Lesson on Wednesday, January 18, 2017

1. Aim: How did Americans' disillusionment with World War I help shape U.S. foreign policy during the1920s? 

Bell Ringer: Discuss Journal 45

Objectives:

1. Students will examine the impact of United States foreign economic policy during the 1920s. 

2. Students will describe efforts by the United States and other world powers to avoid future wars.

Agenda:

1. Bell Ringer (10 min) 

2. Discuss WWI Pop Quiz (10 min) 

3. Complete WWI presentations (15 min) 

2. Complete the 1920s Politics and Economics note-taking guide (Attachment B) using the textbook (McGraw-Hill United States History & Geography pp. 208-216), online resources, or class notes as appropriate. Teachers may want to guide students through completing the notes, have students work in small groups or independently. (rest of class)

Home Learning: Handout "The Car Becomes Part of American Life" 

Lesson on Tuesday, January 17, 2017

Aim: How did Americans' disillusionment with World War I help shape U.S. foreign policy during the1920s?

Bell Ringer: Collect WWI History Lab and discuss WWI pop quiz.

Objectives:

1.     Students will examine the impact of United States foreign economic policy during the 1920s.

2.     Students will describe efforts by the United States and other world powers to avoid future wars.

Agenda:

1.Bell Ringer (10 min)

2.Have students present Treaty of Versailles Simulation and WWI research presentations and assess using attached rubric (Attachment C). (10/15 min)

3.Lesson Opening: Analyze the political cartoons using the Observe-Reflect-Question protocol (Attachment A). Make as many observations as possible in order to reflect and determine the meaning of the cartoon. Share your reflections and questions to preview and begin discussing some of the topics that relate to the benchmarks listed above (objectives). You should have questions about: League of Nations, American isolationism, Kellogg-Briand Pact, Calvin Coolidge’s pro-business policies, political corruption in the 1920s.

Home Learning: Journal 45 – Choose one of the political cartoons studied today, and investigate the meaning of your chosen political cartoon. Be ready to present your research to the class.

Lesson on Friday, January 13, 2017

Aim: How did the Treaty of Versailles attempt to achieve peace, and to what extent did it succeed?  

 Bell Ringer: Grade and review packet "The United States Enters"

Objectives:

1. Students will examine the provisions of the Treaty of Versailles and the failure of the United States to support the League of Nations.

Agenda:

1. Bell Ringer (10 min) 

2. WWI Pop Quiz (15 min) 

3. Have students present Treaty of Versailles Simulation and WWI research presentations and assess using attached rubric (Attachment C).

WWI HISTORY LABS DUE ON TUESDAY, JANUARY 17, 2017  *1st grade of the 3rd nine weeks. 

Lesson on Thursday, January 12, 2017

Aim: How did the Treaty of Versailles attempt to achieve peace, and to what extent did it succeed? 

 Bell Ringer: Packet "Propaganda"

Objectives:

1.       Students will identify significant individuals and their role in military and/or  political leadership during World War I. 

2.       Students will explain the dichotomy between the Fourteen Points and the Treaty of Versailles, which resulted in the failure of United States support for the League of Nations.

Agenda:

1.Bell Ringer (10 min) 

2.Grade and review "Trench Warfare" (10 min) 

3.History Lab Activity: Work in small groups to complete the stimuli-driven history lab (Attachment H). After you have analyzed each source, and made the connection between the sources and the essential question, write your response to the essential question. (rest of class)

Home Learning:

1.       Packet "The United States Enters" 

2.       Complete WWI Research Presentation

3.       WWI History Lab DUE: 1/17/2017

Lesson on Wednesday, January 11, 2017

Aim: How did the Treaty of Versailles attempt to achieve peace, and to what extent did it succeed?

Bell Ringer: Handout "Wilson Tries a Moralistic Foreign Policy" / Grade and collect WWI Propaganda Posters and packet “Battlefronts”

Objectives:
1. Students will examine the provisions of the Treaty of Versailles and the failure of the United States to support the League of Nations.

Agenda:

1. Bell Ringer (10 min)
2. Grade & review "The Battlefronts" (10 min)
3. Introduce and begin WWI research presentations and assess using attached rubric (Attachment C) (10 min)
4. Activity: Participate in a Treaty of Versailles Simulation (Attachment G). First, pass out a character sheet (Attachment G, page 1-4) to each student so that a third of the students receive Woodrow Wilson, a third receive Clemenceau, and a third David Lloyd George. Read over your character sheets to prepare to take on the role of that person in the simulation. Next, form groups of 3 (one Wilson, one Clemenceau, and one George per group). Tell them that they will be acting as “The Big Three” to discuss areas of concern and create their own Treaty of Versailles. Pass out the options chart and answer sheet (Attachment G, page 5-6) to each group and use the information on the options chart to fill in their answer sheet. Remind them
they must be “in character.” Finally, discuss the groups’ decisions and reasoning. (25 min)

Home Learning:
1. Packet "Trench Warfare"
2. Continue working on WWI Research Presentation

Lesson on Tuesday, January 10, 2017

Aims: What were the long term and immediate causes of U.S. involvement on the side of the Allies? To what extent did its involvement in World War I affect life in the United States?

Bell Ringer: Handout "The U.S. Enters World War I"

Objectives:

1.     Students will examine how the United States government prepared the nation for war with war measures (Selective Service Act, War Industries Board, war bonds, Espionage Act, Sedition Act, Committee of Public Information).

Agenda:

1.Bell Ringer (15 min)

2.Activity: Play the song “Over There” as an introduction to this activity (https://www.youtube.com/watch?v=B6hRDS3LvQQ). Project or photocopy lyrics to the song so that students may read along while the song plays, and briefly discuss (Attachment E). (10 min)

3.Stamp and review Journals 43 and 44 (5 min)

4.Share images of WWI propaganda posters (http://www.smithsonianmag.com/history/posters-sold-world-war-i-american-public-180952179/?no-ist) with students and use the Library of Congress Teacher’s Guide to Analyzing Primary Sources to promote student analysis and inquiry (Attachment F). (15 min)

5.Work in small groups to create your own propaganda poster based on one of the following: Selective Service Act, War Industries Board, war bonds, Espionage Act, Sedition Act, unrestricted submarine warfare, women in World War I. (rest of class)

Home Learning: Packet “The Battlefront”

Questions to analyze WWI propaganda:

1.What do you notice first?

2.What do you notice that you didn’t expect? 

3.What do you notice that you can’t explain?

4.What do you notice now that you didn’t notice earlier?

5.Where do you think this came from?

6.Why do you think somebody made this?

7.Who do you think was the audience for this item?

Lesson on Monday, January 9, 2017

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

Bell Ringer: Review and collect video T-Chart. "WWI Documentary T-Chart"

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.Bell Ringer (10 min)

2.WWI 7 Question Quiz (20 min)

3.Review Attachment D, pages 6-7 (10 min)

Home Learning: Journal 43 – In Wilson's 14 points, what sticks out the most to you? Explain. Journal 44 – Describe the Treaty of Versailles and how the US reacted to this treaty.