World war I 10 th Grade World History Can be modified to fit 11 th



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WORLD WAR I
10th Grade World History (Can be modified to fit 11th Grade US History Standards)

    1. Teacher Information:

This assessment asks students to closely examine events that took place during World War I. Students research the events individually and in groups of five, producing a special printed edition of a newspaper where World War I is the topic of focus. They will also present their information in a news radio broadcast.


Task Summary:
Task One: Students will research their assigned topic. Each student will write at least one major news story on his or her topic (Individual Grade).
Task Two: In a group of five, students will then produce newspaper pages for a special World War I issue using Microsoft Publisher. Each student will contribute at least one major news story. Students should also include a graphic (photo, illustration, map, chart, graph) to support their article. (Group Grade)
Task Three: Students will prepare and present their news stories for a six o’clock radio news broadcast program. (Group Grade)

Task Four: Individually, students will write an additional article looking at conditions in Europe after the war. How were the countries of Europe effected and are they still affected by the legacy of the Great War today? Each student will examine the political, economic, and social structures of a particular country. (Individual Grade)
Task Five: As a take home Unit Test, each student will answer two of the Essential Questions in essay form. (Individual Grade)
Procedure:
Tasks One and Two:

Divide the class into the following groups:

1. Causes of the World War I.

2. The Assassination of the Archduke Ferdinand and Sophia

3. Early events in the war (1914-1916)

(Could be further broken down into the Eastern and Western Fronts.)

4. Later events in the war (1916-1918)

(Could be broken down into the Eastern Front, Western Front, and

American Involvement.)

5. The Armistice and the Treaty of Versailles


Referring to the attached list of people, places, terms and events, assign each student in a group a specific topic to research. Each student will write a news article. Each group is responsible for proofreading their articles and collecting graphics to illustrate their page(s).
Student Handouts: #1, #2, #5, and #6
Task Three:

The student groups will prepare and present a 5-10 minute radio news show based on their newspaper articles. Each group is responsible for developing an informative and entertaining evening news broadcast. To add interest you might let them record their broadcasts.


Student Handouts: #3, #5, and #6
Task Four:

A follow-up activity is for each student to write an additional article looking at conditions in a certain European country after the war. How is the country still affected by the legacy of The Great War? Students should examine political, economic, and social structures in particular.


Assign students to one of these countries:

Britain Russia (USSR) Austria

Italy Germany Belgium

France Ottoman Empire (Turkey) Hungary

United States
Student Handouts: #4, #5, and #6
Task Five:

Each student will select two of the Essential Questions to answer in essay form. This can be used as a Unit Test.


Student Handout: #6

Standards Addressed:

History/Social Science


10.5 Analyze the causes and course of the First World War.

10.6 Analyze the effects of the First World War.


Language Arts


Reading Comprehension (Focus on Informational Materials)

    1. Generate relevant questions about readings on issues that can be researched.

    2. Synthesize the content from several sources or worksparaphrase the ideas and connect them to other sources and related topics to demonstrate comprehension

Writing Strategies

    1. Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.

2.3a Marshal evidence in support of a thesis and related claims, including information on all relevant perspectives

Listening and Speaking Strategies

1.0 Students formulate adroit judgments about oral communication. They deliver focused and coherent presentations of their own that convey clear and distinct perspectives and solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose.
The Big Idea:
What is the legacy of World War I?
Resources/Materials:


  • Gardner, Paul and Jamie Wu Liu. Multimedia Collections: World War I. (CD-ROM) Westminster, CA: Teacher Created Materials, Inc., 2002 (phone: 800-858-7339)

  • Willis, Laurie J. Early Civilizations Fact Cards. Fremond, CA: Toucan Valley Publications, Inc. 1998 (phone: 800- 236-7946)

  • Textbook and other resource books (access to library)

  • Internet access would be helpful

  • Computer access, and a publishing program to produce the newspaper supplement


Essential Questions:


  1. What are some of the reasons why countries form alliances? Why did the European alliance groups form as they did in the late nineteenth and early twentieth centuries?

  1. What are some of the advantages and disadvantages of secret alliances? What do you think are the lessons that we can learn from pre-WWI alliances?

  1. What are the positive and negative consequences of militarism, nationalism, and imperialism and what has the world learned from the lessons of pre-WWI militarism, nationalism, and imperialism?

  1. Compare Europe in 1914 to Europe after World War I. Describe how the political landscape was altered. Why is it important to consider national cultures when drawing country borders?

  1. How would the outcome of the peace process be different if Germany had been allowed to participate in negotiations? If all of Wilson’s Fourteen Points had been accepted?

  1. What was the influence of propaganda in World War I?


Scoring Guide Task 1



Task: Write. Write at least one major news story on your topic. It should be written from the perspective of the time. You are a reporter actually reporting it as current news. Try to focus on the economic, political, and/or social issues involved, but you may also include anything you believe relevant.


Standard Component: (H/SS 10.5) Analyze the causes and course of the First World War.

(Reading Comprehension 2.2) Generate relevant questions, which can be researched.

(Writing Strategies 1.1 & 2.3) Establish coherent thesis, gather evidence in support.



Exemplary (Exceeds the Standard) 45-50 points:


  • All proficient criteria are met, plus:

  • Article explains what connections were important between the topic and economic, political and social issues.

  • Article contains multiple perspectives on the topic

Proficient (Meets the Standard) 40-44 points:



  • Article sets the context (explains background) for the topic

  • Article explains the significance of the topic to WWI

  • Article format is correct

  • Few or no errors in spelling, grammar and punctuation

Progressing (Progressing Toward the Standard) 30-39 points:




Comments:



Not Yet Meeting the Standard 0-29 points:



Peer Evaluation (Optional)


Self-Evaluation
Teacher Evaluation


Scoring Guide Task 2


Task: In your group, using newspaper format, create a newspaper page about the topic you studied. The page should give the total picture of your topic. Be sure and focus on the economic, political, and social issues involved, but you may also include anything you believe relevant.


Standard Component: (H/SS 10.5) Analyze the causes and course of the First World War.

(Reading Comprehension 2.2) Generate relevant questions, which can be researched.

(Writing Strategies 1.1 & 2.3) Establish coherent thesis, gather evidence in support.


Exemplary (Exceeds the Standard) 45-50 points:


  • All proficient criteria are met, plus:

  • More advanced work is completed. Extra effort and attention to detail

  • Graphics and period advertising included

  • Newspaper is visually pleasing and well laid out

Proficient (Meets the Standard) 40-44 points:



  • Newspaper format is correct

  • Uses correct fonts and sizes

  • Has pictures/graphics that support stories

  • Does not contain excessive white spaces.

  • Few or no errors in spelling, grammar and punctuation

Progressing (Progressing Toward the Standard) 30-39 points:



  • At least 4 of the proficient criteria are met

  • Work contains numerous spelling and/or legibility errors

  • More work is needed


Comments:



Not Yet Meeting the Standard 0-29 points:



  • Fewer than 4 of the proficient criteria are met

  • More work is needed

Peer Evaluation (Optional)


Self-Evaluation
Teacher Evaluation


Scoring Guide Task 3


Task: Your group must create a news broadcast about the topic you studied. It should be presented in an entertaining and informative manner that will keep your audience interested in your presentation.


Standard Component: (H/SS 10.5) Analyze the causes and course of the First World War.

(Listening and Speaking Strategies 1.0) Students deliver focused and coherent presentations



Evening News Evaluation Sheet


Topic: ________________

Group Members:

_____________________

__________________________

Group Number: ____

__________________________

Period: ________

__________________________

Date: ________

__________________________




__________________________

Group Presentation – 50 points




Point Spread

Points Earned

Engages audience attention

0-7 points




Evidence of rehearsal

0-6 points




Accurate Information

0-10 points




Voices audible

0-6 points




Voices varies in pitch and speed

0-6 points




Extra Effort/Commercial/Sound Effects

0-5 points




Did all members participate?

5 points




Did the presentation meet the time criteria

Time Begun: ______

Time Ended: ______


5 points




Total points earned






Comments:


Scoring Guide Task 4



Task: Write an additional article looking at conditions in Europe after the war. How are the countries of Europe still affected by the legacy of The Great War? Examine political, economic, and social structures in particular.


Standard Component: (H/SS 10.6) Analyze the effects of the First World War.

(Reading Comprehension 2.2) Generate relevant questions, which can be researched.

(Writing Strategies 1.1 & 2.3) Establish coherent thesis, gather evidence in support.



Exemplary (Exceeds the Standard) 45-50 points:


  • All proficient criteria are met, plus:

  • Article explains what connections were important between the topic and economic, political and social issues.

  • Article contains multiple perspectives on the topic

Proficient (Meets the Standard) 40-44 points:



  • Article explains the extent of the country’s participation in the war

  • Article discusses the immediate consequences for the country after the war

  • Article explains the long-term effects of WWI on the country, including issues that effect the country today

  • Newspaper format is correct

  • Few or no errors in spelling, grammar and punctuation

Progressing (Progressing Toward the Standard) 30-39 points:



  • At least 4 of proficient criteria are met

  • Work contains numerous spelling and/or legibility errors

  • More work is needed


Comments:


Not Yet Meeting the Standard 0-29 points:



  • Fewer than 4 of the proficient criteria are met

  • More work is needed

Peer Evaluation (Optional)


Self-Evaluation
Teacher Evaluation



Student Handout #1
Task 1: News Article
You are a newspaper reporter working for a large news organization during World War I. Your publisher wants you to focus on the important events of World War I, with in-depth examinations of specific people and events that are pivotal in the outcome of the war. You and your fellow reporters will work both individually and as a group to research the topics provided.

Do some research to prepare an article about your topic. Read in your text, look up information in other books, and search the Internet. Take notes.

Your job is to write a thought-provoking article for the special Issue. Explore your assigned topic thoroughly, with enough background information so someone unfamiliar with your topic will understand it. Examine the varying viewpoints of those who were the leaders, and those who were led. Who were the significant people involved and what were the significant events?




Student Handout #2
Task Two: The Great War Newspaper.
In your group of five, create one or more newspaper pages about the topic you studied. Each page should give the total picture of your topic. Be sure and focus on the economic, political, and social issues involved, but you may also include anything you believe relevant.

Each member of the group must contribute at least one news story. In addition, you should include a graphic (photo, illustration, map, chart, graph, etc.).

The page must be produced with Microsoft Publisher and include a title and list of contributing reporters. Identify the author of each piece of writing. Final pages will be shared with others.
Remember, your publisher is counting on you to produce an award-winning special edition of his newspaper.
Your newspaper pages should be three columns wide, with a two-inch page Masthead on the first page. Justify your columns; use only Times Roman (Size 10) for your news article text, and Tahoma (size 14) for your headlines. (See example: Student Handout #7)
Hint: For planning purposes 30 words in font size 10 would be about an inch long in a 2¼ inch wide column.




Student Handout #3
Task Three: The 6 O’clock Radio Newscast.
Your Publisher has just invested in a newly developed experimental radio broadcasting station. He feels that “radio” is the wave of the future, so he wants to broadcast a special news radio program about World War I. (Note: Since voice radio broadcasting wasn’t actually developed until after World War I was over, it really couldn’t have happened until around 1928.)
In your group of five, create an evening news radio show about the topic you studied. Try to give the total picture of your topic as you feel it would be covered on the nightly news broadcast. To add interest to your broadcast you might include interviews with actual or fictitious persons, or use sound effects.
Each member of the group must contribute at least one news story.
Note: Including some period advertisements could add interest to the presentation.


Student Handout #4
Task Four: (Follow-up)
Your publisher is thrilled that the special issue generated a great deal of interest the effects of the war. He wants you to write an additional article looking at conditions between 1920 and 1938 in an assigned country after the war. How is the country still affected by the legacy of The Great War? Examine political, economic, and social structures in particular.

Your article should be at least 300-500 words. Anyone who reads your article should clearly understand the successes and problems of your country today, and any issues leftover from World War I that still exist. Be sure and note any significant events or people that have emerged since World War I affecting your country.

Your notes from the previous tasks should be helpful, but you may need to do further research on the country.
You will be assigned to one of these countries:

Britain


Russia (USSR)

Italy


France

Belgium


Hungary

United States

Germany

Austria


Ottoman Turk Empire (Turkey)


Student Handout #5

Group News Topics


Group 1 – The general causes of the World War I.
    1. Nationalism and Militarism prior to World War I

    2. Industrialism and Imperialism prior to World War I

    3. Triple Entente - The “Haves”

    4. Triple Alliance - The “Have Nots”

    5. The Dangers of Secret Treaties



Group 2 - Assassination in Sarajevo.

    1. The Assassination of the Archduke Ferdinand and Sophia

    2. Franz Joseph of Austria and the 48 Hour Ultimatum

    3. Kaiser Wilhelm II and The Blank Check

    4. The Role of Propaganda in World War I

    5. The Rape of Belgium



Group 3 - Early events in the war (1914-1916)

    1. The Miracle of the Marne

    2. German U-Boats and the Sinking of the Lusitania

    3. Life in the Trenches (Trench Warfare)

    4. The Battle of Verdun

    5. New Weapons: Tanks, airplanes, and poison gas.


Group 4 - Later events in the war (1916-1918)

    1. Matia Hari

    2. The Ludendorf Offensive

    3. Woodrow Wilson and The 14 Points

    4. “Black Jack” Pershing and the AEF

    5. The Russian Revolution and the Brest-Litovsk Treaty


Group 5 – The War Ends

    1. The breaking of the Hindenberg Line

    2. The Armistice

    3. Treaty of Versailles

    4. Reparation payments

    5. New Roles for Women in World War I





Student Handout #6

Essential Questions *


  1. What are some of the reasons why countries form alliances? Why did the European alliance groups form as they did in the late nineteenth and early twentieth centuries?



  1. What are some of the advantages and disadvantages of secret alliances? What do you think are the lessons that we can learn from pre-WWI alliances?


  1. What are the positive and negative consequences of militarism, nationalism, and imperialism and what has the world learned from the lessons of pre-WWI militarism, nationalism, and imperialism?


  1. Compare Europe in 1914 to Europe after World War I. Describe how the political landscape was altered. Why is it important to consider national cultures when drawing country borders?


  1. How would the outcome of the peace process be different if Germany had been allowed to participate in negotiations? If all of Wilson’s Fourteen Points had been accepted?


  1. What was the influence of propaganda in World War I?

* Be prepared to answer these at the end of the unit (50 points).





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