School District:
BHSD 228
Department:
Social Studies
Course:
American History-H
Unit Title:
Imperialism and
WWI
Grade Level:
11th Grade
Topic Area:
Imperialism and
WWI
Time Frame:
2 weeks
Date Created:
Spring 2005
Date Modified:
Fall 2009
Unit Designers: Ed Lipowski, Steve Kushner, Dan Stell, Mike Hasso, Ryan Dolan, John Maniatis
Stage 1 – Desired Results
Content Standard(s):
14E - Understand United States foreign policy as it relates to other nations and international issues.
15A - Understand how different economic systems operate in the exchange, production, distribution and consumption of
goods and services.
15D - Understand trade as an exchange of goods or services.
16A - Apply the skills of historical analysis and interpretation.
16B2b - Identify major causes of the American Revolution and describe the consequences of the Revolution through the
early national period, including the roles of George Washington, Thomas Jefferson and Benjamin Franklin.
16B3d - Describe ways in which the United States developed as a world political power.
16B5b - Analyze how United States political history has been influence by the nation's economic, social and
environmental history.
16C3c - Describe how economic developments and government policies after 1865 affected the country's economic
institutions including corporations, banks and organized labor.
16D4b - Describe unintended social consequences of political events in United States history (e.g., Civil
War/emancipation, National Defense Highway Act/decline of inner cities, Vietnam War/anti-government activity).
16D5 - Analyze the relationship between an issue in United States social history and the related aspects of political,
economic and environmental history.
17A - Locate, describe and explain places, regions and features on the Earth.
17D - Understand the historical significance of geography.
Summary of the Unit:
Students will learn about how the United States began to look beyond its borders to secure its economic interest. This will
develop into a study of how we became reluctantly involved in the First World War.
Enduring Understanding(s) / goal(s)
Students will understand:
1. America's strive for economic success leads to world
competition.
2. America became involved in World War I due to social
and economic pressure.
3. World War I was a lucrative venture for the United
States.
Essential Questions:
1. Application - How does the role of Teddy Roosevelt
apply to the rise of Imperialism?
2. Explanation - How can one explain the pressures of
industrialization (need for new markets and natural
resources) lead to United States involvement in the race
for resources?
3. Interpretation - Interpret the reasons why did the
United States get involved in World War I?
4. Self-Knowledge - Explain how you came to understand
how World War I encouraged the growth of capitalism?
5. Analyzation - Analyze the pressure on President Wilson
to get involved in World War I?
6. Perspective - How does the experience of the US in
World War I lead to isolationism and neutrality policies
after the Treaty of Paris?
Key Words:
Progressivism, Imperialism, Yellow Journalism, Protectorate, Open Door Policy, Dollar Diplomacy, Assassination,
Neutrality, Blockade, Conscientious Objector, Armistice, Propaganda, Reparations
Student objectives (outcomes):
Students will be able to:
Explain why the United States engaged in Imperialism.
Explain the reason America attempted to stay isolated, yet were still brought into World War I.
Explain the role America played in the peace process.
Students will know:
14 Points, Woodrow Wilson, Treaty of Versailles, Selective Service Act, Allies, Central Powers, Zimmerman Note, 1916
Election, Mass Production, Propaganda, American Expeditionary Force, Great Migration, War Industries Board,
Espionage and Sedition Acts, War Financing, Spanish-American War, War in Philippines, Caribbean, Teddy Roosevelt,
Rough Riders, Panama Canal, Roosevelt Corollary, Filipinos Rebellion, Lusitania, No Man's Land, Trench Warfare, UBoat, Rickenbacker, York, Convoy System, Airplanes, Machine Guns, Anti-Aircraft, Tanks, Flu Epidemic, League of
Nations, War-Guilt Clause
Stage 2 – Assessment Evidence
Performance Task (GRASP): Propaganda Project
Other Evidence:
You are responsible for creating a propaganda poster/radio
WWI Journal
commercial to entice Americans to join the war effort. You
will have the opportunity to design your poster around the
following themes: Joining the US military, buying war
bonds, persuading women to join the work force, etc. Keep
in mind the different forms of propaganda today (TV,
email, etc) that were unavailable in the early 20th century.
Stage 3 – Learning Plan
Learning Activities:
What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired
understandings?
W = How will you ensure that all students know where they are headed in the unit, why they are headed there, and how
they will be evaluated?
Lesson plan objectives provided
Rubrics will be used as an assessment tool
UbD Stage 1 “Identifying Desired Results” provided for students
UbD Stage 1 “Identifying Desired Results” will be assessed as short answer, essay, unit test, etc.
H = How will you hook students at the beginning of the unit? (Unit Specific)
Students will be presented with a realistic scenario of a high school/playground altercation. The importance will be to
understand that altercations at a young age usually never end with two people and draw in each alliance. Often times those
directly involved in an altercation will involve their older brothers or someone who is bigger that can protect you. (See
GRASP)
E = What events will help students experience and explore the big idea and questions in the unit? How will you equip
them with the needed skills and knowledge? (Unit Specific)
Students will be required to research the expansion of the US outside of its borders. They must create a persuasive piece
for the reasons to expand beyond our borders.
Students must also determine the importance of the United States’ involvement in WWI. They must create a pro-con
poster to comprehend both sides of the war.
R = How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining
their work?
Students will participate in journal entries
Students will be exposed to researching certain businesses of interest
Students will be exposed to quizzes and self-correct assessments with provided rubrics
E = How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding
throughout the unit? (Unit Specific)
2nd Chance Learning
Students will have the opportunity to self-correct assignments and assessments.
Students will also have the opportunity to create posters to detail the different countries involved with the war where the
MAIN reasons are at the core of the assignment.
T = How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL
students, without compromising the goals of the unit?
Multiple intelligence research will be utilized in creating assessments.
EPAS reading scores will assist teachers in tailoring instruction and assessment
Students will be given a variety of assessment choices
Second Chance Learning: students will have the opportunity to self-correct assignments and assessments
O = How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL
students? (Unit Specific)
Each unit will be formatted in accordance with the UbD Model and approached chronologically. Teachers will pace
instruction in accordance with the EUs and EQs.
Teachers will also make sure all students are aware of the EQs prior to each lesson to optimize the level of understanding.