Teacher: Content & Grade Level: Jacki Olsen & Paloma World History Gutierrez 9th grade Unit

Organizer (name of unit that hooks students): The home front and beyond: World War I.

Length of Unit: 1.5 weeks

Targeted Standards (The standards that will be taught and assessed): a. b. c. S2C8-PO1:Examine the causes of World War I: rise of nationalism in Europe unification of Germany and Otto Von Bismarcks leadership rise of ethnic and ideological conflicts - the Balkans, Austria-Hungary, the decline of the Ottoman Empire d. Imperialism, militarism, Franz Ferdinand a. b. c. S2C8-PO2:Analyze the impact of the changing nature of warfare in World War I: trench warfare mechanization of war machine gun, gasoline, submarine, tanks, chemical American involvement (i.e., Zimmerman Telegram, unrestricted submarine warfare, propaganda) d. Russian withdrawal a. b. c. d. S2C8-PO3:Explain the end of World War I and its aftermath: Russian Revolution (i.e., Lenin, communism) Treaty of Versailles (i.e., League of Nations, reparations) end of empires (i.e., Austro-Hungarian, Ottoman, Russian) U.S. isolationism

Supporting Standards (Relevant content, might not be assessed) S2C8-PO4: Examine the period between World War I and World War II: a. rise of fascism and dictatorships (i.e., Hitler, Mussolini, Stalin) b. postwar economic problems (i.e., worldwide depression) c. new alliances (i.e., Axis, Allies, Non-aggression Pact) d. growth of the Japanese empire e. challenges to the world order f. appeasement What must students know to meet the target What must students be able to do to meet the target standards? standards? Events leading up to World War I Students must be able to list what caused WWI, Imperialism era recall the different types of weapons used, analyze Americas stance on isolationism the effects of the war on the home front and in the trenches, and create a project that accurately describes/depicts an aspect of WWI. Big Ideas: Imperialism Militarism Nationalism Essential Questions: What were the effects on individuals be they in the trenches or on the home front?

 Alliance system Trench warfare

Propaganda

Summative / End of Unit Assessment Project: Students will be creating a propaganda poster, skit/movie, or a display of trench warfare to show their understanding of this time period. Students will be given the opportunity to pick from the different categories and will choose one part of WWI to discuss in their project. Scoring Criteria (How good is good enough?): Rubric on separate page. What prior knowledge do students need? Students will need to know about the events that led up to WWI and how industrialization and modernism affected the war. What misunderstandings might students have? Students might have misunderstandings on the alliance system due to many countries being involved They might also have misunderstandings when it comes to the unification of Germany and why isolationism was an important part of the war. Unit Vocabulary: nationalism, militarism, unification of Germany, trenches, unrestricted submarine warfare propaganda, communism ,Treaty of Versailles, League of Nations, Reparations, isolationism Concepts / Sub questions: 1. Home front 2. Isolationism 3. Why did the U.S. choose the political direction it did? 4. What was the wars progression around the world? Learning Experiences (to be sequenced below in the unit sequencing section): Students will learn about the many different aspects of WWI, particularly focusing on how it affected people at home and in the warzone. Students will be utilizing several different activities in order to get the most out of all of the topics we will cover. Students will be filling in maps, summarizing their thoughts using Cornell Notes and exit tickets, writing letters in the perspective of a soldier, examining propaganda posters, watching a movie and following along with what is happening, and completing anticipatory guides. All of these will be supplemented with the use of different technologies and different levels of interaction of the students. All of these activities and learning experiences will be further discussed in our Unit Sequencing section. Differentiation (Strategies to address different learning needs): For students who have physical disabilities, another student will be designated to them to help them write down their notes and help fill out their study guide.
For students who have developmental disabilities, their designated aid will be given a copy of the slides of all of the Prezis and Powerpoints to go over at a slower pace with the students. All students with disabilities have the option of pairing up with someone for the final project. Also, depending on the disability of the student and what their IEP states, they may be able to have more time to complete the final project.

Literacy Focus: KWL chart Cornell Notes

 Exit ticket Video guides Resources, Tools, and Technology (websites, videos, articles, books, pictures, guest speakers): Prezi Smartboard Powerpoint All Quiet on the Western Front - Movie Propaganda poster pictures Pictures of different types of new technologies