Lesson: America Enters World War I

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Lesson Objective

By the end of the lesson, SWBAT explain how the sinking of the Lusitania led to the U.S. entering World War I.

Lesson Plan

 

KEY POINTS.

·       Many Americans did not want to enter World War I.

·       People that did not want to enter the war are called isolationists, or peaceniks.

·       The U.S. entered the war after German U-Boats sunk the U.S. shipping boat the Lusitania.

·       The sinking of the Lusitania left the U.S. no choice but to enter the war on the side of the allies (Russia, Great Britain, and France).

Essential Question: “Why did America enter World War I?”

·       Vocabulary: Lusitania, Shipping Boats, World War I, Isolationists

ASSESSMENT.

At the end of the lesson, Ss will write an expository article describing the events surrounding the sinking of the Lusitania, and the U.S. entrance into World War I.

 

CONNECTION TO THE GEORGIA PERFORMANCE STANDARD

 

SS5H4 The student will describe U.S. involvement in World War I and post-

World War I America.

a. Explain how German attacks on U.S. shipping during the war in Europe (1914-

1917) ultimately led the U.S. to join the fight against Germany; include the

sinking of the Lusitania and concerns over safety of U.S. ships.

1. OPENING ( 5 min.) (Engage/Explore)

Teacher:

·       At the start of the lesson, T will put the following starter on the board: “Discuss with the following questions with the people around you: “What were the main reasons that World War I broke out? How was World War I different than previous wars?”

·       While the Ss are doing their starter, T will play World War I songs (technology, fine arts integration).

·       T will have the Ss share their starter with their teammates.

·       T will have the Ss share their answers out with the group.

·       T will review the objective for the day: By the end of the lesson, SWBAT explain how the sinking of the Lusitania led to the U.S. entering World War I.

Student

·       Ss will complete their starter

·       Ss will share their responses.

·       Ss will internalize the objective for the day.

2. INTRODUCTION OF NEW MATERIAL (25 min.) (Explain)

Teacher:

·       T will begin the INM with a Power Point on America’s entrance into World War I (PowerPoint/Key Note – Lesson 3 - America Enters World War I – The Twentieth Century Unit)

·       T will have the Ss fill out a graphic organizer while the T interactively lectures the class on the following key points (Graphic Organizer – Lesson 3 -  America Enters World War I – The Twentieth Century Unit)

·Many Americans did not want to enter World War I

·People that did not want to enter the war are called isolationists, or peaceniks.

·The U.S. entered the war after German U-Boats sunk the U.S. shipping boat the Lusitania.

·The sinking of the Lusitania left the U.S. with no choice but to enter the war on the side of the Allied Powers (Russia, Great Britain, and France).

·       T will have questions laid within the Power Point to check for understanding and make the Ss think on a higher level and stay engaged.

Students:

·       Ss will listen to the lecture

·       Ss will participate in the lecture

·       Ss will answer and ask questions pertaining to the lecture.

3. GUIDED PRACTICE (25 min.) (Extend)

Teacher:

·       T will then pass out a secondary source, a newspaper article, about the sinking of the Lusitania.

·       T will have the Ss first read the article in partners, then, the Ss will read out loud as a class to maximize comprehension (Lusitania Newspaper Article Activity – Lesson 3 -  America Enters World War I – The Twentieth Century Unit).

·       T will ask the Ss to analyze the tone of the article, the voice, and of course the content of the article.

·       T will ask questions such as: Why was U.S. entering the World War I inevitable after the sinking of the Lusitania? How do you think people in the U.S. felt as they read this article, as they prepared for War? If you were a young man living in America at this time, would you volunteer to fight, why or why not?

·       T will encourage the Ss to develop questions about the article. This will show the T that the Ss are understanding the article at an analysis or evaluation level of Blooms. 

·       In addition, T will have the Ss fill out the written questions about the Lusitania that are found after the article.

Students:

·       Ss will read the articles in partners than as a class.

·       Ss will answer questions

·       Ss will develop their own questions.

4. INDEPENDENT PRACTICE (30 min.) (Evaluate)

Teacher:

·       T will then hand out a sheet that explains to the Ss that they are going to use the facts that they wrote down on their graphic organizer to write their own expository article on the sinking of the Lusitania. (Writing an Article on the Lusitania Activity – Lesson 3 - America Enters World War I – The Twentieth Century Unit

·       T will remind the Ss of the Five Golden Bricks (Quotation, Descriptive Segment, Anecdote, Statistics, and an Amazing Fact) of expository writing to ensure that all articles are complete, well written, and engaging.

·       T will take a group of lower level Ss and work with them to develop a group article using their graphic organizers (remedial).

·       T will have higher level Ss edit each others articles and develop questions and suggestions pertaining to their article

·       T will have those Ss that finish early draw a picture of the sinking of the Lusitania to go along with their article.

Students:

·       Ss will complete their newspaper article on the sinking of the Lusitania.

·       Ss that are struggling will work with the T.

·       Ss that are higher level will be peer editing and making suggestions about each others’ writings.

5. CLOSING (5 min.)

Teacher:

·       As a closing T will have the Ss share their articles.

·       T will tell the Ss that next lessons, SW continue to learn about World War I, and how people in America helped the war effort that was taking place in Europe.

 Student:

·       Students will answer questions.

·       Students will ask any last minute questions.

·       Students will pay attention to topic of next lesson.

Teacher's Reflection:

 

This lesson became exciting for the students when I decided to shed all modesty and really put my all into drumming up the drama and horror over the Lusitania incident. Students really started to internalize what it would have been like to lose a relative on that ship, or be living in America at that time. In addition, with a couple of the classes that I taught, the students actually started debating whether or not it was a good idea to go to war or remain isolationist. If you have time, I think it's a worthwhile discussion. Finally, the newspaper article that is listed in the graphic organizer is not real, I made it up so I could simplify the language and focus on certain details of the incident. 

Lesson Resources

Lesson Plan - Lesson 3 - America Enters World War I - The Twentieth Century Way Unit   Lesson Plan
1,462
Key Note (Mac) - Lesson 3 - America Enters World War I - The Twentieth Century Unit   Smart Board
412
Graphic Organizer - Lesson 3 - America Enters World War I - The Twentieth Century Unit   Notes
1,269
Writing an Article on the Lusitania Activity - Lesson 3 - America Enters World War I - The Twentieth Century Unit   Writing Assignment
546
PowerPoint - Lesson 3 - America Enters World War I - The Twentieth Century Unit   Smart Board
1,219
Lusitania Newspaper Article Activity (PDF) - Lesson 3 - America Enters World War I - The Twentieth Century Unit   Writing Assignment
1,424
Lusitania Newspaper Article Activity - Lesson 3 - America Enters World War I - The Twentieth Century Unit   Activity
515

Comments

Pamela Reynolds Posted one year ago:

These are great plans.

Trayon Henderson Posted one year ago:
Awesome plans!

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