Aim: What were the long term and
immediate causes of U.S. involvement on the side of the Allies?
Bell Ringer: Have
students complete the note-taking guide (Attachment D, pages 4-5) using
their textbook (McGraw-Hill United States History & Geography pp. 189-197)
(15 min)
Objectives:
1.Students
will examine causes, course, and consequences of United States involvement in
World War I.
2.Students
will examine how the United States government prepared the nation for war with
war measures (Selective Service Act, War Industries Board)
Agenda:
1.
Bell Ringer
2.
Have students participate in “mini-debates” to argue the question
“Should the United States stay neutral in World War I?”
o As a class, read the “Analyzing Primary
Sources” sidebar on p. 187. Discuss with students the arguments on both
sides of the debate over whether the United States should have stayed
neutral in WWI.
o Next, divide the class into 3 groups – group
A will argue the PRO side; group B will argue the CON side; and group C
will be judges. Instruct groups A and B to work together to brainstorm a
list of possible arguments they could use to win the debate over US
neutrality in WWI for their side. Have group C create a list of questions
that they can use as judges to stimulate debate.
o Match one student from group A with one
student from group B and one student from group C until everyone is paired up in a triad made up
of a student from each of the three groups. Each of these triads will have
their own mini debate, meaning that there will be 5-10 debates going on
around the classroom at the same time.
o Finally, after 5-10 minutes of debate, ask
each judge to share their verdict—Who won the debate? Why?
Home Learning:
“Analyzing
Primary Sources” sidebar on p. 187
Group A: Bring
three statements that will back your argument.
Group B: Bring
three statements that will back your argument.
Group C: Bring
three questions that you will ask your debate members.
Have your three questions or statements ready for tomorrow's debate.
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