Section 1 Unit Title. Social Studies Unit Structure. WWI: The War to End All Wars

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1 Social Studies Unit Structure Section 1 Unit Title Grade Level/Audience/Class context e.g. Honors Rationale / Abstract A) What is the focus of the unit and the overriding question(s) to be explored? B) How does this unit fit in with what has been taught before and will be taught? C) Why is the unit significant/relev ant? D) How does the unit meet state and national standards WWI: The War to End All Wars This unit is for a seventh grade social studies class with approximately 25 students in each period. Some students are enrolled in honors courses, while others have learning disabilities. It is a full-inclusion classroom. A) The focus of the unit is WWI and the United States involvement overseas. Some overriding questions to be explored: B) This unit will follow the unit on the Spanish-American War and will precede the unit on World War II. Students will have some knowledge of what war is. This unit will also be a great transition into WWII after students learn about alliances, warfare, and treaties. C) This unit is significant because it helps teach students how the United States established its international leadership role. It also explains how propaganda was used during wartime to sway public opinions. D) This unit meets state and national standards by addressing all standards dealing with WWI while also taking into account the NCSS Themes. Each SOL and Theme is listed in the lesson plan. Focus questions for the Unit (4-6 maximum). 1. What were the main causes of WWI? 2. What countries belonged to the Allied and Central powers, and where were they located? 3. What is trench warfare, and what was it like? 4. How did the United States become involved in WWI? 5. What are the similarities and differences between the Treaty of Versailles and Wilson s Fourteen Points?

2 Section 2 Unit Goals (larger learnings from the focus questions and vice versa) a) What will students understand as a result of this unit (Wiggins and McTighe levels of understanding). From these larger goals and questions you will then develop an understanding of what concepts need to be taught and also this will let you build more specific objectives for each lesson Key concepts w/ definitions (min- 6) Students will understand the main causes of WWI (including militarism, alliances, imperialism, and nationalism) Students will understand which countries were part of the Allied Powers, as well as those countries who were part of the Central Powers Students will be able to locate all countries involved in WWI on a map Students will understand what trench warfare was and what it was like for soldiers fighting in WWI Students will understand how the United States got involved in WWI (Lusitania and Zimmerman Telegram) Students will understand the clauses outlined in the Treaty of Versailles as well as Wilson s Fourteen Points Students will understand the reasons why the United States did not join the League of Nations 1. Militarism 2. Alliances 3. Imperialism 4. Nationalism 5. Assassination 6. Allied Powers 7. Central Powers 8. Western Front 9. Trench Warfare 10. Dough Boys 11. Lusitania 12. Zimmerman Telegram 13. Treaty of Versailles 14. Fourteen Points 15. League of Nations

3 Section 3- Connecting Instruction /UBD (input your UBD template) Stage 1 Desired Results Established Goals: The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by explaining the reasons for the United States involvement in World War I and its international leadership role at the conclusion of the war. Understandings: Students will understand that The United States was unable to remain neutral throughout the duration of WWI Alliances played an important role in causing the war and influencing its conclusion. Trenches were a revolution in warfare, and impacted the lives of soldiers heavily Essential Questions: What were the main causes of WWI? Who were the Allied and Central powers? What was trench warfare like for soldiers during WWI? Was the U.S. involvement in WWI justified? What are the similarities and differences between the Treaty of Versailles and Wilson s Fourteen Points? Students will know Students will be able to _ Reasons for US involvement Allied and Central Powers Trench Warfare Experiences Major Ideas of both the Treaty of Versailles and Wilson s Fourteen Points Reasons for US not joining League of Nations Analyze and interpret primary and secondary source documents Interpret ideas and events from different historical perspectives Map and label different countries and alliances Apply what they have learned into writing with empathy Compare and contrast different historical documents Complete and analyze information in a graphic organizer Stage 2 Assessment Evidence Performance Tasks: Framing Activity Mapping Activity Sketch-to-Know Experiential Activity Letter from the Period Arguing a Historical Perspective Venn Diagram Political Cartoon Other Evidence: Just Do Its! Exit Slips Study Guides Quiz Questioning Observation Hands of Understanding Answers to Questions on a Worksheets

4 Stage 3 Learning Plan Learning Activities: What sequence of teaching and learning will equip students to engage with, develop and demonstrate the desired understandings? List the key teaching and learning activities in sequence. Can you identify/code each entry with the appropriate initials of the WHERETO: Use this space to lay out your chronology of instructional activities- as best you can- after you have completed the WHERETO worksheet below also think about the order (which day/ lesson) you will do these activities. WHERETO W = Where is the unit or lesson headed, and why? H = Hook the students interest and hold it. E = Experience learning activities that foster attainment of the performance objectives. R = Reflect, rethink, revise. E = Evaluate progress through self-assessment. T = Tailor instruction to meet student needs. O = Organize instruction to optimize understanding. 1. Think and Write War to End All Wars (W, H) 2. Framing Routine (E, O) 3. Sketch to Know (E, R) 4. Just Do It Alliances (W, H) 5. Mapping Activity (E, T, O) 6. Map Exit Slip (R) 7. Bellringer Through the Periscope (R, W, H) 8. Experiential Activity (O, E, T) 9. Letter from the Trenches (E, R) 10. Just Do It! Declaration of Neutrality (W, H, R) 11. Article Discussion (E, R, E) 12. Political Cartoon (E, T, O) 13. Just Do It Treaty (W, H) 14. Venn Diagram (E, T, O) 15. League of Nations Worksheet (O, R)

5 Resources (link to specific activity) Lesson #1: Think and Write Opening Activity Framing Routine for WWI Causes Lecture Exit Slip to Real-World SmartBoards Paper for Sketch-to-Know Section 4- Resources Web based resources Lesson #2: Just Do It! Alliances Slip Mapping Activity Worksheet Why We Remember Textbook for Map Exit Slip Questions Lesson #3: Bellringer Through the Perisope All Quiet on the Western Front Quotation Cards Letter from the Trenches Rubric Video Clips (within Smartboard) Trench Warfare Cube Worksheet Info. Sheet for Interactive Notebook Lesson #4: Wilson s Declaration of Neutrality Handouts Interactive Notebook Info. Sheets Zinn A People s History Handouts Plain Paper for Political Cartoons Lesson #5: Just Do It! Slips Interactive Notebook Info. Sheet Venn Diagram Exit Slips Map: history/ralph/resource/wwi.htm Through the Periscope: Declaration of Neutrality: Wilson%27s_Declaration_of_Neutrality Zinn Article:

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