Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
A Guide to Doing OPVL on Documents Tests Keel. "Origins, Values, Purposes, Limitations."
Web log post. IBSurvival. IB Survival, Nov. 2011. Web. Aug. 2015. Revisions made.
<http://www.ibsurvival.com/topic/13466-origins-purpose-value-and-limitations/>.
Kaiser Wilhelm II, Speech to the North German Regatta Association, 1901. Found digitally:
Clare, John D. "GCSE Modern World History." GCSE Modern World History. John Clare,
2002. Web. 21 Oct. 2015. <http://johndclare.net/>.
British Postcard 1914, This British postcard shows what would happen if the Kaiser took the
'place in the sun' that he wanted. Found digitally: Clare, John D. "GCSE Modern World
History." GCSE Modern World History. John Clare, 2002. Web. 21 Oct. 2015.
<http://johndclare.net/>.
GCSE Modern World History 2nd Edn Student's Book (History In Focus), Hodder Education;
2nd edition (23 May 2001).
Rogers, William A. "An Interrupted Tete-a-Tete." Harpweek Cartoons. New York, 01 July 1905,
Web. 01 Aug. 2015. <http://www.harpweek.com/09Cartoon/BrowseByDateCartoon.asp?
Month=July&Date=1>.
Rubric for Homework:
4 (Exemplify)
3 (Meets)
2 (Approaching)
a. Based on formative data, review how to create a paragraph, using claimevidence-analysis. Use a student example to model.
3) Transition into the next topic: Nationalism. Show the definition on the t.v: -Spirit or
aspirations common of a whole nation, Loyalty and devotion to ones country,
Extreme Patriotism.
4) Example of Nationalism: George Orwell article.
a. Tell students that George Orwell wrote an article about how sports fans can be
seen as representing the idea of nationalism. They will now read it and answer a
few questions, in their table partners, about this article:
i. What feelings do sports bring up in fans, according to Orwell?
ii. Based upon your own experience, do you agree with his assessment?
(Could tie in the world cup--Germany destroying Brazil, or the
Netherlands beating Spain)
iii. Why do fans cheer and boo at sporting events? Are sports about the
athletes or the fans competing?
iv. Describe the feeling you experience when your side wins and loses. Why
do you care about your team? (You can even examine the concept of
having a team at all; considering fans are only ideologically connected
to teams.) (Fun fact--the origin of the word fan is fanatic.)
5) Transition into lecture on The Balkan Wars: See Think Wonder
a. Put up a political cartoon from 1888 of the Balkans. Tell students to raise their
hands to tell me what they see, then what they think and then what they
wonder about the picture. I will have 3 boxes on the white board to fill in each of
the 3 observations.
b. Tell students to keep a list of their lingering questions or wonderings on their
google doc for this class.
6) Tell students that this picture will help us understand the tensions between the
Balkans area that led to tension in all of Europe that caused World War One.
7) Short Direct Instruction on the Balk Wars. Make sure to hit these points (using maps)
a. Slide 1:
i. 1911 map-Pre-war.
ii. What are the Balkans?:
iii. (Map),The name comes from the mountains that run through the area.
iv. Who are the Serbs?
v. Serbs=ethnic group of South Slavic Nation. Group of Slavic people
basically
b. Slide 2: The First Balkan War 1912
i. Everyone versus Turkey
ii.
iii. Russia organized the independent Balkan countries into the Balkan
Bulgaria not too happy about how much land they ended up with vs. how
much land Serbia got.
Partner Checkup: 3 minutes to see what your partner has for notes.
j.
Slide 8: So What?
i. Austria-Hungary is upset with how huge Serbia is because tons of Slavs
in A-H may want to be part of Serbia
ii. Serbia is on a mission to create a Greater Serbia. Geographically this is
smart. Bosnians are ethnically Serbs as well. Why not take it?
Slide 10: Show Balkans 1913 Map next to ethnicity in 1914 Europe map
EAL Accommodations: ELL students will be given a vocabulary list for words discussed today,
students will have a different version of the Orwell article, they will also be given the talking
points during the direct instruction digitally so they can easily translate the discussion.
Sources:
Orwell Piece:
Orwell, George. "Sporting Spirit" Shooting an Elephant and Other Essays, (1950): Secker and
Warburg.
Cartoon:
Serio-comic War Map for 1877. Digital image. Library of Congress. Library of Congress,
Usa.gov, n.d. Web. Aug. 2015. <http://www.loc.gov/pictures/item/2003677957/>.
Maps:
The Trustees of Boston College. "A Selection of Maps for WWII." Welcome to WW2.
Boston College, Feb. 2010. Web. Aug. 2015.
<https://www2.bc.edu/~heineman/hs144maps.html>.
Ethnicities Map, GCSE Modern World History 2nd Edn Student's Book (History In
Focus), Hodder Education; 2nd edition (23 May 2001). Page 7.
Homework: Beauchamp, Zack, "ISIS Used to Be Al-Qaeda in Iraq." Vox, 17 June 2014. Web. 22
Aug. 2015. <http://www.vox.com/cards/things-about-isis-you-need-to-know/what-is-isis>.
https://www.awesomestories.com/asset/view/Assassin-of-ArchdukeFranz-Ferdinand-Gavrilo-Princip
ii. Part 2: 10 minutes
https://www.awesomestories.com/asset/view/Assassination-of-ArchdukeFranz-Ferdinand0
iii. Part 3: Only watch until 3:50 (it jumps from WWI to Hitler)
https://www.awesomestories.com/asset/view/Assassination-of-FranzFerdinand-A-Cause-of-WWI
3) To What Extent activity (10 Minutes)
a. Students will be given a minute do think, on a scale of one to five, how important
nationalism was to causing World War One. The question projected will be To
what extent did nationalism play a role in causing World War One.
b. One end of the room will represent the one, meaning nationalism did not play a
large role in causing World War One, and the other end of the room will be five,
meaning nationalism played a huge role in causing World War One.
c. Students will need to physically move to which end they feel best represents their
feelings. They will also need to be ready to justify their place in the room (one to
five).
4) Identification of Short term Causes (40 Minutes)
a. In new table groups, students will use online resources to determine what they
feel were the important events leading up to World War I, from June 28, 1914 to
August 4, 1914 (inclusive)
b. http://www.johndclare.net/causes_WWI4.htm
c. http://spartacus-educational.com/FWWchronology.htm
d. Students will create a visual representation (some type of organized system) to
represent these events
e. They will be asked to color code/organize them in a way the represents all four
causes of World War One (Militarism, Alliances, Imperialism, Nationalism)
f. Once all groups are done, do a gallery walk of all the posters to discuss their
posters and share them out to the class.
Homework: None
Sources:
Videos:
Bos, Carole "Assassin of Archduke Franz Ferdinand - Gavrilo Princip" AwesomeStories.com.
Oct 07, 2013. Aug 22, 2015.
<http://www.awesomestories.com/asset/view/Assassin-of-Archduke-Franz-FerdinandGavrilo-Princip>.
Bos, Carole "Assassination of Archduke Franz Ferdinand" AwesomeStories.com. Sep 19, 2014.
Aug 22, 2015.
<http://www.awesomestories.com/asset/view/Assassination-of-Archduke-FranzFerdinand0>.
Websites:
Simkin, John. "Spartacus Educational." Spartacus Educational. Spartacus Educational
Publishers Ltd., Aug. 2015. Web. 22 Aug. 2015. http://spartacuseducational.com/FWWchronology.htm
Clare, John D. "GCSE Modern World History." GCSE Modern World History. John Clare, 2002.
Web. 21 Oct. 2015. <http://johndclare.net/>.