Embedded Files
Standards
Standards
Michigan High School Content Expectations
Michigan High School Content Expectations
6.2.2 WWI – Explain the causes of World War I, the reasons for American neutrality and eventual entry into the war, and America’s role in shaping the course of the war.
6.2.3 Domestic Impact of WWI – Analyze the domestic impact of WWI on the growth of the government (e.g., War Industries Board), the expansion of the economy, the restrictions on civil liberties (e.g., Sedition Act, Red Scare, Palmer Raids), and the expansion of women’s suffrage.
6.2.4 Wilson and His Opponents – Explain how Wilson’s “Fourteen Points” differed from proposals by others, including French and British leaders and domestic opponents, in the debate over the Versailles Treaty, United States participation in the League of Nations, the redrawing of European political boundaries, and the resulting geopolitical tensions that continued to affect Europe.
Common Core State Standards
- SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
- SL.9-10.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
- RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
- RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
- RH. 9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
- RH. 9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
- RH. 9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
- RH. 9-10.8 Assess the extent to which the reasoning and evidence in a text support the author's claims.
- RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
- WHST 9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
C3 Framework
- D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past.
- D2.His.15.9-12. Distinguish between long-term causes and triggering events in developing a historical argument.
- D2.His.16.9-12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.
- D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical).
- D4.3.9-12. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).
Unit Compelling Question: Was American Expansion Abroad Justified?
Unit Compelling Question: Was American Expansion Abroad Justified?
Supporting Questions
Supporting Questions
How and why did the U.S emerge as a world power?
To what extent did World War I affect American society socially, politically, and economically?
Why did the United States become involved in WWI?
How did the United States shift their foreign policy from neutrality to interventionism?
What was President Wilson’s desired political message surrounding US involvement in World War I?
What are the limits of the first amendment to the US Constitution?
What were the effects of U.S involvement in WWI?
Instructional Materials/Texts
Instructional Materials/Texts
The U.S and WWI
The U.S and WWI
1. Inquiry Based Simulation on the causes and U.S Entry into WWI
Standards: RH 9-10.3, 9-10.9, SL 9-10.1
Learning Targets:
- I can analyze multiple sources to determine why the U.S abandoned its neutral stance to join WWI.
- I can participate in a collaborative text-based simulation with my peers.
Supporting Question: Why did the U.S. enter World War I even though it professed a belief in neutrality?
2. Historical Context-The. U.S in WWI
Standards: RH 9-10.3, 9-10.7
Learning Targets:
- I can integrate quantitative analysis with qualitative analysis of a digital text to make a claim about U.S entry into WWI.
Supporting Questions: What were the causes of WWI? What did the Zimmerman Telegram say?
3. Critics of the War: The Alien and Sedition Acts
Standards: RH 9-10.6, 9-10. 8, WHST 9-10.1, 9-10.b
Learning Targets:
- I can evaluate competing viewpoints about U.S entry into WWI.
- I can use evidence from multiple documents to make a claim about critics of the war.
- I make an argument about the constitutionality of the Alien and Sedition Acts.
Supporting Question(s): Were the U.S. critics of their government’s involvement in World War I anti-American? What are the limits of the first amendment to the US Constitution?
4. The Treatment of African-American Soldiers: General John Pershing – Racial Egalitarian or Racial Bigot? A Case Study
Standards: RH 9-10. 8, WHST 9-10.1, 9-10.b
Learning Target: I can support an argument for or against General Pershing as a racial egalitarian.
Supporting Question(s): How were African American soldiers treated during WWI? Was General Pershing a racial egalitarian or a racial bigot?
General John Pershing-Racial Egalitarian or Racial Bigot ? Lesson Plan
Impact of WWI on American Society
Impact of WWI on American Society
5. WWI on the Homefront
Standards: WHST 9-10.1, 9-10.b
Learning Target: I can explain how the war impacted different segments of society.
Supporting Question: How did World War 1 impact different aspects of American society?
6. Using Evidence: Propoganda in WWI
Standards: RH 9-10. 5, RH 9-10.8
Learning Target: I can analyze propaganda posters from WWI to determine how the government gained support for the war.
Supporting Question: How did the US government use propaganda posters to encourage Americans to support the war effort during World War 1?
7. The Fighting Ends
Standards: RH 9-10. 6, WHST 9-10.1, 9-10.2b
Learning Targets:
- I can analyze multiple sources to explain the arguments made for and against the Treaty of Versailles.
- I can explain why President Wilson believed the League of Nations was critical to future peace.
Supporting Question(s): How are treaties ratified?
8. WWI Review
Standards: WHST 9-10.1, 9-10.2b
Learning Target: I can explain the impact World War I had on American society.
Supporting Question: To what extent did World War I affect American society socially, politically, and economically?
Report abuse