World History A Day Block
Unit 8 includes the following state objectives:
Domestic Affairs
1. Understand different political systems in the Modern Western World and their
impact on the respective societies that adopted them.
a. Compare and contrast governmental forms (Democracy, aristocracy/oligarchy,
absolutism, constitutionalism, totalitarianism, monarchy and republic) as practiced by the
societies that adopted them over time. (DOK 2)
b. Compare and contrast the ideologies and practices of communism, socialism, liberalism,
fascism, nationalism, and imperialism. (DOK 2
c. Analyze the different governmental systems of countries in Europe, Asia, and the
Americas (e.g., Fascism in Italy and Germany, Communism in Russia and China,
Democracy in the United States, Monarchy in England, etc.) since the Age of Enlightenment
in terms of the main factors that contributed to their rise and fall. (DOK 4)
Global Affairs
3. Understand causes and consequences of contact, cooperation, and conflict (e.g.,
diplomatic, economic, political, cultural/ethnic, military, biological) between various
societies, nations, and groups of people.
a. Analyze the role of imperialism and industrialism as factors in the rise of global conflict
since the Age of Enlightenment. (DOK 3)
b. Critique the successes and failures of initiatives to create international security (e.g.,
Bourbon Family Compact, Concert of Europe, Holy Alliance, League of Nations, United
Nations, SEATO, Non-Aligned States, etc.). (DOK 3)
c. Analyze the causes, effects, and unique features of World War I and World War II in
terms of the changes in diplomatic relationships among the various countries involved.
(DOK 3)
4. Understand that increased interactions among people have resulted from:
technological and communication innovation, political and economic change, and
demographic and climate change.
b. Identify the various locations of colonial rule of nations such as England, France,
Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States and
analyze the colonial relationships of each. (DOK 3)
c. Analyze the integration of countries into the global community and the roles of
demographic change, climate change, medical advances, and cultural exchange in that
integration. (DOK 3)
Economics
7. Understand the development of various economic systems through time and place
and how those systems have shaped global relations.
a. Analyze the integration of countries into the world economy and roles of the
informational, technological and communication revolutions (e.g., steamship, the telegraph,
television, satellite, and computer) in that integration. (DOK 3)
b. Cite evidence of how the world has evolved from a multitude of economic systems to a
global interdependent economy. (DOK 2)
Date: Monday, February 2, 2015
A Day Block
Unit/Chapter: Unit 8: World War I
Objectives: How did Europe look before and after World War I?
Materials:
 Map Analysis: Before and After World War I
Bell Ringer: Name two things that you know about World War I.
Class work/activities:
 Students will complete the Map Analysis: Before and After World War I in class.
They must turn it in before they leave for the day.
Homework:
Unit/Chapter: Unit 8: World War I
Chapter 14
Objectives: How did World War I begin? How did the Great War affect the world?
Materials:
 Chapter 14-World War I Notes
 Student Notes Handout: Chapter 14-World War I
 World War I Powerpoint
Bell Ringer: Name two countries that were created after World War I that you learned
about from the Map Assignment yesterday.
Class work/activities:
 Crash Course in World History World War I Video and Questions
o Students will watch the video on YouTube and then submit their answers
to questions regarding the video on World War I
Homework:
Date: Wednesday, February 4, 2015
Unit/Chapter: Unit 8: World War I
Chapters 14: World War I
Objectives: What was the “spark” that ignited the Great War?
Materials:
 Chapter 14-World War I Notes
 Student Notes Handout: Chapter 14-World War I
 World War I Powerpoint
 Causes of World War I Handout
Bell Ringer: What countries were in the Central Powers? What countries were in the
Allied Powers?
Class work/activities:

Lecture and Powerpoint on the “spark” that was the immediate cause of World
War I
o Students will take notes during the lecture
 Students will complete the Causes of World War I Handout
o Turn in to Canvas
Homework:
Unit/Chapter: Unit 8: World War I
Chapter 14: World War I
Objectives: What did World War I look like in the early stages of the war?
Materials:
 Chapter 14-World War I Notes
 Student Notes Handout: Chapter 14-World War I
 World War I Powerpoint
 Archduke Ferdinand Primary Source Activity
Bell Ringer: What was the name of the Serbian nationalist group that was responsible
for the assassination of Archduke Francis Ferdinand?
Class work/activities:
 Lecture and Powerpoint on “The Great War Begins”
o Students will take notes during the lecture
 Archduke Francis Ferdinand Primary Source Activity
o Turn in to Canvas
Homework:
Date: Friday, February 6, 2015
Unit/Chapter: Unit 8: World War I
Chapter 14: World War I
Objectives: What did Europe look like on the eve of World War I?
Materials:
 Europe on the Eve of World War I Map Activity
Bell Ringer: What was the “blank check policy?”
Class work/activities:
 Students will complete “Europe on the Eve of World War I Map Activity”
o Students will turn in on paper by the end of class
Homework:
Unit/Chapter: Unit 8: World War I
Chapter 14: World War I
Objectives: What type of warfare was used in the beginning of World War I that led to a
stalemate?
Materials:
 Chapter 14-World War I Notes
 Student Notes Handout: Chapter 14-World War I
 World War I Powerpoint
Bell Ringer: What was the Schlieffen Plan?
Class work/activities:
 Lecture and Powerpoint on the Western Front from the Battle of the Marne
through Life in the Trenches
 “Chapter 14 Section 2: A New Kind of War” Summary worksheet if needed
o Turn in to Canvas
Homework: