Teacher: Greg MacPhee Course: World History II Unit: WWI
Week of: 3/11/13 Periods: 1 7 Level: C
How did WWI lay the groundwork for more conflict in the future?
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
Persuasive writing, bibliographies
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.
WHII.17: Describe the declining power of the Russian Empire
WHII.18: (A) the physical and economic destruction of WWI
(C) the collapse of the Romanov dynasty and subsequent Bolshevik Revolution and civil war in Russia /
- understand the negative aspects of poison gas and chemical warfare
- examine primary sources to understand the reasons for America’s entry into WWI
- debate the merits of America joining WWI
- explain the background to the Russian Revolution
- continue conducting research and citing sources
Weekly Open Response Question: / Rubric
Should the United States have entered World War I? Use evidence from the sources to back up what you say. / Uses examples from class to back up position
5 points
Clearly states whether you support or oppose America entering World War I
5 points
Letter is written in proper format, with paragraphs, is addressed to President Wilson, and is signed
5 points
Is written persuasively, trying to convince someone to support your beliefs
5 points
Prior Knowledge: / Future Learning:
- Imperialism
- Industrial Revolution
- Nationalism
- Trench warfare
- MANIAS (Militarism, Alliances, Nationalism, Imperialism, Assassination and Significant Individuals)
- initial enthusiasm for war turning to disillusionment
- Assassination of Franz Ferdinand
- How to create a bibliography
- Modern war: submarines, poison gas, tanks, airplanes
- Russian Revolution
- America’s entry into the war
- Treaty of Versailles
- Lingering effects of the war
DAY / PLAN / ELL/Sped Accommodations
M / Activities: (Period 1)
-Teacher will pass out sheet for students to write their email down for teacher to contact them about any missing work
-Teacher will hand back WWI quizzes and remind students about the opportunity to retake and earn back half-credit on their quiz as well as those who still need to take it
-Teacher will then play two short videos dealing with poison gas in WWI
-Students will write down at least 5 things that they notice from each video
-They will then be asked to answer this question: Do you think it is acceptable to use poison gas in war?
-Students will be given 5 minutes write what they think
-Teacher will post signs on opposite sides of the classroom saying “agree” and “disagree” and a sign in the middle saying “unsure”
-Students will be asked to get up and go to whichever side they agreed with in the debate
-Students will have 5 minutes to debate
-Students who change their minds in the course of the debate may switch sides
-Teacher will ask students to return to their seats and then play a video of a news report on the use of poison gas in the Iraqi town of Halabja against civilians
-Students will then be asked to write if this changed their position and why
-Teacher will then remind students about their I-Searches
(Period 7)
-Students will fill in their goal sheets and any who were absent the previous goals days will also respond to teacher’s personal letters to them
-Teacher will pass out sheet for students to write their email down for teacher to contact them about any missing work
-Teacher will remind students about the opportunity to retake and earn half credit on their WWI Causes quiz as well as those who still need to take it
-Teacher will pass out I-Search homework due on Thursday
-Students will then be divided into 3 groups of 4 and 5 with each tasked with reading a primary source dealing with America’s entry into WWI (sinking of the Lusitania, Zimmermann Telegram, and Wilson “Safe for Democracy” speech) with each group member assigned a different role (facilitator, author and audience, connector, wordsmith) in examining the documents
-Students will have 20 minutes at each document
-Activity will carry into Tuesday
Assessments/HW: Turn in first draft of Part 1 of I-Search, due Thursday /
- videos to aid with visualization
- points made both orally and written down
- heterogeneous grouping
- roles based upon student’s academic strengths and weaknesses
- ability to retake quiz to earn back some lost points
- debate sides signified with signs and specific spots in the room
T / Bellringer:
Activities: (No Period 1)
(Period 7)
-Students will resume their group activities
-They will then be asked to write as if they are writing to President Wilson a persuasive letter saying whether or not the United States should enter World War I, using the documents as evidence. ELL students will be given the option of instead creating a T-Chart with reasons why America should join WWI on 1 side and reasons why America shouldn’t join WWI on the other. This will be homework that is due Friday.
Assessments/HW:Turn in first draft of Part 1 of I-Search, due Thursday. Write persuasive letters to President Wilson, due Friday. /
- heterogeneous grouping
- roles based upon student’s academic strengths and weaknesses
- alternative assignment for ELL students
W / Activities: (Period 1)
-Students will fill out their goal sheets and answer personal letters from teacher
-Students will then do the same group activity on America’s entry into WWI as Period 7
(Period 7)
-Students will have the first 10 minutes of class to work on either their I-Search rough drafts or their letter to the president
-Next, teacher will explain that we will be looking at the Russian Revolution
-After a short PowerPoint showing a map of the Russian Empire and defining who the czar was, and explaining Bloody Sunday, teacher will then show clip of the Odessa Steps scene in the film Battleship Potemkin
-Students will be asked to write whether they think the film supports or opposes the czar and write down 5 pieces of evidence from the film to support what they say
-If time permits, students will discuss their findings
Assessments/HW:Turn in first draft of Part 1 of I-Search, due Thursday. Write persuasive letters to President Wilson, due Friday. /
- same as previous day
- video to aid with visualization
Th / Bellringer: (Period 7) What is your opinion of the czar after watching the movie clip yesterday?
Activities: (Period 1)
-Students will finish their group work from the previous day if need be
-Students will be given the rest of class to work on persuasive letters to President Wilson and/or their rough drafts for their I-Searches
(if more than 30 minutes left in class after the ending of group work)
-Class will start on the Russian Revolution activities that Period 7 did on Wednesday)
(Period 7)
-Students will turn in their I-Search rough drafts
-Students will share out their responses to the bellringer
-Teacher will then give a short PowerPoint lecture on the czar’s personality and family
-Next students will watch a short clip of the execution of the czar and his family
-Students will then take part in a 3 minute silent write where they are asked to say whether or not they think that the czar deserved his punishment
-Students will then be divided onto different ends of the class depending on whether they “agree” or “disagree” or are “unsure” with the czar’s punishment
-Students will have a short debate
-Any remaining time will be given to writing letters to President Wilson
Assessments/HW:Write persuasive letters to President Wilson, due Friday. /
- same as previous day
- debate sides signified with signs and specific spots in the room
F / Bellringer:
Activities: (Period 1)
-Teacher will explain that we will be looking at the Russian Revolution
-After a short PowerPoint showing a map of the Russian Empire and defining who the czar was, and explaining Bloody Sunday, teacher will then show clip of the Odessa Steps scene in the film Battleship Potemkin
-Students will be asked to write whether they think the film supports or opposes the czar and write down 5 pieces of evidence from the film to support what they say
-If time permits, students will discuss their findings
(Period 7)
Arts Academy Awards Ceremony
Assessments/HW: /
- same as previous day
Pros / Reflections/modifications / Cons
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