Lesson on Wednesday, December 21, 2016

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.

Lesson on Monday, December 19, 2016

WORLD WAR I – Mr. Oliveros / Periods 1 and 5

Aim: What were the long term and immediate causes of U.S. involvement on the side of the Allies?  

Bell Ringer: Review Attachment D with a shoulder partner. 

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, etc)

Agenda:

1. 1. Bell Ringer (10 min) 

2. Assign pairs or triads of students to read one of the following sub sections from the McGraw Hill United States History & Geography 

3. textbook and create a concept map to present to the class based on their assigned section. For more information and samples of concept maps: http://www.schrockguide.net/conceptmapping.html  

A. Wartime Agencies (p. 189-190) 

B. Mobilizing the Workforce (p.190-1) 

C. Shaping Public Opinion (p.191) 

D. Volunteers and Conscripts (p.192-3)   

E. Women Join the Military (p. 193) 

F. Trench Warfare (p. 194-5) 

G. New Technology (p. 195) 

H. Winning the War at Sea & Russia Leaves the War (p. 196) 

I. Americans Enter Combat & The War Ends (p. 196-7)

4. Students must submit completed concept maps at the end of the period, no exceptions. 

NO HW! 

Lesson on Friday, December 16, 2016

Aim: What were the long term and immediate causes of U.S. involvement on the side of the Allies?

Bell Ringer: Read pages 184-186 “World War I Begins” (10 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 (10 min)

2.                        Have students read Chapter 7, Lesson 1 in McGraw-Hill United States History & Geography “The United States Enters World War I” and answer each Progress Check question as they read. Today only read "The United States Declares War"(10 min)

3.                        WWI Concept Map presentations (cont'd)(rest of class)

Home Learning: Complete the note-taking guide (Attachment D, pages 1-3) using their textbook (McGraw-Hill United States History & Geography pp. 184-188)

Lesson on Thursday, December 15, 2016

Aim: What were the causes of World War I? 

Bell Ringer: Journal 42 – What were the causes of WWI?

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 (10 min)

2.WWI Concept Map presentations (30 min)

3.Read Chapter 7, Lesson 1 in McGraw-Hill United States History & Geography “The United States Enters World War I” and answer each Progress Check question as you read.

Home Learning: 

Period 1: #3 on the Agenda above. 

Period 5: Wilson's 14 points on Attachment D6. 

Lesson on Wednesday, December 14, 2016

Aim: What were the causes of World War I?

Bell Ringer: Analyze image in Attachment A / Brainstorm what we know about WWI.

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, war

Agenda:

1.     Bell Ringer (10 min)

2.     Brainpop: WWI (5 min)

3.     Analyze Attachment B (US in WWI Concept Map) Introduce key concepts, including causes of the war, reasons for US involvement, new forms of warfare, the home front, and the aftermath of the war including the Treaty of Versailles. (10 min)

4.     Assign students to research and present on a topic related to World War I, either working independently or with a partner (Attachment C). Some suggested topics:

o War technologies

o The role of women in WWI

o The African American experience during WWI

o The 1918 flu epidemic

o American propaganda during WWI

o Paris Peace Conference

o The Armenian Genocide (rest of class)

Home Learning: Complete WWI Concept Map / Prepare to present

Lesson on Tuesday, December 13, 2016

Aim: Why did the United States invade Cuba?  

Bell Ringer: Complete "Guiding Questions" for Documents A "Reconcentration Camps" and Document B "March of the Flag"

Objectives:

1.Students will explain the motives of the United States’ acquisition of the territories.  

2.Students will examine causes, course, and consequences of the Spanish-American War. 

Agenda:

1.Bell Ringer (10 min) 

2.Review "Guiding Questions" for Docs A and B (5 min) 

3.Review Journal 41 (5 min) 

4.History Lab "Imperialism"

NO HOMEWORK! 

Lesson on Monday, December 12, 2016

Aim: Why did the United States invade Cuba?

Bell Ringer: Review Attachment C5, C6.

Objectives:

1.     Students will explain the motives of the United States’ acquisition of the territories.

2.     Students will examine causes, course, and consequences of the Spanish-American War.

Agenda:

1.     Bell Ringer (10 min)

2.     Write inquiry question on board: Why did the U.S. invade Cuba? In June 1898, the U.S. sent troops into Cuba. Over the next few days, we are going to investigate why. I will play the following movie twice. Both times, listen for all the different possible reasons why the U.S. chose to invade Cuba. The first time, just listen.

3.     Show movie first time while students simply watch. Show movie again. This time when you watch it, take notes about anything that might help you answer the question: Why did the U.S. invade Cuba? (10 min)

4.     Elicit student hypotheses: Ask students to share some of the possible reasons the movie presents for why the U.S. invaded Cuba. List these on board. Ask students to generate additional reasons to add to the list. [Note to teacher: Keep this list of hypotheses in a format that is accessible to students (chart paper, overhead, student notebooks, etc.) You will refer to them throughout this instructional sequence]. By show of hands, elicit which hypotheses students favored. (5 min)

5.     Hand out Spanish American War Graphic Organizer. Show slide #2 from Maine Powerpoint. Ask students to fill in the Graphic Organizer for “Awake! United States.” Discussion question: Which hypothesis does this support? (Students should see that this document supports the hypothesis that the US went to war because of th e explosion of the Maine). (5 min)

6.     Hand out Spanish American War Documents A and B and Guiding Questions. Ask students to answer Guiding Questions for each document, and then to fill in the Graphic Organizer for these sources. (15 min)

7.     Discussion: Look back at the list of hypotheses on the board. Ask students: • How do these sources support or contest any of the hypotheses? • Are any hypotheses more convincing to you now? • Do you think the U.S. invaded Cuba for humanitarian reasons? Why or why not? • Should we add any new hypotheses? Change or eliminate any existing hypotheses? (rest of class)

Home Learning: Journal 41 – Explain how the Spanish-American War changed the United States.