SAMPLE. The World War I Era. Grades 6-8 History: Intellego Unit Studies. Inspired by the multiple intelligences of every child

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Inspired by the multiple intelligences of every child

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Grades 6-8 History

:

The World War I Era

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Activity 3.10 – Research the Roaring Twenties 73

Activity 3.11 – Complete your KWL Chart 75

Activity 3.12 – Reflect on and explore the topics in Chapter Three 76 Final Activity – Put your portfolio together! 78

Answer Key 79

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How to use a unit study from

Intellego Unit Studies

1. The PDF file containing this unit study is graphic intensive and full color. In

addition, the PDF contains all of the links needed for the Internet activities. Therefore, it is not necessary to print the entire PDF. Instead, view the PDF on your computer, printing the specific pages your children will need to complete the written activities. You may also wish to print the Table of Contents and use it as a checklist to monitor your child’s progress.

2. This unit study contains internal links for ease of navigation within the PDF.

Each time you open the PDF, you can scroll to the Table of Contents and click on

the appropriate link to take you to your next activity.

3. Of course, you can always jump in and get started immediately, but we

recommend reviewing the Materials Inventory lists and gathering your

supplies before you begin with the first activity in Chapter One. Although additional books and library materials are not required to complete a unit study from Intellego Unit Studies, we recommend a quick stop at the local library before beginning your unit study. Intellego Unit Studies does not recommend specific book titles (due to availability variables in local libraries across the country), but many parents find that printing the Table of Contents and taking that to the library helps them gather any additional resources on the topics that their children might desire.

4. We recommend that children create a portfolio notebook for this unit

study. This provides a handy place to keep the child’s expressive work. Photos of children’s art work and hands-on activities should also be included in the portfolio, along with their Vocabulary Journal that they will begin building in Chapter One.

The portfolio notebook can be as simple as a plain file folder with your child’s illustrations on the cover or as elaborate as an entire scrapbook, complete with all of the bells and whistles. Either way (or everything in between) is fine….it all depends on the child!

5. Each unit study is organized by chapter. Each chapter begins with a

materials list, a vocabulary introduction, and an activities list. Each chapter unfolds with a wide variety of engaging multi-sensory activities. Most activities contain an introduction followed by a web link. Have your children read the information (or read it to them) and then

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Copyright© 2010 Intellego Unit Studies ₅ double click on the link (make sure your Internet browser is open). After you have finished with the web link, return to this Intellego Unit Studies PDF file to continue on.

Each chapter also includes Extension Activities, set apart in yellow text boxes for easy identification. The extension activities are not required, but they are essential to the unit study concept because they create the bridge between different curriculum areas or skills. For example, the extension activity may offer a related science experiment or art project that connects to the theme of the unit study.

Each chapter concludes with a reflection and exploration activity. This activity presents your children with the opportunity to evaluate and

synthesize what they have learned in each chapter before moving on to the next. There is no set time limit for this activity. Follow their lead and allow them to spend additional time exploring related topics of interest.

6. Our unit studies are meant to serve the K-12 population of students,

although subject matter does dictate age appropriateness. If you are using this unit study with children of varying ages, rest assured that this unit study is easily adaptable. Possible adaptations:

• Any required reading within the unit study or through a web link

may be completed by the student or with the parent’s help.

• Discussion questions can be discussed orally or adapted into

writing exercises.

• Writing assignments can be dictated to the parent and then used for

copy work by the student to encourage writing fluency.

• Vocabulary lists may be used to build decoding, sight word

recognition, or spelling skills.

• Topics may be further explored or researched according to interest

and ability.

• All activities can be adapted into expository writing exercises. You are the best judge of your children’s abilities, skills, and educational needs. Therefore, there is no right way or wrong way to adapt the

activities within this unit study. This allows you to make adaptations while still providing the structure, research, preparation and web links to make it easy on you, the parent!

7. Each unit study incorporates as many areas of curriculum as possible and

as relevant. However, many parents who use Intellego Unit Studies incorporate separate mathematics and language arts programs in their children’s study.

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studies. For example, if your children are currently learning about parts of speech, encourage them to apply that knowledge to reading and writing activities within the unit study. You may wish to print a page from one of the web links they found particularly engaging. Ask them to identify parts of speech after they have read for content. In addition, any writing

activities that they complete can also be used to show them how they are using the various parts of speech in their own writing. This type of application can be incorporated with any language arts curriculum or concept, from nouns and verbs to multi-page expository writing.

All of our unit studies provide opportunities for children to practice and apply reading skills. For reluctant readers, you may want to encourage their reading by reading along with them as you progress through the various activities and web links. Add challenging words to their

vocabulary journal. Check their comprehension by allowing them to read the directions for activities, experiments, and crafts. Regardless of your child’s reading level, this unit study provides the opportunity to explore the written word and practice decoding and encoding skills.

In the area of mathematics, encourage your children to identify patterns, look for classifications, or apply their math skills to the activities within the unit study. For example, any experiments or activities that require measuring can easily be used to demonstrate new mathematical concepts or reinforce acquired knowledge with practical applications. Ratios, fractions, decimals, and other concepts can be brought into any activity that requires children to sort information, compile lists, compare and contrast, measure, create, or build.

There is no right or wrong way to incorporate your language arts and math curriculums into this unit study. The key is to look for areas where there is a natural connection between what your child is working on in language arts and math and what your child is doing within a unit study.

Experiment, try some new things, and enjoy the integrative process!

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*Important Notes to parents:

• Intellego Unit Studies tests and verifies all Internet links in our unit studies continually and we make changes accordingly. To provide you with corrected links, Intellego Unit Studies uses a link redirection database. When you click on an external link in the unit study, your

internet browser will access the Intellego Unit Studies link database for the actual current link. Any corrections to the page of the unit study may also be displayed. If your browser does not allow for the redirections, you will need to cut and paste the link into your browser’s address bar. If you should discover an expired link, please report it here.

• This unit study contains links to Internet sites. Although we make every

effort to link only to child-safe websites, Internet content can change rapidly. Please supervise your children at all times when they are online. If you encounter material unsuitable for children, please notify us here.

• Many of the activities in this unit study require parent supervision and

assistance. Please use common sense and supervise your children when they are using tools or sharp instruments. Experiments and hands-on activities should be completed ONLY under the supervision of a

responsible adult.

• Many of the activities in this unit study utilize videos available on www.youtube.com. Intellego Unit Studies cannot control the content available to children on YouTube. We strongly recommend that parents open the YouTube videos for their children and then enlarge the video window to full screen. That way, your children will not be distracted by competing images while watching their video, and they will not be exposed to possible inappropriate material loaded by other users of YouTube.

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Quick Troubleshooting Guide:

Problem: Videos/interactive web sites play slowly or with interruptions

Solution: This is due to your connection speed and/or the speed of your

computer. Verify your Internet connections and verify that your system meets the minimum requirements for an Intellego Unit Study by clicking

here.

Problem: Nothing happens when you click on a link to go to a web site

Solution: This problem is associated with the settings for PDFs on your

computer. To resolve this issue, you will need to know what version of Adobe Reader/Acrobat is on your computer. Follow the steps below: How to find the version of Adobe Acrobat or Reader

1. Open Adobe on your computer

2. Click on the “Help” tab

3. Click on “About Adobe Reader/Acrobat

The window that appears will detail which Adobe product and version is on your computer.

Click on the window to close it.

If you are using Adobe Reader/Acrobat 9:

PDF documents may open with a message bar across the top indicating that you are viewing the document in PDF/A mode. This is an ISO standard for PDFs.

Links will not work in PDF/A mode.

To access the links, perform the following steps:

1. Load the CD and open the unit study.

2. For Windows:

a. Click on “Edit” on the top toolbar

b. Click on “Preferences” from the drop down menu

Click on “Acrobat” > Preferences

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3. Click on the “Documents” option under “Categories”

4. Choose “Never” under “View Documents in PDF/A mode”

5. Click on the OK button to exit this window

If you are using Adobe Reader/ Acrobat 8 or an older version:

1. Load the CD and open the unit study

2. Click on “Edit” on the top menu bar

3. Click on “Preferences” from the drop down menu

4. Click on “Trust Manager”

5. Select “allow all” for Internet access from PDF

Problem: The first time you open a link in one of the unit studies, you receive a

Security Warning

Solution:

1. Check the box for “Remember my action for this site”

2. Click on the “Allow” button

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Objectives

Welcome to the Grades 6-8 History: The World War I Era unit study! After completing this unit study, your children should be able to:

1. Understand the events that led to World War I.

2. Explain the impact of World War I on people around the world.

3. Evaluate the success of the “War to End all Wars.”

4. Describe the national participants and their claims in the war.

5. Question the legacy of World War I.

6. Determine World War I as one cause of the Russian Revolution.

7. Understand the events that led to the Russian Revolution.

8. Compare communism with capitalism.

9. Interpret the legacy of the Russian Revolution.

10. Compare and contrast life before and after World War I.

11. Illustrate major technological advances during and after the war.

12. Describe the Harlem Renaissance and its significant place in American history. 13. Assess the impact of World War I as a catalyst for change in the United States.

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Materials Needed for this Unit Study

Materials for every chapter:

Vocabulary journal Atlas or globe

Writing and drawing materials Paper

Chapter One

Activity 1.3 – Map the world before the war

World map or atlas Printer

Colored pencils Tape

Activity 1.4 – Examine the causes of the war

World map or atlas Colored pencils Writing materials

Activity 1.5 – Explore life in the trenches

World map Colored pencils Writing materials

Activity 1.6 – Travel with a war correspondent

Activity 1.10 – Examine key battles in the war

Activity 1.13 – Write a treaty to end the war

Writing materials Chapter Two

Activity 2.4 – Investigate the 1905 Russian Revolution

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Activity 2.6 – Explore the Russian Revolution of 1917

Writing materials Play props

Activity 2.7 – Compare communism and capitalism

Writing materials

Materials depend on activity selected Chapter Three

Activity 3.2 – Study the quest for peace after World War I

Writing materials

Activity 3.4 – Investigate life for African Americans after the war

US Map

Writing materials

Activity 3.10 – Research the Roaring Twenties

Materials depend on activity selected

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Chapter One

World War I: The Great War

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Materials Needed for Chapter One

Vocabulary journal

Writing and drawing materials Paper

Activity 1.3 – Map the world before the war World map or atlas

Printer

Colored pencils Tape

Activity 1.4 – Examine the causes of the war World map or atlas

Colored pencils Writing materials

Activity 1.5 – Explore life in the trenches World map

Activity 1.6 – Travel with a war correspondent World map

Activity 1.10 – Examine key battles in the war World map

Activity 1.13 – Write a treaty to end the war Writing materials

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Chapter One Vocabulary

Help your children build vocabulary while having fun!

The vocabulary of children is diverse and dynamic. Therefore, we have not included a vocabulary list as each child’s vocabulary is at a different stage of development. Instead, Intellego Unit Studies encourages children to build their own vocabulary lists.

We recommend starting a Vocabulary Journal in Chapter One that your children can add to in each lesson. Below are some ideas for helping your children build vocabulary while having fun!

1. Have your children identify all unfamiliar words as they encounter

them in this chapter.

2. Use the link below, if you choose, for the online children’s dictionary.

Or help your children develop dictionary skills by using a dictionary in your home.

http://kids.yahoo.com/reference/dictionary/english/entry/

3. Copy the unfamiliar words into their Vocabulary Journal (a notebook

will do just fine!) and then illustrate the word.

4. Use the new word in a sentence. Encourage them to come up with

rhymes, either real words or nonsense words, and include those as well.

5. Write the new words in the air with their fingers, making huge

sweeping motions as they write.

6. “Write” the words on the floor with their toes!

7. Clap out the syllables in each new word.

8. Examine the new word. Identify if it “plays by the rules” phonetically,

so that it can be sounded out for spelling, or if it is a “rule breaker” that must be memorized.

9. The objective here is to help them use as many senses as possible so

thatretention of the new words is increased.

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Activity List for Chapter One

Activity 1.1 – Welcome to World War I

Activity 1.2 – Introduction to World War I Activity 1.3 – Map the world before the war Activity 1.4 – Examine the causes of the war Activity 1.5 – Explore life in the trenches

Extension Activity – Examine the weaponry of the war Activity 1.6 – Travel with a war correspondent

Extension Activity – Study the development of flight Activity 1.7 – Research the reasons for US involvement Activity 1.8 – Examine the devastation of the war Activity 1.9 – Inspect life in the US during the war Activity 1.10 – Examine key battles in the war Activity 1.11 – Analyze the strain of war

Extension Activity – Study the war through music Activity 1.12 – Study the end of the war

Activity 1.13 – Write a treaty to end the war Activity 1.14 – Analyze Wilson’s 14 Points

Activity 1.15 – Question the lessons of World War I Activity 1.16 – Complete your KWL chart

Activity 1.17 – Reflect on and explore the topics in Chapter One

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ctivity

1.1

– Welcome to World War I

Welcome to the World War I Era unit study. We begin our study of the war and it’s aftermath with this brief activity to find out what your children already know as well as what they want to know.

To begin, ask your children what they know about World War I. When did it start? What were the causes of the war? How did it impact the people and nations involved?

Have your children complete the first two sections of the following KWL

worksheet before they complete the activities in Activity 1.2. They will complete the final section of the KWL chart in Activity 1.16.

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What I already

know about

World War I

____________________________________

What I want to

know about

World War I

____________________________________

What I learned

about World

War I

____________________________________

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ctivity

1.2

– Introduction to World War I

The twentieth century is remembered as a time of great technological

advancements and achievements. It is also remembered as a century marked by horrific wars unlike any the world had ever seen. The century began with conflict brewing in the Balkans, Africa and Asia as European powers struggled to hold on to their conquests and colonies. Strong nationalist tendencies and ethnic

divisions played a large role in launching World War I. When it was over, 16.5 million people were dead. Europe was left in a state of shock and instability. And the “War to End all Wars” would lead to the second global conflict of the century, World War II.

In this activity, your children will be provided with an introduction to the European alliance system prior to World War I. Upcoming activities in this chapter will address the details and the stories of the men, women and children affected by the atrocities of war. We’ll also seek answers to the questions: Could it have been prevented? Why did it happen? How did it change the world?

We begin with the story on the following pages. Although short and simplified, the story is intended to bring the events a century ago into a familiar realm for middle school students.

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Copyright© 2010 Intellego Unit Studies ₂₀ Our story is the tale of neighborhood. It’s a beautiful neighborhood, but for as long as anyone can remember, the kids of the neighborhood have a history of fighting each other. Not everyone fights, of course, but those who do all think that they are right and that their way is best. Some people think that the bigger and stronger kids are bullies.

There are a lot of kids in this neighborhood, but 8 of them are the focus of this story. Their names are Abby, Sam, Gerry, Rene, Frank, Ellen, Ben, and Otto.

Abby and Sam have a long history of not getting along. Abby believes that she is entitled to what Sam has. Sam, of course, resents this. He wants his freedom and does not want Abby telling him what to do. He is tired of Abby taking what she wants, especially without asking.

Sam has asked Rene for help. Sam fears that eventually, he and Abby will get into a fight. Sam knows he will need some help, so he asks Rene to be on his side. Rene agrees, as Rene has never gotten along well with Abby either.

Abby is friendly with Gerry. Abby asks Gerry to be on her side if and when she fights with Sam. Gerry agrees to be on Abby’s side if she fights with Sam.

So far, this is what it looks like in the neighborhood:

The tension between Abby and Sam is high. Eventually, Sam is accused of a terrible deed directed at Abby. Abby is furious, so Sam tries to give in to most of what Abby wants. But Abby really is ready to fight Sam. Because he will not do everything she has asked of him, she announces that she will fight him. Gerry agrees to fight with Abby against Sam and Rene.

Abby

Sam

Gerry

Rene

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Copyright© 2010 Intellego Unit Studies ₂₁ As Abby and Sam begin to fight, other kids in the neighborhood start to get involved. It appears that Gerry has signed a secret pact with Otto to fight together against Rene. So now Otto is in the fight, too.

Gerry, who has never liked Frank, decides to use this opportunity to fight Frank. But, to get to Frank’s house, he has to go through Ben’s yard. Ellen has agreed to defend Ben’s yard if Gerry tries to cross it. So now, Frank, Ben and Ellen are involved in the neighborhood fight. Here’s what it looks like now:

By the time the kids were done with their fighting, over 100 other kids had joined in the battle. Many of the kids didn’t even live in the neighborhood, but they were drawn into the fight to either protect their friends or to protect themselves. When it was over, nothing had really been solved. The kids on Abby’s side still didn’t like the kids on Sam’s side, and vice versa. And that’s where the story ends….for now.

In the above story, each child stands for a participant in World War I. Which nation or empire is represented by each child? Hint: the first letter in the name of the child is the first letter in the name of the country or empire. Here are the choices: Austria-Hungary, Serbia, Germany, Russia, Ottoman Empire, France, Belgium and England.

Now, have your children read the story again. However, this time, have them substitute the names of the country/empire for the names of the kids in the story. Next, view the interactive map on the following page. Then read the article on the page to understand this delicate system of alliances:

http://www.pbs.org/greatwar/maps/

Frank

Ben

Ellen

Otto

Abby

Gerry

Sam

Rene

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1.3

–

Map the world before the war

In the previous activity, your children read a story, first about children, and then about nations/empires. An understanding of the alliance system present in Europe before the war is essential to understanding why what seemed like a minor conflict turned into a war that would involve over 100 nations and leave 16.5 million people dead.

Before we jump into the causes of the war, your children will first make a map that represents the world at the start of World War I. At the following site, you can select a printable world map in the size of your choice. We recommend larger rather than smaller, since your children will be writing and drawing on the map throughout this chapter.

http://www.yourchildlearns.com/megamaps/print-world-maps.html

Have your children mark the alliances using color codes on the map they just printed and assembled. The map on the following page may be helpful, or they can research to find a map from 1914.

For many learners, being presented with the big picture helps them understand the details and events that are a part of history. Therefore, the following film is recommended to provide the big picture of World War I, with the understanding that the details will be addressed later in this chapter. It is a 5-hour film broken into segments; we recommend beginning it today, and watching the rest over the next day or two before moving on to Activity 1.4.

http://www.cosmolearning.com/documentaries/world-war-1-in-colour-406/1/

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ctivity

1.4

– Examine the causes of the war

In 1914, the heir to the throne of the Austr0-Hungarian Empire, Archduke Ferdinand, was assassinated in Sarajevo by a Bosnian Serb, Gavrilo Princip (pictured left). This event is often cited as the cause of the war. However, no single event is ever the cause of multinational conflict. Rather, the assassination of Archduke Ferdinand was the final straw in mounting tensions between ethnic Serbians and the Austro-Hungarian Empire.

Read the following brief article on events leading to the war:

http://www.mrdowling.com/706-powderkeg.html

Next, read about the alliances in Europe in 1914:

http://www.mrdowling.com/706-alliances.html

The following 6-minute video uses a map to show the alliances throughout the war:

http://www.youtube.com/watch?v=5GKxQzHSGd4

Next, have your children complete the following lesson plan on the causes and beginning of World War I. This is primarily a research assignment that will direct your children to research varying perspectives on the causes of the war. Note: Some links are provided within the lesson plan, but not all of the links are active. Instruct your children to conduct their own research to replace each of the expired links. Although written for use in a classroom, the lesson is easily

adaptable for use with one child.

http://www.pbs.org/greatwar/resources/lesson1.html

Have your children add the location of the assassination of Archduke Ferdinand to the map they began in the previous activity.

What was the Austro-Hungarian Empire? Find out at the following link:

http://www.spartacus.schoolnet.co.uk/FW WinAustria.htm

Is going to war an easy decision?

It wasn’t for Tsar Nichols II of Russia. View the short film that documents his appeals to his cousin, Kaiser Wilhelm of Germany, and his concerns about involving the Russian army in the war:

http://www.glencoe.com/video_library/index_with_mods.php?PROGRAM= 9780078777127&VIDEO=2014&CHAPTER=23&MODE=2

here.

www.youtube.com. Intellego Unit Studies cannot control the content

here

http://kids.yahoo.com/reference/dictionary/english/entry/

http://www.pbs.org/greatwar/maps/

http://www.yourchildlearns.com/megamaps/print-world-maps.html

http://www.cosmolearning.com/documentaries/world-war-1-in-colour-406/1/

http://www.mrdowling.com/706-powderkeg.html

http://www.mrdowling.com/706-alliances.html

http://www.youtube.com/watch?v=5GKxQzHSGd4

http://www.pbs.org/greatwar/resources/lesson1.html

http://www.spartacus.schoolnet.co.uk/FWWinAustria.htm

http://www.glencoe.com/video_library/index_with_mods.php?PROGRAM=9780078777127&VIDEO=2014&CHAPTER=23&MODE=2

SAMPLE. The World War I Era. Grades 6-8 History: Intellego Unit Studies. Inspired by the multiple intelligences of every child

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Table of Contents

Chapter Three 58

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Problem: Videos/interactive web sites play slowly or with interruptions

Solution: This problem is associated with the settings for PDFs on your

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Problem: The first time you open a link in one of the unit studies, you receive a

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Materials for every chapter:

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Materials Needed for Chapter One

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SAMPLE

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Gerry

Frank

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