World History Week of Nov 12-16

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11/12/2012

Week 14 World History Agenda

Week 14 World History Agenda



Monday 11/12/12



GPS Standards: SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact.



a. Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.



b. Describe conditions on the war front for soldiers; include the Battle of Verdun.



c. Explain the major decisions made in the Versailles Treaty; include German reparations and the mandate system that replaced Ottoman control.



d. Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and Hapsburg dynasties



Warm-Up:



•Students will watch a video about Franz Ferdinand’s assassination.

Work Session:



•Students will be presented with information about WWI through a PowerPoint presentation. Students will follow presentation/lecture using guided notes. Presentation will include information textual evidence, images, and short clips.

Closing:



•Picture Response: Teacher will display three pictures that describe WWI (ie. Trench warfare, Palace of Versailles, Map of alliances in WWI).

Students will work together to write down and discuss what they know about the pictures and what they believe the pictures are symbolizing.







Tuesday 11/13/12



GPS Standards: SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact.



a. Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.



Warm-Up:



•WWI analogy box. Students will compare WWI to four different real life objects, jobs, etc. (ie. WWI is like a grocery store because…).

Work Session:



•Day 1: Causes of WWI discussion based question. Students will be divided into groups. Each group will start at assigned location. Teacher and students will read the background essay of the Causes of WWI. Teacher will use this time to create further understanding of the causes of WWI.

•Stations: Students will analyze different documents for the DBQ at every station. They will be given questions to think about while analyzing the documents. Students will be given 10-12 minutes at each station.

•Teacher and Students will hold a class discussion sharing their analysis of each document.

Closing:



•I can statements.. Students will look back at the standard and essential question for Unit 7. Using a post-it note, students will write I can ______ over Unit 7. (ie. I can remember that militarism, alliances, imperialism, and nationalism are causes of WWI).

Wednesday 11/14/12



GPS Standards: SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact.



a. Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.



Warm-Up:



•Think-Pair-Share: Students will write the answer to this unit essential Question. Once the students finish writing, they will pair with their elbow partner and share their answer. After giving students 2 minutes to share, teacher should call on volunteers and non-volunteers to share what the pair came up with.

Work Session:



•Day 2: Causes of WWI discussion based question. Students should have essay outlined from their homework. Using the outline, students will write their Causes of WWI essay. The essay will be due at the end of class.

•If students finish their DBQ essay before the class period is up, the students will read/complete workbook pages on the Russian Revolution.

Closing:



•3-2-1: Students will write three things they feel confident about in this unit. Students will write 2 things that they learned about the DBQ. Students will write 1 thing that they enjoyed learning about WWI.

Thursday 11/15/12



GPS Standards: SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact.



a. Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.



b. Describe conditions on the war front for soldiers; include the Battle of Verdun.



c. Explain the major decisions made in the Versailles Treaty; include German reparations and the mandate system that replaced Ottoman control.



d. Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and Hapsburg dynasties.



Warm-Up:



•Race Car Review game: Teacher will review information from Unit 1-6 playing the race car review game. PowerPoint template in which teams of students race to the finish line. The team that can answer the most correct answers wins.

Work Session:



•Common Assessment #3

•Short video clip on trench warfare and the warfront. Followed by class discussion on the conditions of the war front.

•Teacher will present information using Reading guide handouts that explain the collapse of great empires: Romanov and Hapsburg dynasties.

Closing:



•What do you know game show: Students will be given individual white boards.Teacher will ask questions about what has been covered in Unit 7. Students will write their answer on the white board. Team (Boys vs Girls) who has the most correct answers will earn points.





Friday 11/16/12



GPS Standards: SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact.



c. Explain the major decisions made in the Versailles Treaty; include German reparations and the mandate system that replaced Ottoman control.



d. Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and Hapsburg dynasties.



Warm-Up:



•Yesterday, I learned about ____________ and important thing about ________________ is _________________.

Work Session:



•Understanding the Treaty of Versailles. Students will be presented with information about the impact of the Treaty of Versailles.

•Treaty of Versailles Negotiation game: Students will play a simulation game, in which each student will play a role in the Treaty of Versailles. They will be given background information on their character and options for which stand they want to take. The students will discuss and negotiate the terms of the treaty.

Closing:



•Post it, I know it- Students will illustrate something that they know and enjoyed learning about WWI on a post it note.