Professional Documents
Culture Documents
Period: 5
Student Population:
Total Number of Students: 25
Males: 11
Females: 14
SPED Inclusion/Pullout: 0
ELL: 0
SES: 1
Students will be able to describe the events that led to the U.S.
entering World War I.
Aligned standards/benchmarks - SS.10.3.7: Describe the events that led the United States
Students will be able to describe the reasons the U.S. did not sign
the Treaty of Versailles by analyzing/comparing Wilsons 14
Points and the Treaty of Versailles.
Aligned standards/benchmarks - SS.10.3.9: Explain why the United States did not sign the
Treaty of Versailles.
Rationale: Students should understand the effects of Global/European politics on the U.S.
Depth of Knowledge level: 4
analysis of primary and secondary sources, attending to such features as the date and
origin of the information.
9-10.W.8 - Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of each source in
answering the research question; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and following a standard format for citation.
Rationale: It is important have the ability to analyze a document, extract the relevant data,
and integrate it into text meaningfully and effectively.
Depth of Knowledge: 4
Big Idea(s):
Students will
understand
That
Essential
Question(s):
Standards/Ben
chmarks:
HCPS III or
Common Core
sources, attending to such features as the date and origin of the information.
9-10.RH.2 Determine the central ideas of information of a primary or secondary source;
provide an accurate summary of how key events or ideas develop over the course of the
text.
9-10.RH.3 Analyze in detail a series of events described in a text; determine whether
life story in both print and multimedia), determining which details are emphasized in each
account.
9-10.RI.9 - Analyze seminal U.S. documents of historical and literary significance (e.g.,
logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
tools and methods of inquiry, perspective, and empathy to explain historical events with
multiple interpretations and judge the past on its own terms.
Benchmark: SS.10.2.2 Determine the relevance of sources and assess their credibility.
Standard 3: History: UNITED STATES HISTORY-Understand important historical events
General
Learner
Outcomes
Community Contributor - The understanding that it is essential for human beings to work
together.
Complex Thinker - The ability to demonstrate critical thinking and problem solving.
Quality Producer - The ability to recognize and produce quality performance and quality
products.
Effective Communicator - The ability to communicate effectively.
Effective and Ethical User of Technology -The ability to use a variety of technologies
Day 1 November 6
Standards Addressed:
In-Class Activities: I will introduce students to the topic of our new unit, World War I, with the activity
Stimulation of Trench Warfare. (I didnt realize the CD I borrowed was only a audio CD. Ill fill this in with
the book tomorrow.)
Students will watch a music video One by Metallica Students will discuss their reactions of the images and
lyrics of the video and answer these questions:
Assessment: HW: Respond to Supporting Questions for Reading: The United States in WWI (p. 667-671)
Answer:
1. What were the causes of WWI, and how did the war progress on the Western front?
2. What role did the US hope to play as a neutral power? What factors undercut that neutrality? Why did it
finally enter the war?
th
Day 2 - November 7
Standards Addressed:
assignment. SEXI stands for: State, Elaborate, eXemplify, and Illustrate. Students will choose a word from
these choices: Alliance, Nationalism, Militarism, and Internationalism. In their groups, students will use
laptops to conduct research on the meaning of their term and how it relates to WWI using reliable primary
and secondary sources. Students will explain the meaning of their term in their own words, elaborate on its
relation to WWI, include specific historical examples during WWI, and create an illustration to represent the
actions which took place.
Assessment: Additional Homework - Students will complete their SEXI World War I Terms assignment if
Day 3 - November 10
Standards Addressed:
Shock worksheet.
Extension: Students will be given time to work on their NHD Projects I will monitor each groups progress to
http://www.history.com/topics/holidays/history-of-veterans-day/videos/history-of-veterans-day
In celebration of Veterans day, I will play a video of the History of Veterans Day, which began as Armistice
Day to celebrate those who fought in World War I.
Assessment: HW: Homework Students will use the PowerPoint 4.1 WWI Causes Chart provided on their
Google Drive accounts to complete the 4.1 - WW1 Causes Chart Worksheet.
th
Day 4: November 12
Standards Addressed
Students will be broken into groups of four. Each group member will read a section of Woodrow Wilsons
speech to Congress asking for a declaration of War. As they are reading, students will create a summary and
note down any words or language they do not understand. Students will then use SOAPSTone to analyze this
document. Next, each group create a written response to the question If you were a congressman, would
you vote for the U.S. to enter the World War I? The response should include:
(1) Explain what the document tells you about the answer to the question.
(2) Include any evidence that supports your ideas
(3) Incorporate the SOAPSTone analysis in 2 fluent sentences.
Groups will display their written response on the Smartboard while they read it to the class.
Assessment: HW: Students will use the primary and secondary materials and information on 4.2 Causes of
the United States Involvement in WW1 found on Google Drive to complete the worksheet 4.2 Causes of
the United States Involvement in WW1.
th
Day 5: November 13
Standards Addressed:
Day 6: November 14
Standards Addressed:
Matrix for classwork using the Primary and Secondary sources found on Google Drive.
Assessment: Homework HW: War on the Home Front (p. 672-678)
Write a Paragraph:
1. In what ways did the war transform the economy, society, and politics of the United States?
Finish 4.51 & 4.52 Handouts if they have not been finished in class.
th
Day 7: November 17
Standards Addressed:
1. What were the flaws of the Treaty of Versailles? To what extent did Wilson succeed in influencing the
development of the treaty?
2. What factors led to the treatys rejection by the U.S. Senate?
3. On balance, do you think U.S. entry into WWI had beneficial results that outweighed the costs? Why or
why not?
Additional Homework: I will give students a study guide as well as have them take home the work done during
this unit. I will let the students know that they will be taking the Unit 4 Summative test on November 20th.
th
Day 8: November 19
Standards Addressed:
Day 9: November 20
In-Class Activities: Students will complete the second Unit 4: World War 1 summative-assessment This is a
multiple choice Document-Based-Assessment in which students will analyze primary sources to come to an
answer. The test is given on Quia.com and it will take the entire class period.
Extension: If students finish early they may use the time to work on their National History Day Projects, which
Laptops for in-class use, access to a computer at home, and Americas History textbook.
Resources Needed:
Results
of
Pre-Assessment
Did
Not
Test
8%
ExpectaIons
for
SummaIve-Assessment
ExcepIonal
24%
Developing
36%
Inadequate
56%
Skilled
32%
Developing
20%
Procient
24%
Assessment Scoring: Aligned with Common Core Standard 9-10.RH.1 - Cite specific textual evidence to
support analysis of primary and secondary sources, attending to such features as the date and origin of the
information.
1 - Inadequate (Novice Does not meet Standard 9-10.RH.1) Cites no specific textual evidence to support
analysis of primary and secondary sources. (This group will inaccurately analyze the document)
2 Developing (Approaching Proficiency to Standard 9-10.RH.1) Cites very little specific textual evidence
to support analysis of primary and secondary sources. (This group will be able to accurately describe what
is happening in the document (summarize).
3 Proficient (Meets Standard 9-10.RH.1) - Cites specific textual evidence to support analysis of primary
and secondary sources, attending to such features as the speaker, date of origin of the information
(occasion), audience, and subject. (This group will identify the Speaker and Occasion).
4 - Skilled (Exceeds Standard 9-10.RH.1) Cites specific textual evidence to support analysis of primary and
secondary sources, attending to such features as the speaker, date of origin of the information (occasion),
audience, and subject. (This group will identify the Speaker, Occasion, Audience, and Subject).
5 - Exceptional (Exceeds Standard 9-10.RH.1) - Cites specific textual evidence to support analysis of
primary and secondary sources, attending to such features as the speaker, date of origin of the information
(occasion), audience, purpose, subject, and tone. (This group will identify all the categories of SOAPSTone
- Speaker, Occasion, Audience, Purpose, Subject, and Tone).
analysis according to the rubric. Over the last 3 months of class we have incorporated SOAPSTone
in numerous formative assessments and I have familiarized myself with the students and their
dispositions, aptitude for producing quality-work, and their attention to detail or lack thereof.
Based on this knowledge, I am inclined to believe that ALL students will show improvement and
reach proficiency. To explain the breakdown of expectations I have broken down the students into
groupings of expectations. Within these expectation groups I have created tables to help illustrate
how I analyzed the data.
Class Breakdown
Developing
Proficient
Skilled
Exceptional
Student Numbers
3, 6,19, 22, 25
1, 2, 7, 9,13,14,15, 23
5, 8,11,16, 21, 24
19
22
25
335
332
343
324
N/A
With the exception of student 25, all the students whom I expect to score proficient on the
summative-assessment scored below the class average HSA score of 351. This evidence shows
that these students may not have the same level of reading comprehension as their peers.
Problems with reading comprehension could lead to misinterpretation of the documents and
result in a lower overall score. Student 25 is new to the Hawaii Public School system and did not
participate in any previous HSA tests, but he has shown difficulty with reading comprehension and
has struggled to produce quality work on numerous formative assessments.
Student numbers marked
Developing
19
22
25
Mod.
Low
Low
Mod.
High
in his homework, following directions, and staying on task. Students 3 and 22 received a D for
the first quarter. Students 6 and 19 received Cs in the 1st quarter.
10
12
17
18
20
355
N/A
353
333
385
368
Students I expect to be rated proficient received varying results on the HSA Reading test.
Student 17 may have some difficulty with reading comprehension, however I do not think that it
will be a determining factor in the summative assessment.
Student numbers marked
Proficient
10
12
14
17
18
20
Mod.
Low
Mod.
Low
Mod.
Mod.
High
13
15
23
351
353
344
361
376
337
317
I expect students in this group to receive a marking of Skilled because these students have
shown the ability to analyze documents with relative ease and accuracy. Students 7,15, and 23
have well below average HSA scores, but all have shown in past formative assessments to have
developed analytical skills well beyond most of their peers. Student 23s HSA scores are very low,
but this student is an 11th grader whos shown to have the reading comprehension to accurately
and effectively analyze primary and secondary sources.
Student numbers marked
Skilled
13
15
23
Low
Low
Low
Low
Low
Low
Low
tendency to occasionally miss assignments here and there, turn in incomplete work, or fail to
follow instructions, however these students have shown the ability to produce high-quality work on
previous formative assessments. These students are familiar with using SOAPSTone to analyze
documents. I expect each of these students to exceed the standard set for this assessment.
11
16
21
24
360
361
342
371
390
340
Students 11 and 24 are both 11th graders who have shown strong reading comprehension
throughout the course. Students 5, 8, 17, and 21 all have HSA scores above the class average of
351. All of these students have excelled in previous analytical exercises.
Student numbers marked
Exceptional
Social Studies Grade Risk
st
Based on 1 Qtr. Grade
11
17
21
24
Low
Low
Low
Low
Low
Low
Oct
2014
Dec 2014
~ November 2014 ~
Sun
Mon
Tue
Wed
Thu
Fri
Sat
1
3 Unit 3:
5 Unit 3:
Student Voting
Unit 3 Summative
Assessment
6 Unit 4: Day 1
"Stimulation of Trench
Warfare" Activity.
Watch Metallicas One
Anwer Questions.
HW: The Unites States in
WWI (P.667-671) 2 questions
10 Day 3:
11
"Shellshock" video and wrksht.
Veterans Day: No School
NHD Project Update
HW: 4.1 Causes of WWI wrksht
12 Day 4:
Wilsons Speech Modified
Document-Based Question
Activity
HW: 4.2 Causes of
Involvement in WWI wrksht
13 Day 5:
4.4 Domestic Policies Matrix
wrksht
HW: Finish 4.4 wrksht
7 Day 2:
"SEXI" WWI Assignment
14 Day 6:
4.51 WWI Social Grouping &
4.52 Domestic Policies
15
16
17 Day 7:
4.6 U.S. & Treaty of
Versailles DecisionMaking
18
No Period 5
30
20 Day 9:
Unit 4: WWI Summative
Assessment
21
22
24
25
No Period 5
26 Day 10:
27
28
29
Thanksgiving: No School
Notes:
Nov
2014
Sun
19 Day 8:
Unit 4: WWI DBQ
Summative Assessment
(Ungraded -used for SLO
data)
Jan
2015
~ December 2014 ~
Mon
1 Unit 5:
Introduction to Unit 5:
Roaring Twenties
5.1 Roaring Twenties?:
Context Analysis and
Generating Questions
Wrestling with
Modernity- Conflicted
Legacies of WWI (p. 685690). Answer 2 Questions
Tue
2
No Period 5
Wed
3
Modernization and
Modernism (PL2): Describe
changes in society and
culture that led to conflicts
in values in the 1920s.
1. Analyze census
documents
2. Graph statistical data
3. Summarize and share
graphs, identifying trends
W: Make connections
between modernization and
modernism -Answer 2
Questions
Thu
4
Overview of Supreme Court
Case
Fri
5
Supreme Court Case
Viewing in gym
Sat
6
Proficient (4)
Novice (2)
DEFINITION
Influence (CAUSE)
Examples (EFFECT)
ALLIANCE
NATIONALISM
IMPERIALISM
MILITARISM
ANARCHY
LEADERSHIP
IMMEDIATE TERM CAUSES OF WORLD WAR I
Influence (CAUSE)
DEFINITION
Examples (EFFECT)
Assassination of
Archduke
Franz Ferdinand
Declaration of war
between rival alliances
Germanys invasion of
Belgium
FORMATIVE ASSESSMENT
How did alliances, nationalism, imperialism, and militarism cause World War I?
(Start typing your response after the horizontal line.)
Advanced (5)
Proficient (4)
Novice (2)
Proficient (4)
Event 1
American Propaganda
What foreign policy did the United States follow at the beginning of WW1?
How did the posters of the Kaiser of Germany represent him?
In general, how did the posters make Germans look like; How were they represented?
What was the overall influence American propaganda had on its citizens?
What category of SPICE would this document represent?
Explain why you chose that category of SPICE?
Event 2
How was trade with the allies impacted between 1914 and 1916?
How was trade with Germany impacted between 1914 and 1916?
What was the purpose of Englands blockade during World War I?
Germany used submarine warfare leading up to World War I. What event angered the A
Germany because of this?
What were the promises of the Sussex Pledge?
Why did Germany break the promises of the Sussex Pledge?
What was the impact of the breaking of this promise?
What category of SPICE would this document represent?
Explain why you chose that category of SPICE?
Event
Zimmerman Note
4
What was the Zimmerman Note?
What was the purpose of the Zimmerman Note?
Why would Germany want this action?
What category of SPICE would this document represent?
What was the meaning of President Woodrow Wilsons statement, The world must be s
democracy?
What category of SPICE would this document represent?
Formative Assessment
Advanced (5)
Proficient (4)
Using information from the five sources you just completed, discuss the Political,
Economical, and Social causes of United States Involvement in World War I.
Please type your response after the horizontal line.
Directions
Watch video titled Shell Shock and answer questions. If you need to review
outside of class, you can find video on Youtube.com. Type in The Century
Americas Time Shell Shock.
A German U-Boat sank the Lusitania off the Irish Coast. Despite the knowledge of a wa
passengers chose to sail in these waters.
Why did the passengers of the Lusitania have a false sense of security? In other words
safe to travel?
What were the beliefs of the soldiers as they prepared and left to fight in the war?
What was the reality? What did the soldiers find out once they started to participate in th
Western Front
Where were the trenches built? (Location)
What were the conditions like in the trenches? Be descriptive.
How was World War I different from all previous wars?
How was the war truly a product of the new century? Hint: Think about the new technolo
List the new types of weapons that were developed for the war
Discuss the futility [pointlessness or uselessness] of the Battle of the Somme. (Why wa
What were the ramifications [consequences] of the revolution on world events in the twe
century?
Advanced (5)
Proficient (4)
How did th
society?
-.
Proficient (4)
Describes multiple
domestic policies for each
category.
Describes multiple
domestic policies for each
category.
Describes domestic
policies for 1 or 2
categories.
each.
POLITICAL
SOCIAL
ECONOMICAL
Bibliography
Edwards, Rebecca, and Robert O. Self. "The United States in World War I."America's History. By James A.
Henretta. 7th ed. Boston/New York: Bedford/St. Martin's, 2011. 667-81. Print.
"History of Veterans Day Video." History.com. A&E Television Networks, n.d. Web. 3 Nov. 2014.
"Metallica - One [Official Music Video]." YouTube. YouTube, 26 Oct. 2009. Web. 03 Nov. 2014.
"Section 4: World War I." The United States: Coming of Age: 1890-1920. Palo Alto: Teachers Curriculum Institute,
CA. N. pag. Print.