Chapter 11 Test
World War I
Start Chapter 12 Section #1 for Friday
Wednesday, March 14, 2018
Monday, March 12, 2018
Day 23
Chapter 11 Test
Wednesday March 14th
Schedule/Due Dates for Projects
-MAIN Project - 1 country's involvement in WWI - due Monday (night) the 12th
-Chapter 11 Sectional Quizzes due Wed
CHAPTER 11 World War 1 and The Russian Revolution
Objective:
Students will be able to analyze the arguments leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of "total war"
Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (eg., topography, waterways, distance, climate)
Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (eg., topography, waterways, distance, climate)
Rationale:
The "War to End all Wars" has many different interpretations as to its cause, its various changes and turns during, and its outcome. The effects of the war impacted many changes that occurred after its end (depression, WWI, etc). Students should understand the environment that led to the first war that was not relegated to one specific area but impacted an entire continent as well as other surrounding continents.
Evidence:
Being able to list the factors which led to the conflict, evaluate those factors for their merit or lack there of, and propose possible solutions that may have prevented the war, or changed the terms of the surrender which may have prevented or altered the World War that followed will allow students to gain insights as to how historical events were addressed.
___________________________________________________________________________________________
Essential Question - Self Rule or give responsibility over to the state to make the best decision?
Essential Question - Self Rule or give responsibility over to the state to make the best decision?
Journal Entry - Why did the US decide NOT to join the League of Nations?
don't click below
Chapter Outlines Schedule
Section #5 Monday Mar 14th
Today - Work on Projects
Students should be working on Then and Now Projects, as well as MAIN Project
MAIN Project - Students build a Google Slides presentation identifying a single country from those involved in World War I and describe how each of the MAIN causes affected that particular country.
Directions Page
Directions Page
Chapter 11 Sectional Presentation
The Sectional Summaries are to be used as resources to assist with understanding the material
Chapter 11 Test (date changed)
Wednesday March 14th
Friday, March 9, 2018
Day 22
Chapter 11 Test
Wednesday March 14th
Schedule/Due Dates for Projects
-MAIN Project - 1 country's involvement in WWI - due Monday (night) the 12th
-Chapter 11 Sectional Quizzes due Wed
CHAPTER 11 World War 1 and The Russian Revolution
Objective:
Students will be able to analyze the arguments leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of "total war"
Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (eg., topography, waterways, distance, climate)
Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (eg., topography, waterways, distance, climate)
Rationale:
The "War to End all Wars" has many different interpretations as to its cause, its various changes and turns during, and its outcome. The effects of the war impacted many changes that occurred after its end (depression, WWI, etc). Students should understand the environment that led to the first war that was not relegated to one specific area but impacted an entire continent as well as other surrounding continents.
Evidence:
Being able to list the factors which led to the conflict, evaluate those factors for their merit or lack there of, and propose possible solutions that may have prevented the war, or changed the terms of the surrender which may have prevented or altered the World War that followed will allow students to gain insights as to how historical events were addressed.
___________________________________________________________________________________________
Essential Question - Self Rule or give responsibility over to the state to make the best decision?
Essential Question - Self Rule or give responsibility over to the state to make the best decision?
Journal Entry -Wilson’s 14 point plan focused on a few general ideas what were they?
Chapter Outlines Schedule
Section #5 Monday Mar 14th
Today - Work on Projects
Students should be working on Then and Now Projects, as well as MAIN Project
MAIN Project - Students build a Google Slides presentation identifying a single country from those involved in World War I and describe how each of the MAIN causes affected that particular country.
Directions Page
Directions Page
Chapter 11 Sectional Presentation
The Sectional Summaries are to be used as resources to assist with understanding the material
Chapter 11 Test (date changed)
Wednesday March 14th
Wednesday, March 7, 2018
Day 21
Chapter 11 Test (date changed)
Wednesday March 14th
Schedule/Due Dates for Projects
-Significant Events Project - Printed in Black and White due Friday the 9th
-Then and Now Project - (2 slides, 1st slide on the "Then" portion, 2nd slide on the "now" portion) due Friday the 9th
-MAIN Project - 1 country's involvement in WWI presentation due Monday the 12th
-Chapter 11 Sectional Quizzes due Wed
CHAPTER 11 World War 1 and The Russian Revolution
Objective:
Students will be able to analyze the arguments leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of "total war"
Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (eg., topography, waterways, distance, climate)
Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (eg., topography, waterways, distance, climate)
Rationale:
The "War to End all Wars" has many different interpretations as to its cause, its various changes and turns during, and its outcome. The effects of the war impacted many changes that occurred after its end (depression, WWI, etc). Students should understand the environment that led to the first war that was not relegated to one specific area but impacted an entire continent as well as other surrounding continents.
Evidence:
Being able to list the factors which led to the conflict, evaluate those factors for their merit or lack there of, and propose possible solutions that may have prevented the war, or changed the terms of the surrender which may have prevented or altered the World War that followed will allow students to gain insights as to how historical events were addressed.
___________________________________________________________________________________________
Essential Question - Self Rule or give responsibility over to the state to make the best decision?
Essential Question - Self Rule or give responsibility over to the state to make the best decision?
Journal Entry -How did the Treaty of Brest-Litovsk intend to assist the Germans in WWI?
Chapter Outlines Schedule
Section #4 Friday Mar 9th
Section #5 Monday Mar 14th
Today - Work on Projects
Students should be working in Significant Event and Then and Now Projects
USA enters the War Headlines - examples for Sig Event Project
USA enters the War Headlines - examples for Sig Event Project
MAIN Project - Students build a Google Slides presentation identifying a single country from those involved in World War I and describe how each of the MAIN causes affected that particular country.
Directions Page
Causes ProjectDirections Page
Chapter 11 Sectional Presentation
The Sectional Summaries are to be used as resources to assist with understanding the material
Chapter 11 Test (date changed)
Wednesday March 14th
Monday, March 5, 2018
Day 20
Chapter 11 Test (date changed)
Wednesday March 14th
Schedule/Due Dates for Projects
-Significant Events Project - Printed in Black and White due Friday the 9th
-Then and Now Project - (2 slides, 1st slide on the "Then" portion, 2nd slide on the "now" portion) due Friday the 9th
-MAIN Project - 1 country's involvement in WWI presentation due Monday the 12th
-Chapter 11 Sectional Quizzes due Wed
CHAPTER 11 World War 1 and The Russian Revolution
Objective:
Students will be able to analyze the arguments leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of "total war"
Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (eg., topography, waterways, distance, climate)
Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (eg., topography, waterways, distance, climate)
Rationale:
The "War to End all Wars" has many different interpretations as to its cause, its various changes and turns during, and its outcome. The effects of the war impacted many changes that occurred after its end (depression, WWI, etc). Students should understand the environment that led to the first war that was not relegated to one specific area but impacted an entire continent as well as other surrounding continents.
Evidence:
Being able to list the factors which led to the conflict, evaluate those factors for their merit or lack there of, and propose possible solutions that may have prevented the war, or changed the terms of the surrender which may have prevented or altered the World War that followed will allow students to gain insights as to how historical events were addressed.
___________________________________________________________________________________________
Essential Question - Are alliances a good thing or a bad thing
Essential Question - Are alliances a good thing or a bad thing
Journal Entry -Why did the USA join the Allied side in WWI? Was there any internal feelings about joining the Central Powers? If so what were they based on?
Chapter Outlines Schedule
Section #4 Friday Mar 9th
Section #5 Monday Mar 14th
Today - Finish WWI Intro ppt
Students should be working in Significant Event and Then and Now Projects
MAIN Project - Students build a Google Slides presentation identifying a single country from those involved in World War I and describe how each of the MAIN causes affected that particular country.
Directions Page
Causes ProjectDirections Page
Chapter 11 Practice Quizzes
The Sectional Quizzes will be due/turned-in on Friday the day of the test
Chapter 11 Sectional Presentation
The Sectional Summaries are to be used as resources to assist with understanding the material
Chapter 11 Test (date changed)
Wednesday March 14th
Friday, March 2, 2018
Day 19
CHAPTER 11 World War 1
Objective:
Students will be able to analyze the arguments leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of "total war"
Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (eg., topography, waterways, distance, climate)
Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (eg., topography, waterways, distance, climate)
Rationale:
The "War to End all Wars" has many different interpretations as to its cause, its various changes and turns during, and its outcome. The effects of the war impacted many changes that occurred after its end (depression, WWI, etc). Students should understand the environment that led to the first war that was not relegated to one specific area but impacted an entire continent as well as other surrounding continents.
Evidence:
Being able to list the factors which led to the conflict, evaluate those factors for their merit or lack there of, and propose possible solutions that may have prevented the war, or changed the terms of the surrender which may have prevented or altered the World War that followed will allow students to gain insights as to how historical events were addressed.
___________________________________________________________________________________________
Essential Question - Nationalism?
- Nationalism...it's a recent topic that is gaining a lot of news lately. What is Nationalism...
Journal Entry - What were some of the "advancements" in warfare technologies in WWI?
Journal Entry Part 2 - NFL players taking a knee is this a slap in the face to our flag and our Nation, or is it an individual exercising their Constitutional right to speech
After the journal lets look at this issue...
Can pride in one's country become a bad thing?
America has a nationalism problem. The U.S. has been described as the melting pot, a nation of immigrants and the Land of Opportunity. Indeed, the story we tell ourselves is that the American identity is rooted not in place, but in the acceptance of a common set of ideals, irrespective of race, religion or ethnicity. The politics of the last decade, however, have strained the notion of e pluribus unum, revealing among whites three definitions of the American nation that are exclusive rather than inclusive.
First come the “Unhyphenated Americans”. For decades, the Census Bureau has asked Americans “to what country does this person draw their heritage?” Among whites, German (17 percent), Irish (16 percent), and English (14 percent) are the most common responses. But about one in twelve whites Americans indicated they are just “Americans,” indicating an indigenous white identity unconnected to any particular European ethnicity. These Unhyphenated Americans are distinct. They are more likely to be fundamentalist Protestants. Nearly two thirds of them live in the Census South, and especially in Greater Appalachia.
The highest rate of “American” identity is among young rural whites with limited education. Recent surveys find that whites with an “unhyphenated” identity are increasingly voting very conservative and perceive a cultural threat from foreign influences. They also call themselves ethnic “Americans” for patriotic reasons. They favor a stronger national defense. And, they are more likely to think that an individual’s life chances are tied to their racial identity (what Michael Dawson called “linked fate“).
Today -
Presentation on WWI
Select Then and Now Projects
Select Then and Now Projects
Continue to work on - Events in WWI Project (example)
Then and Now Project - Students select a "product" that was initiated during world war I, write up a summary for the conditions that led to its creating and show its modern day equivalent with up-to-date aspects of where the "product" is today.
Wall Street Journal Project Website
Another list of "products"
MAIN Project - Students build a Google Slides presentation identifying a single country within those involved in World War I and describe how each of the MAIN causes affected that particular country.
Directions Page
Then and Now Project - Students select a "product" that was initiated during world war I, write up a summary for the conditions that led to its creating and show its modern day equivalent with up-to-date aspects of where the "product" is today.
Wall Street Journal Project Website
Another list of "products"
MAIN Project - Students build a Google Slides presentation identifying a single country within those involved in World War I and describe how each of the MAIN causes affected that particular country.
Directions Page
Chapter Outlines Schedule
Section #2 - Due Wednesday Night Feb 28th
Section #3 - Due Friday Night Mar 2nd
Section #4 - TBA
Section #5 - TBA
Chapter 11 Sectional Presentation
The Sectional Summaries are to be used as resources to assist with understanding the material
World War I Summary Video
( youtube video to be watched at home)
Crash Course Video on World War I
Questions to be completed with the video - Questions Here
Crash Course Video on World War I
Questions to be completed with the video - Questions Here
Chapter 11 Test
Friday, March 9th
Wednesday, February 28, 2018
Day 18
World War I -
Your seat number will be the WWI event you are assigned for the Significant Event Project
For example... seat number 14 will be assigned the event on slide #14 on the "list of events" presentation link below.
Directions - Open the List of events presentation below by clicking on the link, go to the slide number that is the same as your seat number. Find the event you are assigned, and start the Project.
It is not due today, but this block should be spent working on the project.
Chapter 11 Section #2 is due tonight
Significant Events Project - Students select a single significant event related (in some way) to World War I. They are to make a front-page newspaper announcement of the event on an 8.5 X 11 Google Slides Doc.
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