National Archives and Records Administration
	Suggested Unit Procedures
	Pre-unit: THE HOOK A few days before the whole class discussion, assemble a display of WWI.(be sure of the time-period accuracy) artifacts and reproductions: maps, clothing, music, propaganda posters, flour sacks, pictures... whatever you can gather (raid the library). Also, on a nearby chalkboard, poster board, or on pieces of paper within the display, write questions for the students to consider:   What would you do if you were on a ship to England and war was declared? Would you wear a shirt or bloomers made from a flour sack that said "Pillsbury's Best"? Would you eat famine bread? (What is it?) How could not eating candy (sugar) help win a war? When was the last time you were "starving"? What did you do? Encourage the students to respond to these questions in their class journals or as a free-writing exercise. Also leave space on the chalkboard or some other place for the students to write their own questions about the artifacts they see in the display. VOCABULARY: Since I don't know your students' prior knowledge about WWI, it's difficult to predict their vocabulary needs. Perhaps a chalkboard or poster board with an on-going list of relevant words as they surface would be appropriate - words like famine, bloomers, flour sack, CRB, and so on. Introductory Lesson A. KWL On a chalkboard, poster board, overhead -- whatever you feel comfortable using -- write KWL and its meaning (see below). Leave plenty of space for writing student responses. Do not erase at end of lesson and continue these lists as unit progresses. K -- What do you KNOW? W -- What do you WANT to learn? L -- What did you LEARN? Under the "KNOW" column, elicit students responses about their knowledge of WWI In addition to the basics of the Who, When, Where of the war, hopefully they can respond to the Why and How (technology). Keep track of the vocabulary/terminology that evolves during this discussion and add it to the list on the board from the "Hook" lesson. Depending on the students' prior knowledge, some preliminary reading in a text, or less desirably, an encyclopedia, might be necessary, Under the "WANT to Learn" column, ask the students what they would like to learn about WWI. Record those responses, but add to their responses by asking some of the following questions:   1. Who was Herbert Hoover and how did he become involved in international relief? 2. Why was Belgium a battlefield? 3. Why and how many of the Belgian people were starving? 4. What did the world do about the problem and why was it important to the world? 5. How much money would the relief cost and where did it come from? 6. How was the relief administered? 7. What is proper nutrition? 8. What were the short-term and long-term effects of relief? 9. Should relief be provided to the enemy's civilians? Under the "LEARN" column, write "Projects" and go on to the next step. You will return to the projects description after a statement of objectives. B. Statement of objectives   1. Cognitive objectives -- By the end of this unit, the students will demonstrate competence in the following:   a. identify the problem of famine b. analyze strategies for solving the problem of famine c. evaluate effectiveness of the solution to the problem of famine d. predict further probable outcomes resulting from the famine relief e. apply relief strategies to current situations f. use and interpret primary resources g. appropriately document the resources that were used h. use a wide variety of primary and secondary resources in researching the project i. synthesize primary and secondary resources in a coherent, organized project j. distinguish fact from opinion 2. Affective objectives -- By the end of this unit, the students will have integrated the following concepts:   a. appreciate the magnitude of Hoover's relief task and the legacy of his accomplishment b. a better understanding of the attitudes and beliefs of the WWI time period c. a broader and deeper experience by imaginative engagement with the artifacts of that experience in a three dimensional, hands - on fashion d. a realization of the impact of humanitarian relief efforts both in short and long term e. a connection with the past so that previous mistakes will not be repeated: most specifically, that genocide is impractical as well as immoral Developmental Lesson A. Picking the projects As the reader may notice, I have not included literal - level projects like making a map of the relief effort, assembling a chart of statistics, or a timeline; nor "creative" types like designing an original WWI poster, sewing a flour sack dress, etc.. This is because of time constraints (unless you're willing to spend a whole quarter or more on this project) as well as, admittedly, a certain negative view on my part towards "artsyism" in the secondary classroom. Rather, I have tried to make the projects as curious, thought provoking and analytical as possible and, therefore, appealing to the secondary student. There are certain projects which I believe would most effectively meet the objectives of this unit, but the others would also be worthwhile pursuits in my opinion. I also believe that the most effective use of the projects and related Hot Links materials would be to have the teacher and students preview all materials and work cooperatively to assign the projects to the students basing their decisions on curricular requirements, objectives and, most importantly, student need and interest. B. Small groups This unit's projects would be best organized in small groups of no more than three students. I have found three to be a "magic number" in that everyone has to contribute to the group effort. There should be a leader, a recorder and a reporter as well as an equitable division of research labor. C. "Housekeeping"   Organizational details to be considered should include the following   1. How much time has been allotted for this project? Class periods? Independent work? 2. Access to computers and other sources 3. Format of presentation 4. Evaluation Evaluation Each group should prepare a presentation for the whole class as well as a hard copy with appropriate documentation. There should be some sort of individual accountability as well as small group accountability. Grading would be based on the rubrics evaluation sheet distributed in the introductory lesson.
	Introduction | Historical background of unit | Description of unit Suggested unit procedures | Projects | Resource Bibliography
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