WW1 Lesson #3 Gardner's Multiple Intelligences.docx

 Lesson Plan #3 Gardner’s Multiple IntelligencesWW1 Battle and Technology Introduction: This lesson is designed to introduce students to the specifics of WW1 battle. At the various stations, students will encounter information regarding new and revolutionary wartime technologies, specifics about casualties, major battles, and how those major battles were fought. Students will navigate the various stations and complete the Think Sheet Packet as they work through. Objectives:Content/ KnowledgeStudents will be able to identify WW1 era technologyStudents will be able to detail the capabilities of WW1 era technologyStudents will be able to explain the significance of pivotal WW1 battlesStudents will be able to recount happenings from major battlesStudents will be able to list key elements of WW1 Battle StrategyProcess/ SkillsStudents will be able to determine the effectiveness of WW1 era battle tacticsStudents will be able to rank the significance of historical eventsValue/ DispositionsStudents will be able to weigh the consequences of war in terms of casualtiesStudents will be able to reflect on the implications war has for the global communityStandards:State- Illinois Learning Standards16.A.5a Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings).16.A.4a Analyze and report historical events to determine cause-and-effect relationships.17.C.5c Describe geographic factors that affect cooperation and conflict among societies.15.C.4a Analyze the impact of political actions and natural phenomena (e.g., wars, legislation, natural disaster) on producers and production decisions.State- Illinois CCSSCCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or SS.ELA-Literacy.RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.National- National Council for Social Studies StandardsSCIENCE, TECHNOLOGY, AND SOCIETY- Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of science, technology, and society.National- National Standards for economicsSTANDARD 3: ALLOCATION- Different methods can be used to allocate goods and services. People acting individually or collectively must choose which methods to use to allocate different kinds of goods and servicesSyntax- ProceduresLogical Mathematical:Teacher instructionThe teacher will have directions posted on the top of each think sheet explaining what students are to do at that station. The directions will tell students that at station one, they will be analyzing maps and graphs that detail the casualties of the first world war.Students will read a brief reading also associated with casualties at the Second Battle of the Marne. It will be open on the laptop at the station.Students will complete the Station One Sheet and add it to their Think Sheet PacketResourceStation One Think Sheet (Resource 3.0)Casualty Chart/Graph handout (Resource 3.1)WW1 Battle of Marne Reading (Resource 3.2)Student instructionStudents will analyze the graph handoutStudents will watch the brief clip on the Battle of the MarneStudents will complete the Station One Think Sheet and add it to their packet to be turned in after all stations have been completed. Visual/ SpatialTeacher InstructionAt this station students will be analyzing a clip depicting WW1 battle scenes. The clip focus on the danger and lethality of the WW1 battlefieldResourcesStation Two Think Sheet (Resource 3.3)Primary image and clip video (Resource 3.4)Student InstructionsStudents will view the clip providedStudents will complete the second station think sheet and add it to their packetBody Kinesthetic/Interpersonal (group activity)Teacher Instruction Students will be informed they are going to simulate trench warfare while learning about it at this station. As a group, students will create a trench with provided desks and chairs. Students will view a short film on trench warfare, while they are huddled in their “trench.” Students will be instructed they can not get up out of the trench while viewing the video or completing their think sheet. In order for this station to be a success, their entire team must stay “entrenched” for the duration of the activity.The teacher will help to monitor this station and inform students if they have been “picked off” by an enemy sniper for being exposed from the trench. While there is a trivial aspect to this exercise, the hope is that students will have an understanding of life in a trench and how dangerous being exposed for even a moment could be.ResourcesDesks and chairs stacked into a row like trench (Resource 3.5)Brief video on trench warfare (Resource 3.6)Laptops for the videos to be played on in the trenchStation Three Think Sheet (Resource 3.7)Student InstructionsStudents will watch the video and complete the think sheet while abiding by the rules of Trench WarfareMusical Rhythmic-Teacher InstructionStudents will be instructed that at this station they are listening to a WW1 era protest song.After listening to the song, they will fill out the station 4 Think SheetResourcesLink for WW1 Era Protest Song (Resource 3.8)Lyrics to Song (Resource 3.9)Station 4 Think Sheet (Resource 3.10)Student ActivityStudents will listen to the provided songStudents will fill out the Station 4 Think Sheet, after reflecting on the lyrics for a time. (Lyrics will be provided at table.)Verbal LinguisticTeacher Activity Students will be informed they are going to listen to a short speech by General PershingTo gain background knowledge, they have been provided with a brief handout at the table that details Pershing and the items he addresses in his speechThe goal is to get students reaction to his message and the manor in which he presentsResourcesRecording of General Pershing Speech (Resource 3.11)Pershing Handout (Resource 3.12)Station 5 Think/Reaction Sheet (Resource 3.13)Student ActivityStudents will listen to General Pershing’s Speech Students will fill out the Think/ Reflection sheet for Station 5Naturalistic/IntrapersonalTeacher ActivityThe teacher will inform students for this station they will be going outside for a reflection/journal activityStudents will be asked to reflect on the physical impact of war on the world around them. Images of WW1 devastated battlefields will be provided at the station.The hope is that being outside will help students to focus on the physical impact war can have on our surroundings. ResourcesThink Sheet/ Journal Activity for Station 6 (Resource 3.14)Student ActivityStudents will head to the outside station and reflect on the images provided, as well as their surroundings. Students will complete the Journal activity for the 6th StationResources (Source Citations & Bookmarks)Resources 3.0, 3.3, 3.7, 3.10, 3.13, 3.14 - The Think Sheets for each station can be found below in packet form in the order to be printed for students. Station 1 Think SheetDirections- Please answer the following questions using the Resources provided at Station 1. You only have 20 minutes at each station, so be sure to fully analyze the resources before you must move on to the next station. Are you surprised by the numbers provided on the chart? Why or why not?Based on the different columns on the chart, is there a logical correlation between the number who served and the casualty rate?What is the significance of battles with high casualties?What made the second Battle of the Marne a significant battle?Station 2 Think SheetDirections- Please answer the following questions after reflecting on the images provided at this station. Add this page to your think sheet packet when you leave. You have 20 minutes at this station before you must move on.The scenes depicted are original footage. Are they how you imagined they would be? Why or Why not?What about these scenes showed the lethality of the battlefield? Explain?Assume you are a soldier in WW1. Based on the clip you saw, fill in the organizer below. On the left, list the positives of WW1 era battlefields for a soldier, on the right, list the negatives. PositivesNegativesStation 3 Think SheetDirections- For the entirety of this station you must stay in this makeshift trench. Please complete the questions below after watching the video that details trench warfare. Make sure you do not stand up out of your trench, you may get picked off by enemy fire!After viewing the video, do you find trench warfare to be an effective means of fighting a battle? Why or why not?You are currently huddled in your own trench. Though you are not engaged in battle, what difficulties is this simulation presenting?Based on your experience at this station, how might trench warfare have mental implications for the battlefield as well as physical?Station 4 Think SheetDirections- Fill out the following questions after listening to the song provided on the laptop. Be sure to reflect on the lyrics and the time in which they were written. A copy of the lyrics has been provided for your convenience. Interpret the song. What is the main idea behind the artists message?Would you call this a protest song? Why or Why not?Choose one line of lyrics you believe to be significant. Why did you choose these lyrics?If you were a parent during the WW1 era, would you share a similar mindset to the speaker in the song?Station 5 Think SheetDirections- Listen to Pershings short speech on the laptop. After you have finished, read the brief article provided about pershing and the American Expeditionary Force. Once you have studied these resources, fill out the questions below. What did you think of Pershings short address? What was its purpose?Pershing is advertizing for support of the war. What does he use to enlist support?Do you agree with Pershing when he say “everything you hold worthwhile is at stake?” Why or Why not?Station 6 Think Sheet Directions- This think sheet is a reflective journal writing. Over the course of the stations and previous lessons on WW1, we have seen images of battlefields, and the devastation they can entail. For this station you will head outside to reflect on our surroundings. Think what it would look like if the school, or the surrounding communities were embroiled in war. Can you imagine your daily life being surrounded by a battlefield? Describe your emotions while reflecting on these topics. If you are struggling for direction and need a specific prompt, respond to the following: Prompt: How would life be different if your community was the location of a WW1 Battlefield? How would you cope with this reality?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Resource 3.1- Graph handout detailing WW1 Casualties- 3.2- Battle of Marne Casualty Reading 3.4- Lethality of the Battlefield Clip 3.5- Trench Warfare Desk ModelResource 3.6- Video on Trench Warfare 3.8- WW1 Protest Song 3.9- Lyrics to Protest SongTen million soldiers to the war have gone,Who may never return again.Ten million mothers' hearts must break,For the ones who died in vain.Head bowed down in sorrowin her lonely years,I heard a mother murmur thro' her tears:Chorus:I didn’t raise my boy to be a soldier,I brought him up to be my pride and joy,Who dares to put a musket on his shoulder,To shoot some other mother’s darling boy?Let nations arbitrate their future troubles,It’s time to lay the sword and gun away,There’d be no war today,If mothers all would say,I didn’t raise my boy to be a soldier.(Chorus)What victory can cheer a mother’s heart,When she looks at her blighted home?What victory can bring her back,All she cared to call her own?Let each mother answer in the year to be,Remember that my boy belongs to me!(Chorus)Source: Al Pianadosi and Alfred Bryan, “I Didn’t Raise My Boy To Be a Soldier.” Recording: Edison Collection, Library of Congress.Resource 3.11- Pershing’s Speech to Rally Support 3.12- Pershing and AEF Reading- On following page in form it will be printed for students and the AEF World War I was the first time in American history that the United States sent soldiers abroad to defend foreign soil. On April 6, 1917, when the United States declared war against Germany, the nation had a standing army of 127,500 officers and soldiers. By the end of the war, four million men had served in the United States Army, with an additional 800,000 in other military service branches.Once war was declared, the army attempted to mobilize the troops very quickly. The fatigued British and French troops, who had been fighting since August 1914, sorely needed the relief offered by the American forces. In May 1917, General John Joseph "Black Jack" Pershing was designated the supreme commander of the American army in France, and the American Expeditionary Forces (AEF) were created. Pershing and his staff soon realized how ill-prepared the United States was to transport large numbers of soldiers and necessary equipment to the front, where supplies, rations, equipment, and trained soldiers were all in short supply. Since even the transport ships needed to bring American troops to Europe were scarce, the army pressed into service cruise ships, seized German ships, and borrowed Allied ships to transport American soldiers from New York, New Jersey, and Virginia. The mobilization effort taxed the limits of the American military and required new organizational strategies and command structures to transport great numbers of troops and supplies quickly and efficiently.Although the first American troops arrived in Europe in June 1917, the AEF did not fully participate at the front until October, when the First Division, one of the best-trained divisions of the AEF, entered the trenches at Nancy, France. Pershing wanted an American force that could operate independently of the other Allies, but his vision could not be realized until adequately trained troops with sufficient supplies reached Europe. Training schools in America sent their best men to the front, and Pershing also Throughout 1917 and into 1918, American divisions were usually employed to augment French and British units in defending their lines and in staging attacks on German positions. Beginning in May 1918, with the first United States victory at Cantigny, AEF commanders increasingly assumed sole control of American forces in combat. By July 1918, French forces often were assigned to support AEF operations. During the Battle of St. Mihiel, beginning September 12, 1918, Pershing commanded the American First Army, comprising seven divisions and more than 500,000 men, in the largest offensive operation ever undertaken by United States armed forces. This successful offensive was followed by the Battle of Argonne, lasting from September 27 to October 6, 1918, during which Pershing commanded more than one million American and French soldiers. In these two military operations, Allied forces recovered more than two hundred square miles of French territory from the German army.established facilities in France to train new arrivals for combat.By the time Germany signed the Armistice on November 11, 1918, the American Expeditionary Forces had evolved into a modern, combat-tested army recognized as one of the best in the world. The United States had sustained an estimated 360,000 casualties in the First World War, including 126,000 killed in action and 234,000 wounded. ited States had established new motorized and combat forces, equipped them with all types of ordnance including machine guns and tanks, and created an entirely new support organization capable of moving supplies thousands of miles in a timely manner. World War I provided the United States with valuable strategic lessons and an officer corps that would become the nucleus for mobilizing and commanding sixteen million American military personnel in World War II. ................
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