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Abstract
To better understand the course of events in the unit on World
War I, the students must have a frame of reference. A timeline on
the cause and effect relationships is essential in illustrating the
alliance networks on both sides in this conflict. (Slides 5 and 6
will list the major events leading up to and during the Great War.)
Instructors may opt to add additional dates.
Lesson fundamental understandings:
Essential
Questions: Students will understand:
What causal
relationships were there in the web of alliances prior to 1914 that
led to World War I? Could the chain of events that unfolded have
been changed at any point? (Example: Italy did not honor its
alliance to the Central Powers; what options did each nation have
and how might this affect the outcome of events after Archduke
Francis Ferdinand's assassination?)
Essential Questions:
1.
How do alliances determine the extent of warfare?
2. How do
familial ties (royal families) contribute to warfare in much of
European history, including World war I?
Standards
National Standards History STANDARD 1 :
The student thinks chronologically: E. Interpret data presented in
time lines and create time lines by designating appropriate
equidistant intervals of time and recording events according to the
temporal order in which they occurred. F. Reconstruct patterns of
historical succession and duration in which historical developments
have unfolded, and apply them to explain historical continuity and
change. STANDARD 2 The student thinks chronologically: Era 7
Standard 2B: The student understands the causes of World War I and
why the United States intervened.
State Standards U.S. History Standard
1.0: Chronology: Students use chronology to organize and understand
the sequence and relationship of events. U.S. History 1.12.2 Explain
the sequence and relationship of events on a tiered time lines. U.S.
History 2.12.2 Integrate, analyze, and or-ganize historical
information from a variety of sources. U.S. History Standard 2.12.3
Analyze and interpret historical content from informational tools,
including: · charts · diagrams · graphs · maps · political cartoons
· photographs · tables U.S. History Standard 7.0: 1860 to 1920:
Students understand the importance and impact of political,
economic, and social ideas. U.S. History 7.12.17: Describe the
causes, course, character, and effects of World War I, including: ·
imperialism · arms race and alliances · nationalism ·
weapons/tactics · Fourteen Points · Treaty of Versailles History
7.12.18 Describe the causes and effects of the Russian Revolution. ·
Romanovs · Lenin · Bolsheviks · Russian Civil War History 7.12.18
Describe the causes and effects of the Russian Revolution. ·
Romanovs · Lenin · Bolsheviks · Russian Civil War Math Standard:
Measurement Content Standard 3.0: To solve problems, communicate,
reason and make connections within and beyond the field of
mathematics, students will use appropriate tools and techniques of
measurement to determine, estimate, record, and verify direct and
indirect measurements. Math Standard 3.4.2: Measure and compare
length in inches, feet, yards, and miles to the closest fractional
part (1/4, 1/2); convert within this system.
Lesson
Prerequisite Skills
This is lesson #2 of 6. Students need appropriate math skills for
spacing events on a linear graph. Reading at grade level (6-12)is
required for finding additional information on the months in which
particular events occurred. Students also need the ability of
sequencing to place events at the appropriate intervals on the
timeline. Students are strongly encouraged to use color coding
,graphic insertions, as well as primary resource pictures
(required), to make the project more readable and student relevant.
Teacher
Information/Situations/Setting/Time Time- Students
will be given one class period (approximately 50 minutes)to complete
the activity. If additonal time is needed students will need to
complete the project as a homework assignment. (Please note: A
timeline of 10 years,with appropriate graphics,15 primary resource
pictures from the Internet, along with picture annotation,takes
approximately 4 1/2 hours to complete).
Setting: Regular
classroom or a computer lab (Options for each are included in this
lesson.)
Assessment
Using the following suggested rubric teachers can assess the
timeline:
Total points: 150
Followed directions 10%= 15
points
Timing (on time) 20%= 30 points
Creative 10%= 15
points
Annotation 20%= 30 points
Accurate 10%= 15
points
Pictures (at least 10) 30%= 45 points
*Award points
based on accuracy, use of all pertinent events, neatness and
organization. Sequencing needs to be very appparent and labeling
should be very neat.
Student Activity/Tasks Provide student
directions for the timeline activity as well as a grading rubric to
ensure maximum effort by all students.
Have students construct a
timeline using either a computer-generated graph with
labeling/graphics included or supply student with posterboard 14 x
28. Encourage spacing (each date should be placed 2" apart, allowing
space for the graphic or picture and appropriate annotation),
straight lines, color coding and graphics/picture boxes to promote a
well-planned project.
Enrichment/Alternate Activity:
The following enrichment activities have been field tested and
found to provide deeper meaning and connection to various societal
issues occurring during this time period: Students can add
supplemental information to their projects by: 1. Choosing a notable
historical figure from the future and listing a few events in that
person's life during the years, 1914-1917. Examples: Babe Ruth,
Louis Armstrong, Josephine Baker, Jane Addams, etc. 2. Contributing
social history events with pictures/graphics pertinent to it in the
timeline. Examples: popular music/songs of the period; popular
recreational activities, etc.
Cross-Curricular:
Art English/Language Arts Integration of Technology Math
Technology
Requirements/Tools/Materials
Two Options:
Option 1:
Computer lab with one computer
per student. Suggested software: Microsoft Word, Appleworks,
HyperStudio.
Option 2:
Classroom setting: White 14 x 28
posterboard (one per student), colored pencils, magic markers, gel
pens, rulers, scissors,glue, historical pictures from
periodicals,computer encyclopedias,students text (copy pictures with
xerox machine), or off the Internet; 1 computer classrooms are ideal
for this.
Acknowledgements:
Typical sources for historical pictures:
Microsoft Encarta or any other reference-type software.
Internet sources:
www.nara.gov - go to the digital classroom section and seek out information by key word or date
www.aetv.com
www.historychannel.com
American Memory Collection
Additional Resources
Main
URL:
Related Lessons
Related Resources
Copyright © 1997-2003
Career Connection to Teaching with Technology
USDOE Technology Innovation Challenge Grant
Marshall Ransom, Project Manager
All rights reserved.
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