Download 8 SS Unit 7 Plan (1)

DURHAM PUBLIC SCHOOLS 2013-2014
UNIT 7 PLAN FOR 8TH GRADE History
Unit Overview:
Unit Name: Imperialism and World War I
Quarter ___ one
__ two
__X_ three
___ four
Course/Grade Level: Grade 8 Social Studies
Revised Bloom’s Taxonomy: Level 1- Level 6 ( Each unit should include all levels of Blooms Revised Taxonomy.)
Instructional Time: 2 weeks/10 days (approximately)
Unit Theme: Imperialism and World War I
Unit Summary: Students will establish an understanding of the events and issues surrounding the World War I. Students will analyze the
global social, economic, and political issues that lead to World War I. Students will analyze the impact World War I had on the United
States and North Carolina socially (i.e. women, minorities), politically, and economically. Students will also understand how new technology
impacted the war and the new emerging culture in the US and how it impacted world affairs and laid the groundwork for WWII?
Concepts: Militarism,Alliances,Imperialism (military, cultural),Nationalism
North Carolina Informational Technology Essential Standards:
8.SI.1 Evaluate information resources based on specified criteria.
8.TT.1 Use technology and other resources for assigned tasks.
Common Core Reading/Writing Essential Standards:
WHST.6-8.1. Write arguments focused on discipline-specific content. Introduce claim(s) about a topic or issue, acknowledge and
distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information
and ideas clearly and efficiently.
NC Essential Standards and Clarifying Objectives for Social Studies:
8.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues.
8.H.1.2 Understand the ways in which conflict, compromise and negotiation have shaped North Carolina and the United States.
8.H.1.3 Use primary and secondary sources to interpret various historical perspectives.
8.H.1.4 Use historical inquiry to evaluate the validity of sources used to construct historical narratives (e.g. formulate historical questions,
gather data from a variety of sources, evaluate and interpret data and support interpretations with historical evidence).
8.H.1.5 Analyze the relationship between historical context and decision-making.
8.H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and citizenship and
immigration policies) on the development of North Carolina and the United States.
8.H.3.2 Explain how changes brought about by technology and other innovations affected individuals and groups in North Carolina and the
United States (e.g. advancements in transportation, communication networks and business practices).
8.E.1.1 Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions
and recessions).
Essential Question(s):
Is war a necessary evil?
Why do people create drastic change?
How can change lead to violent conflict?
Is violent conflict an effective way to achieve a goal?
How does a political system reveal a nation’s values?
Enduring Understanding(s): resource - NCDPI UNPACKING DOCUMENT
Social and economic challenges can divide nations and lead to war. The U.S. Civil War occurred because of regional differences with
competing political, social, and economic beliefs that continue to affect us today. The Civil War and Reconstruction era affected the lives of
diverse groups of people that caused immediate and long-term effects. It ultimately lead to a renewed, but troubled nation and is
considered both a divisive and unifying turning point in American History.
I Can Statement(s) (These are sample targets and tasks. The numbers of the targets and tasks correspond.)
Learning Targets: (What the student should know and be able to do.)
1. I can identify the fundamental causes of the World War I.
2. I can outline the Major “players” during the World War I including political, social, and military figures
3. I can assess the impact of World War I on the United States homefront
4. I can predict how World War I and the impact of the Treaty of Versallies will have on both the US and European Nations
Learning Tasks: (How will the student show the teacher they know?)
1. I can complete a graphic organizer that explains the causes of the War World 1
2. I can create a living timeline that includes the major battles and important key leaders of the World War I.
3. I can draw a propaganda poster urging people to help out on the homefront during World War I
4. I can pretend to be a soldier during World War I from the US, Great Britain or Germany and write a letter to the editor about how
World War I has impacted me.
Vocabulary:
Causes
(MAIN) Militarism,
Alliances, Imperialism,
Nationalism
Assassination of
Ferdinand
American Involvement
Lusitania
U-Boats / Unrestricted
submarine warfare
Isolation / Neutrality
Propaganda
NC
Involvement/Homefront
Resources (provided by
NC)
Growth of Industry
(resources supplied)
Women and minorities in
the workforce
War Itself
Trench warfare
New technology
End of the War
Treaty of Versailles
Reparations
19th amendment
Costs of war
Reading and Writing for Literacy and Interdisciplinary Connections
Books:
All Quiet on the Western Front
The Soldier's Song
Primary Sources:
Primary sources about the Power of Press http://www.archives.state.al.us/teacher/ww1/lesson1/index.html
Primary sources about the Home front during WWI http://www.archives.state.al.us/teacher/ww1/lesson4/index.html
Primary sources about fighting during WWI http://www.archives.state.al.us/teacher/ww1/lesson5/index.html
World War Propaganda Posters- http://docsouth.unc.edu/wwi/
Interpreting World War I http://www.digitalhistory.uh.edu/historyonline/us32.cfm
Interdisciplinary Connections: Language Arts, Math, Music, Geography, Civics, Art, Health
Evidence of Learning (Formative Assessments):
Teacher observation, exit slips, KWL charts, think pair-share, common assessments, political cartoon analysis, Timeline of causes and
Major events of the Revolution
Summative Assessment(s):
Unit Test,Common Assessments,Living Timeline,Argumentative Essay,Letter to the Editor
Unit Implementation:
RESOURCES for this unit:
North Carolina Land of Contrasts: Chapter 11, Section 5, pages 382-391; Chapter 12, pages 392-433
North Carolina History: A Digital Textbook (LearnNC) http://www.learnnc.org/lp/projects/history/
*Teachers are encouraged to use the web resources listed below (under “Supportive Unit Resources”) to locate primary source documents
that will enhance student understanding of this unit.*
Head note week by week plan: This is a suggested plan by no means a forced pacing guide.
Week 1: 8.H.1.1, 8.H.1.2,8.H.1.3, 8.H.1.4 8.H.1.5, 8.H.2.,8.H.3.2 8.E.1.1
Causes of the World War I
Essential Questions for Week One: How can change lead to violent conflict? Is violent conflict is an effective way to achieve a goal.
This week students will identify and explain the social, political, and economic issues that led to World War I?. Students will understand the
causes and consequences of World War I. Student will analyze the war’s impact on from propaganda during World War I. Students can
analyze propaganda posters during World War I for explicit and implicit messages from the United States, Germany, and Great Britain
Possible Assignments
1 Timeline: Causes of the Civil War .
2.Propaganda Posters for World War I: After analyzing propaganda posters from World War I, students will create their own Propaganda
Posters
Create an original journal entry. Reflect back as if you were on a ship going down after being torpedoed. You can be a civilian or a US
soldier. You have been rescued by an Allied war ship. Make it look authentic and be thorough.
Making Connections: Propaganda
Students can examine propaganda during world war one and compare and contrast that to other “Propaganda” techniques used
throughout history and in our society today
Week 2: 8.H.1.1, 8.H.1.2,8.H.1.3, 8.H.1.4 8.H.1.5, 8.H.2.,8.H.3.2 8.E.1.1
World War I
Essential Questions for Week One: How can change lead to violent conflict? Is war a necessary evil?
This week students will examine key figures and battles during World War I?. Students will understand how new technology and
weapons impacted the war and trench warfare. Student will analyze the impact the war had at home and the impact of the Treaty of
Versailles had on both US and European Nations.
Possible Assignments:
1. Make a short video address as if you were a war correspondent reporting from the front lines of the war in Europe.Identify the battle
that’s going on, when and where it is and other key points.
2. Create two (1 minute or under) advertisements pretending you were one of the “four-minute men.” You could discuss -victory gardens,
Liberty bonds, enlistment
3. Write a comparative essay on some aspect of World War I. Some examples could be: -German military vs. French military or -British
Homefront vs. US Homefront or you can choose your own categories. Be sure you have multiple examples of comparing and
contrasting.About 5 paragraphs.
Cite your sources!
4. Pretend that the United States did not join the war.Write 1-2 paragraphs that explain what might have happened. When would the war
have ended? Who would have won? How would the results have been different? Make this your assumptions with facts and examples to
back up your opinions. Be sure to cite your sources.
5.Watch All’s Quiet on the Western Front (1930) or The African Queen (1951) or Gallipoli (1981). Write a film review and give your
opinions. How did your views of WWI change because of this film? What did you learn? Should be about 5 paragraphs in length.
6. Find a political cartoon about the Treaty of Versailles. Print it out, and attach a analysis to the cartoon: -What is the cartoon showing?
Name 3 important details -Does the cartoon have any symbols? What are they and what do they stand for? -Is there a caption? What
does it mean? -What is the message of the cartoon?
Making Connections: Propaganda
Students can examine propaganda during world war one and compare and contrast that to other “Propaganda” techniques used
throughout history and in our society today
Supportive Unit Resources and Technology Integration: (Please note that these are resources that can be used to supplement
instruction before or during a lesson.)
The Great War, available at: http://www.pbs.org/greatwar/resources/lesson.html
North Carolinians and the Great War Collection: http://docsouth.unc.edu/wwi/index.html
Explore 1910s war propaganda, read about theLusitania, and discover the origins of Veterans Day with these activities. You'll also find
patriotic songs, research ideas, and poetry lessons http://www.teachervision.fen.com/world-war-1/teacher-resources/6679.html
Lesson Plans: US Entry in WWI http://edsitement.neh.gov/lesson-plan/united-states-entry-world-war-i-documentary-chronology-world-war-i
Teachers Guide: Lost Peace http://www.pbs.org/wgbh/peoplescentury/teachers/tglost.html
Scaffolding Option 1:
Intervention (What are you
doing for students that are
struggling?)
Scaffolding Option 2:
Maintenance (What are you doing to reinforce
the main concepts?)
Scaffolding Option 3:
Extension (What are you doing for students th
mastered the material?)
Instructional Students who are still
Activities:
struggling with the content as
shown by the assessment
These are
data will complete alternate,
ideas for
lower-level assignments,
after the
such as:
completion
of the two
main
-Timeline of the 15 most
portions of
important events of World
the unit:
War I
cause and
-Quiz Re-takes
effect of the -Illustrated outline of major
American
events of World War I
Revolution,
and the
creation of
the United
States
government.
Write a newspaper article describing the shooting
of Archduke Franz Ferdinand.
Choose a poem written
by a WWI soldier. Create
an illustration for that poem.
Poems from WWI can be
found here:
http://www.firstworldwar.com/poetsandprose/inde
Multimedia
Activities:
Listen to the WWI song
Over There! Write and
perform your own two
additional verses.
http://www.halcyondaysmusic.com/ww1music.htm
Your finished product should
be a sheet of paper that
includes both the illustration
AND the poem.
World War I Veteran Interview
A Multimedia history of World Life in the Trenches
War I
http://www.firstworldwar.com/features/trenchlife.htm https://sites.google.com/site/learningaboutworldw
http://www.firstworldwar.com/
resources/world-war-one-veteran-interview