DAILY LESSON PLAN

IMPERIALISM AND WWI

LESSON 1

IMPERIALISM AND WWI: This unit focuses on imperialism and its contributions to the global tensions, which led to WWI. As nations and empires expanded in their quest for increase power and raw materials, they began to come into conflict with one another. Nationalism developed in many countries in Europe as well as Asia. A system of alliances was created. With the assassination of Archduke Franz Ferdinand in June 1914, numerous countries became involved in war due to the complex alliances. New technologies revolutionized battle, with trench warfare as the epitome of WWI fighting. Day(s): Monday Focus of this lesson: The Rise of Imperialism and the British in India Enduring Understanding: Imperialism contributed to growing tensions between various nations. Essential Questions: Why do people trade? Content Objective: Students will understand how and why industrialized nations expanded. Skill Objective: Students will be able to locate European colonies and spheres of influence on a map. Arizona Standards: Global events, economic issues and political ideologies ignited tensions leading to worldwide military confrontations in a context of development and change. NCSS Theme: People, Places, and Environments: During their studies, learners develop an understanding of spatial perspectives, and examine changes in the relationship between peoples, places and environments. What you as an instructor need to know: The Industrial Revolution of the 1800s brought about the demand for raw materials and cheap labor in the manufacturing of goods. Industrialized nations looked to resource-rich locations such as India, Southeast Asia, and Africa. Rather than establishing trade agreements with other countries, European nations set up colonies, protectorates, and spheres of influence. European rule generally followed this pattern: invade, take over land, introduce Western technology such as railroads and telegraphs, exploit native population for labor, rule from afar. Assessment: Students will take the unit pre-test for pre-assessment. After the lecture, students will fill in Map 1 in their Chapter 24 map packet as formative assessment. Instructional materials: Lecture 24.1, Handouts 24.A and 24.AA, Chapter 24 Map Packet, projector, colored pencils

Use of technology/inquiry: The lecture outline is a PowerPoint. Accommodations: Modified notes handout 24.AA Vocabulary: imperialism, protectorate, sphere of influence (defined in lecture) Lesson outline and description of strategies:
1. Pre-test: As this is day one of the unit, students will take a pre-test to measure prior knowledge. 2. After the test, a lecture on the rise of imperialism and the British in India will be given (Lecture 24.1). Students will fill out Handout 24.A or 24.AA as notes for the lecture. 3. Students will then complete Map 1 in the Chapter 24 Map Packet.

Step by step sequence:

TIME (how long will each step take?) ACTIVITY (Identify each activity of period) STUDENTS' LEARNING TASKS (Identify what students will be doing) TEACHER'S LEARNING TASKS (Identify what you will doing)

20 minutes 15 minutes 15 minutes

Pre-test Lecture Map Packet

Unit pre-test Notes handout 24.A Fill in map 1

Monitor class Lecture 24.1 Monitor class

DAILY LESSON PLAN

IMPERIALISM AND WWI

LESSON 2

IMPERIALISM AND WWI: This unit focuses on imperialism and its contributions to the global tensions, which led to WWI. As nations and empires expanded in their quest for increase power and raw materials, they began to come into conflict with one another. Nationalism developed in many countries in Europe as well as Asia. A system of alliances was created. With the assassination of Archduke Franz Ferdinand in June 1914, numerous countries became involved in war due to the complex alliances. New technologies revolutionized battle, with trench warfare as the epitome of WWI fighting. Day(s): Tuesday Focus of this lesson: European Rule in Africa Enduring Understanding: Imperialism contributed to growing tensions between various nations. Essential Questions: Can imperialism be considered successful? Content Objective: Students will understand the race for power contributed to the rapid division of Africa. Skill Objective: Students will be able to identify how Africa was divided among European nations. Arizona Standards: Geography Concept 2: Places and Regions: PO 2: Explain the concept of regions and why they change. NCSS Theme: People, Places, and Environments: During their studies, learners develop an understanding of spatial perspectives, and examine changes in the relationship between peoples, places and environments. What you as an instructor need to know: Africa was the last populated continent to be colonized by Europeans. France took Algeria, Tunisia, and Morocco (which it later divided with Spain in 1904). The Suez Canal linking the Mediterranean and Red Seas was opened in 1869. Britain took control of the canal in 1875 and made Egypt a protectorate. West Africa was rich in resources such as gold, timber, hides, and palm oil. Britain, France, and Germany took over much of western Africa. Despite the efforts of the native peoples, Europeans established rule. King Leopold II of Belgium claimed the Congo and set up rubber plantations, which practiced abusive policies. Other European nations grew worried that the rest of Africa would soon be taken, so a great race for Africa began. The Dutch settled South Africa, which is then eventually taken over by Britain. In general, Europeans grew wealthy by exploiting African workers.

Assessment: Students will define vocab terms as formative assessment. After the lecture, students will fill in Map 2 in their Chapter 24 map packet as formative assessment. Students will also write a 3-2-1 exit ticket as formative assessment. Instructional materials: Lecture 24.2, Handouts 24.B and 24.BB, Chapter 24 Map Packet, projector, colored pencils Use of technology/inquiry: The lecture outline is a PowerPoint. Accommodations: Modified notes handout 24.BB Vocabulary: N/A Lesson outline and description of strategies:
1. As bell work, students will define the vocabulary terms introduced in Lesson 1 (imperialism, protectorate, sphere of influence) in their in-class journals. 2. A lecture on the division of Africa will be given. Students will fill out Handout 24.B or 24.BB as notes for the lecture. 3. Students will then complete Map 2 in the Chapter 24 Map Packet. 4. In the last five minutes of class students will fill out a 3-2-1 exit ticket in which they write down 3 things they learned, 2 things they have questions about, and 1 connection to a previous lesson.

Step by step sequence:

TIME (how long will each step take?) ACTIVITY (Identify each activity of period) STUDENTS' LEARNING TASKS (Identify what students will be doing) TEACHER'S LEARNING TASKS (Identify what you will doing)

10 minutes 20 minutes 15 minutes 5 minutes

Warm Up Lecture Map Packet Exit Ticket

Defining vocab Notes handout 24.A Fill in map 2 3-2-1

Monitor class Lecture 24.1 Monitor class Monitor class

DAILY LESSON PLAN

IMPERIALISM AND WWI

LESSON 3

IMPERIALISM AND WWI: This unit focuses on imperialism and its contributions to the global tensions, which led to WWI. As nations and empires expanded in their quest for increase power and raw materials, they began to come into conflict with one another. Nationalism developed in many countries in Europe as well as Asia. A system of alliances was created. With the assassination of Archduke Franz Ferdinand in June 1914, numerous countries became involved in war due to the complex alliances. New technologies revolutionized battle, with trench warfare as the epitome of WWI fighting. Day(s): Wednesday Focus of this lesson: Americas Quest for Empire Enduring Understanding: Imperialism contributed to growing tensions between various nations. Essential Questions: Why does conflict develop? Content Objective: Students will understand the desire for power, raw materials, and new markets contributed to the rise of imperialism. Skill Objective: Students will be able to identify factors that contributed to both European and American expansion. Arizona Standards: Social Studies Concept 8: World at War: Global events, economic issues and political ideologies ignited tensions leading to worldwide military confrontations in a context of development and change. NCSS Theme: Individuals, Groups, and Institutions: It is important that students know how institutions are formed, what controls and influences them, how they control and influence individuals and culture, and how institutions can be maintained or changed. What you as an instructor need to know: In the late 1800s, the U.S. gained territory in Latin America and the Pacific. The Cuban revolt against the Spanish contributed significantly to Americas involvement with Latin America. In April 1898 the U.S. declared war on Spain. The United States won the war and Cuban became a republic under U.S. protection. At this time, the U.S. also gained Puerto Rico, Guam, and the Philippines. In 1898 Hawaii came under U.S. control. The U.S. also assisted Panama with its revolt against Colombia in order to gain a foothold in the area to build the Panama Canal. Assessment: Students will make predictions about Americas involvement with imperialism in their journals as a form of pre-assessment. Instructional materials: Lecture 24.3, Handouts 24.C and 24.CC, essay assignment instructions

Use of technology/inquiry: The lecture outline is a PowerPoint. Students will go to the computer lab for research. Accommodations: Modified notes handout 24.CC. Students requiring accommodations will have to write a 3-page essay rather than a 5-page essay. They will also be given until Monday to select their topic. Vocabulary: N/A Lesson outline and description of strategies:
1. In their in-class journals, students will answer the following question: Make a prediction about Americas involvement in imperialism. Where do you think America went? Why do you think they went there? 2. After students have completed their journal writing, the class will review the previous days lesson. I will answer some of the more common questions turned in on the 3-2-1 assignment from the previous day. Students will make notes on their handout as questions are answered. 3. A lecture on Americas Quest for Empire will be given. Students will fill out Handout 24.C or 24.CC as notes for the lecture. 4. After the lecture, I will introduce the essay assignment for the unit: Student will select one group (American or otherwise) to research during this time period. This could be a group directly affected by imperialism or a group that contributed significantly during the war. Students will complete components of this assignment throughout the unit. After the assignment is introduced and explained, the class will go to the computer lab to begin research. Topics must be approved by the end of the week. If students are ready, they may begin filling out Worksheet 24.1.

Step by step sequence:

TIME (how long will each step take?) ACTIVITY (Identify each activity of period) STUDENTS' LEARNING TASKS (Identify what students will be doing) TEACHER'S LEARNING TASKS (Identify what you will doing)

10 minutes 5 minutes 10 minutes 5 minutes 20 minutes

Warm up Review Lecture Intro Essay Research

Journal writing Modifying notes Notes handout 24.C Listen Choose essay topic

Monitor class Answering questions Lecture 24.3 Explain essay asgmt. Monitor class

DAILY LESSON PLAN

IMPERIALISM AND WWI

LESSON 4

IMPERIALISM AND WWI: This unit focuses on imperialism and its contributions to the global tensions, which led to WWI. As nations and empires expanded in their quest for increase power and raw materials, they began to come into conflict with one another. Nationalism developed in many countries in Europe as well as Asia. A system of alliances was created. With the assassination of Archduke Franz Ferdinand in June 1914, numerous countries became involved in war due to the complex alliances. New technologies revolutionized battle, with trench warfare as the epitome of WWI fighting. Day(s): Thursday Focus of this lesson: Nationalism in China Enduring Understanding: Imperialism contributed to growing tensions between various nations. Essential Questions: How do governments change? Content Objective: Students will understand European and American economic success greatly influenced trade and society in China. Skill Objective: Students will be able to identify the ways in which Chinese government was influenced by European ideas. Arizona Standards: Social Studies Concept 8: World at War: Global events, economic issues and political ideologies ignited tensions leading to worldwide military confrontations in a context of development and change. NCSS Theme: Time, Continuity, and Change: Knowledge and understanding of the past enables us to analyze the causes and consequences of events and developments, and to place these in the context of the institutions, values and beliefs of the periods in which they took place. What you as an instructor need to know: In the 1800s, China was under the rule of the Qing dynasty, which wanted to hold on to traditional practices. Over time, however, China was influenced by Western ideas. The British had a high demand for Chinese tea, silk, and porcelain. Britain originally traded valuable silver for these goods, but then began selling opium from India in its place. Chinas emperor wanted the sale of opium to stop due to its damaging effects, and the Opium Wars began. The Chinese surrendered due to their lack of modern weapons, and Britain gained Hong Kong and extraterritoriality. In the 1850s, the Tai Ping Rebellion attempted to overthrow the Qing emperor. Europeans helped dissolve the rebellion, and Chinese officials convinced the emperor that Western technology could help end revolts and foreign takeovers. The prevalence of foreign powers in China led to the Boxer Rebellion, quelled in 1900. In 1911, the Qing dynasty collapsed and the Nationalist Party took over successfully in 1928 under the leadership of Giang Kai-shek.

Assessment: Journal writing (formative) Instructional materials: Lecture 24.4, Handouts 24.D and 24.DD Use of technology/inquiry: The lecture outline is a PowerPoint. Students will go to the computer lab for research. Accommodations: Modified notes handout 24.DD Students requiring accommodations will have to write a 3-page essay rather than a 5-page essay. They will also be given until Monday to select their topic. Vocabulary: extraterritoriality (defined in lecture) Lesson outline and description of strategies:
1. In their in-class journals, students will answer the following prompt: List five factors that caused nations to imperialize other countries. 2. After students have completed their journal writing, a lecture on Nationalism in China will be given. Students will fill out Handout 24.D or 24.DD as notes for the lecture. 3. After the lecture, the class will go to the computer lab to continue research. Topics must be approved by the end of the week. Students may begin filling out Worksheet 24.1 as they are ready.

Step by step sequence:

TIME (how long will each step take?) ACTIVITY (Identify each activity of period) STUDENTS' LEARNING TASKS (Identify what students will be doing) TEACHER'S LEARNING TASKS (Identify what you will doing)

10 minutes 20 minutes 20 minutes

Warm up Lecture Research

Journal writing Notes handout 24.D Choose essay topic

Monitor class Lecture 24.D Monitor class

DAILY LESSON PLAN

IMPERIALISM AND WWI

LESSON 5

IMPERIALISM AND WWI: This unit focuses on imperialism and its contributions to the global tensions, which led to WWI. As nations and empires expanded in their quest for increase power and raw materials, they began to come into conflict with one another. Nationalism developed in many countries in Europe as well as Asia. A system of alliances was created. With the assassination of Archduke Franz Ferdinand in June 1914, numerous countries became involved in war due to the complex alliances. New technologies revolutionized battle, with trench warfare as the epitome of WWI fighting. Day(s): Friday Focus of this lesson: The Rise of Modern Japan Enduring Understanding: Imperialism contributed to growing tensions between various nations. Essential Questions: Why does conflict develop? Content Objective: Students will understand European and American economic success greatly influenced trade and society in Japan. Skill Objective: Students will be able to compare the Westernization of China and Japan. Arizona Standards: Social Studies Concept 8: World at War: Global events, economic issues and political ideologies ignited tensions leading to worldwide military confrontations in a context of development and change. NCSS Theme: Individuals, Groups, and Institutions: It is important that students know how institutions are formed, what controls and influences them, how they control and influence individuals and culture, and how institutions can be maintained or changed. What you as an instructor need to know: The Tokugawa shogunate governed Japan from 1603-1868. As European missionaries and traders entered Japan, the Tokugawa shoguns feared European ideas would destroy Japanese culture; contact with foreigners was prohibited. In 1853, U.S. Commodore Matthew Perry arrived in Japan with a letter from President Fillmore calling for trade with Japan. Out of fear of an attack, the shogun agreed to trade and to exchange ambassadors. Similar arrangements were made with European nations. In 1868 a group of samurai overthrew the shogun and ushered in the Meiji, or Enlightened, era. During this time, an army and navy were established and public schools and the tax system improved. By 1914 Japan was a leading industrial country. Japan looked to expand, but came into conflict with Russia. Japan dominated Russia and established footholds in Korea and Manchuria. Japan was now officially a major power. Assessment: Hot-seat questions (provided as Assessment 24.5)

Instructional materials: Lecture 24.5, Handouts 24.E and 24.EE, Assessment 24.5 Use of technology/inquiry: The lecture outline is a PowerPoint. Accommodations: Modified notes handout 24.EE Students requiring accommodations will have to write a 3-page essay rather than a 5-page essay. They will also be given until Monday to select their topic. Vocabulary: extraterritoriality (defined in lecture) Lesson outline and description of strategies:
1. Class will begin in the computer lab. Students will have an opportunity to continue their research and select their essay topic. Unless otherwise indicated (based on accommodations) topics must be submitted for approval by the end of class today. 2. After the research period is complete, we will return to the classroom for a lecture on the Rise of Modern Japan. 3. After the lecture, we will play hot-seat questions to review the concept of imperialism. This is provided in Assessment 24.5.

Step by step sequence:

TIME (how long will each step take?) ACTIVITY (Identify each activity of period) STUDENTS' LEARNING TASKS (Identify what students will be doing) TEACHER'S LEARNING TASKS (Identify what you will doing)

20 minutes 20 minutes 10 minutes

Research Lecture Hot-seat

Choose essay topic Notes handout 24.E Review imperialism

Monitor class Lecture 24.E Monitor activity

HW: Complete Worksheet 24.2 by Monday (Students requiring accommodations may have until Wednesday).

DAILY LESSON PLAN

IMPERIALISM AND WWI

LESSON 6

IMPERIALISM AND WWI: This unit focuses on imperialism and its contributions to the global tensions, which led to WWI. As nations and empires expanded in their quest for increase power and raw materials, they began to come into conflict with one another. Nationalism developed in many countries in Europe as well as Asia. A system of alliances was created. With the assassination of Archduke Franz Ferdinand in June 1914, numerous countries became involved in war due to the complex alliances. New technologies revolutionized battle, with trench warfare as the epitome of WWI fighting. Day(s): Monday Focus of this lesson: World War I Begins Enduring Understanding: Imperialism contributed to growing tensions between various nations. Essential Questions: Why do people trade? Content Objective: Students will understand the events of WWI were a social, economic, technological, and political turning point for many nations in the modern era. Skill Objective: Students will be able to identify the primary causes of WWI. Arizona Standards: Social Studies Concept 8: World at War: Global events, economic issues and political ideologies ignited tensions leading to worldwide military confrontations in a context of development and change. NCSS Theme: People, Places, and Environments: During their studies, learners develop an understanding of spatial perspectives, and examine changes in the relationship between peoples, places and environments. What you as an instructor need to know: Nationalism and empire building caused European nations to come into conflict with each other as they tried to expand. Militarism and conscription spread throughout Europe, and a series of alliances was formed. The Triple Alliance consisted of Germany, Austria-Hungary, and Italy while the Triple Entente consisted of Britain, France, and Russia. The Ottoman and Austro-Hungarian empires had long ruled the Balkans, but nationalism led to severe tensions. When Austria-Hungary took over Bosnia after attempting to limit Serbias expansion, Russia stepped in to help Serbia prepare for war. Emperor William II of Germany demanded Russia accept AustriaHungarys takeover or face war with Germany. Russia backed down, but in 1912 the Balkan League (Bulgaria, Greece, Montenegro, and Serbia) declared war on the Ottoman Empire. As a result, the Turks lost most of their European territory. The Greeks and Serbs demanded land Bulgaria had won in the war, so Bulgaria attacked. The Turks then attacked Bulgaria; the Treaty of Bucharest resulted in an uneasy peace.

Assessment: 3-2-1 Journal entry (formative), thesis statements (formative) Instructional materials: Lecture 24.6, Handouts 24.F and 24.FF Use of technology/inquiry: The lecture outline is a PowerPoint. Accommodations: Modified notes handout 24.FF. Vocabulary: militarism, conscription, entente (defined in lecture) Lesson outline and description of strategies:
1. At the start of class, students will turn in worksheets 24.1 and 24.2. Students will complete a 3-2-1 entry in their journal as a warm-up exercise. Students should focus this exercise on the first five lessons of the unit, which focused on imperialism. 2. A lecture on the start of WWI will be given, and students will fill out Handouts 24.F or 24.FF. 3. We will review how to write theses statements and students will be given handout 24.F1. As an exit ticket, students will write a sample thesis statement in regards to the days lesson.

Step by step sequence:

TIME (how long will each step take?) ACTIVITY (Identify each activity of period) STUDENTS' LEARNING TASKS (Identify what students will be doing) TEACHER'S LEARNING TASKS (Identify what you will doing)

10 minutes 20 minutes 10 minutes 10 minutes

Warm up Lecture Thesis statements Exit ticket

Journal writing Notes handout 24.F Notes handout 24.F1 Thesis statements

Monitor class Lecture 24.F Lecture 24.F1 Monitor activity

HW: Students will write a thesis statement for their unit essay.

DAILY LESSON PLAN

IMPERIALISM AND WWI

LESSON 7

IMPERIALISM AND WWI: This unit focuses on imperialism and its contributions to the global tensions, which led to WWI. As nations and empires expanded in their quest for increase power and raw materials, they began to come into conflict with one another. Nationalism developed in many countries in Europe as well as Asia. A system of alliances was created. With the assassination of Archduke Franz Ferdinand in June 1914, numerous countries became involved in war due to the complex alliances. New technologies revolutionized battle, with trench warfare as the epitome of WWI fighting. Day(s): Tuesday and Wednesday Focus of this lesson: War Breaks out in Europe Enduring Understanding: The system of allies contributed to divisions in Europe. Essential Questions: Can technological advancements be considered successful when used in warfare? Content Objective: Students will understand the events of WWI were a social, economic, technological, and political turning point for many nations in the modern era. Skill Objective: Students will be able to identify the primary causes of WWI. Arizona Standards: Social Studies Concept 8: World at War: Global events, economic issues and political ideologies ignited tensions leading to worldwide military confrontations in a context of development and change. NCSS Theme: Time, Continuity, and Change: Knowledge and understanding of the past enables us to analyze the causes and consequences of events and developments, and to place these in the context of the institutions, values and beliefs of the periods in which they took place. What you as an instructor need to know: In June 1914, heir to the throne of AustriaHungary Archduke Franz Ferdinand was assassinated by a Bosnian Serb. This led AustriaHungary to declare war on Serbia. The system of allies resulted in mobilization and soon the Great War began. The Allies were considered to be France, Russian, Britain, and Italy while the Central Powers were Germany, Austria-Hungary, the Ottoman Empire, and Bulgaria. The newly developed trench warfare was widely ineffective, but new technology did introduce more powerful weapons. WWI marks the use of total war, meaning the lives of all civiliansnot just soldierswere affected. Propaganda was commonly used to affect public opinion. As men went to the front to fight, women took their places in factories, which later contributed to the advancement of womens rights. Assessment: Worksheets 24.1, 24.2, thesis review (formative assessment)

Instructional materials: Lecture 24.7, Handouts 24.G and 24.GG Use of technology/inquiry: The lecture outline is a PowerPoint. Accommodations: Modified notes handout 24.GG. Vocabulary: mobilization, propaganda (defined in lecture) Lesson outline and description of strategies: DAY ONE

1. Pass back Worksheets 24.1 and 24.2 to students. Allow students to review their comments, then have a class discussion regarding the common errors on the assignments. Allow students to ask questions about their source analyses. 2. Students should have their essay thesis statement written and ready to turn in. Allow students to ask clarifying questions and make changes to their statements before collecting them. 3. Give the lecture on War Breaks out in Europe up though Allies and Central Powers. Students will fill out Handout 24.G as they listen to the lecture. 4. Students will fill in map 3 (identifying Allies and Central Powers) for the remainder of class. If students complete map 3, they may go back and complete maps 1 and 2 as necessary. 5. In the mean time, I will meet with students needing accommodation to discuss their progress on Worksheets 24.1 and 24.2 which for them are due on Wednesday. 1. Complete lecture 24.7 while students fill out handout 24.G or 24.GG. 2. Students will go to the computer lab to complete an assignment on propaganda. Students will find some form of propaganda from the war period and perform source analysis on it. They will post the propaganda as well as their analysis on a class Padlet. 3. While students are working on this propaganda assignment, I will meet with students individually to discuss their theses statements. 4. If students are done, they may complete Chapter 24, Activity 3 (cause and effect graphic organizer). Otherwise, this will be assigned as homework.

DAY TWO

Step by step sequence:

TIME (how long will each step take?) ACTIVITY (Identify each activity of period) STUDENTS' LEARNING TASKS (Identify what students will be doing) TEACHER'S LEARNING TASKS (Identify what you will doing)

10 minutes 10 minutes

Worksheets 24.1 and 24.2 review Thesis review

Reviewing comments asking questions Asking questions turn in thesis statement

Discuss errors, answer questions Answer questions

10 minutes

Lecture 24.7

Notes handout 24.G

Lecture 24.G

20 minutes Map packet Fill in map 3 Monitor activity _________________________________________________________________________________________________________ 10 minutes 40 minutes Lecture 24.7 Propaganda Notes handout 24.G Post to Padlet Lecture 24.G Discuss thesis statements with students on an individual basis

HW: Complete Propaganda assignment; Chapter 24, Activity 3 (cause and effect graphic organizer); Outline due tomorrow. DAILY LESSON PLAN IMPERIALISM AND WWI LESSON 8

IMPERIALISM AND WWI: This unit focuses on imperialism and its contributions to the global tensions, which led to WWI. As nations and empires expanded in their quest for increase power and raw materials, they began to come into conflict with one another. Nationalism developed in many countries in Europe as well as Asia. A system of alliances was created. With the assassination of Archduke Franz Ferdinand in June 1914, numerous countries became involved in war due to the complex alliances. New technologies revolutionized battle, with trench warfare as the epitome of WWI fighting. Day(s): Thursday and Friday Focus of this lesson: A Global War Enduring Understanding: WWI marks the start of a new global interdependence and interconnectivity. Essential Questions: Can technological advancements be considered successful when used in warfare? Content Objective: Students will understand WWI affected the world outside of Europe by taking resources from European colonies. Skill Objective: Students will be able to compare the Western Front and the Eastern Front. Arizona Standards: Social Studies Concept 8: World at War: Global events, economic issues and political ideologies ignited tensions leading to worldwide military confrontations in a context of development and change.

NCSS Theme: People, Places, and Environments: During their studies, learners develop an understanding of spatial perspectives, and examine changes in the relationship between peoples, places, and environments. What you as an instructor need to know: The Eastern Front was between Russian and Germany. Many were surprised by Russias resilience as it was the least industrialized of the nations involved. As Germany had to route resources from the Western Front to the Eastern Front, the Allies had an easier time defeating Germany. U.S. President Wilson declared U.S. neutrality, but eventually entered the war after the publication of the Zimmermann telegram. Assessment: Source analysis (formative) Instructional materials: Lecture 24.8, Handouts 24.H and 24.HH, Chapter 24 Source Packet Use of technology/inquiry: The lecture outline is a PowerPoint. Accommodations: Modified notes handout 24.HH. Vocabulary: blockade (defined in lecture) Lesson outline and description of strategies: DAY ONE
1. Source analysis a. Students will be given one source from the Chapter 24 source packet. They will first read the source on their own, identifying information such as the author, date written, audience, purpose, etc. Students will then partner with someone else in the class with the same source and compare their findings. They will then write down the authors purpose on the white board (divided into three sectionsone for each source). We will then have a class discussion regarding reasons for the United States and Germanys entry into the war. 2. After the discussion, lecture 24.8 will be given while students fill out handout 24.H or 24.HH.

DAY TWO

1. Students will work on their unit essays in the computer lab.

Step by step sequence:

TIME (how long will each step take?) ACTIVITY (Identify each activity of period) STUDENTS' LEARNING TASKS (Identify what students will be doing) TEACHER'S LEARNING TASKS (Identify what you will doing)

10 minutes 10 minutes 10 minutes

Source analysis Source analysis Source analysis

Read source on own identify pertinent info Check your info with a partner Write down your ideas on the white board

Monitor activity Monitor activity Lead discussion

20 minutes Lecture 24.8 Notes handout 24.H Lecture 24.8 _________________________________________________________________________________________________________ 50 minutes Lab time Work on unit essay Check in with students, assist

HW: Work on draft (due next Wednesday)

DAILY LESSON PLAN

IMPERIALISM AND WWI

LESSON 9

IMPERIALISM AND WWI: This unit focuses on imperialism and its contributions to the global tensions, which led to WWI. As nations and empires expanded in their quest for increase power and raw materials, they began to come into conflict with one another. Nationalism developed in many countries in Europe as well as Asia. A system of alliances was created. With the assassination of Archduke Franz Ferdinand in June 1914, numerous countries became involved in war due to the complex alliances. New technologies revolutionized battle, with trench warfare as the epitome of WWI fighting. Day(s): Monday and Tuedsay Focus of this lesson: WWI Brings Change Enduring Understanding: WWI marks the start of a new global interdependence and interconnectivity. Essential Questions: Who should determine the consequences of waging war? Content Objective: Students will understand the ways in which Europe changed politically, geographically, and economically after WWI. Skill Objective: Students will be able to illustrate differences in landholdings based on preand post-WWI maps. Arizona Standards: Social Studies Concept 8: World at War: Global events, economic issues and political ideologies ignited tensions leading to worldwide military confrontations in a context of development and change. NCSS Theme: Time, Continuity, and Change: Knowledge and understanding of the past enables us to analyze the causes and consequences of events and developments, and to place these in the context of the institutions, values and beliefs of the periods in which they took place. What you as an instructor need to know: An armistice was signed on November 11, 1918. The war had destroyed towns and farms and took the lives of 9 million soldiers and 13 million civilians. The Armenian Genocide was perpetrated by the Ottoman Turks. Peace Talks at Versailles resulted in the Fourteen Points, League of Nations, and Treaty of Versailles. Germany owed the Allies billions of dollars in reparations, lost territory, and had to reduce its army. Europes map was redrawn, but it furthered tensions between various groups, especially in the Middle East. Assessment: Instructional materials: Lecture 24.9, Handouts 24.I and 24.II, http://www.youtube.com/watch?v=_XPZQ0LAlR4 (video), Map Packet

Use of technology/inquiry: The lecture outline is a PowerPoint. Students will watch a video online. Accommodations: Modified notes handout 24.II. Vocabulary: armistice, genocide, reparations (defined in lecture) Lesson outline and description of strategies: DAY ONE

1. Students will answer the following prompt in their journals: Who do you think should determine the consequences of war? Explain your reasoning. 2. A lecture on WWI Brings Change will be given, during which students will complete handout 24.I. 3. Students will watch the following video as review: Crash Course World History #36 (http://www.youtube.com/watch?v=_XPZQ0LAlR4).

DAY TWO
1. As a warm up, students will come forward to the white board and write down anything they have learned about imperialism and WWI thus far. Students may make connections to what others have written. After students are done writing, we will review what has been written on the board. 2. Students will work on map 4 in the Chapter 24 map packet. This map is more involved and should take more time than the others. If students finish early, they may consult me on their essays or begin filling out the review for the unit test.

Step by step sequence:

TIME (how long will each step take?) ACTIVITY (Identify each activity of period) STUDENTS' LEARNING TASKS (Identify what students will be doing) TEACHER'S LEARNING TASKS (Identify what you will doing)

10 minutes 30 minutes

Warm up Lecture 24.9

Journal writing Notes handout 24.I

Monitor activity Lecture 24.9

10 minutes Crash Course video Watch video Watch video _______________________________________________________________________________________________________ 10 minutes 40 minutes Warm up Map packet White board web Fill in map 4 Monitor activity Monitor activity

HW: Work on draft (due tomorrow)

DAILY LESSON PLAN

IMPERIALISM AND WWI

LESSON 10

IMPERIALISM AND WWI: This unit focuses on imperialism and its contributions to the global tensions, which led to WWI. As nations and empires expanded in their quest for increase power and raw materials, they began to come into conflict with one another. Nationalism developed in many countries in Europe as well as Asia. A system of alliances was created. With the assassination of Archduke Franz Ferdinand in June 1914, numerous countries became involved in war due to the complex alliances. New technologies revolutionized battle, with trench warfare as the epitome of WWI fighting. Day(s): Wednesday Focus of this lesson: Revolution in Russia Enduring Understanding: WWI brought about changes in various governments. Essential Questions: How do governments change? Content Objective: Students will understand the events that led to Lenins rule in Russia. Skill Objective: Students will be able to identify the ways in which Russian government changed following WWI. Arizona Standards: Social Studies Concept 8: World at War: Global events, economic issues and political ideologies ignited tensions leading to worldwide military confrontations in a context of development and change. NCSS Theme: Time, Continuity, and Change: Knowledge and understanding of the past enables us to analyze the causes and consequences of events and developments, and to place these in the context of the institutions, values and beliefs of the periods in which they took place. What you as an instructor need to know: Internal problems caused by the war led to unrest in Russia. Peasants had very little, Jew and Poles were mistreated, and in 1905, Russia lost a war with Japan for which the czar was blamed. The czar fell in 1917 after civil unrest. Soviets were established to represent the concerns of the Russian people. Vladimir Lenin emerged as the leader of the Bolshevik soviet, and eventually became the head of the new government. Between 1918 and 1921, Russia endured a civil war between the Reds and the Whites. The Whites eventually gave up, and Lenin remained in power. Assessment: Instructional materials: Lecture 24.10, Handouts 24.J and 24.JJ Use of technology/inquiry: The lecture outline is a PowerPoint.

Accommodations: Modified notes handout 24.JJ. Vocabulary: soviets (defined in lecture) Lesson outline and description of strategies: DAY ONE

4. Students will answer the following prompt in their journals: Who do you think should determine the consequences of war? Explain your reasoning. 5. A lecture on WWI Brings Change will be given, during which students will complete handout 24.I. 6. Students will watch the following video as review: Crash Course World History #36 (http://www.youtube.com/watch?v=_XPZQ0LAlR4).

DAY TWO

3. As a warm up, students will come forward to the white board and write down anything they have learned about imperialism and WWI thus far. Students may make connections to what others have written. After students are done writing, we will review what has been written on the board. 4. Students will work on map 4 in the Chapter 24 map packet. This map is more involved and should take more time than the others. If students finish early, they may consult me on their essays or begin filling out the review for the unit test.

Step by step sequence:

TIME (how long will each step take?) ACTIVITY (Identify each activity of period) STUDENTS' LEARNING TASKS (Identify what students will be doing) TEACHER'S LEARNING TASKS (Identify what you will doing)

5 minutes 30 minutes 15 minutes

Turn in assgmt Lecture 24.10 Unit review

Turn in draft Notes handout 24.J Fill out unit review

Collect draft Lecture 24.10 Monitor activity

HW: Work on map packet, review for test _________________________________________________________________________________________________________ THURSDAY: The first fifteen minutes of class will be spent on returning drafts to students and going over comments. The remaining 35 minutes will be spent reviewing for the test on Friday. FRIDAY: Unit test, final essay due, map packet due.