Exit Level TAKS 2009
Gather different types of primary sources such as letters from soldiers and create a multimedia montage of pictures, letters and voiceovers to give an audience a better understanding of life during World War I.
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S ocial Studies – U.S. History Since 1877
Unit of Study: World War I
CURRICULUM GUIDE
Second Grading Period – Unit 1
Guiding Questions
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Essential Pre-requisite Skills
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How was World War I different from previous wars?
Should the United States have ratified or rejected the Treaty of Versailles?
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Understanding conflict and compromise. (Grade 1 – Grade 10)
Identifying and analyzing the role of technology on warfare. (Grade 4 – Grade 10)
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The Teaching Plan
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Instructional Model & Teacher Directions
The teacher will…
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So students can….
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Hook
Conduct the Preview from the History Alive lesson The Course and Conduct of World War I. (US.1A, US.1B, US.1C, US.3B, US.3C, US.3D, US.9B, US.12D, US.12E, US.15B, US.22B, US.24B, US.25A, US.25B, US.25C, US.26A, US.26B)
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See lesson plan for details.
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Guided Practice
Discuss and outline the challenges that the United States faced entering World War I. (US.1A, US.1B, US.1C, US.3B, US.3C, US.3D, US.9B, US.12D, US.12E, US.15B, US.22B, US.24B, US.25A, US.25B, US.25C, US.26A, US.26B)
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Create a webbing diagram demonstrating the challenges that the United States faced right after declaring war.
Discuss with a partner how the United States would be able to raise and train an armed force in a very short amount of time.
With a partner, create a Top-10 list on how to get men of fighting age to join the armed forces.
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Conduct the History Alive Social Studies Skill builder Analyzing World War I Propaganda Posters from the Digging Deeper resource. (US.1A, US.1B, US.1C, US.3B, US.3C, US.3D, US.9B, US.12D, US.12E, US.15B, US.22B, US.24B, US.25A, US.25B, US.25C, US.26A, US.26B)
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See lesson plan for details.
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Conduct a discussion on the development of new technologies that would be used in World War I. (US.1A, US.1B, US.1C, US.3B, US.3C, US.3D, US.9B, US.12D, US.12E, US.15B, US.22B, US.24B, US.25A)
Conduct the Social Studies Skill Builder portion of the History Alive lesson The Course and Conduct of World War I. (US.1A, US.1B, US.1C, US.3B, US.3C, US.3D, US.9B, US.12D, US.12E, US.15B, US.22B, US.24B, US.25A, US.25B, US.25C, US.26A, US.26B)
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Discuss with a partner what types of propaganda are used in modern society and whether or not propaganda is an accepted part of society.
See lesson plan for details.
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Outline the major role players and events that occurred during the war including the Battle of Argonne Forest, Espionage and Sedition Acts, Schenck v. United States and John J. Pershing. US.1A, US.1B, US.1C, US.3B, US.3C, US.3D, US.9B, US.12D, US.12E, US.15B, US.22B, US.24B, US.25A)
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Provide the opportunity to summarize the main themes of World War I and demonstrate how to predict possible political, economic and social ramifications of the war. US.1A, US.1B, US.1C, US.3B, US.3C, US.3D, US.9B, US.12D, US.12E, US.15B, US.22B, US.24B, US.25A)
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Create a political, economic, and social chart showing the possible effects of World War I on Europe and the United States.
With a partner, create an analogy to compare World War I to. (World War I was like a _____________ because ________________.
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Independent Practice
Demonstrate how to create a compare and contrast T-Chart for Wilson’s Fourteen Points and the Treaty of Versailles. US.1A, US.1B, US.1C, US.3B, US.3C, US.3D, US.9B, US.12D, US.12E, US.15B, US.22B, US.24B, US.25A)
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Create a t-chart comparing Wilson's Fourteen Points to the Treaty of Versailles. In five sentences, write which plan you and a partner think is the most fair for all involved and justify the reasons.
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