MichaelSummer14

Rough Draft Resume

**Michael Clarke ** 21 South River Road, South  Edgewater, Maryland 21037  410-956-1112 Cell: 443-223-2784  michaelclarke11@yahoo.com
 * Professional Objective: **Pursue and obtain professional development in Education, bringing academic, cross-cultural and current experience to a diverse and accomplished history of teaching English as a Second Language, Anthropology, and Archaeology

Proven competency in current teaching responsibilities including curriculum development and management of an academic program for ESL and Social Studies learners. Enrolled in Teaching Licensure Program at Old Dominion University, and scheduled for the Secondary Mathematics Praxis Exam July 19th. Skills include archaeological work and academic experience with architectural history with the completion of standing buildings survey for master’s thesis with merit. Successive summers learning and teaching in field schools as an undergraduate, and thirteen years of teaching overseas.
 * Professional Profile: **American Citizen


 * Education **
 * M.A. **Archaeology and Heritage, University of Leicester School of Archaeology and Ancient History, located in Leicester, Great Britain, United Kingdom, completed 2008
 * Thesis **: "The Traditional Chinese Courtyard House in Kaohsiung, Taiwan: An Investigation of Form and Culture"
 * B.A. **<span style="font-family: Garamond,serif; font-size: 12pt;">Anthropology, Ohio State University, 1998, Columbus, OH


 * <span style="font-family: Garamond,serif;">Current Work-St. Vincent Pallotti High School **<span style="font-family: Garamond,serif;"> Laurel, Maryland –Instruction of Honors Social Studies Curriculum, including World History, US History, and Government, and responsible for ESL learning for all grades with the international students attending a Catholic, college preparatory curriculum at prominent independent Maryland private school (MIAA). Duties include individual instruction, research and resource assistance in essay preparation, and assistance in acculturation to US academic norms.


 * <span style="font-family: Garamond,serif; font-size: 12pt;">Core Competencies **


 * <span style="font-family: Garamond,serif;">Instructing, Curriculum Development, & Learning Strategies: **<span style="font-family: Garamond,serif;"> Wrote and facilitated developmentally appropriate subject matter in a traditional classroom environment. Developed syllabus and lesson plans for university students, adult-learners, senior high school, junior high school, middle school, primary, and pre-school students. Incorporated visual stimulus and tactile manipulatives to further enhance subject matter learning with primary school children. Directed activities of assistant teachers. Facilitated instruction in a multi-disciplinary learning environment; instructed students in English, Math, Science, History, Geography, culture, Anthropology, and Archaeology.


 * <span style="font-family: Garamond,serif;">Critical Thinking: **<span style="font-family: Garamond,serif;">Generated logical ideas and strategies to convey subject matter expertise to students displaying differential learning patters. Drew individual conclusions based upon individual perception and identification of strengths and weaknesses of each student. Facilitated and conducted extensive research and developed written reports/papers that identified alternative solutions, conclusions, or approaches to problems.


 * <span style="font-family: Garamond,serif; font-size: 12pt;">Michael Clarke page 2 of 3 **


 * <span style="font-family: Garamond,serif;">Active Learning & Research: **<span style="font-family: Garamond,serif;"> Engaged in continuous active learning programs based upon individual interests and research requirements. Over a course of two and a half years completed extensive field work and research toward completing the Master’s in Archaeology and Heritage degree. Examined and evaluated the Sites and Monuments Record, historical sources, and conducted research at the National Museum of Prehistory.


 * <span style="font-family: Garamond,serif;">Communication: **<span style="font-family: Garamond,serif;">Thorough communicator with proven ability to present ideas and communicate through language barriers within a foreign setting. Developed solid rapport with students and parents, and respect from colleagues as a result of creatively utilizing multiple methods of communication. Taught verbal and written communication skills. Engaged in both written and verbal communication in a foreign setting.

<span style="font-family: Garamond,serif;">.**Overseas Teaching Experience** – Consisting of thirteen years of 35-40 hours per week. Experience encompasses English and science instruction to university students, adult-learners, senior high school, junior high school, middle school, primary, and pre-school students.


 * <span style="font-family: Garamond,serif; font-size: 12pt;">Oxford English School **<span style="font-family: Garamond,serif; font-size: 12pt;"> Kaohsiung, Taiwan 10/2011-7/2012
 * <span style="font-family: Garamond,serif; font-size: 12pt;">Shiao Tsungli English School **<span style="font-family: Garamond,serif; font-size: 12pt;"> Fengshan, Taiwan 8/2006-7/2012 and 3/2002-2/ 2004.
 * <span style="font-family: Garamond,serif; font-size: 12pt;">Hong Zin English School **<span style="font-family: Garamond,serif; font-size: 12pt;"> Kaohsiung, Taiwan 2/2005-7/2012
 * <span style="font-family: Garamond,serif; font-size: 12pt;">International American English School **<span style="font-family: Garamond,serif; font-size: 12pt;"> Kaohsiung, Taiwan 8/2006-6/2011 (summer 2005)
 * <span style="font-family: Garamond,serif; font-size: 12pt;">Chiao An Tzhi English School **<span style="font-family: Garamond,serif; font-size: 12pt;"> Kaohsiung, Taiwan 2/2005-6/ 2006
 * <span style="font-family: Garamond,serif; font-size: 12pt;">National Kaohsiung Marine University **<span style="font-family: Garamond,serif; font-size: 12pt;"> Kaohsiung, Taiwan 1/2005-5/2006
 * <span style="font-family: Garamond,serif; font-size: 12pt;">Ha Po Computer English School **<span style="font-family: Garamond,serif; font-size: 12pt;"> Kaohsiung, Taiwan 2/2005-1/2006
 * <span style="font-family: Garamond,serif; font-size: 12pt;">Jonathan Language School **<span style="font-family: Garamond,serif; font-size: 12pt;"> Kaohsiung, Taiwan 9/2002-12/2004,
 * <span style="font-family: Garamond,serif; font-size: 12pt;">Bo Ai Elementary School **<span style="font-family: Garamond,serif; font-size: 12pt;"> Kaohsiung, Taiwan 9/2002-12/ 2004
 * <span style="font-family: Garamond,serif; font-size: 12pt;">Hess Language School **<span style="font-family: Garamond,serif; font-size: 12pt;"> Kaohsiung, Taiwan 3/ 1998-2/2002
 * <span style="font-family: Garamond,serif; font-size: 12pt;">St. Dominic’s High School **<span style="font-family: Garamond,serif; font-size: 12pt;"> Kaohsiung, Taiwan 12/ 2000-2/ 2002
 * <span style="font-family: Garamond,serif; font-size: 12pt;">Shin Min Elementary School with Melody English School **<span style="font-family: Garamond,serif; font-size: 12pt;"> Kaohsiung, Taiwan 4/1998-6/2000
 * <span style="font-family: Garamond,serif; font-size: 12pt;">Chiu Cheng Elementary School/Rehe English School **<span style="font-family: Garamond,serif; font-size: 12pt;"> Tsoying, Taiwan 9/2000-12/ 2000, and 7/1999-8/1999) contracted by the Melody English School program
 * <span style="font-family: Garamond,serif; font-size: 12pt;">Conversational English Teacher **<span style="font-family: Garamond,serif; font-size: 12pt;"> Kaohsiung, Taiwan Milloman Corporation 6/1999-11/1999


 * <span style="font-family: Garamond,serif; font-size: 12pt;">Educational Research, Coursework, & Field Schools **


 * <span style="font-family: Garamond,serif; font-size: 12pt;">Past Research **<span style="font-family: Garamond,serif; font-size: 12pt;">: Part time duties with the Lost Towns Project, part of Cultural Resources Division of the Anne Arundel County Planning and Zoning Department. Duties include active archaeological excavations at Pig Point (18AN50), artifact processing (identification and cataloging) and site investigations. Experience with colonial and prehistoric lithic, faunal and ceramic technologies and site recording and management


 * <span style="font-family: Garamond,serif; font-size: 12pt;">Landscape Archaeology **<span style="font-family: Garamond,serif; font-size: 12pt;">: Study of definition of archaeological landscapes, research design, regional sampling techniques, field walking, aerial photography, geoprospection, recording and interpretation of earthworks, maps and documents in landscape archaeology, environmental archaeology and geoarchaeology, and geographical information systems.


 * <span style="font-family: Garamond,serif; font-size: 12pt;">Michael Clarke page 3 of 3 **


 * <span style="font-family: Garamond,serif; font-size: 12pt;">Planning & Management of Archaeological Projects: **<span style="font-family: Garamond,serif; font-size: 12pt;">Study of the conservation and excavation ethics in the UK, USA, Denmark and South Africa. Additional subject emphasis was placed on phased evaluation of archaeological sites in planning projects, stressing factors of representativity, value and significance, and mitigation strategies in the same countries. Significant attention centered around how archaeological services are structured and delivered in the management of projects and practical evaluation and completion of desk-based assessments. Gained greater insight to the planning controls and government regulation and guidelines and the legal frameworks controlling archaeological projects in the UK and USA – specifically CRM (Cultural Resource Management) projects in the USA.


 * <span style="font-family: Garamond,serif; font-size: 12pt;">Archaeology of Standing Buildings: **<span style="font-family: Garamond,serif; font-size: 12pt;">Study and practical application to the investigation and dating of existing buildings. Gained insight to the form and function of buildings, analyzed materials and the manner in which they were used in construction, building types – from vernacular to polite forms, along with defensive, ecclesiastical, and industrial design and use. The recording, survey, measurement and reporting of a standing building was required, involving the research agenda and the design of a building recording project.


 * <span style="font-family: Garamond,serif; font-size: 12pt;">Interpretation and Presentation of Archaeological Heritage: **<span style="font-family: Garamond,serif; font-size: 12pt;">Stressed awareness of issues in preservation, conservation and restoration of standing buildings and excavated remains. Managed and interpreted historic environments, and the nature of world heritage, cultural property and antiquities as art were examined with detailed case studies and research of the relevant documents. The approaches used in presentation of archaeological heritage and how they are influenced by nationalism, imperialism, colonial legacies and gender formed the second part of the module. A discussion of living museums, archaeology and the public was included, and an evaluation of museum practice and the role the various factors play in presentation was required.

<span style="font-family: Garamond,serif; font-size: 12pt;">Practical experience in excavation, documentation, and description in archaeological contexts.
 * <span style="font-family: Garamond,serif; font-size: 12pt;">Undergraduate Summer Field School with Dr. William Dancey from Ohio State University **

<span style="font-family: Garamond,serif; font-size: 12pt;">Credited in an unpublished manuscript cited in THE STRAIT SITE: A MIDDLE TO LATE WOODLAND SETTLEMENT IN CENTRAL OHIO, Jarrod Burks and William S. Dancey, The Ohio State University, Friday, 15 October 1999.
 * <span style="font-family: Garamond,serif; font-size: 12pt;">1998: **<span style="font-family: Garamond,serif; font-size: 12pt;"> Site work conducted on a farm near Millersport, OH. Evaluated Middle to Late Woodland period occupation through survey (shovel testing and electrical resistivity), and traced the historical land use to the initial land grants to the Ohio Company. Oversaw work of eight undergraduate students who were conducting block excavations and data collection, cataloging and report preparation.

Michael Clarke Resume X
 * <span style="font-family: Garamond,serif; font-size: 12pt;">1997: **<span style="font-family: Garamond,serif; font-size: 12pt;"> Work performed in conjunction with the National Park Service near Chillicothe, Ohio, across the Scioto River from the Mound City Group, part of Hopewell Culture National Historical Park. Practiced survey methods, excavation techniques, data recording and cataloging finds, and attended seminars on archaeology. Uncovered earthworks that were used for ceremonial and social purposes from 200 BC to AD 500.

**<span style="font-family: Garamond,serif; font-size: 16pt;">Michael Clarke ** <span style="display: block; font-family: Garamond,serif; font-size: 12pt; text-align: center;">21 South River Road, South  <span style="display: block; font-family: Garamond,serif; font-size: 12pt; text-align: center;">Edgewater, Maryland 21037  <span style="display: block; font-family: Garamond,serif; font-size: 12pt; text-align: center;">410-956-1112 Cell: 443-223-2784  <span style="display: block; font-family: Garamond,serif; font-size: 12pt; text-align: center;">michaelclarke11@yahoo.com <span style="font-family: Garamond,serif;">Proven competency in current teaching responsibilities including curriculum development and management of an academic program for ESL and Social Studies learners. Enrolled in Teaching Licensure Program at Old Dominion University, and scheduled for the Secondary Mathematics Praxis Exam July 19th. Skills include archaeological work and academic experience with architectural history with the completion of standing buildings survey for master’s thesis with merit. Successive summers learning and teaching in field schools as an undergraduate, and thirteen years of teaching overseas.
 * <span style="font-family: Garamond,serif;">Professional Profile: **<span style="font-family: Garamond,serif;">American Citizen


 * <span style="font-family: Garamond,serif; font-size: 12pt;">Education **
 * <span style="font-family: Garamond,serif; font-size: 12pt;">M.A. **<span style="font-family: Garamond,serif; font-size: 12pt;">Archaeology and Heritage, University of Leicester School of Archaeology and Ancient History, located in Leicester, Great Britain, United Kingdom, completed 2008
 * <span style="font-family: Garamond,serif; font-size: 12pt;">Thesis **<span style="font-family: Garamond,serif; font-size: 12pt;">: "The Traditional Chinese Courtyard House in Kaohsiung, Taiwan: An Investigation of Form and Culture"
 * <span style="font-family: Garamond,serif; font-size: 12pt;">B.A. **<span style="font-family: Garamond,serif; font-size: 12pt;">Anthropology, Ohio State University, 1998, Columbus, OH


 * <span style="font-family: Garamond,serif;">Current Work-St. Vincent Pallotti High School **<span style="font-family: Garamond,serif;"> Laurel, Maryland –Instruction of Honors Social Studies Curriculum, including World History, US History, and Government, and responsible for ESL learning for all grades with the international students attending a Catholic, college preparatory curriculum at prominent independent Maryland private school (MIAA). Duties include individual instruction, research and resource assistance in essay preparation, and assistance in acculturation to US academic norms.


 * <span style="font-family: Garamond,serif;">Overseas Teaching Experience **<span style="font-family: Garamond,serif;">– Consisting of thirteen years of 35-40 hours per week. Experience encompasses English and science instruction to university students, adult-learners, senior high school, junior high school, middle school, primary, and pre-school students.


 * <span style="font-family: Garamond,serif; font-size: 12pt;">Oxford English School **<span style="font-family: Garamond,serif; font-size: 12pt;"> Kaohsiung, Taiwan 10/2011-7/2012
 * <span style="font-family: Garamond,serif; font-size: 12pt;">Shiao Tsungli English School **<span style="font-family: Garamond,serif; font-size: 12pt;"> Fengshan, Taiwan 8/2006-7/2012 and 3/2002-2/ 2004.
 * <span style="font-family: Garamond,serif; font-size: 12pt;">Hong Zin English School **<span style="font-family: Garamond,serif; font-size: 12pt;"> Kaohsiung, Taiwan 2/2005-7/2012
 * <span style="font-family: Garamond,serif; font-size: 12pt;">International American English School **<span style="font-family: Garamond,serif; font-size: 12pt;"> Kaohsiung, Taiwan 8/2006-6/2011 (summer 2005)
 * <span style="font-family: Garamond,serif; font-size: 12pt;">Chiao An Tzhi English School **<span style="font-family: Garamond,serif; font-size: 12pt;"> Kaohsiung, Taiwan 2/2005-6/ 2006
 * <span style="font-family: Garamond,serif; font-size: 12pt;">National Kaohsiung Marine University **<span style="font-family: Garamond,serif; font-size: 12pt;"> Kaohsiung, Taiwan 1/2005-5/2006
 * <span style="font-family: Garamond,serif; font-size: 12pt;">Ha Po Computer English School **<span style="font-family: Garamond,serif; font-size: 12pt;"> Kaohsiung, Taiwan 2/2005-1/2006
 * <span style="font-family: Garamond,serif; font-size: 12pt;">Jonathan Language School **<span style="font-family: Garamond,serif; font-size: 12pt;"> Kaohsiung, Taiwan 9/2002-12/2004,
 * <span style="font-family: Garamond,serif; font-size: 12pt;">Bo Ai Elementary School **<span style="font-family: Garamond,serif; font-size: 12pt;"> Kaohsiung, Taiwan 9/2002-12/ 2004
 * <span style="font-family: Garamond,serif; font-size: 12pt;">Hess Language School **<span style="font-family: Garamond,serif; font-size: 12pt;"> Kaohsiung, Taiwan 3/ 1998-2/2002
 * <span style="font-family: Garamond,serif; font-size: 12pt;">St. Dominic’s High School **<span style="font-family: Garamond,serif; font-size: 12pt;"> Kaohsiung, Taiwan 12/ 2000-2/ 2002
 * <span style="font-family: Garamond,serif; font-size: 12pt;">Shin Min Elementary School with Melody English School **<span style="font-family: Garamond,serif; font-size: 12pt;"> Kaohsiung, Taiwan 4/1998-6/2000
 * <span style="font-family: Garamond,serif; font-size: 12pt;">Chiu Cheng Elementary School/Rehe English School **<span style="font-family: Garamond,serif; font-size: 12pt;"> Tsoying, Taiwan 9/2000-12/ 2000, and 7/1999-8/1999) contracted by the Melody English School program
 * <span style="font-family: Garamond,serif; font-size: 12pt;">Conversational English Teacher **<span style="font-family: Garamond,serif; font-size: 12pt;"> Kaohsiung, Taiwan Milloman Corporation 6/1999-11/1999

NOTE: I don't know why the font sizes are different!

Three Things From Class Three Important Things I Enjoyed about Today’s Course
 * 1) 1. Use PERSIA to analyze and defuse controversial subjects.


 * 1) 2. Have the students explore the manipulation of words and connotations.


 * 1) 3. In preset readings, make sure your question sets have various levels of difficulty, and that they are in a mixed order, not easiest to hardest. You want to instill some confidence with later questions.

Rough Draft Lesson Plan ||

// This interactive lesson plan is designed for use by emerging educators participating in Old Dominion University’s DCOE methods’ courses. The template will expand as information is added. Please, delete given directions in each section, rename and save file prior to submitting to your instructor. // || || || Michael Clarke || Grade 9 – (High School) || World History – (Social Studies) ||
 * Lesson Overview  ||
 * || || **// Instructional Lesson Plan //**
 * Lesson Author:
 * Grade Level:
 * Subject Area:
 * Short Description: ||
 * // Students will articulate the root causes of World War 1 according to the mnemonic “MAINIACS,” and use it to assess the presence of these factors in the participants: Germany France England, Russia and the US. Students will communicate the step by step process the participants entered the war, and map the reframing of the alliances into the Central and Allied powers that fought the war. // ||
 * Standards  ||
 * State Curriculum Standards met in this lesson: ||
 * WH II.10a - “The student will demonstrate knowledge of World War I by explaining economic causes, political causes, and major events and identifying major leaders of the war, with emphasis on Woodrow Wilson and Kaiser Wilhelm II.” ||
 * Instructional Outcomes: ||
 * Students will identify “MANIACS” and give examples for each. Students will clarify the roles of each country by modeling the initial breakout of hostilities. Students will collaborate to produce maps of World War I combatants and reconstruct the makeup of the Central and Allied powers. ||
 * Enduring Understandings/Essential Knowledge: ||
 * World War I (1914-1918) was caused by competition among industrial nations in Europe and a failure of diplomacy. The war transformed European and American life, wrecked the economies of Europe, and planted the seeds for a second world war. ||
 * Essential Questions: ||
 * What were the factors that produced World War I?

What were the major events of the war? || 1. 5 minutes The Teacher will ask students to sit down and think about the causes of World War 1. The Teacher can state in review how the students learned in the last unit how the rise of industrial economies were linked to imperialism and nationalism, and the impact of European economic and military power on Asia and Africa that emphasized the competition for resources through colonialism.
 * Procedures  ||
 * Lesson Set: ||

While the students are sitting down the teacher will pass out note cards and direct the students to write what they think the cause of World War 1 was, and how this is not a quiz but to provide a specific answer in a sentence.

The Teacher will ask further discussion questions of the students while they complete their answers. (see Resources: Content Resources 1 below) || 2. 15 minutes When students are finished writing their answers to the question, “What caused World War 1?” the teacher will declare ‘MANIACS’ started the war and explain the mnemonic and the different factors it describes. ( see Resources: Content Resources 2 for reference)
 * Rationale: ||
 * World War I was a global conflict that was caused by European rivalries and ushered in the devastation of modern warfare. ||
 * Techniques and Activities: ||

Students will then identify which factor the cause they wrote fits under, and draw a quick picture alongside their cause, corresponding with the factor that led to war, e.g. M- a soldier saluting, A- a spider web, N- a flag, I- a king or queen, A- a falling bridge, C- a pot of gold, and S- a pistol.

On the other side the student will write M A N I A C S in a column down one side and the corresponding definition. ( see Resources: Content Resources 3 for short version)

3. 25 minutes The teacher will then bring the spider web, or the first alliances that divided Europe to the students attention by having the notecards collected for a quick check by asking everyone to stand up, collecting the pistols and so on until only spider webs are left. Ask the students why they are webs, collect them, and then ask:

T: What were the alliances? Ss: Names alliances as a group effort, correcting themselves with teacher’s assistance until basic German, Austria –Hungary, Italy and Russia, France, and England are identified.

The Teacher then reinforces and checks for learning:

T: There was a Triple Alliance (Germany, Austria-Hungary, Italy) and a Triple Entente (France, Russia and England) to start the war. T: Who can tell me one country in the Triple Entente? S1: France S2:Russia S3: England T: Who can tell me one country in the Triple Alliance? S1: Germany S2: Austria-Hungary S3: Italy

The Teacher then explains:
 * 1) 1. Germany formed an alliance with Austria-Hungary to defend each other against Russia,
 * 2) 2. Russia protected the Balkan state of Serbia,
 * 3) 3. France allied itself with Russia to protect itself from Germany,
 * 4) 4. Italy allied itself with Germany in colonial competition with France, and
 * 5) 5. England allied itself with France and Germany because of Germany’s naval threat.

This will be confusing so refer to the friends defending friends and hand students flags to represent the countries, stand up to play the roles and group themselves to the basic format of alliances.

Then, with different students grouped together in their alliances, have them act out the outbreak of war:
 * 1) 1. Austria-Hungary declaring war on Serbia,
 * 2) 2. Germany declaring war on Russia, who was mobilizing to defend Serbia
 * 3) 3. Italy declares its neutrality
 * 4) 4. Germany declaring war on France and invading Belgium, and
 * 5) 5. Britain declaring war on Germany for violating Belgian neutrality.

Then repeat with another set of students act to group and act out the outbreak if they haven’t had the chance. || While the teacher discusses how the alliances change after the war breaks out, initially with Italy declaring neutrality, and how they came to be called the Allied Powers and the Central Powers, a map of Europe is passed out with crayons, or pens that the students have.
 * Lesson Closure: ||
 * 4. 10 minutes

The students then identify the alliance members on their maps in red, Allied Powers, and green, Central Powers, with Italy in green stripes. The students help each other with shoulder partners identify the proper nations, and others declaring war as time permits. (see Resources: Content Resources 4 for list)

Assign Homework: Re-assign countries to alliances as the student sees fit, and provide a sentence explaining why the choices were made. || // Summative Assessments: HW assignment // // Diagnostic Assessments: Note cards, map exercise // // Formative Assessment: Role playing activity // || // Students will produce a “MANIACS” notecard and a map of Central and Allied powers during World War I. // || // Students will be provided time to correctly fill out ‘MANIACS” note card. // // Students will have chance in subsequent lessons to arrange make notecards of major powers and arrange them into the Allied Powers and Central Powers. // // Remedial Supplemental Activities (continued) // // Students will be given the opportunity in subsequent lessons to provide illustrated chart detailing the five steps of the outbreak of war. // // Extension – Have students make a timeline of the armistices and treaties ending the war // || // Base it on the recommendations of the IEP/504 team. // || // Delivery- separation into groups for role playing activity // // Learning styles-assessments were summative, diagnostic and formative (see above), and involved auditory (alliance explanation), visual (power point and maps), tactile (note cards, country flags and coloring) and kinesthetic (role playing) // || // Materials and resources needed for this lesson. //
 * Assessment/Evaluation: ||
 * Student Products: ||
 * // Supplemental Activities: // ||
 * // Remedial: //
 * // Adaptations for Special Learners: // ||
 * // Differentiated Instruction: // ||
 * // Students will be given differing modalities of instruction: //
 * // Resources // ||
 * 1)  notecards
 * 2)  flag printouts
 * 3)  map handouts
 * 4)  colored pens/crayons

// Technology resources needed for this lesson //


 * 1) overhead projector for Slideshow presentation for “MANIACS” notecards and map activity illustrating Allied and Central powers
 * 2) dry erase board

Content Resources 1. Lesson Set (Warm –up) Discussion questions: i. T: How are fights started? S: name calling, posturing (acting tough or threatening), needs/materials ii. T: Do countries start wars over name calling? S: No iii. T: Do countries start wars over posturing? S: Yes, WMDS, Vietnam, and T: nationalistic pride and competition, military buildup before WW1 iv. T: What else causes wars? S: Attacks, perceived attacks, competition for resources

2. ** Maniacs Mnemonic **

** i. ** ** M-M ** ilitarism, a policy of aggressive preparedness, saw war as a valid means of foreign policy. All the countries of Europe built up their armies and navies. As one country increased its armies, so all the others felt obliged to i increase their armed forces to keep the ‘balance of power’.


 * ii. ** ** A-A ** lliances divided Europe into competing camps, The Triple Alliance (Germany, Austria-Hungary and Italy) and the Triple Entente (England, France and Russia), which made what could have been a smaller scale war between two countries into a larger European war.


 * iii. ** ** N-N ** ationalism in all the major European nations expressed the need to protect and uphold its country's personal desires and needs by striving to be richer and more powerful than other nations. Many groups within these nations and smaller European states wanted the freedom to rule themselves, or desired unity with other powers, such as the pan-slav unity of Serbia and Russia.

** iv. ** ** I-I ** mperialism was a part of this nationalism as a means to global dominance, where stronger nations take over weaker nations, with England’s colonial domination worldwide with its powerful navy a prime example.


 * v. ****  A-A  ** lliances caused diplomatic failures, setting in motion the successive declarations of war after the Archduke’s assassination, and forcing Germany to strike at France before Russia could mobilize.

** vi. ** ** C-C ** ompetition over colonies in Africa and Asia heightened tensions as European nations strove for greater control of resources, and led to Italy’s alliance with Germany over France’s lack of support in its colonial ambitions.


 * vii. ** ** S- ** The **S**erbian assassination of Archduke Ferdinand leads to Austria-Hungary declaring war on Serbia, Germany declaring war on Russia, who was mobilizing to defend Serbia, Germany declaring war on France and invading Belgium, And Britain declaring war on Germany for violating Belgian neutrality.

3. “MANIACS” mnemonic for student note cards:

M – Militarism A – Alliances divided Europe into competing camps N – Nationalistic feelings (desire for war) I – Imperialism A – Alliances caused diplomatic failures C – Competition over colonies in Africa/Asia S – Serbian assassination of Archduke Ferdinand

4. List of nations declaring war in World War 1:

1914 July 28th Austria-Hungary declares war on Serbia August 1st Germany declares war on Russia August 3rd Germany declares war on France. August 5th Montenegro declares war on Austria-Hungary August 6th Austria-Hungary declares war on Russia August 6th Serbia declares war on Germany August 9th Montenegro declares war on Germany August 11th France declares war on Austria-Hungary August 12th The United Kingdom declares war on Austria-Hungary August 22nd Austria-Hungary declares war on Belgium August 23rd Japan declares war on Germany August 25th Japan declares war on Austria-Hungary November 1st Russia declares war on the Ottoman Empire(August 1st) November 3rd Montenegro declares war on the Ottoman Empire November 5th France and the United Kingdom declare war on the Ottoman Empire 1915 May 23rd Italy declares war on Austria-Hungary October 14th Bulgaria declares war on Serbia October 15th The United Kingdom declares war on Bulgaria October 16th France declares war on Bulgaria October 19th Italy and Russia declare war on Bulgaria

1916 March 9th Germany declares war on Portugal August 27th Italy declares war on German August 27th Romania enters the war on the Entente's side

1917 April 6th The United States of America declares war on Germany June 30th Greece declares war on the Central powers December 7th The United States declares war on Austria-Hungary

1918 May 21st Ottomans invade Armenia ||

Lesson Plan adapted from … Lisa P. Sexton “The Great War” Lesson Plan January 24, 2010
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 * 2)  http://careerswitcherssocial.wikispaces.com/Sample+Lesson+Plans+Evaluations
 * 1) [|http://en.wikipedia.org/wiki/Timeline_of_World_War_I#1914]
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 * 3) [] [|**http://creativecommons.org/licenses/by-nc-sa/3.0/**]**<span style="font-family: 'Arial Narrow',sans-serif;"> This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ Page 24 of 75 **
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Austria-Hungary (above) Serbia (below)



Germany (above) and Russia (below)



Great Britain (above) France (below)



Italian Flag



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