Goals and Objectives
Students will understand why US entry into the war was important.
Given various primary source documents, students will analyze U.S. entry into WWI and the impact the U.S. had on the war by holding a Socratic discussion on when is the right time to enter war.
Given various primary source documents, students will analyze U.S. entry into WWI and the impact the U.S. had on the war by holding a Socratic discussion on when is the right time to enter war.
Content and Common COre Standards
HSS 10.5 Students analyze the causes and course of the First World War.
3. Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.
CCSS.ELA-Literacy.RH.9-10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
3. Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.
CCSS.ELA-Literacy.RH.9-10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
Driving Historical questions
Why did the United States enter the war?
When is the right time to enter war?
When is the right time to enter war?
LEsson introduction
The teacher will begin the lesson by showing the class the famous picture of Uncle Sam. The teacher will then ask the students to share what they know about Uncle Sam. The teacher will then tell the students a little about the origins about Uncle Sam and will tell the students that this famous image of Uncle Sam was used as a WWI recruitment poster. The teacher will then tell the students that this lesson will focus on the reasons why the United States entered WWI and the affects that it had on the course of the war.
vocabulary
Woodrow Wilson
Kaiser Wilhelm II
Neutral
Lusitania
Unrestricted Submarine Warfare
Zimmerman Telegram
Kaiser Wilhelm II
Neutral
Lusitania
Unrestricted Submarine Warfare
Zimmerman Telegram
content delivery
TDay 1: The lesson would begin with the teacher showing a presentation with the events that led to U.S. entry into WWI. Students would be expected to take down Cornell notes on the information given in the presentation. The presentation would begin by talking about United States neutrality and Germany’s military decision to use unrestricted submarine warfare, the sinking of the Lusitania, and the initial U.S. response to this decision.The teacher will go into detail about Germany’s decision to continue to use unrestricted submarine warfare and how at this time the United States still did not declare war against Germany. The teacher will then pass out a copy of Woodrow Wilson statement in regards to Germany’s decision to continue to use unrestricted submarine warfare. The presentation would then go on to explain the importance of the Zimmerman telegram. The teacher will pass out a copy of the Zimmerman telegram as well. The teacher will then go on to explain the importance public opinion played in going into war. The teacher will then go on to explain the significance of the United States entering the war and the affect that it had on the war.
The teacher will then tell the students that they will be holding a Socratic discussion on U.S. entry into WWI. The United States had plenty of opportunities to declare war on Germany but Woodrow Wilson waited until 1917 to join the Allies. The discussion would be based around the question when is the right time to go to war, they would also be asked to think about Woodrow Wilson’s decision to wait until 1917, and they would be asked to consider the role of public opinion in going to war. The teacher will then pass out a handout with the Socratic discussion guidelines. This handout will also ask the students to prepare responses to the key questions that will be discussed the following day because they must come prepared to participate in the discussion. The responses must be written in full sentences and they must use academic language. The teacher would also tell the students to look over the documents that they received because in order for them to do well on the discussion, they must reference information that is on those documents. The teacher will tell the students that the following day they will hold the discussion.
Day 2: The teacher would have already divided up the classroom into two groups. One group of chairs would be put into a circle while the other group of chairs would still be in rows. The teacher will tell the students that only half of them are going to be discussing the questions at a time. The teacher will choose randomly who would be discussing first. The teacher will then tell the students who are not discussing that they must take out a sheet of paper and that they must write down at least five points that they heard from the discussion that they agree with or disagree with. These points must be written in full sentences. As the students are discussing, the teacher will act only as moderator and will step in only if the students are getting out of task or if one person in dominating the discussion. At the end of the period, the teacher would collect the handout that the students wrote their responses in and will collect the sheet of paper with the students five points on it.
The teacher will then tell the students that they will be holding a Socratic discussion on U.S. entry into WWI. The United States had plenty of opportunities to declare war on Germany but Woodrow Wilson waited until 1917 to join the Allies. The discussion would be based around the question when is the right time to go to war, they would also be asked to think about Woodrow Wilson’s decision to wait until 1917, and they would be asked to consider the role of public opinion in going to war. The teacher will then pass out a handout with the Socratic discussion guidelines. This handout will also ask the students to prepare responses to the key questions that will be discussed the following day because they must come prepared to participate in the discussion. The responses must be written in full sentences and they must use academic language. The teacher would also tell the students to look over the documents that they received because in order for them to do well on the discussion, they must reference information that is on those documents. The teacher will tell the students that the following day they will hold the discussion.
Day 2: The teacher would have already divided up the classroom into two groups. One group of chairs would be put into a circle while the other group of chairs would still be in rows. The teacher will tell the students that only half of them are going to be discussing the questions at a time. The teacher will choose randomly who would be discussing first. The teacher will then tell the students who are not discussing that they must take out a sheet of paper and that they must write down at least five points that they heard from the discussion that they agree with or disagree with. These points must be written in full sentences. As the students are discussing, the teacher will act only as moderator and will step in only if the students are getting out of task or if one person in dominating the discussion. At the end of the period, the teacher would collect the handout that the students wrote their responses in and will collect the sheet of paper with the students five points on it.
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student engagement
Day 1: Students would be expected to take down Cornell notes as the teacher goes over the presentation. Students would then be expected to answer the questions necessary to participate in the discussion and will be expected to go over the documents given in class so they can use the information provided in them for the discussion.
Day 2: Students would be expected to participate in the Socratic discussion. If the students were chosen to be the first group to be in the discussion, then they will be expected to speak at least twice. The students should be following up on each other’s points and will be expected to participate. They must participate in order to receive credit for the discussion. If students are not participating in the discussion, then they must remain quiet and must listen to what the other students are saying. They will be expected to take out a sheet of paper and they must write down at least five things that they agree with or that they do not agree with from the ongoing discussion.
Day 2: Students would be expected to participate in the Socratic discussion. If the students were chosen to be the first group to be in the discussion, then they will be expected to speak at least twice. The students should be following up on each other’s points and will be expected to participate. They must participate in order to receive credit for the discussion. If students are not participating in the discussion, then they must remain quiet and must listen to what the other students are saying. They will be expected to take out a sheet of paper and they must write down at least five things that they agree with or that they do not agree with from the ongoing discussion.
lesson closure
The teacher will close the lesson by asking the students that are in the circle to turn their chairs back into rows and the teacher will then ask the whole class if they feel that what they discussed is still relevant today. The teacher will have the students discuss this question till the end of the period.
Assessment
Formative Assessment: Students would be required to fill out a handout with answers to the three main discussion questions prior to holding the discussion.
Formative Assessment: Students would be required to write down five points that they either agree with or disagree with from the discussion that would be going on at that time.
Summative Assessment: Students would hold a Socratic discussion and will have to answer three different questions, when is the right time to enter war, why do they think Woodrow Wilson waited until 1917 to enter, and the importance of public opinion in entering war. Students would have to use evidence from the teacher presentation and primary source documents provided in the discussion and everyone must make two points while they are discussing the question in order to receive full credit for the discussion.
Formative Assessment: Students would be required to write down five points that they either agree with or disagree with from the discussion that would be going on at that time.
Summative Assessment: Students would hold a Socratic discussion and will have to answer three different questions, when is the right time to enter war, why do they think Woodrow Wilson waited until 1917 to enter, and the importance of public opinion in entering war. Students would have to use evidence from the teacher presentation and primary source documents provided in the discussion and everyone must make two points while they are discussing the question in order to receive full credit for the discussion.
accomodations
English Learners: I would talk to the English Learners in the class and will ask them if they feel comfortable contributing to the discussion and speaking with the rest of the students. If they feel comfortable talking with the rest of the class then they will be participate in the discussion. However, if they do not feel comfortable because they may be at the lower proficiency level, then they will be exempt from talking in front of the other students. I will collect the handout with their responses as evidence that they understand the questions being asked and that they do have responses for those questions.
Striving Readers: The documents that would be passed out to the class would be modified to meet the needs of the students. Striving Readers would benefit from this because the documents would be modified to make them easier to understand.
Students with Special Needs: The accommodation that would be made for Students with Special Needs is that they would get a hard copy of the presentation. This would help Students with Special Needs because they would not have to worry so much about copying everything down by hand so they could then focus on the information given. Another accommodation that would be made is that I would make sure that the student feels comfortable speaking and if the student feels comfortable speaking I would make sure that the student gets an opportunity to speak. If the student does not feel comfortable, then the student would be responsible for taking down notes while the discussion is going on. The student would be responsible for taking down five key point that they got out of their own discussion and five key points from the second discussion.
Striving Readers: The documents that would be passed out to the class would be modified to meet the needs of the students. Striving Readers would benefit from this because the documents would be modified to make them easier to understand.
Students with Special Needs: The accommodation that would be made for Students with Special Needs is that they would get a hard copy of the presentation. This would help Students with Special Needs because they would not have to worry so much about copying everything down by hand so they could then focus on the information given. Another accommodation that would be made is that I would make sure that the student feels comfortable speaking and if the student feels comfortable speaking I would make sure that the student gets an opportunity to speak. If the student does not feel comfortable, then the student would be responsible for taking down notes while the discussion is going on. The student would be responsible for taking down five key point that they got out of their own discussion and five key points from the second discussion.
resources
firstworldwar.com