K-12 Blended and Online Learning

Name of Unit/Course:
Overall Unit Information (Required for MOOC participants)
Unit or Course
Goal(s)

Lokey-Vega (2014)

5th Grade Social Studies

World War I / 1920s
Groups of 3-4 students will collaborate to design a live wax museum on one of these
historical figures Babe Ruth (baseball), Charles Lindbergh (aviation), Henry Ford
(automobiles), Langston Hughes (Harlem Renaissance), or Louis Armstrong (Jazz Age)

Self-Check
See A1

K-12 Blended and Online Learning

Standards

Name of standards: Grade 5 Georgia Performance Standards Social Studies

Gwinnett County Public Schools Academic Knowledge & Skills (AKS)
Link to standards: Georgia Performance Standards
Grade/Year: 5th Grade
Subject: Social Studies

See A2

Gwinnett County AKS 5th

SS5H4 The student will describe U.S. involvement in World War I and post-World
War I America.
a. Explain how German attacks on U.S. shipping during the war in Europe (19141917) ultimately led the U.S. to join the fight against Germany; include the sinking of
the Lusitania and concerns over safety of U.S. ships, U.S. contributions to the war,
and the impact of the Treaty of Versailles in 1919.
b. Describe the cultural developments and individual contributions in the 1920s of
the Jazz Age (Louis Armstrong), the Harlem Renaissance (Langston Hughes),
baseball (Babe Ruth), the automobile (Henry Ford), and the airplane (Charles
Lindbergh).
5SS_F2008-47 Explain the role the United States played in World War I and how
these experiences affected political, economic, military, and lifestyle changes
a. Assess how new technology from the industrial age affected the military including
weapons, mass production, aviation and radio
b. Examine the political effects on the United States including the League of
Nations, Treaty of Versailles, public opinion, the draft, war bonds, and the farming
industry
c. Cite examples of the economic effects on the United States including government
regulation of industry, National War Labor Board, and re-privatizing
5SS_F2008-48 Define, map, and explain the dispersion of the primary economic
activities within the United States since the turn of the century
5SS_F2008-49 map and explain how the dispersion of global economic activities
contributed to the United States emerging from World War I as a world power

Lokey-Vega (2014)

K-12 Blended and Online Learning

Learner
Characteristics

These learners are 5th graders in an online school serving all of Georgia.
Non-native English speakers: 5%
Special Education or IEP: 10% of students
SES: 30% of students live in low socio-economic homes
TESTING: 92% of students met expectations in 4th grade Social Studies as measured by
the Georgia Milestones Assessment.

See B1

Technology
requirements

Internet-connected computer or mobile device (high-speed connection preferred)

Webcam
School-managed Google Apps for Education Account, including access to Gmail,
YouTube, & the Google Drive suite
Telephone
Headset w/microphone
Ebook: Bednarz, S., Cortes Carlos E., Kennings, C. D., Schug, M. C., Viola, H. J., & White,
C. S. (2005). Houghton Mifflin social studies. Civil War to today. Boston: Houghton Mifflin.

See D5

Prerequisite
Skills

4th grade reading proficiency (differentiation provided)

Google Docs & Slides
Online research skills
Experience using online slideshow creators, such as Animoto, PhotoPeach, and Powtoon
Ability to collaborate effectively online with peers
Experience using Google Hangouts
Using SoundCloud to record audio

See A4 & D6

Introductory
Communication
Plans

Students will participate in a Google Hangout on Air offered at 3 different times on the first
day of the unit, where we will examine the main standards for this unit, activate students
background knowledge, and discuss any prior experience or misconceptions with the
topics covered in the unit. Students will contribute artifacts & reflections daily on our
discussion boards and will have the option to contact the teacher through Hangouts if
additional help is needed. Each of the 5 modules will be 3 class days in length.

See A4 B9 & B10

Universal Design
Principles
Considered

Multiple forms of representation: presentations, videos, transcripts, websites, photos,

interactive photos
Multiple forms of expression: quizzes, discussion forums, chat/comments on GDocs &
Slides, artifact creation, podcasts
Multiple forms of engagement: phone, webcam, discussion forums, virtual tutorial

See B4

Lokey-Vega (2014)

K-12 Blended and Online Learning

Number of
Modules or
Weeks

Lokey-Vega (2014)

5 Modules (3 weeks - 15 class days, modules vary between 2 and 5 days each)

See A3

K-12 Blended and Online Learning

Module 1 Plan (Note: module and lesson used interchangeably) (Required for MOOC participants)

Self-Check

Module
Objective(s)
3 days

Students will describe the U.S. involvement in WWI, including how German attacks on
U.S. shipping during the war in Europe (1914-1917) ultimately led the U.S. to join the fight
against Germany, including the sinking of the Lusitania and concerns over safety of U.S.
ships; U.S. contributions to the war, and the impact of the Treaty of Versailles in 1919.

See A1 & A2

Module
Assessment(s)

Daily discussion questions

1) How did U.S. concerns over the safety of ships and the sinking of the Lusitania lead
the U.S. to join WWI?
2) What were 3 major contributions the U.S. made to the war effort?
3) How did the Treaty of Versailles affect the balance of world power?

See A2 A3 C1 C2 &
C5

Memory Clue artifacts posted with daily discussions

Video slideshow project (using Animoto, PhotoPeach, or PowToon)
Description of
Learning
Activities

Slides presentation (module elements are all here)

2 videos + 3 websites for each topic
Memory clue choice board for each topic

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

Instructor reads & responds to discussion posts based on DB rubric

Instructor evaluates and responds to memory clue choice board from DB posts
Instructor evaluates video slideshow using video slideshow rubric

See A3 C1 C3 & C5

Physical
Learning
Materials

None (online course)

See A3, A9, B1, B4,

& B6

Digital Learning
Objects

Videos & websites from slides presentation

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

Choice in memory clue and slideshow project

Websites vary between 3rd and 7th grade reading levels

See B1 B4 & B6

Lokey-Vega (2014)

K-12 Blended and Online Learning

Lokey-Vega (2014)

K-12 Blended and Online Learning

Module 2 Plan (Optional for MOOC participants)

Self-Check

Module
Objective(s)
5 days

Students will describe the cultural developments and individual contributions in the 1920s
of the Jazz Age (Louis Armstrong), the Harlem Renaissance (Langston Hughes), baseball
(Babe Ruth), the automobile (Henry Ford), and the airplane (Charles Lindbergh).
How did individuals such as Louis Armstrong, Langston Hughes, & Babe Ruth influence
American culture?
How did individuals such as Henry Ford and Charles Lindbergh change the face of
American transportation?

See A1 & A2

Module
Assessment(s)

Daily discussion board prompts (5 total)

How did Louis Armstrong and the Jazz Age influence American culture?
How did Langston Hughes and the Harlem Renaissance influence American culture?
How did Babe Ruth and baseball influence American culture?
How did Charles Lindberg change the face of American transportation?
How did Henry Ford change the face of American transportation?

See A2 A3 C1 C2 &
C5

Video Slideshow Presentation

Choose 1 of the 5 topics and create a video slideshow using Animoto, PhotoPeach, or
Powtoon. Your slideshow should include 5 facts, 5 images, and tell the story of how your
famous American influenced American culture in the 1920s.
Description of
Learning
Activities

Slides presentation (module elements are all here)

2 videos + 3 websites for each topic
Choice video slideshow presentation

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

Instructor reads & responds to discussion posts based on DB rubric

Instructor evaluates video slideshow using video slideshow rubric

See A3 C1 C3 & C5

Physical
Learning
Materials

None Online Course

See A3, A9, B1, B4,

& B6

Lokey-Vega (2014)

K-12 Blended and Online Learning

Digital Learning
Objects

Videos and websites from slides presentation

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

Choice in slideshow project

Websites vary between 4th and 8th grade reading levels

See B1 B4 & B6

Lokey-Vega (2014)

K-12 Blended and Online Learning

Module 3 Plan (Optional for MOOC participants)

Self-Check

Module
Objective(s)
3 days

Students will assess how new technology from the industrial age affected the military
including weapons, mass production, aviation and radio
What kinds of new technologies were developed as a result of World War I and how did
they affect the fighting?

See A1 & A2

Module
Assessment(s)

Discussion board prompt

What kinds of new technologies were developed as a result of World War I and how did
they affect the fighting?

See A2 A3 C1 C2 &
C5

Essay Question
Using the Information youve learned, write a 3 paragraph essay on the impact of a
particular technology (machine guns, submarines, mass production, airplanes, radio,
poison gas, trench warfare, etc.) had on the fighting in WWI. Remember to cite important
facts and to show how they impacted the war.
Description of
Learning
Activities

Use the 2 ThingLink scenes below & the Prezi to learn about technology & WWI
remember to watch the videos and read the information from the links
World War 1 technology
Technological Advances in WWI
Prezi: Technology in WWI

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

Instructor reads & responds to discussion posts based on DB rubric

Instructor reads rough draft of essay (Day 2) and provides formative feedback before final
draft (Day 3)
Writing rubric based on Smarter Balanced 3-5 Informational Rubric

See A3 C1 C3 & C5

Physical
Learning
Materials

None online course

See A3, A9, B1, B4,

& B6

Lokey-Vega (2014)

K-12 Blended and Online Learning

Digital Learning
Objects

World War 1 technology

Technological Advances in WWI
Prezi: Technology in WWI
(many digital objects such as photos, videos, web links contained in those 3 elements)

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

Choice in essay topic

Websites vary between 4th and 8th grade reading levels
Additional web resources given when students need support

See B1 B4 & B6

Lokey-Vega (2014)

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K-12 Blended and Online Learning

Module 4 Plan (Optional for MOOC participants)

Self-Check

Module
Objective(s)
2 days

Students will examine the political effects on the United States including the League of
Nations, Treaty of Versailles, public opinion, the draft, war bonds, and the farming industry

See A1 & A2

Module
Assessment(s)

Discussion board prompt

What was life like in the United States during World War I? Be sure to include at least 3
pertinent facts about one or more of the following: League of Nations, Treaty of Versailles,
public opinion, the draft, war bonds, and the farming industry

See A2 A3 C1 C2 &
C5

President Wilson for a day Podcast

Imagine you are President Wilson for the day: Record an audio podcast (using your
SoundCloud account) for the American people addressing your solution to the following 3
issues
1) Why is the draft necessary?
2) Why should the United States be in the League of Nations?
3) Why is the Treaty of Versailles a good deal for the American people?
Description of
Learning
Activities

WWI Life in the United States module via Gwinnett Online Campus
e-Book (page 1 of web module)
Videos, text, images (page 2 of web module)

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

Instructor reads & responds to discussion posts based on DB rubric

Instructor listens to SoundCloud podcast and provides feedback through LMS

See A3 C1 C3 & C5

Physical
Learning
Materials

None online course

See A3, A9, B1, B4,

& B6

Digital Learning
Objects

WWI Life in the United States module via Gwinnett Online Campus
Photos, videos, text contained in module

See A3, A9, B1, B4,

& B6

Lokey-Vega (2014)

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K-12 Blended and Online Learning

Plans for
Differentiation

Lokey-Vega (2014)

Choice in podcast topic

Websites vary between 3rd and 6th grade reading levels
Additional web resources given when students need support

See B1 B4 & B6

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K-12 Blended and Online Learning

Module 5 Plan (Optional for MOOC participants)

Self-Check

Module
Objective(s)
2 days

Students will cite examples of the economic effects on the United States including
government regulation of industry, National War Labor Board, and re-privatizing

See A1 & A2

Module
Assessment(s)

Discussion prompt
How did government regulation of industry, including the National War Labor Board, affect
industry and workers in the United States?

See A2 A3 C1 C2 &
C5

End of Unit Test

Description of
Learning
Activities

Slides presentation

See A2 A3 B3 B4 &
B10

National War Board

Government Regulates Industry
WWI Unit Test Study Guide reviews all lessons in this unit

Formative
Evaluation &
Feedback

Instructor reads & responds to discussion posts based on DB rubric

See A3 C1 C3 & C5

Physical
Learning
Materials

None online course

See A3, A9, B1, B4,

& B6

Digital Learning
Objects

Slides presentation

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

Websites vary between 3rd and 6th grade reading levels

Additional web resources given when students need support

See B1 B4 & B6

Lokey-Vega (2014)

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