WOODLAND HILLS SECONDARY LESSON PLAN

Name: Mr. Biondo Date: 03/02/2015 Length of Lesson: 4 Weeks Content Area: U.S. History

STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable): WWI / BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill focus)
8.3.12.D - Identify and evaluate conflict and cooperation among social groups and organizations in United States history from 1890 to the present.
8.1.12.C - Evaluate historical interpretation of events.
8.3.12.A - Identify and evaluate the political and cultural contributions of individuals and groups to United States history from 1890 to present.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand: What caused Nations to be willing to go to war
The United State's position on entering WW I
Why Woodrow Wilson wanted to stay neutral in the War
How Americans prepared for war
Why the United States eventually entered the War / ESSENTIAL QUESTIONS: Why were nations fearful of ezch other prior to WWI? How did this lead to the outbreak of WWI?
How was the United States able to stay neutral during the beginning of WWI?
What were the causes of WWI?
What lasting effects would WWI have on the world?

VOCABULARY: nationalism, militarism, balance of power, mobilize, allliance, trench warfare, neutral, no-man's land, stalemate, U-boats, selective service, liberty bonds, armistice, communism

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STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):

Students will be able to: - Explain the causes of WWI
- Identify early battles in WWI
- Identify what sparked WWI
- Explain trench warfare
- Identify weapons in WWI
- Explain why this U.S. eventually entered WWI
- Explain way the U.S. prepared dor war
- Identify contributions of women and African Americans to the war effort
- Explain the experiences of U.S. soldiers in WWI
- Explain the progress of WWI
- Explain the ending of WWI
- Evaluate the effects of WWI
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK: Short in class reading and participation will be assessed. Students will be assessed on their abilty to define vocabulary in their own words. Students will be assessed on their completion of, picture analysis, and other in class activities. Students will be assessed on the completion of their guided notes. Students will complete mapping activities. / FORMATIVE ASSESSMENTS: Thumbs up, exit tickets, summarizing main ideas
STAGE III: LEARNING PLAN
INSTRUCTIONAL PROCEDURES:
Do Now
Mini Lesson:
Guided Practice:
Independent Practice:
Summations/Formative Assessments:
Reflections:
Do Now: Daily Collin's I writings
Mini Lesson: Causes of WWI
Guided Practice: Causes of WWI Graphic Organizer
Independent Practice: Guided notes/ Section Questions
Formative Assessment: Exit Tickets / MATERIALS AND RESOURCES:
-Textbooks, notebooks, handouts
"Life in the Trenches" Excerpts from the President Wilson's address to Congress
Excerpts from newspaper articles about WWI / INTERVENTIONS:
small group
repitition
reminders to stay on task
extended time for activities
-Scaffolded writing assignments / ASSIGNMENTS:
- Vocabulary Chart
- Guided notes
- Political Cartoon Worksheet
- Map/ Graph analysis
- Map labeling