7.H.1.1 — Identify Major Turning PointsI can…
7.H.1.2 — Analyze the Influence of GroupsI can…
7.H.1.5 — Explain the Effects of Intolerance & EthnocentrismI can…
- I can explain why World War II was a major turning point in world history.
- I can identify key events of WWII and explain how they changed countries and people.
- I can explain how the world was different after WWII than it was before.
- I can describe long-term effects of WWII that still impact the world today.
7.H.1.2 — Analyze the Influence of GroupsI can…
- I can explain how different groups of people were affected by WWII.
- I can describe the roles of women, minorities, and civilians during WWII.
- I can explain how political and social groups influenced decisions during the war.
- I can analyze how people’s experiences during WWII were different depending on who they were.
- I can explain why countries formed alliances during World War II.
- I can compare the Allied Powers and Axis Powers and their goals.
- I can explain how cooperation helped countries fight the war.
- I can describe how WWII led to new international cooperation, including the creation of the United Nations.
7.H.1.5 — Explain the Effects of Intolerance & EthnocentrismI can…
- I can explain how intolerance and prejudice affected people during WWII.
- I can describe examples of discrimination during the war, such as the Holocaust
- I can explain how fear and nationalism influenced government decisions.
- I can connect lessons from WWII intolerance to the importance of human rights today.
Middle Circle (Main Image): Students will color
the central image to help them visualize the event.
Overview: You will read the informational
passage to learn what the major event is,
write 2–3 sentences explaining the event in their own
words.
Key Leaders: After reading, you will
identify important leaders involved in the event and
write 2–3 sentences describing who they were and
their roles.
Causes: You will read to determine what caused
the event. Write 2–3 sentences
summarizing the major causes.
Countries Involved: List the countries
that participated in or were affected by this event
based on the information from the passage.
What Happened After? You will explain the
outcomes of the event by writing several sentences
about what changed or happened afterward.
Timeline: Students will record important dates from
the event and place them correctly on the timeline
provided. Each date should include a short label or
explanation.
Fun Facts: Students will choose three fun or
interesting facts from the passage and record them
in the Fun Facts section.
Key Moments: Students will write 2–3 sentences
describing some of the most important or memorable
moments from the event.
Snapshots: You will draw two symbols, scenes,
or objects that represent or connect to this major
historical event.
the central image to help them visualize the event.
Overview: You will read the informational
passage to learn what the major event is,
write 2–3 sentences explaining the event in their own
words.
Key Leaders: After reading, you will
identify important leaders involved in the event and
write 2–3 sentences describing who they were and
their roles.
Causes: You will read to determine what caused
the event. Write 2–3 sentences
summarizing the major causes.
Countries Involved: List the countries
that participated in or were affected by this event
based on the information from the passage.
What Happened After? You will explain the
outcomes of the event by writing several sentences
about what changed or happened afterward.
Timeline: Students will record important dates from
the event and place them correctly on the timeline
provided. Each date should include a short label or
explanation.
Fun Facts: Students will choose three fun or
interesting facts from the passage and record them
in the Fun Facts section.
Key Moments: Students will write 2–3 sentences
describing some of the most important or memorable
moments from the event.
Snapshots: You will draw two symbols, scenes,
or objects that represent or connect to this major
historical event.
A Brief Timeline- You will add the date and put it in correct order.
https://docs.google.com/presentation/d/1_OU8kh26Jxk4Oc5xQPnCtGMbfxBkIV-Kky3DstzI8gQ/edit?usp=sharing
youtu.be/eT6mVM2WUmM?si=PEV8oiYkQg0F7MVt Pearl Harbor
You will create a political cartoon answering the guiding question, “What makes Pearl Harbor a defining moment in American history?” The Pearl Harbor Political Cartoon Rubric to assess the assignment.
Objective:
Students will be able to Evaluate the importance of Pearl Harbor on America’s entry into World War II.
Students will analyze the impact of the attack on the American identity and the American role in the world.
What makes Pearl Harbor a defining moment in American history?
Objective: Students will be able to explain the difficulty of treating wounded troops during the D-Day invasion by analyzing interviews from those who were there.
Standards NC Holocaust Education Act
7.H.1.3 – Use primary and secondary sources to interpret historical perspectives. 7.G.1.2 – Explain how physical and human characteristics of places influenced historical events.
7.E.1.1 – Explain how economic conditions affected societies and governments. 7.C&G.1.1 – Explain how political systems and ideologies influence societies and individuals.
7.C&G.1.2 – Explain how laws and government actions impact societies and citizens.
Objectives Students will analyze the Holocaust within the context of 20th-century global history. Students will examine how political ideologies such as fascism and Nazism influenced government actions. Students will analyze how economic instability and social unrest contributed to extremist movements. Students will interpret primary and secondary sources, including propaganda and survivor accounts. Students will explain the role of government policies and laws in enabling discrimination and genocide. Students will analyze the roles of perpetrators, victims, bystanders, and resisters in global contexts. Students will connect the Holocaust to modern global human rights issues and prevention of genocide.
Holocaust Final ProjectVoice or Video Reflection (2–3 Minutes))
PurposeThis project shows that you understand what the Holocaust was, how it affected people, and why remembering it matters today.
Your TaskYou will record a 2–3 minute voice or video reflection answering all three questions below.
You may use notes, but your response should be in your own words.
Reflection QuestionsYou must answer all three:
- What should people your age understand about the Holocaust?
(What happened? Who was affected? Why is it important to learn about?) - Why is silence dangerous?
(Think about bystanders and what happens when people choose not to speak up.) - How can we prevent hatred today?
(What choices can people make now to stop discrimination, bullying, or hate?)
Reflection QuestionsUse the prompts below to help you think deeply. You do not need to answer every bullet.
1. What should people your age understand about the Holocaust?(What happened? Who was affected? Why is it important to learn about?)
To help you think:
- What surprised you the most while learning about the Holocaust?
- Why were ordinary people (including children) affected?
- How did laws, propaganda, and stereotypes lead to violence?
- Why is it important to learn this history even though it is hard?
- What could happen if people forget or ignore events like this?
2. Why is silence dangerous?(Think about bystanders and what happens when people choose not to speak up.)
To help you think:
- What is a bystander, and how did bystanders affect what happened?
- Why might people stay silent even when something is wrong?
- How did silence allow unfair treatment to continue or grow?
- Can silence ever feel safer than speaking up? What are the risks?
- How does silence connect to bullying or injustice today?
3. How can we prevent hatred today?(What choices can people make now to stop discrimination, bullying, or hate?)
To help you think:
- What are small actions people your age can take to stand up for others?
- How can words (online or in person) cause harm or help?
- Why does learning about others’ experiences matter?
- How can kindness, courage, or empathy make a difference?
- What responsibility do we have when we see someone being treated unfairly?
1. What should people your age understand about the Holocaust?
- “One important thing people my age should understand about the Holocaust is…”
- “Before this unit, I didn’t realize that…”
- “The Holocaust was devastating because…”
- “It affected many people, especially…”
- “Learning about the Holocaust matters because…”
- “If people don’t learn about the Holocaust, then…”
2. Why is silence dangerous?
- “Silence is dangerous because…”
- “During the Holocaust, many people stayed silent, which…”
- “When people see something wrong and say nothing…”
- “Being a bystander can be harmful because…”
- “Silence can make unfair situations worse by…”
- “Speaking up is important even when it feels uncomfortable because…”
3. How can we prevent hatred today?
- “One way we can prevent hatred today is by…”
- “People my age can help stop hate by…”
- “Standing up for others matters because…”
- “Words can hurt, but they can also help when…”
- “If I see someone being treated unfairly, I should…”
- “Small actions can make a difference, such as…”
Optional Openers & ClosersIntroduction starters:
- “Today I am reflecting on what I learned about the Holocaust…”
- “This project helped me understand that…”
Closing starters:
- “Remembering the Holocaust is important because…”
- “One lesson I will carry with me is…”
- “Learning about this history reminds me that…”
How This Will Be GradedYou will be graded on:
Understanding of the Holocaust
Thoughtful answers to all three questions
Clear connection to today
Effort and clarity
This is not graded on public speaking skills.
| holocaust.key |
For each definition make a google slide (powerpoint, keynote)- add the word, definition and a picture that represents the term. Remember to share the google link with anyone with the link can view it. You can click on this google doc and make a copy of it. https://docs.google.com/presentation/d/1RLJjAoJIt4y4-PrommZeXKSgnqMA8cbCeYpT6PZNUag/edit?usp=sharingLinks to an external site.
- 7.H.2 – Understand the implications of global interactions.
- 7.H.2.1 – Analyze the effects of conflict and war on the political, economic, and social structures of various societies.
- 7.H.2.2 – Evaluate the impact of major conflicts (such as WWI) on societies, including shifts in power and governance.
- 7.G.1 – Understand how geography influences societies and regions over time.
- 7.G.1.2 – Explain how physical geography and human geography influence societies, including causes of war and territorial disputes.
- 7.E.1 – Understand how economic decisions impact societies.
- 7.E.1.3 – Explain how global wars and conflicts influence economies, including the effects of wartime production and economic shifts.
- 7.C&G.1 – Understand the development of government systems.
- 7.C&G.1.4 – Explain how World War I influenced political ideologies, alliances, and the rise of nationalism.
- 7.C.1 – Understand how cultural expressions influence society.
- 7.C.1.2 – Analyze how nationalism and propaganda influenced public opinion during World War I.
SIOP Objective for WWI Content Objective:
Students will analyze the causes, major events, and effects of World War I by examining primary and secondary sources, discussing key concepts in small groups, and creating a visual timeline of significant events.
Language Objective:
Students will read and summarize key information about WWI, use academic vocabulary (e.g., militarism, alliances, trench warfare, Treaty of Versailles) in discussions, and write a short response explaining how WWI changed global politics.
Students will analyze the causes, major events, and effects of World War I by examining primary and secondary sources, discussing key concepts in small groups, and creating a visual timeline of significant events.
Language Objective:
Students will read and summarize key information about WWI, use academic vocabulary (e.g., militarism, alliances, trench warfare, Treaty of Versailles) in discussions, and write a short response explaining how WWI changed global politics.
youtu.be/vqfGer93j2A?si=uHoqTtjD1O-POn1X
Life in the Trenches
The Great War — a phrase coined even before it had begun — was expected to be a relatively short affair and, as with most wars, one of great movement. The First World War was typified, however, by its lack of movement, the years of stalemate exemplified on the Western Front from autumn 1914 until spring 1918.
Not that there was not movement at all on the Western Front during 1914-18; the war began dramatically with sweeping advances by the Germans through Belgium and France en route for Paris. However stalemate — and trench warfare soon set resulted.
Daily Death in the Trenches
Death was a constant companion to those serving in the line, even when no raid or attack was launched or defended against. In busy sectors the constant shellfire directed by the enemy brought random death whether victims were lounging in a trench or lying in dugouts — many men were buried alive as a consequence of such large shell-bursts.
Similarly, novices were cautioned against their natural inclination to peer over the parapet of the trench into No Man’s Land.
Many men died on their first day in the trenches from a precisely aimed sniper’s bullet.
Estimates show that up to one third of Allied casualties on the Western Front were actually sustained in the trenches. Aside from enemy injuries, disease wrought a heavy toll.
Rat Infestation
Rats in the millions infested trenches. Rats gorged themselves on human remains, grotesquely disfiguring dead bodies by eating their eyes and liver. Rats feasted on corpses so frequently that many rats grew to be the size of cats.
Soldiers were maddened and afraid of these rats, which often scampered across their faces in the dark. Men attempted to rid the trenches of rats by various methods: by gunfire, by bayonet, and even by clubbing them to death.
It was useless however: a single rat couple could produce up to 900 offspring in a year, spreading infection and contaminating food. The rat problem remained for the duration of the war, although many veteran soldiers swore that rats sensed impending heavy enemy shellfire and consequently disappeared from view.
Frogs, Lice, and Trench Foot
Rats were by no means the only source of infection and nuisance. Lice were a never-ending problem, breeding in the seams of filthy clothing and causing men to itch unceasingly.
Even when clothing was periodically washed and deloused, lice eggs invariably remained hidden in the seams; within a few hours of the clothes being re-worn, the body heat generated would cause the eggs to hatch.
Lice caused Trench Fever, a particularly painful disease that began suddenly with severe pain followed by high fever. Recovery — away from the trenches — took up to twelve weeks. Lice were not actually identified as the culprit of Trench Fever until 1918.
Frogs by the score were found in shell holes covered in water; they were also found in the base of trenches. Slugs and horned beetles crowded the sides of the trench.
Many men chose to shave their heads entirely to avoid another common scourge: nits.
Trench Foot was another medical condition peculiar to trench life. It was a fungal infection of the feet caused by cold, wet and unsanitary trench conditions. It could turn into gangrene and result in amputation.
Patrolling No Man’s Land
Patrols would often be sent out into No Man’s Land. Some men would be tasked with repairing or adding barbed wire to the front line. Others, however, would go out to assigned listening posts, hoping to pick up valuable information from the enemy lines.
Sometimes enemy patrols would meet in No Man’s Land. They were then faced with the option of hurrying on their separate ways or else engaging in hand to hand fighting.
They could not afford to use their handguns while patrolling in No Man’s Land, for fear of the machine gun fire it would inevitably attract, deadly to all members of the patrol.
... And the Smell
Finally, no overview of trench life can avoid the aspect that instantly struck visitors to the lines: the appalling reek given off by numerous conflicting sources.
Rotting carcasses lay around in the thousands.
Overflowing toilets similarly gave off a most offensive stench.
Men who had had a bath in weeks or months reeked of dried sweat. The feet were generally accepted to give off the worst odor.
Trenches would also smell of cleaners or chloride, used to stave off the constant threat of disease and infection.
Add to this the smell of gunpowder, the lingering odor of poison gas, rotting sandbags, stagnant mud, cigarette smoke and cooking food... yet men grew used to it, while it thoroughly overcame first-time visitors to the front.
http://www.firstworldwar.com/features/trenchlife.htm5
Shell Shock: The Human Impact of War
In World War I 56% of troops were killed or
wounded. Not surprisingly, the horrific trench
warfare had profound psychological effects on
the young men in the battlefield. Many soldiers
had to cope with images that wouldn’t go away.
At times, parts of human bodies were used to
shore up the trench system itself. Some soldiers
found it humorous to hang their water canteens
on a protruding arm or leg. These were not
people who were disrespectful of the dead; these
were people who were living with the dead. One
can imagine the possibility of becoming numb to
such images, but some who couldn’t turn off their feelings. They brought them home with them, dreamt about them, and went mad because of them.
By the winter of 1914–15, "shell shock" was a pressing medical and military problem. Not only did it affect increasing numbers of frontline troops serving in World War I, but also doctors were struggling to understand and treat the disorder. Soldiers, themselves, coined the term “shell shock.” Symptoms included fatigue, tremors, confusion, nightmares and impaired sight and hearing. It was often diagnosed when a soldier was unable to function and no obvious cause could be identified. Because many of the symptoms were physical, it bore little overt resemblance to the modern diagnosis of post-traumatic stress disorder (PTSD). Although today, modern psychologists recognize shell shock as a form of PTSD.
In 1916, British soldier Arthur Hubbard painfully set pen to paper in an attempt to explain to his mother why he was no longer on the front lines. He had been taken from the battlefields and placed in a hospital suffering from shell shock. In his words, his breakdown was related to witnessing “a terrible sight that I shall never forget as long as I live.” He wrote the following letter to his mother. [Punctuation and wording appear as originally written]:
We had strict orders not to take prisoners, no matter if wounded my first job was when I had finished cutting some of their wire away, to empty my magazine on 3 Germans that came out of one of their deep dugouts. bleeding badly, and put them out of misery. They cried for mercy, but I had my orders, they had no feeling whatever for us poor chaps... it makes my head jump to think about it.
Hubbard had “gone over the top,” meaning he climbed out of his trench and charged forward through no-man’s land to attack the enemy German trenched. While he survived, practically his whole battalion was wiped out by German artillery. He was buried, dug himself out, and during the subsequent retreat was almost killed by machine gun fire. Within this landscape of horror, he collapsed.
Arthur Hubbard was one of millions of men who suffered psychological trauma as a result of their war experiences. Symptoms ranged from uncontrollable diarrhea to unrelenting anxiety. Soldiers who had bayoneted men in the face developed hysterical tics of their own facial muscles. Stomach cramps seized men who knifed their foes in the abdomen. Snipers lost their sight. Terrifying nightmares of being unable to withdraw bayonets from the enemies’ bodies persisted long after the slaughter.
The dreams might occur “right in the middle of an ordinary conversation” when “the face of a [German] that I have bayoneted, with its horrible gurgle and grimace, comes sharply into view,” an infantry captain complained. An inability to eat or sleep after the slaughter was common. Symptoms, however, did not always occur during the war. One soldier did not suffer until he returned home when he admitted he “cracked up” and found himself unable to eat, deliriously re- living his experiences of combat.
These were not exceptional cases. It was clear to everyone that large numbers of combatants could not cope with the strain of warfare. Medical officers quickly realized that everyone had a “breaking point” — weak or strong, courageous or cowardly, war frightened everyone.
The Great War — a phrase coined even before it had begun — was expected to be a relatively short affair and, as with most wars, one of great movement. The First World War was typified, however, by its lack of movement, the years of stalemate exemplified on the Western Front from autumn 1914 until spring 1918.
Not that there was not movement at all on the Western Front during 1914-18; the war began dramatically with sweeping advances by the Germans through Belgium and France en route for Paris. However stalemate — and trench warfare soon set resulted.
Daily Death in the Trenches
Death was a constant companion to those serving in the line, even when no raid or attack was launched or defended against. In busy sectors the constant shellfire directed by the enemy brought random death whether victims were lounging in a trench or lying in dugouts — many men were buried alive as a consequence of such large shell-bursts.
Similarly, novices were cautioned against their natural inclination to peer over the parapet of the trench into No Man’s Land.
Many men died on their first day in the trenches from a precisely aimed sniper’s bullet.
Estimates show that up to one third of Allied casualties on the Western Front were actually sustained in the trenches. Aside from enemy injuries, disease wrought a heavy toll.
Rat Infestation
Rats in the millions infested trenches. Rats gorged themselves on human remains, grotesquely disfiguring dead bodies by eating their eyes and liver. Rats feasted on corpses so frequently that many rats grew to be the size of cats.
Soldiers were maddened and afraid of these rats, which often scampered across their faces in the dark. Men attempted to rid the trenches of rats by various methods: by gunfire, by bayonet, and even by clubbing them to death.
It was useless however: a single rat couple could produce up to 900 offspring in a year, spreading infection and contaminating food. The rat problem remained for the duration of the war, although many veteran soldiers swore that rats sensed impending heavy enemy shellfire and consequently disappeared from view.
Frogs, Lice, and Trench Foot
Rats were by no means the only source of infection and nuisance. Lice were a never-ending problem, breeding in the seams of filthy clothing and causing men to itch unceasingly.
Even when clothing was periodically washed and deloused, lice eggs invariably remained hidden in the seams; within a few hours of the clothes being re-worn, the body heat generated would cause the eggs to hatch.
Lice caused Trench Fever, a particularly painful disease that began suddenly with severe pain followed by high fever. Recovery — away from the trenches — took up to twelve weeks. Lice were not actually identified as the culprit of Trench Fever until 1918.
Frogs by the score were found in shell holes covered in water; they were also found in the base of trenches. Slugs and horned beetles crowded the sides of the trench.
Many men chose to shave their heads entirely to avoid another common scourge: nits.
Trench Foot was another medical condition peculiar to trench life. It was a fungal infection of the feet caused by cold, wet and unsanitary trench conditions. It could turn into gangrene and result in amputation.
Patrolling No Man’s Land
Patrols would often be sent out into No Man’s Land. Some men would be tasked with repairing or adding barbed wire to the front line. Others, however, would go out to assigned listening posts, hoping to pick up valuable information from the enemy lines.
Sometimes enemy patrols would meet in No Man’s Land. They were then faced with the option of hurrying on their separate ways or else engaging in hand to hand fighting.
They could not afford to use their handguns while patrolling in No Man’s Land, for fear of the machine gun fire it would inevitably attract, deadly to all members of the patrol.
... And the Smell
Finally, no overview of trench life can avoid the aspect that instantly struck visitors to the lines: the appalling reek given off by numerous conflicting sources.
Rotting carcasses lay around in the thousands.
Overflowing toilets similarly gave off a most offensive stench.
Men who had had a bath in weeks or months reeked of dried sweat. The feet were generally accepted to give off the worst odor.
Trenches would also smell of cleaners or chloride, used to stave off the constant threat of disease and infection.
Add to this the smell of gunpowder, the lingering odor of poison gas, rotting sandbags, stagnant mud, cigarette smoke and cooking food... yet men grew used to it, while it thoroughly overcame first-time visitors to the front.
http://www.firstworldwar.com/features/trenchlife.htm5
Shell Shock: The Human Impact of War
In World War I 56% of troops were killed or
wounded. Not surprisingly, the horrific trench
warfare had profound psychological effects on
the young men in the battlefield. Many soldiers
had to cope with images that wouldn’t go away.
At times, parts of human bodies were used to
shore up the trench system itself. Some soldiers
found it humorous to hang their water canteens
on a protruding arm or leg. These were not
people who were disrespectful of the dead; these
were people who were living with the dead. One
can imagine the possibility of becoming numb to
such images, but some who couldn’t turn off their feelings. They brought them home with them, dreamt about them, and went mad because of them.
By the winter of 1914–15, "shell shock" was a pressing medical and military problem. Not only did it affect increasing numbers of frontline troops serving in World War I, but also doctors were struggling to understand and treat the disorder. Soldiers, themselves, coined the term “shell shock.” Symptoms included fatigue, tremors, confusion, nightmares and impaired sight and hearing. It was often diagnosed when a soldier was unable to function and no obvious cause could be identified. Because many of the symptoms were physical, it bore little overt resemblance to the modern diagnosis of post-traumatic stress disorder (PTSD). Although today, modern psychologists recognize shell shock as a form of PTSD.
In 1916, British soldier Arthur Hubbard painfully set pen to paper in an attempt to explain to his mother why he was no longer on the front lines. He had been taken from the battlefields and placed in a hospital suffering from shell shock. In his words, his breakdown was related to witnessing “a terrible sight that I shall never forget as long as I live.” He wrote the following letter to his mother. [Punctuation and wording appear as originally written]:
We had strict orders not to take prisoners, no matter if wounded my first job was when I had finished cutting some of their wire away, to empty my magazine on 3 Germans that came out of one of their deep dugouts. bleeding badly, and put them out of misery. They cried for mercy, but I had my orders, they had no feeling whatever for us poor chaps... it makes my head jump to think about it.
Hubbard had “gone over the top,” meaning he climbed out of his trench and charged forward through no-man’s land to attack the enemy German trenched. While he survived, practically his whole battalion was wiped out by German artillery. He was buried, dug himself out, and during the subsequent retreat was almost killed by machine gun fire. Within this landscape of horror, he collapsed.
Arthur Hubbard was one of millions of men who suffered psychological trauma as a result of their war experiences. Symptoms ranged from uncontrollable diarrhea to unrelenting anxiety. Soldiers who had bayoneted men in the face developed hysterical tics of their own facial muscles. Stomach cramps seized men who knifed their foes in the abdomen. Snipers lost their sight. Terrifying nightmares of being unable to withdraw bayonets from the enemies’ bodies persisted long after the slaughter.
The dreams might occur “right in the middle of an ordinary conversation” when “the face of a [German] that I have bayoneted, with its horrible gurgle and grimace, comes sharply into view,” an infantry captain complained. An inability to eat or sleep after the slaughter was common. Symptoms, however, did not always occur during the war. One soldier did not suffer until he returned home when he admitted he “cracked up” and found himself unable to eat, deliriously re- living his experiences of combat.
These were not exceptional cases. It was clear to everyone that large numbers of combatants could not cope with the strain of warfare. Medical officers quickly realized that everyone had a “breaking point” — weak or strong, courageous or cowardly, war frightened everyone.
ESSENTIAL QUESTIONS: What role did animals play in the successes and failures of World War I? How did animals affect the morale of the troops?
Essay Question: Woodrow Wilson’s 14 Points.
At the end of World War I, Woodrow Wilson presented a plan to create a lasting peace. His plan, known as the Fourteen Points, met stiff opposition at both the Paris peace talks and back home in the United States. Describe the ideas expressed in this document and how well it addressed the causes (M.A.I.N.) of the war. In your opinion, was Wilson’s plan a good proposal? Explain.
Write one paragraph (5 sentences)
Industrial Revolution – Learning Targets (7th Grade NCSS)
I can… describe how machines and factories changed how people worked.
-explain why the Industrial Revolution started in Great Britain.
-identify inventions that improved travel and production.
-compare life before and after the Industrial Revolution.
-explain how cities grew because of new jobs. discuss how workers fought for better pay and conditions.
-describe how industrialization affected the environment.
-connect how the Industrial Revolution led to modern global trade.
Invention Shark Tank Challenge!Objective:Become an inventor and entrepreneur from the Industrial Revolution!
Your mission is to research a real invention from this time period and deliver a persuasive “Shark Tank”-style pitch to convince investors (your classmates or teacher) to support your invention.
Choose Your InventionSelect one major invention from the Industrial Revolution, such as:
The Locomotive (Steam Train)
The Steamboat
The Bessemer Process (mass production of steel)
The Automobile (Early Models by Karl Benz)
The Airplane (Wright Brothers – early 1900s)
The Mechanical Reaper (Cyrus McCormick)
The Steam Tractor
The Canal Lock System
The Elevator (Safety Elevator by Elisha Otis)
The Cotton Spinning Mule
The Factory System (use of machines + division of labor)
The Assembly Line (Henry Ford’s refinement)
The Electric Motor
The Typewriter
The Phonograph (Thomas Edison)
The Motion Picture Camera
The Radio (Marconi)
The Steel Plow (John Deere)
The Threshing Machine
The Refrigerator (early mechanical versions)
The Canning Process
The Sewing Machine (Singer improvements)
The Bicycle (Velocipede / Penny-Farthing)
The Gas Lighting / Street Lamps
The Steam-Powered Pump (for mines and factories)
The Telegraph Cable (Transatlantic Cable)
The Electric Streetcar
The Water Closet / Modern Toilet System
The Concrete Mixer
The Mechanical Elevator
The Bridge Suspension System
Research your Invention find out:
Create Your Pitch (2–3 minutes)Pretend you are on Shark Tank trying to convince investors to fund your invention.
Your pitch should:
Present Like a Pro-You’ll share your pitch (recording) with the class!
Be confident, creative, and persuasive — make the “Sharks” believe your invention will change the world.
Bonus Challenge: Dress up as the inventor of your creation or use props to bring your invention to life for extra creativity points!
Your mission is to research a real invention from this time period and deliver a persuasive “Shark Tank”-style pitch to convince investors (your classmates or teacher) to support your invention.
Choose Your InventionSelect one major invention from the Industrial Revolution, such as:
The Locomotive (Steam Train)
The Steamboat
The Bessemer Process (mass production of steel)
The Automobile (Early Models by Karl Benz)
The Airplane (Wright Brothers – early 1900s)
The Mechanical Reaper (Cyrus McCormick)
The Steam Tractor
The Canal Lock System
The Elevator (Safety Elevator by Elisha Otis)
The Cotton Spinning Mule
The Factory System (use of machines + division of labor)
The Assembly Line (Henry Ford’s refinement)
The Electric Motor
The Typewriter
The Phonograph (Thomas Edison)
The Motion Picture Camera
The Radio (Marconi)
The Steel Plow (John Deere)
The Threshing Machine
The Refrigerator (early mechanical versions)
The Canning Process
The Sewing Machine (Singer improvements)
The Bicycle (Velocipede / Penny-Farthing)
The Gas Lighting / Street Lamps
The Steam-Powered Pump (for mines and factories)
The Telegraph Cable (Transatlantic Cable)
The Electric Streetcar
The Water Closet / Modern Toilet System
The Concrete Mixer
The Mechanical Elevator
The Bridge Suspension System
Research your Invention find out:
- Who invented it
- When and why it was created
- How it works
- What problem it solved
- How it impacted society, industry, and people’s lives
Create Your Pitch (2–3 minutes)Pretend you are on Shark Tank trying to convince investors to fund your invention.
Your pitch should:
- Explain what the invention is and how it works
- Highlight its benefits and importance
- Describe how it will change the world
- Persuade investors to “buy in” or support your idea
- A video commercial, or
- An audio podcast
Present Like a Pro-You’ll share your pitch (recording) with the class!
Be confident, creative, and persuasive — make the “Sharks” believe your invention will change the world.
Bonus Challenge: Dress up as the inventor of your creation or use props to bring your invention to life for extra creativity points!
Actively Learn
https://reader.activelylearn.com/student/8236990/notesLinks to an external site.
Veterans Day https://reader.activelylearn.com/student/6632841/notes
Invention Shark Tank Objective: Students will research and “pitch” an Industrial Revolution invention as if they were selling it to investors (like in Shark Tank).
Instructions: Students will choose an invention (e.g., steam engine, cotton gin, telegraph, spinning jenny, etc.).
Research the invention –
Students should learn: Who invented it
When and why it was created
How it impacted society
Create a sales pitch (2-3 minutes long): Explain the invention and how it works Highlight its benefits (Why is it important? How will it change the world?)
Convince the "investors" (classmates or teacher) why they should support it Present to the using video or audio (can make a commercial or podcast)
Bonus: You can dress up as the inventor for extra creativity
7.H.1.1 I can explain how new discoveries during the Scientific Revolution changed people’s ideas about the world.
7.H.2.1 I can describe how conflict and cooperation between scientists and the Church led to new knowledge.
7.C&G.1.1 I can explain how the Scientific Revolution encouraged people to question authority and think for themselves.
7.C&G.1.2 I can connect how science and reason helped shape new ideas about government and laws.
7.B.1.1 I can describe how art, writing, and inventions from this time showed people’s curiosity and creativity.
7.E.1.1 I can explain how new tools and technology from the Scientific Revolution changed trade, work, and daily life.
7.H.2.1 I can describe how conflict and cooperation between scientists and the Church led to new knowledge.
7.C&G.1.1 I can explain how the Scientific Revolution encouraged people to question authority and think for themselves.
7.C&G.1.2 I can connect how science and reason helped shape new ideas about government and laws.
7.B.1.1 I can describe how art, writing, and inventions from this time showed people’s curiosity and creativity.
7.E.1.1 I can explain how new tools and technology from the Scientific Revolution changed trade, work, and daily life.
https://youtu.be/NHNBPm5bWds?si=w7i3ifzGs_ruoIu8
Scientific Revolution Rap
Scientific Revolution Rap
- ❏ How did the Scientific Revolution change the way people understood the world?
- ❏ How were the Renaissance and Scientific Revolution connected?
Complete this webquest:
Scientific Revolution Web Quest
Directions: Use the links for each of the following historical natural philosophers (scientists) and answer the questions about them. Go to Canvas and find the assignment- answer the questions.
Copernicus: http://www.phy.hr/~dpaar/fizicari/xcopern.html
1. Where was Copernicus born and what did he do in his early life?
2. Besides astronomy, what did Copernicus study in school?
3. What different occupations did Copernicus engage in?
4. What was Copernicus’ Heliocentric Theory?
5. When did Copernicus reportedly receive a copy of his printed theory?
Kepler: http://galileo.rice.edu/sci/kepler.html
1. Where was Kepler born and where did he receive his education?
2. Who did he replace after serving as his assistant?
3. What was Kepler’s mother accused of being?
Galileo: https://www.history.com/topics/inventions/galileo-galilei
1. What invention did Galileo improve upon?
2. He discovered how many moons orbiting around Jupiter?
2. He believed we lived in what type of Universe?
3. What does "Eppur si muove!" mean?
4. What was he forced to say during his trial?
Francis Bacon: http://plato.stanford.edu/entries/francis-bacon/
1. By today’s standards, Bacon did things at a young age.
a. When did he enter college?
b. When did he become a member of the House of Commons?
2. What was Bacon’s father’s role in the Queen’s court?
3. Describe Bacon’s “method.”
Rene Descartes
http://www.maths.tcd.ie/pub/HistMath/People/Descartes/RouseBall/RB_Descartes.html
1. What is the source of this account of Descartes’ life?
2. What was Descartes’ excuse for sleeping late?
3. What were Descartes’ chief contributions to mathematics?
4. Besides mathematics, what other science did Descartes delve into?
Isaac Newton http://www.physics4kids.com/files/motion_laws.html
1. How many laws of motion did Newton create?
2. What was Newton’s first law of motion?
3. What happens to items placed in a location in space? Do they move? Why or why not?
4. What was Newton’s second law of motion?
Scientific Revolution Web Quest
Directions: Use the links for each of the following historical natural philosophers (scientists) and answer the questions about them. Go to Canvas and find the assignment- answer the questions.
Copernicus: http://www.phy.hr/~dpaar/fizicari/xcopern.html
1. Where was Copernicus born and what did he do in his early life?
2. Besides astronomy, what did Copernicus study in school?
3. What different occupations did Copernicus engage in?
4. What was Copernicus’ Heliocentric Theory?
5. When did Copernicus reportedly receive a copy of his printed theory?
Kepler: http://galileo.rice.edu/sci/kepler.html
1. Where was Kepler born and where did he receive his education?
2. Who did he replace after serving as his assistant?
3. What was Kepler’s mother accused of being?
Galileo: https://www.history.com/topics/inventions/galileo-galilei
1. What invention did Galileo improve upon?
2. He discovered how many moons orbiting around Jupiter?
2. He believed we lived in what type of Universe?
3. What does "Eppur si muove!" mean?
4. What was he forced to say during his trial?
Francis Bacon: http://plato.stanford.edu/entries/francis-bacon/
1. By today’s standards, Bacon did things at a young age.
a. When did he enter college?
b. When did he become a member of the House of Commons?
2. What was Bacon’s father’s role in the Queen’s court?
3. Describe Bacon’s “method.”
Rene Descartes
http://www.maths.tcd.ie/pub/HistMath/People/Descartes/RouseBall/RB_Descartes.html
1. What is the source of this account of Descartes’ life?
2. What was Descartes’ excuse for sleeping late?
3. What were Descartes’ chief contributions to mathematics?
4. Besides mathematics, what other science did Descartes delve into?
Isaac Newton http://www.physics4kids.com/files/motion_laws.html
1. How many laws of motion did Newton create?
2. What was Newton’s first law of motion?
3. What happens to items placed in a location in space? Do they move? Why or why not?
4. What was Newton’s second law of motion?
https://www.youtube.com/watch?v=q10lD0npXJo&t=53s
| enlightenment_philosophes_worksheet.pdf |
https://youtu.be/d2OMyrX0qsk
Enlightenment
Behavioral Sciences 7.B.1.1 → I can compare parts of culture (like language, religion, traditions, family roles, and arts) in different countries around the world.
7.B.1.2 → I can explain how people’s values and beliefs affect the way they see fairness, rights, and equality.
7.B.1.3 → I can explain how people and groups react when they face stereotypes, unfair treatment, or major human rights violations.
Civics & Government 7.C&G.1.1 → I can explain how different types of governments (like democracies, dictatorships, and monarchies) sometimes cause conflicts that lead to change. 7.C&G.1.2 → I can explain how conflicts between religion and government have changed societies over time.
Economics 7.E.1.1 → I can explain how geography, resources, trade, and technology shape different types of economies.
7.E.1.2 → I can explain how economic decisions connect different countries and make them depend on each other.
History 7.H.1.1 → I can identify important turning points in modern world history and explain how they still affect the world today.
https://www.youtube.com/watch?v=3NXC4Q_4JVg
Atlantic Slave Trade
Create a foldable using the term, definitions and add pictures.
Answer the questions in Each Artifact B-E-on a sheet of paper and upload it to Canvas.
Renaissance Inventions
Constitution Day
https://kahoot.it/challenge/02885920?challenge-id=676f705c-28ad-47a9-a78d-7500c1bffb5f_1758056804480
How do cultural expressions influence societies?
How does culture divide society?
Which groups held power during this time of change and how did they use that power to their advantage?
youtu.be/mXWf2A1nFkQ
Ali, Huwaida - Ferdinand Magellan
Allman, Tyran- Nicholas Copernicus
Bonilla Paz, Saul-Nicholas Copernicus
Bradley, Raina- Desiderius Erasmus
Chapman, Redick- Michelangelo
Clemons, Braylynn- Leonardo
Coffey, Lucas- Donatello
Crosby, Taylor- Ferdinand Magellan
Davidson, Macie- Desiderius Erasmus
Esquibel, Jaden- Johannes Gutenberg
Frazier, Benjermin- Donatello
Glenn-Moser, Decatur-Leonardo
Gomez Ortez, Josiele-Ferdinand Magellan
Hall, Khloe-Raphael
Hudson, Kylee-Sandra Botticelli
Huggins, Phillip- Donatello
Jaime, Aralynn-Nicholas Copernicus
Jones, Carter-Martin Luther
Kenneway, Elizabeth- Desiderius Erasmus
Ledezma, Luna- Martin Luther
Locklear, Noah
Page, Jayden
Parham, Brantley-Nicholas Copernicus
Parker, Gaberiel-Leonardo da Vinci
Plummer, Kyle-Sandra Botticelli
Potts, Landon-Michelangelo
Saravia, Lea-Raphael
Seif, Eric
Smith, James-Sandra Botticelli
Smith, Skyler- Martin Luther
Ward, Cheyenne
Watson, Tristen-Michelangelo
Wedderburn, Chase-Johaness Gutenberg
Williams, Treyquan-Leonardo da Vinci
Williams, Treyvon- Donatello
Wilson, Dakari- Martin Luther
https://docs.google.com/document/d/17lEXmHQxzhKYkTyLKXwYCah3VdMBH62LyvSGxqt9iwM/edit?usp=sharing
7.B.1.1 – Explain how trade networks, migrations, movements, and inventions contributed to the development of societies, economies, and regions (1450–present).
SWBAT explain how trade, migration, cultural movements, and technological inventions shaped societies, economies, and regions between 1450 and the present.
7.E.1.5 – Explain how economic factors have influenced the past and continue to shape the present in the modern world.
SWBAT explain how economic factors (such as supply and demand, trade, resources, and labor systems) influenced historical development and continue to shape the modern global economy.
7.C&G.1.4 – Explain how individual rights are protected by governmental systems.
SWBAT analyze and explain how different government systems protect (or fail to protect) individual rights across the world.
SWBAT explain how trade, migration, cultural movements, and technological inventions shaped societies, economies, and regions between 1450 and the present.
7.E.1.5 – Explain how economic factors have influenced the past and continue to shape the present in the modern world.
SWBAT explain how economic factors (such as supply and demand, trade, resources, and labor systems) influenced historical development and continue to shape the modern global economy.
7.C&G.1.4 – Explain how individual rights are protected by governmental systems.
SWBAT analyze and explain how different government systems protect (or fail to protect) individual rights across the world.
Exploring the World Through the Five Themes of GeographyYou will choose any city in the world—either one you’ve visited, want to visit, or are simply interested in—and use the Five Themes of Geography to dig deeper into what makes this place unique.
Your Task:
Make a creative digital booklet or poster using your choice of slides, pages, or sections. Each page or section will cover ONE theme—with at least one picture and one paragraph for each.
Project Breakdown
Theme Pages (1 page/slide each):1. Location
2. Place
3. Human/Environment Interaction
4. Movement
5. Region
Poster/Booklet Checklist
Extra Tips for Success
Your Task:
Make a creative digital booklet or poster using your choice of slides, pages, or sections. Each page or section will cover ONE theme—with at least one picture and one paragraph for each.
Project Breakdown
Theme Pages (1 page/slide each):1. Location
- Absolute Location: Write the city’s latitude and longitude.
- Relative Location: Describe what surrounds the city—neighboring cities, important landmarks, bodies of water, or nearby countries.
- Picture Ideas: Map with location pinned, country outline.
2. Place
- Physical Features: Landforms, climate, altitude, natural life (plants/animals).
- Human Features: Population, buildings, language spoken, types of jobs, famous foods or holidays.
- Picture Ideas: Photos of buildings, landscapes, festivals, people.
3. Human/Environment Interaction
- Positive Interactions: Recycling, green spaces, eco-friendly public transportation, protected forests, conservation efforts.
- Negative Interactions: Pollution, litter, heavy development, wasting resources.
- Picture Ideas: Recycling bins, traffic jams, city parks, pollution.
4. Movement
- Transportation: How people get around—subways, buses, cars, airports, ports.
- Imports/Exports: Products or resources that come in or go out.
- Communication: How ideas and information travel—media, internet, local traditions.
- Picture Ideas: Photos of transportation, airport/port, goods being shipped, communication (smartphones, newsstands).
5. Region
- Within the City/Country: What larger region is the city part of? Name its region, state/province, country, and continent.
- Picture Ideas: Region map, political map, country’s flag.
Poster/Booklet Checklist
- Each theme has its own page/slide.
- Each page/slide includes:
- At least one relevant picture (draw, print, or use a photo)
- A 4-5 sentence paragraph explaining that theme in your city
- Creativity counts: Decorate, organize clearly, and make it interesting!
- Be thorough: Use specific examples and details.
Extra Tips for Success
- Use bullet points for key facts, especially for younger readers.
- Don’t just list facts—connect them! (“People in Sydney enjoy beaches, which shapes their outdoor lifestyle.”)
- Try to find fun or surprising facts about your city.
- Use your own words and imagination alongside research.
