Neal Parr: INT 21st Century

Wednesday, July 1
UBD Lesson Plan - Wednesday, July 1st 2015

Battle
of
Jutland
Standards
7 H1.2.4 Compare and evaluate competing historical perspectives about the past based
on proof. Michigan Grade 7 Social Studies
7 H1.2.5 Describe how historians use methods of inquiry to identify cause effect
relationships in history noting that many have multiple causes. Michigan Grade 7 Social
Studies

7 H1.2.6 Identify the role of the individual in history and the significance of one person's
ideas. Michigan Grade 7 Social Studies
7 H1.4.3 Use historical perspectives to analyze global issues faced by humans long ago
and today. Michigan Grade 7 Social Studies
H1.2 Historical Inquiry and Analysis Michigan Grade 7 Social Studies
H1.4 Historical Understanding Michigan Grade 7 Social Studies
7 H1.1.1 Explain why and how historians use eras and periods as constructs to organize
and explain human activities over time. Michigan Grade 7 Social Studies

Objective
Students can understand the effect of human error in wartime scenarios.
Students will grasp gravity of the loss of life, the weight of life.
Students can identify the after effects of The Battle of Jutland
Students can identify important events along the time line of

Essential
Questions
1. Evaluate the effect of human error.
2. What does the loss of life really mean/weigh?
3. What are the after effects of The Battle of Jutland?
4. What events constitute as the turning point for the battle?
5. Were the orders that were placed, well thought out?
6. Propose what the British could have done differently to curb the event.

Assessments
Performance
Alternate Time Line: Students will use their knowledge of the events that happened that
day of the battle to formulate an alternate history that will be constructed by the known
facts around the battle.
The Ships of Jutland: Students will research one of the ships (of their choice) that was
involved in the battle of Jutland, with an assigned computer lab research time.
They will create diorama of the ship they chose. The diorama will display a role that the
vessel played in the battle.

Assessments
Differentiated
Two responses will be written after listening to the flipped audio reading.
The first response will be one paragraph, using small details, and key points in the topic.
The second response will further iterate the initial response using larger ideas, and will
feature a minimum of three paragraphs of sufficient length.
Students will bring both their responses in to class, and share them with a partner. After
they have shared, students will rewrite their responses once more, and record their
response using http://ed.voicethread.com;
Students will then swap audio recordings and listen to each others takes on the event.

Materials
A Haiku Deck that is composed of details pertaining to the events surrounding The Battle
of Jutland;

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TimeToast Time Line app

Padlet app
Quizlet
Vocab Sheet
Computer Lab
http://ed.voicethread.com

Procedures
Hook; Begin by using examples of dates in which human error resulted in some of the
most horrifying disasters known to men.
Vocab Assessment; distribute vocabulary with ship names, and vocabulary that associates
with the events.
Present; The Battle of Jutland presentation will go through the events, time line behind the
battle itself.
Reflect; Teacher will pair and share with students to discuss about the consequences of
human error, and how a moment in their life was affected by a human error.
Alternate Time Line; Students will use TimeToast to create a time line of the events that
followed the Battle; Then create an alternate time line that would create a better outcome.
Assessment; Quizlet will be used to form an assessment around The Battle of Jutland,
identifying images of ships, and ideas/events through the time line.

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