World History 2, Quarter 2, Unit 2 of 3 Causes and Consequences of World War I. Overview. (1 day = minutes)

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1 World History 2, Quarter 2, Unit 2 of 3 Causes and Consequences of World War I Overall days: 10 (1 day = minutes) Overview Purpose This unit introduces students to the causes, major events, and consequences of World War I. Students will assume a bird s-eye view of the war, investigating both its global scope and consequences and why historians have described it as the first total war. Students will also explore the Russian Revolution of 1917, an event that reverberated across the 20th century. Content to be learned Analyze the significance of international rivalries and nationalism as causes of World War I. Explain why historians have characterized World War I as both a total war and a global war. Evaluate and account for the economic, political, and human costs of World War I. Analyze the causes of the 1917 Russian Revolution and the goals of Lenin and the Bolshevik Party. Describe the principle features of the Treaty of Versailles, including provision for the League of Nations. Processes to be used Differentiate between historical facts and historical interpretations to explain the pattern of alliances and rivalries in Europe before World War I. Interrogate historical data to define the concept of World War I as a total war. Draw upon visual, mathematical, and quantitative data to illustrate the global scope of World War I and its economic, political, and human costs. Consider multiple perspectives to explain major causes of the 1917 Russian Revolution. Evaluate the implementation of decisions made at the postwar Treaty of Versailles, including the founding of the League of Nations. Essential questions students should be able to answer by end of unit In what ways did the outbreak of World War I demonstrate that nationalism could be both a unifying and a divisive force? To what extent was World War I both a global war and a total war in its scope and effects? How did Communist revolutionary forces succeed in taking control of Russia and bringing down the tsarist empire? Why have historians argued that the Treaty of Versailles satisfied no one and settled nothing? Providence Public Schools, in collaboration with the D-33

2 World History 2, Quarter 2, Unit 2 Causes and Consequences of World War I (10 days) Written Curriculum Grade-Span Expectations C&G 5: As members of an interconnected world community, the choices we make impact others locally, nationally, and globally. C&G 5 (9-12) -3 Students demonstrate an understanding of how the choices we make impact and are impacted by, an interconnected world by a. predicting outcomes and possible consequences of a conflict, event, or course of action HP 2: History is a chronicle of human activities, diverse people, and the societies they form. HP 2 (9-12) 2 Students chronicle events and conditions by b. synthesizing information from multiple sources to formulate an historical interpretation (e.g., document-based questions, quantitative data, material artifacts of RI) National Standards for History (World History, Grades 5 12) Era 8: A Half-Century of Crisis and Achievement, Standard 2 The causes and global consequences of World War I 2A The student understands the causes of World War I. Therefore, the student is able to Analyze the relative importance of economic and political rivalries, ethnic and ideological conflicts, militarism, and imperialism as underlying causes of the war. [Analyze multiple causation] Analyze the precipitating causes of the war and the factors that produced military stalemate. [Analyze cause-and-effect relationships] 2B The student understands the global scope, outcome, and human costs of the war. Therefore, the student is able to Describe the major turning points of the war and the principal theaters of conflict in Europe, the Middle East, Sub-Saharan Africa, East Asia, and the South Pacific. [Interrogate historical data] Analyze the role of nationalism and propaganda in mobilizing civilian populations in support of total war. [Examine the influence of ideas] Explain how massive industrial production and innovations in military technology affected strategy, tactics, and the scale and duration of the war. [Analyze cause-and-effect relationships] Explain how colonial peoples contributed to the war effort of both the Allies and the Central Powers by providing military forces and supplies. [Evaluate the implementation of a decision] Analyze how the Russian Revolution and the entry of the United States affected the course and outcome of the war. [Analyze cause-and-effect relationships] Assess the short-term demographic, social, economic, and environmental consequences of the war s unprecedented violence and destruction. [Formulate historical questions] 2C The student understands the causes and consequences of the Russian Revolution of Explain the causes of the Russian Revolution of 1917 and analyze why the revolutionary government progressed from moderate to radical. [Analyze multiple causation] Explain Leninist political ideology and how the Bolsheviks adapted Marxist ideas to conditions peculiar to D-34 Providence Public Schools, in collaboration with the

3 Causes and Consequences of World War I (10 days) World History 2, Quarter 2, Unit 2 Russia. [Interrogate historical data] Standard 3: The search for peace and stability in the 1920s and 1930s. 3A The student understands postwar efforts to achieve lasting peace and social and economic recovery. Therefore, the student is able to Describe the conflicting aims and aspirations of the conferees at Versailles and analyze the responses of major powers to the terms of the settlement. [Consider multiple perspectives] Explain how the League of Nations was founded and assess its promise and limitations as a vehicle for achieving lasting peace. [Analyze cause-and-effect relationships] Common Core State Standards for Literacy in History/Social Studies Writing Research to Build and Present Knowledge WHST Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WHST Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. WHST Draw evidence from informational texts to support analysis, reflection, and research. Notes, Clarifications, and Prerequisites In this unit, students will synthesize information from multiple sources in order to formulate historical interpretations. Instruction should model taking information from multiple sources and formulating an interpretation based on that information. Students should receive reinforcement in understanding an interconnected world by having opportunities to predict outcomes and consequences of a conflict. These units include Common Core Literacy standards in reading and literacy and Historical Thinking Standards. The impact on instruction of these new and additional standards is noted in the Planning and Instructional Delivery Considerations and Assessment sections. Providence Public Schools, in collaboration with the D-35

4 World History 2, Quarter 2, Unit 2 Causes and Consequences of World War I (10 days) Taught Curriculum Learning Objectives Students will be able to: Analyze how the European alliance system, international rivalries, and nationalism pushed Europe toward war. (4 days) Explain how World War I became a total war and a war of global scope. (1 day) Assess and account for the economic, political, and human costs of World War I. (1 day) Investigate the causes of the 1917 Russian Revolution and the goals of Lenin and the Bolsheviks. (2 days) Analyze and account for the stipulations of the Treaty of Versailles and differing global reactions to its terms. (2 days) Resources World History, Pearson Prentice Hall, Teacher s Edition, 2011 Chapter 22, Section 5 (pp. 690b, ) Chapter 26, Sections 1-5 (pp. 814a-849) Witness History Audio CD, Plight of Serfs Reading and Note Taking Guide (pp. 204, 205) Chapter 26 Note-Taking Study Guide (code nad-2607) Color Transparency, Section 5 (136) All-in-One Teaching Resources, Unit 5, Chapter 22, Section 5 (pp ) Note-Taking Transparencies, Chapter 22, Section 5 (p. 155) Assessment Rubrics (pp. 5, 10, 22) World History for Us All Landscape Teaching Unit 8.1: The Causes and Consequences of World War I, Lessons 1 5 Landscape Teaching Unit 8.2: The Search for Peace and Stability in the 1920s and 1930s, Lesson 3 Facing History and Ourselves Four Corner Debate activity, es/four-corners The Versailles Treaty and Post-War Germany: The Challenge of Defeat and Reconstruction, /the-versailles-treaty-post-war-g (You will need log in information for this resource.) The Bolsheviks: Programme of the Russian Social Democratic Labour Party (RSDLP), 1 August 1903, Materials Poster paper D-36 Providence Public Schools, in collaboration with the

5 Causes and Consequences of World War I (10 days) World History 2, Quarter 2, Unit 2 Instructional Considerations Key Vocabulary absolutism alliances balance of power conscription duma imperialism militarism nationalism proletariat radicals reparations soviet trenches Planning and Instructional Delivery Considerations This unit introduces students to the causes, major events, and consequences of World War I. Students will assume a bird s-eye view of the war, investigating both its global scope and consequences and why historians have described it as the first total war. Students will also explore the Russian Revolution of 1917, an event that reverberated across the 20th century. These strategies ask students to investigate the causes, major events, and consequences of World War I as a global event. Students also explore the Russian Revolution of 1917, an event that was deeply entangled with the war. Students will address the historical skills of determining cause and effect and evaluate changes and continuities over time. The strategies listed below represent a menu of choices and possibilities to support each learning objective. The following teaching strategies are aligned to the order of the learning objectives. Select from the activities and readings in the Pearson text to provide students with background information and critical thinking opportunities that align to the learning objectives. Use Pearson ancillary materials listed in the Resources section to support student learning. To ensure that students will be able to analyze how the European alliance system, international rivalries, and nationalism pushed Europe toward war (4 days): Split the class into groups of three or four. Assign one of the following to one or more of the groups: (1) European alliance system, (2) international rivalries, and (3) nationalism. Have each group research their topic and compile notes. Record or have a student come up to the board and write out what each group s reporter shares out about their topic. Bring all the parts together and have volunteers explain how these topics all contributed to the Great War. Historical Thinking Standard 4: Historical research View with students slides 1 12 from the PowerPoint Overview Presentation in World History for Us All, Big Era 8 (A Half Century of Crisis, ). Then discuss with the class the following question: What ideas might you infer from the PowerPoint about connections between European imperialism in the late 19th century and the outbreak of World War I? Teach Lesson 1 (Schools of Thought: Causes of World War I) from World History for Us All, Big Era 8, Landscape Teaching Unit 8.1 (The Causes and Consequences of World War I). To ensure that students will be able to explain how World War I became a total war and a war of global scope (1 day): Develop a topic outline (not full sentences) with the whole class. The outline, titled, How Does the War Impact... will have four major subtopics: (1) Economy, (2) Government, (3) Women, and Providence Public Schools, in collaboration with the D-37

6 World History 2, Quarter 2, Unit 2 Causes and Consequences of World War I (10 days) (4) Alliances. Have groups work on listing applicable terms under their assigned subtopic. When most groups are done, call on students to contribute to the whole-class outline on the board. Once the outline is complete, have volunteers refer to the outline to explain to the class how World War I became a total war of global scope. Historical Thinking Standard 3: Historical analysis and interpretation To ensure that students will be able to assess and account for the economic, political, and human costs of World War I (1 day): Have students refer to the Infographic on page 839 of the Pearson text. Each table group will rank order the economic, political, and human costs associated with each of the six warring nations. (For example, which nation suffered heavier economic costs? (That would be (1) Germany, (2) British Empire, etc.) Each table group records their ranked lists on chart tablets. Once groups are finished, have reporters from each group share out their lists. When lists differ, have representatives from those groups justify how they arrived at their ranking. Historical Thinking Skill 3: Historical analysis and interpretation View with students slides from World History for Us All, Big Era 8, PowerPoint Overview Presentation. Then discuss with the class the following question: How does the PowerPoint support with images and text the idea that World War I was a global war, not just a European one? Teach Lessons 2 (Benjamin Britten: War Requiem), 3 (Disillusionment), 4 (Armenian Holocaust: Legacy for the Twentieth Century), and 5 (Dear Abdullah) from World History for Us All, Big Era Eight, Landscape Teaching Unit 8.1. To ensure that students will be able to investigate the causes of the 1917 Russian Revolution and the goals of Lenin and the Bolsheviks (2 days): Referring to the Programme of the Russian Social Democratic Labor Party (RSDLP), 1 August 1903, have students read the goals/demands of the Bolsheviks, choose two of the demands for the protection of the working class, and decide if they feel these demands are worth fighting for and why. As an extension to this lesson, have students create a paragraph, drawing (with caption), etc., and present it to the class. Historical Thinking Skill 5: Historical issues-analysis and decision-making Teach Lesson 3 (Sixty Minutes: The Russian Revolution) in World History for Us All, Big Era Eight, Landscape Teaching Unit 8.2 (The Search for Peace and Stability in the 1920s and 1930s). To ensure that students will be able to analyze and account for the stipulations of the Treaty of Versailles and differing global reactions to its terms (2 days): Divide the class into eight groups. The students will analyze the demands and reactions of the following countries and peoples to the Treaty of Versailles: Britain, United States, France, Germany, Italy, Japan, Russia, and the Arabs of Mesopotamia. Assign one of the countries to each group and have the students develop a poster that addresses the demands and reactions. Additional Teaching Strategies The following pages in the textbook contain strategies for the concepts being studied and are listed in the order of the learning objectives: International rivalries and nationalism (pp ) Technology making World War I different from earlier wars (pp ) World War I as a total war (pp ) The economic, political, and human costs of World War I (pp , 849) D-38 Providence Public Schools, in collaboration with the

7 Causes and Consequences of World War I (10 days) World History 2, Quarter 2, Unit 2 The causes of the 1917 Russian Revolution and the goals of Lenin and the Bolsheviks (pp , ) Students can also participate in other classroom activities to get engaged in the content of this unit: Write a nationalist song expressing loyalty to your country. How might the ideas or feelings you include in it affect your attitude toward other nations? Have students design a propaganda poster that might have been used to mobilize civilians to support the war. Four Corners Debate: A Four Corners Debate requires students to show their position on a specific statement (strongly agree, agree, disagree, strongly disagree) by standing in a particular corner of the room. Provide position statements on the causes of WWI and the proposition that World War I was inevitable considering the nationalism, alliances, militarism, and imperialism of the day. Did decision makers in various European countries believe war was unavoidable? What were the miscalculations that ultimately led to the war? (See the Facing History and Ourselves website s page on Four Corners Debate for more information about this type of activity.) List the new and improved weapons of warfare and explain how technological advances made World War I an unusually brutal war. How did weapons like Big Bertha, poison gas, tanks, machine guns, airplanes, and submarines change warfare? How effective were these weapons of war? Analyze photographs and paintings of battle scenes in order to explain the nature of the war in Europe. Investigate how technological developments employed in the Great War contributed to its brutality. Construct a flow chart comparing strategies of the Allies and Central Powers at the beginning of the war, and identify at which point those strategies changed and why. Create a graph showing the financial cost of war, casualities of war, casualities of countries involved, etc. See the Facing History and Ourselves website s lesson The Versailles Treaty and Post-War Germany. Some scholars believe that the Versailles Treaty made another war more likely by laying ruinous reparations on Germany, assigning sole guilt for the war to Germany, and removing pieces of German territory to satisfy other nations claims. Since this was done without Germany s participation in the Treaty Conference, it is not surprising that Germans resented the Treaty and thought of it as a symbol of their humiliation. This lesson outline offers several ways for students to examine the details of the Treaty and then participate in a variety of interactive classroom activities designed to help them recognize the impact of the Treaty on Germany during the years prior to World War II. Explain the goals of the League of Nations. Write a letter defending or opposing the League of Nations. What countries became charter members of the League? What major countries were not members? Why did they not join? Role play discussions at the Versailles conference regarding reparation payments and Woodrow Wilson s Fourteen Points. How did the representatives of the Big Three Powers stand on these issues? Why did China object to the settlement? What was Germany s response? Have students answer the questions in class from the reading Section 2 Assessment, Comprehension and Critical Thinking, questions 3 6 (Pearson, p. 827). Sample answers are given in the textbook for scoring. Section 3 Assessment, Comprehension and Critical Thinking, questions 3 6 (Pearson, p. 833). Sample answers are given in the textbook for scoring. Providence Public Schools, in collaboration with the D-39

8 World History 2, Quarter 2, Unit 2 Causes and Consequences of World War I (10 days) Section 4 Assessment, Comprehension and Critical Thinking, questions 3 5 (Pearson, p. 838). Sample answers are given in the textbook for scoring. Section 5 Assessment, Comprehension and Critical Thinking, questions 3 6 (Pearson, p. 845). Sample answers are given in the textbook for scoring. Formative Assessments Assessed Curriculum Provide feedback to students through daily monitoring of student understanding using a variety of methods. For example, use exit cards. Have students answer questions on paper before they leave the class. Keep the activity prompt specific and brief to check for understanding of the day s concepts. For instance, to check students comprehension of the German reaction to the Treaty of Versailles, ask students to respond to the following question: What was one of the punishments the treaty imposed on Germany? To assess the progress of understanding: how to analyze how the European alliance system, international rivalries, and nationalism pushed Europe toward war, have students debate the proposition that World War I was inevitable, considering the nationalism, alliances, militarism, and imperialism of the day. Ask students: Did decision makers in various European countries believe war was unavoidable? What were the miscalculations that ultimately led to the war? Use the Classroom Discussion Rubric found in the ancillary materials (Assessment Rubrics, p. 22). When students research and prepare for this assessment, take the opportunity to implement writing standards for literacy in history/social studies WHST , WHST , and WHST how to explain how World War I became a total war and a war of global scope, have students list all of the continents involved in the war and one thing civilians in each of those countries had to sacrifice for the war effort. how to assess and account for the economic, political, and human costs of World War I, have students complete questions 7 14 and 16 (Pearson, p. 848) and Document-Based Assessment questions 1 4 (Pearson, p. 849) with short-answer responses or multiple-choice answers. Sample answers are given in the teacher s edition for scoring. how to investigate the causes of the 1917 Russian Revolution and the goals of Lenin and the Bolsheviks, have students write a letter to the editor of a Russian newspaper from a Russian urban worker that articulates and explains their support for Lenin and the Bolsheviks. how to analyze and account for the stipulations of the Treaty of Versailles and differing global reactions to its terms, have students fill in a graphic organizer of the demands and reactions of each of the eight countries and regions based on their analysis of the posters generated in the Treaty of Versailles lesson. Summative Assessment Have students design and present a propaganda poster that might have been used to mobilize civilians to support the war. Ask students: Why are they called propaganda posters? Use the poster rubric for scoring found in the ancillary materials (Assessment Rubrics, p. 10). Use the oral presentation rubric on the next two pages to assess students overall understanding. D-40 Providence Public Schools, in collaboration with the

9 Causes and Consequences of World War I (10 days) World History 2, Quarter 2, Unit 2 Quarter 2 Summative Assessment Oral Presentation Rubric Category Exceeds Standard (3) Meets Standard (2) Below Standard (0-1) Content The student explains the process and findings of the project and resulting learning. Clearly defines the topic, establishes a focus or point of view, and explains its significance. Uses well chosen, specific and deliberate comparisons of contrasting data and information Establishes an insightful thesis. Supports the thesis and key findings (proves the point) with an analysis of relevant and accurate evidence using extensive and valid research from multiple and varied sources. Skillfully maintains focus of the thesis. Clearly defines the topic and establishes a focus point or point of view. Uses specific and deliberate comparisons of contrasting data and information. Clearly states the thesis. Supports the thesis and key findings (proves the point with evidence using valid research from multiple sources. Maintains focus of the thesis consistently. Does not clearly define the topic and establish a focus or point of view. Lacks specific and deliberate comparisons of contrasting data and information. Does not clearly state and/or identify thesis at the beginning of the presentation. Is unable to support the thesis because it was not clearly stated, lacks valid evidence for thesis, and/or does not use research from multiple sources. Does not maintain the focus of the thesis throughout the presentation, and/or provides extraneous and/or irrelevant information. Organization and Preparation The student exhibits logical organization First: Introduces himself/herself and the topic-clearly and creatively; provides an effective and thorough amount of background information within the first two minutes. Second: Effectively and/or creatively uses transitions between key points in support of the thesis to enhance the flow of the presentation. Third: Ends with an analytically effective, and relevant closure that has an impact on the audience. First: Introduces himself/herself and the topic; provides adequate background information within the first two minutes. Second: Uses transitions between key points in support of the thesis for smooth presentation. Third: Ends with a coherent closure that pulls together key points connected to the focus/thesis. First: Does not clearly introduce himself/herself; lacks adequate background information to introduce the topic within the first two minutes. Second: Uses little to no transitions between the key points in support of the thesis; has choppy, disjointed, and/or illogical organization Third: Provides weak closure; does not pull together the key points to a clear and/or effective ending. Language Use and Delivery The student communicates ideas effectively. Effectively uses eye contact throughout the entire presentation. Speaks clearly, effectively, and confidently throughout entire presentation. Fully engages (excites or interests) the audience. Dresses professionally, beyond business casual (button down, slacks, tie, business skirt, business dress shoes, suit). Uses rich, varied and appropriate language and grammatical constructions appropriate to audience, purpose, and context. Uses minimal memory aids to execute a flowing presentation. Maintains eye contact throughout the majority of the presentation. Speaks clearly and uses suitable volume and pace throughout the majority of the presentation. Takes steps to engage (excite or interest) the audience. Dresses appropriately (business casual, no jeans/sneakers). Consistently uses language and grammar appropriate to audience, purpose, and context. Uses some memory aids to effectively execute a smooth presentation. Uses eye contact ineffectively and/or does not maintain eye contact during the presentation. Fails to speak clearly and audibly and uses unsuitable pace (too slow, too fast, too many pauses, mumbling). Makes little attempt to engage (excite or interest) the audience. Dresses inappropriately. Does not use appropriate language and grammar consistently. Uses memory aids throughout the presentation too often; relies too much on memory aids. Providence Public Schools, in collaboration with the D-41

10 World History 2, Quarter 2, Unit 2 Causes and Consequences of World War I (10 days) Category Exceeds Standard (3) Meets Standard (2) Below Standard (0-1) Media Use The student uses technology and/or other media to enhance the presentation. Selects and uses well-designed audio/visual supports, beyond the minimum requirements (handouts, film, etc.) to communicate desired information. Uses audio/visual to enhance and deepen audience understanding and to make a compelling visual statement in support of the thesis. Selects and uses well-designed audio/visual (minimally PowerPoint or Presentation Board) supports to communicate desired information. Uses audio/visual to enhance audience understanding. Ineffectively uses audio/visual (minimally PowerPoint or Presentation Board) supports. Uses audio/visual supports that detract from the presentation. Question and Answer The student appropriately and effectively responds to questions. Demonstrates extensive knowledge of the topic by responding confidently, precisely, and appropriately to all audience questions and feedback. Demonstrates knowledge of the topic by responding to questions and feedback accurately and appropriately. Demonstrates little knowledge of the topic by responding to questions and feedback inaccurately and inappropriately. Content Organization/Prep Language and Delivery Q & A Media Use Total Points Final Score D-42 Providence Public Schools, in collaboration with the

11 Causes and Consequences of World War I (10 days) World History 2, Quarter 2, Unit 2 Notes Providence Public Schools, in collaboration with the D-43

12 World History 2, Quarter 2, Unit 2 Causes and Consequences of World War I (10 days) D-44 Providence Public Schools, in collaboration with the