lesson objective (lo) texas essential knowledge and skills...

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Lesson Objective (LO) Texas Essential Knowledge and Skills (TEKS) Students will be able to explain the reasons for the US entering WWI, and analyze how technological innovations led to a stalemate on the Western Front.

US.4(C) identify the causes of World War I and reasons for U.S. entry US.4 (F) analyze major issues such as isolationism and neutrality raised by U.S. involvement in World War I, Woodrow Wilson’s Fourteen Points, and the Treaty of Versailles US.2(D) explain the significance of the following years as turning points: … 1914–1918 (World War I) US.4(E) 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

Understandings What are the big ideas? What specific understandings about them are desired?

What misunderstandings are predictable?

Essential Questions What provocative questions will foster inquiry, understanding, and

transfer of learning? Please see my handwritten notes next to each slide on “teacher copy” and “student copy.”

Why did Wilson promise to keep the US out of war, then later declare war against Germany? Why was World War I the beginning of modern warfare? What technology made WWI different than any other war? How did President Wilson feel about going to war? What events or relationships led the US to enter the war?

Students will know… Students will be able to… x Machine guns x Airplanes x Tanks x Poison gas x Trench warfare x Stalemate x Zimmerman Notes x Selective Service Act x Unrestricted submarine warfare x Lusitania x Freedom of the seas x President wilson

Explain the reasons that the US entered the war including the sinking of the Lusitania, unrestricted submarine warfare, the Zimmerman Note, and American manufacturers needing the Allies to win so they could be paid for the supplies made. Explain the different technological innovation changed warfare and eventually led to a stalemate.

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ce Demonstration of Learning (DOL) and Corresponding Exemplar Student Response

Performance Task Through what authentic performance tasks will students demonstrate the desired understandings?

By what criteria will performances of understanding be judged? See below.

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LAUNCH (3-4 minutes): Purpose for teachers:

x Prompt students to make connections to the lesson understandings and essential questions by presenting/demonstrating a concept, challenge, or idea

x Summarize the ideas and attempts that students put forward x Set the purpose of the day

Purpose for students: x Make connections to lesson understandings and essential question x Record initial observations x Attempt unaided problem solving

Teacher Actions Student Actions Teacher asks students to do quick jot answering this question:

Why do people/politicians/countries say they are going to do one thing, but end up doing something totally different?

Teacher will give students instructions to crumple their answer and toss it to someone else in the room. Teacher will call on 2-3 students to read the answer they received. Expect answers like:

x People lie x People say what they think the other person wants to

hear

Student answers question: Why do people/politicians/countries say they are going to do one thing, but end up doing something totally different?

Student balls up answer, tosses it somewhere else in the room, and picks up someone else’s. All students read their recently traded responses to themselves. Teacher will call on 2-3 students to read aloud the answer they have.

x Things change x Etc.

Teacher will explain how when Wilson became president, he promised to keep the U.S. out of war in Europe. He ran for re-election boasting that he kept that promise. But then, just a few months later, Wilson declared war on Germany and entered the US into WWI. Teacher will engage class by saying today we decide if Wilson is a liar, a suck up, or someone who made a statement but then the situation changed. Teacher should poll the class to see what they think is before the lesson begins. EXPLORE (40 minutes)

Purpose for teachers: x Provide a learning activity or experience that allows students to come into

contact with the lesson understandings and essential questions x Guide students’ thinking through questioning without providing answers or

explanations x Present students the opportunity to clarify their thinking and come to solid

ideas x Reinforce key ideas and clarify misunderstandings

Purpose for students: x Have the opportunity to more deeply explore concepts and come up with

theories and conjectures, possibly by: o Testing hypotheses o Making observations o Identifying patterns among similar situations, problems, etc… o Organizing findings to clarify thinking

Teacher Actions Student Actions This is a jigsaw activity where each group will learn about a topic and then teach other kids. Below is step by step instructions for how to do this. If you have a class smaller than 12, it will need to be modified. Each group will learn about one of 6 topics.

1. Trench warfare 2. Technological innovations 3. American manufacturing 4. Sinking of the Lusitania/Unrestricted Submarine Warfare 5. Zimmerman Telegram/Reasons US enter war 6. Selective Service Act/Women in the war

A. Break students up into groups of 3-4 (can be just with their table

group) B. Ensure that each group has:

a. an “info card” for each group member b. 1 full page print out of the slide(s) they are responsible

for. c. Enough notes packets for each person in the group. Notes

packets should be printed 3 slides per page, and each slide should be numbered. The file is named “WWI day 2, student copy” and is different than the teacher copy, so make sure students get the correct one.

C. Tell kids: you will all have a chance to learn deeply about one topic and then travel to other tables to learn from other people about their topics. Take a moment to decide who you trust most in your group…on the count of 3, point to the person you trust the most. 1, 2, 3Æ ok who ever has the most fingers pointed at them is your group expert. Raise your hand experts. If you are not an expert, you are a traveler. Travelers raise your hands. (check to make sure kids know what role they are playing)

D. Tell kids: Ok for part 1, travelers and expert will work together in a group. Your job is to read the info card you have, decide what is important and prepare your expert. In a few minutes the travelers are going to go to new tables and the expert is going to have to teach other people about your topic so you’ve got to be ready. Now, where are you going to get the info to teach to the people who come to your table?

The letters of the student actions corresponds with the letter of

teacher actions.

A. Students will break into groups of 3-4.

B. Group will check that they have a. an “info card” for each group member b. 1 full page print out of the slide(s) they

are responsible for. c. Enough notes packets for each person

in the group. Notes packets should be printed 3 slides per page, and each slide should be numbered.

C. Students will point at someone in their group, thereby electing them the expert. Students will identify themselves as either expert or traveler.

D. Students listen and respond to questions.

(kids say: the info card). Exactly, and your expert is going to have to tell them what to write on their notes section next to each slide.

E. Tell kids: but before you can decide what to teach kids, you need to learn it yourself… So take 2 minutes to read the “new info” section to yourself and circle any words you think will be important.

F. Tell Kids: ok, you’ve read the new info. Now we’ve got to decide what are they key words. Where do you think you can find the key words? (kids say: the bolded words, words in the right column) Yes, so experts, those words are words you need to say when you are teaching other classmates about this topic. Take 2 minutes with your group to put a little definition next to each word so the expert remembers what to say.

G. Teacher will walk around an assist struggling groups. After 2 minutes teacher will call the class’ attention back.

H. Tell kids: I saw a lot of good work as I moved around. To get your expert ready, you now need to come up with at least 2 bullet points for the notes lines next to the slides. So should you re-write the whole paragraph you just read? (kids say: no, just the important stuff). Ok take 2-3 minutes to look at your slides and decide what you’re going to write next to each one.

I. Teacher will walk around the room and help students with summarizing and being brief with definitions or explanation.

J. Tell kids: ok, experts, you’ve got the important words to say, you’ve got the key points that everyone will write when they come to see you. Experts you are ready. Travelers, raise your hands. Travelers, you are about to get up and move to another table. That table is going to teach you something about another topic, and you’ll have to listen to their expert. Where should you write down the info you learn from the other groups? (kids say: on the notes near their slides) Great, so make sure you’ve got your notes packet. But here’s, the problem, travelers you are going to move to the other groups and learn about new things. Your team expert is not. They are stuck teaching the other travelers. So after you go to each table, and you get back to your expert, what are your going to have to do? (kids say: teach them, give them the notes, etc) So as you travel, you and your group need to listen well and write clearly so that you are ready to teach your expert about what they missed.

K. Ask Kids: I need someone to tell me the role of the expert. (let kids explain) great, now I need someone to tell me the role of a traveler. (let kids explain—make sure they have both parts a. travelers write new info down b. travelers have to be ready to explain new info to expert at the end.)

L. Tell kids: When I say go, you will stand up and go to the next group, moving clockwise. Travelers, point to the group you are moving to. (check all groups). Ok when you get there, you will have 4 minutes to learn from the expert and write down all notes. I need someone to tell me what’s going to happen I say go. (let kid explain and make any corrections). Any questions before we move? (answer.) alright, GO!

M. Teacher puts timer on the board for 4 minutes, and then circulates through room helping struggling students.

N. Teacher warns class when there is 1 minute left with the expert.

E. Students read independently their “info card” and circle important words.

F. Students listen and respond.

G. Students work with group to define the key

terms for the expert. H. Students listen and respond. I. Students work with group to decide what the 2

bullet points should be. J. Students listen and respond. Student

understand why they need to have their act together while they travelÆ because someone else is depending on them.

K. Kids explain the roles of expert and traveler. They explain where they go, and what they do.

L. Students point where they are going, 1 student

summarizes the directions for class. M. Travelers move to new tables, experts stay.

Experts welcome new travelers to their group, tells them what slide number(s) to turn to. Expert explains what their topic, and what travelers should write down. Travelers write down bullet points down, and ask questions.

N. Students hear warning and experts wrap up their mini-lesson and make sure their classmates have the info.

O. Students move to next group and repeat step N.

O. Timer beeps, teacher instructs students to move to the next group.

(this repeats until students are back at their original table, with their original expert.)

P. Tell kids: By now, you should be sitting with your original group. Experts, you’ve been talking and explaining this whole time so you get to take a break. Travelers, you are going to go through each slide that you have notes for and tell your expert what you learned about the topic. Make sure your expert writes down what you were told to write for each slide.

Q. Tell kids: You should NOT have notes for every single slide yet, we are going to do a few together in a few minutes. But for now, when I say go, you are going to have 7 minutes to just fill in the expert on the other groups. I need someone to tell me what the travelers are about to do. (kid explains). I need someone to tell me what the experts are going to do (kids explains.) GO!

R. Teacher sets timer and monitors groups. Teacher warns class when there are 3 minutes left, and then when there is 1 minute left. Teacher calls group back together when timer rings.

S. Tell kids: If you did not finish going through each one, that is OK. We are going to go through this as a group and share out what we’ve learned from each table. If we get to a slide that you missed, and you need the bullet notes, just let me know

P. Students listen, and respond. Q. Students listen, respond, explain directions. R. Traveler students help explain the bullet points

for each slide to the expert while the experts write the notes down. Students all hear warnings and adjust accordingly.

S. Students prepare to go through the info whole group by turning back to the first page of their notes packet. Students alert teacher with questions or concerns.

PRACTICE (25-30 minutes): Purpose for teachers:

x Prompt student practice x Coach and provide feedback x Assess student understanding

Purpose for students: x Summarize the work they did in groups x Apply understanding by practicing in groups, pairs, and/or independently x Reflect and self-assess on learning

Teacher Actions Student Actions A. Teacher will project the powerpoint “wwi, day 2,

teacher copy” on the board. B. Teacher will use my “teacher copy” of the notes packet

to know any extra info or questions that could be asked. C. Teacher should end each slide with “so on your notes

you should have something about ____, ______, and ________” so that students know they have the information they need.

D. Teacher should go through each slide asking lots of questions of students. Since kids already read the info, they know it. Teacher is mainly doing 4 things here:

1. adding the story line to the events (use my teacher copy of the notes packet for more help)

2. ensuring that all kids have the key points (see “student copy” of notes packet to know what all kids need to have.

3. giving students a chance to look and feel smart about the info they’ve already learned.

4. Asking students to make predictions for example about what will happen next

E. If students have already filled the lines with notes but teacher needs them to add something, there is plenty of space between slides to do so. This is why printing 3 slides per page with lines for notes is so important.

F. At the end, teacher will distribute the DOLs for students to complete independently.

A. Students will use projection to make sure they are take notes on the correct slide.

B. N/A C. Students will check their notes versus what the teacher

says to make sure they have what they need. D. Students are doing 4 things here:

1. Listening to the story line of events 2. Writing any missing key points 3. Looking and feeling smart by answer questions

from the teacher that prove how much they have already learned.

4. Making predictions about what will happen next or how one event will impact another.

E. Students will write in blank space if they run out of lines next to any slide.

Name:_______________________________________________________ DOL

1. Which of the following would best complete the chart? a. Naval Blockades of WWI b. Reasons for the US to enter WWI c. Causes for the start of WWI d. Advantages of the Central

Powers

2. Which part of World War I is depicted in the photograph to the right?

a. American Manufacturing b. Trench Warfare c. British spies intercepting telegrams d. Guerilla warfare

3. Which of the following would most likely be added to the list?

a. German U-boats b. Tanks c. Spies d. Railroads

4. What was a major reason the United States entered World War I?

a. Japanese forces had occupied Manchuria b. German troops had landed on American soil c. Austro-Hungarian Empire had invaded Belgium d. Germany had resumed unrestricted submarine warfare

5. Which set of World War I events is in the correct chronological order?

a. Lusitania sunk Æ WWI begins Æ US declares war on Germany Æ Archduke Franz Ferdinand is assassinated b. Archduke Franz Ferdinand is assassinatedÆ WWI begins Æ Lusitania sunk Æ US declares war on Germany c. Archduke Franz Ferdinand is assassinatedÆ US declares war on Germany Æ Lusitania sunkÆ WWI begins d. US declares war on Germany Æ Lusitania sunk Æ Archduke Franz

Ferdinand is assassinatedÆ WWI begins

Use the graph to answer #6.

6. Data from this graph supports the conclusion that World War I- a. Caused the US trade deficit to increase b. Cost the United States billions of dollars c. Was a significant benefit to the American economy d. Created unfavorable balance of trade

???

Unrestricted Submarine Warfare

Sinking of the Lusitania and

other ships with American

passengers

Zimmerman Telegram

Technological Innovations of WWI

Airplanes Poison gas

Machine guns ??

INFO CARD: UNRESTRICTED SUBMARINE WARWARE & LUSITANIA

= British Blockade area

What do your classmates need to know? (with your group, decide what your expert should tell classmates to write down)

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NEW INFO KEY VOCAB During World War I, the British set up a naval blockade around Germany’s northern coast. The blockade prevented Germany from receiving any supplies or reinforcements. Before the blockade, Germany imported fertilizer to help their crops grow. The blockade meant they could not grow their own food, nor could they import it from other countries. By 1917, famine had struck the country and more than 750,000 Germans had starved to death because of the blockade. The Germans responded with a counterblockade using U-boats. U-boats get their name from the German word “Unterseeboot,” or submarine warfare. The Germans warned that British or Allied ships found in the waters around Britain would be sunk without warning. The German U-boat had torpedoes, or underwater missiles, that would sink a ship in minutes. This policy was called “unrestricted submarine warfare.” This was a problem for America, who was manufacturing supplies for the Allies, because their merchant ships were in jeopardy. President Wilson knew that that unrestricted submarine warfare threatened the “freedom of the seas” and could become dangerous for the US. One of the disasters came on May 7, 1915 when a U-boat sank the British liner Lusitania off the coast of Ireland. This attack killed 1,198 people, including 128 Americans. The American public was angry but President Wilson decided not to take military action yet. Unfortunately, the attacks continued and Germany refused to stop their unrestricted submarine warfare until the blockade was lifted and their people could eat.

Naval Blockade: U-boats: Unrestricted Submarine Warfare: Freedom of the seas: Lusitania

Reminder from your teacher: You want to tell your classmates

what you read but then have just a few key things to write down.

INFO CARD: TECHNOLOGICAL INNOVATIONS

What do your classmates need to know? (with your group, decide what your expert should tell classmates to write down.)

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NEW INFO KEY VOCAB Things you must say when teaching

The battle fields of World War I saw the first large scale use of weapons that would become standard in modern war. Some weapons were new and some were totally refined to be more effective, for example the machine gun. The machine gun allowed soldiers to fire more rounds faster than ever before. Machine guns shot 600 rounds per minute! The two most innovative weapons were the tank and the airplane. Together they began a tradition of mechanized warfare, or warfare that relies on machines powered by gasoline and diesel engines. Tanks ran on treads and were built of steel so that bullets bounced off. The British first used the tank in 1916 but by 1917 they had learned how to drive large numbers of tanks through barbed wire defenses, clearing a path for the infantry soldiers. The early airplane were flimsy and unreliable, so both sides limited their use to scouting enemy positions. Armies soon began using their tanks to fire at enemy planes that were gathering information. To help pilots defend themselves, machine guns were mounted to the planes. By 1918, the British had built planes strong enough to carry heavy bomb loads to drop on enemy army bases and weapons factories. Poison gas was also was also released on enemy armies. It was a yellow-green chlorine fog that sickened, suffocated and blinded its victims. Soldiers were soon required to wear gas masks.

Machine Guns Tanks Airplanes Poison Gas





INFO CARD: TRENCH WARFARE

Conditions like this led to trench foot. Trenches were often crowded. Men charging into “no man’s land”


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NEW INFO KEY VOCAB Germany, and the Central Powers, were hoping to quickly defeat Belgium and then take down Paris, France. They were successful in conquering Belgium but were met with great resistance in France. The French army halted the German advance near the Marne River in September 1914. After struggling to outflank, or out maneuver, each other’s armies, both sides dug in for a long war. By the Spring of 1915, soldiers had dug two parallel systems of deep, rat-infested trenches that spread from the Belgium coast to the Swiss Alps German soldiers occupied one set of trenches, while the Allied soldiers were in the other. There are 3 types of trenches- the front line, support, and reserve trenches. In between the German’s trenches and the Allied trenches, there was “no man’s land”- a barren stretch of muddy land that often had barbed wire and craters. Soldiers sometimes charged up out of their trenches toward enemy lines, only to be mowed down by enemy machine gunfire. Life in the trenches was miserable. Psychological and physical problems emerged. One physical problem was trench foot. Trench foot was caused by standing in cold, wet trenches for long periods of time without changing into dry socks or boots. First toes would turn blue, then go numb, and eventually start to rot and decay. The only solution was to amputate the toe or entire foot. The scale of slaughter was horrific. In 4 months of trench warfare, 1.2 million soldiers were killed. Despite the massive loss of life, only about 7 miles of ground actually changed hands. Trench warfare continued for nearly 3 years, the fighting was devastating and inconclusive.

Trenches: Front Line: No Man’s Land Trench foot: Result of Trench warfare:





INFO CARD: SELECTIVE SERVICE ACT & WOMEN IN THE WAR


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The United States was not prepared for war. Only 200,000 men were in service when war was declared, and very few officers had combat experience. Drastic measures were needed to build an army large enough and modern enough to make an impact in Europe. To meet the government’s need for more fighting power, congress passed Selective Service Act in May 1917. The act required men to register with the government in order to be randomly selected for military service. By the end of 1918, 24 million men had registered under the act. Of these men, 3 million were called up. About 2 million soldiers reached Europe before the truse was signed, and 75% of them saw actual combat. Most of the troops had not graduated high school and about one in five was an immigrant to the US. The 8 month training period took place partly in the US and partly in Europe. During this time the men put in 17 hour days on target practice, bayonet drill, kitchen duty, and cleaning of the grounds. Since real weapons were in short supply, soldiers often drilled with fake weapons- rocks instead of hand grenades, or wooden poles instead of rifles. Although women were not allowed to enlist, the army reluctantly accepted women in the Army Corps of Nurses, but denied them rank, pay, and benefits. Some 13,000 women accepted positions in the navy and marines as nurses, secretaries, and telephone operators with full military rank. Women also replaced men in jobs when men went to war. Suddenly, jobs that were formerly reserved for men, such as railway guards and ticket collectors, buses conductors, postal workers, bank tellers, and police officers, were hiring women to work while men were gone. Many were nervous about allowing women to have these jobs that were always “men’s work” but the Selective Service Act made the need for female laborers urgent.

Selective Service Act: Combat: Women in the military: Women working in America:



INFO CARD: ZIMMERMAN NOTE & REASONS THE US ENTERED THE WAR


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Wilson wanted to keep the US out of the war and he wanted to help the Allies and Central Powers come to a peace. The Germans ignored Wilson’s calls for peace. Germany’s leaders hoped to defeat Britain by resuming unrestricted submarine warfare. On January 31st Germany announced that their U-boats (submarines) would sink all ships in British waters, regardless of the ship’s purpose or affiliation. President Wilson knew this would probably lead the US into the war, but he decided to wait for “actual overt acts” before declaring war. The overt acts came. First was the Zimmerman note, a telegram from the German foreign minister to the German ambassador in Mexico that was intercepted by British Agents. The telegram proposed an alliance between German and Mexico and promise that if war with US broke out, Germany would support Mexico in recovering “lost territory in Texas, New Mexico, and Arizona.” The overt acts of war came again when the Germans sank four unarmed American merchant ships, losing 36 lives. Finally, Russia replaced their oppressive monarchy with a representative government and Americans started thinking of the war as a battle between democracies and brutal monarchies. On April 2, 1917, President Wilson announced at the capitol building that the US was declaring war saying,

“Property can be paid for, the lives of peaceful and innocent people cannot be. The present German submarine warfare against commerce is a warfare against mankind… We are glad to fight for the ultimate peace of the world and for the liberation of its peoples. We have no selfish ends to serve. We desire no conquest, no dominion. It is a fearful thing to lead this great peaceful people into war, but the right is more precious than peace.”

President Wilson before Zimmerman Note: Unrestricted Submarine Warfare Zimmerman Note: (which countries were mentioned?) Monarchy vs Democracy Pres. Wilson after Zimmerman Note:


what you read but then only have a few key things to write down.

INFO CARD: MANURFACTURING & SUPPLYING THE WAR


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America’s economic ties with the Allies were far stronger than ties with the Central Powers. Before the war, American trade with Britain and France was more than double its trade with German. During the first two years of the war, America’s transatlantic trade became even more lopsided, as the Allies flooded American manufacturers with orders for all sorts of war supplies. These supplies included dynamite, cannon powder, submarine, copper wire and tubing, and armored cars. The United States shipped millions of dollars of war supplies to the Allies, but requests kept coming. By 1915, the US was even experiencing a labor shortage trying to keep up with the demand. Later, when the U.S. had entered the war, large numbers of women were recruited into jobs vacated by men who had gone to fight in the war. Although the majority of Americans favored victory for the Allies rather than the Central Powers, they did not want to join the Allies’ fight. By 1917, however, America had mobilized for war against the Central Powers for two reasons. 1) To ensure the Allies repaid all their debts to the United States and American manufacturing companies. 2) To prevent Germans from threatening U.S. shipping, sometimes known as “freedom of the seas.”

Trade before WWI: Trade in early years of war: Supplies being shipped: 2 Reasons America supported Allies: Freedom of the Seas:


what you read but then only have a few key things to write down.

lesson objective (lo) texas essential knowledge and skills...

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