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Unit Plan Overview

Unit:
Stage 1- Desired Results
Connections to Context:
Students will be exposed to
international conflicts through
media, bombing of Gaza, Ukraine,
and the ongoing battle between
southern and northern Sudan. This
unit will foster understanding of
world conflicts, and the causes and
consequences of World War. In turn,
it will open up a moral question
about the war, and the cost of
human life.
As students are thinking and
critically answering the previous
questions, it will help them to
become better, more mature and
educated citizen, capable of making
intelligent, and thoughtful decisions.
(How does this fit with students
experiences, the school goals, and the
larger societal issues?)

Established Goals
Core Standard <World History and
Geography>- Michigan State history
standard for 11th grade
Interregional or Comparative
Expectations
Access the interregional causes
and consequences of the global
wars and revolutionary movements

7.21 Analyze the causes,


characteristics, and longterm consequences of
World War I by
Analyzing the causes of

Transfer
Students will be able to independently use their learning to
Zone-proximal development (students can do completely on their own)
- Connecting the consequences of World War I with upcoming World War II
- The impact of industrialization in the World War I. How it intensified deadly results. Able to
describe positive and negative sides of industrialization
- Critically examine how we are applying our lesson from World War in todays world.
(What kinds of long-term independent accomplishments are desired?)

Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
Students will keep considering
Womens role greatly changed due to World
How did major power use their subjugated
War I
colonies to win the battle?
womens participation in the Great War,
What shaped Treaty of Versailles? Who had
contributions, etc.
power to make decision in the treaty?
What was role of women in the war? How did
How Treaty of Versailles flamed World War II
they participate the Great War?
The role of industrialization in the war
What role did industrialization play in the war?
> transportation, weapons etc.
The role of imperialism in the war
exploitation of resources, drafting
(What thought-provoking questions will foster inquiry,
Competition between countries to
meaning- making and transfer?)
subjugate more colonies

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions


Students will know
Students will be skilled at
Students will exhibit
The value of keeping world in
The long term (political)
Classifying primary and
peace
causes and immediate
secondary sources

Political conflicts led to death


circumstances that led to
Analyzing (Interpreting)
World War I
of over millions lives of
primary and secondary
(Students will be going over
ordinary men What kinds
sources to support their own
weapons that were made
of effort do we see now from
understanding of World War
during industrialization)
political leaders to keep
(done in research paper) +
world in peace?
Ideologies that led to World
connecting insights to detail

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

war including nationalism,


industrialization, disputes
over territory, systems of
alliances, imperialism,
and militarism
7.15 Analyzing the
distinctive characteristics and
impacts of the war on the soldiers
and people at home
Explaining the major
decisions made in the
Versailles Treaty and
analyzing its spatial and
political consequences,
including the mandate
system, reparations, and
national selfdetermination around the
globe (National
Geography Standard 13,
p.210
Numbers in the
geographic standard )
Evaluative Criteria

Research paper
1. Has an acceptable thesis
2. Addresses primary and
secondary sources and
demonstrate understanding
3. Supports thesis with
appropriate evidence from all
sources

Unit Test
1. Multiple choice questions
2. Two big essays
able to connect the Great War
with industrialization and
imperialism
At least three causes and

War (nationalism, militarism,


imperialism)
Major battles and tactics of
both Alliance and Entente
Reasons why America
entered into World War I
The major decisions made in
Versailles Treaty
Characteristics of war,
including impacts of war on
the soldiers and people at
home

understanding of World War


Making historical argument
- Making a good,
appropriate thesis
Chronological Reasoning
skill
- relationship between
causes and effects:
short-term vs. long-term
Comparison and
Contextualization
- compare multiple
historical developments
- connect to broad and
global developments

What ordinary people,


citizens, can do to be a
peace-maker of the world?
Students will wrestle with the
idea of war
When does war become a
worth fight? In other words,
when is it necessary? And
why?
(What values and commitments and
attitudes should students acquire or
wrestle with?)

Stage 2- Evidence
Students will show their learning by
PERFORMANCE TASK(S):
What are the five lessons going to be
1. Investigation Worksheet
- This will help students to investigate questions about the causes and consequences of World
War.
2. World Map
- By filling out countries of Alliance and Entente in the map, students will be able to understand
the tactics of important battles.
3. Study Guide
- Students will demonstrate their understanding of important concepts, dates of World War
4. Group Project
- This is the crucial part of meaning-making and transfer. Students will be given to write a
research paper on World War I by using primary and secondary sources. The topic is about
cause, consequence and reflection on World War I. In here, students will exhibit their
understanding of the causes and results of the war with historical analysis
5. Unit Test
- Multiple choices on the concept, two big essays about President Wilsons speech, and one

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

consequences of war each

personal memoir in the Great War. Students are also given to analyze these documents on the
essay.
(How will students demonstrate their understanding- meaning-making and transfer- through complex
performance?)

The most important quality of


assessment is the students becoming
the center of learning. The assessment
will not stop from testing important
concepts and dates. But, through
research projects and essays, students
will be able to show the connection of
the lesson. This means that there will be
no objective answer to essay questions,
or research project.

OTHER EVIDENCE:
Class discussion
(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

Stage 3- Learning Plan


Pre-assessment- due before class
(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?)

(Lesson #1) For pre-assessments, I will have google doc making a survey to check students prior knowledge about World War I
Questions include
1. What ocean lies between North America and Europe?
a. Pacific
b. Atlantic
c. Indian
d. Artic
2. Select the best definition for the term imperialism
a. The takeover of a weaker nation by a stronger nation
b. When one nation has complete control over trade with another nation
c. Extreme pride in ones country
d. The act of adopting another culture to fit in with that society
3. Which condition is most necessary to the process of industrialization in a society?
a. Dependence on subsistence agriculture
b. Creation of a one-crop economy
c. Availability of investment capital
d. Capture of foreign lands
4. Please read the following and select the best choice
- Europeans sought new markets for their goods
- Many Europeans migrated to the cities in search of jobs
- European middle class gained political power
What was the major cause of these changes in Europe?
a. Industrial Revolution
b. Rise of feudalism
c. Congress of Vienna
d. French Revolution
(Lesson #2) Students will be asked for a guided questions
Questions
a. What is the concept of alliance?
b. What are the factors that caused World War I?
c. What are countries in Triple alliance and Triple entente?
(Lesson #3) Student interactions with partner
To pick one favorite major battle in Eastern or Western Front, and tell them to discuss it with a partner
(Lesson #4) Students will fill out
1. Teacher will give an investigation sheet to students
It will have
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

What do I
know

What do I
want to
investigat
e

What did I
learn?

(Lesson #5)
ask students to discuss it with the partner about Wilsons League of Nation in Americas perspective
Learning Events

(Toward which goal does


each learning event build?)
Acquisition
Meaning
Transfer

Student success at transfer, meaning, and acquisition depends upon their


participation in these learning events
<Lesson #1>
1. Teacher will ask to pick one representative who would come to the
front and draw the colored paper. They will bring the paper (when
everyone is closing their eyes besides the one who is drawing), and
hide it in side of the notebook.
Total: 7 colored papers
- 1 RED paper
- 1 GREEN + RED paper
- 1 ORANGE paper
- 1 half YELLOW and ORANGE paper
- 1 half BLUE and YELLOW paper
- 1 PURPLE and BLUE paper
This activity will be done for students to understand the concept of
European alliances.
<Lesson #2>
2. Teacher will show a map of Europe and explain the flaw by using the
map
Teacher will ask three groups to search and find one major battle of
Western Front, and other three groups will find one major battle of Eastern
Front. Also teacher will ask students to include one weapon that was used in
the battle
<Lesson #3>

Progress Monitoring

(How will you monitor students


progress toward acquisition,
meaning, and transfer during
lesson events?)

1. I am going to distribute
a worksheet/study guide
(guiding lesson that
highlights key terms and
events) and world map.
Students will be filling
out this during the
lesson.
2. Also, I am going to
divide students into
small groups with
guided questions.
Students will have an
opportunity to interact
with other students, and
everyone will have a
chance to share their
opinions in regards to
question. During their
small group discussion, I
will be going around
classroom and observe
students interaction.
3. I am going summarize,
and clarify as I go on the

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

3. Students will be given some primary documents (such as personal


memoirs, and Wilsons speech ) and have them analyze.
<Lesson#4>
4. Teacher will show different propagandas for each country
France, Germany, Britain, and the United States, and ask students to pick
one, and interpret what it tries to tell about the opposing country?
Students will get a hand-out and pick one propaganda. After that, they will
write about propagandas interpretation (what it is trying to tell audience,
and what kind of perspective they have about opposing country)
<Lesson #5>
5. Teacher will prepare 8 small lined papers which are written the
followings:
1. The Central Powers suffered from food shortages as a result of the
British blockade
2. Germany took the risk of throwing its remaining might at the
western front in the spring of 1918
3. Germanys gamble failed
4. Allies broke through the front and started pushing the Germany
back
5. Bulgaria capitulated to the invading Allies
6. Ottoman Empire concluded on Armistice
7. Austria-Hungary surrendered on (November 4th )
8. Germany accepted armistice, which took effect on (November
11th)
Teacher will MIX them and give 8 small-lined papers to each group
Teacher will ask the students to discuss these papers within groups and put
them in chronological orders
<Lesson #5>
1. Students will have a small group have a discussion about few
questions. (such questions include: How did major power use their
subjugated colonies to win the battle? What shaped Treaty of
Versailles? Who had power to make decision in the treaty? What was
role of women in the war? How did they participate the Great War?
What role did industrialization play in the war?

lesson, often asking


students about some
important concept that
they learned. They have
to rephrase in their
words and explain back
to me.
4. During class, I will ask some
application questions to the
students.

1.

2.

3.

<Lesson#6>
2. Students will be given a research paper project. This will be done as a
group. They are responsible for picking the topic that is related to the

(How will students monitor


their own progress toward
acquisition, meaning, and
transfer?)
Students will look at their
study guide and world map,
and they will have them filling
out during the lesson. If they
are unable to fill out table in
the sheet, they will may ask
questions or ask help for
teacher.
While students are in a small
group, they will converse with
group members regarding the
question. As they are
conversing, they will articulate
their thoughts and ideas, and
make sure that they
understand the concept.
Interaction with students will
help students to monitor their
own progress toward
acquisition, meaning and
transfer.
During class, students will also
be asked to answer questions,
or rephrase some concepts in
their own words.
(What are potential rough spots
and student misunderstandings?)

1. The potential rough spots will


be analyzing the primary

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

Great War (it can be overt racism, African-American women, gender,


industrialization etc.) They will be presenting their work in class.
Primary and secondary sources must be included
3. Students will be filing out study guide, world map, and investigation
sheet.

Star the multiple means of representation; underline the multiple means of


action and expression; circle the multiple means of engagement
(Are all three types of goals (acquisition, meaning, and transfer) addressed in
the learning plan?)

(Does the learning plan reflect principles of learning and best practices?)

(Is there tight alignment with Stages 1 and 2?)


Materials:
<Lesson #1>
Computer students will have their own lab-top to join the survey (or smart
phone/electronic device) - For teacher it will be used for power point presentation
Video- youtube (short clip for the assassination of Franz Ferdinand) Hand out study
guide (This contains timeline, highlighting terms and characters, and maps)
students will be filling this during learning 7 colored papers for learning activities - 1
RED paper - 1 GREEN + RED paper - 1 ORANGE paper - 1 half YELLOW and ORANGE
paper - 1 half BLUE and YELLOW pap
<Lesson #2>

Individual computers, guideline question, pictures (of soldiers and civilians reaction to war
before it started), study guide question, map (of Europe), power-point presentation
<Lesson #3>
Three primary documents
Power point slides 1-12
1. 1.
A British newspaper article written by a journalist who was at the
battle
2. 2.
The memoir of a British soldier who fought in the battle
3. 3.
The memoir of a German soldier who fought in the battle
DOC a : is the daily express
DOC b: George Coppard
DOC c: Ottis Lais
Graphic Organizer

sources. As students will be


looking at some of personal
memoirs, President Wilsons
speech, they will learn how to
analyze the sources. This can
be really confusing because
some students would think
that analyzing is the same as
summarizing. However, they
will learn how to interpret the
document.
2. Also doing research as a
group might be a potential
rough spots. Even though it
will be in a small group, it is
hard to get a consensus on
the topic that they want to
pick, or even come up with a
consensus answer while they
are working on the research
paper. The students are
responsible for distributing
work, deciding which roles
they want to take in,

(How will students get the


feedback they need?)

4. Students will get feedback


constantly during the
lesson. (Question and
answer, group discussion).
5. For research paper,
students will turn in their
first drafts and teacher will
have them read and give
comments according to
rubrics.
6. Also, study guide question,
world map, and
investigation worksheet will
all turned when they are
done, and teacher will have
them graded.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

Writing document
<Lesson #4>

Study guide, power point, individual laptops, hand-out (for propaganda), video (Lest we Forget
an allegrocial short film), hand-out about propaganda, summary paper (YES/NO)
<Lesson #5>
8 X 6 papers = 48 that has chronological orders of the events
Investigation sheet
Primary source: Treaty of Versatile Resolution
One of President Woodrow Wilsons Final Address in Support of the League of Nations (25
September 1919), Pueblo
Lesson #6

Research paper criteria, personal laptops


Study guide
Paper, pen, pencil
Source: is American Women in World War I by Carl Schneider and Dorothy Schenider

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum