Search

Between 1914 and the spring of 1917, Europe engaged in the conflict known as World War I. The United States remained neutral. In January of 1917, British cryptographers deciphered a telegram from German Foreign Minister Arthur Zimmerman to the German Minister to Mexico, Heinrich J. F. von Eckhardt, offering U.S. territory to Mexico in return for joining the German cause. This message helped draw the United States into World War I and changed the course of history. In an effort to protect their intelligence from detection and to capitalize on growing anti-German sentiment in the United States, the British waited until February 24, 1917, to present the telegram to President Woodrow Wilson. The U.S. press published news of the telegram on March 1, 1917. This lesson plan provides the background for the incident; identifies the National History Standards and National Civics and Government Standards correlations; presents three learning activities; and offers primary two documents--the coded telegram and the decoded message. Contains a written document analysis worksheet. (BT)

The Great War of 1914-1918 significantly shaped the course of the 20th century, both at home and abroad. How can this pivotal event be personalized and brought to life for students in the new millennium? Few survivors of the World War I era are alive today to directly share their recollections of this historical time. Yet, by delving into the unique resources of American Memory and by creating two World War I-period newspapers of differing perspectives, students can gain an enduring understanding of the Great War. This four-week lesson plan introduces students to primary source material and attempts to personalize students' comprehension of the Great War. The lesson plan cites educational objectives; notes time required, recommended grade level. and curriculum fit; outlines a detailed classroom procedure (Lesson One: Introduction to American Memory and Primary Sources, Lesson Two: American Leaders Speak; and Lesson Three: Newspaper Project); and discusses evaluation and extension. (NKA)

These exemplar units of work for National Strategy Key Stage 3 English show how medium and short-term planning can be based on the Key Stage 3 Framework objectives and support the implementation of Curriculum 2000. The Key Stage 3 English strand introduces pupils to more specialist study of language and literature and supports the study of subjects across the curriculum. Each unit has a cover sheet which provides: an outline of what is covered in the unit; the envisaged timescale; differentiated expectations for higher-achieving, typical, and lower-achieving pupils; the stages of progression within the unit; the anticipated prior learning; and the range of starter activities. After an introduction, the document offers Key Stage 3 lesson starters, sentence level starter activities, text level starter activities, and word level starter activities. The units included are deliberately different in their content and focus: "Write Now" centers upon writing (Year 7); "Books in their Times" has a literary focus (Year 7); "Great Lives" is built around biography and autobiography (Year 7); "What's in the News?" focuses on news reporting on TV and in newspapers (Year 7); "A Sense of Place" features stories from different cultures (Year 8); "Four Kids, Three Cats, Two Cows, One Witch (Maybe)" has a contemporary literary focus (Year 7 and Year 8); "Travelling and Telling" has a non-fiction focus (Year 9); "Research in Ireland" (Year 7) has a literary focus; and "The Faces of War" (Year 9) focuses on World War I poetry. (PM)

This guide provides instructions to local education agencies about how to use California instructional materials standards maps. California Assembly Bill 699/Canciamilla Chapter 591 of the state Statutes of 2001 requires publishers to submit standards maps to local education agencies (LEAs), so school districts can determine the extent to which instructional materials or combinations of instructional materials for students in grades 9-12 align with the content standards adopted by the California State Board of Education. The standards maps are a tool for LEAs to use when evaluating instructional materials for alignment to content standards as local school boards must certify that materials are aligned to the California content standards. This 9-12 History/Social Science Instructional Materials Standards Map assists in this process. The first three columns are defined as follows: (1) the grade level(s) of the standard; (2) the standard number; and (3) the text of each grade level standard. Standards maps are required only for basic, not supplementary, instructional materials. The review of the standards map is only one tool for use during the local instructional materials evaluation and adoption process. (BT)

Beginning in 2003, there will be no standardized or norm-referenced test in history-social science for California students. That test is being replaced by assessments at grades 8, 10, and 11 based on California History-Social Science (H-SS) Content Standards. The H-SS standards tests at grades 10 and 11 count for 20% of the Academic Performance Index (API) for those grades. These blueprints are formatted with the test question percentages, represented by topic, in the far right column of the main standard. Questions may be drawn from any of the sub-standards under that main standard where a check mark is shown. At least 25% of all questions are critical thinking questions based on the historical and social science analysis skills for either grades 6-8 or 9-12. The H-SS standards test for grade 8 consists of 75 questions and needs approximately 90 minutes of administration time. Grades 10 and 11 have a total of 60 standards aligned questions based on the 2003 blueprints. (BT)

This teaching unit, "World War I Unit," is the seventh in a series of 10 units about Alabama state history, part of a project designed to help teachers integrate the use of primary source materials into their classrooms. Although the units are designed to augment the study of Alabama, they are useful in the study of U.S. history, world history, and the social studies in general. Each unit contains background information for the teacher and consists of several lessons. Lessons contain learning objectives, suggested activities, and documents. This unit is divided into eight sections: (1) "Introduction"; (2) "Lesson 1: Power of the Press" (eight primary source documents); (3) "Lesson 2: A Question of Honor: The Selective Service" (16 primary source documents and transcripts); (4)"Lesson 3: Black Alabamians in World War I" (six primary source documents); (5) "Lesson 4: The Home Front: Food Will Win the War" (nine primary source documents); (6) "Lesson 5: Signing Up for Action and Supporting the Action" (10 primary source documents); (7) "Guidelines for Analyzing a Document"; and (8) "Suggestions for Analyzing a Photograph." (BT)

In April 1917, President Woodrow Wilson asked Congress to declare war on Germany. Under the powers granted to it by the U.S. Constitution, Congress passed the Selective Service Act of 1917. Among the first regiments to arrive in France, and among the most highly decorated when it returned, was the 369th Infantry, more gallantly known as the "Harlem Hellfighters." The 369th was an all-black regiment under the command of mostly white officers. This lesson relates to the powers of Congress to raise and support armies in Article I, Section 8, and to citizens' rights to equal protection of the laws in the 14th Amendment, Section 1. The primary sources for the lesson are seven photographs taken of the 369th during World War I. The lesson correlates to the National History Standards and to the National Standards for Civics and Government. It provides historical background for the story of the 369th Infantry (with seven resources) and suggests diverse teaching activities for classroom implementation, including document analysis, creative writing, listening to music and discussion, writing news articles, student research, application projects, discussion, and analysis. Appended are a photograph analysis worksheet and the World War I photographs. (BT)

From the outbreak of World War I in Europe until the signing of the Versailles Treaty, President Woodrow Wilson's administration proposed and implemented an extraordinary number of programs that affected people in their everyday activities. In August 1917 Congress passed the Food and Fuel Control Act, also known as the Lever Act, which gave the president power to regulate the distribution, export, import, purchase, and storage of food--a power Wilson passed on to Herbert Hoover, the administrator of the Food Administration. This lesson relates to Article II, Section 2.1 of the United States Constitution, which establishes the president as commander-in-chief, and Section 2.2, which gives him the power to appoint government officers. Primary sources for the lesson are four World War I posters that illustrate the importance of food for winning the war. The lesson correlates to the National History Standards and to the National Standards for Civics and Government. It offers the historical background for the home front actions in World War I (with three resources). It suggests teaching activities for classroom implementation, including a group activity, document analysis, database research, designing a poster, a student research project, and writing an essay. Appended are a poster analysis worksheet and the World War I posters. (BT)

This teacher's and student's guide is part of a series of content-centered packages of supplemental reading, activities, and methods adapted for students who have disabilities. Parallel Alternative Strategies for Students (PASS) materials are designed to help these students succeed in regular education content courses. The content in PASS differs from standard textbooks and workbooks in several ways: simplified text, smaller units of study, reduced vocabulary level, increased frequency of drill and practice, less cluttered format, and presentation of skills in small, sequential steps. The material is designed to supplement state-adapted textbooks and other instructional materials. This guide is intended for teachers and students of American history and covers the time period prior to 1763 until 1940. The content is based on the Florida Curriculum Frameworks and correlates to the Sunshine State Standards. It is divided into 16 units of study that correspond to the social studies strands. Each unit in the teacher's guide contains: a description of the unit focus, suggestions for enrichment, an assessment, and an answer key. The teacher's guide appendices include instructional strategies, teaching suggestions, inclusion suggestions, and a chart that correlates relevant benchmarks from the Sunshine State Standards with the course requirements. The student workbook contains vocabulary, an explanation of the content, and practice exercises designed to evaluate comprehension. (Contains 28 references.) (CR)

This teacher's guide and student guide unit contains supplemental readings, activities, and methods adapted for secondary students who have disabilities and other students with diverse learning needs. The materials differ from standard textbooks and workbooks in several ways: simplified text; smaller units of study; reduced vocabulary level; increased frequency of drill and practice; concise directions; and presentation of skills in small, sequential steps. The unit focuses on world history and correlates to Florida's Sunshine State Standards. It is divided into the following 12 units of study that correspond to identified social studies strands: (1) the Industrial Revolution; (2) major events and achievements of the 19th century; (3) imperialism; (4) World War I and aftermath; (5) the Russian Revolution and the Soviet regime; (6) the world between the wars; (7) Fascist dictators; (8) buildup and events of World War II; (9) the Cold War and postwar period of Europe; (10) Asia; (11) the Middle East, Africa, and Latin America; and the (12) fall of the Soviet Union. For each unit, the guide includes a description of the unit's content and describes the focus, provides suggestions for enrichment, and contains an assessment to measure student performance. Appendices in the teacher's guide include recommended instructional strategies and teaching suggestions. Appendices in the student guide include excerpts from Nazi war criminal and Holocaust survivor testimonials. (Contains 112 references.) (CR)

The life and experiences of Herbert Hoover are examined in this lesson from the period when he was growing up in Iowa to when he was the administrator of aid to starving and suffering children in Europe during World War I. The lesson about Hoover as a Quaker schoolboy and as administrator of the Belgian Relief Commission is based on the National Register of Historic Places registration files, "Herbert Hoover National Historic Site" and "West Branch Commercial Historic District," and materials from Herbert Hoover National Historic Site. This lesson may be used in connection with studies of World War I, as an introduction to Herbert Hoover's presidency and the Great Depression, or in a unit devoted to citizenship. The lesson is divided into the following teaching activities sections: (1) "Locating the Site: Maps"; (2) "Determining the Facts: Readings"; (3) "Visual Evidence: Images"; and (4) "Putting It All Together: Activities." (BT)

This document is designed to assist classroom teachers in preparing students to complete successfully the social studies component of the Alabama High School Graduation Exam (AHSGE). The teaching strategies, activities, and resources herein are meant to assist teachers in specifically addressing the mandated standards and objectives of the AHSGE. These suggested activities have been correlated with "Alabama Course of Study: Social Studies, Bulletin 1998, No. 18" and "Standards and Objectives (Social Studies) for Alabama High School Graduation Exam, Bulletin 1998, No. 13." However, due to the volume of skills and eligible content that will be tested, this document is not intended to be an exhaustive coverage of the required skills and content. The document contains these sections:"Alabama High School Graduation Exam (AHSGE) General Information"; "Social Studies Subject-Area Test Information"; "How Can Teachers Most Effectively Use this Social Studies Document?"; "Instructional Strategies and Techniques"; "Suggestions for Preparing and/or Remediating Students for Success on the AHSGE"; "Motivational Ideas"; "Activities" ("Standard I: The Student Will Understand the Global Influence of the Pre-Colonial and Colonial Eras of the Western Hemisphere"; "Standard II: The Student Will Understand the Formation and Development of the United States"; "Standard III: The Student Will Understand the Eras of Revolution, Expansion, and Reform Prior to the United States Civil War"; "Standard IV: The Student Will Understand Concepts Related to the United States Civil War Era";"Standard V: The Student Will Understand the Concepts and Developments of the Late 19th to the Early 20th Centuries"; "Standard VI: The Student Will Understand the Causes and Effects of World War I"; and "Standard VII: The Student Will Understand the Great Depression and World War II"); "Resources"; "Item Specifications: Social Studies"; and "Item Specifications: Reading Comprehension." (BB)

On June 28, 1914, while visiting Sarajevo in Bosnia-Herzegovina, Archduke Franz Ferdinand, heir to the Austro-Hungarian empire, was assassinated. The Austrian government blamed Serbia for harboring terrorists and sent the Serbian government an ultimatum with which that country found it impossible to comply. This set in motion a series of alliances. During the month of July, European diplomats debated whether to engage in a war to obtain certain long-sought goals and to justify a huge military buildup. By the end of July all of Europe was poised on the edge of war. In this lesson plan, students, acting as diplomats for the countries involved in the origins of World War I, read and respond to a telegram of July 30, 1914, from Belgium urging the interested countries to avoid war. Students are provided with background information, detailed instructions, online resources, and reflection questions. The teacher's notes describe the unit's purpose, explain the unit's correlation to history/social science and language arts standards, and suggest day-by-day teaching strategies. (BT)

This problem-based learning unit asks students to assume roles as experts from countries that participated in World War I. These experts will meet both in expert groups and with their respective country representatives to determine what terms, in four specific areas, should be included in the treaty that will formally end the war. Next, they must decide as countries whether they will sign the treaty they have negotiated. Finally, students will compare the treaty they create with the Treaty of Versailles to determine which treaty would most likely ensure long lasting peace in Europe. Students are provided with background information, detailed instructions, and online resources. The teacher's notes explain the unit's correlation to history/social science and language arts standards, suggest day-by-day teaching strategies, present a culminating assessment exercise, and provide an evaluation rubric, a student evaluation form, and a group evaluation form. (BT)

This lesson describes President Woodrow Wilson's struggle with and his ultimate failure at achieving lasting world peace through the League of Nations. The lesson focuses on November 23, 1923, the eve of the fifth anniversary of the Armistice that concluded World War I, when a frail and ill Wilson was ready to deliver a commemorative address by radio from the library of his brick home on S Street in Washington, DC. The lesson could be used in teaching units on foreign policy, peace education, presidential history, or the history of World War I. The lesson objectives are to: articulate the ideals of world peace and world order that Wilson espoused; describe the conflict between Wilson's ideals and the Senate's policy of isolationism; and explain why the ideals of a visionary like Wilson are significant in forming the policies of the government. The lesson is divided into the following teaching activities sections: Setting the Stage: Historical Context; Locating the Site: Maps (Washington, DC, 1914; Presidential Tour, 1919); Determining the Facts: Readings (Wilson's Passion for the League of Nations; The Collision of Ideals and Policy; Wilson's Final Campaign); Visual Evidence: Images (Origin of the League of Nations; The Covenant; The Wilson House; Wilson's Library and Drawing Room; "Three Little Elephants"); Putting It All Together: Activities (Public Speaking; Current Events and Wilson's Peace; Partisan Political Cartoons); and Supplementary Resources. (BT)

This book presents art appreciation lessons to encourage students to see works of art in two ways, as objects that are interesting in themselves and as objects that spark further exploration. Organized with an introduction and 4 sections subdivided into 8 lessons, each lesson, based on an artwork from the Smithsonian Institution's collection, develops logically out of those works that preceded it. However, lessons also stand alone. A fold-out image is provided for every lesson. Each lesson begins with a close look at the aesthetic qualities of the presented art exemplar and gleans visual clues from this image. Further lesson suggestions include role playing, skits, and discussions or debates of social studies topics. Art production activities are given. Sections and lessons presented include "Section I: What's It All About?" with an accompanying lesson based on the image "Double Portrait of the Artist in Time" (Helen Lundeberg). "Section II: Extending the Frame" offers lessons on images using "First Row Orchestra" (Edward Hopper) and "Modern Painting with Clef" (Roy Lichtenstein). "Section III: "Two Women Who Shaped History" has lessons related to the images of "Rosa Parks" (Marshall D. Rumbaugh) and "Frances Perkins" (William Henry Cotton). Lessons in "Section IV: Objects Honoring Three Men" examine "Painting No. 47, Berlin" (Marsden Hartley); "Ritual Food Serving Vessel (Jing Gui)" (Unknown Chinese Bronze Workers); and "Male Beaded Figure" (Bamum Peoples of Cameroon). The document concludes with acknowledgments and a list of sources. (MM)

Presents a lesson plan to teach students about the events leading to the U.S. entry into World War I. Explains that the students pretend to be U.S. senators and debate whether the United States should enter the war. Includes handouts for use with this lesson. (CMK)

Offers background information on Veterans Day in the United States. Presents a lesson drawing upon the "Teaching Talking History" program, "Memorializing War." Provides ideas for discussion and focuses on having students analyze documents to study memorials. Uses the Gettysburg Address and three other primary sources. (CMK)

Presents a lesson plan that enables students to learn how to analyze primary sources, while they also learn why the United States entered into World War I. States that this lesson can be used as an introduction to World War I. Includes handouts that feature primary materials. (CMK)

Discusses how to create a class on the Holocaust by providing books and films that address a number of issues, such as the role of World War I, interpretations of the Holocaust, the ghettos, and rescues of European Jews. Asserts that only by remembering the Holocaust will the evils endured be prevented. (CMK)

Maintains that in order to involve all students in learning about World War I in a meaningful way, teachers should broaden their strategies, students activities, and assessment to include Howard Gardner's multiple intelligences. Provides various activities focusing on World War I that coincide with each of the eight multiple intelligences. Offers an appendix. (CMK)