A Global Conflict Close Read - LEUSD Techleusdtech.com/commoncore/High School World History/WWI/The War...A Global Conflict Close Read . Standards Alignment . Text with Close Read

A Global Conflict Close Read

Standards Alignment Text with Close Read instructions for students

Intended to be the initial read in which students annotate the text as they read. Students may want to circle unfamiliar vocabulary, underline key ideas, or

comment on the information presented.

Standards Alignment

California State Standards for Grade 10 • 10.5 Students analyze the causes and course of the First World War.

– Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of “total war.”

– Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).

– Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.

– Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort.

• Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students:

– RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

– RH 2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

– RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

– RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

– RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

• Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students:

– WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

– WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

A Global Conflict Directions: As you read, circle unfamiliar

vocabulary, underline key ideas, and comment on the information presented.

War Affects the World What other areas of the world were involved?

The Allies hoped to take a part of the Ottoman Empire called the Dardanelles. The attack failed with great loss of life. A more successful operation was headed by a British officer named T.E. Lawrence. He helped lead an Arab revolt against Ottoman rule. As a result, the Allies were able to capture several important cities in Southwest Asia. Japan took German colonies in China and the Pacific Ocean. The Allies also captured three of the four German colonies in Africa. The British had used their strong navy to block all supplies from reaching Germany. The Germans responded by increasing their submarine attacks on ships bringing food and supplies to the Allies. They used unrestricted submarine warfare. This meant sinking any ship without warning in the waters around Great Britain. When American ships were sunk and lives were lost, the American people grew angry. Then the British intercepted a secret message from Germany to Mexico. This message asked Mexico to ally itself with Germany. In return, Germany offered to help Mexico regain land lost to the United States in the 1840s. In April 1917, Congress declared war on Germany.

War Affects the Home Front What happened on the home fronts?

By 1917, the war had already killed millions. It had drastically changed the lives of millions more – people at home as well as soldiers. This “Great War,” as it was called, was a total war. It demanded all the resources of the countries that fought it. Governments took control of factories. It told them what to produce and how much of it to make. Governments also used rationing. This limited how much food and other goods people could buy and hold. That way armies in the field would have the supplies they needed. Governments used propaganda to get support for the war. They also took steps to stop dissent, or opposition to the war.

Europe Plunges into War Directions: As you read, circle unfamiliar

vocabulary, underline key ideas, and comment on the information presented.

With so many men in the military, women played a growing role in the economies of the countries at war. They worked in factories, offices, and shops. They built planes and tanks, and grew food and made clothing. These changes had an impact on people’s attitudes toward what kind of work women could do.

The Allies Win the War Why did the Allies win?

In 1917, the United States entered the war. And Russia left it. Suffering during the war chipped away at the Russian peoples’ support for the czar. In March, he stepped down. The new government hoped to continue fighting the war, but the Russian armies refused. Just months later, a new revolution broke out. Communists seized Russia’s government. They quickly made a treaty with Germany and gave up huge amounts of land in return for peace. In March 1918, Germany tried one final attack. Once again, the German army nearly reached Paris. But the soldiers were tired, and supplies were short. The Allies – now with fresh American troops – drove the Germans back. Bulgaria and the Ottoman Empire surrendered. In October, a revolution overthrew the emperor of Austria-Hungary. In November, Kaiser Wilhelm II was forced to step down in Germany. The new government signed an armistice, an agreement to stop fighting. On November 11, 1918, Europe was finally at peace.

The Legacy of the War What was the cost of the war?

World War I had a devastating effect on the world. About 8.5 million soldiers had died. Another 21 million had been wounded. Countless civilians had suffered as well. The economies of the warring nations had suffered serious damage, too. Farms were destroyed, and factories ruined. One estimate said the war had caused $338 billion in damage. The war also had an emotional cost. People felt all the suffering did not seem to have a purpose. The art and literature of the years after the war reflected a new sense of hopelessness.

A Global Conflict Dialectical Journal

Standards Alignment Quotes Analysis Guide

Text quotes with student directions

Standards Alignment • California State Standards for Grade 10 • 10.5 Students analyze the causes and course of the First World War.










– RH 8 - Assess the extent to which the reasoning and evidence in a text support the author’s claims.


– WHST 1 - Write arguments focused on discipline-specific content. • a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,

and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

• c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

– WHST 2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

• b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

• c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

• d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.



Read to Analyze Quotes The purpose of a dialectical journal is to analyze significant quotes from the text to make authentic connections between the text and other related concepts. After reading the quote and locating it in the document, write a response that shows your ability to question, analyze, interpret, evaluate, reflect, or predict. Response Starters to help start journal feedback:

– Asking Questions • I wonder why… • What if… • How come…

– Revising Meaning/Analyzing • At first I thought, but now I… • My latest thought about this is… • I’m getting a different picture here because…

– Forming Interpretations • What this means to me is… • I think this represents… • The idea I’m getting is…

– Evaluating • I like/don’t like… • This could be more effective if… • The most important message is…

– Reflecting and Relating • So, the big idea is… • A conclusion I’m drawing is… • This is relevant to my life because…

– Predicting • I’ll bet that… • I think… • If, then…

A Global Conflict - Dialectical Journal Quote from Reading:

- The Allies hoped to take a part of the Ottoman Empire called the Dardanelles but the attack failed with great loss of life. - British officer named T.E. Lawrence helped lead an Arab revolt against Ottoman rule. As a result, the Allies were able to capture several important cities in Southwest Asia. - Japan took German colonies in China and the Pacific Ocean. The Allies also captured three of the four German colonies in Africa. - The British had used their strong navy to block all supplies from reaching Germany. The Germans responded by increasing their submarine attacks on ships bringing food and supplies to the Allies. - Germany used unrestricted submarine warfare. This meant sinking any ship without warning in the waters around Great Britain. - When American ships were sunk and lives were lost, the American people grew angry. - A secret message asked Mexico to ally itself with Germany. In return, Germany offered to help Mexico regain land lost to the United States in the 1840s. In April 1917, Congress declared war on Germany.

- This “Great War,” as it was called, was a total war. It demanded all the resources of the countries that fought it. - Governments took control of factories. Governments also used rationing. That way armies in the field would have the supplies they needed. - Governments used propaganda to get support for the war. They also took steps to stop dissent, or opposition to the war.

Student Response (Question, Analyze, Interpret, Evaluate, Reflect, Predict)

A Global Conflict - Dialectical Journal Quote from Reading:

- With so many men in the military, women played a growing role in the economies of the countries at war. They worked in factories, offices, and shops. They built planes and tanks, and grew food and made clothing.

- And Russia left it. Suffering during the war chipped away at the Russian peoples’ support for the czar. In March, he stepped down. - The new government hoped to continue fighting the war, but the Russian armies refused. Just months later, a new revolution broke out. Communists seized Russia’s government. - They quickly made a treaty with Germany and gave up huge amounts of land in return for peace. - In March 1918, Germany tried one final attack. But the soldiers were tired, and supplies were short. - The Allies – now with fresh American troops – drove the Germans back. - Bulgaria and the Ottoman Empire surrendered. - In October, a revolution overthrew the emperor of Austria-Hungary. In November, Kaiser Wilhelm II was forced to step down in Germany. - On November 11, 1918, Europe was finally at peace.

- About 8.5 million soldiers had died. Another 21 million had been wounded. Countless civilians had suffered as well. - Farms were destroyed, and factories ruined. One estimate said the war had caused $338 billion in damage. - People felt all the suffering did not seem to have a purpose. The art and literature of the years after the war reflected a new sense of hopelessness.

Student Response (Question, Analyze, Interpret, Evaluate, Reflect, Predict)

A Global Conflict Text Summary Worksheet

Standards Alignment Student Venn Diagram with Instructions

Standards Alignment

• California State Standards for Grade 10 – 10.5 Students analyze the causes and course of the First World War.

• Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of “total war.”

• Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).

• Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort.






– WHST 1 - Write arguments focused on discipline-specific content. • c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships

between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. – WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,

and audience. – WHST 5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on

addressing what is most significant for a specific purpose and audience. – WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

A Global Conflict Cause and Effect Chart Directions: Using the information you just read, fill out the graphic organizer. Use the chart below to take notes on the causes of World War I.

World War I

Causes Effects

A Global Conflict Text with Analytical Questions

Standards Alignment Reading Text

Analytical Question Response Sheets

Standards Alignment

California State Standards for Grade 10 • 10.5 Students analyze the causes and course of the First World War.





• Common Core Reading Standards for Literacy in History/Social Science for Grades 9 &

10 Students: – RH 1 - Cite specific textual evidence to support analysis of primary and secondary

sources, attending to such features as the date and origin of the information. – RH 2 - Determine the central ideas or information of a primary or secondary

source; provide an accurate summary of how key events or ideas develop over the course of the text.




• Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10

Students: – WHST 1 - Write arguments focused on discipline-specific content.




A Global Conflict War Affects the World

What other areas of the world were involved?









Reading Questions 1. What areas outside of Europe were affected by the war?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. What were three ways that the war affected people’s day-to-day lives?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. What were the final problems that Germany and Austria-Hungary faced?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. Name one political, economic, and emotional cost of the war.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

A Global Conflict Reading Questions

Who were the Allies and Central Powers, and

why did they support each other?

•non

What were three ways that the war affected people’s day-to-day

lives?

What were the final problems that Germany

and Austria-Hungary faced?

Name one political, economic, and emotional

cost of the war.

A Global Conflict Text and Text Dependent Questions

Standards Alignment Text with Questions

Standards Alignment • California State Standards for Grade 10

– 10.5 Students analyze the causes and course of the First World War. • Analyze the arguments for entering into war presented by leaders from all sides of

the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of “total war.”

• Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).

• Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.

• Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort







• Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10

Students: – WHST 1 - Write arguments focused on discipline-specific content.




A Global Conflict Directions: Answer the text dependent questions as

you read. What were the goals and results of combat with the Ottoman Empire? How did Japan contribute to the success of the Allies? What did the British Navy do to try and stop Germany and how did Germany respond? Why were Americans angry at the Germans? When and why did the United States Congress declare war on Germany? What was the “Great War” and what did the name imply versus real ity? How did governments handle the need for goods for soldiers? Explain how governments gained support for the war. What did they do to those who did not agree?

War Affects the World What other areas of the world were involved?




A Global Conflict Directions: Answer the text dependent questions as

you read. How did the war change the perception of women in the workplace? What caused Russia to leave the war? What type of government took over in Russia? How did they gain peace against Germany? How did the American support stop the German campaign toward Paris? Explain the fall of Empires (Ottoman and Austria-Hungary). Examine the cost of World War I. Describe its effects.






Documents

A Global Conflict Close Read - LEUSD Techleusdtech.com/commoncore/High School World History/WWI/The War...A Global Conflict Close Read . Standards Alignment . Text with Close Read