World History Lesson Plans

Teacher: Miss Bridgemohan World History Liberty H.S. Grade 10 P. 4&5 2011
Lesson Plan - Monday 24 January 2011
Standards: 8.4, 8.4.E, 8.6.B,
Objective: Student will examine the scientists of the Scientific Revolution and their findings
Essential Question: What scientific developments occurred during the Scientific Revolution?
Homework Assignment: Read chapter 22.1 & 22.2 alsoanswer questions 1-3
Activities;
1. Bellringer (Method - Values Clarification)
a. Welcome students and outline your expectations and consequences
i. Be on-time
ii. Be respectful – no swearing, , no loud or boisterous behavior, no texting or answering calls,
no i-pods unless otherwise stated, no reading of any novels, other books or texts during
lectures or class work
iii. Turn in assignments on-time (lose one letter grade for late work)
iv. Very few if any opportunities for extra credit – students must gain credit by doing the
assigned class work and homework
b. Issue assignment for next class
c. Students will be asked to read page 544 of the text /or watch a video clip (9:50 – 15:00) from the
film “400 Years of the Telescope”. and be prepared to discuss answers to the questions;
i. Is there a time when an idea is too dangerous to be openly discussed or taught?
ii. Could the suppression of ideas happen today? Yes or No explain your reason.
2. Lecture (Direct Instruction)
a. PowerPoint presentation of the Scientific Revolution
b. Students will be asked to take notes during the lecture
3. Worksheet (Discovery Learning)
a. Students will be issued a worksheet on the 3 theories of the Solar System
b. They will be given 10mins to complete the worksheet.
4. Closing procedure
a. Ask the E.Q. for the day
i. Have a few students give replys
b. Remind students of assignment for Tuesday
c. Ask students to pick up paper that is on the floor
d. Students should sit quietly until the bell rings.

Lesson Plan - Tuesday 25 January 2011
Standards: 8.4, 8.4.E, 8.6.B,
Objective: Student will identify the philosophers of the Enlightenment and their theories.
Essential Question: How did the theories of the Enlightenment change the way people viewed government.
Homework Assignment: Read chapter 22.3 also answer questions 1-3
Activities;
 Bell-ringer (Method – Discovery Learning)
a. Issue assignment for next class
b. Students will be issued a worksheet on the 3 theories of the Solar System
c. They will be given 10mins to complete the worksheet.
 Review (Class Discussion)
a. Class will review the previous day’s lesson by discussingthe answers to the following
questions;
i. What major theory was challenge by Copernicus and Galileo?
ii. What was the main opposition to adoption of the Heliocentric theory?
iii. Identify three major breakthroughs in scientific discovery that helped people better
understand our world.
iv. Identify two advancements in the medical field that occurred during the Scientific
Revolution.
 Lecture (Direct Instruction)
a. PowerPoint presentation of the Enlightenment
 Interpreting Charts(Values Clarification)
a. Students will review the chart found on page 554
b. They will also answer the two question that accompany it
 Closing procedure
i. Have a few students give replies
b. Remind students of assignment for Wednesday

Lesson Plan – Wednesday 26 January 2011
Standards: 8.4, 8.4.E, 8.6.B,
Objective: Student will examine the spread of Enlightenment ideas.
Essential Question: How were Enlightenment ideas expressed in Art, Literature and Government?
Activities;
1. Bell-ringer (Method – Discovery Learning)
b. Students will be asked to complete the review chart on page 554
c. They will be given 10mins to complete the chart.
2. Review (Class Discussion)
a. Class will review the Tuesday’s lesson by discussingthe answers to the following questions;
i. Who proposed the first Social Contract Theory what did he advocate
ii. What are the differences between the theories of Hobbes and Locke?
iii. Identify three major French philosophers of the Enlightenment.
iv. What did women like Mary Wollenstonecraft advocate during the Enlightenment.
v. Identify two effects of the Enlightenment on the monarchies of the time.
a. PowerPoint presentation of the Spread of Enlightenment
4. Review
a. Students will review for quiz on Thursday
b. Remind students of quiz on Thursday

Lesson Plan – Friday 28 January 2011
Standards: 8.4, 8.4.E, 8.6.B,
Objective: Student will examine the spread of Enlightenment ideas.
Essential Question: How were Enlightenment ideas expressed in Art, Literature and Government?
Activities;
b. Students will be asked to complete the review chart on page 554
c. They will be given 10mins to complete the chart.
i. Who proposed the first Social Contract Theory what did he advocate
ii. What are the differences between the theories of Hobbes and Locke?
iii. Identify three major French philosophers of the Enlightenment.
iv. What did women like Mary Wollenstonecraft advocate during the Enlightenment.
v. Identify two effects of the Enlightenment on the monarchies of the time.
a. PowerPoint presentation of the Spread of Enlightenment
4. Review (Formative assessment)
a. Read page 560
b. Choose one of the questions (connect to history or connect to today) work quietly on your
answer.
b. Remind students of homework

Lesson Plan – Thursday 27 January 2011
Standards: 8.4, 8.4.E, 8.6.B,
Objective: Student will identify the scientists and scientific discoveries of the Scientific Revolution.
Essential Question: What developments occurred during the Scientific Revolution and the Enlightenment?
Homework Assignment: None
Activities;
a. Current Affairs – students will present the articles they have researched dealing with current
scientific developments.
b. Some students will be asked to present to the class their findings.
c. Students who wish to take the Great American Challenge will do so at this time.
i. Be able to list all the American Presidents in successive order.
2. Chapter 22.1 Quiz: Scientific Revolution (Formative Assessment)
a. Class will take the quiz time allotted 15mins
3. Review
a. Students will review the lessons on the Enlightenment by watching a film on the Age of Reason.
b. Ask students to pick up paper that is on the floor
c. Students should sit quietly until the bell rings.

Lesson Plan – Monday 31 January 2011
Standards: 8.4.D, 8.4.A,
Objective: Student will identify the Enlightenment ideas that help spur the American Revolution and the
development of the US Constitution.
Essential Question: How were Enlightenment ideas influential in the founding of the United States?
Homework Assignment: Study for Chapter Exam.
Activities;
a. Return graded assignments (express disappointment with quiz grades.)
b. Review Quiz
c. Discuss points to writing an essay.
d. Read page 560
e. Choose the question under connect to history work quietly on your answer.
i. What new styles and forms appeared in Art and Literature?
ii. What were salons and why were they important?
iii. How did some monarchs support the Enlightenment philosophies?
a. PowerPoint presentation of the American Revolution
4. Review (Formative assessment)
a. In groups of three (each person must write on their own paper)
b. Review the Declaration of Independence and identify at least four examples of Enlightenment
thought.
c. Identify the philosopher/s who advocated that idea.

Lesson Plan – Tuesday 1 February 2011
Standards: 8.4.D, 8.4.A, 8.6.B, 8.4.E,
Objective: Students will review causes and effects of the Enlightenment on European and American
societies.
Essential Question: How were Enlightenment ideas influential in the progress of human history?
Homework Assignment: Study for Chapter Exam.
Activities;
 Group Work (Method – Discovery Learning/formative assessment)
a. Read sections of the Constitution and the Bill of Rights
b. Identify at least four examples of Enlightenment thought.
c. Identify the philosopher/s who advocated that idea.
d. Work together to find the answers but each person must submit theirown work.
 Discuss points to writing an effective history essay
a. Look for what is required (Discuss, Identify,Explain, Compare, Summarize)
b. E.g. (Discuss the ideas of Thomas Hobbes and John Locke)
c. E.g. (Compare the ideas of Thomas Hobbes and John Locke)
d. E.g. Explain the ideas of Thomas Hobbes (requires you to give meaning)
e. E.g. Identify the ideas of John Locke ( requires you to list no explanation)
f. Look for amount (this is an indication of how many paragraphs who will write) e.g
Discuss two ideas of the Enlightenment Philosopher Voltaire.
g. A good essay will have at least three full paragraphs (3-4 sentences each) ¾ to 1 ½
pages of writing.
h. A good opening sentence that identifies the question you are answering. E.g “The
ideas of Thomas Hobbesare…/ When comparing the work of Hobbes and Locke…”
 Review (Class Discussion)
a. Students will review for the Chapter quiz by discussing the answers to the following
questions;
i. What major theory was challenge by Copernicus and Galileo?
ii. How did Johann Kepler prove the theories of Copernicus.
iii. What is the difference between Kepler’s model of the Solar System and that
of Copernicus?
iv. What was the main opposition to adoption of the heliocentric theory?
v. Identify four major breakthroughs in scientific discovery that helped people
better understand our world.
vi. What did Francis Bacon’s scientific method require of the modern scientist?
vii. Identify two advancements in the medical field that occurred during the
Scientific Revolution

viii. Who proposed the first Social Contract Theory whatdid he advocate
ix. What are the differences between the theories of Hobbes and Locke?
x. Identify three major French philosophers of the Enlightenment.
xi. What did women like Mary Wollenstonecraft advocate during the
Enlightenment.
xii. Identify two effects of the Enlightenment on the monarchies of the time
xiii. How did Emilie du Chatelet further the cause of the Scientific Revolution?
xiv. What new styles and forms appeared in Art and Literature?
xv. What were salons and why were they important?
xvi. How did some monarchs support the Enlightenment philosophies?
xvii. What factors led to the revolt of 13 colonies against the Britishgovernment.
xviii. What prevented the Articles of Confederation from creating an effective
central government?
xix. Which philosophers work is reflected in the Constitution and the Bill of
Rights. What principles were adopted?
 Closing procedure

Lesson Plan – Wednesday 2 February 2011
Standards: 8.4, 8.4.E, 8.6.B,
Objectives:
Student will be assessed on their knowledge of the Scientific Revolution and the Enlightenment
Discuss the causes of the French Revolution.
Essential Question: What factors led to the revolt of the French citizens against their government?
Homework Assignment: Read Chapter 23.1, 23.2 and do question 1 for each section.
Activities;
a. Current Affairs
b. Turn in all assignments and notes
c. Great American Challenge
2. Chapter 22 Test: Enlightenment and Revolution (Summative Assessment)
a. Class will take the quiz - time allotted 40mins
3. Lecture – The French Revolution: Causes

Lesson Plan – Thursday 3 February 2011
Standards: 9.1, 9.1.D, 9.1.E
Objectives: Students will be discuss the causes of the French Revolution
Essential Question: What factors led to the revolt of the French citizens against their government?
Homework Assignment: Students will choose items or pictures that they feel convey the difference
between rich and poor in their society.
Activities;
1. Class Discussion (Method – ValuesClarification)
a. Would you boycott a event or product?
b. Would you join a protest march
c. Would you join a mob/riot
Remind students that the American Revolution happened because people felt that their rightsas citizensof the British Empire
were being threatened.
d. Who did they physically fight against during the war? (British Soldiers)
Emphasize that one of the differences between the American and French Revolution was how it was fought and who
participated.
e. What do you know about the French Revolution
2. Lecture – The French Revolution: Causes
3. Class Discussion: History through Art
a. Show the pictures on page 575
b. What details of the women’s expression or clothing most clearly shows the contrast in
lives.
c. Issue homework

Lesson Plan – Friday 4 February 2011
Standards: 9.1, 9.1.D, 9.1.E
Objectives: Students will be discuss the process of the French Revolution
Essential Question: How are the French and American Revolutions similar and how are they
different?
Homework Assignment: Read 23.3, question 1 and 23.4, questions 1 and 3
Activities;
1. Review
a. What was the name of the class system in France, how many groups was it divided
into and what were they called?
b. Who made up the first and second estates?
c. Who made up the third estate
d. What were some of the problems faced by the third estate during the 1700’s
e. What four major issues led to the revolt of the Third estate?
2. Lecture – The French Revolution: Process
3. Class Discussion: Comparing the French and American Revolutions
a. Divide class into groups of five have each group compare the French and American
Revolutions.
b. Each group will fill out a work sheet

Lesson Plan – Monday 7 February 2011
Standards: 9.1, 9.1.D, 9.1.E
Objectives: Students will review the process of the French Revolution
Essential Question: What were the causes and results of the FrenchRevolution?
Homework Assignment: Compare the French and American Revolutions.
Activities;
1. Discuss Homework: Comparing the French and American Revolutions
a. Give Students handout for comparing the French and AmericanRevolution
b. Explain what is required;
i. Fill out the section under French (1-5)
ii. Answer the question that follows
iii. Write answer on a separate sheet of paper if necessary.
iv. Provide two similarities and two differences
v. Use your text and notes to help you find the answers
2. Review
a. Show video of the French Revolution
b. Have students fill out worksheet on the video
c. Remember to FFW through some of the chapters.
3. Lecture: The Rise and Fall of Napoleon Bonaparte
a. Discuss how Napoleon came to power.
b. Discuss how he expanded the influence of France.
c. Discuss Napoleon’s mistakes.
b. Students should sit quietly until the bell rings.

Standards:9.1, 9.1.D
Objectives: Studentswill review the process of the French Revolution
Essential Question: Identify three examples of the Reign of Terrordepicted in the movie?
Homework Assignment: Read 23.5, answerquestion 1.
Activities
1. Review : The Rise and Fall of Napoleon
a. Who was Napoleon Bonaparte?
b. Why in the late 1790’s was he considereda hero of the French people?
c. How was he ableto achievea Coup d'état
d. What weresome of his achievementsin government?
e. How didhe expandthe power of France?
f. What preventedNapoleonfrom conquering Britain?
g. What 3 major mistakes ledto his downfall?
2. Movie: The Scarlett Pimpernel (discovery learning)
a. Have studentswatch partone of the movie
b. Studentswill answer the following question; (formative assessment)
i. Identify three examples of the Reign of Terror depicted in the movie.
i. Have a few studentsgive replies
ii. Studentsshouldsit quietly untilthe bellrings

Lesson Plan – Wednesday 9 February 2011
Standards:9.1, 9.1.D, 9.1.E
Objectives: Studentswill review the process of the French Revolution
Essential Question: As depicted in the film, how did people try to undermine the Revolutionary
government?
Homework Assignment: No homework
Activities
1. Movie: The Scarlett Pimpernel (discovery learning)
a. Have studentswatch parttwo of the movie
b. Studentswill answer the following question;(formative assessment)
i. As depictedinthe film, how didpeopletry to undermine the Revolutionary
government?
ii. Which social groups/classes within Francewere affectedby the Reign of Terror?
i. Have a few studentsgive replies
ii. Studentsshouldsit quietly untilthe bellrings

Lesson Plan – Thursday 10 February 2011
Standards: 9.1, 9.1.D, 9.1.E
Objectives: Students will review the process of the French Revolution and the Reign of Napoleon
Essential Question: How did the Revolution and Napoleon’s reign affect France’s position in Europe
after 1815?
Homework Assignment: Study for Chapter test
Activities;
1. Lecture: Chapter 23.5 (direct instruction) (20mins)
a. Discuss the aftermathof Napoleon’s Rule
b. Discuss the role of Klemensvon Matternich in restoring stabilityto Western
Europe.
c. Discuss political legaciesof the revolutionary period.
2. Skill-Builder: Interpreting Maps (formative assessment) (15mins)
a. Have the students work quietly on the skill-builder found on page 596
b. Collect at the end of class
3. Chapter Review (15mins)
a. Discuss assignments that are due
i. Chapter 23.1 question 1
ii. Chapter 23.2 question 1
iii. Chapter 23.3 question 1
iv. Chapter 23.4 question 1 & 3
v. Chapter 23.5 question 1
vi. 2 Pictures that convey the difference between rich and poor in your society and
the 2 sentences to explain why you chose that picture or item.
i. Worksheet on comparing the French and American Revolutions
b. Go over study guide
c. Answer questions
b. Students should sit quietly until the bell rings

Lesson Plan – Monday 14 February 2011
Standards: 9.1, 9.1.D, 9.1.E
Objectives: Students will be assessed on their knowledge of the French Revolution and the reign of
Napoleon.
Essential Question: How did the French Revolution and the reign of Napoleon’s reign change
Europe.
Homework Assignment:
2. Discuss Group Work
a. Chapters 24, 25, 26, 27 (5-6 per group)
b. Workdays , Tue, Wed, Thurs, Fri. (Next week present 15mins each)
3. Turn in Assignments:
a. Chapter 23.1 question 1
b. Chapter 23.2 question 1
c. Chapter 23.3 question 1
d. Chapter 23.4 question 1 & 3
e. Chapter 23.5 question 1
f. Current Event
g. 2 Picturesthat convey the difference between rich and poor in your society
and the 2 sentences to explain why you chose that picture or item.
h. Worksheet on comparing the French and American Revolutions.
4. Current Events / Great American Challenge
5. Chapter Quiz (Summative assessment)
a. Students should sit quietly until the bell rings

Standards: 9.1, 9.2, 9.3,10.1
Objectives: Students will be able explain the era of revolutions and their effect on the development of
major nations.
Language Objective:
Essential Question:
Homework Assignment: Do question 1 for the sections in chapter 24
 Arrange class into groups of 6
 Issue Group assignments
 Give students time to begin working on a project.
Tuesday February 22 Standards:
Unit 5 – Absolutism to Revolution & Unit 6 – Industrialization and Race for Empire
Objective: Students will work in groups prepare a presentation on a section of the unit.
Language Objective: Each group will summarize the chapter assigned to them.
Essential Question: How did the era of revolution affect the development of societies?
Materials: computers, butcher paper, markers, glue, scissors etc.
Activities
 Review chapter 23 test [10mins]
o Teacher and class will review the answers for chapter 23 test
o Inform students of order for presentation of PowerPoint.
 Go to library
o Student and teacher will go to the library to complete projects
 Complete working on presentations
o Students will complete working on their assigned section
o Each group may use one or two computers.
o Students must remain with their groups
o Each group will copy their PowerPoint to the teacher’s flash drive
 Groups
o Chapter 24:1&2 Group 1
 Period 4  Andre Lagance

 Marcial
Hernandez
 Lauren Kiley
 Elle Lopez
 Jeffery Florez
 Period 5
 Clinton Wilder
 Des’ree Aspiras
 Jeanette Campos
 Alexandra George
 Ashley Roberts
o Chapter 24: 3&4 Group 2
 Period 4
 Tyler Wiley
 Patrick Norena
 Sidney Beard
 Kenneth Leo
 Alana Ulrich
 Lorenna Taulua
 Period 5
 Zachary Dary
 Codi Meyers
 No’elle Do
 Randee Roye
 Brian
o Chapter 25:1&2 Group 3
 Period 4
 Mitchell
McDermott
 John Paul Bello
 Bella Baca
 Reid Fehnel
 Zoe Ziter
 Cody Steele
 Period 5
 Courtnee Alainz
 Evie Lareijas
 James Pratt
 Matthew
 Bianca
 Period 4
 Ryan Popowcer
 Joseph Mauer
 Brittanie Ray
 Mellissa Suria
 Colin Shultz
 Dylan
 Period 5
 Jumana Massiss
 Palm
 Anh Tran
 Eric Fontanilla
 Period 4
 Genesis Meja
 Sean Tran
 Neil Insigne
 Veronique
Vashon

 Nicolas Espindola
 Brandon Colon-
Taylor
 Period 5
 Aaron Flaton
 Albert Maestres
 Arlan Abenjar
 Sunshine Abinales
 Brittany Cera-
Madrid
 Period 4
 Jessica Vance
 Zac Taylor
 Ninalee Jacquez
 Veronica Castillo
 Max Ingerman
 Alexander
Knopow
 Period 5
 Caesar Mariscal
 Trevor Hagerman
 Nicole Arellano
 Larissa
 Kyn Silva

Tuesday February 22 Standards:
Objective: Students will be able to describe the factors that led to the fight for independence in Latin
America.
Language Objective: Explain the events that took place during Latin America’s Nationalist era.
Essential Question: How did Nationalism in South America affect European Nations?
Activities
 Explain your expectations for the class as each group presents.
o No talking during presentation
o Raise hand to ask a question
o Take notes
o Remind students of due dates and test date
 Friday last day for posters
 Test on Wednesday
 Group 1 will present their PowerPoint on Chapter 24:1&2
 Period 4
 Andre Lagance
 Marcial
Hernandez
 Lauren Kiley
 Elle Lopez
 Jeffery Florez
 Period 5
 Clinton Wilder
 Des’ree Aspiras
 Jeanette Campos
 Alexandra George
 Ashley Roberts
 Period 4
 Tyler Wiley
 Patrick Norena
 Sidney Beard
 Kenneth Leo
 Alana Ulrich
 Lorenna Taulua
 Period 5
 Zachary Dary
 Codi Meyers
 No’elle Do
 Randee Roye
 Brian

Thursday February 24 Standards:
Objective: Students will be able to describe the factors that led to the rise of the Industrial Revolution.
Language Objective: Explain the effects of Industrialization on the development of Europe.
Essential Question: How did Industrialization change society?
Activities
 Explain your expectations for the class as each group presents.
o No talking during presentation
o Raise hand to ask a question
o Take notes
o Remind students of due dates and test date
 Friday last day for posters
 Test on Wednesday
 Period 4
 Mitchell tt
 John Paul Bello
 Bella Baca
 Reid Fehnel
 Zoe Ziter
 Cody Steele
 Period 5
 Courtnee Alainz
 Evie Lareijas
 James Pratt
 Matthew
 Bianca
 Period 4
 Ryan Popowcer
 Joseph Mauer
 Brittanie Ray
 Mellissa Suria
 Colin Shultz
 Dylan
 Period 5
 Jumana Massiss
 Palm
 Anh Tran
 Eric Fontanilla

Tuesday March 1 Standards:
Objective: Students will be able to explain how the period of Nationalism and Industrialization as well as
the Spread of Democracy changed the major European Nations and their colonies
Language Objective: Discuss the impact of the following on the growth of our society; Nationalism,
Industrialization, Democracy.
Essential Question: How are the ideals of democracy and nationalism evident in the practices of the
peoples of our world today?
Activities
 Review of Chapter 24
o Reading Review
o Film Clip
o Class Discussio

Wednesday, March 2 Standards:
Objective: Students will be assessed on their knowledge of the period of Nationalism and Industrialization
as well as Democracy and progress.
Language Objective: Demonstrate in writing knowledge of the era of revolutions, industrialism and
progress.
Essential Question: How are the ideals of democracy and nationalism evident in the practices of the
peoples of our world today?
Activities
 Issue Chapter test
 Complete Vocabulary for Chapters 27 and 28
b. Have students find the definitions for the following terms;
a)Imperialism
b) Social Darwinism
c)Racism
d) Berlin Conference
e)Paternalism
f)Assimilation
g)Annexation
h) Caudillos
i) Monroe Doctrine
j) The Panama Canal
3. Closing Procedures
a. Return texts to shelf
b. Sit quietly until bell rings

Thursday, March 3 Standards:
Unit 6 – Industrialization and Race for Empire
Objectives:
 Students will be able to explain how the spread of Imperialism affected the development of Africa.
 Students will be able to describe the U.S. imperialistic moves during the 1800’s.
Language Objective: Describe the effects of imperialism on the nations that were colonized.
Essential Question: What are some of the legacies of the age of Imperialism?
Activities
 Film – Rwandan Genocide [3mins]
http://player.discoveryeducation.com/index.cfm?guidAssetId=C75C7CA4-D11F-4F4A-
9F44-AC08DFEB7626&blnFromSearch=1&productcode=US
c. Ask the class if they have heared of a place called Rwanda
d. Do they know where Rwanda is?
e. Have they ever watched the film Hotel Rwanda?
f. Explain about the genocide in Rwanda in 1994
g. Show the film clip
h. What do you think could cause something like this to happen
i. Explain who are Hutu and who are Tutsi
j. Explain that these beliefs are left over from the Age of Imperialism.
 Lecture - The Age of Imperialism
 Film – Monroe Doctrine
a. Who was James Monroe?
b. What was the Monroe Doctrine?
c. Discuss: How did America go about fulfilling the Monroe Doctrine?
i. Westward Expansion
ii. Acquired Hawaii
iii. Spanish American War

iv. Roosevelt Corollary
d. What are the legacies of America’s Imperialistic Age?
Friday, March 4 Standards: 10.1
Unit 6 – Industrialization and Race for Empire
Objectives:
 Students will be able to describe the U.S. imperialistic actions during the late 19th
century.
Language Objective: Describe the effects of imperialism on the nations that were colonized.
Essential Question: What are some of the legacies of American Imperialism?
Activities
 Hand out take home test – explain what legacies are (Summative Assessment)
 Review of last lecture (Bloom’s Analysis)
a. Film clip from Avatar
b. Ask students if they have watched the movie Avatar
c. Ask the following questions;
1. what it is about
2. Do you think the people from earth were imperialistic
3. How were they imperialistic?
4. What was the definition for imperialism
 Film – Monroe Doctrine (discovery learning)
a. Who was James Monroe?
b. What was the Monroe Doctrine?
c. Discuss: How did America go about fulfilling the Monroe Doctrine?
i. Westward Expansion
ii. Acquired Hawaii
iii. Spanish American War
iv. Roosevelt Corollary
 Lecture : American Imperialism and Global Transformation (direct instruction)
 Summarization Pyramid (formative assessment)/(Bloom’s comprehension and evaluation)

- Have students complete a summarization pyramid and hand it in as they leave
 Closing Procedures
b) Sit quietly until bell rings
Monday, March 7 Standards:
Unit 7 – World at War
Objectives:
 Students will be able to describe the issues and events that led to the 1st
World War .
Language Objective: Discuss the role of nationalism as a causing factor for WWI.
Essential Question: What role did nationalism play in the start of WWI?
Activities
 Gallery Walk (discovery learning) 15mins
 Arrange pictures relating to WWI around the classroom
 Have students take a few minutes to walk around and observe the pictures.
 Ask students to write down comments or questions about the display.
 Ask the class what they think the display is about.
 Ask what items do they recognize
 Introduce unit to students
 Remind them to keep in mind terms such as; nationalism, imperialism, industrialization.
 Lecture - Causes for WWI (direct instruction)
a. What is nationalism
b. What is imperialism
c. What is militarism (have students write this)
- Policy of glorifying military power and keeping an army
prepared for war
 Film – The Assassination of Arch Duke Fedinand (discovery learning)
 Have students answer the following questions
a. Who was Franz Ferdinand?
b. Why was he important?

c. Who killed him?
d. Why was he killed?
Wednesday March 9 Standards: 10.1
Objective: Student will be able to how different European nations were drawn into World War I
Language Objective: Discuss the spread of war across Europe.
Essential Question: What role did the Alliances made during peace time play in the spread of WWI?
Homework Assignment: Read chapter 29.1 Answer Question 3
Activities;
1. Review
a. Have students read review discuss questions
2. Film – The Assassination of Arch Duke Fedinand (discovery learning)
a. Have students answer the following questions
i. Who was Franz Ferdinand?
ii. Why was he important?
iii. Who killed him?
iv. Why was he killed?
a. PowerPoint presentation of the Spread of War (slides 1-2)
4. Film
a. What nationalist statements were mentioned in the film
b. Why were the French initially unsuccessful against the Germans
c. Where was the turning point of the war?
a. PowerPoint presentation of the Spread of War (slides 3-4)
6. Film - War in the Trenches

Monday March 14 Standards: 10.1
Objective: Student will be able to describe the experiences of American soldiers in WWI
Language Objective: Identify the difficulties face fighting on the Western Front.
Essential Question: What communication problems were faced by soldiers in WWI?
Homework Assignment: Read chapter 29 and Answer question 3 in each section.
Activities;
1. Discuss Homework
a. Remind students of the homework
b. Current event is due next Friday (about wars today)
c. Chapter test next Friday
2. Film
a. Show the 2nd half of the “Lost Battalion”
b. Have students answer the questions
i. What promise was made to the American soldiers by their Generals?
ii. How was communication affected by the fighting?
iii. What new technology do you observe being used by the soldiers?
iv. Is it OK for military leaders to keep information from their subordinates or
lie to them if it means maintain morale? (values clarification)

Tuesday March 15 Standards: 10.1
Objective: Student will be able to explain how the war affected people in the United States.
Language Objective: Define Propaganda.
Essential Question: What forms of propaganda was used during WWI?
Activities;
1. Discuss Homework [5mins]
2. Define Propaganda
a. Discuss the following questions
i. Who uses propaganda
ii. When is it used and for what purpose?
iii. How can we identify propaganda?
b. Discuss tools of propaganda
i. Movies, posters, radio shows, music, art.
3. Classroom group Activity (formative assessment)[10mins]
a. Divide the class into groups of 4
b. Give them an example of a tool of propaganda
c. Have the students identify;
i. The type or tool, the message, the purpose
4. Lecture: The War atHome
5. Literature selection - The Views of War (formative assessment) [10-15mins]
a. Students may discuss in their groups but must complete their own Venn-diagram.
b. Have the students read both poems and complete a Venn-diagram comparing what
each poet talks about in their work.
i. What is similar about the poems
ii. What is different
c. Have students identify the main theme or message of each poem.

Wednesday March 16 Standards: 10.1
Objective: Student will be able to explain the factors that led to German defeat.
Language Objective: Describe the components of the Treaty of Versailles.
Essential Question: How was Germany affected by the requirements of the Treaty of Versailles?
Activities;
1. Discuss Homework
2. Film: World War I in color (why Germany lost the war) [15mins]
a. How did the management of resources help the Allies win?
b. What mistakes did Germany make in managing resources?
c. How did these mistakes affect their war efforts?
3. Lecture: Allies win the war
4. Primary Source Analysis [10mins]
a. Have students read the account of the Treaty of Versailles by Harold Nicholson
b. In your notes answer questions 1 and 2.
c. Discuss answers with class
- Values Clarification
i. Ask the class if they agree with how the Germans were treated? Why or why
not?
ii. Was the war Germany’s fault? Explain your answer?
5. Lecture: A flawed peace
6. Skill builder – Interpreting Charts
a. Complete the skill builder on page 761
b. Write answers in your notes

Friday March 18 Standards: 10.1
Objective: Student will be able to explain the causes and effects of WWI.
Language Objective: Describe the components of the Treaty of Versailles.
Essential Question: Why was WWI a total war?
Activities;
1. Discuss Homework
2. Review chapter 29
3. Copy down study guide
4. Discuss grades

Monday March 21 Standards: 10.1
Objective: Student will be assessed on their knowledge of World War I.
Language Objective: Demonstrate in writing knowledge of WWI.
Essential Question: Why was WWI a total war?
Homework Assignment: Complete vocabulary for chapter 30.
Activities;
1. Collect homework
a. Notes
b. Current event
c. Missing assignments
2. Issue Chapter 29 test
3. Copy down vocabulary
a. Have students start on vocab. If they have completed their test.
b. Pogrom
c. Bolsheviks
d. Duma
e. Soviet
f. Totalitarianism
g. Command economy
h. Collective farm
i. Kulak
j. Great Purge
k. Socialist realism
l. Kuomintang
m. Long march

n. Civil disobedience
Tuesday March 22 Standards:
Objective: Student will be able to identify the factor that led to the Russian Revolution.
Language Objective: Discuss the problems faced by the Russian people at the start of the
1900’s.
Essential Question: What were the reasons for the Bolshevik rebellion?
Homework Assignment: Read chapter 30.1 answer question 3
Activities;
1. Collect missing assignments
2. Film clip – Disney’s Anastasia
a. Ask students what they know about Princess Anastasia
b. Explain that there was a real Anastasia the daughter of Czar Nicolas. She was
killed during the Russian Revolution.
c. Have the students read page 772 - connect to today.
3. Lecture - Russian Revolution
4. Film Clip – Rise of Russian Nationalism

Wednesday March 23 Standards:
Objective: Student will be able to identify describe the totalitarian rule of Joseph Stalin.
Language Objective: Explain how Russia was transformed into a totalitarian state.
Essential Question: What is totalitarianism?
Homework Assignment: Read chapter 30.2 answer question 3
Activities;
1. Collect missing assignments
2. Reading Review
a. Have students read Chapter 30 section 1 review and discuss the questions that
follow with the class.
3. Skill builder – page 776
a. Have students review the chart on page 776 of the text then answer the 2
questions that follow.
b. This assignment must be collected.
4. Class Discussion
a. Ask the class if they know what totalitarianism is.
b. Are there any such societies in the world today? Where?
i. Cuba, China, North Korea
c. Based on the chart the just reviewed what are the characteristics of a totalitarian
government?
5. Group Activity
a. Inform students that one aspect of totalitarian governments is the use of
propaganda to spread the government’s ideals.
b. Ask the class what is propaganda (they should know they learnt it last week).
c. Have someone read aloud on page 778 of the text [indoctrination and
propaganda]
d. Inform the class that they will be making their own Propaganda flyers/posters.
(1 blank letter size paper)

e. Divide the class into groups of 3 or 4 have each group make a propaganda flyer
(basically a catchy and convincing slogan) for one of the issues on the board.
Each group must choose one/no two or more groups can do the same topic.

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