8th grade history: world war i

8TH Grade History: World War I

Chris Mason

EPSY 630n

Marist College

Lesson 1: Standards and Outcomes

• Standards 8.4 WORLD WAR I AND THE ROARING TWENTIES: Various diplomatic, economic, and ideological factors contributed to the United States decision to enter World War I. Involvement in the war significantly altered the lives of Americans. Postwar America was characterized by economic prosperity, technological innovations, and changes in the workplace. (Standards: 1, 2, 4; Themes: SOC, GOV, ECO, TECH)

• 8.4a European militarism, the alliance system, imperialism, and nationalism were all factors that contributed to the start of World War I.

• CCSS.ELA-LITERACY.RH.6-8.4

Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

• Learning Outcomes

• Students will be able to explain the causes of World War I.

• Students will understand the meaning of key terms from the Unit.

Lesson Overview: Causes of WW1

• Do Now on World War I

• Groups of two to discuss definition of imperialism and nationalism and relation to World War I.

• Class discussion

• Jigsaw activity: Group 1 video on allied powers, Group 2 video on central powers.

• Discuss findings, lecture on assassination of archduke Ferdinand.

• Exit Ticket

Resources

• Notebooks and writing utensils.

• Chrome Books.

• Do Now and Exit ticket.

Adjustments/Modifications

• John (ADHD)- given opportunity to take breaks and has an aide who will help

• Marcia (ELL)- Spanish sub titles and use of dry erase board if better at writing to communicate, otherwise translator. Also, documents translated and technology help.

• Samantha (deaf)- Sub titles and dry erase board and other accommodations.

• Tara and Raven (ADD)- given opportunity to take breaks and given extra time.

• Derek (ELL)- subtitles, but encouraged to communicate in English. Also translated documents if necessary.

• Adam (autism)- communicate responses orally and aide given summarized version of alliance video.

Groups

• Paul who is gifted and a part time tutor will work with Adam who has slight autism.

• Charles who is struggling will be paired with Ethan who is an A student.

• Maria who knows little English will be paired with Derek.

• Brian who has no particular interest will be paired with Henry.

• Samantha who is deaf will work with Mary who gets all A’s.

• Jesus who gets mostly A’s will work with John who has ADHD.

• Amanda who has dyslexia will work with Julia who gets mostly B’s.

• Meghan who is above average will work with Raven who has ADD.

• Rebecca is an average student that will work with Tara who has ADD, but still gets B’s.



• 8.4b International, economic, and military developments swayed opinion in favor of the United States siding with the Allies and entering World War I. Domestic responses to World War I limited civil liberties within the United States.

CCSS.ELA-LITERACY.RH.6-8.1

• Cite specific textual evidence to support analysis of primary and secondary sources.


• Students will be able to define propaganda and explain how it helped get the U.S. involved in WW1.

• Students will be able to analyze primary source documents and pull out facts and evidence.

Lesson Overview: U.S. involvement

• Do Now

• Lecture and notes

• Individually analyze primary source document and answer questions.

• Class discussion

• Work in groups on chrome books

• Exit ticket

Examples

• Definition and Summary of the Zimmermann telegram

Summary and Definition: The Zimmerman telegram was a top secret, coded message sent by German Foreign Minister Arthur Zimmerman to his country’s diplomatic delegation in Mexico in January 1917. The communication was an attempt to draw Mexico into warfare should the United States join the Allies in Europe. The interception and de-coding of the Zimmermann Telegram revealed a promise to the Mexican Government that Germany would help Mexico recover the territory it had ceded to the USA (Texas, New Mexico, and Arizona) following the Mexican-American War. The Zimmerman telegram sparked nationwide outrage during WW1 and helped to bring about American participation in the Great War.

Resources

• Notebooks and writing utensils.

• Chrome books.

• Primary source document and questions that follow.

• Do Now and Exit Ticket.


• John (ADHD)- given opportunity to take breaks and has an aide who will help and additional time.

• Marcia (ELL)- Do now, primary source, and exit ticket translated to Spanish and can use device for translation.

• Samantha (deaf)- partner will use microphone or dry erase board. Also, any additional accommodations from special ed teacher.

• Tara and Raven (ADD)- given opportunity to take breaks and given extra time.

• Derek (ELL)- Primary source in Spanish, but encouraged to speak in English.

• Adam (autism)- communicate responses orally and aide given summarized version of primary source document.

Examples

• Unrestricted Submarine Warfare

• In January 1917, Germany announced that it would lift all restrictions on submarine warfare starting on February 1. This declaration meant that German U-boat commanders were suddenly authorized to sink all ships that they believed to be providing aid of any sort to the Allies. Because the primary goal was to starve Britain into surrendering, the German effort would focus largely on ships crossing the Atlantic from the United States and Canada.

Groups

• Paul who is gifted and a part time tutor will work with Adam who has slight autism.

• Charles who is struggling will be paired with Ethan who is an A student.

• Maria who knows little English will be paired with Derek.

• Brian who has no particular interest will be paired with Henry.

• Samantha who is deaf will work with Mary who gets all A’s.

• Jesus who gets mostly A’s will work with John who has ADHD.

• Amanda who has dyslexia will work with Julia who gets mostly B’s.

• Meghan who is above average will work with Raven who has ADD.

• Rebecca is an average student that will work with Tara who has ADD, but still gets B’s.



• 8.4a European militarism, the alliance system, imperialism, and nationalism were all factors that contributed to the start of World War I.

• 8.4b International, economic, and military developments swayed opinion in favor of the United States siding with the Allies and entering World War I. Domestic responses to World War I limited civil liberties within the United States.

• 8.4c New military technologies changed military strategy in World War I and resulted in an unprecedented number of casualties.

• 8.4d Following extensive political debate, the United States refused to ratify the Treaty of Versailles. The United States then sought to return to prewar policies by focusing on domestic rather than international matters.

CCSS.ELA-LITERACY.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.


• Students will be able to write an essay explaining how home life in the U.S. was affected by WW1.

• Students will be able to evaluate the Treaty of Versailles.

Lesson Overview: Review Games and Quiz

• Individual Review Game

• Group Review Game

• Quiz

Resources

• Chrome Books.

• Head Bands game

• Quiz.

Examples


• John M. who has ADHD will be given a stress ball to squeeze, but encouraged to not leave review.

• Maria in Dereks group so he may translate for her and a translated version of the quiz.

• Samantha will have her group talk into a microphone and will be encouraged to talk slowly so she may lip read.

• Tara and Raven also given a stress ball and hopefully the interactive lesson keeps them busy.

• Derek will have a translated version of the online review game and quiz if necessary.

• Adam will be able to pass during the interactive review game and will have slightly easier review questions for the online review game. Also, orally answer.

• All of these students will be given extra time on the quiz if necessary.

Groups

• Paul, Adam, Derek, Henry, Samantha, Raven Julia, Meghan, Rebecca

• Ethan, Charles, Brian, Mary, Michael, John, Amanda, Jesus and Tara.

Additional Informal Accommodations

• Enthusiasm when talking about the topic.

• Connections to personal beliefs and prior experiences.

• Motivational words to encourage students and let them know you care.

• Clear and concise directions that are given orally and in written format.

• Pre plan lessons to allow for smooth transitions.

8th grade history: world war i

Documents