The World at War, 1914-1920

A Problem Based Unit

Brett Bullard 5-16-13 EDUC 331 Dr. Martha Ralls

Table of Contents

Pre Instructional Phase

Instructional Phase Mini Unit 1: Causes of World War I Mini Unit 2: Events of World War I Mini Unit 3: Peace of World War I

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Post Instructional Phase

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Appendix

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The World at War, 1914-1920

A Problem Based Unit

Pre Instruction Phase

I. Unit Objective and Sub Objectives 1. Unit Objective Given opportunities to work together in small groups to propose problem solutions and a teacher developed test during a ten-day unit about World War I, 1914-1920, the 11th Grade United States History students will examine World War I from an American viewpoint including causes, events and the peace process of World War I. 2. Sub Objectives Mini Unit 1 Causes of World War I Describe the causes (alliance system, nationalism, militarism, assassination of Archduke Franz Ferdinand, British-German naval rivalry, and Schlieffen Plan) that led to World War I. Mini Unit 2 Events of World War I Illustrate events of World War I including Western Front, Eastern Front, Americas involvement, trench warfare, machine guns, and the result of Russian Revolution on the final decision in the war. Mini Unit 3 Peace of World War I Examine controversies (Treaty of Versailles, President Wilson, Fourteen Points, League of Nation, and war reparations) of the resulting peace from World War I.

3. National and State Standards Alabama Course of Study for Social Studies 4. Describe the cause and impact of the intervention by the United States in World War I. National Council for the Social Studies Curriculum V. Individuals, Groups, and Institutions b. Analyze group and institutional influences on people, events, and elements of culture in both historical and contemporary setting 3

c. Describe the various forms institutions take, and explain how they develop and change over time g. Analyze the extent to which groups and institutions meet individual needs and promote the common good in contemporary and historical settings IX. Global Connections c. Analyze and evaluate the effects of changing technologies on the global community h. Illustrate how individual behaviors and decisions connect with global systems

4. Planning Rationale The three mini units that make up this unit about World War I are arranged from simple to complex in level of thinking skills required. The unit begins at the comprehension level of Blooms taxonomy and finishes at the analysis level. In Mini Unit 1 Causes of World War I, students will begin at the comprehension of Blooms Taxonomy of Cognitive Development as they describe the causes of World War I from an Americans viewpoint. In Mini Unit 2 Events of World War I, students will illustrate the important events that happen during World War I and the impact of new technologies and war tactics. This unit will be taught at the application level of Blooms Taxonomy of Cognitive Development. In Mini Unit 3 Peace of World War I, students examine the peace that resulted from World War I. They will look at the causes and see if the peace matches the reasons that war was fought. This unit will be taught at the analysis level of Blooms Taxonomy of Cognitive Development.

5. Content Specification Chart Information/Facts: World War I began on July 28, 1914, when Austria-Hungary declared war on Serbia. The Tripe Alliance consisted of Austria-Hungary, Germany, and Italy (later switched sides). The Triple Entente consisted of France, Great Britain, Russia, and United States.

The war ended on November 11, 1918, and peace was decided with the Treaty of Versailles.

Concepts: Alliance System; Nationalism ; Militarism; German-British Naval Rivalry; Assassination of Franz Ferdinand; Trench Warfare; Machine guns; Western Front, Eastern Front; Treaty of Versailles; Fourteen Points; Zimmerman Telegram; U-Boat; unrestricted submarine warfare

Relationships/Generalizations: Actions of one country affect other countries around the world. Conflicts without a plan for resolution can lead to a war of massive destruction. When peace after a war is not carefully crafted, it will make more problems instead of solving them.

Process: Problem based learning procedures for analyzing problems, locating resources of information, generating solutions, and weighing the most plausible solution. Creating products that examine the course of World War I. Working cooperatively in small, problem solving groups. Creating way to exhibit solutions so that the suppositions which they are founded are available for review Reporting periodically both orally and in written reports the finding of problem based learning groups.

II.

Entry Behaviors Cognitive Understand that the world is a connected place and that action from one country affects another. Know that America was involved in World War I. Understand there is normally a peace process that resolves war.

Affective Is aware the war causes mass destruction and cost money and human lives. Recognize that some countries do not get along and sometimes their disagreements results in war. Appreciate peace that is available after war and the process of peace.

Social - Works cooperatively with classmates in small groups. - Is able to act form an assigned role in problem solving scenarios. - Shares thinking and resources with group members Pre Instructional Activities To assist all students in the class in the beginning of the unit on as even footing as can be achieved, the following activities are introduced before actual instruction on new material begins: 1. Informing students about the unit:

III.

The teacher will verbally go over with the class several days prior to the beginning of the new unit (after the class finishes their test for the previous unit). The information presented will contain the title of the new unit, the unit objective, and interesting background information related to the unit that will engage their attention. The class will also be given a handout (See Appendix A-1) that will include this information as well. The handout will also serve as the structured overview of the unit. 2. Giving students a rationale for learning the unit material: The teacher explains this unit is about World War I, but from an American point of view. That means instead of focusing on the course of the War the students will look at how the course of the war affects American citizens and troops. The teacher then show photographs from World War I to get the students attention and explain that the class will figure out together how to war turned into destruction. 3. Reviewing entry behaviors: The teacher places the students in three groups and assigns the wars in previous American History: Revolutionary War, War of 1812, and Civil War. The teacher writes direction and groups topic on the board. The group will decide on roles with the group: Task Leader responsible for accountability of the group. Keeps the group focused on the problem or assignment and guides deliberation toward constructive activities and conclusion. Keeps group log or journal of daily activities.
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Recorder responsible for synthesizing and recording input from individual group members toward a solution or conclusion from the group. Time Keeper responsible for keeping group on time with their project. Presenter responsible for organizing and conveying to the class major discoveries found by the groups. Presents final report to the class, calling on group for assistance. After the teacher reviews group responsibilities, he/she outlines the directions for the problem. Each group is to use the classroom set of laptop to research their topic. They will need to form an outline for their presentation that should be 5- 7 minutes long. This activity is meant to be short and to review what students learned in the first section of American History so they can apply the war process to World War I. This activity reviews the content and social entry skills. The affective skills were reviewed in the student rationale. 4. Providing a structured overview of the unit content: A handout bearing the structured overview of the unit given below is distributed to students. The new unit is officially identified on the handout along with unit objectives and sub objectives and the grading plan. The teacher goes over the structured of the unit: it has three mini units, the teacher names them, gives briefs comments on each, and explains that they will encounter the content they are to learn through their efforts in solving a problem associated with each mini unit. The teacher tells students to make note of mini units and their date ranges. The mini unit product is due at the end of the class on the last day of the mini unit. Students are then given the opportunity to ask questions regarding the upcoming unit. At intervals throughout the unit, especially at the beginning of each new mini unit, the teacher refers to the structured overview and assists students in see how they are progressing through the unit.

The World at War, 1914-1920

Causes of World War I

Events of World War I

Peace of World War I

5. Providing experimental background: The teacher introduces the idea that some historians place blame of World War II from the results of World War I. The Treaty of Versailles placed Germany in such a vulnerable situation and that led to the rise of Hitler and their dominance. With this ides introduces the teacher opens the class for discussion. At the close of the discussion, the teacher points out the class will be learning about World War I from an American viewpoint and at the end of the unit, the class will revisit the hypothesis and see what the class thinks. 6. Reassuring students that they can be successful in the unit: The teacher explains that students will be able to work collaboratively with classmates within small problem solving groups throughout the unit. He/she will also be available to facilitate the work of all the groups and that there will be resources available in the classroom, including computer access to supplement the textbook. Everyone will be successful in the unit because they will have lots of help and information available.

Instructional Phase Mini Unit 1: Causes of World War I

Describe the causes (alliance system, nationalism, militarism, assassination of Archduke Franz Ferdinand, British-German naval rivalry, and Schlieffen Plan) that led to World War I. IV. Problem Overview and Introduction The teacher introduces the sub-objective of the mini-unit and indicates what the mini unit is about and how it related to the whole unit topic and unit objective, using the structured overview described previously. By pre-arrangement, a box of letters addressed to the students are delivered to the classroom at this time, hopefully by a postman. See Appendix B for content of letter. After each student reads his/her letter, the teacher will organize them into groups to and they will start working on the project outlined in their letter. The letter is from the Army Chief of Staff based at The White House telling the students they have been chosen in the draft and they need to do background research on World War I to see why they are entering the war and why they are entering on the side of the Triple Entente. The class will be broken up into 5 groups of 4. The groups will have the topics of views at home, nationalism and British-German Naval Rivalry, militarism and Schlieffen Plan, alliance system and assassination of Archduke Franz Ferdinand. Groups will conduct research using the classroom set of laptops and textbook and on the third day, each group will do an oral presentation on their findings. V. Problem Analysis After the students read their letter, the teacher sums up what the Army Chief of Staff is requesting of them. Telling them what he is asking, when they are to report for military duties and any other pertinent information. The teacher begins to lead the students in analysis of the problem with questions such as the following and fills in the appropriate section of the chart, which follows the students responses. Questions: 1. What do we know about the war in Europe? 2. What has occurred to cause the United States to get involved?
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3. What does the Army Chief of Staff want us to do? 4. Based on our previous knowledge can we make any connections? 5. What do we need to accomplish the Army Chief of Staffs goals? 6. How will we achieve the Army Chief of Staffs goals? What we know? - There is a war occurring in Europe - The United States is getting involved What we need to know? - Who is fighting? - Why are they fighting? - What are they fighting about? - What are the opinions of the United States public? Hypothesis - Some event caused the war in Europe. - For some reason the United States has decided to join. Action Plan - Get into groups - Assign group roles: task leader, recorder, time keeper, and presenter. - Start working!

VI.

Teacher Resources Needed The teacher will draw upon the following resources in planning the unit and after the unit begins, during group deliberations to provide information upon request (in response to specific student questions): Textbook Teacher Edition Cayton, Andrew, Elisabeth Israels Perry, Linda Reed, and Allan M. Winkler. America: Pathways to the Present. Saddle River, New Jersey: Pearson Prentice Hall, 2005. Stearns, Peter N., Stephen S. Gosch, and Erwin P. Grieshaber, eds. The Modern Centuries: From 1500 to the Present. Vol. 2 of Documents in World History. 5th ed. New York: Pearson Education, 2009. http://www.history.com/topics/world-war-i http://www.archives.gov/research/military/ww1/draft-registration/index.html Teachers lecture notes and lesson plans

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VII.

Anticipated Learning Issues

Students are expected to acquire master of the following (Refer to the Content Specifications) Information/Facts, Concepts, Relationships/Generalizations, and Processes during the research and collection of date for the problem solving in this mini unit. Evidence of mastery should be revealed in one form or another during their group problem solving process or presentation of solutions. Students need to think critically about causes of World War I and whether or not the United States was justified to enter the war. Students also need to cooperate and show respect to each other in their group to reach a successful conclusion to the problem. VIII. How World War I began? Alliance system Nationalism Militarism German-British Naval rivalry Assassination of Franz Ferdinand View of American population

Group Deliberation and Problem Solving Activities Students are assigned to five groups of four and turn their desks around to allow them to talk together easily. A computer set of laptops have been reserved for the entirety of this unit for student use. Students have two days to complete their assigned investigations and form an outline that will guide them in their oral presentations. They are provided a rubric for the oral presentation. Groups will conduct their research on their assigned topics, which will allow them to take different paths to receive the correct answer. They are also allowed to place judgment on their causes to determine how influential it was. Students will meet in groups to assign roles as task leader, recorder, presenter and timekeeper. Then they are expected to get to work because they will present their information in two days. The teacher will monitor each group to see if there are any unsuspected questions. On day one, the students will form groups, assign roles and start research toward a solution to their problem. On day two, groups will finish the research process and design their oral presentation. On day three, the groups will present their presentation.

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The teach will walk around the classroom facilitating the problem and helping the groups. Possible question that the teacher can ask to probe more analytical research could be: - Why this was a cause of World War I what impact did it have on bringing American into the war? - Factor in the economic relationship of the countries that America was aligned with. - What was the one cause of World War I that got America involved? After student have completed their research, they will present their information to the class so every group comes away with the complete picture of why World War I started and why the United States entered the war. IX. Student Learning Resources The following resources will be made available to students as they work in their small problem solving groups: Student Textbook Cayton, Andrew, Elisabeth Israels Perry, Linda Reed, and Allan M. Winkler. America: Pathways to the Present. Saddle River, New Jersey: Pearson Prentice Hall, 2005. http://www.firstworldwar.com/ http://www.u.arizona.edu/~rstaley/wwlettr1.htm http://www.historylearningsite.co.uk/naval_race_1906_to_1914.htm http://www.firstworldwar.com/features/plans.htm X. Formative Assessment Daily log of the group progress to be turned in at the end of the problem written on students own paper Group Evaluation of group members contributions (See Appendix B) Outline Oral Presentation Rubric (See Appendix B) Problem Follow Up In a whole class discussion, the teacher will request each group to describe its best source of information used in solving the problem and pros and cons of other sources. Questions to lead the class discussion: - What was the best source of information?
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XI.

After hearing the presentations what do you think the main cause of World War I was? What happened to get America involved in World War I.

Then the teacher leads students in updating the problem analysis chart begun after students received the hook at the beginning of the mini unit. Projected changes are given below. After the chart below has been complete the teacher will lead the group in a final discussion concerning if leaders of the countries involved have taken different actions could World War I have been prevented.

What we know? - Add any new information that they forgot

What we need to know? - Why did Germany and other European nations engage in actions that upset global relations?

Hypothesis - Tactics such as alliance system, militarism, nationalism, caused World War I. - Assassination of Archduke Franz Ferdinand

Action Plan - Add resources used in the process. -Add tips that you would have like to have at the beginning of the mini unit.

XII.

Correctives and Extensions Correctives: Students whose performance on the oral presentation was not satisfactory (70%) at the close of the mini unit will be required to complete a reading guide through the chapter in the textbook on the causes of World War I. Extensions: Students who mastered the unit sub objective are requested to interact with the idea that World War I could be prevented if action was taken by the appropriate nations. Students need to explain their point of view in a two-page essay support with historical facts.

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Mini Unit 2: Events of World War I

Illustrate events of World War I including Western Front, Eastern Front, Americas involvement, trench warfare, machine guns, and the result of Russian Revolution on the final decision in the war. IV. Problem Overview and Introduction The teacher introduces the sub objective of the mini unit and indicates what the mini unit is about and how it relates to the whole unit topic and unit objective, using the structured overview described previously. By pre-arrangement the editor of The New York Times arrives at the classroom with a copy of The New York Time from the day the United States declared war. He/she explains that the students are war correspondents and will be dispatched immediately to Europe to cover Americas involvement in World War I. The teacher then breaks the class into five groups of four. Each group is responsible for reporting writing a news story that is 1 -2 pages in length. The story must be based on an historic event or fact that America participated in during World War I and must will have to be approved by the teacher. The story needs to include a graphic that relates to the topic of the story. Groups will conduct research using the classroom set of laptops and textbook and prepare their project during the first two day of the mini unit. On the third day, the groups will present a synopsis of the story to the class using visuals from their topic.

V. Problem Analysis After the editor of The New York Times leaves the classroom the teacher will present possible topics of choice to the class such as trench warfare or machine guns. Then the teacher will begin the analysis of the problem starting with some of the questions below. What do we know about the course of World War I? What do we know about Americas involvement in World War I? What kind of topics do you think are appropriate? What do we need to learn from this problem? Where will you find the information? What does the newspaper article say about the war?

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What we know? - United States has entered World War I. - Have to write story about U.S. involvement in World War I.

What we need to know? - How is America involved? - What was the outcome of the war?

Hypothesis - America plays an important role in the outcome of the war.

Action Plan - Get into groups - Assign group roles: task leader, recorder, time keeper, and presenter. - Choose topic. - Write story!

VI. Teacher Resources Needed The teacher will draw upon the following resources in planning the unit and after the unit begins, during group deliberations to provide information upon request (in response to specific student questions): Textbook Teacher Edition Cayton, Andrew, Elisabeth Israels Perry, Linda Reed, and Allan M. Winkler. America: Pathways to the Present. Saddle River, New Jersey: Pearson Prentice Hall, 2005. Stearns, Peter N., Stephen S. Gosch, and Erwin P. Grieshaber, eds. The Modern Centuries: From 1500 to the Present. Vol. 2 of Documents in World History. 5th ed. New York: Pearson Education, 2009. http://www.archives.gov/exhibits/eyewitness/flash.php?section=18 Teachers lecture notes and lesson plans

VII. Anticipated Learning Issues Students are expected to acquire master of the following (Refer to the Content Specifications) Information/Facts, Concepts, Relationships/Generalizations, and Processes during the research and collection of date for the problem solving in this mini unit. Evidence of mastery should be revealed in one form or another during their group problem solving process or presentation of solutions. Students will need to think critically about the event of World War I, what led to those event, and if the events were the appropriate one to take at the time. Students also need to cooperate and show respect to each other in their group to reach a successful conclusion to the problem.
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Impact of trench warfare Impact of machine guns Impact of American involvement in World War I Important battles on the Western and Easter Front

VIII. Group Deliberation and Problem Solving Activities Students are assigned to five group of four and turn their desks around to allow them to talk together easily. A computer set of laptops have been reserved for the entirety of this unit for student use. Student have two day to complete their assigned investigations and produce a written news story and present an oral synopsis to the class. They are provided a checklist for their project. Groups will conduct their research on their assigned topics, which will allow them to take different paths to receive the correct answer. Student will meet in groups to assign roles as task leader, recorder, presenter and timekeeper. Then they are expected to get to work because they will present their information in two days. The teacher will monitor each group to see if there are any unsuspected questions. On day one, the students will form groups, assign roles and start research toward a solution to their problem. On day two, groups will finish the research process and design their oral presentation. On day three, the groups will present their presentation. The teacher will walk around the classroom facilitating the problem and helping the groups. Possible question that the teacher can ask to probe more analytical research could be: Who are the main players in the war? What was the turning point of the war? What changed when American entered the war?

After student have complete d their research they will present a synopsis of their story so every groups comes away with the complete picture of the events of World War I and how American involvement impacted the course of the war. IX. Student Learning Resources The following resources will be made available to students as they work in their small problem solving groups: Student Textbook

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Cayton, Andrew, Elisabeth Israels Perry, Linda Reed, and Allan M. Winkler. America: Pathways to the Present. Saddle River, New Jersey: Pearson Prentice Hall, 2005. http://www.firstworldwar.com/timeline/ http://www.timetoast.com/timelines/18-key-events-of-world-war-1 http://www.historylearningsite.co.uk/world_war_one.htm http://www.history.com/topics/world-war-i

X. Formative Assessment Daily log of the group progress to be turned in at the end of the problem written on students own paper Group Evaluation of group members contributions (See Appendix C) News Story Checklist (See Appendix C)

XI. Problem Follow Up In a whole class discussion, the teacher moderate the discussion probing the class for the main points of Americas involvement in World War I so that the students receive the full grasp of the war. Discussion questions include: What event got America involved in World War I? What role did America play before war and during the war? Did America have an influential part in the events of the war?

Student are then asked to identify their best source of information and suggest which ones should be used in the future. The teacher then leads students in updating the problem analysis chart begun after students received the hook at the beginning of the mini unit. Projected changes are given below.

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What we know? - Any new information from sources that students used to write their stories.

What we need to know? - What role America played in the war. - Did American involvement really change the course of the war?

Hypothesis - Was it American forces that won the war or was it a war of attrition and Germany finally ran out of supplies

Action Plan - Add resources used in the process. -Add tips that you would have like to have at the beginning of the mini unit.

XII. Correctives and Extensions Correctives: Students whose performance on the news story was not satisfactory (70%) at the close of the mini unit will be required to produce a persuasive speech of Americas involvement in World War I and the impact American had on the course of the war. The student can choose either America had an influential impact or non-influential. Extensions: Students who mastered the unit sub objective are requested to interact with the idea that the United States was not the sole reason for the Triple Entente being victorious in World War I. The student can create a product of their choosing such as essay, poster, PowerPoint presentation, or speech.

Mini Unit 3: Peace of World War I

Examine controversies (Treaty of Versailles, President Wilson, Fourteen Points, League of Nation, and war reparations) of the resulting peace from World War I. IV. Problem Overview and Introduction The teacher introduces the sub objective of the mini unit and indicates what the mini unit is about and how it relates to the whole unit topic and unit objective, using the structured overview described previously. The teacher tells the students that they will take a trip to the United States Senate after World War I via time travel. To make this seem more real a travel agent from Time Travel Agency will come and present to the class the new invention of time travel. The class will be divided into two groups with one group being in favor of ratifying the Treaty of Versailles and joining the
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League of Nations and the other group opposing the Treaty of Versailles and joining the League of Nations. Each group of Senators will have to write an outline for their argument in preparation for a debate regarding ratifying the Treaty of Versailles and joining the League of Nations. After outlines have been written, the class on the third day will debate the issues with the teacher serving as moderator. The topics for moderator to conduct the debate:
Reparations Making Germany accept guilt League of Nations Mutual Defense

V. Problem Analysis After the presentation of the hook, the teacher will then begin the problem analysis with some of the questions below. Questions: Who created the Treaty of Versailles? What were the main points of the treaty? Who was for the treaty? Who was against the treaty?

What we know? - Treaty of Versailles ended World War I. - Treaty set up the League of Nations. - U.S. did not ratify the treaty.

What we need to know? - Who supports the treaty and why? - Who opposes the treaty and why?

Hypothesis - United States Senate did not ratify the treaty because the America public did not support it.

Action Plan - Get into groups - Assign group roles: task leader, recorder, time keeper, and presenter. - Start Working!

VI. Teacher Resources Needed

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The teacher will draw upon the following resources in planning the unit and after the unit begins, during group deliberations to provide information upon request (in response to specific student questions): Textbook Teacher Edition Cayton, Andrew, Elisabeth Israels Perry, Linda Reed, and Allan M. Winkler. America: Pathways to the Present. Saddle River, New Jersey: Pearson Prentice Hall, 2005. Stearns, Peter N., Stephen S. Gosch, and Erwin P. Grieshaber, eds. The Modern Centuries: From 1500 to the Present. Vol. 2 of Documents in World History. 5th ed. New York: Pearson Education, 2009. http://www.firstworldwar.com/source/versailles.htm Teachers lecture notes and lesson plans

VII. Anticipated Learning Issues

Students are expected to acquire master of the following (Refer to the Content Specifications) Information/Facts, Concepts, Relationships/Generalizations, and Processes during the research and collection of date for the problem solving in this mini unit. Evidence of mastery should be revealed in one form or another during their group problem solving process, formative evaluations, or presentation of solutions. Students will be asked to think critically and form an opinion on the peace of World War I and whether or not it was the best thing to do with the situation Europe was in at the end of the war. Students also need to cooperate and show respect to each other in their group to reach a successful conclusion to the problem.
Treaty of Versailles 14 Points League of Nations Big 4

VIII. Group Deliberation and Problem Solving Activities

Students are assigned into two group and turn their desks around to allow them to talk together easily. A computer set of laptops have been reserved for the entirety of this unit for student use. Student have two day to complete their assigned investigations and form an outline that will guide them in the deabte. They are provided a rubric for the debate. Groups

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will conduct their research on their assigned topics, which will allow them to take different paths to receive the correct answer.

Student will meet in groups to assign roles as task leader, recorder, and timekeeper. Then they are expected to get to work because they will debate in two days. The teacher will monitor each group to see if there are any unsuspected questions. On day one, the students will form groups, assign roles and start research toward a solution to their problem. On day two, groups will finish the research process and design their oral presentation. On day three, the groups will present their presentation. The teacher will walk around the classroom facilitating the problem and helping the groups. Possible question that the teacher can ask to probe more analytical research could be: Who was involved in the peace process? What did the peace treaty resolve? Did the peace treaty cause any problems? Can you forsee any probkems arising from the peace treaty

After student have complete d their research they will prepare an outline to guide them in the debate.

IX. Student Learning Resources The following resources will be made available to students as they work in their small problem solving groups: Student Textbook Cayton, Andrew, Elisabeth Israels Perry, Linda Reed, and Allan M. Winkler. America: Pathways to the Present. Saddle River, New Jersey: Pearson Prentice Hall, 2005. Websites http://www.historylearningsite.co.uk/treaty_of_versailles.htm http://www.firstworldwar.com/source/versailles.htm http://www.fordham.edu/halsall/mod/1919versailles.html
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X. Formative Assessment Daily log of the group progress to be turned in at the end of the problem written on students own paper Group Evaluation of group members contributions (See Appendix D) Debate Rubric (See Appendix D)

XI. Problem Follow Up In a whole class discussion, the teacher will go over the main points of the Paris Peace Conference, Treaty of Versailles, Wilsons 14 Points, and the League of Nations. Discussion questions include: What were the main points of the peace process? How much of role did America have in the peace process? Did America deserve the role they had in the peace process? Did Wilson concede to much in process? Did the peace process cause more problems that it solved?

The teacher then leads students in updating the problem analysis chart begun after students received the hook at the beginning of the mini unit. Projected changes are given below. Students are asked to identify their best source of information and which ones should be used in the future.

What we know? - Any new information from sources that students used prepare for the debate

What we need to know? - Could any changes to the Treaty of Versailles swayed senators to ratify the treaty.

Hypothesis - Was it Americas isolationists ideals that kept the U.S. Senate from ratifying the treaty

Action Plan - Add resources used in the process. -Add tips that you would have like to have at the beginning of the mini unit.

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XII. Correctives and Extensions

Correctives: Students whose performance in the debate was not satisfactory (70%) at the close

of the mini unit will be required to produce a Venn diagram showing the argument for the ratification of the Treaty of Versailles and the oppositions argument. Extensions: Students who mastered the unit sub objective are requested to interact with the idea the United States isolationists attitudes led to the startup of World War II. The students will present their information in a PowerPoint presentation.

Post Instructional Phase

I. Summative Assessment The unit will be evaluated at the end of a ten day unit in two ways: traditional teacher developed summative test and a two page in class historical essay on the role of the United States in World War I. The summative test sums up the content of World War I from an American viewpoint. The test covers the state and national standards. The summative test will be graded with the attached answer key. (See Appendix E) The two page essay will be administered in class the day after the summative test and it will be due at the end of the period. The two page essay will be graded with a rubric that is attached. (See Appendix E) Reflections upon unit design, instruction, and student outcomes Reflection upon student master of unit objective: Students are expected to master the unit objective for the unit entitled: The World at War, 1914-1920, at the analysis level of Blooms Taxonomy of Cognitive Development. This level was chosen because this unit is taught in the middle of the first semester. By now 11th grade American History Students have experience working is small problem solving groups. They know they will be held responsible for presenting not just a solution but for the entire group problem process. Both the written summative test and historical essay provide opportunities for students to demonstrate their ability to examine World War I from an American viewpoint. Reflection upon effectiveness of instructional activities: In this unit, the students are teaching themselves the content. Content, information/facts, concepts, generalizations, and processes identified in the content specification chart are built in to the design of each mini unit problem. The will be a problem overview session that will introduce the problem to the students and then at the end the will be problem follow up that will sum up the problem based learning unit. Student will seek information about

II.

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World War I during each mini unit problem. The teacher provides information in response to student questions during visits to small group deliberation sessions. Reflection upon formative and summative assessment: Each formative assessment will measure student mastery of the corresponding mini unit. The teacher will give interim reports to the group through sharing comments about the group process that he/she has observed through watching group deliberations. At the end of each mini unit each group presents their finding to the whole class. On the basis of each groups final solution to each mini problem the teacher assign correctives or extension as needed. The summative assessments are comprehensive in that they cover all the sub objectives that make up the unit objective. The students will have a teacher developed test and a historical essay about Americas role in World War I.

III.

Completion of Unit Bibliography Textbooks Cayton, Andrew, Elisabeth Israels Perry, Linda Reed, and Allan M. Winkler. America: Pathways to the Present. Saddle River, New Jersey: Pearson Prentice Hall, 2005. Supplementary Sources Freud, Sigmund. Civilizations and Its Discontent. New York: W. W. Norton and Company, 2010. Remarque, Erich Maria. All Quiet on the Western Front. New York: Ballantine Books, 1958. Stearns, Peter N., Stephen S. Gosch, and Erwin P. Grieshaber, eds. The Modern Centuries: From 1500 to the Present. Vol. 2 of Documents in World History. 5th ed. New York: Pearson Education, 2009 Websites http://www.history.com/topics/world-war-i http://www.firstworldwar.com/ http://www.pbs.org/greatwar/ http://www.historylearningsite.co.uk/treaty_of_versailles.htm http://www.firstworldwar.com/source/versailles.htm http://www.fordham.edu/halsall/mod/1919versailles.html http://www.firstworldwar.com/timeline/ http://www.timetoast.com/timelines/18-key-events-of-world-war-1
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Appendix

Pre Instructional Phase - A

26

Instructional Phase Mini Unit 1 - B Mini Unit 2 - C Mini Unit 3 - D

27 27 30 32

Post Instructional Phase - E

35

25

A1

The World at War, 1914-1920

The World at War, 1914-1920

Causes of World War I

Events of World War I

Peace of World War I

Unit Title: The World at War, 1914-1920 - Unit Objective: Given opportunities to work together in small groups to propose problem solutions and a teacher developed test during a ten day unit about World War I, 1914-1920, the 11th Grade United States History students will identify examine World War I with an American viewpoint. Mini Unit 1: Causes of World War I - Sub Objective: Describe the causes (alliance system, nationalism, militarism, assassination of Archduke Franz Ferdinand, British-German naval rivalry, and Schlieffen Plan) that led to World War I. Mini Unit 2: Events of World War I - Sub Objective: Illustrate events of World War I including Western Front, Eastern Front, Americas involvement, trench warfare, machine guns, and the result of Russian Revolution on the final decision in the war. Mini Unit 3: Peace of World War I - Sub Objective: Examine controversies (Treaty of Versailles, President Wilson, Fourteen Points, League of Nation, and war reparations) of the resulting peace from World War I. Evaluation: Mini Unit 1 Product = 100 points Mini Unit 2 Product = 100 points Mini Unit 3 Product = 100 points Unit Test and Historical Essay = 150 points Approximate Schedule Mini Unit 1 11/1 11/3 Mini Unit 2 11/4 11/8 Mini Unit 3 11/9 11/11 Unit Test 11/12, Essay 11/13

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B-1

The White House 1400 Pennsylvania Avenue Washington, D.C. 22202

Smith, Bob Samford High School 800 Lakeshore Drive Birmingham, AL 35229

Dear Mr. Smith President Wilson and the United States Congress have enacted conscription to help our allies in the European conflict. All males 16 years and older are required to report for military duties at the Alabama Army Base on Monday, June 3 at 06:00. Before reporting to the Army Base it is important to know why the United States is going to war. You need to research the events that have caused the war such as views at home, nationalism and BritishGerman Naval Rivalry, militarism and Schlieffen Plan, alliance system and assassination of Archduke Franz Ferdinand. We look forward to seeing you on June 3rd and training you to be great American men.

Thank you,

Newton Diehl Baker, Jr. Secretary of War 27

B-2 Name: ____________________________ Date: __________________

Group Evaluation 1. Group Member 1:___________________________________ Role: Best Contributions: Needs to Work on: Overall rating (1-5) ______

2. Group Member 2:___________________________________ Role: Best Contributions: Needs to Work on: Overall rating (1-5) ______

3. Group Member 3:___________________________________ Role: Best Contributions: Needs to Work on: Overall rating (1-5) ______

Overall Group Rating (1-5) ______ Recommendations to Group as a whole:

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B-3

Oral Presentation Rubric : Causes of World War I

Group Members: CATEGORY Content ________________________________________ 4 Shows a full understanding of the topic. 3 Shows a good understanding of the topic. 2 Shows a good understanding of parts of the topic. 1 Does not seem to understand the topic very well.

Collaboration with Peers

Preparedness

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Student is completely prepared and has obviously rehearsed. Stays on topic all (100%) of the time.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \"waves\" in the group. Student seems pretty prepared but might have needed a couple more rehearsals. Stays on topic most (99-90%) of the time.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. The student is somewhat prepared, but it is clear that rehearsal was lacking. Stays on topic some (89%-75%) of the time.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Student does not seem at all prepared to present. It was hard to tell what the topic was.

Stays on Topic

Vocabulary

Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.

Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.

Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.

Uses several (5 or more) words or phrases that are not understood by the audience.

Total: ______/20 Comments:

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C-1 Name: ____________________________ Date: __________________

Group Evaluation 1. Group Member 1:___________________________________ Role: Best Contributions: Needs to Work on: Overall rating (1-5) ______

2. Group Member 2:___________________________________ Role: Best Contributions: Needs to Work on: Overall rating (1-5) ______

3. Group Member 3:___________________________________ Role: Best Contributions: Needs to Work on: Overall rating (1-5) ______

Overall Group Rating (1-5) ______ Recommendations to Group as a whole:

30

C-2 Group Members: ____________________________________ Date: _______________________ The New York Times News Story

News Story based on historical event of facts

_____/15

New Story is intriguing and interesting

_____/10

News Story is well written using correct grammar

_____/10

News Story incorporates an appropriate graphic

_____/5

Oral Synopsis of News Story recites the main points of the article, keeps the class intrigued with its article, and uses graphics appropriately. _____/10

Total: Comments:

_____/50

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D-1 Name: ____________________________ Date: __________________

Group Evaluation 1. Group Member 1:___________________________________ Role: Best Contributions: Needs to Work on: Overall rating (1-5) ______

2. Group Member 2:___________________________________ Role: Best Contributions: Needs to Work on: Overall rating (1-5) ______

3. Group Member 3:___________________________________ Role: Best Contributions: Needs to Work on: Overall rating (1-5) ______

Overall Group Rating (1-5) ______ Recommendations to Group as a whole:

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D-2 Group Members: _________________________ Date: __________________ Treaty of Versailles Debate The class will be split into two groups of United States Senators. One group in favor of ratifying the Treaty of Versailles and joining the League of Nations and the other group opposing ratification and joining the League. The two groups will conduct research on their position in the debate. Each group will prepare an outline to use in the debate converting ratification of the Treaty of Versailles and joining the League of Nations. On the third day of the problem, the class will resume its two groups and debate the issues of ratifying the Treaty of Versailles and joining the League of Nations. The outline is worth 10 points for each group member.

Outline Grade: _____/10

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D-4

Class Debate : Treaty of Versailles

Student Name: CATEGORY Understanding of Topic ________________________________________ 4 The team clearly understood the topic in-depth and presented their information forcefully and convincingly. (90100%) All information presented in the debate was clear, accurate and thorough. Every major point was well supported with several relevant facts, statistics and/or examples. Team consistently used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion. 3 The team mostly undestood the topic in-depth and presented their information with ease. (80-89%) 2 The team seemed to understand the main points of the topic and presented those with ease. (7079%) Most information presented in the debate was clear and accurate, but was not usually thorough. Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable. Team sometimes used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. All arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical. 1 The team did not show an adequate understanding of the topic. (69% and below)

Information

Most information presented in the debate was clear, accurate and thorough. Every major point was adequately supported with relevant facts, statistics and/or examples. Team usually used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.

Information had several inaccuracies OR was usually not clear. Every point was not supported.

Use of Facts/Statistics

Presentation Style

One or more members of the team had a presentation style that did not keep the attention of the audience. Arguments were not clearly tied to an idea (premise).

Organization

Total: _____/20 Comments:

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E-1 Name: ______________________ Date: ________________ Unit Test: The World at War, 1914-1920 I. Causes of World War I

Fill in the blank with the best choice. 15 points, 3 points each. 1. Countries in Europe before World War I joined and agreed to support each other in the __________________ _______________. 2. The Triple Entente was made up of ________________, _______________, and _____________. 3. Germany and Austria Hungary made up the ____________________________. 4. Due to Social Darwinism ________________ led countries to believe that they were superior. 5. ______________ and ______________ were in a naval rivalry prior to World War I and this rivalry led to decisions preceding the war.

Answer the following questions. 15 points, 5 points each. 6. What was the event that immediately triggered the war?

7. What brought America into World War I and what side did they enter?

8. Based on all the causes of World War I could the war been prevented? Why or why not?

35

II.

Events of World War I

Circle the best answer to the following questions. 15 points, 3 points each. 9. What was the name of German submarines? A. U Boats B. Underwater battle ships C. German bombers D. Submarines 10. What type of war was World War I? A. Offensive B. Stalemate C. Defensive D. Draw 11. What were the two fronts of World War I? A. Western and Northern B. Northern and Southern C. Easter and Southern D. Western and Eastern 12. What was the main type of warfare was used by both sides in World War I? A. Naval Warfare B. Trench Warfare C. Espionage Warfare D. Submarine Warfare 13. What was the weapon that led to the large number of deaths in World War I? A. Airplanes B. Gas C. Machine Guns D. Bombs

Answer the following questions. 20 points, 5 points each. 14. Describe trench warfare.

36

15. Where did most of the action and destruction take place during World War I?

16. Discuss the new weapons and technologies of World War I and how it influenced the course of the war.

17. Discuss why World War I was the first total war.

37

III.

Peace of World War I

Match the appropriate answer to the corresponding statement of definition. 10 points, 2 points each. Options: A. George Clemenceau D. Treaty of Versailles G. Reparations B. David Lloyd George E. League of Nations H. Self Determination C. Fourteen Points F. Admission of Guilt I. Woodrow Wilson

_______18. The Peace Treaty that ended World War I.

_______19. Wilsons plan for peace after World War I.

_______20. Wilsons idea of a world conference to solve issues before they turn to war.

_______21. Prime Minister of Great Britain and their representative at the peace conference.

_______22. The money that Germany had to pay.

Answer the following question. 5 points. 23. Discuss why the League of Nations failed.

38

Answer the following question and defend it with historical facts. 20 points. 24. Analyze the peace of World War I and determine if the peace reflected the actions and course of the war.

39

E-2 Answer Key Unit Test: The World at War, 1914-1920 1. 2. 3. 4. 5. 6. 7. 8. Alliance System France, Great Britain, Russia Triple Alliance Nationalism Great Britain and Germany Assassination of Archduke Franz Ferdinand Un-restricted submarine warfare by Germany and the Zimmerman Telegram. They entered on the side of the Triple Entente. Pick a cause: Nationalism, Alliance System, Militarism, Assassination of Archduke Franz Ferdinand, and British-German Naval Rivalry. Then defend answer by providing explanation of the cause and how it reflected itself in the war. To receive full credit the student must do all three. A. U Boats C. Defensive D. Western and Eastern B. Trench Warfare C. Machine Warfare Trench warfare was set up with each sides trenches dug into the earth. Each side had barbed wire surrounding their trenches. In between the two trenches was no mans land. Northern France New Weapons: Machine Guns, Gas, Gas Masks, sub marines. The students need to show how these affected the war. Like the use of machine guns made killing more people at one time easier. Both sides had these technologies and that balanced out the war. This was the first total war because: -Both were evenly matched militarily -Set up blockades -Had economic warfare -Fought at sea as well as on land -Entire countries came together to defeat the enemy D. Treaty of Versailles C. Fourteen Points E. League of Nations B. David Lloyd George G. Reparations League of Nations failed because the two largest countries failed to join: the United States and Russia. See Rubric 40

9. 10. 11. 12. 13. 14. 15. 16.

17.

18. 19. 20. 21. 22. 23. 24.

Persuasive Essay : Unit Test: The World at War, 1914-1920

Student Name: ________________________________________ 4Above Standards The position statement provides a clear, strong statement of the author's position on the topic. Includes 3 or more pieces of evidence that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument. All (90-100%) of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. All (90-100% )supportive facts and statistics are reported accurately. All (90100%)sentences are wellconstructed with varied structure. 3Meets Standards The position statement provides a clear statement of the author's position on the topic. Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. 2Approaching Standards A position statement is present, but does not make the author's position clear. 1Below Standards There is no position statement.

CATEGORY Position Statement

Support for Position

Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences).

Evidence and Examples

Accuracy

Most (80-89%) of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. Almost all ( 8089%) supportive facts and statistics are reported accurately. Most (80-89%) sentences are well-constructed and there is some varied sentence structure in the essay.

At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author\'s position.

Evidence and examples are NOT relevant AND/OR are not explained.

Most (70-79%) supportive facts and statistics are reported accurately. Some (70-79%) sentences are well constructed, but there is no variation is structure.

Most supportive facts and statistics were inaccurately reported. Most sentences are not wellconstructed or varied.

Sentence Structure

Comments: 41

Score: _____/20

E-3 Name: _______________________ Date: ___________________ Historical Essay

THESIS 10 Easily identifiable, plausible, novel, sophisticated, insightful, crystal clear. 9 Promising, but may be slightly unclear, or lacking insight or originality. 8 Unclear (contains vague terms), appears unoriginal, or offers relatively little that is new; provides little around which to structure the paper. Generally unclear, often wanders or jumps around. Few or weak transitions, and there are many paragraphs without topic sentences. 7 Difficult to identify and may blend restatement of obvious point. 6>0 Has no identifiable thesis or an utterly incompetent thesis. Shows obviously minimal lack of effort or comprehension of the assignment.

STRUCTURE

Evident, understandable, appropriate for thesis. Excellent transitions from point to point. Paragraphs support solid topic sentences.

USE OF EVIDENCE

Primary and secondary source information incorporated to buttress every point. Examples support thesis and fit within paragraph. Excellent integration of quoted material into sentences. Factual information is incorporated.

Generally clear and appropriate, though may wander occasionally. May have a few unclear transitions, or a few paragraphs without strong topic sentences. Examples used to support most points. Some evidence does not support point or may appear where inappropriate. Quotations are integrated well into sentences. Some factual information is incorporated.

Unclear, often because thesis is weak or nonexistent. Transitions confusing and unclear. Few topic sentences.

No evidence structure or organization.

Examples support some points. Quotations may be poorly integrated into sentences. There may not be a clear point. Moderate amount of factual information is incorporated.

Very few or weak examples and factual information. General failure to support statements, or evidence seems to support no particular point.

No attempt has been made to incorporate factual information or interpret primary and secondary sources.

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LOGIC AND ARGUMENTATION

All ideas flow logically; the argument is identifiable, reasonable, and sound. Author anticipates and successfully defuses counterarguments; makes novel connections which illuminate thesis

Argument is clear and usually flows logically and makes sense. Some evidence that counterarguments acknowledged, though perhaps not addressed. Occasional insightful connections to evidence are made.

Logic may often fail, or the argument may often be unclear. May not address counterarguments or make any connections with the thesis. May also contain logical contradictions.

MECHANICS

Language is clearly organized. Correct word usage, punctuation, sentence structure, and grammar; correct citation of sources; minimal to no spelling errors; absolutely no run-on sentences or comma splices.

Sentence structure and grammar strong despite occasional lapses; punctuation and citation style often used correctly. Some spelling errors and at least one run-on sentence, sentence fragment, or comma splice.

Minor problems in sentence structure and grammar. Multiple errors in punctuation, citation style, and spelling. May have several (two to five) run-on sentences, sentence fragments, and comma splices.

Ideas do not flow at all, usually because there is no argument to support. Simplistic view of topic, and there is no effort to grasp possible alternative views. Very little or very weak attempt to relate evidence to argument. Huge problems in sentence structure and grammar. Frequent major errors in citation style, punctuation, and spelling. May have many (more than five) run-on sentences, sentence fragments, and comma splices.

Too incoherent to determine.

Total: ______/50 Comments:

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