TEKS Lesson Plan/Unit Plan



TEKS Lesson Plan/Unit Plan

Texarkana Independent School District

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|Teacher: Sarah A. Huett Subject/Course: U.S. History |

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|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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