Kristin Lubenow Lindsey
(Lesson source: California History-Social Science Course Models, http://www.history.ctaponline.org/center/hsscm/index.cfm?Page_Key=1560)
- Students analyze the rise of totalitarian governments after World War I, in terms of the causes and consequences of the Russian Revolution, including Lenin’s use of totalitarian means to seize and maintain control.
- Students will research and present on Stalin’s rise to power in the Soviet Union and the connection between economic policies, political policies, the absence of a free press, and systematic violations of human rights (e.g., the Terror Famine in Ukraine)
- Students will respond to what they have learned through the presentations and readings by writing an essay that requires them to take a position and defend it.
Part 2 – Structured Academic Controversy
- Students will analyze the rise of totalitarian governments after World War I.
- Students will understand the causes and consequences of the Russian Revolution, including Lenin's use of totalitarian means to seize and maintain control (e.g., the Gulag).
- Students will understand how difficult it was to negotiate the Treaty of Versailles, and how none of the Big Three really got what they wanted from the Treaty.
- Students will understand how the Treaty lead to WWII.
(From Kimberly Cruz, Mulberry Middle School)
- Explain how entry of the U.S. affected the war.
- Understand why WWI songs were so important to the war.
- Analyze the purpose and significance of songs during WWI.
- Write a modern day WWI Song to perform for the class.
(By Valerie Schrag
- The student will interpret World War I propaganda posters and identify their persuasive messages.
- The student will analyze how the U.S. government used propaganda to influence American public opinion.
- The student will create a World War I propaganda poster using the propaganda techniques observed in the World War I-era posters.
- Students will act as soldiers on opposing sides to simulate the life and combat conditions in the trenches of World War I.
- Students will recreate a battle in the classroom by conducting attacks with paper balls acting as both bullets and artillery shells.
- Students will learn basic strategy, tactics, and weapons technology used in WW I.
- Students will recognize the horror and futility of trench warfare.
- Students will be able to define the term “stalemate.”
©John D Clare, 1995
- Students will have a deeper understanding of the causes of WWI
- Students will use what they have read and what they have learned to gain insights into whether the war could have been avoided.
1. Students will look at political cartoons to extend their understanding of the concept of imperialism.
2. Students will analyze primary documents in the form of political cartoons.
3. Students will apply what they have learned about imperialism from notes, simulation and cartoons to create a political cartoon to illustrate the imperialism that led up to WWI.
(from Scramble for Africa: 1884 Berlin Conference Simulation by Deana M. Jaeschke Central Middle School, White Bear Lake, MN)
- Students will understand that political boundaries are human constructions by groups or individuals in political, economic, military power
- Students will understand that the current political map of Africa is largely a construction of European Imperialism of that late 19th and early 20th centuries
- Students will apply their knowledge of African climates, ecosystems, and resources.
(excerpted from the unit by Jennifer Berringer; http://www.coedu.usf.edu/main/departments/seced/webq/Social%20Studies/History/jberringer/default.htm)
- Students will read and analyze primary documents that compare two different points of view on the morality of imperialism.
- Students will deepen their understanding of the concept of imperialism.