Unit Plan 2015

Teacher Candidate Name: Jordyn Brown Upchurch
Unit Plan/Learning segment Title: World War I: The Great War

Date: Est. Spring 2016
Part 1: Basic Unit/Learning Segment Information:

Unit Plan/Learning segment Title: The Great War: A Modern Global Conflict
Grade Level(s): 9th Grade: Modern World History
Subject/Topic of the Unit Plan/Learning segment: World War One; The Great War
Time Required for the Unit Plan/Learning segment (# of days):
20 Days/fifty minute classes
Key Words:
-Militarism
-Triple Alliance -Kaiser Wilhelm II
-Triple Entente -Imperialism
-Nationalism
-Central Powers -Allies -Western Front -Schlieffen Plan -Trench Warfare -Eastern Front
-Unrestricted Submarine Warfare -Total War -Rationing -Propaganda -Armistice -Woodrow
Wilson
-Georges Clemenceau -Fourteen Points -Self-Determination -Treaty of Versailles -League
of Nations
-The Great War -Lusitania -Gallipoli Campaign -Mandate System
Brief Summary of Unit Plan/Learning segment (including context and goals):
This unit will be taught on World War I. This unit is significant for ninth grade students to learn
because it deals with many elements that can be connected to modern society and culture
now such as the ushering in of technological advances in warfare, first dealing with PTSD of
veterans, and women in the workforce. Some of the most important topics that this unit
covers are trench warfare/modern warfare, women joining the workforce and stepping up to
take the place of their husbands while they were away, propaganda, and learning to negotiate
(such as with the treaties). The students also learned valuable skills in dealing with technology
and writing. The learning goals are relevant because they connect to modern society.
Part 2: Goals of the Unit/Instructional Segment:
Established Goals:
National Standards:
2) Time, Continuity, and Change: Studying the past makes it possible for us to understand the human
story across time.
8) Science, Technology, and Society: Science and its practical application, technology, have had a major
influence on the social and cultural change and on the ways people interact with the world.
9) Global Connections: Global connections have intensified and accelerated the changes faced at the
local, national, and international levels.
CCRS Standards:
RH.9-10.3: Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them.
RH.9-10.9: Compare and contrast treatments of the same topic in several primary and secondary
sources.
Jacksonville State University, Secondary Education Unit Plan Template

Adapted from Understanding by Design Professional Development Workbook 2004

WHST.9-10.10: Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
ACOS Standards:
12.) Explain causes and consequences of World War I, including imperialism, militarism, nationalism,
and the alliance system.
Describing the rise of Communism in Russia during World War I (Examples: Return of Vladimir
Lenin, rise of the Bolsheviks)
Describing military technology used during World War I
Identifying problems created by the Treaty of Versailles of 1919 (Examples: Germanys
reparations and war guilt, international controversy over the League of Nations
Identifying alliances during World War I and boundary changes after World War I
What will students understand as a result of this unit/segment?

-Students will understand that impact of WWI on the United States and the world as whole.
-Students will understand that militarism gives a nation a means to carry out its imperialistic
aims of taking over other nations.
-Students will understand that having the means to wage war might make nations more
aggressive and eager to attack other countries.
What essential question(s) will be used as part of the unit/segment?
-What is the value of war?
-How should nations seek to resolve international conflict and how can conditions be established for
lasting peace?
-What were the main causes of the global conflict?
-What new innovations in World War I that forever changed how wars were to be fought?
What key knowledge and skills will students acquire as a result of this
unit/segment?
Students will know

-Militarism
-Nationalism
-Central Powers -Allies -Western Front -Schlieffen Plan -Trench Warfare -Eastern
Front
-Unrestricted Submarine Warfare -Total War -Rationing -Propaganda -Armistice
-Woodrow Wilson
-Georges Clemenceau -Fourteen Points -Self-Determination -Treaty of Versailles
-League of Nations
Students will be able to
o Determine the underlying tensions of WWI and discuss how they contributed to
war.
o Identify the political and military forces at work in Europe in the late 1800s.
o List the countries that made up the Triple Alliance and the Triple Entente.
o Summarize the events that set World War I into motion.


Describe the summative culminating assessment that you will use to evaluate the
overall effectiveness of your unit/learning segment.
The summative culminating assessment that will be used to evaluate the overall
effectiveness of the unit will be an essay on the causes and effects of World War I. The
students will have information given to them throughout the unit as well as access to do
personal research. Time will be taken in class for the teacher to answer any questions, offer
guidance on both history and writing questions as well as giving examples, and peer review
will also be done within the confines of the classroom.
The evidence of student learning within this assessment will not only be within their
final copy, but also within the outlines, rough drafts, and PowerPoint presentation that they will
give on this same topic. Student evidence that this can be related to current events is the
Effect portion of the essay. Students should have tied the effect of WWI into current society.
Describe other artifacts, such as quizzes, tests, prompts, observations, dialogues,

and work samples, that will be used to evaluate knowledge and skills.
The artifacts used for formative assessments including prompts, observations, discussions,
etc. are all listed below under formative assessments. There are a large variety of activities
designed to suit different learning styles and assess students in different ways. Some are used
multiple times throughout the unit (sticky-note questions, 3-2-1 activities, writing prompts,
interactive discussions, etc.) Those were chosen because I have used them in class previously
and have had a great experience with the way students respond and see their worth in them.
I feel as though political cartoons, letters, journaling, and photo inference are great tools to
use in the classroom specifically because they create connections for the students which are
so important to allow them to be able to understand the relevance.
Formative assessments:
Why was WWI called the Great War? question bell-ringer

Crash Course WWI video summary (pair/share review)
Interactive discussion on Imperialism, Militarism, Nationalism, etc.
WWI Political cartoon response
KWL chart (used multiple times to formatively assess students throughout the unit)
Intro PowerPoint on the Alliances (with a student brainstorm and inferences)
Sticky Note questions (used multiple times to formatively assess students throughout
unit)
Class discussion on the beginning of WWI
German proverb quote bell-ringer
Schlieffen Plan recap
National Archives Trench Warfare Game

Whiteboard Question Activity
Poll-Anywhere on WWI technology
WWI Jeopardy Game
Weaponry Exit Slip
Bell-Ringer question (America joining the war)
War-time poster thoughts/discussion
PowerPoint discussion (Propaganda, rationing, women in the war)


Quote Think-Pair-Share
Zonk Review Game
3-2-1 Activity (used several times throughout the unit to formatively assess and
review students)
Chunking activity on Women in the Workforce article
Free-write on life in WWI
Notecard Vocabulary review activity
Globe Ball review game
PBS Quiz Review
Death-Toll Chart Bell Ringer
Woodrow Wilson quote inference
Wilsons Fourteen Points Concept Map
Signing of Treaty of Versailles Photo Inference
Vocabulary Bucket Review
Round-Robin Post-It Review
Writing Prompt/Response: Fourteen Points/Treaty of Versailles
A soldiers letter home
Quia WWI Summary game
Summative assessments:
Frederic Passey primary source quote summary chart

Newspaper front page on assassination of Archduke Ferdinand
Narratives using the terms for the unit
Compound word Chart
Theaters of war handout
Letter Home from WWI
Trench Warfare worksheet
Technology in WWI activity worksheet
Primary source analysis worksheet
Propaganda Blackboard questions
Why the U.S. Enter the war flowchart
Rationing War Garden Menu
Effect of War on Family Life paragraph
Women in WWI Graphic Organizer
Primary Sources Compare and Contrast
U.S. Joining the War Flowchart
Primary Source 20 Word Summary
Fourteen Points Worksheet/Summary
Treaty of Versailles Rough Draft
Treaty of Versailles/Fourteen Points Questions at the end of the activity
Treaty of Versailles Negotiations
Map of WWI
Timeline of WWI
PowerPoint presentation (Causes and Effects of WWI)
Essay (Causes and Effects of WWI)
Unit Test


Thoroughly describe activities that will be used for peer assessments:

The only peer assessments for this unit are the peer reviews done for the essay at three times during
the unit.
This is done to help the students notice their mistakes and get a better feel for their writing through the
writing of their peers. These are done as a formative assessment, students will gather data to help them
create better writing and ultimately do well on their essay for the unit. The teacher will use observations
of the peer review to better understand and gauge the students experience with writing and how well
they are doing with their essay.
Describe activities that will be used for self-assessment:

At several points throughout the unit students are allowed to play games on PBS, Quia, etc. These
games are played solo and are based on what topic the teacher is covering that day. Examples include;
Quia Millionaire style game on WWI as a whole, Learning Smart WWI review game, and another game
on Trench Warfare.
These games are only assessed formatively by the teacher (observing students by walking around the
classroom) but allow the students to play a game which is relatable to them with historical significance.
This assists the students in building their knowledge while having fun. Also if the students are struggling
at winning the game, they will typically try to learn more to win it. If the teacher knows a student is
struggling with the game then that student will receive remediation.
Part 4-B: Overview of Instructional Sequence and Learning Experiences Plan

Use each of the points below to justify the decisions you made related to your overall plan.
The topic was introduced by asking the students a simple question, Why was WWI called the Great
War? With just this one question, the teacher is able to summarize what the students know and get a
good feeling for the speed of the future of the unit as well as how many students need a complete
refresh versus those that already know a good deal about WWI.
The other activities in the introductory lesson are a video called Crash Course WWI. This video
outlines the entirety of World War I and allows the students to get a good summary (which is essential
to the completion of their essay) and allows the teacher to have a starting point of reference. There will
also be a brief interactive discussion between the teacher of student where the teacher introduces the
topics of Militarism, Nationalism, and Imperialism and the students are encouraged to ask questions,
share thoughts, etc. This creates a welcoming classroom and allows the teacher to have open
communication with the students to continuously gauge their level of interest and knowledge. Students
will also dissect a primary source which gives them an even deeper amount of background knowledge
before they fully get into the unit of WWI. These all help the students understand the relevance of the
unit because it is broken down and the video specifically mentions topics of PTSD, women finally joining
the workforce, etc. Those are things the students might have experience with (parents in the military
suffering from PTSD, single moms).
The sequence of learning activities is designed to ensure that students are able to successfully address
the essential questions and the performance task assessment at the end of the unit. The teacher
strategically plans the lessons to build not only upon one another, but to build upon prior knowledge.
During several of the 3-2-1 activities, students are required to build two connections (one to something
that has happened in history in the past and one to something that is happening currently or recently).
Some topics take longer than others within the unit, simply because there is much more to cover than
can be covered within a day (specifically the Treaty of Versailles and the Fourteen Points). Spending
more time on these lessons allows students to develop a deep, real world understanding of these topics
and the activities embedded within the lessons give them a better understanding than any lecture
ever could.


The formative assessments within the lessons will be used to inform instruction throughout the learning
segment. This is done typically by taking the information and plugging it into the next days lesson. If
students seem to be getting it then the teacher understands that the class can move forward. If the
entire class seems to be struggling, then the teacher is made aware that the entire class needs to be
remediated so the teacher can reteach the lesson in a different manner. If there are a few that are
struggling in the formative assessments, then the teacher knows to adjust future instruction so that
those students can receive their remediation without falling too far behind the rest of the class. If a
class or student seemed to struggle particularly with one of the formative assessments, then the
teacher knows that that activity/assessment needs to be tossed out or changed.
The summative assessments in this unit will provide effective evaluation of the goals for the unit. The
small, daily summative assessments provide daily evaluation for the students as well as the teachers to
assist them in understanding the knowledge based portions of the unit. The essay is teaching not only
research and writing within the lessons, but is also teaching history based knowledge. The essay will
assist students in becoming prepared to answer those essential questions listed at the beginning of the
unit. The second large summative assessment for this unit is the PowerPoint presentation given to
summarize the students Cause and Effect essay. This summative assessment assists students in
actively creating something to reach their goals for the unit.
Stage 1 Desired Results

Standards (lesson goals):
National Standards:
2) Time, Continuity, and Change: Studying the past makes it possible for us to understand the
human story across time.
8) Science, Technology, and Society: Science and its practical application, technology, have
had a major influence on the social and cultural change and on the ways people interact with
the world.
9) Global Connections: Global connections have intensified and accelerated the changes faced
at the local, national, and international levels.
CCRS Standards:
RH.9-10.3: Analyze in detail a series of events described in a text; determine whether earlier
events caused later ones or simply preceded them.
RH.9-10.9: Compare and contrast treatments of the same topic in several primary and
secondary sources.
WHST.9-10.10: Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
ACOS Standards:
12.) Explain causes and consequences of World War I, including imperialism, militarism,
nationalism, and the alliance system.
Describing the rise of Communism in Russia during World War I (Examples: Return of
Vladimir Lenin, rise of the Bolsheviks)


Understandings (Students will understand):

Essential Knowledge (Students will know):
-Militarism -Triple Alliance -Ally -Triple Entente
Essential Skills (Students will be able to):
-Identify the political and military forces at work in Europe in the late 1800s.
-List the countries that made up the Triple Alliance and the Triple Entente.
-Summarize the events that set World War I into motion.
Essential Question(s):
-How do imperialism and militarism work together to promote war?
-What reasons for going to war might justify the death and destruction that inevitably result?
Stage 2 Assessment Evidence
Assessment Evidence:
Formative assessments: Bell ringer, review, and intro discussions.
Summative assessments: Primary source quote.
Stage 3 Learning Plan (Include approximate time for each activity in the learning plan)
Materials needed for the lesson:
Textbook
Pen/pencil
Paper
Video Crash Course WWI
Bell ringer:
Description of activity:
o When students enter the classroom, on the board the question Why was WWI called the
Great War? will be displayed. They will have 2-3 minutes to write down an answer and
then the class will discuss for 1-2 minutes.
Approx. time required: 5 Minutes
Review of relevant, previously learned information (should be an activity):


Students will watch the video Crash Course WWI, summarize the information, and then
partner up and together relate it to a previous topic learned. Groups/pairs will share with
the class.
Approx. time required: 5 minutes
o
Introductory Activity (should be an activity):
o Interactive discussion will take place with the class beginning with the topic of the nearly
thirty year peace at the turn of the 20th century.
o Topics to be discussed:
Nationalism, Imperialism, Militarism
Students will give examples of each, teacher will correct them and give
additional examples.
Ask how imperialism and militarism can work together to insight war
Explain what an alliance is and ask students how they get allies in their daily life.
Body of the lesson (thoroughly describe all aspects of the lesson):
o Have the students complete the primary source on page 408 which is a quote from
Frederic Passy. Students will create a chart and break the quote into three parts,
summarizing each part. Under the chart, students will be asked to write the meaning of
the quote as a whole. This will be turned in for a grade.
o The teacher will hand out a sheet detailing the requirements for the essay the students
will be turning in at the end of the unit.
This will be explained and any questions will be answered.
The topic of the essay will be Causes & Effects of WWI and it will be completed
over the course of the unit.
Preview of the next lesson:
o The teacher will explain that the next day the class will work on topic sentences and get
outlines for the essay as well as beginning to learn about the alliances from WWI.
Related out of class assignment:

Students will answer the question What reasons for going to war might justify the
death and destruction that will be a result of it?
They will bring their answer to class the next day.
Optional description of co-teaching strategy used in this lesson. If co-teaching was
part of this lesson, describe: co-teaching model used, how and why this particular
strategy was employed, role (lead teacher/secondary teacher), and details of the
implementation of the co-teaching model.
No co-teaching will be used during this unit.



National Standards:
2) Time, Continuity, and Change: Studying the past makes it possible for us to understand the
human story across time.
8) Science, Technology, and Society: Science and its practical application, technology, have
had a major influence on the social and cultural change and on the ways people interact with
the world.
9) Global Connections: Global connections have intensified and accelerated the changes faced
at the local, national, and international levels.
CCRS Standards:
RH.9-10.3: Analyze in detail a series of events described in a text; determine whether earlier
events caused later ones or simply preceded them.
RH.9-10.9: Compare and contrast treatments of the same topic in several primary and
secondary sources.
WHST.9-10.10: Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
ACOS Standards:
12.) Explain causes and consequences of World War I, including imperialism, militarism,
nationalism, and the alliance system.
Describing the rise of Communism in Russia during World War I (Examples: Return of
Vladimir Lenin, rise of the Bolsheviks)
-Students will understand how militarism and imperialism work together to insight war.
-Students will understand how power and authority in Europe, military buildup, nationalistic
feelings, and rival alliances set the stage for a continental war.

-Militarism -Triple Alliance -Triple Entente -Ally -Franz Ferdinand -Assassination
-Identify the political and military forces at work in Europe in the late 1800s.
-List the countries that made up the Triple Alliance and the Triple Entente.
-Summarize the events that led up to World War I.
lasting peace?


10

Formative assessments: Formative assessments will be used during the bell-ringer,
review using the KWL chart, during the intro PowerPoint (teacher will ask students
questions)
Summative assessments: Summative assessment will be the newspaper front page
-Political cartoon
-Paper, pen/pencil (provided by students)
-Art supplies (provided by teacher as well as students)
-PowerPoint
Bell ringer:
o A WWI political cartoon will be projected onto the board. The students will write their
responses and share with the class.
o Have the students complete a KWL chart: One thing that they know, one thing that they
wonder, and one thing that they learned yesterday.
o These will be submitted to the teacher, for formative assessment purposes.
o A PowerPoint presentation will be given on Alliances (Triple Alliance/Triple Entente) as well
as the Crisis in the Balkins.
o Have students brainstorm why the Balkins were called the Powder Keg of Europe and
share.
Because of a long history of uprisings and ethnic clashes
o Explain the assassination of Archduke Franz Ferdinand
Ask students to infer why this assassination was so significant.
o Students will complete a newspaper front page for the assassination of Archduke Franz
Ferdinand.
It must be creative and neat


11
A detailed, accurate account

Explain how the Dukes actions may have led to his assassination and the effects
of it.
o The teacher will also give the students outlines for their essay and discuss the formatting
of the essay.
If students complete the newspaper activity, they can brainstorm potential
outlines for their essay and discuss the outlines with the teacher.
o The formation of the Central Powers and the Allies will be discussed as well as the thesis
statement for the essay. Students will begin working on thesis statement rough drafts.

Complete the newspaper front page if not finished in class and complete rough draft of
the essay outline.
No co-teaching will be used for this unit.

National Standards:
story across time.
CCRS Standards:
sources.
audiences.
ACOS Standards:


12


-The impact that the assassination of Franz Ferdinand had on World War I.
-What causes alliances to form and how these alliances create declarations of war.
-How territorial conflicts can instigate war.
-Central Powers
-Allies
-Sir Edward Grey
-Describe the reaction to Austrias declaration of war
-Summarize military events on the Western front
-Explain the development of the ward on the Eastern front
Why did Germany declare war on France?
What country had taken over territories that Bulgaria and the Ottoman Empire wanted to
regain?
Formative assessments: Bell-Ringer as well as the discussion in the body of the
lesson
Summative assessments: The narratives will be the summative assessment for the
day
-Sticky Note, paper, pen/pencil (provided by student)
-Laptops to visit LearningSmart.com
Bell ringer:
o This question will be written on the board when students walk in: Which event is most
significant? Three answer choices will also be written: Archdukes Assassination?
Formation of Triple Entente/Alliance? Imperialism?
Answer is the Archdukes Assassination
o Students will take a sticky note and answer their question anonymously on the board.
o Teacher will discuss with students


13
o Students will visit LearningSmart.com (the link will be on their Blackboard) and play the
World War I review game with a partner.
o Have the students divide into pre-determined groups (usually of 5) and take their list of
terms for the unit out.
o Each group will write a narrative using the terms on their lists.
o After 1-2 minutes, groups will pass the paper to another member of the group until it has
rotated twice.
o Students will use all the terms.
o The narratives will be shared with the class and the teacher will review any of the terms
that the students seemed to not grasp their meanings.
o Students will read The Great War Begins silently, then the teacher will review
information with them.
Why did Russia mobilize?
Why did Germany declare war, why did Great Britain?
Who made up the Central Powers, the Allies?
Discuss the quote by Sir Edward Grey.
o After class discussion, the teacher will discuss thesis statements and show examples of
thesis statements (good and bad).
o Have students brainstorm and practice a rough draft thesis
o Explain to students that theaters of war will be discussed as well as war terms and the
Schlieffen plan.
Approx. time required:1-2 minutes

Work on thesis statements for the paper.


14

National Standards:
story across time.
CCRS Standards:
sources.
audiences.
ACOS Standards:

-Students will understand that WWI was a multi-front war.
-Students will understand the varying strategies employed on the distinctive fronts of war.
-Students will understand that the Schlieffen Plans failure is what led to the extension of WWI.
-Theaters of War
-Stalemate
-Deadlock
-Outskirts
-Italian Front
-Western Front
-Eastern Front
-Gallipoli
-Schlieffen Plan
-Describe the reaction to Austrias declaration of war.
-Summarize military events on the Western Front.
-Explain the development of the war on the Eastern Front.
How was the war on the Western and Eastern fronts different and the same?
Why did the Schlieffen Plan ultimately collapse?

15

Formative assessments: The bell-ringer and intro activity will be used as formative
assessments for this lesson.
Summative assessments: The compound word chart and the theaters of war
handout will be the summative assessments for this lesson.
-Pencil/Pen & Paper (provided by student)
-Textbook & laptop (provided by the school)
-Theaters of War handout
Bell ringer:
o Students will be asked to explain the quote, A great war leaves the country with three
armies: an army of cripples, one of mourners, and one of thieves. (This is a German
Proverb)
o It will be discussed before the review of previously learned information begins.
Approx. time required: 2-3 minutes
o The teacher will reference Sir Edward Greys quote from yesterday and ask the students if
they thought those going off to war thought it would end quickly.
o Explain that it did not, it turned into a stalemate (reference the Civil War). Some students
will ask what a stalemate is.
o Have students complete a compound word chart, words include: stalemate, deadlock,
battlefields, outskirts, and northeast.
Students will add the meaning of each word to the chart and a similar compound
word.
Teacher will facilitate as needed.
o Have students research the Schlieffen Plan in their textbooks and recap it for their notes.
o The teacher will review its goal, why it failed, and what it meant for the war.
o The teacher will hand out the Theaters of War handout which contains: Western Front,
Eastern Front, Italian Front, Gallipoli, and War at Sea.


16
Students will pair off and use textbooks and laptops to research where these were, who
fought where, dates they were fought in, and any important battles/events and losses in
each theater.
o The teacher will also touch on topic sentences for the essays (for the three body
paragraphs).
The teacher will also show examples of what good and bad topic sentences are
and explain what is required.
o
o Trench warfare will be discussed tomorrow as well as an explanation of supporting details
and research for the essay.

Students will read the quote on page 413 from The First World War and come to class
with a summary and their thoughts.
Students should also fill out the topic sentence portion of their essay outlines with
potential essay topic sentences.

National Standards:
story across time.
CCRS Standards:
sources.
audiences.
ACOS Standards:


17

-the importance of trenches during the course of WWI.
-the effect of the trenches on soldiers who were forced to endure the harsh conditions there.
-Trench Warfare
-No Mans Land
-Trench Foot
-Artillery
-Dugout
-Gas Mask
-Parapet
-Shell
-Sniper
-Identify the characteristics of trench warfare
-Summarize the military events on the Western Front
-Explain the development of the war on the Eastern Front
-What effect did trench warfare have on WWI as a whole?
-Why might it be fair to say that neither side won the battles of Somme or Verdun?
o The bell-ringer, whiteboard activity, and the possible repeat of the trench warfare
game will all be moments of formative assessment for the teacher.
o The letter written home and the trench warfare worksheet will be the summative
-Paper/Pen or Pencil (Provided by Student)
-Paper for Trench Warfare Game (provided by Teacher)

18
-Laptop (Provided by the school)

-Whiteboards and markers (Provided by Teacher)
-Video Life in the Trenches of WWI
-Trench Warfare Worksheet
Bell ringer:
o Students will log into Blackboard and see the link to the National Archives for the UK.
There is a link to a trench warfare game which they can play for the first few
minutes of class.
Students will be required to summarize their experience with the game and
connect it to what they infer about life in the trenches when the teacher calls them
to attention.
Approx. time required: 2-3 Minutes
o Students will get their whiteboards and markers out.
o The teacher will review the class with questions from the previous lessons.
o Examples of some questions might be:
Where is the Powder Keg of Europe?
Whose assassination sparked WWI?
Who made up the Allies?
Who made up the Central Powers?
Who declared war first: Germany or France?
Who created the Schlieffen Plan?
Who fought in the Eastern Theater of War?
o The teacher will begin with the video Life in the Trenches of WWI.
o The teacher will ask students to share their thoughts and then address the life of those in
the trenches, what the trenches were used for, the diseases that came from them, etc.
o The teacher will also summarize the battles of Verdun and Somme and explain how
trench warfare was used.
o The students will receive the Trench Warfare worksheet and turn it in for a grade.
o Students will be asked to move their desks into lines in the room (with room in between
them as well as room behind the desks).
o The teacher will place tape down on different portions of the room (the tape is prelabeled). Examples of what to label: No Mans Land, support trench, reserve trench, etc.
o Students will be divided into sides by the teacher and armed with paper balls.
o After they line up in the trenches a paper ball fight will ensue, timed for 2 minutes.
Students may repeat if they meet back up and employ strategy for the second
time and explain the strategy to the teacher.
o Students will return the paper balls to the teachers basket and put the desks back to
order.


19
For the remainder of class, the students will take out their laptops and research for their
essay.
The teacher will also explain how students may use internet research as well as
their textbook to provide supporting evidence for their essay.
o
Description of activity: The next lesson will be on new weaponry used for WWI. The essay
portion that will be worked on is more research which will take place in class. The students will
also receive a handout on citing their sources.

Students will write a letter home as if they were living in the trenches during WWI. Students
must use vocabulary words and the letter must be a page long. This will be turned in the
following day for a grade.

National Standards:
story across time.
CCRS Standards:
sources.
audiences.
ACOS Standards:


20

-Students will understand how technological advances in military weaponry effected the
outcome of WWI and future wars.
-Students will understand the key differences in the technology prior to WWI and the advances
that occurred due to WWI.
-Poison Gas
-Artillery
-Machine Gun
-Tank
-Submarine
-Battleships
-Describe the new technology of weaponry in WWI.
-Compare and contrast weapons and technology of WWI to those prior to WWI.
-Summarize the effects of military technology used in WWI.
-How did technological advances in WWI effect all wars following?
-What consequences came from the military advances in WWI?
o The poll anywhere, jeopardy style game played as a class, and the exit slip are all
formative assessments to help the teacher gauge where the students are at in
the lesson and if they need remediation.
o The summative assessment for this lesson would be the worksheet that the
students will turn in at the end of class.
Laptops for Poll-Anywhere
Bell ringer:
o Students will participate in a poll-anywhere; asking which poison gas they think was
created first: mustard gas, chlorine, or phosgene.
o Their answers will be applied later in the lesson.


21
Description of activity: The teacher will log onto SuperTeacherTools.Com and enter the WWI
review game. This is a jeopardy style review game. The students will participate and the teacher
will be able to see what the students remember from the previous lessons and what needs to be
remediated.
o Students will watch the YouTube video WWI 100th Anniversary: The Incredible of Military
Technology
o Students will be given the technology in the first world war worksheet to review with the
teacher.
o The teacher will introduce each technological advances and discuss them one by one with
the students.
Body of the lesson (thoroughly describe all aspects of the lesson): (Adapted from
HistoricCanada.ca)
o The teacher will choose two students from the class: one that is organized and one that
likes money. These students will help run the weapons auction (keeping track of money
and collecting bids).
o The remaining students will be divided into six groups: Italy, Austria-Hungary, Russia,
Britain, France, and Germany.
o Roles within the groups:
Handle the countrys finances
Make the bids
Record the weapon choice and how many bought
Tally the groups points when the auction ends
Make a sign at the beginning to identify their country
Entire group makes the decisions
o The banker and collector distribute funds ($35,000 to each country)
o Teacher tells students to refer to worksheet and notes taken to make buying decisions
o Group members plan strategy
o Teacher starts the bidding and those who bid the highest win that weapon, bidding stops
when all weapons are purchased
o Once the bidding is finished, the teacher shows how many points each weapon is worth
and the group with the most points wins.
o Following the auction: the students should answer this question and turn it in as an exit
slip: Why was it crucial to have certain types of weapons during WWI?
o If there is any remaining time students will research for their essay.
o The teacher will present the class with a handout describing how to cite their sources for
their essay and a website to assist them (citationmachine.net).
o This will assist students in completing their research and beginning their first draft.


22
Students should work on research for their essay and present their sources and outline to the
teacher for review the following day.

National Standards:
story across time.
CCRS Standards:
sources.
audiences.
ACOS Standards:

-Students will understand how propaganda plays a role in history as well as current situations
such as in Iraq, Desert Storm, Afghanistan, etc.
-Students will understand why the sinking of the Lusitania caused the United States to finally
join WWI.
-Gallipoli Campaign
-Propaganda
-Unrestricted submarine warfare
-total war
-Lusitania

23

-Describe the spread of WWI into the U.S.
-Identify how governments used propaganda to effect opinions and turn the tides of the war
-Why did the sinking of the Lusitania ultimately lead to the United States joining the war?
-What effect did propaganda have on World War I?
o The bell-ringer and the KWL chart are the formative assessments for this lesson.
o The analysis worksheets for the primary sources will be turned in for summative
assessments. The questions submitted on Blackboard will also be graded as a
summative assessment.
Paper/Pen/Pencil (provided by students)
Video: The US in WWI
Laptops
Primary sources for stations
Bell ringer:
o Students will be posed with the question, Why did America not join the war at the
beginning?
Students will give their answers and the teacher will present the video The US in
WWI and have the students compare what they thought prior to the video and
then afterwards.
Description of activity: The students will complete a KWL chart: one thing they know, one
thing they wonder, and one thing they learned. This will help the teacher review the status of the
students learning and know when and how to remediate them.
o The teacher will introduce the idea of German submarine warfare as a cause of the US
entering WWI.
o The students will visit Archives.Gov (link on their Blackboard profile) and read the warning
issued by Germany which appeared in New York papers, next to the Cunard departure
schedule on the morning the ship set sail.


24
Students will then read/watch Robert Ballards National Geographic The Last Voyage of
the Lusitania
o
o The teacher will have set up five primary source stations around the edges of the room
and the students will be divided into pre-determined groups. The students will rotate
every 5-10 minutes, completing analysis sheets as they go.
o After the students have completed the sheets, the teacher and students will discuss the
findings and infer how propaganda impacted America, Great Britain, and Germany.
o At this point students will submit their outlines and list of citations/sources to the teacher.
The teacher will either accept or deny the outlines/citations and correct or give
guidance where necessary.
Description of activity: Students will be encouraged to begin their first draft of their essay and
the teacher will also take this time to assist any students struggling with their outlines or
citations.

Students will read Chapter 5: The Lusitania from H.C. Petersons Propaganda for the
War: The Campaigns Against Neutrality (1914-1917) and write down their answers to these
questions: How did propaganda relating to the sinking of the Lusitania influence in the U.S.
entry into the war? Did the Lusitania continue to be used in propaganda after US entry? If so,
how? These questions will be submitted for a grade on Blackboard.
No Co-teaching for this unit.

National Standards:
story across time.
CCRS Standards:


25
sources.
audiences.
ACOS Standards:

The effect America joining WWI had on American culture.
Why the Zimmerman note was essential to the beginning of WWI.
Total War
Unrestricted Submarine Warfare
Rationing
Propaganda
Mobilize
Patriotism
Doughboys
Draft

Explain the effects of total war
Identify how governments established wartime economies
Summarize the reasoning behind the United States joining WWI
-Why was the Zimmerman note essential to the beginning of WWI?
-Why did wartime governments take control of their countries economies?
-How did total war lead to rationing?
o The bell ringer and discussion during the PowerPoint presentation will be
formative assessments for the teacher to assess student performance and
participation.

o
26
The summative assessment for this lesson would be the flowchart the students
completed on why the United States entered WWI.
Paper, Pen/Pencil (Provided by students)
Picture
Textbook
PowerPoint
Bell ringer:
o A picture will be displayed on the board when students walk in: Its a wartime poster and
says, Food: 1) Buy it with though, 2) Cook it with care, 3) Use less wheat and meat, 4)
Buy local foods, 5) Serve just enough, 6) Use what is left & dont waste it!
o Have students write their thoughts down and discuss with the class as a whole
o The students will take out their rough drafts of their papers, they should have the rough
draft of at least their opening paragraph and the draft of their outline. They will share this
with another student for peer review.
o The teacher will also be coming around and checking the drafts and giving corrections
and assistance when needed.
o The students will create a flowchart showing the events that led to Americas entry into
WWI.
o The students will read pages 418-419 of the textbook and draw a flowchart on their paper
showing the events that led to the U.S. joining the War.
Answers: Germans use unrestricted submarine Warfare-German U-Boats sink three
U.S. ships despite Wilsons Warnings-Zimmerman note threatens U.S. territory
gained from Mexico-U.S. feels duty to honor their ties to the Allies
o Students will compare their answers with a partner when they finish; the teacher will
check each pair and take up the flow chart.
o The teacher will present the topic of the home front in America during the war.
PowerPoint will include: Propaganda, Rationing, Women and the War
Teacher will also give a more in depth explanation of the Zimmerman note
o Students will take notes and discuss with the teacher.


27
Description of activity: Students will be told that tomorrow the discussion of the home front in
America during WWI. Students should also re-work their first draft of the first paragraph of their
essay in preparation for the next peer review.

Students will research jobs women on the home front might have had and bring their
knowledge to class on the next day.
No co-teaching will be used for this lesson.

National Standards:
story across time.
CCRS Standards:
sources.
audiences.
ACOS Standards:

the important role that women played during WWI at home, in industrial sectors, and
overseas.

28
how womens contributions in the workplace during the war led to the womens suffrage
movement, leading to equality for women in society.
Propaganda
Workforce
Home Front
Labor
Labor Shortage
Rationing
War Garden

Discern the importance of woman on the home front during WWI.
Identify how governments establish a wartime economy.
Create menus based off of the foods available during WWI with concentration on war
gardens and rationing.
Why were women essential to the economy of the United States during World War I?
How did the U.S. government establish a wartime economy?
Formative assessments: The bell ringer and Zonk game will be the formative
Summative assessments: The rationing/war garden menu and paragraph will be the
summative assessment for this lesson.
Laptops (provided by the school)
Pen/Pencil and Paper (Provided by the student)
Video
Bell ringer:
o The quote, During the conflict that was placed before them, they not only gained the
gratitude of many in their own generation but they proved, for the first time on a global
scale, the enormous value of a womans contribution, paving the way for future
generations of women to do the same. will be put on the board and the students will be
required to think and record their thoughts
o Then they will pair with another student and discuss
o Then the pair will share with the class as a whole


29
o The class will play a Zonk game to review information from previous classes.
o Some questions included in the Zonk game will include:
Which of these factors is one that led to WWI?
Who declared war first, Germany or Great Britain?
What kind of war was WWI considered?
What are four main factors that led to war in Europe?
Which of these weapons was new for WWI?
o Students will take out their revised drafts and do a peer review with a different student
from yesterday. The teacher will walk amongst the students and continue to revise with
the students and prepare them for beginning their first body paragraph.
o The class will watch the video In the Service of Men-Women in WWI
They will summarize this as they watch for their notes
o The main activity for the lesson will be the students researching what food was available
for women and those left on the home front through rationing and war gardens.
o The students will create a menu based on the food available through rationing and the
war gardens and submit this to the teacher.
The students will also write 3-5 sentences on the effect of the war on the family
life (i.e. food).
Description of activity: The students will discuss the body paragraphs for their essay and the
teacher will ensure that they are prepared to begin them the next day.

Students should read the section in the book on women in WWI and be prepared to
continue the lesson the following day.


30

National Standards:
story across time.
CCRS Standards:
sources.
audiences.
ACOS Standards:

The importance of women during WWI
How WWI changed the role of women from this point forward
How war propaganda sought to glorify womens part in the war effort
Harriet Stanton Blatch

Julia Catherine Stimson
Elizabeth S. Friedman
Loretta Perfectus Walsh
Mary Van Kleeck
Army Nurse Corps
Womens Land Army
U.S. Department of Labors Women in the Industry Service

Identify the ways in which women contributed to the war effort both on the home front
and overseas.
Summarize the many jobs women may have had during WWI and the dangers of those
jobs.
Create a graphic organizer which will show some of the most influential women during
WWI and their accomplishments.

31
What effect did women have on the war effort?
Why were women finally welcomed into the working culture during WWI?
Why did most women not continue working after the end of WWI?
o The 3-2-1 activity and chunking activity will be the formative assessments and
assist the teacher in deciding whether the class needs re-teaching or not.
Summative assessments: The graphic organizer will be the summative assessment
for this lesson.
Paper, Pen/Pencil (provided by students)
Laptops
Bell ringer:
o Students will complete a 3-2-1 activity with the last lesson
3 details, 2 connections they made (one to something previous in history, one to
something current)
This will be discussed with the class
o The class will have 10 minutes to pull out their essays on their laptops and work on
beginning their body paragraphs. The teacher will assist students and answer any
questions they might have at this point.
Description of activity: Students will log into Blackboard and read the article Women in the
Workforce-Temporary Men on First World War. Com
Students will participate in an activity called Chunk where they read the article and divide into
their pre-determined small groups and discuss it in pieces.
The teacher will walk around and facilitate the students discussions and assess their
understanding.
Students should complete a graphic organizer based on the information that will
be uploaded to their Blackboard profiles.


32
Information:
-Harriet Stanton Blatch: Headed the Womens Land Army, wrote Mobilizing Woman
Power in 1918 about womens role in the war effort urging women to go to work
- Julia Catherine Stimson: Superintendent of the Army Nurse Corps during WWI,
became the first woman to attain the rank of Major in the United States Army.
-Elizabeth S. Friedman: Helped document the history and evolution of secret
communications, served as cryptanalyst for the Treasury Departments Bureau of
Prohibition and Bureau of Customs.
-Loretta Perfectus Walsh: First American active-duty Navy woman, first woman
allowed to serve as a woman in the armed forces.
-Mary Van Kleeck: Joined the Armys Ordinances Department in 1918 creating
standards for the employment of women in war industries, served on the War Labor
Policies Board, was named the director of the U.S. Department of Labors Women in the
Industry Service.
The teacher will facilitate this graphic organizer and the students will submit it for a
grade.
o The teacher will explain to the students that the next class will focus on Russias
withdrawing from the war and the effect this had on the Great War.

Students should work on their first body paragraph for homework.

National Standards:
story across time.
CCRS Standards:


33
sources.
audiences.
ACOS Standards:

-Students will understand the effect of the Russian Revolution on World War I
-Students will understand why he Allies wanted to establish a supply line to Russia
-Total War
-Propaganda
-Armistice
-Ottoman Empire
-USSR
-Allies
-Vladimir Lenin
-Treaty of Brest-Litovsk
-Identify the effects of the Russian Revolution on World War I
-Recognize the results of the United States joining the war effort
-Summarize the Allies push to victory in World War I
-Explain the reasoning behind the importance of the surrender of the Ottoman Empire and
Bulgaria
-Why did the Russian Revolution turn the tide in World War I?
-Why did the United States joining the war effort tip the balance of the war to the Allies favor?

34
Formative assessments: The free write and the vocabulary activity will be formative
assessments to ensure the students are progressing throughout the unit, specifically
with the vocabulary.
Summative assessments: The compare and contrast of the primary sources will be
used as a summative assessment for this lesson.
Paper & pen/pencil (provided by students)
Notecards for vocabulary review activity
Textbooks
Popsicle sticks (to ensure everyone participates in discussion)
Bell ringer:
o The students will participate in a free write: If you were alive during WWI, what would
your role be? Write a paragraph detailing your daily life if you lived during that time
period.
o The teacher will hand out notecards to the class: some will be terms and some will be
definitions.
o A timer will be set for 1 minute and the class have to find their matching part.
o Once everyone has found each other, the pairs will explain who they are and why they
are important.
o This will be a review of all past terms from this unit.
o Students will use the primary sources printed in their books on page 421: Allied View of
Armistice and German Reaction to Armistice.
o They will read and then compare and contrast the two sources.
o This compare and contrast will be turned in for a grade.
o The teacher will give an interactive lecture with these topics:
1917: Russia withdraws from WWI-due to shortage of food & fuel, also lose Czar
Nicholas
Vladimir Lenin takes over after the Revolution in Russia begins and ends Russias
involvement in WWI
Treaty of Brest-Litovsk is signed; ends war between Russia and Germany
o The students will be asked questions such as:


35
Why might Russia have withdrawn from war? (the topic will be covered after the
students have inferred)
Why would Russia force their leader Czar Nicholas to leave power?
Why might Russians have been tired of fighting in WWI?
What brought Lenin to power?
Why did Lenin offer Germany a truce?
Why did the Allies want to establish a supply line to Russia?
o The teacher and students will have active discussion throughout the lecture; to increase
student participation popsicle sticks will be handed out to each student and taken up as
they contribute to the discussion. Only those with sticks left can answer questions and
discuss. This ensures everyone in class gets a chance to speak and contribute.
Description of activity: Students will show the teacher their progress on their body
paragraphs for their essay and have her sign off on their outlines that they have either
completed this portion or need to continue to work on them. The next class will focus on body
paragraph two. The next class will also discuss the collapse of the Central Powers.

Students will work on their body paragraphs and also do the reading provided on their
Blackboard for more information about Vladimir Lenin.

National Standards:
story across time.
CCRS Standards:
sources.
audiences.
ACOS Standards:


36

How Russias withdrawal from the war allowed Germany to focus on defeating the Allies
How the arrival of American troops at the Second Battle of the Marne permitted the
Allies to begin crushing the Central powers
How World War I spread to several continents and required the full resources of many
governments
Total War
Armistice
Second Battle of the Marne
Tanks
Allies
Central Powers
Kaiser Wilhelm II
Summarize the Allies push to victory
Explain the effects of World War I on the United States and the world as whole
Compare and contrast the First and Second Battle of Marne
What strategies new to World War I contributed to the destruction of homes, villages,
and farms?
Why might Westerners have experienced disillusionment in the wake of World War I?
What was the significance of the Second Battle of the Marne?
Formative assessments: The bell-ringer and globe ball review game will be the
formative assessments for this lesson.
Summative assessments: The flowchart will be the summative assessment evidence
for this lesson.


37

Paper and Pen/Pencil (Provided by students)
Inflatable globe
Collapse of Central Powers video
Bell ringer:
o The teacher will have this question on the board when students walk in, Which of the
non-European countries had the greatest impact on the war effort?
o Students will write their answer on a sticky note and place it on the board
o The teacher will take the notes off one-by-one and discuss the answers with the students
and why the answer is correct
The answer is the U.S. because it supplied the most troops and helped turn the
tide in the Allies favor
o Students will play a 5-minute game of globe ball: the teacher provides an inflatable globe
and students stand up around the edges of the room.
o The teacher tosses the ball to a student and asks the first question, if they get it correct
they will choose who has to answer the next question and if not then they will sit down.
o Whoever is left standing at the end of the five-minute game (those who have not
answered any questions incorrectly) will get a piece of candy.
Questions might include:
Which effect of WWI was the most significant?
What prompted the U.S. to join the Allies?
Name two jobs women might have had during WWI?
Why was World War I called a global conflict?
Define propaganda
What effect did the Russian Revolution have on Russias role in WWI?
o The students will watch the video Collapse of Central Powers
o The students will write a summary of the video.
o The teacher will discuss the summary of the video with the students as well as adding
emphasis and additional facts:
Second Battle of Marne-German troops had exhausted their men & supplies
U.S. had sent the Allies 140,000 fresh troops, then 2 million more
350 Allied tanks
Bulgarians, Ottoman Turks surrendered
Revolution reached Austria-Hungary, German soldiers mutinied
1918: Kaiser Wilhelm II stepped down; Germany becomes republic
November 11, 1918-WWI Ended; an armistice was signed
o Students will complete a flow-chart showing the beginning of the United States joining
WWI all the way to the Armistice and a short paragraph explanation of how the United
States turned the tide of the war in favor of the Allies.
Approx. time required: 15


38
Description of activity: The students will work on their body paragraphs of their essay at this
point in the lesson with help from the teacher.
o For students who have completed their first four paragraphs they will do a peer review
and have the teacher sign off on their first four paragraphs before continuing to their
conclusion paragraph.
o The legacy of the war will be discussed in the next lesson.

Students are encouraged to continue working on their essay out of class as well as
reading over the section The Legacy of War in the textbook.
No co-teaching for this unit.

National Standards:
story across time.
CCRS Standards:
sources.
audiences.
ACOS Standards:


39


Students will understand the overall effect of World War I on the United States and the
world as a whole.
Students will understand how World War I propelled the United States to a new position
of international power, which it still holds today.
Total War
Armistice
Great War
President Wilson
Naval Blockade
Open-Door Deliberations
Disillusionment
Summarize the Allies push to victory
Explain the effects of the war
Identify how WWI drove the United States to becoming a world power
Compare various views of WWI
How did World War I drive the United States to becoming a world power?
What effect did World War I leave the United States and the world as a whole?
Formative assessments: The PBS quiz review and the death toll bell ringer will be the
formative assessments for this lesson.
Summative assessments: The 20-word summary will be turned in as a summative
assessment.
-Laptop
-Pen/Pencil and Paper
-Death tolls chart
Bell ringer:


40
The teacher will display the death tolls chart when the students walk into the classroom
The students will summarize the information on the chart and then write why the believe
the death tolls were so high and one way it might have been prevented.
o These will be used in the intro activity.
o
o

Description of activity: Students will log into their Blackboard profiles and use the link
provided by the teacher to the PBS review quiz on WWI headlines.
When they finish the quiz they will email the teacher their results
o
o The teacher will have a short interactive discussion with the class and relay to them the
following information:
This war was different because of its global scale and technology
Large loss of human life; 8.5 million soldiers died, 21 million wounded, countless
civilians died (starvation, disease, slaughter)
Economic Impact: total cost est. at $338 billion (at that time), destroyed homes,
farmland, villages, and towns
Marked Western society: Disillusionment over survivors, insecurity, despair (shown
in art and literature)
o Questions asked to the students: (They may reference their notes from the discussion as
well as their bell ringer answer)
Why was the war known as a global war?
Why was the death toll so high?
Why were there so many civilian deaths?
Why was there so much destruction?
What does disillusionment mean, why did this happen to survivors?
In what ways did the survivors express their grief, insecurity, and despair?
o Students will use the primary source documents on page 425 in their book: Woodrow
Wilson, Fritz Kreisler, Maurice Neumont, and Wilfred Owen
o The students will read the four different experiences of World War I
o Students will create a summary of the short passages using only 20 words exactly.
o Students will continue to revise until they only use 20 words using correct grammar and
extracting the main ideas.
This will require them to read and understand the text as well as being able to
articulate their thoughts into a set amount of words.
The summary will be turned in for a grade.
o The teacher will inform the students that they will be learning about the beginning of
peace negotiations during the next class as well as working on their essays.


41

Students will continue to work on their essays outside of class.
No co-teaching for this unit.

National Standards:
story across time.
CCRS Standards:
sources.
audiences.
ACOS Standards:

Students will understand the events that led to the Treaty of Versailles
Students will understand the effects of the treaty on the European powers
Students will understand how hard feelings left by the peace settlement helped
eventually cause World War II
Woodrow Wilson
Georges Clemenceau

42
Fourteen Points
Self-determination
Treaty of Versailles
League of Nations

Explain events that led to the Treaty of Versailles
Identify the effects of the treaty of European powers
Summarize Wilsons Fourteen Points
In what ways was the Treaty of Versailles a peace built on quicksand?
What effect did the Treaty of Versailles have on the European powers?
What influenced the goals of Wilsons Fourteen Points?
Formative assessments: The bell ringer and the concept map will be used as
formative assessments.
Summative assessments: The Fourteen Points worksheet/summary will be the
summative assessment for this lesson.
Pen/Pencil & Paper (Provided by Students)
Fourteen Points worksheet
Bell ringer:
o These two quotes will be written on the board when the students enter: The ear of the
leader must ring with the voices of the people and I not only use all of the brains that I
have, but all that I can borrow
o The students will guess who wrote the quotes and infer what they might mean.
o Then the teacher will take the guesses (then reveal its Woodrow Wilson) and have the
students share their inferences (as well as telling what they thought differently after they
found out who it was)
o Students will do a peer review of their essays thus-far. (They should not be having
someone review their writing that has reviewed them previously)
o They should have completed all of their essay except for the concluding paragraph.


43
o The teacher will assess the students writing during their peer review.
o Students will create a concept map for Wilsons Fourteen Points.
In the center: Wilsonian Foreign Policy
His four foreign policy goals will be written around that
Each of the fourteen points will be connected to one of the four foreign policy
goals.
o Students will complete the Fourteen Points worksheet
Questions include:
What do the other Allied powers think of Point II of the 14 Points?
Which country does Georges Clemenceau believe was responsible for
restoring Belgium?
Did the other Allied powers agree with Wilsons desire not to injure
(Germany) or to block in any way her legitimate influence or power?
Students will fill out the chart with the appropriate answers
o Students will summarize with the answer to the question: Were the Allies supportive of
Wilsons Fourteen Points? Why, why not?
o The next day the students will cover the Treaty of Versailles as well as finishing up the
concluding paragraph in preparation for the teacher check off.

Students will work on their concluding paragraph and bring it to class tomorrow in preparation
for the teacher check-off which will take place two days from now.
No co-teaching will take place for this unit.
National Standards:
story across time.


44
CCRS Standards:
sources.
audiences.
ACOS Standards:

Students will understand the motives and aims of the Treaty of Versailles
Students will understand the terms that the Treat of Versailles imposed on Germany
Students will understand how each countrys wartime experience may have shaped its
aims at the Peace Conference.
Fourteen Points
Woodrow Wilson
Identify the effects of the Treaty of Versailles on European Powers
What were the aims and motives of the victorious powers in drawing up the Treaty of
Versailles?
In what ways was the Treaty of Versailles considered fair?
In what ways was the German response to the Treaty of Versailles considered justified?
Formative assessments: The bell ringer and vocabulary bucket review are both the
formative assessments for this unit.
Summative assessments: The group assignment, the rough draft paragraph of what
they want their version of the Treaty of Versailles to look like will be turned in as a
summative assessment.

45
Paper/Pen/Pencil (Provided by students)
Picture of Signing of Treaty of Versailles
Example of concluding paragraph for the essay
Vocabulary Bucket with terms inside
Readings for options of negotiation
Bell ringer:
o The teacher will show the class a picture of the signing of the Treaty of Versailles
o The students are to write down five things that they infer about the photo
o Discussion will take place after a few minutes
o The teacher will walk by each student with the Vocabulary Bucket and have them draw
(some are terms; some are definitions)
o As the teacher travels, she will call on students and have them say what they have and
either the term or definition that matches it.
o The teacher will take a few minutes to go over proper procedure for writing a concluding
paragraph, showing examples on the board.
o The students will take about 10-15 minutes to work on their concluding paragraphs.
The teacher will facilitate this, answering any questions that the students may
have and checking their work.
o The teacher will talk about the war coming to an end swiftly after the U.S. enters.
o Explain that there were many treaties, but our class will deal specifically with the Treaty
of Versailles because it deals with Germany (the biggest of the Central powers) and
because in many ways it did contribute to the beginning of WWII.
o The teacher will divide the students into delegations from each nation: France, Britain,
and the U.S.
o Students will go over the readings for the options of negotiations and decide what their
group wants to get out of the treaty.
o Students should complete a paragraph within their group of a rough draft of what they
may want their treaty to look like and turn this in.


46
The students will be told that tomorrow the Teacher Check-Off of the essay will take place
to check off their essay being completed and up to par. Also class will continue to cover
the Treaty of Versailles.
o

Tomorrow the students need to be prepared for the teacher check-off for their essay.
They will need their rubric, provided when the essay was assigned as well as all of their drafts
and sources.
The students should also review their notes to continue the Treaty of Versailles.
No co-teaching will take place for this unit.

National Standards:
story across time.
CCRS Standards:
sources.
audiences.
ACOS Standards:

Students will understand the motives and aims of the Treaty of Versailles
Students will understand the terms that the Treat of Versailles imposed on Germany

47
Students will understand how each countrys wartime experience may have shaped its
aims at the Peace Conference.

Fourteen Points
Woodrow Wilson
Identify the effects of the Treaty of Versailles on European Powers
What were the aims and motives of the victorious powers in drawing up the Treaty of
Versailles?
In what ways was the Treaty of Versailles considered fair?
In what ways was the German response to the Treaty of Versailles considered justified?
Formative assessments: The short letter home as well as the teacher check-off will
be the formative assessments for this lesson.
Summative assessments: The negotiation worksheet will be the summative
assessment for this lesson.
Paragraphs from Rough Draft of Treaty Wants
Treaty Negotiation Reading
Negotiation Worksheet
Bell ringer:
o Students will take part in a 5 minute free-write
o Topic: Write a short letter home as a soldier who is there at the ending of the war.
o The teacher will complete a check-off on the students essays thus-far.
o The teacher will review any problems or questions that the students may have.


48
Students will have just a few minutes to read the negotiation readings from the previous
day in preparation for the negotiation activity.
o Students will also be able to reference their textbook, etc. if they feel they need to read
something different to prepare for the negotiation activity.
o
o Students will be handed back their paragraphs from the day before and the readings and
discuss what their party wants to get out of the treaty. Then they will be split into groups
with one person from each country within each group to negotiate.
The teacher will facilitate this and answer any questions about the rules as this is
taking place.
o The students will fill out their worksheet as they negotiate for their sides. They are to
attempt to get as much for their side as possible.
The teacher will be facilitating this as the students complete their worksheets and
their negotiations.
o The teacher will project the negotiation points on the board, the class will discuss how
their negotiations match the real Treaty of Versailles.
o The students will be told that the most important thing to get out of this lesson was the
demands brought to the table by each country, the negotiation process, and the actual
results of the Treaty.

Students will be told to work on a PowerPoint presentation to go along with their essay.
It should be creative and neat.
No co-teaching will be done in this unit.

National Standards:
story across time.


49
CCRS Standards:
sources.
audiences.
ACOS Standards:

Students will understand the events that led to the Treaty of Versailles
Students will understand the effects of the treaty on the European powers
Students will understand how hard feelings left by the peace settlement helped
eventually cause World War II
Students will understand the differences between the Treaty of Versailles and the
Fourteen Points
Woodrow Wilson
Georges Clemenceau
Fourteen Points
Self-determination
League of Nations
Identify the effects of the treaty of European powers
Summarize Wilsons Fourteen Points
In what ways was the Treaty of Versailles a peace built on quicksand?
What effect did the Treaty of Versailles have on the European powers?
What influenced the goals of Wilsons Fourteen Points?

50
Formative assessments: The review game and bell ringer will be the formative
Summative assessments: The questions at the end of the body of the lesson activity
will be the summative assessment for this lesson.
Pencil/Pen and Paper (Provided by Students)
Post-Its
Round Robin Review Questions
Fourteen Points Cards
Treaty of Versailles Cards
Treaty of Versailles and Fourteen Points worksheet
Bell ringer:
o Students will write a response to the prompt, Do you feel as though the Fourteen Points
or the Treaty of Versailles were more fair to the U.S., to Germany? Why?
o Students will take place in a Round-Robin Post-It review.
Students should take out their own Post-Its (The teacher will also have some
available for use)
The questions are based on concepts covered throughout the entire unit:
Which non-European countries had the greatest impact on the war effort?
Name two jobs women might have had during WWI?
What does disillusionment mean?
Why did Lenin offer Germany a truce?
The questions will be numbered 1 to 4 and there will be one copy of questions for
every 4 students.
The students will divide into groups of 4 (pre-determined by the teacher) and each
student will receive one question (one student will cut the questions apart)
Students have just one to two minutes and then will leave the slips on their desks,
stand, and rotate clockwise to the next desk in their group, then will solve to
problem at that next desk.
The solving and shifting continue until all four students have answered all four
questions.
o Once they have completed this they will compare their answers and ensure that all
answers are the same for each question.
When they have agreed they should write on a sticky note the following:
Question 1
Group Name
Agreed answer
Each group sticks it sticky note for each question to the section of the
board where the teacher has sectioned it off for questions 1-2-3-4


51
When all groups have posted their sticky-notes to all four questions, teacher will check
the answers and discuss the errors and correct responses.
o
o The class will be divided into 2 teams: Fourteen Points and Treaty of Versailles
o Cards which include excerpts from one of the two documents will be handed out to the
members of that same team.
o Students will have just a few moments to read over their card and think about it before
the body of the lesson begins.
o Versailles Team:
Assemble the students in front of the class and have them form a line across the
front of the class based on the article number on their card. The person with the
lowest number goes first. When its thats students turn they read their card aloud
to the class and then the member of the 14 Points will decide whether or not their
card connects to the Versailles card.
Those with a connection will stand up, read their card aloud and explain why it
relates.
After listening, decide as a class which Point is the best connection and that
person will become the others partner. The pair will write their pairing on the
board.
o Fourteen Points Team:
These students will listen carefully as the Versailles members read their cards, if
their card connects to the one read aloud they will raise their hand.
o If a card is never selected, all of those students will join together and read their cards
aloud to the class.
o Each student will return to their seats and answer these questions to be turned in before
they leave:
Which parts of the Fourteen Points were represented in the Versailles Treaty?
Which parts of the Fourteen Points were dealt with only partially in the Treaty?
What parts of the Fourteen Points were ignored completely in the Treaty?
If you were a supported of Wilsonian foreign policy, would you support the Treaty
of Versailles? Why or Why not?
o The next class will be working on any last minute details of the students PowerPoint
presentations as well as completing a map and timeline for WWI.

Students will work on their PowerPoint presentations as well as any last minute touches on
their essays.

52
No co-teaching is used in this unit.

National Standards:
story across time.
CCRS Standards:
sources.
audiences.
ACOS Standards:

-Militarism
-Nationalism
-Central Powers -Allies -Western Front -Schlieffen Plan -Trench Warfare -Eastern Front
-Unrestricted Submarine Warfare -Total War -Rationing -Propaganda -Armistice -Woodrow
Wilson
-Georges Clemenceau -Fourteen Points -Self-Determination -Treaty of Versailles -League
of Nations

53

war.
lasting peace?

Formative assessments: The 3-2-1 activity is the formative assessment of the lesson.
Summative assessments: The map and timeline are the summative assessments for
this lesson.
Pencil/Pen and Paper (Provided by Students)
WWI Summary Video
WWI Map Sheet
WWI Blank Map
Bell ringer:
o Students will complete a 3-2-1 chart: 3 things that they now know about this unit, 2
connections (one to current events, one to past events), and 1 thing they would like to
know more about.
o Students will watch a WWI summary video: this contains an overview of happenings all
during the war.
o This will assist students in completing their map as well as their timeline.
o Students will be given a blank map as well as a map sheet (details what is to be done to
the map)
Examples of some things listed on the map sheet:


54
Create a key
Colored code Allies, Central Powers, and Neutral
Outline the different Fronts
Outline and label the bodies of water
Label all of the countries
o Students will complete a THOROUGH timeline of the events that occurred during the
course of WWI.
o As students work on the timeline, they will have three sticky notes to stick on their desks
Green means they have it!
Yellow means theyre struggling
Red means theyre stuck
These will assist teachers in understanding which students need remediation as
well as knowing which student to visit first to assist
o The teacher will review the timeline and the map activity after all students have
completed them (these will be turned in for a summative assessment)
o Students will present their PowerPoint and essay tomorrow. Any questions will be
answered during this point.

Students should work on their PowerPoint for tomorrows presentation in class.

National Standards:
story across time.
CCRS Standards:


55
sources.
audiences.
ACOS Standards:

-Militarism
-Nationalism
Front
-Woodrow Wilson
-League of Nations
war.
lasting peace?


56
Formative assessments: The formative assessments for this lesson are the bell-ringer
question as well as when the students played the Quia game; the teacher will be
walking around assessing the students right and wrong answers on the game.
Summative assessments: The summative assessments for this lesson are the
PowerPoint presentation and the essay on the Causes and Effects of WWI.
Sticky Note
Laptops
Air Drive for laptop to do presentations
Extra Rubrics in case anyone has forgotten or lost theirs
Bell ringer:
o When students enter the classroom, this will be written on the board, Write down your
favorite part of WWI that we learned in this unit
o Students will write their answer on a sticky note and stick them to the side of the
teachers desk.
o Students will log into their Blackboard where the link for the Quia WWI Millionaire quiz is
located.
o Students will play this game for just a few minutes.
o The students will finish up any last minute issues with their PowerPoints.
o Students will give their PowerPoint presentations and turn in their essays to the teacher.
The teacher will grade the PowerPoints and Essays according to a rubric that was
given to the students on the very first day of the unit.
o The students will be told that the next class is going to be the unit test.

Students should study for their WWI Unit test.

57


National Standards:
story across time.
CCRS Standards:
sources.
audiences.
ACOS Standards:

-Militarism
-Nationalism
Front
-Woodrow Wilson

58

-League of Nations
war.
lasting peace?

Formative assessments: Response to the Snicket quote
Summative assessments: The unit test will be the summative assessment for the
lesson.
Unit test
Paper (Provided by the student)
Pen/Pencil (Provided by Student)
Bell ringer:
o This quote will be on the board, The moral of World War I is, Never assassinate
Archduke Ferdinand. By Lemony Snicket in The Wide Window
o Students should write a quick response to it on their piece of paper for the test.
o Students will take out their notes, concept maps, etc. (all study materials)
o Student will have ten minutes to study for the test.
o The teacher will pass out the unit test to the students and go over each portion, including
point totals and answer any questions before students begin.


59
o Students will have the remainder of class to complete the World War I unit test.
o Any students that complete their test early may work on the next units vocabulary
terms.

Students should complete their vocabulary for the next unit for homework.


Unit Plan 2015

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Unit Plan 2015

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Teacher Candidate Name: Jordyn Brown Upchurch

Unit Plan/Learning segment Title: World War I: The Great War

Part 1: Basic Unit/Learning Segment Information:

Jacksonville State University, Secondary Education Unit Plan Template

Teacher Candidate Name: Jordyn Brown Upchurch

What will students understand as a result of this unit/segment?

Students will know

Jacksonville State University, Secondary Education Unit Plan Template

Teacher Candidate Name: Jordyn Brown Upchurch

Describe other artifacts, such as quizzes, tests, prompts, observations, dialogues,

Why was WWI called the Great War? question bell-ringer

National Archives Trench Warfare Game

Jacksonville State University, Secondary Education Unit Plan Template

Teacher Candidate Name: Jordyn Brown Upchurch

Frederic Passey primary source quote summary chart

Jacksonville State University, Secondary Education Unit Plan Template

Teacher Candidate Name: Jordyn Brown Upchurch

Thoroughly describe activities that will be used for peer assessments:

Describe activities that will be used for self-assessment:

Part 4-B: Overview of Instructional Sequence and Learning Experiences Plan

Jacksonville State University, Secondary Education Unit Plan Template

Teacher Candidate Name: Jordyn Brown Upchurch

Stage 1 Desired Results

Teacher Candidate Name: Jordyn Brown Upchurch

Identifying problems created by the Treaty of Versailles of 1919 (Examples: Germanys

Understandings (Students will understand):

Review of relevant, previously learned information (should be an activity):

Jacksonville State University, Secondary Education Unit Plan Template

Teacher Candidate Name: Jordyn Brown Upchurch

Introductory Activity (should be an activity):

Body of the lesson (thoroughly describe all aspects of the lesson):

Preview of the next lesson:

Related out of class assignment:

Jacksonville State University, Secondary Education Unit Plan Template

Teacher Candidate Name: Jordyn Brown Upchurch

Stage 1 Desired Results

Essential Knowledge (Students will know):

Jacksonville State University, Secondary Education Unit Plan Template

Teacher Candidate Name: Jordyn Brown Upchurch

-What were the main causes of the global conflict?

Stage 2 Assessment Evidence

Review of relevant, previously learned information (should be an activity):

Introductory Activity (should be an activity):

Body of the lesson (thoroughly describe all aspects of the lesson):

Jacksonville State University, Secondary Education Unit Plan Template

Teacher Candidate Name: Jordyn Brown Upchurch

A detailed, accurate account

Preview of the next lesson:

Related out of class assignment:

Stage 1 Desired Results

Jacksonville State University, Secondary Education Unit Plan Template

Teacher Candidate Name: Jordyn Brown Upchurch

Identifying problems created by the Treaty of Versailles of 1919 (Examples: Germanys

Understandings (Students will understand):

Jacksonville State University, Secondary Education Unit Plan Template

Teacher Candidate Name: Jordyn Brown Upchurch

Review of relevant, previously learned information (should be an activity):

Introductory Activity (should be an activity):

Body of the lesson (thoroughly describe all aspects of the lesson):

Preview of the next lesson:

Related out of class assignment:

Stage 1 Desired Results