Download Charles H. Milby High School

TEACHER:
S. Bellard, M. Guerrero,
L. Laur
SUBJECT(S):
U.S. History
EXIT
TICKET
AGENDA
Warm-up / DO
NOW
AIM VIA INQUIRY
OBJECTIVES
MONDAY
Charles H. Milby High School
Weekly Lesson Plan
Week #8
TUESDAY
WEDNESDAY
GRADING
CYCLE:
2
WEEK OF:
10/12/15 – 10/16/15
THURSDAY
FRIDAY
USH.4C
Identify the causes of World
War I and reasons for U.S.
entry.
USH.4E
Analyze the impact of
significant technological
innovations in World War I
such as machine guns,
airplanes, tanks, poison gas,
and trench warfare that
resulted in the stalemate on
the Western Front.
USH.4C
Identify the causes of World
War I and reasons for U.S.
entry.
USH.4D
Understand the contributions
of the American
Expeditionary forces led by
General John J. Pershing.
USH.4E
Analyze the impact of
significant technological
innovations in World War I
such as machine guns,
airplanes, tanks, poison gas,
and trench warfare that
resulted in the stalemate on
the Western Front.
USH.4C
Identify the causes of World
War I and reasons for U.S.
entry.
USH.4D
Understand the contributions
of the American
Expeditionary forces led by
General John J. Pershing.
USH.4E
Analyze the impact of
significant technological
innovations in World War I
such as machine guns,
airplanes, tanks, poison gas,
and trench warfare that
resulted in the stalemate on
the Western Front.
USH.4D
Understand the contributions
of the American
Expeditionary forces led by
General John J. Pershing.
USH.13A
Analyze the causes and
effects of changing
demographic patterns
resulting from migrations
within the United States,
including the Great
Migration.
USH.4D
Understand the contributions
of the American Expeditionary
forces led by General John J.
Pershing.
USH.13A
Analyze the causes and effects
of changing demographic
patterns resulting from
migrations within the United
States, including the Great
Migration.
ELPS C.1c
Use concept mapping,
drawing, memorizing,
comparing, contrasting,
and reviewing to acquire
basic and grade-level
vocabulary.
ELPS C.3j
Respond orally to
information presented in a
wide variety of print,
electronic, audio, and
visual media to build and
reinforce concept and
language attainment.
ELPS C.1c
Use concept mapping,
drawing, memorizing,
comparing, contrasting,
and reviewing to acquire
basic and grade-level
vocabulary.
ELPS C.3j
Respond orally to
information presented in
a wide variety of print,
electronic, audio, and
visual media to build and
reinforce concept and
language attainment.
What are alliances? How
could these agreements
between countries have
led to WWI?
What are some reasons
countries go to war? What
events let to the U.S.
declaring war on Germany
and entering WWI?
Sentence Stem: The US
remained neutral because
of its policy of ___.
However, it eventually
entered because of __ and
__.
What are some reasons
countries go to war? What
events let to the U.S.
declaring war on Germany
and entering WWI?
Sentence Stem: The US
remained neutral because
of its policy of ___.
However, it eventually
entered because of __ and
__.
How did Americans on
the Home Front support
or oppose World War I?
ELPS C.1h
Develop and expand
repertoire of learning
strategies such as looking
for patterns in language,
and analyzing sayings and
expressions commensurate
with grade-level learning
expectations.
How did the U.S.
government get the
American people to
contribute to the war effort
during World War I?
Sentence Stem: Some of
the ways the U.S.
government used
propaganda to get
Americans to support the
war were…
Define the following
terms:
Lusitania, unrestricted
submarine warfare,
Zimmerman note,
Selective Service Act,
American Expeditionary
Force (AEF)
Students will:
1. Define key terms.
2. Take notes over US
reasons for entry into
WWI (4.2 – US Enters
WWI).
3. Video Clips – U.S.
enters WWI
4. Document Analysis –
Reasons U.S. entered
WWI
5. Sentence Stem
Q&A: MAIN reasons for
WWI vs. the US reasons
for entering WWI.
Students will describe
how trench warfare led to
a stalemate for the first
three years of WWI and
the reasons why the US
entered the war.
Define the following
terms: Propaganda,
Liberty Bonds, Great
Migration, Espionage
Act, Sedition Act,
Schenck v United States.
Define the following
terms: Propaganda, Liberty
Bonds, Great Migration,
Espionage Act, Sedition
Act, Schenck v United
States.
Students will:
1. Continue notes over US
reasons for entry into
WWI (4.2 – US Enters
WWI).
2. Document Analysis –
Reasons U.S. entered
WWI
3. Read in History Alive!
and answer questions
about US reasons for
entering WWI in 1917.
___________ had the
biggest impact on the U.S.
entering WWI because…
Students will:
1. Define key terms
2. Take notes (4.3 – The
Home Front)
3. Analyze propaganda
used to gather support for
the war.
4. Document Analysis –
Suspension of civil
liberties during wartime.
Students will:
1. Explore the meaning of
the word propaganda and
the various tools and
objectives of wartime
propaganda.
2. Gallery walk - Analyze
propaganda used to gather
support for WWI.
Students will answer the
following and explain:
It is justified/not justified
to limit free speech
during a time of war
because…
Students will answer the
following and explain:
I would have / would not
have supported the war
because…
Sentence Stem: World
War I began when __.
This short-term event
triggered war due to the
long standing problems in
Europe such as____.
Define the following
terms:
militarism, alliances,
imperialism, and
nationalism. Students will
also sketch what they
think those terms look
like.
Students will:
1. Define and sketch terms
2. Notes: 4.1 – M.A.I.N.
Causes of WWI
3. Cause of WWI video
clips
4. RAFT: Write a letter
from the trenches.
RAFT writing
assignment: Letter from
the trenches.
Sentence Stem: Some
examples of support for
the war were… Some
examples of opposition
were…