TEKS Lesson Plan/Unit Plan
TEKS Lesson Plan/Unit Plan
Texarkana Independent School District
| |
|Teacher: Sarah A. Huett Subject/Course: U.S. History |
| |
|Grade(s): Grade 11 Time frame: 45 minutes |
Lesson Plan Number: 69
Topic/Process: World War I Begins
Textbook: The Americans: Reconstruction to the Present, McDougall Littell
Ch.11, sec.1, pgs 372-380
Texas Essential Knowledge and Skills (TEKS): US1 A-C, US3 B, US8 A, US15 B, US22 A
(1) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:
(A) identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;
(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and
(C) explain the significance of the following dates: 1898, 1914-1918, 1929, 1941-1945, and 1957.
(3) History. The student understands the emergence of the United States as a world power between 1898 and 1920. The student is expected to:
(B) identify the reasons for U.S. involvement in World War I, including unrestricted submarine warfare;
(8) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
(A) create thematic maps, graphs, charts, models, and databases representing various aspects of the United States; and
(15) Government. The student understands changes in the role of government over time. The student is expected to:
(B) explain the impact of significant international events such as World War I and World War II on changes in the role of the federal government;
(22) Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:
(A) explain the effects of scientific discoveries and technological innovations such as electric power, the telegraph and telephone, petroleum-based products, medical vaccinations, and computers on the development of the United States;
TAKS: US1 A-C, US3 B, US22 A
(1) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:
(A) identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;
(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and
(C) explain the significance of the following dates: 1898, 1914-1918, 1929, 1941-1945, and 1957.
(3) History. The student understands the emergence of the United States as a world power between 1898 and 1920. The student is expected to:
(B) identify the reasons for U.S. involvement in World War I, including unrestricted submarine warfare;
(22) Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:
(A) explain the effects of scientific discoveries and technological innovations such as electric power, the telegraph and telephone, petroleum-based products, medical vaccinations, and computers on the development of the United States;
|Concepts |Enduring Understandings/Generalizations/Principles |
| |The student will understand that |
|War / Conflict |Cultural diversity can lead to conflict/war. Social, economic and political oppression can lead to |
| |conflict/war. Differences between people can create conflict/war. |
|Nationalism |Nationalism is pride in your country. Nationalism may lead to conflict between nations. |
|Imperialism |Imperialism may lead to issues of power and control, which can create conflict. Imperialism is |
| |often the result of cultural beliefs and values. |
|Power |Power struggles are often reflected in social and political arenas. Power is often abused. |
Sequence of Activities (Instructional Strategies):
1. Focus: Write the following words on the board: nationalism, imperialism, militarism,
and alliances. Ask students what they think is the meaning of each word.
2. Lecture/Class Discussion: Discuss with students how nationalism, imperialism,
militarism and alliances helped to ignite a conflict in Europe. Discuss the
assassination of Archduke Franz Ferdinand and the resulting chain-reaction
of war declarations. Discuss Germany’s Schlieffen Plan and the concept of
trench warfare.
3. Activity: Have student create a map of Europe (circa 1914) that shows alliances
and the major players in World War I.
Questions to Consider in Lesson:
1) How did imperialism help lead to war in Europe?
2) Why were so many European nations pulled into the conflict?
Assessment of Activities:
Classroom Observation
Classroom Discussion
Map Test (later date)
Prerequisite Skills:
1. Basic map construction skills
Key Vocabulary:
Nationalism, militarism, Allies, Central Powers, Archduke Franz Ferdinand, “no man’s land”, trench warfare, “powder keg of Europe”
Materials/Resources Needed:
Overhead, overhead projector, LCD projector, computer, copies of maps, map pencils, pens, paper
Modifications: Allow students to have extended time to complete activities. Follow all modifications on student’s IEP.
Differentiated Instruction: Have student research the Balkan region. What problems still exist there today? How are these problems similar to the problems that existed before WW1?
Teacher Notes:
The following is a list of sites to have students include on their map:
Allied Powers: Ireland, Great Britain, France, Portugal, Italy, Russia, Serbia, Romania, Montenegro, Greece, Belgium
Central Powers: Germany, Austria-Hungary, Bulgaria, Ottoman Empire
Neutral: Switzerland, Spain, Netherlands, Albania, Denmark, Norway, Sweden
Cities: Paris, Vienna, Sarajevo
Water: North Sea, Atlantic Ocean, English Channel, Mediterranean Sea
Other: shade the area where the German submarines were actively sinking ships
Sample Test Questions:
1. Which of the following was not a cause of World War I?
A. American isolationism
B. imperialist competition
C. the stockpiling of weapons
D. European nationalism
2. Where did the assassination that triggered World War I occur?
A. Bosnia
B. Belgium
C. Alsace-Lorraine
D. the Ottoman Empire
Project developed and delivered through a Collaborative Research Grant between Texarkana Independent School District and TAMU-T Regents’ Initiative.
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