Name: ___________________________Date:_______

Period: ______

/116 Points

Teacher Simulation Report Form

Journals: Students will be required to journal every day of the simulation. Instruct them to create a
Text Edit File and label each journal entry like this example: Austria Hungary 7 1914, (your country
period of class year of simulation) Upload your Text Edit File to Moodle. (100 Points)
Examples for Journals: thoughts, plans, strategies, significant events.. No Play by Play!
1. How did industrialization create a competitive atmosphere for European countries? Students
should cite strong and thorough textual evidence or inferences from the text to support
their response. (RI.9-10.1) (2)
a. Create a scenario to show how this could happen today. Students should draw from
informational text to support their thinking. (WHST.9-10.9) (4)
2. Should you always support a friend, or in this case an ally? _________ (1)
a. Explain why or why not? (2)
b. Long-term consequences? (2)
3. List and explain the positives and negatives of militarism and imperialism. ? Students
should cite strong and thorough textual evidence or inferences from the text to support
their response and draw from informational text to support their thinking. (RI.9-10.1,
WHST.9-10.9)
a. Militarism: (2)
i. Positive:
ii. Negative:
b. Imperialism: (2)
i. Positive:
ii. Negative:
4. Explain why so many countries were brought into the conflict? Students should cite strong
and thorough textual evidence or inferences from the text to support their response.
(RI.9-10.1) (5)
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5. Explain the geographic advantage the Central Powers had. (1)

6. Explain how the allies were able to overcome their geographic disadvantage? (1)
Allies:
7. What role do you think nationalism played in the decision making process for each country?
Students should cite strong and thorough textual evidence or inferences from the text to support
their response and draw from informational text to support their thinking. (RI.9-10.1, WHST.
9-10.9) (2)
8. In your opinion, Identify what led up to the what event that started Europe on the path to war?
Cite strong and thorough textual evidence or inferences from the text to support your analysis.
Did earlier events cause later ones or simply precede them? (RI.9-10.1, RLHS.9-10.3)(1)
a. Explain your answer: (2)
9. Which factor, in your opinion, was most important in causing World War One? Students will write
informative/explanatory text in the form of a position paper to explain their opinion with a clear
topic, organization, appropriate language, and concluding statement. Students may conduct
limited research to answer the question and should cite textual evidence and inferred
information. (WHST.9-10.2, WHST.9-10.7, WHST.9-10.10, RI.9-10.1)
a. Explain your answer: (2) [YOU MAY NEED TO CHANGE YOUR POINT VALUES]
10. During the battles of the simulation, which side, the attacker or defender, seemed to have an
advantage on the battlefield? Students will write and present arguments as the attacker or
defender with regard to which had the advantage on the battlefield. (WHST.9-10.1) (1)
a. Explain your answer: (2)
[AGAIN, YOU MAY NEED TO REVISE POINT VALUES]

Name: ___________________________Date:_______

Period: ______

/100 Points

The space provided before the point value is for the teacher. Circle the Y for yes and N for no on
whether or not you achieved your objective. Then explain why you deserve full or partial points. No
explanation means no points. (84)
a. Objective #1: Remain neutral until 1917

___________ / 40 Points

Successful Y / N Why:
b. Objective #2: In 1917 make alliances with Britain &
France

___________ / 20 Points

Successful Y / N Why:
c. Objective #3: Land troops in France and attack Germany ___________ / 24 Points
Successful Y / N Why:
CCSS STANDARDS ADDRESSED
RI.9-10.1Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RLHS.9-10.3Analyze in detail a series of events described in a text; determine whether earlier
events caused later ones or simple preceded them.
WHST.9-10.1Write arguments focused on discipline-specific content
WHST.9-10.1aIntroduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear relationships among the
claim(s), counterclaim(s), reasons and evidence.
WHST.9-10.1bDevelop claims and counterclaims fairly, supplying data and evidence
for each while pointing out the strengths and limitations of both claims and counterclaims
in a discipline-appropriate form and in a manner that anticipates the audiences
knowledge level and concerns
WHST.9-10.1cUse words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claims and reasons, between
reasons and evidence, and between claims and counterclaims
WHST.9-10.1dEstablish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing
WHST.9-10.1eProvide a concluding statement or section that follows from or supports
the argument presented
WHST.9-10.2Write informative/explanatory texts, including the narration of historical events,
scientific procedures/experiments, or technical processes
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WHST.9-10.2aIntroduce a topic and organize complex ideas, concepts and information

so that each new element builds on that which precedes it to create a unified whole;
include formatting (e.g., headings), graphics (e.g., figures and tables), and multimedia
when useful to aiding comprehension
WHST.9-10.2bDevelop a topic thoroughly by selecting the most significant and relevant
facts, extended definitions, concrete details, quotations, or other information and
examples appropriate to the audiences knowledge of the topic
WHST.9-10.2cUse appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts
WHST.9-10.2dUse precise language and domain-specific vocabulary to inform about or
explain the topic
WHST.9-10.2eEstablish and maintain a formal style and objective tone
WHST.9-10.2fProvide a concluding statement or section that follows from and supports
the information or explanation presented

WHST.9-10.7Conduct short as well as more sustained research projects to answer a question

(including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation.
WHST.9-10.9-- Draw evidence from informational texts to support analysis, reflection and
research.
WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision)
and shorter time frames (a simple sitting or a day or two) for a range of discipline-specific tasks,
purposes and audiences.