UNIT PLAN based on the Intel Unit Plan outline
St Stithians Boys College
Grade 8
Social Sciences Unit: World War I
draft 1
Unit design: Gayle Williams/Kim Simons
Learning design: Mary Reynolds
Unit Overview
World War I
Unit title
Learning
Programme
Curriculum-Framing Questions
What effect did the Industrial Revolution have on the
Critical
course of history?
Question
Unit question(s) What was the impact of technology on society during and
after World War I
1. Why were trenches used in WW1? How were they
Content
designed and what was the purpose of No-Mans land?
question(s)
2. What did the soldiers do in the trenches when they
were fighting and when they weren’t fighting?
3. How were soldiers equipped and why were they
equipped in this way?
4. What was chemical warfare and how effective was it?
5. What led to the development of the first tanks and how
were they used in WWI?
6. What led to the development of the first aeroplanes
and how were they used in WWI?
7. What led to the development of the U-boats and how
were they used in WWI?
8. Why was the Battle of the Somme a significant turning
point in the war and what was the role of technology in
this Battle? Include the Battles of Albert, Delville wood,
Pozieres, Thiepval and Ancre (1916).
9. Why was the Battle of Verdun (1916) important and
what was the role of technology in this battle?
10. What caused the Influenza Epidemic of 1918 and what
treatments were used?
11. How did both sides use propaganda in WW1 and how
did technology influence its use?
12. What was the effect of WWI on civilians? Explain why
there was rationing. What transport was available to
civilians and how did civilians entertain themselves?
Page 1 of 5
13. The Lusitania was one of the largest losses of WWI.
Why?
14. Why and how were Zeppelins developed?
15. What characterized the battleships used in WWI and
how did they influence the progress of the war?
Critical Outcomes
Identify and solve
problems
Work effectively with
others
Communicate effectively
Demonstrate an
understanding of the world as
a set of related problems
Organise and manage
oneself to meet deadlines
Participate as a
responsible citizen of the
world
Collect, analyse,
organise and critically
evaluate information
Use science and
technology effectively and
critically
Reflect on and explore a
variety of strategies to learn
more effectively.
Be culturally and
aesthetically sensitive
Explore education and
career opportunities.
Develop entrepreneurial
skills
Learner Assessment
Outcomes to be
assessed
Assessment
1. Historical Enquiry: The learner is able to use
enquiry skills to investigate the past and present.
2. Historical Knowledge and Understanding: The
learner is able to demonstrate historical
knowledge and understanding.
3. Historical Interpretation: The learner is able to
interpret aspects of history.
Rubric attached
Incentive:
Task or How will I achieve the set outcomes?
Progress
check:
& date:
1. Choose a partner to work with.
2. Select ONE of the content questions above and register your choice
with your teacher.
3. You will be given 2 x 55 minute class periods in the Library for
research. The rest of the research must be done as homework.
4. Break your chosen topic into smaller questions using the Who?
What? Where? When? Why? and How? Question words.
5. Use the resources provided in the Library (printed and A/V
materials) and Global Resource Centre (Internet sites) to answer
your questions.
Page 2 of 5
6. Presentation:
a. Prepare a poster, OHP transparencies, a model or other
form of VISUAL presentation
b. Present your VISUAL presentation as an ORAL report to the
class.
7. Hand in a properly constructed bibliography of the sources that you
have used.
8. Points to note:
a. Make sure that you cover the most important facts on your
topic in your presentation.
b. Make sure that your presentation covers YOUR topic only.
c. Your presentation will be interesting to the class if you take
an interest in your work. Think about what you would like to
hear and how you would like to hear it.
Deadlines:


All visual presentations must be completed by XXXX.
Oral presentations will be completed in the week beginning XXX
Approximate time needed
Research: 2 x 55 minute lessons in the Library + 4 weeks of homework
Presentation: 2 x 55 minute lessons for ORAL presentations
What learning should be in place?
1.
2.
3.
4.
Understanding of the origins and causes of WWI from class lessons
Basic research skills
Compiling a bibliography
Oral presentation skills (explaining and elaborating on the information in the
visual presentation)
Materials and resources
Technology:
Camera
Overhead Projector
VCR
Computer(s)
Printer
Scanner
Internet Connection
Television
Other:
Database/Spreadsheet
Image Processing
Web Page Development
Desktop Publishing
Internet Web Browser
Word Processing
E-mail Software
Presentation software
Other:
Technology – Software:
Page 3 of 5
Printed Materials
Printed resources:
940.4 World War I books
Magazine articles, newspaper cuttings and maps are on the
project shelves in the Library
Audio Visual Materials
A number of videos on World War I are available at the
Library desk on request. You may watch them in the Library
after school
Supplies:
Project sheet, bibliography notes (also in GRC)
Internet Resources:
Web sites in GRC/History (These can be accessed from
school or home www.stithian.com)
Accommodations:
This task is designed to accommodate a variety of learning
styles and levels.
English 2nd Language:
Glossary of terms attached
Extension:

Depth of investigation is unlimited

Create a website on your topic
Keywords:
Glossary
Chemical warfare:
warfare using poison gas and other chemicals
Civilian:
a person not in the army
Epidemic:
a widespread occurrence of a disease in a community at a particular
time
Industrial
Revolution:
the rapid development of a nation’s industry (especially in Britain in the
late 18th and early 19th centuries)
Influenza:
a highly contagious virus infection causing fever and severe aching,
often occurs in epidemics
Propaganda:
an organized programme of publicity, selected information etc used to
propagate (or spread) a particular set of ideas or information
Ration:
a fixed official allowance of food, clothing etc in a time of shortage
Technology:
the study or use of the mechanical arts and applied sciences (i.e. man
made things)
U-boats
Unterseebote or German submarines
Page 4 of 5
Zeppelin:
a large German dirigible (capable of being guided) airship of the early
20th Century, originally for military use
Presentation Tips:
Oral
presentation:
A common misconception is the notion of "making a speech" in class. It is
far more likely that an informal oral demonstration or explanation is
required. You will need to make a speech if you are taking part in the
Public Speaking competitions, if you making a presentation in Chapel or if
you are the Headmaster!
An informal oral demonstration or explanation consists of
more factual information or ideas that are presented in a logical
sequence with discussion. Use a summary on an OHP transparency or
in a Power Point format for an informal presentation. In this way your
audience as well as you can follow your sequence and plan.
Know beforehand what you are going to say. Use your summary as a
guide. Use informal language IN YOUR OWN WORDS.
Visual
presentation:
A visual presentation is a way of communicating linked ideas logically
using visual images and appropriate annotations. The order in which you
set out your pictures, how you caption them, the title and sub-headings
that you use are all important to the effectiveness of your presentation.
The layout itself should also be balanced and make use of fonts and fontsizes that can be seen clearly from a distance. However, without
substance based on good research, a visually pleasing presentation is
worthless. Make sure you do your research thoroughly BEFORE you put
your presentation together.
Page 5 of 5