WWI-Prosperity Unit Plan - WordPress.com...writing” to write an argumentative essay on why the U.S. was justified in entering WWI.. • World War I will be followed by a post-war

Andrea King Wilson – QVTHS – 9th grade U.S. History

Unit Overview Content Area: U.S. History Unit Title: War and Prosperity: At Home and Abroad

Target Course/Grade Level: 9th grade Unit Summary • Students will learn about the origins of WWI-including alliances, imperialism, and militarism and be

able to understand and describe the causes, major events, key players and consequences of the “Great War.”

• Using prior skills, including essay writing, reading and analyzing primary and secondary sources, and studying maps (which will be reinforced throughout the unit) students will use “historical thinking and writing” to write an argumentative essay on why the U.S. was justified in entering WWI..

• World War I will be followed by a post-war or “interwar” unit that focuses on the U.S. conditions of 1920’s, using a variety of documents, plus cooperative and individual instructional activities, students will examine and identify the emergence of new beliefs and attitudes that produced tensions and conflicts in society.

Learning Targets European/U.S. Involvement in WWI; Technology of World War I NYSS: 1.2e; 2.1b; 2.2e; 3.1d: CCLS: RH. 2; RH. 3; RH.7, WHST.1a

o Students will define concepts of militarism, imperialism, and nationalism by analyzing examples in Europe during late nineteenth and early twentieth century

o Students will identify the changes and advances in weaponry and its impact on twentieth century warfare by writing a fictional letter of a soldiers experience in the trenches

Impact of War on Americans (War Opposition and Patriotism issues) NYSS: 5.1a; 5.2b; 5.3a: CCLS: RH.1; RH.2; RH.6;

o Students will analyze an important Court Case (Schenck v. United States) and determine if times of war call for limitations on the rights of personal liberties. Students will also compare the point of view two anti-war Americans and form an opinion.

The Search for Peace (End of War) NYSS: 1.2e; 1.2; 2.2a; 2.2e; 2.3b; 3.1e; 4.1f: CCLS: RH.1; RH.3; WHST.2b; WHST.9,

o Students will evaluate the decisions made in the Treaty of Versailles by deciding if the settlement was “fair and deserved”

Isolationism and Nativism; Harlem Renaissance and Flappers; Factors of Prosperity; & Prohibition NYSS: 1.2d ;2.2e; 5.2b; 1.2c; 5.1a; 4.1b; 4.1d; 4.1g: 1.2d; 5.2b CCLS: RH.1-6; WHST 1a

o Students will identify and describe the social, political, and economic impact of the war by analyzing and comparing the experiences of various groups of people in post-war U.S.


Unit Essential Questions Overarching • Should Americans intervene in foreign affairs? • Can personal liberty and national security in

wartime co-exist? • As a citizen of a country, are the people

obligated to support their country’s position in world affairs?

• In what ways can war change social, political, and economic values?

Topical • What was the most important cause of World

War I? • Should the United States have become involved

in World War I? • What was the most important impact of WWI on

the United States? • Was the Treaty of Versailles fair? • Why did the U.S. experience so much social,

political, and economic change in the 1920s? • How did government and economic policies

during the 1920s lead to the Great Depression?

Unit Enduring Understandings • Entangling alliances combined with industrialization,

imperialism, and nationalism were the major causes that led to WWI.

• The mistakes of the “Treaty of Versailles” lead to World

War II.

• The American peoples attempt to return to “normalcy” in foreign and domestic affairs lead to unsettling social, economic, and political changes.

• Reckless economic policies and practices of the 1920s lead to the Great Depression of the 1920s.

•

Unit Learning Targets Students will know… • How militarism, imperialism, nationalism, and alliances led to World War I • How the events that led to the United States involvement in World War I including the shift away from

isolationism, sinking of the Lusitanian, and the Zimmerman Telegram. • How negotiations with foreign government have led to the development of foreign policy initiatives such as the

Treaty of Versailles, Wilson’s Fourteen Points, the League of Nations) • How women and minorities were both impacted by WWI. • How American society was unsettled by rapid social, political, economic, and cultural changes. • How economic policies and practices of the 1920s lead to the Great Depression Students will be able to… • Read and interpret primary and secondary sources from the WWI and 1920s time period. • Analyze the significance of judicial decisions during WWI the 1920s. • Identify key women, political leaders, and events during WWI and the 1920s • Compare and contrast various events during WWI and the 1920s. • Write arguments to support claims with clear reasons and relevant evidence using CCEJ (Toulmin Model)


Evidence of Learning

Summative Assessment (X days) • Quiz on material covered during unit (Test/Quiz: Regents M.C.) • Take home essay (Academic Extra Credit)

Equipment needed: Approximately 120 copies of Unit Test/Scantron Formative Assessments • Argumentative Paragraph • HW assigned weekly • Exit Tickets

• Class Discussion • Do-Now • In Class Activities

Lesson Plans Lesson Objectives Timeframe

Lesson 1 European Causes for World War I

Aim: How did one gunshot cause the death of millions?

Define Militarism, Alliances, Nationalism, and Imperialism List the main causes of WWI Explain MANIA

March 19, 2012

Lesson 2 America’s Intervention into WWI

Aim: Why was it difficult for the U.S. to remain neutral from 1914-1917??

Define/Identify: Neutrality, Lusitania, Zimmerman Telegram Identify 3 reasons the U.S. entered into WWI Explain the impact the Zimmerman telegram had on the public as well as the U.S.’s entrance into WWI.

March 20, 2012

Lesson 3 Technology of World War I

Aim: How does the development of new technology impact warfare?

Define “total war” Identify the new technology and weaponry of WWI Summarize the hardships felt on the frontlines of WWI

March 21, 2012

Lesson 4

Impact on War on Americans Aim: Where critics of World War I

anti-American, why or why not?

Discuss how the rights of citizens are limited during wartime. Identify restrictions imposed on civil liberties (Espionage and Sedition Acts) Compare and contrast two primary sources Evaluate the effect of the “clear and present danger” ruling on the right of free speech Write a claim to support answer to the AIM

March 22, 2012


Lesson 5 Movie Day

Students will watch the following movie: • The Jazz Age (Preview for Week 3) • The Great War (recap of this weeks lesson)

March 23, 2012

Lesson 6

End of World War I and the Peace Settlement

Aim: Should the United States have joined the League of Nations, why or

why not?

List the (4) main points of Wilson’s 14 points List the main points of the Treaty of Versailles (BRAT) Write a claim to support their answer to the AIM.

March 26, 2012

Lesson 7 Quiz

Topics: Spanish American War, Imperialism, WWI March 27, 2012

Lesson 8 Quiz Or

In-Class Work Argumentative Writing

Topics: Spanish American War, Imperialism, WWI

March 28, 2012

Lesson 9 Historical Society

Planned and Run by Mentor Teacher March 29, 2012

Lesson 10 Factors of Prosperity

Aim: Were the 1920s a period of business boom or false prosperity?

Define Normalcy Explain the politics of President Warren Harding and Calvin Coolidge Explain the effects of new industries on American life and how technology transformed American society in the 1920s.

April 2, 2012

Lesson 11 Return to Normalcy? Isolationism

and Nativism Aim: Why was there an increase in bigotry and prejudice in the 1920s?

Define and explain the causes of the Red Scare Describe the impact of each of the following on American society: Immigration Quota, Sacco & Vanzetti, Red Scare and rise of KKK

April 3, 2012

Lesson 12 Cultural Values of the 1920s:

Prohibition Aim:

Define prohibition, Volstead Act (18th Amendment), bootleg, Analyze political cartoons on prohibition

April 4, 2012

Lesson 13 Cultural Values of the 1920s

New Values Aim: How did WWI affect women

and minorities?

Define Great Migration, Harlem Renaissance, Flapper Explain how women’s , African Americans, and Mexicans lives changed during the 1920

April 5, 2012


Teacher Notes: Be prepared and organized Revise Lesson plan daily Remember to incorporate TLC techniques (positive framing, circulate with a purpose, right is right, warm strict) Bring the enthusiasm Develop effective questions that are direct and encourage critical thinking skills


THE CCEJ MODEL FOR WRITING AN ARGUMENTATIVE PARAGRAPH

QUESTION: Should the United States have declared war on Spain in 1898?

CLAIM: The position or side of the question that you plan to argue *Your opinion (backed up by fact): The United States ______________________________________________________ CONTEXT: The historical context/background about the subject Who, What, When, and Where

Important People Dates

Events

Places

In 1898 the United States declared war on Spain for four main reasons; __________________, ___________________, ____________________, ____________________. EVIDENCE: Examples that will support your position *Primary or Secondary Sources (Documents)

Quotes Graphs

Letters

Maps Other historical information/data

The most important reasons why the United States declared war on Spain were _______________ and _______________________. JUSTIFICATION: How your evidence supports your claim How and why your claim (argument) makes sense The _________________________ caused the United States to _______________________________ Similarly, the __________________________ was _______________________________


Transition Words

“Transitions” are word that help connect ideas in a paragraph.

When you are giving many examples or ideas in the body of a paragraph, you should try to introduce each example/idea with a transition word. Similarity also, in the same way, just as ... so too, likewise, similarly

Exception/Contrast

but, however, in spite of, on the one hand ... on the other hand, nevertheless, nonetheless, in contrast, on the contrary, still, yet

Sequence/Order first, second, third, ... next, then, finally

Time after, afterward, at last, before, currently, during, earlier, immediately, later, meanwhile, now, recently, simultaneously, subsequently, then

Example for example, for instance, namely, specifically, to illustrate

Emphasis even, indeed, in fact, of course, truly

Place/Position above, adjacent, below, beyond, here, in front, in back, nearby, there

Cause and Effect accordingly, consequently, hence, so, therefore, thus

Additional Evidence additionally, again, also, and, as well, besides, equally important, further, furthermore, in addition, moreover, then

Conclusion/Summary finally, in a word, in brief, briefly, in conclusion, in the end, in the final analysis, on the whole, thus, to conclude, to summarize, in sum, to sum up, in summary


Queens Vocational and Technical High School United States History and Government Quiz

Hawaiian Planters Urge American Annexation”

“U.S. and Germany Negotiate for Control of the Samoan Islands” “U.S. Gains Control of Wake Island and Guam”

1) Which conclusion can best be drawn from these headlines?

(1) The Anti-‐Imperialist League strongly influenced Congress. (2) Respect for native cultures motivated United States foreign policy. (3) United States territorial expansion increased in the Pacific Ocean. (4) Construction of a railroad to Alaska was a major policy goal.

2) The headlines in this newspaper are an example of

(1) yellow journalism (3) muckraking literature (2) investigative reporting (4) government censorship

3) Publication of this and similar news stories encouraged Congress to

(1) declare war on Spain (3) pass antiterrorist legislation (2) improve naval safety (4) conduct a criminal investigation

4) President Theodore Roosevelt’s Big Stick policy is most closely associated with

(1) friendly relations with China after the Boxer Rebellion (2) conservation of natural resources (3) court actions to support business monopolies (4) intervention in Latin American affairs


5) The cartoon illustrates the actions of President Theodore Roosevelt in

(1) securing the land to build the Panama Canal (2) leading troops in the Spanish-‐American War (3) ending the war between Russia and Japan (4) improving diplomatic relations with Latin American nations

6) Critics of the actions shown in this cartoon claimed President Theodore Roosevelt was

(1) causing environmental damage (2) following a policy of imperialism (3) requiring massive tax increases (4) producing major trade deficits with China

7) What was the effect of the “clear and present danger” ruling established in Schenck v. United States (1919)?

(1) placing limits on constitutional freedoms (2) decreasing the president’s powers during wartime (3) limiting the hours women could work in industry (4) upholding the right of states to regulate child labor

8) After World War I, the United States Senate refused to approve the Treaty of Versailles. This action reflected the Senate’s intention to

(1) provide support for the League of Nations (2) punish the nations that began the war (3) return to a policy of isolationism (4) maintain United States leadership in world affairs


For the following questions write a CCEJ Claim. Only answer 2 of the 3 questions!

1) Should the United States have declared war on Spain in 1898? CLAIM: CLARIFICATION: EVIDENCE: JUSTIFICATION:

2) What was the most important cause of WWI? (HINT: MANIA) CLAIM: CLARIFICATION: EVIDENCE: JUSTIFICATION:

3) Should the United States have entered into WWI? CLAIM: CLARIFICATION: EVIDENCE: JUSTIFICATION:


TAKE-HOME ESSAY QUESTION

Directions: Write a well-organized essay that includes an introduction, several paragraphs addressing the task below, and a conclusion. You will be graded on your Claim/Thesis, organization, and use of evidence/ supporting your argument. Theme: Change — War and Prosperity Task: Answer one of the following:

1. Did German actions during World War I force the United States to declare war? In 1914, nationalism, militarism, imperialism, and entangling alliances combined with other factors to lead the nations of Europe into a brutal war. The war quickly stretched around the globe. The United States remained neutral at first, but soon abandoning this policy. After reviewing your textbook and class notes, write an essay that discusses the various reasons why the United States declared war on Germany in 1917 and evaluates whether or not the United States was justified in its actions. Be sure to support your position with evidence from your text and your notes.

2. Were the 1920s a period of prosperity or false hope? The 1920s brought about significant political,

economic, and social changes. The spread of the automobile and other new technologies contributed to growing prosperity, as did Republican policies that were favorable to business. Women and African Americans also felt a new sense of power and freedom. At the same time, however, many people wanted to preserve traditional values and the era witnessed Prohibition, the Red Scare and new restrictions on immigration. After reviewing your textbook and class notes, write an essay that compares two changes during the 1920s and argues which had a more significant impact on Americans. Be sure to support your position with evidence from your text and class notes.

Guidelines: In your essay, be sure to:

• Develop all aspects of the task • Support your claim/thesis with relevant facts, examples, and details • Use a logical and clear plan of organization, including an introduction and a conclusion that are beyond a restatement of the claim


Essay Outline: Did German actions during World War I force the United States to declare war? I. Introduction:

a. Claim 1: Your Claim (1 sentence) b. Context: Historical Context of WWI (1-‐4 sentences) c. Evidence: 3 pieces of Evidence that will support your claim (1-‐2 sentences)

i. ii. iii.

d. Justification: Statement of you why your claim is correct (1-‐2 sentences) II. Body Paragraph 1: Details about 1st piece of evidence that supports your claim (5-‐7

sentences) III. Body Paragraph 2: Details about 2nd piece of evidence that supports your claim (5-‐7

sentences) IV. Body Paragraph 3 Details about 3rd piece of evidence that supports your claim (5-‐7

sentences) V. Conclusion: Summarize evidence, restate claim, and restate justification (5-‐7 sentences)

Essay Outline: Were the 1920s a period of prosperity or false hope? I. Introduction:

a. Claim 1: Your Claim (1 sentence) b. Context: Historical Context about the 1920s (1-‐4 sentences) c. Evidence: 3 pieces of Evidence that will support your claim (1-‐2 sentences)

i. ii. iii.

d. Justification: Statement of you why your claim is correct (1-‐2 sentences) II. Body Paragraph 1: The change you think was most important and why (5-‐7 sentences) III. Body Paragraph 2: The change you think was not as important and why (5-‐7 sentences) IV. Body Paragraph 3: Compares the two changes (5-‐7 sentences) V. Conclusion: Summarize evidence, restate claim, and restate justification (5-‐7 sentences)


Sample Essay Outline: Did German actions during World War I force the United States to declare war? I. Introduction Paragraph: Sample Sentences

a. Claim: i. (Yes or No), German actions during World War I forced the United States to declare war and enter into World War 1 in 1917.

b. Context: i. World War I began… (1-‐4 sentences telling how WWI started, remember MANIA!)

c. Evidence: i. The United States became involved in World War I for three main reasons; (1-‐2 sentences)

1. Close ties with Allies 2. German Unrestricted Submarine Warfare 3. Zimmerman Telegram

d. Justification: i. German actions during World War I (did or did not) force the United States to declare war. (1-‐2 more sentences explaining why you believe this)

II. Body Paragraph 1: Close Ties with Allies a. Details about 1st piece of evidence that supports your claim (5-‐7 sentences in your own

words) b. Close ties with Allies…

III. Body Paragraph 2: German Unrestricted Submarine Warfare a. Details about 2nd piece of evidence that supports your claim (5-‐7 sentences in your own

words) b. The German use of unrestricted warfare…

IV. Body Paragraph 3: Zimmerman Telegram a. Details about 3rd piece of evidence that supports your claim (5-‐7 sentences in your own

words) b. In 1917…

V. Conclusion: a. Summarize evidence, restate claim, and restate justification (5-‐7 sentences in your own

words)


Take Home Essay Grading Rubric

Criteria Exemplary: 5 points

Good: 4 points

Adequate 3 points

Inadequate 0-2 points

Thesis

Strong thesis statement that clearly presents an argument.

Thesis presents a good argument and is mostly clear

Thesis statement is present, but argument is unclear

Thesis statement is missing or unidentifiable

Organization

Ideas are presented in a logical, coherent structure. Body paragraphs support thesis statement

Some problems with the structure of ideas, but logical structure overall. Body paragraphs mostly support thesis statement, with some alignment problems.

Ideas are not presented in an organized manner. There is little connection to the thesis statement.

Ideas are incoherent, no organization or connection to thesis statement.

Support/ Evidence

All opinions are supported with facts and information from class. Material is accurate and relevant.

Most opinions are supported with information from class. Some material is irrelevant or incorrect.

Most opinions are not supported with information from class. Material is irrelevant or incorrect.

Opinions are not supported with any information from class.


THE ARGUMENTATIVE PARAGRAPH (CCEJ) RUBRIC

Graded Component

Target-‐ 5 points Approaching Target -‐4 points

Emerging – 3 points Baseline -‐2 points -‐1 point

Making a Claim

Claim is explicitly stated and establishes a relevant, clear, and specific position.

Claim is explicitly

stated and establishes a position that

satisfies 2 of the following criteria: relevance, clear,

specific.

Claim is explicitly

stated and establishes a position that satisfies 1 of the following criteria: relevance, clear,

specific.

(2 points) Claim is explicitly stated but is not relevant, clear, or specific. (1 point) Claim is not stated

(1 point) Claim is not stated

Clarifying Claim

Establishes a context for the topic by clearly and specifically providing the

historical context of subject

Establishes a

context for the topic, and additional key data, but not specific.

Establishes a context for the topic, but is very vague and not clear or specific

Context established is incomplete.

Context

established is not present

Presenting Evidence

Presents relevant and accurate

evidence that is properly “set-‐up,” punctuated

and cited.

Presents evidence that is properly set-‐up, punctuated and cited. It satisfies 1 of

the following criteria: accuracy and relevance.

Presents evidence that is properly set-‐up, punctuated and cited but is not relevant or

accurate.

Evidence is

presented, but is not properly set-‐up, punctuated, and

cited

Evidence is not presented or is very unclear or not drawn from correct data

Justifying Evidence

Justifies evidence by clearly

summarizing its significance, demonstrating how evidence

supports context in clarification, and concluding

with a restatement of

claim.

Justifies evidence by clearly satisfying 2

of following components:

summarizing its significance,

demonstrating how the evidence

supports context in clarification, and concluding with a restatement of claim

Justifies evidence by clearly satisfying 1 of

following components:

summarizing its meaning, significance how the evidence supports context in clarification, and concluding with a restatement of claim

A partial attempt is made to justify evidence by

summarizing its significance

demonstrating how the evidence

supports context in clarification, and concluding with a restatement of claim, but all

components are unclear

No attempt is made to justify evidence by

summarizing its significance, demonstrating

how the evidence supports context in clarification, and concluding

with a restatement of claim, but all

components are unclear


United States History and Government Homework Assignment

Due Date: March 22, 2012 Directions: Use pages 159-164 of the textbook United States History and Government to answer the following questions: Vocabulary Using your textbook, define the following causes of WWI. All answers must be written in complete sentences. (Pg. 159)

1. Militarism 2. Alliances/Alliance System 3. Imperialism 4. Nationalism

Questions Answer the following questions in at least 5 complete sentences.

1. What circumstances lead the United States to break its policy of neutrality and enter into World War I? Provide at least two examples to support your answer. (Pg. 161-162)

2. This cartoon ran in American newspapers in 1916. Later that year Wilson was running for re-election with the campaign slogan "He kept us out of war." He was re-elected but by April 1917 he was asking Congress to declare war on Germany: nearly one year after this cartoon first appeared


a) What does the sinking ship represent? b) How is the U-Boat represented in this cartoon? c) What does the artist think is going to happen in the near future? Was his prediction correct?

Explain your answer.

3. In what ways did Americans mobilize to support World War I? (Pg. 162-163)

4. How were civil liberties restricted during World War I. Provide at least two examples to support

your answer (Pg. 164)


Queens Vocational and Technical High School United States History and Government

Homework Assignment Due Date: March 29, 2012

Directions: Use pages 165-‐67 of the textbook United States History and Government to answer the following questions: Vocabulary Using your textbook, define the following key terms. All answers must be written in complete sentences. (Pg. 165)

5. Self-‐Determination 6. Reparations 7. League of Nations


5. Identify Wilson’s 14 points and list the main points. (Pg. 165)


6. Identify the Treaty of Versailles. List the main points of the Treaty of Versailles. (Pg. 165)

7. Why didn’t the Senate ratify (approve) the Treaty of Versailles and join the League of Nations? (Pg. 166)

8. In your opinion, should the United States have joined the League of Nations? Why or Why not?

Queens Vocational and Technical High School United States History and Government

Homework Assignment Due Date: April 6th, 2012

Directions: Use pages 178-88 of the textbook United States History and Government to answer the following questions: Vocabulary Using your textbook, define the following key terms and then match the key term with one of the key person’s listed.

8. 1. Normalcy 2. Assembly Line 3. Flapper 4. Harlem Renaissance 5. Red Scare 6. Jazz Age

1. Langston Hughes (pg. 185) 2. A. Mitchell Palmer (pg. 187) 3. Henry Ford (pg.183) 4. F. Scott Fitzgerald (pg. 185) 5. Warren G. Harding (pg. 180) 6. Edward K. Duke Ellington (pg. 185)


Example:

a) Normalcy: write definition Key person: list key person


9. Identify Sacco and Vanzetti. What did this case represent? (Pg. 187)

10. How did nativism and the Red Scare contribute to restrictions on immigration? (Pg. 188)

11. How did women’s lives change during the 1920s? (Pg. 186)

12. Identify the Scopes Trial. Why did it receive nationwide attention and what was the outcome? (Pg.

188)