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#43 Unit 9 – WW1 and Roaring 20sStandards, Understandings, and EQsCivics and & Government: 1.1 - Summarize democratic ideals expressed in local, state, and national government.Explain how the democratic ideals of neutrality and isolationism prevented the US from joining WWI until 1917.How did the ideals of neutrality and isolationism prevent the United States from entering WWI for the first three year?Economics 1.1 - Explain how conflict, cooperation, and competition influenced periods of economic growth and decline.Explain United States economic growth before WW1 because of the war industry and sale of supplies to both sides. Explain the various economic and political conflicts that led the US to enter WW1.How did the United States economy benefit from WWI before the country technically entered the war?How did the United States economic growth affect its culture, democracy, and economic practices?Vocabularynationalism: pride in and loyalty to nationmilitarism: policy of making military power a primary goal of a nationwar bonds: a low interest loan by civilians to the government meant to be repaid in a number of yearspropaganda: opinions expressed for the purpose of influencing the actions of othersarmistice: an agreement made between two sides to stop fighting; trucereparations: money that a defeated nation pays for the destruction of other countries7. Fourteen Points: Woodrow Wilson’s goals for peace after World War I8. Suffrage: the right to vote 8B. Suffragette: a woman seeking the right to vote 9. flapper: a young woman eager to try the latest fashion, dance or fad10. credit: delayed payment of a loan or purchase11. evolution: scientific theory of how life forms adapt to their environment and develop over time12. Prohibition: legal ban on alcohol imposed by the 18th Amendment.13. socialism: system in which the state controls the economy14. depression: a severe economic slumpKey Events, Laws, and PeopleWorld War IThe Roaring ‘20sPresident Woodrow Wilson (1913-21)President Calvin Coolidge: 30th, pro-business Laissez-faireArchduke Franz Ferdinand of Austria-HungaryTariff: taxes on imported goodsAllies: England, France, Russia, Serbia, Italy (US 1917)Assembly Line: manufacturing, standardized parts and jobs Central Powers: Germany, Austria-Hungary, andJazz Agethe Ottoman EmpireFundamentalismU-Boats: German unrestricted submarine warfareConsumer Culture / MaterialisticZimmerman TelegramHarlem Renaissance and the Great MigrationImperialismFree Enterprise / CapitalismEspionage Act 1917 – illegal to conduct anti-war activitiesSedition Act, 1918 – illegal to criticize the US war effort Treaty of Versailles – ended WW1 in 1919, placing blame on GermanyLeague of Nations – organization to settle international conflicts4th Quarter Gear Up will consist of End of Course Test for each subjectTest for this Unit and 10/The Great Depression and the New Deal will be on Thursday May 12. 4/20 Thursday: Finish #42 US Imperialism HW: Make Flash Cards or illustrate from #434/21 Friday: #44 World War I Guided NotesHW: Finish class work #44 4/24 Monday: #45 President Wilson’s 14 Points andHW: Finish class work #45The League of Nations #44 Guided Notes for WW1:How does each of the following terms contribute to the start of WW1? “M.A.I.N.”MilitarismAlliancesImperialismNationalismBriefly explain how WW1 startsCentral Powers were ______________________________________________________Allied Powers were ________________________________________________________How did technology change warfare in WW1? List weapons and their impactWhy did economic growth contribute to the US entering WW1 on the side of the allies? How did each of these events contribute to the US joining the war?1 Sinking of the Lusitania2 Unrestricted Submarine (U-Boat) Warfare3 The Zimmerman TelegramHow did the Espionage and Sedition Acts limit American civil liberties (rights and freedoms)? How does the US provide the winning difference in defeating Germany?When was the armistice signed to stop the fighting? ___________________________________________ What is the Treaty of Versailles?What is the League of Nations?Which 3 countries/empires lost the most land in creating 9 new countries? __________________________________________________________ ___________________________1920’s Time TravelerImagine you are sitting at home one night doing your homework (wink, wink) and playing video games. A mad scientist bursts into your room, kidnaps you, and throws you into his time machine. The machine begins to shake violently, and you black out. When you awake you are surrounded by the sights and sounds of the 1920’s. You smell the diesel from the new cars and wafts of smoke from the local speakeasies. You hear the sounds of jazz music and an announcer blasting from a nearby radio. You see assembly line workers leaving the factories. Using one of the methods listed below, explain and analyze the thoughts and feelings you experience while you are visiting this time period.Write a series of three poems (minimum 3 stanzas each).Write a series of three diary entries (minimum 2 paragraphs each).Illustrate a children’s book (minimum 6 pages).Write a short story (minimum 2 pages).Create a cartoon that has a minimum of 6 squares/scenes.If you have a different idea, let me know.World War I Anticipation Guide: Examine the series of statements about World War I. ?After reading the statements, write down any information you already know about World War I in the box to the left. World War I Discussion Hook: "Think about your everyday life. When is it good to stay out of a conflict you come across? When might be a good time to get involved?" Teacher can use student responses to draw parallels to the American situation before they became actively involved. ?Teacher can provide students with an overview of ?American in World War I Video- 3:33: Students will examine the reasons America will join World War I. ?Students can review the aspects of World War I from 7th grade and determine how American involvement changed the outcome of the war.America in the First World War: ?Students will read about the role America had in World War I. ?Students will use the sentence stems to create questions from the reading. ?Bloom’s Critical Thinking Question Stems ??Students will get into small group and exchange questions for a small partner discussion from the reading. ??U.S. involvement in World War I Interactive Timeline: (interactive online timeline technology required) ?Students will examine the the following events and create a timeline that indicates why they think the event ?was a motive for the U.S. to join the war. ?The timeline should include: Date and Title of the eventDescription of the eventExplain motives for and against U.S. joining World War IImage that reflects the event. ??June 28, 1914: Assassination of Archduke FerdinandAugust 4, 1914: Great Britain Declares War on GermanyMay 7, 1915: Sinking of the LusitaniaJanuary 19, 1917: Zimmerman Telegram Intercepted by BritainApril 6, 1917: United States Declares War on Germany Farewell to Isolationism: Students will read about the United States desire to remain in isolation during World War I. ?Students will complete the lotus diagram that identifies main ideas about Lusitania, Zimmerman Telegram, War on Germany and how these events impacted the political ideals of isolationism and the economy of America. ?(Videos to support instruction:Lusitania (3:44), Zimmerman Telegram (4:15), ??US declares war on Germany (12:00). America and Europe Venn Diagram: ?Students will read the following document on World War I in Europe and America. ??Once students have read and completed the venn diagram. ?Students will circle aspects that reflect the political ideas and underline the economic impact. ?Students will create a conclusion statements about how World War I impacted the political and economic landscape of Europe and America. League of Nations Plus/Delta: ?Students will examine the positive and negative impact of the League of Nations. ?Students will discuss in small groups or whole class about the aspects of the League of nations that conflicted with the American political ideals. ????????World War I: U.S. Enters the War QL 611 (SAS Curriculum Pathways): Students will Write detailed annotations for a timeline of the events that led to the U.S. entry into World War I. ?Analyze events and their impact on the American decisions and attitudes.Students will use the World War I magazine to gather information about a wide variety of aspects of the war and respond to the questions to guide their viewing of the magazine.WWI: What Are We Fighting For Over There? : The Great War of 1914-1918 significantly shaped the course of the twentieth century, both at home and abroad. By delving into the unique resources of American Memory and by creating World War I period newspapers of differing perspectives, students can gain an enduring understanding of The Great War. Teachers can have students use the Primary Source Analysis Tool to complete a formal assessment for the activity. Wilson's Fourteen Points QL #1567 (from SAS Curriculum Pathways): ?Students will research the causes of World War I, explore Wilson's Fourteen Points speech, and determine whether the measures described by Wilson could have prevented the war. You'll identify the causes of World War I, analyze the intent of Wilson's Fourteen Points, and consider if Wilson's proposals would have prevented the outbreak of World War I.Students will use the handout to read excerpts from Woodrow Wilson’s Fourteen Points and respond to the guided questions.Teachers can use the powerpoint to review the End of the War and have students fill in the guided outline notes.The Roaring 20sThe Decade that Roared Reading: ?Students will examine economic factors that impacted the roaring 20’s. ((digital)Roaring 20’s Quest: ?Before you start investigating discuss as a class or in a small group things you hope “To Discover” in your research. ?Each member of the group will ?study the one of the various aspects of the Roaring 20’s and, place important ideas about the ECONOMIC advantages and disadvantages of the time. On the lines below, create a “Gist Statement,” ?Discuss with a partner about what you know and create a We Now Know Statement” with your partner. ?Share it with the class. ???Reading 1Reading 2Reading 3 You Ought to be in pictures of the Roaring 20’s: ?Students will examine the images from the roaring 20’s. ?(optional student notetaking tool) Additional Image Analysis tool Students will:Examine the location of this photograph and try to detect as much detail as possible. What do you observe about the land? The plants and vegetation? The road? What time of year might it be? What does the climate appear to be like? Focus very closely on each person in the photograph. Pay careful attention to what each person is wearing. Look at the way the family members carry themselves, their posture, and their facial expressions.Choose one of the individuals in the photograph and imagine you are this person. What might you be thinking if this was happening to you? Describe what you might be feeling, what emotions you might be experiencing. What has this day been like for you? Imagine what might have happened before the scene presented in the photo. What do you see happening later on, during this day and the following days?Given the following writing prompt: “It is now many years later. You are showing this photograph to a grandchild. What would you say about your memories of that day? Write what you would share as an entry in your notebook.”The Roaring 20s: Flapper Culture #206 (from SAS? Curriculum Pathways?): Students will explore the "flapper" culture of the 1920s and compare young people of the period to modern youth. Students will describe the fashions, attitudes, and image of the flapper culture of the 1920s while assessing the cultural environment of the 1920s and the rebellious nature of flappers. In addition the students will identify and examine similarities between youth culture in the 1920s and the present.Videos on the Roaring 20’sThe Roaring 20’s (1:34)America Goes Dry with Prohibition (2:34)The Roaring 20’s Crash Course (13:11)Harlem Renaissance: Students will examine the Harlem Renaissance and how it was responsible for periods of economic growth and reflected the ideals of the African American community. (optional ?note taking tool) ????Videos on the Harlem Renaissance The Harlem Renaissance Video (2:54): ?Harlem Renaissance Video (3:49)The Harlem Renaissance Background Reading ?Students will examine the influence economic prosperity had on the development of African American culture. ?(digital reading) ???Additional Reading The Harlem Renaissance (digital reading) Harlem Renaissance Text Sets (Achieve the CORE): Students will examine the various texts that reflect the cultural and social impacts of the Harlem Renaissance. ?Students will complete the text dependent questions with the reading. ??OLDWhite Man's Burden Web Lesson: Students can use this web lesson as an extension of the Imperialism unit. The editorial can serve as an assessment. (8.G.1.1)WWI: What Are We Fighting For Over There??: The Great War of 1914-1918 significantly shaped the course of the twentieth century, both at home and abroad. By delving into the unique resources of American Memory and by creating World War I period newspapers of differing perspectives, students can gain an enduring understanding of The Great War. Teachers can have students use the Primary Source Analysis Tool to complete a formal assessment for the activity. (8.H.2.3, 8.E.1.1)Road to War graphic: Students will create a "Road to War". They will draw a road moving up, down, or remaining flat and on that road they will illustrate 5-10 reasons/events that brought the USA closer (the road goes up) or further (the road goes down) from war. (8.H.2.2, 8.C&G.1.1)World War I Document Based Questions: Teachers will assign students various DBQs from the site. Differentiation can be applied by determining difficulty levels of the various documents and assigning them accordingly. Finished responses can be collected for a grade. (8.H.2.2, 8.C&G.1.3)Instructional Learning ExperienceH.2.3 Debate over America's role in global affairs impacted United States foreign policy (isolationism).World War I Writing Prompt: "Think about your everyday life. When is it good to stay out of a conflict you come across? When might be a good time to get involved?" Teacher can use student responses to draw parallels to the American situation before they became actively involved.Zimmerman Telegram Code Writing: After showing students the two images of the Zimmerman Telegram, teachers can have students construct their own code using symbols or numbers. Teachers can have them share examples and even attempt to crack selected codes.Lusitania Message in a Bottle: Students will pretend that they are aboard the Lusitania just after it is struck by a German submarine. Knowing the ship is going down, they decide to write a note, put it in a corked bottle, and throw it out to sea. For effect students could write hastily or on frayed paper to stress the conditions in which the note was written.World War I: The US Enters the War: Students will write detailed annotations for a timeline of the events that led to the U.S. entry into World War I and analyze events and their impact on the American decisions and attitudes.America in World War I video questions: Students will view the video?America in the 20th Century: World War I: The War in Europe?and?answer the questions at the end of the video in the "Video Quiz" and discuss as a class why each statement is true or false.H.2.2 U.S. involvement in World War I had a great impact on the outcome, especially through Wilson's 14 Points.World War I PPT: Teachers can use this PowerPoint to teach/review the key details of the war. Modify as necessary to fit the desired points of emphasis.World War I: The Versailles Treaty?: Students will research the Versailles Treaty and the perspective of a major Allied power attending the Peace of Paris Conference after the war, and assume the role of the country's representative and analyze the conference results for the home government.World War I New Innovations Photo Exhibit: Teachers can have students view the artifact images in the site to write about how World War I was different than any war from the past. Teachers can have them make a bulleted list of innovations, write a short response based on what they saw, or construct a PowerPoint imbedding the images (or ones like them).World War I Roundtable Game: Students are grouped by varying ability (high and low together). Teacher prompts them with a series of questions that have multiple answers (ex. - What were some new technologies introduced in WWI? What countries were actively involved in WWI?). Students pass around a sheet of paper listing as many answers as they can come up with, one answer per student at a time. If a student does not have a reply when they're turn comes up, they must write: "I have no answer" (so that they take up time). Each round can be timed. At the conclusion of the game, teacher can judge who won based on quantity and legibility.G.1.1 The desire to increase U.S boundaries and world influence led to the acquisition of foreign lands (Hawaii) and involvement in foreign wars (Cuba and Philippines).America: World Power Interactive Tool?: Students can use this interactive tool as a review of the reasons why America emerged as a world power at the end of the nineteenth century. Teachers can have students take and print or email the quiz to assess progress.Spanish-American War Inquiry: Students will use the resources to research and answer the question: Why did the U.S. invade Cuba?C&G.1.1 Involvement in WWI increased nationalism among American citizens.Nationalism Venn Diagram: Using a Venn template, students will fill out the diagram on the topic of Nationalism, with one side being the positives, the other being the negatives, and the middle being things they don't consider to be necessarily good or bad.World War I Propaganda Poster Analysis: Students will select one (or more) of the posters from the site and answer three questions: What was the point of the poster? Is the message accurate? Do you think the poster truly affected the way people thought? They can share their poster with a partner and elicit their responses. Teacher can model one beforehand for clarity.C&G.1.3 Democratic ideals led to conflict with other governing powers.Spanish-American War Interactive?: Students can use this interactive to review key themes from the Spanish-American War. Teachers could have students use the various sections to compose a brief summary of the war to be used as an informal assessment.Spanish-American War movie trailer: Students will work in small groups to produce a 30 second movie trailer for a movie based on the Spanish-American War. The focus will be America's involvement. The group will have to take a side that shows whether they think America did or did not have the right to engage Spain in war.E.1.1 Increased industrial and agricultural production to meet war needs/efforts led to economic boom and 100% employment.WWI: Do Your Bit for America?: The lesson describes President Wilson's immediate need for Americans to equip the United States soldiers with resources while fighting World War I. President Wilson's speech "Do your Bit for America" describes the resources that were needed for the fighting of the war, and gives the students an opportunity to discuss the role propaganda had on that time period in history.Homefront Think-Pair-Share: Students will complete a Think-Pair-Share responding to the question: "While we can all accept that war is always bad, sometimes good things come out of conflict. When thinking about the American homefront during World War One do you think that the war was mostly bad for people here in the USA or was it mostly good and why?" After answering the question on their own in 5 minutes they should then discuss with a partner for 1 minute and then share with the class. ................
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