World History Unit 6/Part4

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1 Title World War I Suggested Dates 5 th Six Weeks World History Unit 6/Part4 Big Idea/Enduring Understanding World War I was an important turning point in World History and still has geo-political impact today. War is shaped by political motivations and relationships, as well as by technological innovations. Guiding Questions What events led to the start of World War 1? What effects did new warfare technology have on World War I? Which outcomes of World War I still impact the World today? The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Ongoing TEKS Geography 15AB, Geography 16C, Social Skills 29A-H, 30A-D, 31AB Knowledge and Skills with Student Expectations (1) History. The student understands traditional historical points of reference in world history. The student is expected to: District Specificity/Examples Vocabulary Instructional Strategies Bloom s Understanding Students should be taught about the periodizations (eras) the World History Course is divided into and how to examine the political, economic, geographic, military complex write- Why do you think that imperialism and nationalism contributed to causing WWI? Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. McGrawHill

2 (F) identify major causes and describe the major effects of the following important turning points in world history from 1914 to the present: the world wars and their impact on political, economic, and social systems; communist revolutions and their impact on the Cold War; independence movements; and globalization. and social characteristics of the 20th Century (1914-present). Students should study the changes and continuities between this era and the previous era. What were the effects of industrialization on militarism? (10) History. The student understands the causes and impact of World War I. The student is expected to: (A) identify the importance of imperialism, nationalism, militarism, and the alliance system in causing World War I; Readiness Standards RC 2 Bloom s Level Remembering Student Must Knows: A naval rivalry had developed between Great Britain and Germany Alliances were created as defenses against attacks, therefore, one attack resulted in several nations entering the war Imperialism intensified the competition between European countries. It gave them another place to act out aggressions before the actual start of WWI. Militarism Nationalism Alliance write-have students write as if they were a citizen of Germany reflecting on the events from June 28, 1914 and Aug. 4, ABC-Clio World History Database Unraveling the causes of World War How did World War I impact imperialism across the globe? ABC-Clio World at War Database World War I How did American and German economic programs differ during World War I? World History For Us All Big Era Eight: Causes and Consequences of World War I

3 Nationalism was the basis for the unification of both Italy and Germany as nations. Ethnic tensions increased under nationalism as various ethnic groups wanted independence from imperial powers. Military service during wartime was seen as heroic. Students should study imperialism, militarism, nationalism, and the alliance system as underlying causes of World War I and the assassination of the Archduke Franz Ferdinand as the immediate cause of the war. (10) History. The student understands the causes and impact of World War I. The student is expected to: (B) identify major characteristics of World War I, including total war, trench warfare, modern military World War I 1914 to 1918 Causes of WW I: Nationalism - This idea of pride in one's country was carried to an extreme in the years prior to WW I. It translated into beliefs that one's native country was "better than" all other countries. System of alliances - Most European nations had "picked sides" in the years prior to WW Total war Trenches Casualties small groups Discuss the impact of a high causality rate on WWI and whether a war of attrition can ever end decisively. ABC-Clio- World at War World War I What role did new technology play on the battlefield during World War I? Students need to be provided opportunities to examine documents, including images that illustrate the characteristics of World

4 technology, and high casualty rates; Supporting Standard RC I based on royal family ties and existing feelings of mistrust and hatred that went back for centuries. Imperialism and European rivalries - European nations were "competing" for limited resources and colonies, particularly in Africa and East Asia to supply the growing industrialization in their countries. Militarism - a growing interest in building a strong military to protect and impose the economic and political interests of a country. These ideas led to military build-up in all nations in Europe as each tried to "out-do" the others. The " spark " that set off the "powder keg" that Europe had become was the assassination of Archduke Francis Ferdinand, heir to the throne of Austria-Hungary. War I, and discuss why World War I resulted in trench warfare, total war, and high casualty rates. (10) History. The student understands the causes and Nationalism manifests itself in a military buildup by European powers. The assassination of Archduke Franz Ferdinand should have been a incident between Serbia and Austria but because of the alliance, the incident escalated into World War I. Bloom s level Understanding Students must know: Self-determinati on Mandate system -Students should examine maps that illustrate the boundary changes President Wilson s Fourteen Points ABC-Clio- World at War Data Base Treaty of Versailles

5 impact of World War I. The student is expected to: (C) explain the political impact of Woodrow Wilson's Fourteen Points and the political and economic impact of the Treaty of Versailles, including changes in boundaries and the mandate system; and Readiness Standard RC 2 Wilson s Fourteen Points introduced the idea of a international group to solve disputes between nations; as well as, self determination for ethnic groups living within a region. Former German and Russian territory was carved into new countries The Ottoman empire ended and was divided into mandates administered by the British and French Turkey gained independence The Austrian-Hungary Empire was divided. The Treaty of Versailles was very harsh on Germany Germany could not pay back war reparations to France and Great Britain who then could not pay back the United States. This all contributed to an economic depression. Boundary changes made at the end of World War I have geo-political implications today. that were a result of the Treaty of Versailles. ABC-Clio- American History Database The Process of Peace: World War I (10) History. The student understands the causes and Bloom s Level Remembering Students must know Abdicate Soviets Bolsheviks -Students can examine the Russian ABC-Clio :World History Modern Era Database Russian Revolution of 1917

6 impact of World War I. The student is expected to: (D) identify the causes of the February (March) and October revolutions of 1917 in Russia, their effects on the outcome of World War I, and the Bolshevik establishment of the Union of Soviet Socialist Republics. Suffering from World War I, food shortages, and worker strikes led to the 1917 revolution in Russia. Czar Nicholas II abdicated the Russian throne ending the Monarchy. Vladimir Lenin and the Bolshevik party gained power and support in Russia. Revolution in terms of political, economic, and social causes and effects. ABC-Clio World At War database Russian Revolution and Civil War Readiness Standard RC 2 The treaty of Brest-Litovsk marked Russia s Exit from World War I prior to the German defeat so land was given to Germany The Russian royal family was executed. In Russian a civil war erupted between the Bolsheviks and the anti-bolsheviks ( pro United States). Lenin comes to power and implements the New Economic Policy and renamed Russia the Union of Soviet Socialist Republics (USSR). Students need to understand that Russia left the fighting before World War I was over

7 (16) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: (A) locate places and regions of historical significance directly related to major eras and turning points in world history; Supporting Standard RC 3 Bloom s Remembering In the study of each periodization (era), students should examine the geographic growth and expansion of civilization starting from the River Valley Period through contemporary Ɵ me. Students should examine how geographic locations on political and cultural regions have changed and stayed the same from era to era. Era map skill practice Maps 101(too numerous to list all) World War I in Europe, World War I The Western Front, 1918 (20) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: (D) explain the significance of the League of Nations and the United Nations. Supporting Standard RC 4 Bloom s-understanding These two events should be studied as significant consequences of the World Wars and as examples of the growth of international bodies and global societies in the 20th century. What was the significance of the League of Nations? League of Nations United Nations -Have student view photographs in which they can compare the changing nature of warfare in WWI. McGrawHill ABC- Clio World History Modern Era Database League of Nations: Covenant (1919) with Amendments (1924) (24) Culture. The student understands the roles of women, children, and families Bloom s-understanding In each of the major eras of study, students should describe the roles played by women, Era -Write: How did WWI change the world forever? Class discussions- What role did women play in WWI? What was the impact of total war?

8 in different historical cultures. The student is expected to: (A) describe the changing roles of women, children, and families during major eras of world history; and Supporting Standard RC 3 (26) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: children, and families and how those roles changed from era to era. Students should study the changes and continuities in the roles of women, children, and families from era to era. Students should examine the agency these groups have had politically, economically, and socially as opposed to the lack of rights each group has had. For example, throughout history, women have been educating children in the home and children have historically contributed to the economic agency of the family up to the industrial revolution. Bloom s-understanding Students should be given opportunities to examine the art and architecture produced in each of the major eras of study and in the major civilizations. Artistic ideal Visual principle Research of the arts and architecture of this periodization. Research (A) identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures; Students should examine how culture and technological advances aff ected the art and architecture produced by a society. Supporting Standard RC 3 Students should examine examples of sculpture, paintings,

9 (26) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: (B) analyze examples of how art, architecture, literature, music, and drama reflect the history of the cultures in which they are produced; Supporting Standard RC 3 (28) Science, technology, and society. The student temples, churches, mosques, stupas, and monumental structures as reflections of what ideals were important to individual cultures. For example, the human form was important to the classical Greeks, which is reflected in the sculpture produced at that time. Art should also be examined for its representation of visual principles such as realism, perspective, and/or abstract principles. Bloom s- Analyzing Culture Mini research small group or individual research Students should be given opportunities to examine the art, architecture, literature, music, and drama produced in each of the major eras of study and in the major civilizations. Students should examine how political events such as revolutions, economic changes such as the Renaissance and Industrialization, and social changes such as the spread of religions affected the type of art, architecture, literature, music and drama that was produced during a historical era. Bloom s-understanding Total war presentations Students can work with a partner to create a multimedia display of

10 understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to: (C) explain the effects of major new military technologies on World War I, World War II, and the Cold War; Supporting Standard RC 5 Students should study how new military technologies changed the nature of warfare in the 20th century. Students should examine how the introduction of chemical weapons, tanks, airplanes, machines guns, and nuclear weapons has changed the course of warfare over time. What was the impact of new technologies on warfare during this time period? political motives and technological advances that contributed to the destructiveness of WWI. Include images and primary resources.

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