Last updated: 6/15/2016

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Social Studies-8th Grade-December

Social Studies: World War I and The Roaring Twenties

December

8.4a.b.c.d. World War I and the Roaring Twenties:  World War I

  • When World War I broke out in Europe, the United States tried to remain neutral but was drawn into the war.
  • The United States government took strong steps to build the military and to increase support for the war effort.
  • After a long stalemate, the arrival of American troops helped bring the war to an end.
  • Despite President Wilson's efforts, the Allies imposed a harsh peace on Germany.

 

8.4a.b.c.d. World War I and the Roaring Twenties:  World War I

What were the causes and effects of World War I?

  • What were the causes and effects of World War I?
  • What steps did the United States government take to prepare the nation for war?
  • How did the arrival of American troops in Europe affect the course of the war?
  • How did the Treaty of Versailles and the League of Nations disappoint President Wilson?
(1) SS.8.4 WORLD WAR I AND THE ROARING TWENTIES: Various diplomatic, economic, and ideological factors contributed to the United States decision to enter World War I. Involvement in the war significantly altered the lives of Americans. Postwar America was characterized by economic prosperity, technological innovations, and changes in the workplace.
(1) SS.I.1 Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
(1) SS.I.2 Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
(1) SS.I.4 Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and non-market mechanisms.

College, Career, and Civic Life (C3) Skills

Dimension 1: Developing Questions & Planning Inquiries

  • D1.4.6-8. Explain how the relationship between supporting questions and compelling questions is mutually reinforcing.

Dimension 2: Applying Disciplinary Concepts & Tools

  • Civics D2.Civ.1.6-8. Distinguish the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts.
  • Economics D2.Eco.6.6-8. Explain how changes in supply and demand cause changes in prices and quantities of goods and services, labor, credit, and foreign currencies.
  • Geography D2.Geo.7.6-8. Explain how changes in transportation and communication technology influence the spatial connections among human settlements and affect the diffusion of ideas and cultural practices.
  • History D2.His.11.6-8. Use other historical sources to infer a plausible maker, date, place of origin, and intended audience for historical sources where this information is not easily identified.

Dimension 3:  Evaluating Sources & Using Evidence

  • D3.3.6-8. Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations.

Dimension 4: Communicating Conclusions & Taking Informed Action

  • D4.4.6-8. Critique arguments for credibility.

NCSS Essential Skills for Social Studies

  • Distinguish between the fact and opinion; recognize propaganda
  • read for a variety of purposes; critically, analytically, to predict outcomes, to answer a question, to form an opinion, to skim for facts
  • Recognize and understand an increasing number of social studies terms
  • Use appropriate source of information
  • Take notes
  • Make timelines
  • Compare maps and make inferences
  • Detect bias in visual material
  • Place data in tabular form: charts, graphs, illustrations
  • Predict likely outcomes based on factual information
  • Compare and contrast credibility of differing accounts of the same event
  • Extract significant ideas from supporting, illustrative details

 

 

8.4a.b.c.d. World War I and the Roaring Twenties:  World War I

  • militarism
  • nationalism
  • stalemate
  • trench warfare
  • propaganda
  • mobilize
  • illiterate
  • convoy
  • communism
  • armistice
  • self-determination
  • reparations
  • deport

 
  • Do Now Questions
  • Socrative Entrance/Exit Tickets
  • Polls
  • Interactive Readings
  • Graphic Organizers
  • Thinking Maps
  • Common Core Protocols
  • Comprehension Assessments
  • Writing Assessments
  • Map Quiz
  • Quizzes
  • J. Dodge Differentiated Activities
  • Marzano Strategies
  • Primary Source Documents
  • Political Cartoons
  • Constructed Response Questions
  • Chapter Test

25 Quick Formative Assessments - Judy Dodge

America: History of our Nation - Prentice Hall

OneNote

Interactive Reading

PearsonSuccessNet.com

McCrae, John. "In Flanders Field"

Morpurgo, Michael. War Horse

Cohan, George. M. "Over There"

Leveled Texts for Social Studies: The 20th Century - Zamosky, Conklin, Dugan

Quizlet
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