not just history

Not Just History, Grade 7 2001 Conference 1

Not Just History Grade level: 7th Grade Presented by: Robin Joyce, Michael Willsea, and Christine Spangler, Platte River Academy, Highlands Ranch, CO Length of Unit: 21 Lessons I. ABSTRACT

Not Just History is a cross-curricular social studies unit that uses math and science to complement the teaching of the Great War. Students will participate in class discussions, hands-on activities, role-playing, and integrated projects.

II. OVERVIEW

A. Concept Objectives 1. Students will understand that the First World War incorporates more topics than just

history. 2. Students will appreciate the role of science, mathematics, and social studies in a better

understanding of the great world war. 3. Students will develop a sense of historical empathy and perspective.

B. Content from The Core Knowledge Sequence 1. World War One: “The Great War,” 1914-1918

a. National pride and greed as causes b. Entangling defense treaties c. The Western Front and Eastern Front d. War of attrition and scale of loses

2. Chemical Bonds and Reactions a. How chemists describe reactions by equations

3. Modern understanding of chromosomes and genes 4. Working with data

a. Proportions b. Statistics c. Probability

C. Skill Objectives 1. Students will be able to complete a family tree. 2. Students will understand the terms genotype, phenotype, carrier, and pedigree. 3. Students will learn about inheritance through the study of the hemophilia in the family of

Queen Victoria. 4. Students will label the genotype of each member of Queen Victoria’s family. 5. Students will be able to determine probability of outcomes from Punnett squares. 6. Students will know the meaning of nationalism, militarism, and colonialism. 7. Students will research a given topic and will speak in front of the class and report on

material found. 8. Students will create a map of the colonization of Africa. 9. Students will research the Berlin Conference. 10. Students will be able to write ratios. 11. Students will be able to complete proportions. 12. Students will complete a World War One timeline. 13. Students will develop a graphic organizer of the Plan. 14. Student will use graphic organization for note taking. 15. Students will utilize a flow chart as a note-taking tool. 16. Students will create a map from data.


17. Students will read for information. 18. Students will be able to write a historical journal from a viewpoint other than their own. 19. Students will be able to balance a chemical equation. 20. Students will identify and create balanced equations both visually and kinesthetically. 21. Students will identify reactants and products, and create equal amounts of each. 22. Students will be able to explain what “War of Attrition” is. 23. Students will be able to read and interpret information from a chart. 24. Students will be able to calculate percentages from a chart. 25. Students will be able to write ratios. 26. Students will gain an understanding of the Eastern Front’s role in the war. 27. Students will compare and contrast conditions on the eastern front with those on the

western front. 28. Students will be able to read and interpret information from a chart. 29. Students will be able to calculate percentages from a chart.

III. BACKGROUND KNOWLEDGE See Resources IV. RESOURCES

A. The First World War, by Andrew Wrenn B. Our Land Our Time, by Joseph Conlin C. Comprehensive United States History, by Paul M. Roberts D. An Age of Extremes, by Joy Hakim E. War, Peace, and All that Jazz, by Joy Hakim F. Modern Times 1815 to the Present by John Haywood G. Britain’s Royal Family in the Twentieth Century, by Donald Edgar H. America’s Story, by Richard G. Boehm I. Schaum’s Outline of Theory and Problems of College Chemistry, by Jerome Rosenberg J. Essentials of Genetics, by W. Klug and M.R. Cummings K. www.mitretek.org/mission/envene/chemical/chem_back.html

V. LESSONS Lesson One: The Royal Family

A. Daily Objectives 1. Concept Objective

a. Students will understand that the First World War incorporates more topics than just history.

2. Lesson Content a. Creating a family tree

3. Skill Objective a. Students will be able to complete a family tree.

B. Materials 1. Appendix A (students) 2. Overhead of Appendix A 3. Appendix A with answers for teacher

C. Key Vocabulary 1. Pedigree – A family tree that include the genetic make-up of individuals 2. Family Tree – The lineage of a family, showing generations, and offspring 3. Hemophilia – A blood disorder passed through recessive genes

D. Procedures/Activities 1. Introduce students to the WWI unit by asking what they already know.


2. Tell students tensions for the war were building 20 to 30 years before the war started. 3. Ask students “Who was a dominant world power in the early 1900’s?” (England) 4. Ask students “How do you think a small island came to be such a world power?” (A

large navy, many colonies, and strong leadership) 5. Tell the students that today, they will be studying the family tree of the British family

and drawing conclusions about how the family relationships helped to lead to war. 6. Pass out Appendix A. Help the students fill it out (using Appendix A with answers). 7. While filling out the tree, remind or inform the students about the hemophilia that ran in

the queen’s family (see Lesson Two). Tell students they will be creating a pedigree in science for the British Family.

8. Discuss with students how they think arranged marriages to foreign rulers complicated relations between countries and led to WWI.

E. Assessment/ Evaluation 1. Check family trees

Lesson Two: Gene tics in the Great War A. Daily Objectives

1. Concept Objective a. Students will understand the role of science in the Great War.

2. Lesson Content a. Inherited traits are controlled by genes (now known to be DNA)

3. Skill Objective a. Students will understand the terms genotype, phenotype, carrier, and pedigree. b. Students will learn about inheritance through the study of the hemophilia in the

family of Queen Victoria. c. Students will label the genotype of each member of Queen Victoria’s family.

B. Materials 1. Family tree of English Royalty at the time of World War I (one per student) Appendix A

C. Key Vocabulary 1. Genotype – Genetic makeup of an organism 2. Phenotype – Outward appearance of an organism 3. Carrier – An individual that carries a trait, but it is not expressed because it is masked by

a dominant trait 4. Dominant trait – Expresses itself if present 5. Recessive trait – Is hidden if a dominant trait is present 6. Punnett Square – Chart that lists the possible outcomes that will result when the trait of

the parents are combined D. Procedures/Activities

1. Explain the passing of genetic material from one generation to the next. Each parent passes one of their chromosomes to their child. The child will then have two chromosomes.

2. Create various Punnett squares of known genotypes, determine the probability of each offspring type.

3. Create Punnett squares to determine the genotype of the second generation when the first and third generation genotypes are known.

E. Assessment/Evaluation 1. Short review at the beginning of next class


Lesson Three: Mathematics and Punnett Squares A. Daily Objectives

1. Concept Objective a. Students will appreciate the role of science, mathematics, and social studies in a

better understanding of the Great War. 2. Lesson Content

a. Determining probability 3. Skill Objective

a. Students will be able to determine probability of outcomes from Punnett squares. B. Materials

1. One copy of Appendix C for each student C. Key Vocabulary

1. Probability – The likelihood that something will happen, in the form of a ratio D. Procedures/Activities

1. Review with students the history of hemophilia in the Great War. 2. Fill a bag with different colored cubes. Orally determine the probability of drawing out

each colored cube based on the number of cubes in the bag. 3. Review with students how to create Punnett squares using examples of eye color. 4. Have students work in pairs or individually to complete the Punnett Square worksheet,

Appendix C. E. Assessment/Evaluation

1. Grade the worksheet for understanding and accuracy. Lesson Four: The Diamond Jubilee


a. Students will develop a sense of historical empathy and perspective. 2. Lesson Content

a. Develop an understanding of the meaning of nationalism, militarism, and colonialism

3. Skill Objectives a. Students will know the meaning of nationalism, militarism, and colonialism. b. Students will research a given topic and will speak in front of the class and report

on material found. B. Materials

1. Books for students to research 2. Appendix D

C. Key Vocabulary 1. Nationalism – Extreme pride in your heritage and country 2. Militarism – Extreme pride in your countries military 3. Colonialism – Wanting to take colonies to become more powerful and expand influence 4. Diamond Jubilee – A party Queen Victoria held in 1894; she invited the world’s most

powerful navies D. Procedures/Activities

1. Review the history of Western Europe from 1850-1900 briefly with the students. 2. Explain what nationalism, militarism, and colonialism are (using definitions in Key

Vocabulary). 3. Ask students how these three “isms” helped fuel the fire for war in Europe 4. Tell the students that Queen Vic toria held a celebration in 1894. This was her Diamond

Jubilee celebration and along with important diplomats, Queen Victoria invited the Navies of many countries to England.


5. Ask students what her motives may have been for inviting all the navies (Queen Victoria may have felt threatened by the increasing power of all the new countries. At this time, sea power equaled world power and the queen may have wanted to assess the power of the other countries.)

6. Set students up to have their own jubilee. Select students to be representatives from various countries: a. England: Queen Victoria b. Italy: Guseppe Garibaldi c. Germany: Otto von Bismarck and Kaiser Wilhelm II d. France: Louis Napoleon and Joseph Joffre e. Russia: Tsar Nicholas II

7. Students should be prepared to answer the following: a. Who are they and what country they represent b. What important thing did they do for their country c. A brief history of their country (nationalism, so only the good stuff) d. The state of their military (militarism) e. List of lands they can claim (colonialism)

8. When students have researched their parts, hold the Diamond Jubilee. An assistant to Queen Victoria should announce each country and ask: a. What is the state of your country and what have you done to help your country

progress? b. What is the state of your military? c. What lands have you conquered?

9. Students should respond to each question while the class takes notes (see Appendix D). 10. When all students have presented, treat the students to tea and English treats.

E. Assessment/Evaluation 1. Assess the student presentations for content of Nationalism, Militarism, and Colonialism

Lesson Five: The Stanley and Livingstone Game



2. Lesson Content a. To know who Stanley and Livingstone are

3. Skill Objectives a. Students will understand colonialism.

B. Materials 1. Stanley and Livingstone game board 2. Appendix E 3. Questions to ask the students (you can develop questions based on what they learned at

the Diamond Jubilee or do more general questions) 4. Game pieces and dice

C. Key Vocabulary 1. David Livingstone – A Scottish missionary who explored Africa 2. Henry Stanley – A reporter who set out to find the missing Livingstone 3. Colonialism – Wanting to take colonies to become more powerful

D. Procedures/Activities 1. Tell the students Stanley and Livingstone’s story.


2. Ask students (unless this is one of your questions) how the exploration of Africa led to its colonization. What would the people of Europe want with Africa? (Resources for the industrial revolution and more power, to build the Suez Canal in Egypt.)

3. Introduce the students to the board game and play (have fun). E. Assessment/Evaluation

1. Evaluate student responses to questions Lesson Six: The Scramble for Africa



2. Lesson Content a. Develop a map of the colonization of Africa

3. Skill Objectives a. Students will create a map of the colonization of Africa. b. Students will research the Berlin Conference.

B. Materials 1. Blank map of Africa plus an overhead 2. Map of Africa that shows the colonization (can be found in Modern Times 1815 to the

Present by John Haywood p. 29) 3. Research materials

C. Key Vocabulary 1. Scramble for Africa – The leading countries of Western and Central Europe all trying to

take as many colonies in Africa as possible 2. Berlin Conference (as relevant to this lesson) – A conference held by the countries of

Western and Central Europe to divide Africa up D. Procedures/Activities

1. Review with students who Stanley and Livingstone were. 2. Ask students what happened and why after Africa was explored. 3. Distribute maps of Africa. 4. Instruct the students on how to color maps, creating a key as you go. 5. Introduce students to the Berlin Conference simulation. Tell students they will remain

with their Diamond Jubilee countries (Russia becomes Portugal and Spain) and will attend the conference in Berlin to get colonies. At the conference, the countries must be prepared to: a. Tell which colonies they want (this is not limited to what they really received,

though these must be included) b. Tell why they should receive them c. Tell what they are going to do with them d. Tell what they will do to get the colonies they want

6. Students must remain as true to the real facts as possible (e.g. Portugal wanted colonies for slaves trade).

7. When students have completed their research, arrange the desks in a circle. Country teams must sit together with their country name in front of them. One at a time the countries will present. Allow time for other countries to ask questions after each presentation. Have students label which colonies their countries want on an overhead map.

E. Assessment/Evaluation 1. Have students write a paragraph answering the following:

a. How was our conference similar to the one that really happened?


b. How do you think the countries solved their conflicts over a colony that was wanted by more than one country?

2. Assess student answers.

Lesson Seven: Entangling Defense Treaties- Math Connections A. Daily Objectives

1. Concept Objective a. Students will appreciate the role of science, mathematics, and social studies in a

better understanding of the Great War. 2. Lesson Content

a. Writing ratios 3. Skill Objectives

a. Students will be able to write ratios. b. Students will be able to complete proportions.

B. Materials 1. One copy of Entangling Defense Treaties- Ratios and Proportions worksheet (Appendix

F) for each student 2. Appendix G (for teacher)

C. Key Vocabulary 1. Proportion – A true statement that demonstrates two ratios are equivalent 2. Ratio – An expression of the relationship between two numbers using a colon, fraction,

or words D. Procedures /Activities

1. Review with students what ratios and proportions are. 2. Review with students the three forms of writing ratios. 3. Have students comple te worksheet (Appendix F) either with a partner or alone.

E. Assessment/Evaluation 1. Grade the worksheet for understanding and correctness.

Lesson Eight: Entangling Defense Treaties

A. Daily Objective 1. Concept Objective


2. Lesson Content a. Understanding entangling defense treaties.

3. Skill Objective a. Understanding and using vocabulary.

B. Materials 1. Art supplies 2. Appendix G

C. Key Vocabulary 1. Entangling defense treaties – Treaties signed between countries promising to fight for

the other country in cases of aggression 2. Triple Entente – The allied powers of WWI: France, Russia, and Great Britain 3. Triple Alliance – The axis powers of WWI: Germany, Austria -Hungary, and Italy

D. Procedures/Activities 1. Have the students line up with their countries so that the Central powers are facing the

Allied Powers. Have the students representing England stand aside as they will now be representing the United States.


2. Tell the students they have signed treaties with the people next to them promising help if the others should go to war. Tell the students war has just broken out and have them grab two hands across from them so that the hands form a big knot.

3. Ask them how they feel (all tangled up.) Is this what happens with entangling defense treaties? (yes)

4. Tell students to untangle themselves into a circle without letting go of hands 5. If the students haven’t untangled themselves in two minutes send in the “United States”

to help them. 6. When students have untangled themselves, (or given up,) have them discuss what

happened from a war point of view: what went well/bad, why, what happened when the U.S. got involved, why, etc.

7. Tell the students they will now do a more extensive simulation. Divide the class up into five basketball teams. (It helps to make them uneven so let the students choose)

8. Tell the students they are a new sports nation. Ask how they would promote the three “isms” in their country (create banners, posters, and cheers to promote spirit)

9. Have student teams create posters for nationalism 10. Have student teams draw cards for their militaries (Appendix G). Once they have

drawn, they should make posters declaring how great their military is. 11. Have student teams draw for colonies. (Appendix G) Students should make posters

showing number of colonies they possess. 12. Once all the posters have been made, hang them up around the room. Have teams make

defense treaties with two other teams. Collect all the treaties. 13. Have students write a paragraph telling why they chose to sign treaties with those

particular teams. They should include references to the three “isms.” 14. Have two students (from opposing treaties) come in and begin a mock argument that

ends in the declaration of war. 15. Once war is declared, all teams must honor their treaties. (Students war by standing up

straight and holding their arms at shoulder level, students are “out” when their arms drop below this level. Or students can do a wall sit and are out when they cannot hold it anymore.)

16. Students may use their militaries to help them win the war. (Appendix G) 17. When class is over see who has the most people left and those teams win. 18. While students are fighting their war, you may want to talk about real similarities to the

real war. e.g. Student says, “Oh this will be easy to win” and Teacher says, “Many Europeans thought the war would be easy to win.”

E. Assessment/Evaluation 1. Students will write a paragraph about what happened when one team declared war on

another, and how the simulation relates to the war. Lesson Nine: Timeline of WWI


a. Students will develop a sense of historical perspective. 2. Lesson Content

a. Develop a timeline of WWI 3. Skill Objectives

a. Students will complete a World War One timeline. B. Materials

1. Half sheets of blank paper 2. WWI timeline from Archduke Ferdinand’s assassination to the 14 points 3. Crayons, markers, colored pencils


C. Key Vocabulary 1. Archduke Franz Ferdinand – The heir to the throne of the Austro-Hungarian empire; a

Serbian rebel assassinated him; this incident was the final cause of WWI or the “straw that broke the camel’s back” for the onset of WWI

D. Activities/Procedures 1. Post the timeline on an overhead or the board. 2. Have the students choose one event each to draw a picture of. 3. Pass out the half sheets of paper- completed papers should include: the event, the date, a

picture representing the event and the significance of the event. 4. Post the pictures on a large timeline around the room.

E. Assessment/Evaluation 1. Assess the student contribution to the timeline

Lesson Ten: The Schlieffen Plan


a. Students will develop a sense of historical empathy and perspective. 2. Lesson Content

a. Mapping 3. Skill Objectives

a. Students will develop a graphic organizer of the Plan. b. Student will use graphic organization for note taking.

B. Materials 1. The First World War, by Andrew Wrenn 2. Overhead projector 3. Blank map of Europe

C. Key Vocabulary 1. Schlieffen Plan – A plan devised by the Chief of the General Staff of the German Army

which called for the conquering of Paris in six weeks, freeing up the German Army in time to confront the Russians on the Eastern Front

2. Western Front – The front lines in West Europe (between France and Germany) 3. Eastern Front – The front lines in East Europe (between Germany and Russia)

D. Activities/Procedures 1. Review with the students how the war got started. 2. Ask the students what complications the German’s had on entering this war (they would

be fighting on two fronts). Introduce the Key Vocabulary words Western and Eastern Front.

3. Using pages 6 and 7 in The First World War, guide the students through graphic organizer notes on the steps of the plan. (Do not tell students what went wrong. Instead see what they come up with.)

4. Finish the graphic organizer notes by filling in what went wrong with the plan. 5. Pass out the blank maps. Have students label the countries and use different color

arrows to show troop movements for what was supposed to happen. Add approximated dates of completion. With new colors, or on a new map, plot the actual dates and troop movements. Add keys to both maps.

E. Assessment/Evaluation 1. Check student maps and notes


Lesson Eleven: Plan XVII A. Daily Objectives

1. Concept Objective a. Students will develop a sense of historical perspective.

2. Lesson Content a. Understand information using a flowchart b. Create a map

3. Skill Objectives a. Students will utilize a flow chart as a note-taking tool. b. Students will create a map from data.

B. Materials 1. The First World War, by Andrew Wrenn 2. Overhead Projector 3. Blank map of Europe (students) and overhead of it for teacher

C. Key Vocabulary 1. Plan XVII – A plan devised by French Military leader Joseph Joffre to meet the German

attack at Alsace-Lorraine, free these border towns, and then move on to take Berlin D. Procedures/Activities

1. Review the Schlieffen Plan from the day before. Discuss its strengths and weaknesses. 2. Guide the students through a flow chart of Plan XVII the way it was supposed to go.

Ask the students to guess what went wrong. 3. Add in what really went wrong. 4. Pass out the European Maps. Label them and then have the students use the flow chart

notes to create a picture of troop movements through Europe including dates. 5. Have students create a Venn diagram and a paragraph on the strengths and weaknesses

of the two plans using information from their notes and maps. E. Assessment/Evaluation

1. Evaluate student maps, diagrams and paragraphs. Lesson Twelve: Deadlock

A. Daily Objectives 1. Concept Objectives

a. The students will develop a sense of historical empathy. 2. Lesson Content

a. Students will gain a greater understanding of the two plans. 3. Skill Objectives

a. Students will read for information. B. Materials

1. The First World War, Andrew Wrenn, p. 8-11 C. Key Vocabulary

None D. Procedures/Activities

1. Read and discuss pages 8-10 in round table fashion. 2. Have students do the activity on page 11.

E. Assessment/Evaluation 1. Evaluate student responses to the activity

Lesson Thirteen:The Battle of the Marne


a. The students will develop a sense of historical empathy.


2. Lesson Content a. Students will understand how the Battle of the Marne changed the face of warfare

3. Skill Objectives a. Students will be able to write a historical journal from a viewpoint other than their

own. B. Materials

1. The First World War, by Andrew Wrenn, p. 12-17 C. Key Vocabulary

1. Western Front – The front lines between France, Belgium and Germany 2. Battle of the Marne – A battle in 1914 at the Marne River in France where both troops

dug trenches from which to hold the front lines D. Procedures/Activities

1. Read and discuss pages 12-17. 2. Have students create a journal about a soldier in the trenches on the western front.

Journals should include what the soldier sees and hears, how he feels, and the injuries he may face.

E. Assessment/Evaluation 1. Evaluate the student journals.

Lesson Fourteen: Examining the Molecules of World War I Gases


a. The students will appreciate the role of science in their understanding of the Great War.

2. Lesson Content a. Develop models of specific molecules, and of bonding in World War I gases. b. Recognize the properties of molecules, including formula weight, molecular

formula, and structural formula. c. Understand the Lewis Dot Structure method of labeling bonds. d. Review the number of outer shell electrons in certain atoms.

3. Skill Objectives a. Students will refer to the periodic table to determine chemical weight of

compounds. b. Students will identify the number of outer shell electrons, and use this to determine

the bonding structure of the molecule. c. Students will understand the nature of these gases, and their effect on the war.

B. Materials 1. Periodic table for each student 2. Overhead notes for “Qualities of Molecules” (Appendix H) 3. Worksheet “Qualities of Molecules” (Appendix I)

C. Key Vocabulary 1. Bonding – How a molecule is held together 2. Covalent bonds – A bond that involves sharing electrons between atoms 3. Formula weight – The total weight of a molecule based on the sum of all of its parts 4. Molecular formula – Shows the number and kind of atoms involved in a molecule 5. Structural formula – Indicates the number, kind and arrangement of atoms in a molecule 6. Lewis Dot Structure – A method of indicating bonds by placing the outer shell electrons

of an atom in such a way that, when combined with other atoms, will have a full outer shell

D. Procedure/Activities 1. Present overhead information to students.


2. Explain that every atom has an outer shell of electrons, and that atoms are most stable when these outer shells are filled. Lewis Dot Structures allow us to manipulate electrons to fill outer shells.

3. Present students with World War I worksheet. 4. Have students read facts about first chemical (chlorine) that was used as a weapon. I

prefer reading the first one, then taking volunteers for the next example. 5. Figure out, as a class, the formula weight, molecular formula, structural formula, and

Lewis Dot Structure of chlorine gas. 6. Monitor students for understanding as they work independently.

E. Assessment/Evaluation 1. Monitor student understanding through verbal responses, written responses, and

drawings of bonds. Lesson Fifteen: Race for the Sea


a. The students will develop a sense of historical empathy. 2. Lesson Content

a. Maps and timelines 3. Skill Objectives

a. Students will create timelines and maps to understand the progression of the war. B. Materials

1. The First World War, by Andrew Wrenn, p. 10 2. Blank maps of Western Europe

C. Key Vocabulary 1. Battle of Ypres – Fought from October 18, 1914, Ypres, a city in Belgium was

recaptured from the Germans; this battle prevented the Germans from taking strategic seaports

2. Chlorine Gas – A poisonous gas used during the later Battles at Ypres; victims drown due to water in their lungs

D. Procedures/Activities 1. Help students create a timeline of events for the “Race to the Sea.” 2. Using the timeline, have students create a map of movement complete with all the parts

of a map. 3. Tell students Ypres was the first city where chlorine gas was used in 1915. 4. Review the molecular structure of the gas, and the effects of the gas on the body.

E. Assessment/Evaluation 1. Students will write the journal of a GI suffering from the effects of chlorine gas.

Lesson Sixteen: Chemical Equations and Warfare Gases


a. The students will appreciate the role of science in their understanding of the Great War.

2. Lesson Content a. Chemical equations defined. b. Explain how molecules combine to form new molecules. c. Explain how to balance a chemical equation. d. Explain how common practices can produce the weapons of war. e. Review the concept of conservation of mass.


3. Skill Objectives a. Students will identify and create balanced equations both visually and

kinesthetically. b. Students will identify reactants and products, and create equal amounts of each.

B. Materials 1. Overhead notes for “Products, Reactants and Equations” (Appendix J) 2. Scissors 3. Construction paper (at least six colors) 4. “Zip-lock” style bags 5. Student handout “Balancing Equations” (Appendices K and L)

C. Key Vocabulary 1. Reactant – The molecules involved in the beginning of a reaction 2. Products – The molecules involved after a reaction has taken place 3. Reaction – A change involving the rearrangement of atoms, molecules, etc. in one or

more molecules (reactants) to produce new atoms or molecules (products) 4. Chemical equation – A sequence of chemical symbols that describes the ratio of

molecules or atoms involved in a reaction 5. Balanced equation – An equation that has the same number of molecules in the reactants

as it does in the products 6. Coefficient – The number prefix that describes how many molecules are in an equation 7. Conservation of mass – As matter can neither be created nor destroyed, the amount of

material will be the same in both the reactants and the products D. Procedures / Activities

1. Ask the students to explain the idea of the conservation of mass. 2. Present overhead notes on “Products, Reactants and Equations.” 3. Explain that, just like in math, an equation is written to keep track of quantities, and that

the quantities must be the same on both sides of the equation. 4. Distribute “Balancing Equations” handout. 5. Ask students to count the number of molecules on both sides of the first equation. 6. Distribute construction paper, scissors, and Zip-lock bags to each student or table. 7. Have students cut paper into roughly 1-inch squares. 8. Explain that each piece of paper represents one atom of a certain molecule. For

example, blue could be hydrogen. Thus, every time they use blue it represents a hydrogen atom.

9. Ask students to find out how many hydrogen molecules are on the left side of the equation.

10. Have students place this many pieces of paper on the table to represent the atoms. 11. Continue asking how many atoms there are for each molecule in the equation. 12. When finished with the equation, ask students if there are the same number of atoms on

both sides of the equation. If they answer yes, they have balanced the equation. If not, they will need to add coefficients to balance the reactants and products.

13. Evaluate students written equations and paper models. E. Assessment/Evaluation

1. Students will have to display their completed paper models before they can progress to the next problem.

Lesson Seventeen: War of Attrition


a. Students will develop a sense of historical empathy.


2. Lesson Content a. Problem solving

3. Skill Objective a. Students will be able to explain what “War of Attrition” is.

B. Materials 1. The First World War, by Andrew Wrenn, p. 24-25 2. Information from http://www.spartacus.schoolnet.co.uk/FWWgasdeaths.htm on Gas

Casualties in the First World War

C. Key Vocabulary 1. Phosgene – A fatal poisonous gas 18 times stronger than chlorine gas; its victims cough

up yellow froth before dying 2. Mustard Gas – A poisonous gas that will burn skin and lungs upon contact 3. Battle of Verdun – Fought February 21, 1916 until November 16 of the same year; this

was a ferocious effort on both sides to wear the enemy’s morale down with sheer numbers of men and unrelenting attacks

4. War of Attrition – An attitude that the war would be won by the army with higher morale and better fighting spirit, no matter what the cost of life or equipment

D. Procedures/Activities 1. Read and discuss pages 24-25 in the book. 2. Review with the students how Phosgene and Mustard gas work. 3. Compare the three types of gasses including casualties using information from website. 4. Have students make a General’s entry on how they believe their army could win this war

of attrition (students can be a General from either side.) E. Assessment/Evaluation

1. Assess the entries Lesson Eighteen:Gas Casualties in the First World War


a. Students will appreciate the role of science, mathematics, and social studies in a complete understanding of the Great War.

2. Lesson Content a. Reading charts, calculating percentages, creating ratios

3. Skill Objectives a. Students will be able to read and interpret information from a chart. b. Students will be able to calculate percentages from a chart. c. Students will be able to write ratios.

B. Materials 1. One copy of Chart #2 worksheet (Appendix N) and chart for each student with

information from http://www.spartacus.schoolnet.co.uk/FWWgasdeaths.htm on Gas Casualties in the First World War

C. Key Vocabulary 1. Charts /tables – Graphic representations of numbers 2. Percentages – A fraction with a denominator of 100, expressed with a percent sign 3. Double bar graph – a single graph comparing bar graphs for two related data sets

D. Procedures/Activities 1. Discuss with students the title of the chart and what information the chart might contain. 2. Ask students to make some observations using comparing and contrasting skills with

information contained in the chart. 3. Looking at the chart, discuss ways to complete the missing columns and row.


4. Have students work either in pairs or individually to complete the worksheet and chart. 5. Have students make predictions or observations regarding the number of deaths and non-

fatal casualties of chlorine verses mustard gas. Example: Which proved to be more fatal? Which caused more harm?

E. Assessment/Evaluation 1. Grade the worksheet for correctness and understanding.

Lesson Nineteen:The Russian Front


a. Students will develop a sense of historical empathy. 2. Lesson Content

a. Reading for information 3. Skill Objective

a. Students will gain an understanding of the Eastern Front’s role in the war. B. Materials

1. The First World War, by Andrew Wrenn, p. 55-56 C. Key Vocabulary

1. The Eastern Front – The front between Germany and Russia 2. Tsar Nicholas II – The Emperor of Russia from 1894 to 1917; the last Russian Tsar

D. Procedures/Activities 1. Read pages 55-56. Find a main point for each paragraph as the notes. 2. Have students complete the “Discussion Point” on p. 56.

E. Assessment/Evaluation 1. Assess student responses

Lesson Twenty: Gallipoli


a. The students will develop an understanding of historical perspective. 2. Lesson Content

a. Compare and contrast, map making 3. Skill Objectives

a. Students will compare and contrast conditions on the eastern front with those on the western front.

B. Materials 1. The First World War, by Andrew Wrenn, p. 57-61 2. Blank maps of the Dardanelle and eastern Europe

C. Key Vocabulary 1. Gallipoli – British, French, Australian, and New Zealand soldiers battled against Turkish

soldiers; the Allies were planning to come up through the “soft underbelly” of Europe to attack Germany from behind; due to poor planning, and attacks by Turkey, the plan did not succeed

2. The Dardanelle – A narrow strait running from the Aegean Sea to the Black Sea D. Procedures/Activities

1. Read and discuss p. 57-61 in round table fashion (students can be assigned reading for homework the night before, this leaves more time for discussion.)

2. Help students fill out the maps. 3. Have students do a compare and contrast paper between the Eastern Front and the

Western front. They should include similarities and differences in: war of attrition,


weapons used, landscape, the way the war was fought, casualties and the causes of these deaths.

E. Assessment/Evaluation 1. Assess student papers.

Lesson Twenty-one: Armies Mobilized and Casualties Chart


a. Students will appreciate the role of science, mathematics, and social studies in a complete understanding of the Great War.

2. Lesson Content a. Reading charts and calculating percentages

3. Skill Objectives a. Students will be able to read and interpret information from a chart. b. Students will be able to calculate percentages from a chart.

B. Materials 1. One copy of Chart #1 worksheet (Appendix O) and chart for each student with

information from http://www.spartacus.schoolnet.co.uk/FWWdeaths.htm on Armies Mobilized and Casualties 1914–18

C. Key Vocabulary 1. Stem and leaf diagram – A table showing the distribution of values in a data set by

splitting each value into a stem and a leaf 2. Circle graph – A circular graph that uses wedges to represent portions of the data set 3. Rounding – Estimating a number to a given place value 4. Measure of central tendency – Mean, median, range, mode 5. Mean – The average of a set of given data points 6. Mode – The most frequently occurring data point in a data set 7. Median – The middle point of a data set, when the set is arranged in order 8. Range – The difference between the least and greatest numbers in a data set

D. Procedures/Activities 1. Review with students how to calculate percentages from a fraction. 2. Review with students measures of central tendency. 3. Discuss with students the title of the chart and what information the chart might contain. 4. Review with students the countries involved in the Allied Powers and Central Powers. 5. Ask students to make some observations using comparing and contrasting skills with

information contained in the chart. 6. Looking at the chart, discuss ways to complete the missing columns. 7. Have students work either in pairs or individually to complete the worksheet and chart. 8. For additional practice with this chart, assign one of the extension problems.

E. Assessment/Evaluation 1. Grade the worksheet.

VI. CULMINATING ACTIVITY

None VII. HANDOUTS/WORKSHEETS

A. Appendix A: The British Family Tree and Pedigree and Answers B. Appendix C: Mathematics and Punnett Squares C. Appendix D: Nationalism, Militarism, and Colonialism D. Appendix E: Stanley and Livingstone Game E. Appendix F: Entangling Defense Treaties: Ratios and Proportions


F. Appendix G: Military Information G. Appendix H: Qualities of Molecules H. Appendix I: Qualities of Molecules I. Appendix J: Products, Reactants, and Equations J. Appendix K: Balancing Tougher Equations K. Appendix L: Balancing Equations L. Appendix N: Chart #2 M. Appendix O: Chart #1

VIII. BIBLIOGRAPHY

A. Boehm, Richard G. America’s Story. Orlando, Florida: Harcourt Brace and Company, 1997, ISBN 0-15-302042-3.

B. Conlin, Joseph. Our Land Our Time. San Diego, California: Coronado Publishers, 1986, ISBN 0-15-772025-x (11).

C. Hakim, Joy. An Age of Extremes. New York, NY: Oxford University Press, 1999, ISBN 0-19-512766-8.

D. Hakim, Joy. War, Peace, and All that Jazz. New York, NY: Oxford University Press, 1999, ISBN 0-19-512768-4.

E. Haywood, John. Modern Times 1815 to the Present. New York, NY: Oxford University Press, 1999, ISBN 0-19-521443-9.

F. Jerome Rosenberg W. Klug Conlin, Joseph. Our Land Our Time. San Diego, California: Coronado Publishers, 1986, ISBN 0-15-772025-x (11).

G. Klug, William. Essentials of Genetics, New York, NY: M.R. Cummings, 1992. ISBN: 013-371147-1.

H. Roberts, Paul M. Comprehensive United States History. New York, NY: Amsco School Publications, 1987, ISBN 0-87720-642-2.

I. Rosenberg, Jerome. Schaum’s Outline of Theory and Problems of College Chemistry. New York, NY: McGraw-Hill, 1990, ISBN: 0070537097.

J. Wrenn, Andrew. The First World War. Cambridge, United Kingdom: Cambridge University Press, 1997, ISBN 0-521-57775-6.

K. www.mitretek.org/mission/envene/chemical/chem_back.html


Appendix A-Not Just History


Appendix C-Not Just History

Mathematics and Punnett Squares

Create a Punnett square for the following genetic information. Then tell the probability of each outcome.

1. Mom has blue eyes (bb), Dad has brown eyes (Bb).

2. The sex of the baby from Mom (XX) and Dad (XY)

3. Hemophilia: Mom is a carrier (XXc) and Dad is not (XY)

4. Hemophilia: Mom is a carrier (XXc) and Dad has hemophilia (XcY)

5. Hemophilia: Mom is not a carrier (XX) and Dad has hemophilia (XcY)


Appendix D-Not Just History

NATIONALISM MILITARISM COLONIALISM

ENGLAND

FRANCE

GERMANY

RUSSIA

ITALY


Appendix E-Not Just History

Instructions for Stanley and Livingstone Game

Object: To travel from the west coast of Africa to the east coast and collect the most goods along the way.

Rules: 1. Each player or team rolls the dice and moves that many spaces.

2. Team must then answer a question. If the answer is right, the team receives goods. If the answer is wrong, they can return to start because some African misfortune befell them (a hippo attack), or they can lose goods.

3. The first team across Africa wins.

(These are not the original game rules. They are adapted to my purposes.)


Appendix F-Not Just History

Entangling Defense Treaties Ratios and Proportions *You will need the "Entangling Defense Treaties" Appendix G to complete this worksheet. Writing ratios: Write the answer in three forms. Example- On a battjefield, there are 2 tanks and 5 machine guns. What is the ratio of tanks to machine guns? 2:5, 2 to 5, or 2/5 1. During the war, the Allied Powers had 300 infantry, 45 tanks, 201 machine guns, and 16 airplanes. a. What was the ratio of tanks to infantry? b. What was the ratio of machine guns to airplanes? c. What was the ratio of infantry to airplanes? 2. Create a word problem relating to the Great War. Ask four ratio problems. Write the answer in three forms. 3. Refer to the "Entangling Defense Treaties" game to answer the following. a.' In the game, 1 battleship = 5 planes, 11 tanks, 3 machine guns, 1 infantry. or 1 battleship. The ratio of 1 battleship to planes is 1 to 5. b. What is the ratio of battleship to machine guns? c. What is the ratio of battleship to tanks? d. What is the ratio of airplanes to tanks? e. What is the ratio of tanks to infantries? f. What is the ratio of machine guns to airplanes? g. What is the ratio of machine guns to infantries? 4. If you draw 1 battleship in the game, you are given 7 battleships. If you draw 5 battleships, you are given ships. 1 = 5 7 = ? 5. Complete the following proportions: I = 4 1 =5 2 =3 2 =5 3 =4 13 ? 16 ? 14 ? 26 ? 39 ?


Appendix G-Not Just History


Appendix H-Not Just History

Qualities of Molecules

Objective: a. To calculate the formula weights for various molecules b. To determine the Lewis dot structures for various atoms. c. To determine the chemical formula of certain WWI warfare

gasses

On the twenty-second of April, 1915, the German troops at Ypres discharged 180,000 kg of chlorine gas from 5,730 cylinders. The gas blew with the wind, and killed or scattered the opposing French and Algerian troops. The German soldiers marched forward with little resistance, thus proving that gas warfare was an effective means of eliminating an enemy.

Lets take a look at the structure of chlorine gas.

Molecular formula: Cl2

Structural Formula: Cl – Cl Formula Weight: 70.92 (35.46 times 2 atoms) Lewis Dot Structure: Cl Cl


Appendix I-Not Just History

Qualities of Molecules

Molecular Formula

Structural Formula

Molecular Weight

Lewis Dot Structure

Cyanogen Chloride

Hydrogen Cyanide

Phosgene

Tin Tetrachloride

Notes on gases:

1. Chlorine Gas – (Cl2) First lethal chemical used in modern warfare. Now considered obsolete, this gas burned subject’s lungs and caused them to drown due to water accumulation in lungs.

2. Hydrogen cyanide – (CClN) Cyanide compounds were used by the Allies and the Austrians, acted as an asphyxiant (prevented proper breathing), and could be shot through an artillery shell.

3. Phosgene – (CCl2O) Phosgene was another asphyxiant that created hydrochloric acid when it came in contact with the lungs. This chemical was used by both sides, and was first seen in 1915.

4. Tin Tetrachloride – (SnCl4) Similar effect as above, with chlorine creating a potent acid when it comes in contact with water, and can be best described as a fuming liquid.


Appendix J-Not Just History

Products, Reactants, and Equations Putting one and one together to get two

Objectives:

1. Review the law of conservation of mass. 2. Explain how molecules combine to form new molecules. 3. Explain how to balance a chemical equation.

The law of conservation of mass states: Because matter cannot be created nor destroyed, the amount of matter that exists before a reaction will equal the amount left after the reaction is complete.

Sample Formula:

2H2 + O2 g 2H2O

The hydrogen and oxygen molecules on the left side are called the reactants because they will react with each other. The H2O on the right is called the product. There may be many reactants, products or both. Typically equations are written from left to right, but can also be written t o move right to left f. Equations can even be written so that they move either direction n.

Coefficients: You might wonder what the first 2 is in the upper equation. This is called a coefficient , and it helps scientists keep track of molecules to make sure they have the same number in the end that they had in the beginning. When the coefficient 2 is multiplied by the lower case number 2, or subscript, that represents the 4 hydrogens in the reactants. This tells scientists that there needs to be an equal number, or 4, hydrogens in the products. The number of oxygen molecules is equal on both sides as well. When there is no coefficient or subscript, a scientist assumes those numbers are one. Therefore, in the reactants, a coefficient of one multiplied by a subscript of 2 equals two oxygen atoms. And likewise, in the products, a coefficient of 2 (which counts for the whole molecule) multiplied by the subscript of one, equals two oxygen atoms. Coefficients are added, but subscripts are not, to help balance equations.


Appendix K-Not Just History

Balancing Tougher Equations: The following key points will help balance equations.

1. Start with the most complicated molecule in the equation. 2. Try to balance everything to this molecule first. 3. Save the single molecules for last. 4. Remember, multiply coefficients and subscripts to determine total atoms.

Balance the following equation:

Au(CN)2 + Zn g Au + Zn(CN)4

1. Which molecule looks most complicated? The final product Zn(CN)4 2. To balance this there needs to be one zinc per side, 4 carbon, and 4 nitrogens. 3. To make this balanced on the left side, a 2 must be added in front of the first reactant to

create 4 carbons and 4 nitrogens. 4. Now that the toughest molecule has been balanced, the rest must be balanced. 5. Now that the 2 has been added before the Au in the reactants, that same number should

be added to the Au in the products. 6. The finished equation should look like this:

2Au(CN)2 + Zn g 2Au + Zn(CN)4

Now each atom in the reactants is represented in the products.


Appendix L-Not Just History

Balancing Equations It’s so much fun, it’s a gas

Balance the following equations:

1. Cl2O + H2O a HClO

2. Fe2O3 + CO a Fe + CO2

3. H2 + N2 a NH3

4. Ca3(PO4)2 + H2SO4 a H3PO4 + CaSO4

In World War I, gas was used as a weapon. Mustard gas was used to create blisters on this skin of those who came in contact with it. This gas acts on any exposed moist skin, including: eyes lungs, armpits, and groin. This gas hung low to the ground. A soldier who jumped into a shell crater for protection could find himself blinded, with skin blistering and lungs bleeding. This gas could hover in the air for days. Balance the following equation that has hemi-mustard as it’s primary product. C4H10ClS + H2O + Cl a C4H9OClS + HCl Hemi-mustard


Appendix N-Not Just History

Chart #2 Gas Casualties in the First World War

1) Find the totals to complete the chart. 2) For each country, find the percentage of non-fatal casualties out of

the total casualties. British Empire _________% France _________% US _________% Italy _________% Russia _________% Germany _________% Austria-Hungary _________% Others _________% Total _________%

3) Looking at British Gas Casualties from 1914-18, of the total

deaths, what % were caused by chlorine? _________ mustard gas? _________

4) What is the ratio of Italian deaths to non-fatal casualties? (Write the ratio as a fraction) _________ What is the ratio of German deaths to non-fatal casualties? _________ What is the ratio of French deaths to non-fatal casualties? _________ What is the ratio of American deaths to non-fatal casualties? _________

5) What is the ratio of US non-fatal casualties to total casualties? _________ What is the ratio of Austria-Hungary non- fatal casualties to total casualties? _________ What is the ratio of Russian non-fatal casualties to total casualties? _________ What is the ratio of British non-fatal casualties to total casualties? _________

6) Create a double bar graph of each countries gas casualties.


Appendix O-Not Just History

Chart #1 Armies Mobilized & Casualties 1914-18

1) Describe what information this table gives. (Include an explanation of what “total

mobilized” and “total casualties” means.) ___________________________________________________________________________________________________________________________________________________________________________________________________Reading tables 2) How many troops were mobilized by the Allied Powers?_______ by the Central

Powers? ___________ Reading Tables 3) Compare and Contrast the number of Casualties between the Allied and Central

Powers._______________________________________________________________________________________________________________________________________________________________________________________________

4) Write a ratio of Russia’s number of casualties to number mobilized.___________ 5) Complete the column of the chart entitled “Casualties % of Mobilized.” (Round to the

nearest tenth.” Finding % Extensions:

1) Create a circle graph of “Total Mobilized” for each power. Show what percent of each country represented the whole.

2) Create a stem and leaf plot of information in the chart, i.e. the number of soldiers killed for each Allied country.

3) Create a new chart for the Central powers (using the same categories) rounding all numbers to the nearest hundred thousand.

4) Find the mean, median, mode and range for both powers.

not just history

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