newspaper company has just hired you and one of your friends to write a weekly newspaper for them. The assignment consists of eight main parts:
a debate
a political cartoon
a cover story
map of the early empire
weather page
biography of the Man of the Year
crossword, word search, or word jumble
one editorial
You should divide the work up equally between you and your partner, as only one grade will be given for the two of you. You will have approximately four weeks to finish this project. I will be available each day to assist you and I will also be available after school. This entire project must be typed and be in newspaper form (see example). Along with the final newspaper, I would like a breakdown of what each person in the group did. The library, my computers and the computer labs are available on a daily basis to assist you. Once again, this project will be counted twice in your ten-week average.
You and your partner must:
Debate:
Compare and contrast two dominant topics of the time period, communism vs. capitalism. You can also debate an event, should the U.S. have entered WWI, why or why not.
Map:
You must create a map of the time period you are doing. Color the map with colored pencils, outline rivers, cities, and any other distinctions. The map of Europe was changing quickly during this time period, make sure it is accurate for your time period
Maps must have:
a key
be colored
have a flag
Political Cartoon:
You must find or create a political cartoon to represent the time period you selected.
Cover Story:
You must do a cover story on a major event of your time period, WWI, March Revolution, Zimmerman Note, any major event we have discussed.
Weather page:
What was the weather like on this day? Be creative.
Biography of Man of the Year:
Pick an influential person of this time period, ie, Woodrow Wilson, V.I. Lenin.
Name and picture
Birth date
Religion and Philosophy
Type of government they followed
Major achievements
Where did he live?
Why was he important?
Crossword, jumble, or word search:
Create a crossword, jumble, or word search using at least ten vocabulary words in chapters 27 through 31.
Editorial:
A half page editorial on a concern of the time, such as war or religion.
Optional:
For extra credit, you can create one of the following:
Sports Page – two sports
Cartoon strip – two different strips
Obituaries – seven deaths
Any idea we discuss and agree upon
Scoring Rubric
Scoring Rubric for Newspaper Project
5
Perfect Project
All information is accurate and pertains to the correct time period
Addresses all aspects of the task fully and completely, 8 aspects
Neat
No grammatical errors or punctuation errors
Easily read without any mistakes
Followed the format with no errors
On time
4
Addresses 6-8 aspects of the task fully and completely
All information is accurate and pertains to the correct time period, has 1-3 inaccuracies
Neat , with 1-2 vague areas
1-3 grammatical errors or punctuation errors
Easily read with 1-3 vague areas
Followed the format with 1-2 errors
On time
3
Addresses 4-5 aspects of the task fully and completely
All information is accurate and pertains to the correct time period, has 4-5 inaccuracies
Semi-neat , with 4-5 vague areas
4-5 grammatical errors or punctuation marks
Some difficulty with reading, 4-5 vague areas
1-2 days late
2
Addresses 2-3 aspects of the task fully and completely
Some information is accurate and pertains to the correct time period, has more than 4 inaccuracies
Messy, with more than 5 vague areas
More than 5 grammatical areas
Difficult to read, more than 5 vague areas
3-5 days late
1
Fails to address the task
Information is not related to the time period
Unreadable
Over 5 days late
0
Fails to hand in a project
Hands in a blank project
The pre-requisite skills that are needed is the completion of grades 1 – 9, and a basic computer course that teaches the students how to use the Internet for basic searches, Windows 98, Microsoft Word and Publisher.
This presentation has been modified down from my regular daily lesson plans and activities. The complete unit plan is very extensive and detailed. This lesson is also modified according to the resource room teacher and the student’s individualized education programs.
This entire unit should take about seven to eight weeks depending on how fast you want to cover the material. The two chapters covered in this presentation should take roughly three weeks to cover.
Technology is used on a daily basis throughout this unit. All notes are given via the computer, extra credit is assigned using the computer, overheads are also on the computer. The Internet is most important tool in completing the culminating performance. The computer is used as a research tool as well as the foundation for formatting the newspaper project.