Grade 10 – Modern World History Unit 1: World War I Length of Unit: 3-4 weeks Essential Standards and National Standards for Social Studies NCSS1: CULTURE What is culture and how does it influence political, economic, religious, social, intellectual and artistic aspects? NCSS2: TIME, CONTINUITY, AND CHANGE How do historical experiences among or within societies, peoples and nations reveal patterns of continuity and change? NCSS3: PEOPLE, PLACES, AND ENVIRONMENTS How do geography and the environments affect the development of human populations? NCSS5: INDIVIDUALS, GROUPS, AND INSTITUTIONS How do political, economic, social, religious and intellectual and artistic institutions affect societies? NCSS6: POWER, AUTHORITY, AND GOVERNANCE How do people create, interact with and change structures of power, authority, and/or governance? NCSS7: PRODUCTION, DISTRIBUTION, AND CONSUMPTION How do people organize resources for the production, distribution and consumption of goods and services? NCSS8: SCIENCE, TECHNOLOGY, AND SOCIETY How do the development of science and technology impact society? NCSS9: GLOBAL CONNECTIONS How do global connections influence political, economic, religious, social, intellectual and artistic interactions among nations? UNIT FOCUS Questions Thinking Skill What roles did nationalism, How did technology change the How did the Treaty of Versailles represent Category imperialism, militarism and nature of warfare? (NCSS8) cooperation and conflict in the post-World alliances play in causing World War I era? (NCSS3, NCSS5, NCSS6, War I? (NCSS1, NCSS2, NCSS3, NCSS9) NCSS5, NCSS7, NCSS9) Content Knowledge Objectives Initial List the long-term and short-term List the new military technologies Identify the desires and motives of the Understanding causes of World War I. of the war. participants in the Paris Peace Describe, Recall, List, Draw, Conference. Identify, Label, List, Match Identify and locate on a map the Describe trench warfare. Allied and Central Powers. Define nationalism, imperialism, militarism, and the alliance system Developing An Explain the immediate and Explain how technology changed Describe the aims of world leaders and Interpretation underlying causes of World War I. the nature and strategy of warfare how this is reflected in the Treaty of Categorize, Classify, Compare, Take a perspective from a country in World War I. Versailles. Contrast, Describe, Cause/Effect, Examine, Explain, Generalize, and explain who is to blame for Hypothesize, Infer, Interpret, World War I. Explain the purpose of the Examine the relationship between Predict, Summarize, Take A Schlieffin Plan Wilson’s Fourteen Points and the causes Perspective of World War I. Making Connections Analyze the arguments for entering Describe the effects of technology Assess the relationship between Wilson’s same verbs as for Developing an into war presented by leaders from on individuals and nations Fourteen Points and the Treaty of Interpretation all sides. involved in World War I. Versailles. Critical Stance Evaluate who is to blame for Assess the value of technological Analyze the effectiveness of the Treaty of Analyze, Assess, Defend, Design, World War I. advances in warfare. Versailles and judge if it was a just treaty. Evaluate, Judge, Rate Unit Vocabulary Nationalism Balkans Eastern Front Total war David Lloyd George German Unification “Powder Keg of Europe” Battle of the Marne Rationing Vittorio Orlando Otto Von Bismarck Annexation Battle of Tannenberg Propaganda Fourteen Points Pan Slavism Triple Entente Battle of Somme Armistice Self-determination Militarism Central Powers Second Battle of the Marne Lusitania Treaty of Versailles Imperialism Allies Battle of Gallipoli Zimmerman Note Paris Peace Conference Triple Alliance Ultimatum Schlieffen Plan Armistice League of Nations Kaiser Wilhelm II Neutrality Stalemate Big Four Reparations Balkan Wars Mobilization Trench warfare Woodrow Wilson Mandate System Ottoman Empire Western Front Unrestricted submarine warfare Georges Clemenceau Suggested Unit Assessments Common Core Skills English Language Arts Standards » History/Social Studies » Grades 9-10 Initial Understanding & Developing An Interpretation: Create World War I Trading Cards (Key Battles, Events/Concepts and People including images and summary) Key Ideas and Details RH.9-10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. Craft and Structure RH.9-10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. Research to Build and Present Knowledge WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research. Label a Map of European Alliances during World War Integration of Knowledge and Ideas RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. Create a Graphic Organizer in which students identify the “Big Four” and their desires and motives for the Paris Peace Conference. Key Ideas and Details RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.) Research to Build and Present Knowledge WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research. Making Connections: Analyze primary and secondary source documents from various leaders’ perspectives for entering World War I and create a propaganda poster supporting one nations cause for entering the war. Craft and Structure RH.9-10.6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Text Types and Purposes WHST.9-10.1. Write arguments focused on discipline-specific content. Production and Distribution of Writing WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Examine primary and secondary sources on soldiers’ experiences in war e.g. new technology, horrors of trench warfare, Joyeux Noel Armistice, etc. and have students take on the persona of a soldier during World War I and write a letter home to their family discussing their experience at war. Integration of Knowledge and Ideas RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources. Text Types and Purposes WHST.9-10.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Production and Distribution of Writing WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Critical Stance: Cost of World War I Data Analysis and Interpretation Integration of Knowledge and Ideas RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. Performance Assessment: Unit 1 Performance tasks measure a student’s ability to integrate knowledge and skills across multiple Common Core standards and subject-specific objectives. Performance tasks are used to measure capacities such as depth of understanding, research skills, and complex analysis. Performance Task: Forging A New World Order For Post World War I Europe and the World Type of Performance Task: Argumentative Common Core skills that are assessed in the Performance Task: Key Ideas and Details RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.) Integration of Knowledge and Ideas RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources. Text Types and Purposes WHST.9-10.1. Write arguments focused on discipline-specific content. Production and Distribution of Writing WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Issue: At the end of World War I the “Big Four” advanced their plans for structuring the post war world. Among these visions are Woodrow Wilson’s (U.S.A) Fourteen Points and the Treaty of Versailles. Each of these represents a different framework for constructing a stable and long lasting global peace. Directions: Read each of the following sources and answer the text-dependent questions in complete sentences. Culminating Assignment: Write an argumentative essay in which you take and support a position on which of the two post-World War I peace plans has the potential to secure lasting global peace? Use evidence from the documents in support of your position. Assessment rubric(s): Smarter Balanced – Argumentative Writing Rubric (Grades 6-11) Text-Based/Document-Based Short Answer Rubric Wilson’s Fourteen Points and the Treaty of Versailles: A Lasting Peace? Document I: Domain Specific Vocabulary Self-determination Covenants Sovereignty Economic barriers Armaments Diplomacy Colonial Alsace-Lorraine Balkan states Imperialists nationality Document I: President Woodrow Wilson's Fourteen Points 8 January, 1918 It will be our wish and purpose that the processes of peace, when they are begun, shall be absolutely