Farrington High School SY 2014-2015

Term 4: 28-Day Teaching Plan

Developed by: Evette Cruz
Course: US History
Grade Level: 10th
Class Composition: Farrington High School runs on a 4x4 block schedule. I have three periods per day. Each
class consists of 21-28 students. Class periods range from 75-90 minutes.
Units Covered in this Plan (with pacing):
Unit 4: The United States in World War I (8 days)
Unit 5: The Roaring 20s (8 days)
Unit 6: The Great Depression and the New Deal (12 days)

28-Day Flow of Lessons

Figure 1:
Day 1:
Introduction to
WWI PreAssessment with
DBQs
Day 6:
Treaty of
Versailles
Simulation

Day 2:
Stations ActivityCauses of WWI &
the End of
Neutrality

Day 3:
The War at HomeChanging Lives of
Women, Immigrants,
& African-Americans

Day 4:
The Propaganda
Campaign- DBQs

Day 5:
The US tips the
Scale

Day 7:
Debrief & Project
Workday

Day 8:
Review Game

Day 9:
Imperialism and
WWI Assessment

Day 10:
Stations ActivityThe Harlem
Renaissance

Day 13:
Consumerism- The
Impact of the
Automobile & New
Inventions
Day 18:
The Causes of the GDBoom to Bust

Day 14:
Conservative
PresidenciesTrickle-down &
Laissez-faire
Day 19:
The Causes
Continued

Day 15:
Superficial
Prosperity &
Installment Buying

Day 23:
Youre Hired!
Developing the New
Deal for FDR
Day 28:
RAFT Writing- A
Solutions Proposal
Letter to President
Obama to Prevent
Economic
Hardship/Collapse

Day 24:
The Great
Depression vs. The
Great Recession

Day 11:
Day 12:
Historical
Dealing with PostNarrative I Am war Issues
Poem
Day 16:
Prohibition

Day 21:
Conservative vs.
Liberal Lesson
Day 26:
Document Based
Assessment

Day 17:
The Great
Depression
Simulation
Day 22:
Solving the GDAnalyzing Speeches
of Hoover vs. FDR
Day 27:
Modern Application
of ContentThe Baltimore Riots

Day 20:
The Effects of the
GD- Urban & Rural
(The Dust Bowl)
Day 25:
Discussion &
Review

Established Goals

Unit 4: The United States in World War I

Stage 1 Desired Results
Transfer

HCPS III
Benchmark
SS.10.3.7

Describe the events that led the

United States into World War I

Benchmark
SS.10.3.8

Describe how domestic policies

were affected by American
involvement in World War I

Benchmark
SS.10.3.9

Explain why the United States did

not sign the Treaty of Versailles

Common Core: Reading History

9-10.RH.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.
9-10.RH.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.
General Learner Outcomes:
Self-directed Learner
Community Contributor
Complex Thinker
Quality Producer

Hawaii State Teacher Standards:

Standard 3- Learning Environments
I will be establishing expectations to ensure safe
engagement during active jeopardy review. This
relates to item 3j of the HSTS.
3(j) The teacher knows how to help learners
work productively and cooperatively with each
other to achieve learning goals.
Standard 5- Application of Content
Students have a propaganda poster to create.
Students are expected to develop a theme,
slogan, and original product to illustrate their
understanding of propaganda during WWI. This
relates directly to item 5o of the HSTS.
5(o) The teacher understands creative thinking
processes and how to engage learners in
producing original
Standard 8- Instructional Strategies
I will be testing an online interactive game,
during this unit. This website is getkahoot.com.
This allows students to play an interactive trivia
game in groups through the use of their
smartphones. This is related to item 8r of the
HSTS
8(r) The teacher is committed to exploring how
the use of new and emerging technologies can
support and promote student learning.

Students will be able to independently use their learning to

1. Analyze primary sources to determine the causes and
effects of WWI on the United States
2. Describe foreign policies of the US including neutrality and
isolationism
3. Develop their own propaganda posters persuading citizens
to believe a certain message.
Application to other content areas and situations:
1. Students can identify modern examples of propaganda used by
government and the private sector.
2. Students can apply their knowledge of the alliance system to
determine why the US engages in foreign disputes today.

Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
- Why did most
- Foreign policies are not
Americans favor
constant and change over
neutrality?
time
- What events led to the
- During war times, the
end of neutrality?
government changes
- How did WWI affect
domestic policies (laws) to
domestic policies?
ensure national security.
- Why did the US not
- War-time industries generate
sign the Treaty of
an economic boom for the US
Versailles?
- Post-war negotiations are
complex and difficult given
the varying goals,
experiences, and biases of
each country involved.

Acquisition
Students will know
- Acronym for causes of WWI
M.A.I.N
(militarism, alliance system,
imperialism, nationalism)
- The difference between
neutrality and isolationism
- The definition of propaganda
- The changes in domestic
policy including food
rationing, fuel rationing,
Espionage & Sedition Acts.

Students will be skilled at

- Identifying bias in
media and government
docs
- Developing their own
persuasive messages
- Analyzing primary
documents to
determine cause and
effect
- Preparing and
participating in a
negotiation, using
compromise and
persuasion to achieve
their goals.

Stage 2 - Evidence
Evaluative Criteria
Assignment is worth 20 class points.
Unit Exam is worth 30 test points.
7 Multiple Choice 1 point each
11 Matching- 1 point each
3 Fill in the Blanks- 1 point each
3 Short answers- 3 points each

Assessment Evidence
Formative:
DBQs- Changing Domestic Policies (See attachment 1A)
Summative:
Unit 4 Exam- (See attachment 1B)
- Students will complete a final exam at the end of the unit. The
exam consists of multiple choice, matching, fill in the blanks, and
document-based short answer questions.

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction
See Figure 1

Attachment 1A
WWI: Changing Domestic Policies- The Propaganda Campaign
Instructions: Today, you will be examining propaganda posters from WWI. Answer the questions in each box.
Your main goal is to determine what the government was trying to accomplish through the use of these
posters.
By the end of today, you should be able to answer the essential question written below.
Essential Question: How did WWI change domestic policies in the United States?
Poster # and Topic

1. Government
controls
industry:
The War Industries
Board

2. Government
controls
industry:
National War Labor
Board

DBQs (.5pt)
What symbols do you
see?
What words grab your
attention?

DBQs: (1pt)
DBQs: (1pt)
What emotion do each of Based on this set of
the posters try to evoke?
images, what was the
Who was each poster
governments objective?
directed to? Be specific!
Provide evidence from
the images to support
your answer.

3. Government
controls
industry:
Fuel Administration

4. Government
controls
industry:
Food Administration

5. Persuading
the Public:
Enlistment and
Recruitment

6. Financing the
War:
War Bonds

7. Attack on
Social
Freedoms:
Anti-Immigrant
Hysteria

8. Attack on
Social
Freedoms:
Espionage and
Sedition Acts

Attachment 1B
Name: _______________
Date:__________Pd:____

Unit 4 Exam: World War I

Multiple Choice: Circle the best option.
1) President Woodrow Wilsons statement The world must be made safe for democracy was made to justify

his decision to
a) end United States imperialism in Latin America
b) support the womens suffrage movement
c) send troops into Mexico to capture Pancho Villa
d) ask Congress to declare war against Germany
2) What was a major reason for United States entry into World War I?

a)
b)
c)
d)

to overthrow the czarist government of Russia

to keep Latin America from being attacked by Germany
to maintain freedom of the seas and stop German submarine warfare
to break up the colonial empires of the Allies

3) The US government entered WWI to also help fight against German atrocities. This act of protecting and

promoting the well-being of all people is known as:

a) Idealism
b) Neutrality
c) Humanitarianism
d) Conscientious Objections
4) During World War I, many American women helped gain support for the suffrage movement by

a)
b)
c)
d)

protesting against the war

working in wartime industries
joining the military service
lobbying for child-care facilities

5) Use the list to complete the sentence below.

I. Conserve resources and increase food consumption
II. Join the military
III. Increase productivity of war industries and decrease food consumption
IV. Speak out against the war

The government formed new federal agencies to influence public opinion to:
a) I and II
b) II only
c) IV only
d) II and III
6) The Treaty of Versailles essentially

a)
b)
c)
d)

presented Germany with an opportunity to rebuild following the war

placed punishment on Germany for the sinking of the USS Maine
destroyed the German economy and demoralized the German population
successfully led to the annexation of Alsace-Lorraine by Russia

7) One major reason the United States Senate refused to approve the Treaty of Versailles after World War I

was that many senators

a) were concerned about future United States obligations in foreign affairs
b) rejected United States colonial practices in Asia

c) wanted immediate repayment of war debts from France

d) supported increased foreign aid to Germany
Matching:
A. United States' position before it entered WWI
8) ___ League of Nations
B. punishing payments for war damages
9) ___ Rhineland

C. his assassination sparked the start of WWI

10) ___ Georges Clemenceau

D. taken from France by Germany in 1870, returned to France following the

Treaty of Versailles

11) ___ reparations

E. international organization in which nations could discuss and settle conflicts

12) ___ isolationism

13) ___ David Lloyd George

without wars
F. biased communication designed to influence peoples thoughts & actions
G. position many Americans favored following WWI, wanting to stay out of

14) ___ War Industries Board

15) ___ propaganda

other countries affairs

H. known as the Tiger, he believed Germany should be harshly punished and
pay for all war damages

16) ___ Archduke Franz Ferdinand

17) ___ neutral
18) ___ Alsace-Lorraine

I.

the industrial heart of Germany, occupied for 15 years by Allied powers

following the Treaty of Versailles

J. government agency focused on increasing production of war goods by

eliminating wasteful practices in the production process
K. believed Germany should be punished, but not harshly in order to prevent
another war

Fill in the blank

19) The US government financed the war by placing _________ on certain goods like tobacco and alcohol, and
even on income. In addition, they raised the rest of the funds by selling __________________ to the public.
20) African-Americans moved in large numbers to the North because of the increase in _______ opportunities.
This offered an escape from racial discrimination prevalent in the South. This mass relocation was known as
_________________________________.
21) Historians cite four general causes of WWI. List these 4 causes below.

Short answer (1 paragraph)

22) During WWI, Congress passed the Sedition Act which placed many restrictions on the freedom of speech.
In your opinion, should the US government ever be allowed to limit your rights and freedoms? Why or why
not? Explain with 2 main details from class discussion and/or your personal experience.

23) Document-Analysis: Choose any TWO documents below then complete the following tasks for each of your choices.
Summarize the main points you gathered from the document.
Explain the documents significance to U.S. history during WWI.

Document A

To the Allied Forces:

To Central Powers:

Document B

Total Amount of US War Loans:

$2.25 billion
$27 million

Source: DigitalHistory.uh.edu

Document C

Document D

Document E