Lesson Title / Beginnings of WWI / Teacher / Eric Helms
Grade Level / 11th / Duration of Lesson / 1 class period
Lesson Topic / Causes of WWI and U.S. Involvement in WWI
SC Standards and Indicators / Standard USHC-6: The student will demonstrate an understanding of foreigndevelopments that contributed to the United States’emergence as a world power in the twentieth century.
USHC-6.4: Outline the causes and course of World War I, focusing on the involvement of theUnited States, including the effects of nationalism, ethnic and ideological conflicts,and Woodrow Wilson’s leadership in the Treaty of Versailles and the League ofNations.
Common Core Strategy(ies) addressed / 1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
2. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
3. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
Academic Vocabulary / self-determination, propaganda, U-boat, Allies, Central Powers, nationalism, militarism
Lesson Materials Needed (attached at end of lesson) / 6.4 Notebook, Passing the South Carolina End of Course Exam in United States History and the Constitution p.142
Content Narrative
(What is the background information that needs to be taught to understand the context of the lesson? Be sure to include necessary citations) / Students will need to be familiar with the reasons for U.S. expansion in the 1890s including economics, defense, nationalism, and problems with the idea of isolationism. Christian missionaries also sought to civilize foreign countries, furthering American influence in other countries. Students must understand that while the U.S. wanted to expand its territories, they did not want to be involved in European affairs.
Students will need to be familiar with the major events of the Spanish-American War. The United States sought to reinforce the ideas of the Monroe Doctrine in the Western Hemisphere and threatened European countries who wanted to expand their power. Although the U.S. gains Cuba, the Philippines, Puerto Rico, and Guam, there is still resistance to imperialism within the United States, led by the Anti-Imperialist League.
Students will need to be familiar with the U.S. ideas of expansion including “Big Stick” Diplomacy, championed by Theodore Roosevelt. Roosevelt sought to make the office of the president the most powerful political entity in the United States. He delivers the Roosevelt Corollary which reinforces the Monroe Doctrine by promising stability in the Western Hemisphere and making the United States a “police power”. Students should also be familiar with the United States’ effort to construct the Panama Canal. Reasons included security, commerce, and power. The Panama Canal would allow U.S. ships to move swiftly between the Pacific and Atlantic Oceans in case European powers did decide to threaten the U.S. or the Western Hemisphere.
During Woodrow Wilson’s presidency, the U.S. adopts a policy of isolationism in order to avoid the building tension in Europe. Wilson believed that we could trade with any country, although we aided the British more than any other European country. The problems with neutrality included the obvious trade imbalance and the German policy of “unrestricted submarine warfare”. Other threats and incidents that led to U.S. involvement in WWI included the Lusitania and the Zimmerman Telegram.

Lesson Set

Content Objective(s) / SWBAT: List the direct causes of WWI, including the assassination of Archduke Ferdinand and the domino effect.
SWBAT: Explain ideas and common themes that caused WWI, including nationalism and militarism.
SWBAT: List the reasons the United States wanted to remain neutral during WWI.
SWBAT: Describe the major events that led to U.S. involvement in WWI, including the Lusitania and the Zimmerman Telegram.
Literacy Objective(s) /
  1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
  2. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
  3. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

Lesson Importance / Lesson provides an outline of the causes of World War I, focusing on the involvement of theUnited States, including the effects of nationalism and ethnic and ideological conflicts.
Connections to prior and future learning / Prior Learning:
  1. Teacher will use guiding questions to demonstrate the difference between the aggressive policies of Theodore Roosevelt and the passive approach of Woodrow Wilson.
  2. Teacher will prompt students to list events in which the U.S. was previously involved in European affairs and vice versa. Connections will be made to the Revolutionary War, the Civil War, and the Spanish-American War.
Future Learning:
  1. Teacher will ask student to draw comparisons to the U.S. involvement in WWII.

Anticipatory Set/ Hook (Engage) / Students take vocabulary quiz at the beginning of class using vocabulary relevant to the day’s lesson. Teacher reads each definition and the students must choose correct vocabulary word. Students examine a quote by Woodrow Wilson explaining the ideological reasons for U.S. involvement in WWI. Students write a one paragraph response using questions provided by teacher. The quiz and the quote analysis are presented on the 6.4 Notebook.

Skill Development

Initial “explain” portion of the lesson. Introduce vocabulary, explain/demonstrate/model the skill required for the literacy objective, introduce content components.

The content portion is only a brief introduction; the bulk of the student learning will take place during the guided practice activity.

Introduce content components / Students take vocabulary quiz at the beginning of class using vocabulary relevant to the day’s lesson. Teacher reads each definition and the students must choose correct vocabulary word. Students examine a quote by Woodrow Wilson explaining the ideological reasons for U.S. involvement in WWI.Students write a one paragraph response using questions provided by teacher. The Quiz and the quote analysis are presented on the 6.4 Notebook.
“I do”
Skill from objective
introduce/explain/model / Teacher presents lecture using 6.4 Notebook on ideas and themes that led to WWI, including nationalism and militarism. Teacher prompts students to draw comparisons or contrasts with United States policies i.e. nationalism is clouded because of immigration, U.S. is a strong economic state, U.S. military is strengthening.

Guided Practice

This is the inquiry portion of the lesson, student-centered & often cooperative learning strategies used, teacher acting as facilitator, also known as Explore.

“We do”
Activity Description
Include student “explore” components and opportunities for them to explain their learning. / Students complete graphic organizer on the direct causes of WWI in Europe and the reasons for U.S. neutrality using Passing the South Carolina End of Course Exam in United States History and the Constitution, p.142.
Checking for Understanding-“Informal” Assessment / Teacher monitors students while they complete the graphic organizer individually, assisting those who are having trouble and guiding their answers.

Closure

Teacher will re-visit content and answer students’ questions developed during the Guided Practice component. Summarize the lesson, clarify content, and revisit content and literacy objectives.

Content Solidified / Teacher reviews chart using student responses and guiding their answers. Student answers are presented on the SMART Board using the 6.4 Notebook.

Independent Practice

“You Do” / Students examine several quotes, including a personal account from the Lusitania, President Wilson’s address to Congress explaining his reasons for entering WWI, and a personal account in an American city following the attack of the Lusitania. Students must write a one paragraph response to each quote. Class discussion follows once students have analyzed each quote. The quotes and questions are presented in the 6.4 Notebook.

Summative/“Formal”Assessment

Assessment / Students receive a quiz grade for their vocabulary quiz taken at the beginning of class. Students must turn in their class work sheet at the end of the class period. The class work sheet must include the quote analysis, the graphic organizer focusing on the direct causes of WWI and U.S. neutrality, as well as their 3 one paragraph responses to the remaining quotes. Students are graded on completion and accuracy.

Differentiation

During Lesson / Vocabulary quiz, quote analyses with one paragraph responses, lecture/notes from teacher, graphic organizer completed with student responses
Assessment / Students receive a quiz grade for their vocabulary quiz taken at the beginning of class. Students must turn in their class work sheet at the end of the class period. The class work sheet must include the quote analysis, the graphic organizer focusing on the direct causes of WWI and U.S. neutrality, as well as their one paragraph responses to the remaining quotes. Students are graded on completion and accuracy.

Reflection

Lesson Reflection
(What went well in the lesson? What might you do differently the next time you teach it? Evaluate the success of the lesson) / My lessons generally follow the same routine each class period: vocabulary quiz, quote analysis, notes/lecture, and, finally, “you do” activities. I thought the lesson flowed well and transitioning was seamless. When I teach this lesson again, I am going to give the students handouts of each quote. Some issues arose during the “you do” activity because students could not read the small print on the SMART Board. As a result, several students were off task or easily distracted. I also may add other quotes from German perspectives in order to present the basis for a debate or role play activity. While class discussions can be intriguing, a more interactive activity may be more suitable and effective. I thought the lesson was successful, but could have been more exciting if it was more interactive.

Materials Needed for Lesson

Lesson Materials and Handouts