P3 Laps Week Of 3 4 13

SHCS Lesson Plan – Social Studies Department

Teacher: Greg MacPhee Course: World History II Unit: WWI Week of: 3/4/13 Periods: 3 Level: H Essential Question (for current Unit) How has WWI affected history up to the present day?

Common Core Writing Standards: Social Studies Department X 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (Example: essays, debating bullet points) X 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. (Examples: DBQ’s, ACAPS, responding to charts and graphs) X 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Example: research paper) X 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. (Example: analyzing primary source documents) X 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (Example: bellringers)

Other Standards (if applicable) ex: ELBPO, reading, cross-disciplinary How to write a bibliography.

FRAMEWORK: OBJECTIVE: What do you require your student to know? Use an action verb that can be measured: S.W.B.A.T.

Example: Analyze the roles and policies of various Example: Identify leadership qualities of Ulysses S. Civil War leaders. (US1.39) Grant in a written open response essay. WHII.18: Summarize the major events and consequences  conduct independent research on topics of their of World War I: choosing on World War I (c) The collapse of the Romanov Dynasty and the  write a proper bibliography of all their sources for subsequent Bolshevik Revolution and Civil War in their research Russia  understand the conditions that led to the Russian Revolution  Identify the goals of the Russian Revolution and its results

Weekly Open Response Question: Rubric

See lesson plans for Wednesday and Friday

Prior Knowledge: Future Learning:  Imperialism  Russian Revolution

 Industrial Revolution  Treaty of Versailles

 Nationalism  Lingering effects of the war  Trench warfare  How to create a bibliography

 MANIAS (Militarism, Alliances, Nationalism, Imperialism,

Assassination and Significant Individuals)

Assassination of Franz Ferdinand

 Modern war: submarines, poison gas, tanks, airplanes

 initial enthusiasm for war turning to disillusionment

 America’s entry into the war

DAY PLAN ELL/Sped Accommodations M Activities: -Students will hand in any homework or other work that they have not handed in yet -Class will then go to the computer lab to work on researching and writing their I-Search -Students who wish to stay in class or who cannot work productively in the computer lab will stay or be sent back to the classroom, where they will use books brought in by the teacher for their research -Teacher will save any student’s work who want to on his flash drive

Assessments/HW: Work on I-Search due Wednesday T Bellringer:

Activities: Same as previous day

Assessments/HW: Work on I-Search due Wednesday W Activities: -Students will hand in their I-Search  video clips to aid -Any students who wish can share out their research that they found interesting may do so with -Next, teacher will explain to class that we will be looking at the Russian Revolution visualization -Teacher will hand out copies summarizing the 1905 Revolution and the lead up to the 1917 Revolutions -Students will then watch competing video clips: 1 of the famous “Odessa Steps” scene from the film Battleship Potemkin and the other showing the murder of the czar and his family -Students will then be asked to write a response for which clip they thought was more powerful and whether they thought the czar should have been shot. Students who don’t finish will do so for homework

Assessments/HW: Finish open responses on the beginning of the Russian Revolution Th Bellringer:

Activities: No Period 3

Assessments/HW: F Bellringer: Right down a slogan or a phrase by a company, country, or famous person  video clips to aid which you can always remember? with visualization Activities: -Teacher will collect any homework from students  words projected -Students will share out their responses to the bell ringer -Teacher will then project the Bolshevik slogan “Peace, land, and bread” onto the board onto the board -Students will discuss what they think make this slogan so effective -Teacher will then explain -Students will then watch a clip from a Sergei Eisenstein film showing the storming of the Winter Palace in the October Revolution; they will take notes of what they see happening -After a short discussion, teacher will hand out a first person account of the storming of the Winter Palace -Students will then be asked to write an open response on what differences the noticed between the movie clip and the actual first person account and why they think the two sources are different -When students finish this, they will be handed another first person account from a daughter of aristocrats describing life before, during, and after the revolution. Students will be asked to write a one page open response asking them if they think the Russian Revolution met its goals using the information that they have before them. Those who don’t finish will do so for homework

Assessments/HW: Finish Russian Revolution open responses

Pros Reflections/modifications Cons