Methods Sigassign

Running head: SIGNATURE ASSIGNMENT
Index
Introduction.3
Essential Question...3
Concept Formation..6
Lecture.12
Discussion..15
Film Analysis.20
Simulation Activity25
Handout 1.9
Handout 2...10
Handout 3...11
Handout 422
Handout 524
Handout 6...27
Handout 7.......17
References4
Unit Assessment.28
SIGNATURE ASSIGNMENT
Your name: Amber Barlow

Lesson set title: World War I
Course: World History
Grade level: 10th Grade
Abstract: In this lesson set the class will go over the beginning of WWI; the class will discuss
what caused the WWI to begin and the [trench] warfare of WWI and how it changed things. The
class will discuss the term imperialism its impact on the world. This was a major event where the
world was at war with each other. It is important to study and understand wars to predict and
prevent future wars and understand current events. This lesson set would fall right before the
lessons on Great Depression and WWII. The students will have already learned about European
history pre-19th century. The students will have to know the geography of Europe and history of
Europe to fully understand the events of WWI and WWII. This unit includes a lecture,
discussion, concept formation, a simulation activity, and a film analysis. The variety of lessons
was to reach out to students who may learn in different forms. Every method of learning is
touched here. The lessons involve a little bit of physical activity to keep the kids focused.
The lessons touch base on how our country would react today or they themselves as
citizens would react if they were living when World War I was happening. The lessons is trying
to get them to think critically and put themselves in these peoples shoes. Why did they make the
decisions, was it out of fear or greed? The only way to answer these questions is to think
contextually.
Essential question: What were the most important causes of World War I?
Standards:
Arizona Social Studies Content Standards: World History/Strand 2-Concept 8: PO 1.

Examine the causes of World War I: a. rise of nationalism in Europe b. unification of
Germany and Otto Von Bismarcks leadership c. rise of ethnic and ideological conflicts the Balkans, Austria-Hungary, the decline of the Ottoman Empire PO 2. Analyze the
impact of the changing nature of warfare in World War I: a. trench warfare b.
mechanization of war machine gun, gasoline, submarine, tanks, chemical c. American
involvement
Arizonas College and Career Ready Standards (ACCRS): Cite specific textual
evidence to support analysis of science and technical texts, attending to the precise details
of explanations or descriptions. (910.RST.1)
Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them. (910.RH.3)
Determine the meaning of words and phrases as they are used in a text, including
vocabulary describing political, social, or economic aspects of history/social studies. (9
10.RH.4)
Lesson Objectives:
Students will be able to:
analyze and describe the causes of World War I.
explain the changing nature of warfare in World War I.
describe the causes of World War I.
justify if war creates peace or not
defend their beliefs if the U.S. should have entered WWI
argue their beliefs and facts in a rigorous and respectful manner
create a personal definition of Imperialism by participating in a concept formation lesson.
define the term imperialism in a ticket out the door assessment
recognize the term imperialism and what it means in future lessons involving
imperialist countries/empires.
Define the terms imperialism, nationalism, and militarism
Explain the four primary causes of World War I
Categorize the warring countries to their specific sides/powers
Summarize the main events of World War I in their own words
Reference Books and Websites:
Beck, R., Black, L., Krieger, L., & Shabaka, D. (2005). Modern world history: Patterns of
interaction. Evanston, IL: McDougal Littell.
Christmas Truce [Motion picture]. (n.d.). History Channel.
Deconstructing History: U-Boats [Motion picture]. (n.d.). History Channel.
Ferguson, N. (2005). Germany and the origins of the First World War: New perspectives. Hist. J.
The Historical Journal, 35(3), 725-752.
Imperialism. (n.d.). Retrieved December 5, 2015, from
http://www.oxforddictionaries.com/us/definition/american_english/imperialism
Legacy of WWI [Motion picture]. (n.d.). History Channel.
Life in a Trench [Motion picture]. (n.d.). History Channel.
Nationalism and WWI [Motion picture]. (n.d.). History Channel.
Said, E. (1993). Culture and imperialism. New York: Vintage Books.
Schwarz, B. (1999, April 30). Was the Great War Necessary? Retrieved December 5, 2015, from
http://www.theatlantic.com/magazine/archive/1999/05/was-the-great-warnecessary/377605/
Tech Developments of WWI [Motion picture]. (n.d.). History Channel.
The Trenches: Symbol of a Stalemate. (n.d.). Retrieved December 5, 2015, from
http://www.pbs.org/greatwar/chapters/ch1_trench.html
US in WWI [Motion picture]. (n.d.). History Channel.
WWI Alliances [Motion picture]. (n.d.). History Channel.
WWI: Global Connections [Motion picture]. (n.d.). History Channel.
WWI: One Word [Motion picture]. (n.d.). History Channel.
Why did the United States Enter World War I? (n.d.). Retrieved December 5, 2015, from
http://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/US_Entry.pdf
Title of lesson: Imperialism and World War I

Type of lesson: Concept Formation
Day: Monday (Day 1)
Your Name: Amber Barlow
Length of lesson: 50 minutes
Overview: In this lesson, the class is starting World War I and the concept of Imperialism. The
concept of imperialism is important for future lessons in World History during WWI and beyond.
The students will learn what the term means or use their current knowledge of imperialism to
scaffold and expand it to a clear and concise definition.
Objectives:
analyze and describe the causes of World War I.
create a personal definition of Imperialism by participating in a concept formation
lesson.
define the term imperialism in a ticket out the door assessment
recognize the term imperialism and what it means in future lessons involving
imperialist countries/empires.
Standards (AZ and Common Core)
o Arizona Social Studies Content Standards: World History Strand 2 -- Concept 8:
World at War PO 1. Examine the causes of World War I: a. rise of nationalism in
Europe b. unification of Germany and Otto Von Bismarcks leadership c. rise of
ethnic and ideological conflicts - the Balkans, AustriaHungary, the decline of the
Ottoman Empire
o Arizonas College and Career Ready Standards (ACCRS): Cite specific textual
evidence to support analysis of science and technical texts, attending to the
precise details of explanations or descriptions. (910.RST.1)
Materials/Evidence/Sources:
Imperialism. (n.d.). Retrieved December 5, 2015, from
Said, E. (1993). Culture and imperialism. New York: Vintage Books.
http://myhistoryclass.net/images/big_gun.jpg
http://www.globalresearch.ca/wp-content/uploads/2014/02/us-imperialism.jpg
http://kingcluthkenar.weebly.com/uploads/1/5/7/2/15728016/9538813_orig.jpg
https://philoforchange.files.wordpress.com/2015/02/imp1.jpg
Textbook: Beck, R., Black, L., Krieger, L., & Shabaka, D. (2005). Modern world
history: Patterns of interaction. Evanston, IL: McDougal Littell.
Concept:
Definition: A policy of extending a countrys power and influence through diplomacy or
military force
o Definition source(s):
Critical Attributes:
o A state has both political and economic power over another state/area
o Power through military or diplomacy
o Suppression of the controlled state/area
o Expanded for ideological and financial reasons
o Political and monetary dominance
o The controller has something to gain from the controllee
Instructional Sequence:
1. The first slide introduces the term imperialism. The students are given a handout with 3
situations of Imperialism. The students are to discover some similarities between the three.
2. Once the class states a few similarities, move on to the next slide with the definition of
imperialism. Ask the students if this was close to the similarities they named in the previous
slide.
3. The teacher will show the definition of the term imperialism. Were some of the similarities the
class named listed in the definition?
4. The teacher will ask the students; based on what they know so far of imperialism. What do
they think are some key attributes for a country to be imperialist? What about key attributes its
not?
5. Show them the critical attributes of an imperialist entity. Ask the class how close they were.
6. The students will look at a new handout with 6 situations that will have 2 examples of
imperialism, 2 non-examples of imperialism, and 2 that are up for discussion.
7. The teacher will ask the students what they claimed was or wasnt imperialism and why. The
teacher will explain why or why not it isnt imperialism.
8. The next slide the teacher will ask the students to write in their own words what imperialism is
in 20 words or less.
9. The students will hand in the paper when they walk out of the class.
Assessment:
My assessment would be a ticket out the door where the students will write IN THEIR OWN
WORDS what imperialism is in 20 words or less.
Homework:
All of these will be written on the weekly assignment board from day 1:
Due Tuesday: Read Chapter 28 in your textbook
Due Wednesday: The students are to read the following articles, if there is enough time in class
the teacher will allow the students to read them until class is dismissed. These articles are to help
them in tomorrows discussion.
#1-http://www.theatlantic.com/magazine/archive/1999/05/was-the-great-war-necessary/377605/
#2 - http://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/US_Entry.pdf (only
pages 1 and 2)
Due Friday: Define the key terms. (Handout #3)
HANDOUT #1
Directions: Read the following descriptions and determine what some similarities between the
three are.
1. The leaders of a country decide the land that the country just doesnt have enough natural
resources like crops or minerals, they decide to conquer other parts of the world and
make it their own to get more natural resources.
2. The leaders of a Canada believe Canada would be more domineering and scary if the
country was bigger; they decide to take over the United States and make all that area into
Canada owned land.
3. China is at war with the United States, but the U.S. is pretty far away. What better way to
get closer to the frontlines than going to Mexico and parts of the United States and take
over?
HANDOUT #2
Directions: Read the following descriptions and determine if it is imperialism or not.
1. Italys land is depleted of any gold but the leader of Italy is aware there are parts of Africa
that are rich in gold supplies. The leader decides to send their best soldiers and claim that
land as Italys to keep the gold for themselves!
2. The president of the United States is visiting China to talk to the president about trading
goods between another, U.S. has a very low supply of rocks and needs help from China.
He leaves with a deal that China will trade them their rocks.
3. The United States feels that the people in Canada are unsafe from the harsh winters so
the president sends his best soldiers to help them build proper fires to stay warm. In order
to do this, the soldiers start setting up camp and eventually live in Canada to fill out their
duties.
4. England wants to own all of Europe; over a span of a few years the English military
takeover country by country and making Europe a massive collection of English colonies.
5. There is a major earth quake in Japan leaving 90% of the land unlivable but the majority
of the population survived, Germany decided to let the entire Japanese population live
there.
6. A small island is ran by communists, the United States wants this island to see democracy
so the military is sent in to take care of the communists.
Handout #3
WWI Key Terms and Names
Name_______________________
10
Period_______________________
Directions: Below are key terms and people you will need to know. Using your text book; look
up the terms and write down the definition. You may use this paper or a different sheet if you
need extra room.
1. Militarism
2. Nationalism
3. Imperialism
4. Triple Alliance
5. Kaiser Wilhelm II
6. Triple Entente
7. Central Powers
8. Allies
9. Western Front
10. Schlieffen Plan
11. Trench warfare
12. Eastern Front
13. Unrestricted submarine warfare
14. Total war
15. Rationing
16. Propaganda
17. Armistice
18. Woodrow Wilson
19. Georges Clemenceau
20. Fourteen Points
21. Self-determination
22. Treaty of Versailles
23. League of Nations
Title of lesson: The Great War

Type of lesson: Lecture
Day: Tuesday (Day 2)
Overview: The class will go over an overview of the causes, new warfare, powers, and the end
of World War I. The lesson will be utilized through a PowerPoint slideshow. There will be a bell
ringer to get them thinking about imperialism, which they did a concept formation the day
before. There will be multiple checks for understanding throughout the lesson with one
physically activity about halfway through the lesson. Lastly there will be a short Crash Course
video to help students who are more visual learners. The class will then do a closure and
summarize the events of World War I.
11
Objectives:
Define the terms imperialism, nationalism, and militarism
Explain the four primary causes of World War I
Categorize the warring countries to their specific sides/powers
Summarize the main events of World War I in their own words

Arizona Social Studies Content Standards World History/Strand 2-Concept 8: PO 1.

Examine the causes of World War I: a. rise of nationalism in Europe b. unification of Germany
and Otto Von Bismarcks leadership c. rise of ethnic and ideological conflicts - the Balkans,
Austria-Hungary, and the decline of the Ottoman Empire PO 2. Analyze the impact of the
changing nature of warfare in World War I: a. trench warfare b. mechanization of war machine
gun, gasoline, submarine, tanks, chemical c. American involvement
Arizonas College and Career Ready Standards Reading Standards for Literacy in
History/Social studies Grades 9/10-3. Analyze in detail a series of events described in a text;
determine whether earlier events caused later ones or simply preceded them. (910.RH.3)
Great War PowerPoint
World War I Crash Course video (embedded in PowerPoint)
World History: Patterns of Interaction text book

1.
The teacher will wait until the students are all in their assigned seats.
2.
Slide 1: Start the PowerPoint and tell the students that the class will be covering the
causes, warfare, and ending to World War I.
3.
Slide 2: Before the lesson begins, the teacher will ask the students to get out a sheet of
paper and write down in their own words what imperialism means. The day before they did a
concept formation of imperialism and this is to bring in past knowledge and strengthen their
grasp on imperialism. The idea of imperialism will be used in the causes of World War I. They
will see how imperialism has played in wars rather than just a concept to them.
4.
The teacher will give the students one minute to write their answers down and have a few
(2-3) students read their answers.
5.
Slide 3: The teacher will discuss an overview of World War 1; how long it lasted, its
impact on warfare, and other common names people reference World War I.
6.
Slide 4: The fourth slide covers the main causes of World War I. The first listed is the
assassination of Franz Ferdinand; a Serbian nationalist assassinated the Arch-Duke of Austria.
One month later Austria-Hungary declared war on Serbia. Nationalism is a deep pride or love for
your country; no other country is better and you will do whatever for your country. The teacher
will ask if a nationalist from another country assassinated (murdered) our President (in the name
of their country), how would we as a country react? Would we declare war? This question is for
them to think of the content contextually and put themselves in Austria-Hungary citizens shoes
at the time. Imperialism contributed to World War I since European countries were battling over
land for colonies. Militarism is the glorifying of military power.
12
7.
Slide 5: The teacher will have the students write down the four causes of World War I.
8.
Slide 6: After Austria-Hungary declared war on Serbia it separated Europe into two
camps; Triple Alliance and the Triple Entente. Later on when more countries picked sides and
World I began the Triple Alliance became the Central Powers and the Triple Entente became the
Allied Forces.
9.
Slide 7: The teacher will discuss Otto Von Bismarcks involvement in WWI
10.
Slide 8: The teacher will discuss Kaiser Wilhelm IIs involvement in WWI
11.
Slide 9: A visual of the countries in the sides and the progression as they became the
Allied Forces and Central Powers. This will help visual learners.
12.
Slide 10: A physical activity that will check the students understand thus far: The teacher
will ask everyone stand up and push in your chairs. The left side (from the front of the room) is
Allied Forces and the right is Central Powers. The teacher will call out a country and you will
walk to the side of the room they belonged to. The students should be prepared to discuss your
answers! This is placed halfway through the lesson to get the students out of their seats and
stretch their legs but also check for the classs understanding.
13.
Slide 11: The teacher will discuss the Balkans and the ever changing relationships
between the people in the Balkan Peninsula
14.
Slide 12: The teacher will discuss Franz Ferdinands assassination and how its effect on
the already fragile relationship between Serbia and Austria-Hungary
15.
Slide 13: This war brought in a lot of new warfare that upped the ante. Trench warfare;
the most influential warfare, nearly the entire war consisted of soldiers in trenches. Machine guns
were invented at this time. Chemical warfare was first used in World War I, this included
Mustard and Chlorine Gas. Most pictures will show people wearing gas masks. Flamethrowers
were used, these were essentially guns that shot fire. Tanks. U-Boat Submarine; a German secret
weapon that sunk many British ships. Airpower; airplanes.
16.
Slide 14: Trenches were ditches that the soldiers dug; they fought the war and lived in
these trenches for over a week at a time. They went on for miles and contributed to the length of
the war. No Mans Land was the land between two sides trenches. Fighting in these trenches
put them at risk of death and diseases at all times. Trench Fever and Trench Foot; a fungal
infection that led to amputation!
17.
Slide 15: Soldiers wearing gas masks as they operate a machine gun.
18.
Slide 16: Soldiers in the trenches.
19.
Slide 17: The teacher will ask the students to write down 3 types of warfare that was used
in World War I. The teacher will ask the students to share their answers until all were eventually
named.
20.
Slide 18: The teacher will discuss the multiple fronts in World War I.
21.
Slide 19: The teacher will discuss how America got involved in World War I.
22.
Slide 20: The teacher will inform the students who won the war and what an armistice is.
23.
Slide 21: The teacher will play the Crash Course video, it is around 13 minutes long. The
students will need 5-7 minutes for a closure so if there isnt enough time, use the extra time to
discuss closure answers
24.
Slide 22: The teacher will give the students 5-7 minutes to write the sequence of events of
World War I in their own words. They may share their answers if time permits. This works as an
assessment on the information they covered.
25.
The teacher will collect the closure as the students leave.
13
Assessment:
The teacher will give the students 5-7 minutes to write the sequence of events of World War I in
their own words. They may share their answers if time permits. This works as an assessment on
the information they covered.
Homework:
Due Wednesday: The students are to read the following articles, if there is enough time in class
the teacher will allow the students to read them until class is dismissed. These articles are to help
them in tomorrows discussion.
#1-http://www.theatlantic.com/magazine/archive/1999/05/was-the-great-war-necessary/377605/
#2 - http://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/US_Entry.pdf (only
pages 1 and 2)
Due Friday: Define the key terms. (Handout #3)
Title of lesson: World War I Class Discussion - Educational Chairs

Type of lesson: Discussion
Day: Wednesday (Day 3)
Overview: In this set, the class is finishing up the topic of World War I and will be utilizing
their learned information in a class discussion. There will be set questions that the students will
have to answer created by the teacher. Participation is not required but students are expected to
be paying attention, remaining respectful, and taking notes if they want. This lesson is testing if
the students truly understand what they have learned and not regurgitating information they
heard the teacher state or read from a textbook.
Objectives:
14

describe the causes of World War I.
justify if war creates peace or not
defend their beliefs if the U.S. should have entered WWI
argue their beliefs and facts in a rigorous and respectful manner

o Arizona Social Studies Content Standards: World History Strand 2 -- Concept 8:
World at War PO 1. Examine the causes of World War I: a. rise of nationalism in
Europe b. unification of Germany and Otto Von Bismarcks leadership c. rise of
ethnic and ideological conflicts - the Balkans, Austria, Hungary, the decline of the
Ottoman Empire
o Arizonas College and Career Ready Standards (ACCRS): Cite specific textual
evidence to support analysis of science and technical texts, attending to the
precise details of explanations or descriptions. (910.RST.1)
o Draw evidence from literary or informational texts to support analysis, reflection,
and research.
a. Apply grades 910 Reading standards to literature (e.g., "Analyze how

an author draws on and transforms source material in a specific work [e.g.,
how Shakespeare treats a theme or topic from Ovid or the Bible or how a
later author draws on a play by Shakespeare]").
b. Apply grades 910 Reading standards to literary nonfiction (e.g.,
"Delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is valid and the evidence is relevant and
sufficient; identify false statements and fallacious reasoning"). (910.W.9)
5 chairs
Placards with the words; Strongly Agree, Somewhat Agree, Neutral, Somewhat Disagree,
and Strongly Disagree
Article 1: http://www.theatlantic.com/magazine/archive/1999/05/was-the-great-warnecessary/377605/
Article 2:
http://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/US_Entry.pdf (only
pages 1 and 2)
Discussion Questions:
World War I has been called an unnecessary war, agree or disagree?
Should the United States have entered World War I, agree or disagree?
15
Does war create peace, agree or disagree?
1. The students will enter the classroom and sit in their assigned seats and the teacher will
take roll call.
2. The five chairs will already be placed in the front of the room with the placards on the
chair.
3. The chairs will be facing the rest of the desks, representing an audience.
4. Before the activity begins the teacher will instruct the students on how to properly
participate in a discussion. The students will have to be respectful and to listen to
understand not listen to respond. Meaning they have to listen and really consider what
their peer is stating not just waiting for them to finish.
5. Each discussion question will last about 10 minutes.
6. The teacher will ask one question at a time and have five students volunteer to go sit in
the chair that best expresses their feelings on that question. Let them know that they will
HAVE to speak if they volunteer.
7. Once five students are sitting in their chairs ask them to explain their reasoning in this
order; Strongly Agree, Strongly Disagree, Somewhat Agree, Somewhat Disagree, then
finally Nuetral.
8. After they explain their reasoning they can challenge eachother on their stances with
evidence they have learned from class.
9. After about 10 minutes, open the floor to the viewers and if they have any input to add.
10. Ask the nuetral student if they have changed their position after the discussion.
11. Repeat for the next two questions.
12. The remaining of the class is dedicated for the assessment/closure.
Assessment:
The assessment will be the students will write briefly on the question: How discussion is
important in and outside the academic realm, how do you see yourself using this skill outside this
class?
Homework:
Due Friday: Define the key terms. (Handout #3
Handout #7
Why Did the United States Enter World War I?

Student Name ___________________________________________________ Date ________________
1. Because the U.S. was under attack despite its neutrality?
16
The present German submarine warfare against commerce is a warfare against all mankind....Our
motive will not be revenge or the victorious assertion of the physical might of the nation, but
only the vindication of right, of human right, of which we are only a single champion....Armed
neutrality, it now appears, is impracticable.
-- President Woodrow Wilson's War Message (April 1917)
It would be the resumption of unrestricted submarine warfare that would ultimately bring the
United States into the war.
-- The Gilder Lehrman Institute of American History
2. To make the world safe for democracy?
Our object...is to vindicate the principles of peace and justice in the life of the world as against
selfish and autocratic power.... We are glad...to fight...for the ultimate peace of the world and for
the liberation of its peoples, the German peoples included: for the right of nations great and small
and the privilege of men everywhere to choose their way of life and of obedience. The world
must be made safe for democracy....
-- President Woodrow Wilson's War Message (April 1917)
3. Because we would have faced economic collapse if the Allies could not pay back all the loans
made to them by American bankers?
We have loaned many hundreds of millions of dollars to the Allies in this controversy. While
such action was legal and countenanced by international law, there is no doubt in my mind but
the enormous amount of money loaned to the Allies in this country has been instrumental in
bringing about a public sentiment in favor of our country taking a course that would make every
bond worth a hundred cents on the dollar and making the payment of every debt certain and sure.
-- Senator George W. Norris in Opposition to President Woodrow Wilsons War Message
(April 4, 1917)
We didn't win a thing we set out for in the last war. We merely succeeded, with tremendous loss
of life, to make secure the loans of private bankers to the Allies.
-- Senator Gerald Nye of North Dakota, Chairman of the Senate Munitions Committee (circa
1936)
Beginning in 1916, the Morgan negotiated a series of extremely large loans to France and to
England, becoming their exclusive purchasing agent and financier in the United States.
-- Notable American Volunteers of the Great War, Great War Primary Documents
Archive
By 1917, American loans to the Allies had soared to $2.25 billion; loans to Germany stood at a
paltry $27 million.
-- The Gilder Lehrman Institute of American History
4. Because it was good for business?
17
through the instrumentality of others who have not only made millions out of the war in the
manufacture of munitions, etc., and who would expect to make millions more if our country can
be drawn into the catastrophe
(April 4, 1917)
To what extent was America's war a war for business? Did Woodrow Wilson lead
America into war in order to serve the selfish interests of the few? The answer is determined by
looking into the essential facts. In the first place, Wall Street wanted war.
American participation in the war against Germany would constitute the most tremendous
and profitable coup in the history of American finance The war created 21,000 new American
millionaires and during the war period, 69,000 men made more than three billion dollars over
and above their normal income It would have been quite impossible for President Wilson to
have begun a war really intended to make the world safe for democracy without facing the
united opposition of Wall Street. -- John Kenneth Turner, Shall It Be Again? 1922
5. Because of cultural, historical, and economic ties to Great Britain?
The failure to treat the belligerent nations of Europe alike, the failure to reject the unlawful "war
zones" of both Germany and Great Britain is wholly accountable for our present dilemma.
-- Senator Robert M. LaFollette in Opposition to President Woodrow Wilsons War
Message
(April 4, 1917)
6. Because of anti-German sentiment influenced by historic ties to England, German policies, and
American and British propaganda?
a large number of the great newspapers and news agencies of the country have been controlled
and enlisted in the greatest propaganda that the world has ever known to manufacture sentiment
in favor of war.
(April 4, 1917)
7. The result of the expansion of the U.S.s armed forces and weaponry?
That which has driven the masses of Europe into the trenches and to the battlefields is not their
inner longing for war; it must be traced to the cutthroat competition for military equipment, for
more efficient armies, for larger warships, for more powerful cannon. You cannot build up a
standing army and then throw it back into a box like tin soldiers.
-- Emma Goldman, from "Preparedness: The Road to Universal Slaughter"
8. For another reason?
9. For a combination of reasons?
18
Title of lesson: World War I Documentaries

Type of lesson: Film
Day: Thursday (Day 4)
Overview: The students will watch 10 short documentaries from the History channel. Each film
focuses on a core topic of World War I. They are all in HD and last no longer than 4 minutes. The
interesting movies will keep the students interested and will help the students who learn more
from visual aids which the films offer. The students are to closely watch the films and work on
the worksheet. They are to fill in the blanks that are quotes from the films and write what they
learned or what they found interesting on every documentary.
Objectives:
19

Analyze WWI documentaries for key information
Write and describe new knowledge or what they found interesting about the films
Standards (AZ and ACCRS)
involvement
Arizona College and Career Standards: Determine the meaning of words and phrases as
they are used in a text, including vocabulary describing political, social, or economic
aspects of history/social studies. (910.RH.4)
Handout #
#1 WWI: Global Connections: http://www.history.com/topics/world-war-i/world-war-ihistory/videos/world-war-i-global-connections?
m=528e394da93ae&s=undefined&f=1&free=false
#2 WWI: One Word: http://www.history.com/topics/world-war-i/world-war-ihistory/videos/world-war-i-one-word?m=528e394da93ae&s=undefined&f=1&free=false
#3 WWI Alliances: http://www.history.com/topics/world-war-i/world-war-ihistory/videos/world-war-i-alliances?m=528e394da93ae&s=undefined&f=1&free=false
#4 Nationalism and WWI: http://www.history.com/topics/world-war-i/world-war-ihistory/videos/nationalism-and-wwi?m=528e394da93ae&s=undefined&f=1&free=false
#5 Tech Developments of WWI: http://www.history.com/topics/world-war-i/world-war-ihistory/videos/tech-developments-of-world-war-i?
m=528e394da93ae&s=undefined&f=1&free=false
#6 Legacy of WWI: http://www.history.com/topics/world-war-i/world-war-ihistory/videos/legacy-of-world-war-i?m=528e394da93ae&s=undefined&f=1&free=false
#7: Deconstructing History: U-Boats: http://www.history.com/topics/world-war-i/world-war-ihistory/videos/deconstructing-history-uboats?m=528e394da93ae&s=undefined&f=1&free=false
#8 Life in a Trench: http://www.history.com/topics/world-war-i/world-war-i-history/videos/lifein-a-trench?m=528e394da93ae&s=undefined&f=1&free=false
#9 US in WWI: http://www.history.com/topics/world-war-i/world-war-i-history/videos/the-us-inworld-war-i?m=528e394da93ae&s=undefined&f=1&free=false
#10 Christmas Truce: http://www.history.com/topics/world-war-i/world-war-i-history/videos/thechristmas-truce?m=528e394da93ae&s=undefined&f=1&free=false
Assessment:
The students will turn in the worksheet to confirm and assess that they watched and understood
the films that they watched in class.
Handout #4
Name____________________
20
Period____________________
World War I Documentary Worksheet

Directions: Closely watch the following documentaries and fill in the
blanks. After every documentary; write in SENTENCE FORM one new
thing you have learned OR something that you found interesting.
#1 WWI: Global Connections
1. In France, World War I was a necessary _____________ at the
beginning of the war.
21
What I learned . . .
___________________________________________________________
__________________________________________________________________________
_
#2 WWI: One Word
2. They were putting everything into their fronts, and they were
leaving their population in Germany ______________.
___________________________________________________________
__________________________________________________________________________
#3 WWI Alliances
3. The arch-duke was assassinated by a group of Serb
revolutionaries who wanted to _________________ Serbia with
Austria-controlled Bosnia.
___________________________________________________________
__________________________________________________________________________
_
#4 Nationalism and WWI
4. The outbreak of the war ___________________ nationalist feelings.
___________________________________________________________
__________________________________________________________________________
_
#5 Tech Developments of WWI
5. World War I wasnt only the first Industrial War, but the first
__________________ war.
22
___________________________________________________________
__________________________________________________________________________
_
#6 Legacy of WWI
6. What WWI gave us was this legacy of ___________ of how to
make war more effective, better, and ultimately and with
horrible consequences; bloodier.
___________________________________________________________
__________________________________________________________________________
_
#7 Deconstructing History: U-Boats
7. Germany built over __________ Type VII U-Boats during the war.
___________________________________________________________
__________________________________________________________________________
_
#8 Life in a Trench
8. The British and French didnt feel they would be there very
long so their trenches were very ________________________.
___________________________________________________________
__________________________________________________________________________
_
#9 The U.S. in WWI
23
9. Woodrow Wilson ran for re-election on the slogan

______________________________.
___________________________________________________________
__________________________________________________________________________
_
#10 Christmas Truce
10.
Both sides are well aware that consulting with the
enemies was considered ________________.

___________________________________________________________
__________________________________________________________________________
_
Handout #5 (TEACHER ONLY!)

WWI DOCUMENTARY WORKSHEET - ANSWER KEY
1. Evil
2. Depleted
3. Unify
4. Enhanced
5. Scientific
6. Inquiry
7. 700
8. Wet and muddy
9. He kept us out of war
10. Treason
24
Title of lesson: Scramble for Africa Simulation

Type of lesson: Simulation Activity
Overview: The class will have an activity outside, it is a simulation of the Scramble for Africa.
Africa was fought over by many imperialist countries to be colonized. This major fight to
colonize Africa (and the rest of the world) eventually led to WWI. This activity teaches the
students hands on the causes of World War I.
Objectives:
Justify why an Imperialist country would want to colonize a new area.
Standards (AZ and ACCRS)
involvement
Slips of paper with different types of goods written on them
25
1. Once the students are seated the teacher will display the PowerPoint
2. There will be a bell ringer for the students. They are to answer what were the causes of World
War I and what the term Imperialism means. This is to recall past information that will be
important for the next activity. (5 minutes)
3. After the students finish the bell ringer, the teacher will go into the Scramble for Africa. Just a
brief presentation. It was a scramble for many imperialist countries to claim areas of Africa to
colonize that eventually led to WWI. (5 minutes)
4. The teacher will introduce the activity.
5. There will be groups of 6 groups of 5. The teacher will count heads 1-6 to decide groups.
There will three groups representing major Imperialist countries; Germany, France, and Britain.
The other three will be representing Africa. The students representing Africa will be given a slip
of paper with one of Africas many natural resources. Germany, France, and Britain want these
resources for themselves. This will be a game of tag. The Imperialist countries are going to be
it and try to tag an African country. Once they do, the African country has to hand over their
resources and sit on the sidelines. The goal of each side is the African countries have to stay
away from the Imperialist countries to keep their resources, but the Imperialist countries want the
most resources possible!
6. After the first round the groups will switch sides. (5-7 minutes)
7. The teacher will go over the rules.
8. There is to be NO tackling or any rough or aggressive physical actions. Just place your hand
on the country to colonize them. Everyone is to be respectful and kind to other classmates. The
students have to stay in the designated area. (2 minutes)
9. A brief check for understanding, just read the questions.
10. The class will go outside to the field behind the Social Studies building
11. The class will play the game. The teacher will moderate and manage the students outside.
12. The class will have 20 minutes to play the game, with 10 minutes left in class the students
will go back inside.
13. The teacher will display the closure and the students are to write down why a country may
colonize a land.
14. The teacher will collect the closure when the students leave the room.
26
Iron
Iron
Iron
Iron
Iron
Diamonds
Diamonds
Diamonds
Diamonds
Diamonds
27
Salt
Salt
Salt
Salt
Salt
Gold
Handout #6
Unit Assessment:
The students will be taking a vocabulary quiz a week after they were given the terms and they
will be taking a unit test in a few weeks.

Methods Sigassign

Transféré par

Informations du document

Description originale:

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Methods Sigassign

Transféré par

Droits d'auteur :

Formats disponibles

Running head: SIGNATURE ASSIGNMENT

Your name: Amber Barlow

Arizona Social Studies Content Standards: World History/Strand 2-Concept 8: PO 1.

Title of lesson: Imperialism and World War I

Title of lesson: The Great War

Define the terms imperialism, nationalism, and militarism

Explain the four primary causes of World War I

Categorize the warring countries to their specific sides/powers

Summarize the main events of World War I in their own words

Arizona Social Studies Content Standards World History/Strand 2-Concept 8: PO 1.

Great War PowerPoint

World War I Crash Course video (embedded in PowerPoint)

World History: Patterns of Interaction text book

Title of lesson: World War I Class Discussion - Educational Chairs

explain the changing nature of warfare in World War I.

Standards (AZ and Common Core)

a. Apply grades 910 Reading standards to literature (e.g., "Analyze how

Does war create peace, agree or disagree?

Why Did the United States Enter World War I?

1. Because the U.S. was under attack despite its neutrality?

Title of lesson: World War I Documentaries

Students will be able to:

World War I Documentary Worksheet

9. Woodrow Wilson ran for re-election on the slogan

Both sides are well aware that consulting with the

enemies was considered ________________.

Handout #5 (TEACHER ONLY!)

Title of lesson: Scramble for Africa Simulation

Vous aimerez peut-être aussi