Download Unit 1- WWI - Edward R. Murrow High School

11th Grade Semester Two
Unit One: World War I
Stage 1: Desired Outcomes
Topic / 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
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.
Common Core Skills
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RH 1, 2, 4
W 1, 2, 4, 9, 10
SL 1, 2, 6
L 1, 2, 4, 6
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.
Content
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Modify primary source texts (variety, complexity, length)
Incorporate alternative materials (visual, video, audio, internet)
Provide supplementary resources for supports
Group with a purpose
Process
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Model skills, task and/or product
Utilize graphic organizers / note taking template
Provide individual or group intervention and support
Re-enforce vocabulary / concept development
Provide choice / variety of activities or tasks
Group with a purpose
Product
Accommodations: Scaffolds and Differentiation
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Assign specific, purposeful assessments to individuals or groups
Allow students to choose from a variety of assessments
Provide scaffolds / supports (outlines, templates, models)
Provide extension activities to expand thinking or understanding
Group with a purpose
How will students reflect upon and self-assess their learning?
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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.
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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 Policy
Throughout 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 Actions
United 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
(4) keep troops permanently in Europe
Base your answer to question 11 on the poster below and on your knowledge of social studies.
11 This poster was used during the administration of President Woodrow Wilson to
(1) convince men to enlist in the military services
(2) help finance the war effort
(3) support membership in the League of Nations
(4) emphasize the goals of the Fourteen Points
Base your answer to question 12 on the passage below and on your knowledge of social studies.
We intend to begin on the first of February unrestricted submarine warfare. We shall endeavor in spite of this to keep the United States
of America neutral. In the event of this not succeeding, we make Mexico a proposal or alliance on the following basis: make war
together, make peace together, generous financial support and an understanding on our part that Mexico is to reconquer the lost
territory in Texas, New Mexico, and Arizona....
— Zimmerman telegram, 1917
12 The disclosure of this document contributed to
(1) a declaration of war against Mexico
(2) the entry of the United States into World War I
(3) the passage of the Treaty of Versailles
(4) a restriction on immigration from Latin America
13 The Great Migration during World War I refers to the movement of
(1) factory workers from the Northeast to the Sun Belt
(2) communists deported to Russia as undesirable aliens
(3) African Americans to northern cities to find work
(4) refugees fleeing from eastern Europe to the United States
14 The migrations of African Americans from the South to the North during World War I and World War II are most directly related to
(1) the availability of factory jobs
(2) a widespread farming crisis
(3) plans to pursue military careers
(4) access to free land
Base your answer to question 15 on the posters below and on your knowledge of social studies.
15 The United States government published these World War I posters to encourage Americans to
(1) increase military enlistments
(2) reduce the use of consumer goods
(3) invest in the war effort
(4) conserve scarce resources for the military
16 Many Americans responded to photographs such as this by
(1) opposing government subsidies for low-income housing
(2) petitioning Congress to decrease funding for the Veterans Administration
(3) demanding legislation to increase the power of the military
(4) criticizing the government for its treatment of World War I veterans
17
“Convention Meets at Seneca Falls”
“19th Amendment Ratified”
“Betty Friedan Organizes National Organization for Women”
Which statement about women in the United States is best illustrated by these headlines?
(1) The role of women in society has remained unchanged since colonial times.
(2) The struggle for women’s rights has spanned many decades.
(3) The earnings of women today are equal to those of men.
(4) The movement for women’s rights has lacked leadership.
18 After World War I, a “return to normalcy” was most clearly demonstrated by
(1) opposition to joining the League of Nations
(2) ending farm subsidies under the Agricultural Adjustment Act
(3) reducing tariff rates on imported goods
(4) rejection of disarmament agreements
19 After World War I, senators who opposed United States participation in the League of Nations argued that American membership in
the organization would
(1) limit the power of the president
(2) make trade with nonmember nations more difficult
(3) force the country to end traditional military alliances
(4) involve the nation in future world conflicts
20 The League of Nations and the United Nations were both formed with the goal of
(1) preventing wars through peaceful negotiations
(2) prohibiting the development of nuclear weapons
(3) monitoring the world’s monetary systems
(4) supporting the spread of democracy
21 The “cash and carry” policy and the Lend-Lease Act were used by the United States to
(1) help fund League of Nations efforts to maintain peace
(2) encourage British appeasement of Germany
(3) fulfill treaty obligations with Great Britain and France
(4) provide support for the Allies in World War II without entering the war
Base your answer to question 22 on the passage below and on your knowledge of social studies.
...The Congress of the United States notwithstanding, and the Supreme Court of the United States notwithstanding, with all
deference and respect, I differ with them all, and know that I am right and that they are wrong. The Constitution of the United
States as it is protects me. If I could get a practical application of the Constitution it would protect me and all women in the
enjoyment of perfect equality of rights everywhere under the shadow of the American flag....
— Susan B. Anthony, Speech to the Senate, Judiciary Committee, January 23, 1880
22 The basic problem identified in this speech was addressed in 1920 by
(1) a constitutional amendment granting suffrage to women
(2) an executive order allowing women to serve in the military
(3) a Supreme Court decision granting women additional privacy rights
(4) a law allowing women to petition the government