WORLD WAR I

World War I ‖ Zimmerman TelegramGoals & Objectives: Analyze the Zimmerman Telegram. Understand the implications of this document. Identify key vocabulary. Predict the consequences of this document.California State Content Standards 10.5 Students analyze the causes and course of the First World War.1. Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of “total war.”3. Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the mon Core Literacy StandardsCCSS.ELA-Literacy.RH9-10-1. Cite specific textual evidence to support analysis of primary and secondary sources, attendingto such features as the date and origin of the SS.ELA-Literacy.RH9-10-2. Determine the central ideas or informationof a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the SS.ELA-Literacy.RH9-10-4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.Driving Historical QuestionHow did the Zimmerman Telegram affect the United States’ decision to enter into World War 1?Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time:5 minutesI will recap the previous lesson with the students which covered the alliance system in Europe and the escalation of the war. I will then ask students why they think the U.S. had remained neutral up to this point. I will then ask them why they think the U.S. ultimately got involved in the war.Vocabulary (Content Language Development) ‖ Time: 5 minutesI will go over key vocabulary terms from the telegram and define them for students. These will include: unrestricted submarine warfare, endeavor, proposal, adherence. Content Delivery (Method of Instruction) ‖ Time:35 minutesI will lecture for 10 minutes about the other factors that contributed to the U.S. entering the warfare. I will go over ideas such as the Russian Revolution, unrestricted submarine warfare, and the sinking of the Lusitania.Then, I will distribute encoded and deciphered copies of the Zimmerman Telegram to each of the students as well as the handout. The students will read the document and answer the questions on the handout. They will be asked to analyze the document and look for key ideas such as who wrote it, to whom, and why. They will 10 minutes to complete this portion of the assignment. They will then discuss their thoughts in groups of 3-4 for 2 minutes. Then, the students will respond to questions on the handout and will predict what happened after the release of the telegram. I will then show a 4 minute youtube clip about the Zimmerman Telegram. I will then clarify any misconceptions the students may have by leading a brief discussion. The students will use the remainder of the class period to complete the last two questions on the handout. This will serve as their exit slip.Student Engagement (Critical Thinking & Student Activities) ‖ Time:Duration of lessonStudents will listen to lecture then work individually to read and analyze a primary source document. They will briefly work in groups to share their ideas. They will watch a youtube clip and then will write predictions and responses to the material.Lesson Closure ‖ Time:10 minutesI will close the lesson by leading a short discussion where students may ask appropriate questions and I may clarify any misunderstanding. They will finish the class by reflecting on the document and making predictions about what will happen next and if they think the U.S. should have gotten involved in the war effort.Assessments (Formative & Summative)Formative- Progress monitoring- I will continuously ask questions during the lesson to ensure students are understanding the material. I will circulate through the class while they analyze the document and provide assistance when needed.Formative- I will read and grade the students handouts and return them with appropriate corrections and comments.Accommodations for English Learners, Striving Readers and Students with Special NeedsI will provide the entire class with key terms from the documents with definitions. The handout will serve as a guided graphic organizer to help English Learners and Striving Readers to know what parts of the document to focus on.Resources (Books, Websites, Handouts, Materials)HandoutWriting utensilYoutube clip

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