REVIEW: What events lead to the United States entering World War I
|
82nd All the WayPreview: Ms. Mac will introduce Sabaton, their album, The Great War with special emphasis on their song about the 82nd and Alvin York, 82nd All the Way. Then keep with the theme of myth making through the movies with students viewing a battle scene in Sergent York.
Direct Instruction: Ms. Mac will go over the elements of the essay due for the WWI unit answering the essential question, "To what extent did American immigrants, women and African Americans contribute to the Allied war effort? Group Work I: Three homogenous groups (Women, Immigrants, African Americans) will pull out quotes from primary and secondary sources in the unit packets. Group Work II: Three heterogeneous groups (Combination of the three above) will share their findings. Individual Work: Students will read and pull quotes on Sergeant Alvin York for the introduction to their essay. |
| ||||
|
Preview: Ms. Mac will do a review with students on the events they remember learning about WWI in last year's World History class. Ms. Mac will create a timeline and semantic organizer. One event emphasized is a recruitment poster accessing the historical memory of the sinking of the Lusitania.
Direct Instruction: Students will examine the actual Zimmerman telegraph and key that unlocked what it said, the class will share read the actual telegram. The class will discuss the three threats the United States perceived with the German-Mexico connection. Small Group Activity: In groups of four, students will read and analyze President Wilson's War Message to Congress on April 2, 1917 supporting entry into war and Senator Norris Opposition into war on April 4, 1917. Students will then answer six questions using textual evidence from each speech.
|
| ||
ESSENTIAL QUESTION: To what extent did American Immigrants, women and African Americans contribute to the Allied War Effort?
|
America All: Foreign Born Soldiers and WWIDAY ONE: RECRUITING POSTERS AND CARTOONS
Preview: Ms. Mac will go through American WWI recruitment posters and discuss what propaganda students see in the images.
Direct Instruction: Ms. Mac and students will share read, "Ten Little Hyphens." Then, students will read "American Immigrants and the Great War", Part I by Nancy Gentile Ford. Small Group Instruction: Students will analyze the four cartoons and answer the questions on the worksheet. (See packet 1.) Large Group Instruction: The class will have a "sing-along" with the two following songs: Don't Bite the Hand that Feeds You When Tony Goes Over the Top DAY TWO: CAMP GORDON AND MEDAL OF HONOR WINNERS
Small Group Activity: Students will read together "American Immigrants and the Great War" Part II and Part III by Nancy Gentile Ford and analyze the Camp Gordon Plan by Captain Padgett and medal of honor winners.
Large Group Discussion: Students will discuss evidence from the primary and secondary sources they found that answers the essential question. Individual Assignment: Each student will line up their evidence from the primary and secondary sources in both packets that will best answer the essential question. | ||||||
Women and WWI
|
| ||||
|
African Americans, 369th, and Jazz
| ||||||||