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Unit of Study #25
Unit Components
School District:Belle Fourche
Unit of Study Title:History of World War I
Grade Level:9-12
Time Frame:15 Days
Key Words:Imperialism, Nationalism, Militarism, Secret Alliances, Trench Warfare, League of Nations, Mustard Gas, Treaty of Paris, Verdun, Somme, Doughboy
 
Unit Designer:Phil Mcnally
Unit Designer E-mail:Phil.Mcnally@k12.sd.us
Date Added:6/12/2002 3:20:28 PM
Date Last Revised:6/13/2002 4:26:33 PM
 
Topic Area:Social Science
 
Peer Reviewer:Travis Issacs
Peer Reviewer E-mail:Phil.Mcnally@k12.sd.us

Brief Summary of Unit: This Unit will cover in detail the period of 1914-1918, which resulted in World War I. Using Text, video sources and Internet collaboration students will gain a very thorough understanding of the critical importance of The Great War upon the 20th Century.
Students will Understand: The students will develop a detailed understanding of the causes and consequences of WWI upon Europe and the United States militarily, socially, culturally, politically and economic.
The students will immerse themselves into the experiences of soldiers in world war one reading real accounts and marinating a journal of their experiences on the front.
The students will each prepare a detailed presentation using visual aids to describe a major battle that took place during the war.

SD Content Standards
Link to Standards #1
Goal:

Social Science
Students will understand the emergence and development of civilization over time and place.
Students will understand the interrelationships of people, places, and the environment.
Students will understand the historical development and contemporary roleof governmental power and authority.
Students will understand the impact of economics on the development of societies and on current and emerging national and international situations.
Indicator:
· Indicator 1: Analyze the chronology of various historical eras to determine connections and cause/effect relationships.
· Indicator 2: Evaluate the significance of interactions among cultures and civilizations and the impact on cultural diffusion.
· Indicator 3: Evaluate the influence of varying values, philosophies, and world religions on the development of civilizations and cultures.
Benchmark(s):
a. analyze various characteristics which distinguish specific time periods/eras within and across cultures.
b. analyze historical situations and conditions in relation to specific chronological reference points and sequence.
c. analyze important factors that contribute to complex cause/effect relationships
Other Content Standards:None Listed

Other Components
Essential Questions to Guide this Unit and Focus Teaching and Learning: What were the causes of World War I?
Why is war often referred to glorious?
Why did soldiers continue to volunteer when they knew they were going to die?
Why did the US become involved in the War?
What would have happened if the US had not become involved?
Why did the President Wilsons League of Nations to promote world peace fail?
What would compel a world rich in technological innovation and advancing science and rationality to pursue such a destructive course of action?
Key Knowledge and Skills Students will Acquire: Students develop creative writing skill with journal entries.
Students research skills will be develop in preparation of a project paper.
Student public speaking skills enhanced though class presentations
Student be introduced to a variety of history related Internet resources.
Assessment Plan: Student’s knowledge will be assessed by the quality and historical accuracy of journal entries, project presentation and paper. Students will be graded upon class particaption and sharing information discoved in their resarch. Students will be rquired to take a comprehensive exam covering the World War I.
Learning Activities: Students will be required to maintain a detailed journal of their experiences at the front, which will integrate factual and personal accounts of the war.
Students complete a series of work sheets reviewing text materials
Students will complete a presentation before the class and prepare a 5-page report detailing the purpose and consequences of a major WWI battle.
Notes:There ere are a wide variety of excellent resouce liks on the internet. I would double check the sites to besure they are still active. This is the first video war and the use of video resources on WWI is a tremendous assest in gaining student interest.

PHOTOS: http://www.ukans.edu/~kansite/ww_one/photos/greatwar.htm
MAPS: http://www.worldwar1.com/
HISTORY: http://www.rockingham.k12.va.us/EMS/WWI/WWI.html
BATTLES: http://www.firstworldwar.com/battles/
SOMME: http://encarta.msn.com/find/Concise.asp?ti=03CD5000
STUDY GUIDE: http://www.yitm.com/yitm/ww1/
Internet Resource Link: None Listed

Adapted from the the work of Jay McTighe and Grant Wiggins. Understanding by
Design. Association for Supervision and Curriculum Development. Alexandria, VA. 1998.

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