Content Standards:
11.4 Students analyze the effects of the First World War.
1. Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson's Fourteen Points, and the causes and effects of the United States rejection of the League of Nations on world politics.
Grade: 11th
Content Area: Social Science
Subject Matter: US History
Time Period for the Learning Experience: 45 minutes
1. Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson's Fourteen Points, and the causes and effects of the United States rejection of the League of Nations on world politics.
Grade: 11th
Content Area: Social Science
Subject Matter: US History
Time Period for the Learning Experience: 45 minutes
Lesson 1: Alliance system
Instructional Strategies (5min):
Welcome and announcement: updates to daily agenda. Announce required supplies for the day and activities. I will update the students on any school announcements they are required to know. Following school announcements, I will proceed to make my classroom announcements which cover, last class meeting procedures, today's agenda, and upcoming assignments. Furthermore, the days agenda will be further explained and will introduce the content standards for the lesson. Lastly, I will inform them that following our lecture notes we will continue to fill out our Word Wall.
Lecture (15min):
Students will be introduced to the principal players in WWI, the alliance system, and a map of the European alliances. Students will follow along by writing clear and detailed notes on the lecture and the slides.
Exploring Primary Source (15 min):
How to Read a Primary Source Good reading is about asking questions of your sources. Keep the following in mind when reading primary sources. When reading primary sources students are required to ask questions of the material, imagine possible answers, and explain their reasoning. We will explore the primary source hand out to learn numerous methods on how we can approach a primary source document such as a letter or government document.
Students will be presented with a couple of letters written by WWI soldiers as well as view the Zimmerman telegram (A German attempt to Allie themselves with Mexico, and asking them to wage war against the US) and how that decoded document impacted the US government to lean towards involvement in the war.
Students will be presented with a couple of letters written by WWI soldiers as well as view the Zimmerman telegram (A German attempt to Allie themselves with Mexico, and asking them to wage war against the US) and how that decoded document impacted the US government to lean towards involvement in the war.
read_a_primary_source.doc | |
File Size: | 49 kb |
File Type: | doc |
Letter Home (5min):
Students will be introduced to their homework assignment where students will write a letter to their families or a friend from the WWI trenches in Europe. The letter should be written so that the reader understands the stress and trauma of the life in war. Students may use any notes from the activities in this section to help them during this exercise. The letter should be seven to eight sentences each. Include things such as, what you see, how you feel, living conditions, state of mind.
Closure (5min):
Human Timeline: I will distribute one particular event to each student in random. Students after listening to instructions will organize themselves in the proper order of their cards. This is a timeline, hence the students will organize themselves in chronological order of the event on the card. The first event (student) will start to line up in the front of the room then the rest of the students will form a line to the right, wrapping around the room. After getting in order, each students will state their Cards date and event.