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Unit Plan Unit title: The Great War Theme: Causes and effects of war Grade Level: 10th

Content Area: History Rationale: World War 1 was the first man made catastrophe of the 20th century. It killed 16 million people and laid the foundation for modernized warfare. Part of Colorado State Standards is to focus on the key concepts of continuity and change, cause and effect, complexity, unity and diversity overtime. World War 1 encompasses all of these key ideas showing how Europe and the world had developed from the fall of Rome to industrialized and advanced militarily. In this unit, students will undergo various simulations giving them the opportunity to develop their own opinions and debate what the exact causes were and wonder if the war itself could have been avoided. Colorado State Standards: Students can: World history (both East and West including modern world history): a. b. c. d. Evaluate continuity and change over the course of world history (DOK 1-3) Investigate causes and effects of significant events in world history (DOK 1-2) Analyze the complexity of events in world history (DOK 2-3) Examine and evaluate issues of unity and diversity in world history (DOK 1-3)

Enduring Understandings: It is hoped that in this unit, students will gain an appreciation for the unprecedented and impacting nature of the First World War. It is considered by many to be the first modern war. Students will investigate the extent to which this is an appropriate generalization, through considering the evidence for and against. On the one hand, World War I was technologically advanced (poisonous gas, tanks, zeppelins, airplanes, etc.) as we see the first use of trench warfare on a large scale, stalemate and wars of attrition. It is a global conflict, the first of its kind, demonstrating the interconnectedness and interdependence characteristic of modern nations. On the other hand, modernity usually has a positive connotationa sense of forward progression towards a desired destination. This war, however, can hardly be called progressive in that it was a total, crippling the European continent for the next twenty years Skills: Using and labeling maps Developing evaluative or critical thinking abilities

Crafting persuasive arguments based on reason and historical evidence Negotiating with classmates to compromise and achieve an agenda

Guiding Questions: What are the major long-term causes of the First World War? How is the First World War a total war? A modern war? A world war? How did major events (Assassination of Ferdinand, Battle of Verdun, etc.) and key players (Woodrow Wilson, Kaiser Wilhelm II) affect the outcome of the war? What is propaganda? Why was it used in World War I? What are the major consequences of the First World War? In what ways did the Treaty of Versailles create an uneasy peace?

Unit Objectives: In this unit, students should be able to: Identify the four major long-term causes of the First World War Identify the spark that started the war Identify the major consequences of the First World War in terms of human costs, economic costs, political consequences and the effect on the colonies Identify the terms of the Treaty of Versailles, explain why those terms were agreed upon and analyze how this contributed to the next World War only twenty years later. Explain why the Great War is considered the first modern war, the first total war and the first world war by explaining what each concept means and citing historical examples to support each theme Explain the significance of major events and key players Analyze pieces of propaganda and evaluate the appropriateness of the use of propaganda tactics by war-time governments Create their own propaganda posters Evaluate if World War 1 could have been avoided Predict what the long term consequences of the war may have on the world

Key Concepts/Definitions: total war a conflict in which nearly all aspects of life are affected for all citizens and results in unprecedented destruction modern war the term used to describe the First World War because of the technological advances in transportation and weaponry world war a conflict that involves the majority, if not all, the nations of the globe alliance systems a long-term cause of the First World War, in which nations engaged in secret treaties and defensive partnerships that resulted in the domino effect

militarism a long-term cause of the First World War, in which European nations glorified military culture and engaged in arms races against one another nationalism a long-term cause of the First World War, in which people feel a heightened sense of cultural or ethnic unity and therefore desire selfdetermination imperialism a long-term cause of the First World War, in which European nations colonize less-developed areas in search of natural resources to feed their growing industrial needs. stalemate an inability to make tactical movements during battle war of attrition a conflict in which either side is trying to outlast their opponent as they are both drained of resources in lieu of making tactical advancements trench warfare conflict involving the use of trenches that usually results in stalemate propaganda the use of various mediums to convey information with the intent of persuading large groups of people to a certain position on an issue isolationism a foreign policy in which a nation cuts off ties from other nations diplomatically, militarily and economically international diplomacy the use of open communication between nations in order to resolve conflicts and maintain peaceable relations

Background Paragraph: This unit follows a unit on European Nationalism and European Imperialism. The students should have prior knowledge of Italian and German Unification, self-determination, nationalism, imperialism, and colonies. The following unit will focus on the Great Depression and the build up to WW2. Materials: Teacher Lesson 1: 1. Notes pages 2. PowerPoint Lesson 2: 1. Simulation packets (4 for every country) 2. Simulation worksheets 3. PowerPoint Lesson 3: 1. Simulation packets (4 for every country) 2. Simulation worksheets 3. PowerPoint Lesson 4: 1. Dodge balls 2. Tables turned over Pencil paper Pencil paper Students

Pencil Paper

Pencil Paper

3. Role cards 4. Notes sheet 5. PowerPoint Lesson 5: 1. Movie: Gallipoli 2. Movie Questions Lesson 6: 1. Movie: Gallipoli 2. Movie Questions Lesson 7: 1. State Descriptions 2. Simulation packets Lesson 8: 1. State Descriptions 2. Simulation packets Lesson 9: 1. Pictures of propaganda posters 2. Poster board 3. Markers 4. Notes Page 5. Power Point Lesson 10 and 11: 1. Simulation Packet 2. Simulation Worksheet 3. PowerPoint Lesson 12: 1. Jeopardy Power Point Lesson 13: 1. Test Lesson Summaries Lesson 1- Build Up to WW1 Objectives: 1. Identify the 5 causes of WW1. 2. List the countries that made up the Triple Alliance and Triple Entente A. Anticipatory Act: What do I KNOW, what do I WANT to know, and what I have LEARNED (10 min) a. Students complete the KWL about world war 1 b. After 5 minutes they discuss at group tables what they know and want to know Pencil Paper Pencil Paper Pencil Paper Pencil Paper Pencil Paper

Pencil Paper Pencil Paper Pencil

c. Teacher calls on students to say what they know or what they want to learn about the war B. Lesson Activities: (40 min) a. Teacher lectures and students follow along on the notes page b. Students complete map activity looking at Bosnia and Serbia. Students determine why there is tension between Austria-Hungary and Serbia; as well as why Russia would come to the aid of Serbia C. Closing: (5 min) a. Students fill out what they have learned in the final box. They keep the KWL to continue to add to the what I have LEARNED category Lesson 2 and 3- Change History: Avoid War Objectives: 1. to recreate the peace negotiations prior to WW1 2. to evaluate whether the war was inevitable or not A. Anticipatory Act: (5 min) a. Teacher reads the following quote and the students will reflect on it with their partner A peaceable, industrious, sensible mass of 500 million (European people) was hounded by a few dozen incapable leadersinto a war which was in no way destined or inevitable.- Emil Ludwig b. Teacher tells class at the end of our game, we will decide whether Emil Ludwig was correct or not B. Lesson Activities: (80 min) a. Step 1- students read their countrys background and timeline and fill out their simulation plan worksheet (5 min) b. Step 2: students decide which option they will pursue to stop the war and which countries they will negotiate with. They record this on their worksheet. (5 min) c. Step 3: Students will negotiate with other countries. (35 min) d. Step 4: Students will send 2 representatives from their country to the Peace Conference. We will have a fish bowl style discussion. These students must present their plan for peace at the conference. An argument will most likely break out, let the students try to solve it. (35 min) C. Closing: (10 min) a. Teacher will remind the students of Emil Ludwigs quote. Students will write a response saying whether they believe world war 1 was inevitable, or if there were different leaders the war could have been avoided Lesson 4- Dodge in the Trenches Objectives:

1. Describe conditions of trench warfare in WW1 2. Identify new technology and weapons in WW1 3. Evaluate the strategies of the Western and Eastern fronts A. Anticipatory Act: (5 min) A. The teacher will have a quote projected on the board: "I saw some rats running from under the dead men's greatcoats, enormous rats, fat with human flesh. My heart pounded as we edged towards one of the bodies. His helmet had rolled off. The man displayed a grimacing face, stripped of flesh; the skull bare, the eyes devoured and from the yawning mouth leapt a rat." a. The teacher will instruct the students to sit on the floor, read the quote, and answer the questions. 1. What is happening in this quote? 2. How does it make you feel? B. Lesson Activities: b. The teacher will explain the rules of the game: a. You are in trenches and you must retrieve the flag on the other side b. No throwing the balls at heads c. When you are hit, you are dead and must lie where you have been hit c. The teacher will divide the students equally up and assign them either the Triple Entente or the Triple Alliance sides d. Students will be given 5 minutes to formulate a strategy e. Teacher allows the students 10 minutes to try to get to the enemys trench and kill the other side a. Students will discover that if they run on no mans land they will be immediately killed. The students will kill a few of each other, but the game will most likely end in a stalemate. f. Teacher will pick up the balls and pass out identity cards to various classmates g. Students will read the primary sources about conditions in the trenches and battle strategies (10 min) h. Discussion: (10 min) a. The teacher asks the class: 1. What were the advantages to your trench? It provides protection 2. What were the disadvantages to your trench? It is difficult to make an offensive attack 3. What kinds are the conditions like in the trenches? Lack of food, trench foot, constant fear of attack 4. Why did both sides resort to trench warfare? Machine guns made old offensive warfare impossible 5. Could there have been a more effective means of warfare? The new technology did not allow old war methods i. Journal Response (5 min): The teacher will then give the students 5 minutes to journal Imagine the weapons you were throwing were real,

or that you had been in the trenches for two weeks. What would this experience have been like then? Soldiers were often in the trenches for weeks, much of that time spent on edge as they waited for an attack. How do you imagine this uncertainty affected them? j. Notes: (6 min) a. The teacher will give a short PowerPoint with pictures of new weapons and technology that emerged during WW1. Students will take notes on their notes sheet. C. Closure: (4 min) i. Students will respond to the following questions: If trench warfare was ineffective, why did they use it? Would there have been a better strategy? Lesson 5 and 6: Is War a Game? Objectives: 1. Students will identify weapons and strategies in the movie 2. Students will explain why young men wanted to go to war B. Anticipatory Act: (10 min) i. Teacher will ask the students what is their favorite video game . (Most likely a few of the students will answer a game that involves shooting, leading the discussion to why people think shooting others would be fun/is it acceptable in society to have these games) C. Presentation of the content: (70 min) i. Teacher will show various parts of the movie Gallipoli where the characters view war as a game. In the end, the main character is brutally gunned down running across no mans land. ii. Students will identify with this because they just discovered in the previous lesson how difficult it is to survive in no mans land. iii. After movie, teacher will explain what the Allies were trying to accomplish at Gallipoli iv. Students will map out their own battle strategy for what they would have done if they were a General D. Closing Activity i. `teacher will ask students to reflect on the movie ii. Ask the students why they think Hollywood hasnt made many WW1 movies. Lesson 7 and 8: Here Comes the US Objectives: 1. Explain 3 reasons why the US didnt enter the war until 1917 2. Identify 4 reasons for the US entering the war 3. Evaluate if the US should have gotten involved

E. Anticipatory Act: (10 min) i. Teacher asks students to brainstorm why they think the US has stayed out of the war so far F. Lesson Activities: (90 min) i. Students get paid up and are given the description of their state and a packet ii. Students read their states description and the 1914 events description in the packet. iii. All class Congress Debate: Should the US enter the war in 1914 iv. Students read the 1915 events description in the packet and evaluate based on their states interests, should they enter the war in 1915? v. Congress Debate and vote vi. Repeat through 1917the game is designed to make everyone vote in favor of war in 1917 vii. Discussion and chart the reasons for the USs entrance in the war G. Closing Activity (10 min) i. Students write an exit slip answering the question: Even though Woodrow Wilson promised to keep the US neutral, he changed his mind. Could Woodrow Wilson have kept the US out of the war? Why or why not? Lesson 9: Stop this Mad Brute Objectives: 1. Explain how propaganda was a part of Total War 2. Analyze a propaganda poster 3. Create a propaganda poster A. Anticipatory Act: (10 min) a. Each group analyzes a different propaganda poster in World War 1 b. Shares it with the class B. Class Activities: (40 min) a. lecture on the home front and propaganda b. Students design their own propaganda poster C. Closing activity: (5 min) a. Students walk around the room and identify which country the posters their classmates designed would have come from. Lesson 10 and 11: Another Attempt at Peace Objectives:

1. Take on the personas of the leaders during the Paris Peace Conference 2. Write your own Treaty of Versailles 3. Evaluate the fairness of Germanys treatment at the conference A. Anticipatory Act: (5 min) a. Students identify the leaders at the Paris Peace Conference B. Lesson Activities: (100 min) a. Students will be assigned a country and given a packet with their countrys goals for the conference b. Step 1: using their countrys descriptions they will answer how they think they can ensure that militarism, alliances, imperialism, and nationalism will NOT cause a future war again? c. Step 2: The students will decide their plan of action and which countries they will negotiate with d. Step 3: the students will move around the room and negotiate with other countries and record their agreements e. Step 4: Paris Peace Conferencethe students will send 2 representatives from each country to try to get what they want at the conference. Germany will not be allowed to talk or discuss f. Step 5: the students will write their own Treaty of Versailles covering the issues of armaments, new countries, colonies, reparations, and the war guilt clause C. Closing Activity: (15 min) a. Teacher will show parts of the real treaty and have the students compare their classroom treaty b. Discussion on Germanys treatment c. Students will write a homework response answering the following question was Germany punished too harshly? What do you think will be the repercussions of the War Guilt Clause? Lesson 12: Review Time Objectives: 1. Review all of the units objectives A. Lesson Activities: a. Teacher will design a jeopardy game to review the material for the test b. Students will finishing completing their KWL from the first lesson c. Students will answer their own questions from their KWL that they had Lesson 13: Show Me What YOU know Objectives:

1. Students will pass their WW1 test A. Lesson Activity: Test

Assessments: Formative: Response papers KWL Worksheets Class participation Questioning Summative: Test Homework response papers Propaganda poster Accommodations: There are multiple students with learning disabilities and physical limitations in the 3 different classrooms. For group work, I will pair up more capable students with students that need more assistance. I will give my paraprofessionals note sheets prior to class and answer keys to help them assist the students. I will also give each student a question to think about BEFORE class. This will allow the student time to think about it and have an answer in classthe goal is that EVERY child answer at least ONE question every class period. For writing assignments, they can write shorter responses as long as they answer the question, or I will give them the choice to answer the question orally to me. For the test, if their IEP stipulates, they may use their notes or utilize the resource room.

Behavior Management: There are many interactive lessons in this unit plan. In order to ensure that learning is occurring, I will state the expectations and instructions from the beginning of every class. I will be very clear with my intentions. The classroom is arranged in group tables to promote group work. The tables allow me to easily move around the classroom giving me close proximity to every student and allow me to see if there are any issues. The students know that I will tell them if we are in group mode where they can discuss with their table or in notes mode where they must face the board and take notes from the lecture. The students know they get one warning, after that I will remove the student from the classroom and call home to the parent during break time. However, the interactive lessons are designed to engage the students and excite them about history. I do not foresee any issues.