Curriculum Unit Plan

RGD 323
Unit Theme: War changing over time

Grade: 10th and 11th Grade

Timeline: 5 Weeks

Team Members Quentin Grill David Barr Lukas Sheets

Mathematics History History

Rationale:
(Why is this relevant to them? why am I teaching this?)

History:
History projects are something can really help them understand how history has changed
throughout and influenced history. Because of that, the students doing the assignment and
project will enjoy see where history has evolved.

Mathematics: Mathematics projects are few and far between. To introduce a unit problem will
ignite learning by necessitating what students are learning in class to have a direct application
to their project. Students will build an enduring understanding, and gain relevancy through
real life mathematical modeling.

English: From reading literature that is either historically or mathematically inclined,

students will write a formal report detailing how war changed over time citing their
experiments from mathematics. Students will discuss literary strategies to be incorporated in
other content areas.

Essay component: Students will write a DBQ essay in history, and give a formal presentation
of outcomes in mathematics. In english students will combine these components into a
reflective essay centered around the essential question “How did weaponry change throughout
history in war? How did it improve and how can we track that improvement?’’. This essay will
detail student comprehensive student learning.
Enduring Understanding:
If you understand the way broadly you will see it in everything. How can math change the way
war is fought?

Essential Questions:
1. How did weaponry change throughout history in war?
2. How did it improve and how can we track that improvement?
3. Is how we fight war still changing?
4. What technological advancements changed warfare?
5. Is how war is fought today different from the past? How?
6. How has math influenced the weapons?
7. Where can math be used in this sense?
8. Is it possible to construct a model of one of these weapons and examine
how the math works?
Student Learning Outcomes

Learning Objectives:

Math: Students will gain a nuanced and enduring understanding of projectile motion to be
able to apply mathematical concepts to a unit project. In this culminating project, students
will construct a trebuchet for use, to then analyze how they could have optimized their project
using math.
History: Students will be able to determine how different types of technological advancement
have influenced war throughout history through the usage of projectiles.

Standards
History PO 1
Examine the causes of World War I: a. rise of nationalism in
Europe b. unification of Germany and Otto Von Bismarck’s
leadership c. rise of ethnic and ideological conflicts - the
Balkans, AustriaHungary, the decline of the Ottoman Empire
PO 2
Examine the causes of World War I: a. rise of nationalism in
Europe b. unification of Germany and Otto Von Bismarck’s
leadership c. rise of ethnic and ideological conflicts - the
Balkans, AustriaHungary, the decline of the Ottoman Empire a.
trench warfare b. mechanization of war – machine gun, gasoline,
submarine, tanks, chemical c. American involvement
PO 3
Explain the end of World War I and its aftermath: a. Russian
Revolution b. Treaty of Versailles c. end of empires (e.g., Austro-
Hungarian, Ottoman, Russian) d. continuation of colonial
systems (e.g., French Indochina, India, Philippines)
PO 4
Examine the period between World War I and World War II: a.
rise of fascism and dictatorships b. postwar economic problems
c. new alliances d. growth of the Japanese empire e. challenges
to the world order
PO 5
Analyze aspects of World War II: a. political ideologies (e.g.,
Totalitarianism, Democracy) b. military strategies (e.g., air
warfare, atomic bomb, Russian front, concentration camps) c.
treatment of civilian populations
PO 6
Examine genocide as a manifestation of extreme nationalism in
the 20th century (e.g., Armenia, Holocaust, Cambodia, Bosnia,
Rwanda, Kosovo and Sudan).
PO 7
Analyze the political, economic and cultural impact of the Cold
War: a. superpowers – Soviet Union, United States, China b.
division of Europe c. developing world d. Korean and Vietnam
Wars
PO 8
Compare independence movements of emerging nations (e.g.,
Africa, Asia, Middle East, Latin America).
Mathematics Calculus
MPAC 1a: Use definitions and theorems to build arguments, to
justify conclusions or answers, and build results.

MPAC 2c: Identify a common underlying structure in problems

representing different contextual situations.

MPAC 6a: Clearly present methods, reasoning, justification, and

conclusion.

MPAC 6b: Use accurate and precise language and notation.

MPAC 6d: Explain the connection among concepts.

EU 2.3: The derivative has multiple interpretations and

applications including those that instantaneous rates of change.

EK 2.3c1: The derivative can be used to solve rectilinear motion

problems involving position, velocity and acceleration.

EK 2.3c3: The derivative can be used to solve optimization

problems, that is finding a maximum or minimum value over a
given interval.

English 11-12.RI.3 Analyze a complex set of ideas or sequence of events

and explain how specific individuals, ideas, or events interact
and develop over the course of the text.

11-12.RI.9 Analyze foundational U.S. and world documents of

historical and literary significance for their themes, purposes,
and rhetorical features

11-12.W.2 Write informative/explanatory texts to examine and

convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and
analysis of content.

11-12.W.2 Write informative/explanatory texts to examine and

convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and
analysis of content.
 Comprehension and Collaboration

Between history and math: History teachers will collaborate with

the math department to ensure constructed artifacts are
historically accurate. The ability to improve and change the
students projects are a focal point that will be examined within
the history classroom.

Between math and history: With students exploring how

weapons have evolved over time, students will get to employ
those ideas in the math classroom when retooling their
trebuchets.

Technology Integration Mathematics: Geogebra (for CAS)

Mathematics: PhET (for simulation)
Mathematics: Powerpoint (for presentation)
History: Google Doc discussion boards
History: Online primary source readings
History: Powerpoints

Technology Standards Empowered Learner: Students leverage technology to take an

active role in choosing, achieving and demonstrating
competency in their learning goals, informed by the learning
sciences..
Knowledge Constructor: Students critically curate a variety of
resources using digital tools to construct knowledge, produce
creative artifacts and make meaningful learning experiences for
themselves and others.
Creative Communicator: Students communicate clearly and
express themselves creatively for a variety of purposes using the
platforms, tools, styles, formats and digital media appropriate to
their goals.
Computational Thinker: Students develop and employ strategies
for understanding and solving problems in ways that leverage
the power of technological methods to develop and test
solutions.
Unit Performance Task The students will able to use a math trajectory tool to show how
math can help the military improve their weaponry through the
use of projectile motion. They have a graph in front of them and
with that graph and tool, they will map out how trajectory and
speed can improve the way we fight war.

Common Instructional Strategies

All Learners
● Journals for students
● Debates and discussions in class
● Vocabulary cards to be turned in
● Digital (google doc) Discussion board
● Worksheets and primary sources to be done at home.

English Language Learners

● Interactive notebooks
● 3 acts mathematics
● Frayer model graphic organizer
● Cornell notes
● Small group RTI
● Definition guides
(Resource / Speech Language)
● Extra modeling
● Small group RTI
● Reinforced reading strategies
● Multiple representations of content
● Supplementary videos
● Provisions for abbreviated final project

GATE
● Extension and student choice for project portion of unit
● Allow for inquiry research component in final unit assessment

Individual Unit Theme: How War Changed over time

Subject: History (Lukas and Grade Level: 10

Dave)

Focus Standards
 CONCEPT 8 STANDARDS
PO 1
Examine the causes of World War I: a. rise of nationalism in Europe b. unification of Germany
and Otto Von Bismarck’s leadership c. rise of ethnic and ideological conflicts - the Balkans,
AustriaHungary, the decline of the Ottoman Empire
PO 2
Examine the causes of World War I: a. rise of nationalism in Europe b. unification of Germany
and Otto Von Bismarck’s leadership c. rise of ethnic and ideological conflicts - the Balkans,
AustriaHungary, the decline of the Ottoman Empire a. trench warfare b. mechanization of war
– machine gun, gasoline, submarine, tanks, chemical c. American involvement
PO 3
Explain the end of World War I and its aftermath: a. Russian Revolution b. Treaty of
Versailles c. end of empires (e.g., Austro-Hungarian, Ottoman, Russian) d. continuation of
colonial systems (e.g., French Indochina, India, Philippines)
PO 4
Examine the period between World War I and World War II: a. rise of fascism and
dictatorships b. postwar economic problems c. new alliances d. growth of the Japanese empire
e. challenges to the world order
PO 5
Analyze aspects of World War II: a. political ideologies (e.g., Totalitarianism, Democracy) b.
military strategies (e.g., air warfare, atomic bomb, Russian front, concentration camps) c.
treatment of civilian populations
PO 6
Examine genocide as a manifestation of extreme nationalism in the 20th century (e.g.,
Armenia, Holocaust, Cambodia, Bosnia, Rwanda, Kosovo and Sudan).
PO 7
Analyze the political, economic and cultural impact of the Cold War: a. superpowers – Soviet
Union, United States, China b. division of Europe c. developing world d. Korean and Vietnam
Wars
PO 8
Compare independence movements of emerging nations (e.g., Africa, Asia, Middle East, Latin
America).

Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation. (11-12. WHST.7)

Gather relevant information from multiple authoritative print and digital sources using
advanced searches effectively; assess the strengths and limitations of each source in terms of
the specific task, purpose, and audience; integrate information into the text selectively to

Concept 1: Research Skills for History

PO 3. Formulate questions that can be answered by historical study and research.
PO 5. Evaluate primary and secondary sources for:
a. authors’ main points
b. purpose and perspective
c. facts vs. opinions
d. different points of view on the same historical event (e.g., Geography Concept 6 –
geographical perspective can be different from economic perspective)
e. credibility and validity
PO 6. Apply the skills of historical analysis to current social, political, geographic, and
economic issues facing the world.
PO 7. Compare present events with past events:
a. cause and effect
b. change over time
c. different points of view
Objectives Knowledge/Skills to be gained

All of these will take around 2 days to Historical skills:

complete Students must be able to see how alliances can end up

being harmful in the end.
1. SWBAT examine the causes of

World War I in order to understand
the complexities of diplomacy and the
threat of war.
2. SWBAT analyze the changing
nature of warfare in WWI in order to
speculate how warfare might change
Students must be able to how international diplomacy
works in the world.
Students must be able to see how warfare changed
over time and what it means for the combatants.
Students must be able to use primary sources to write
a DBQ essay and explain how they relate to the
question being asked.

in the near future by writing a short
comparison piece essay detailing how
war is still changing today.
Students must be able to see how the genocide of the
Jewish race by the Nazis was one of the reasons why
the Nazi regime is considered to be one of the worst in
the world.

3. SWBAT answer a DBQ about Students have to see how the events of WWII led into
the Cold War between the Soviet Union and the
the end of WWI and its aftermath, United States.
specifically in reference to the

Russian Revolution, the Treaty of

Versailles, the end of the Austro-

Hungarian, Ottoman, and Russian

Empires, and the continuation of

colonialism in French Indochina,

India, and the Philippines. A graphic

organizer will be there to assist the

students with their thoughts. .

4. SWBAT hypothesize the

causes, changes in warfare, and the

aftermath of WWI through an

examination of the interwar years.

5. SWBAT define the different

political ideologies involved in World

War II by using a graphic organizer

6. SWBAT compare the military

strategies of WWII with those of WWI

by writing a DBQ that explains how

war was fought differently in only 20

years. They will be using B-D-A

during the lesson prior to writing the

DBQ in order to understand the

document.

7. SWBAT understand the effects

on civilian populations and the

Holocaust through a report on

individual groups affected by the war.

They will be assisted in the report by

using a magic squares to map out

their thoughts and establish vocab to

be used in the report.

8. SWBAT analyze the

relationship between extreme

nationalism and genocide in the 20th

century by examining the correlation

between the ideals and the actions of

nationalist states using a semantic

mapping tool in the classroom.

9. SWBAT understand how

WWII lead to the Cold War in order

to explain the impact the Cold War

would have on the world.

10. SWBAT compare independence

movements of emerging nations in

order to analyze the long-term effects

of colonialism and other political

ideologies. When reading some

primary source docs, we will be using

questioning the author.

Texts Assessment
WWI: Technology and War Formative:
https://www.ncpedia.org/wwi- Build an interactive journal
technology-and-weapons-war with all their notes inside
and worksheets to show they
Different Economic Ideas have progressed throughout
http://www.ushistory.org/gov/13b.as the unit.
p
Entry/Exit Tickets
Summative:
Interdisciplinary
project showing how
math changes warfare
Debate Activity

Holocaust Primary Source: End of Chapter Test

https://www.ushmm.org/collections/ Vocabulary Test

bibliography/primary-sources
Learning Plan: Scope and
Sequence
Students will choose one area of
weaponry they would like to focus on
to examine how it changed over time.
Student will make daily entry the
online digital discussion board.
After researching individually
students will work with others to
show how weapons became more
effective with math.
Students will then present their ideas
to the class using a powerpoint and
explain their research findings.
Differentiation
ELL
Students will be grouped both homogeneously and
heterogeneously to encourage team behaviors and
participation from all students. Chunks of text are
read aloud and shared out to the whole class. Graphic
organizers and other guided reading help are going to
be used throughout the texts to improve
comprehension, encourage questioning and inquiry,
and develop content area vocabulary on challenging
words.
SPED
Students will receive accommodations on assignment
completion time and performance expectations based
on their learning needs
Based on their IEPs.
Students will share in opportunities to write about
background knowledge and share out their
perspectives on various issues.
Students will engage in reading aloud in pairs,
reading as a whole group, and reading individually.
Individual Unit Theme:
How weapons in war changed over time

Subject: Math Grade Level: 11 &

Teacher: Quentin Grill 12

Focus Standards
Calculus
Applications of the derivative:

Research to Build and Present Knowledge

● Conduct short as well as more sustained research projects to answer a question
(including a self‐generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation. (9‐10.W.7) 7.
● Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research
question; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation. (9‐10.W.8)
Comprehension and Collaboration
● Integrate multiple sources of information presented in diverse media or formats (e.g.,
visually, quantitatively, orally), evaluating the credibility and accuracy of each source. (9‐
10.SL.2)
● Present information, findings, and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and the organization, development,
● Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for
specific expectations.) (9‐10.SL.6)
● Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
Essential Understandings Knowledge/Skills

Important Concepts: Students will know

● Calculus and be able to do:
● Students must know how to calculate a derivative for
elementary functions along with their products, quotients, ● Students will
and compositions. understand a real life
● Students must be able to make the connection between the application of
first and second derivatives of a function to rate of changes, differential calculus
inflection points, extrema, and concavity. by identifying
● Students must be able to represent the above graphically, constraints and
numerically, analytically, and conceptually. optimizing variables.
● Students must be able to construct optimization problems and
use previous listed understandings to solve and interpret Students will
these given context. construct a structure
and use their math
● Physics skills to make it
● Students must relate the original function, and its first and better.
second derivative to position, velocity, and acceleration
respectively. Students will be able
● Students must understand that projectile motion can be to communicate their
determined by initial position, launch angle, and velocity. struggles,
Further, velocity can be broken down into its horizontal and understandings, and
vertical components. results to peers.
● Neglecting air resistance, students must be able to factor in
gravity as an outside resisting force when determining how far Students will leverage
their projectile is going to go. the use of technology
to realize that
● Technology computer simulations
● Students must be able to construct and label a graph on are the way many
geogebra. companies conduct
● Students must be able to interpret and compare graphs to pull experiments today.
important information. Students will use what
● Students must be able to use the PHeT simulation to test their they learned from this
trebuchets before redesign. to build a well
informed trebuchet.
● Literary Strategies
● Guided reading and summarizing: Students will have several
articles, and textbook sections to read, so it is imperative
students make sense of what they are reading through
summarizing information.
● Semantic feature analysis: With students having to read
multiple articles purpose and connections may not readily
 present themselves. So students will use this analysis to
highlight and bring out the connections between the articles
and the math they are learning.
● Writing to reflect: After students complete their first
trebuchet, they will reflect on what they could improve as a
brainstorming piece for their next section.
● Students will have choice in the mode in which they present
their findings. Student choice will bring creativity to
presentation.

Texts Assessment
Website 1: 1380L Formative: Summat
PHeT Interactive simulations Periodic ive:
https://phet.colorado.edu/en/simulation/projectile-motion Assessmen Presenta
This website will be used to model the projectile motion piece of the t Entry / tion of
trebuchet design. Students will get to play with this tool to perform Exit Ticket findings.
virtual tests before and after construction of their design. Quizzes
Homework
Website 2: 1320L Discussion
Geogebra CAS Simulation
https://www.geogebra.org/graphing Constructi
Geogebra has an intuitive computer algebra system on it. This allow on of
students to solve derivatives, identify critical values, and present this trebuchet
information in a compact way. Students will include geogebra graphs
in their final presentation.

Article 1: 1400L
Catapult Design, Construction and Competition with the Projectile
Throwing Engines of the Ancients (ISBN: 978-0977649709)

Gives blueprints on how to build a trebuchet. Essentially students will

have to read this article and base their design off of a typical
trebuchet setup.

Article 2: 1150L
https://www.solver.com/examples-optimization-problems

Students will ponder some examples provided on this website to

understand the essence and widespread application of optimization
problems. This ties into maximizing or minimizing variables given a
set of constraints. Students will have to apply this thinking to
maximize distance given counterweight placement and launch angle
as variables.

Video: Lexile NA
Mythbusters: How to build a trebuchet
https://www.youtube.com/watch?v=9-Hwxw4fgqk

Quick inspiration on the fundamentals of building a trebuchet so

students take inventory on required materials before they begin the
project.
Trade Book 1: 1440L
Stewart: Calculus
This is the holy grail of calculus textbooks. This will be used as
consultancy for understanding the how of math. We will refer to this
textbook for readings and sample exercises prior to the unit project.

Trade Book 2: 1240L

Conceptual Physics by Paul G. Hewitt
This book will be used sparingly to not overload students with
information. It will be included as reference for further explanation of
projectile motion and some working definitions and vocabulary
students need to familiarize themselves with.

Children’s book: 960L

The Big Book Of Catapult And Trebuchet Plans! By Ron L. Toms

This book will perk students interest in introducing projectile motion

in a whimsical and wondering way. This is still a non-fiction book,
but the language is tuned down compared to other text. This is meant
to be an accessible way for students to get ideas and inspiration
without having to go too deep in detail.
Learning Plan: Scope and Sequence Differentiation
Week 1: ● Most students
The unit problem will be introduced so students understand the may need
direction of the unit, but we will mainly do direct instruction, so reinforcement on
students are well equip with prior knowledge. building. I will offer to
● Applications of the derivative guide groups through
● First and second derivative analysis a model during
● Graphs of first and second derivatives construction time.
● Introduce position, velocity, acceleration ● Students
Week 2: needing more
Students will still be gaining content knowledge but will now start to challenge will delve a
converge on what they need specifically for the project. bit deeper into the
● Second derivative tests physics variable object
● Inflection points mass and counter
● Optimization word problems weight.
● Projectile motion lab ● Presentations
will consist of both
Week 3: auditory and visual
Students will construct and launch their trebuchets this week. formats.
● Lesson on optimization word problems strictly about projectile ● Group
motion work/partner work
● Students will read Catapult Design, Construction and for building,
Competition with the Projectile Throwing Engines of the ancients launching and
● Build trebuchet presenting.
● Launch projectiles ● Rubrics
Week 4:
Students will analyze, reflect and present in this week’s culminating ELL
project. ● Largely omit the
● Analyze recordings of event, and hypothesize what could have readings due to high
went better. lexile level. In place,
● Construct their own optimization problem put selected videos
● Test against their model in a computer simulation sharing the same
● Draw conclusions using this data information.
Week 5: ● heterogeneous
This week is completely research and collecting data. grouping
● Use geogebra to model their findings ● Pictures, and
● Create a presentation using powerpoint or a tool of their choice geogebra will be often
to show the following: referred to for graphs
1. Their initial results to help understand
2. What they noticed that could be improved text.
3. What effect quantitatively would improving their structure ● Receive
have? reinforcement on the
presentation portion.
Students will get
teacher consultation
before presentation.
SPED
● Receive
reinforcement on the
presentation portion.
Students will get
teacher consultation
before presentation.
● Include visual
cues and graphic
organizer.