Download Unit Outline for Teaching “Democratic Vistas

Unit Outline for Teaching “Democratic Vistas”
Part I:
Sharon B. Lauretti
Unit Topic: WWI and Its Aftermath (1914-1919)
Grade level: 10
Learning Objectives: Students will be able to:
Summarize the efforts made toward peace in the early 1900’s.
Describe how nationalism and international rivalries pushed Europe toward war.
Outline the causes and effects of the European alliance system.
Describe how ethnic tensions in the Balkans created a “powder keg” effect.
Identify why a stalemate developed on the Western front.
Assess how technology made WWI different from other wars and how it
contributed to “total war”.
7. Explain how the war became a global conflict.
8. Summarize the causes and results of American entry into the war.
9. Identify the legacy of the war on humanity, economics, geography and politics.
10. Enumerate the effects of the legacy of the Treaty of Versailles.
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Enduring Understandings: The global conflicts of the 20th century had far reaching
effects in world politics, economics, religion, and culture.
Essential Questions: What were the causes and the results of WWI?
Content: Chapter 27 World History/Connections to Today text. 1) The Stage is Set, 2)
the Guns of August, 3) A New Kind of Conflict, 4) Winning the War, 5) Making the
Peace.
Skills: Reading maps, graphs, and tables, analyzing political cartoons, creating political
cartoons, internet research players in WWI, writing essays, evaluating the Treaty of
Versailles and creating a new peace treaty, analyzing primary source documents.
CT State Social Studies Standards: 1) Historical Thinking, 2) Local, US and World
History, 3) historical Themes, 7) political Systems, 8) International Relations, 9) Places
and Regions, 11) Human Systems, 12) Human and Environmental Interactions, 14)
Economic Systems, 15) Economic Interdependence
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Primary Sources:
Honors level students will be reading the novel, “All Quiet on the Western Front”. I
chose this book because of its enduring legacy as a realistic view of war.
Lower levels will read an excerpt from the novel.
Video: Visit of Archduke Ferdinand to Sarajevo. Students will view first hand events that
precipitated the war.
Charts/graphs to compare economic/military resources of European nations in 1914
“Germans enter Brussels” a journalist’s description of the German invasion. I chose this
because it shows some of the horrors of war and helps explain the feelings toward
Germany after the war and at the peace talks.
Analyzing “Responsibility for War”, a political cartoon. Students will also be creating
political cartoons.
“The Tank in WWI” analyzes how new technology impacts the war.
“Wilson’s Fourteen Points” to evaluate the struggles/hopes for an enduring peace.
“The Peace Settlement” looks at the views of each nation toward Germany after the war.
Demonstrate Critical thinking: Analyzing primary sources, Treaty of Versailles
Project, Essay on “Is war ever justified?”
Differentiate Instruction:
Honors students will read the novel, All Quiet on the Western Front and write an essay
using their knowledge of WWI and the novel, lower levels will read an excerpt from the
novel and write an essay.
Internet research for alliances in WWI: honors will complete with a partner, lower levels
will complete in small groups, with some information provided for them.
Project on Treaty of Versailles: Honors level will evaluate/analyze the treaty and rewrite
the treaty for a more lasting peace, lower levels will evaluate/analyze the treaty and
create a proposal for 4 changes from the original.
All students are given study guides for chapter assessments.
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Formative/summative assessments: Discussion: reasons for war/peace, quiz on causes
of WWI, homework assignments, create political cartoons/posters, reading and analyzing
primary source documents, Treaty of Versailles Project, Unit test, essay: Is War ever
justified?
Group Project: The Treaty of Versailles; evaluating/analyzing the treaty, comparing the
map of Europe before and after the war, and rewriting the treaty for a more long lasting
peace. Rubric assessment will be used for group work and for final project.
Paper: Essay on “Is war ever justified?”/rubric given in advance
Criteria for differing levels of performance:
Students will be given rubrics for all writing assignments, group work, the project, and
the essay.
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Part II: Teaching
Learning
Objectives:
List of Lessons:
Assessments
Introduction to unit/ evaluate/discuss
Timeline 1914-1919
Locate and label: Map of Europe 1914
labeled map
All honors students will have assigned
Reading: All Quiet on the Western Front
Essay due at end of
unit
Read section1: create table on
efforts at peace/forces for war.
Write a memo suggesting a method
To achieve peace.
Completed table
Peace memo
Read section 2:
Create a chart: Causes of WWI
Work with small group
HW: chart on resources of
European nations. Predict the
strongest power in war,
Completed chart/
shared information
Read eye witness report/
What I want to know?
Assassination of Ferdinand.
Write 2 questions you have about the event.
Video clip on Francis Ferdinand’s visit
to Sarajevo.
Internet research: chart of nations/leaders
/reasons for entering the war (with partner)
HW: Write a paragraph describing the
European Alliance System.
How did it lead to war?
Chart/
Alliances
paragraph
Flowchart of major events/battles of the war
Western Front. Read section3.
Read: “All Quiet on the Western Front”
Discussion on horror of war/how might
Art/literature influence opinions on war?
Flowchart
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New technology and effect on war.
Students will view pictures of weapons
and decide if they were used in WWI.
Predict how weapons could affect war
and how to counter those weapons.
HW: Read “The Tank in WWI”
Brainstorm
Propaganda/shaping opinion:
What is propaganda?
Analyze/evaluate political cartoons
and posters from WWI. Create your
own poster/political cartoon.
Cartoon/poster
WWI becomes a Global War:
Read and outline section 4.
Russian Revolution/
US enters the war.
Paragraph:
What is Global War?
Costs of War: Small groups/
List and describe the costs of WWI.
Share responses
Discussion: How did aftermath
of WWI cause continued
discontent and conflict?
Discussion
Treaty of Versailles Group Project:
Read selected excerpts from the
Treaty of Versailles, “Wilson’s
Fourteen Points and “The Peace
Settlement”. Evaluate/analyze
the difficult issues and effects of
WWI. Locate/label map of Europe
1919. Compare to 1914.
Rewrite a treaty you feel would
Result in a more lasting peace.
Venn diagram maps
Revised Peace Treaty
Review for test/jeopardy
Essay due
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Part III: Assessing
How well did students meet the objectives?
High performing student, what helped him be successful?
Low performing student: where did they struggle?
Part IV: Reflection
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