Sie sind auf Seite 1von 6

SAUSD Common Core Lesson Planner

Unit: World

War 1

Grade Level/Course:

10/World History

Lesson #: 3

Teacher: Alexander Mock

Duration: 2 days of 50 minute class sessions. 1 Day reserved for Unit


Summative Assessment.
Date:

Content Standards:
10.5 Students analyze the causes and course of the First World War.
3. Explain how the Russian Revolution and the entry of the United States affected the
course and outcome of the war
Common Core Reading Standards for Literacy in History/Social Studies:
Key Ideas and Details:
1: Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information.
2: Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of how key events or ideas develop over the course of the text.
3: Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them.

Common Core
and Content
Standards

Craft and Structure:


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.
6: Compare the point of view of two or more authors for how they treat the same or
similar topics, including which details they include and emphasize in their respective
accounts.
Integration of Knowledge and Ideas:
8: Assess the extent to which the reasoning and evidence in a text support the author's
claims.
9: Compare and contrast treatments of the same topic in several primary and secondary
sources.
Range of Reading and Level of Text Complexity:
10: By the end of grade 10, read and comprehend history/social studies texts in the grades
9-10 text complexity band independently and proficiently.
Common Core Writing Standards for Literacy in History/Social Studies:
Text Types and Purposes:
1: Write arguments focused on discipline-specific content.
2: Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
Production and Distribution of Writing:
4: Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience.

SAUSD Common Core Lesson Template

Research to Build and Present Knowledge:


9: Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing:
10: Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
Common Core Speaking and Listening Standards 9-10:
Comprehension and Collaboration:
1: Initiate and participate effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues,
building on others ideas and expressing their own clearly and persuasively.
2: Integrate multiple sources of information presented in diverse media or formats (e.g.,
visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Presentation of Knowledge and Ideas:
6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 here
for specific expectations.)
Common Core Language Standards 9-10:
Conventions of Standard English:
1: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Vocabulary Acquisition and Use:
4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grades 910 reading and content, choosing flexibly from a range of strategies.
5: Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
6: Acquire and use accurately general academic domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
Materials/
Resources/
Lesson
Preparation

Computer and projector for presentations.


The presentations pertaining to:
-Russian Revolution and World War I

- United States involvement in World War I

Homework materials prepared for at home use.


Objectives

Content: Students

are to develop an
understanding of the Russian
Revolution and the role of the United

SAUSD Common Core Lesson Template

Language: Students

well develop their


understanding of the content by writing
independently, speaking collaboratively, and

States throughout the course of the


war, capable of demonstrating such
knowledge and analyzing the related
causes and effects.
Depth of
Knowledge Level

reading relevant and grade suitable text.

X Level 1: Recall

X Level 2: Skill/Concept

X Level 3: Strategic Thinking

X Level 4: Extended Thinking

X Demonstrating independence
College and
Career Ready
Skills

X Building strong content knowledge

X Responding to varying demands of audience, task, purpose, and discipline


X Comprehending as well as critiquing

X Valuing evidence

X Using technology and digital media strategically and capably

TEACHER PROVIDES
STUDENTS
EXPLANATION
SIMPLE
FIGURE OUT THE
MEANING

Academic Vocabulary
(Tier II & Tier III)

Common Core
Instructional
Shifts

Pre-teaching
Considerations

CCSS
Foundational
Standards
(K-5 only)
Instructional
Methods

X Coming to understand other perspectives and cultures


X Building knowledge through content-rich nonfiction texts
X Reading and writing grounded from text
X Regular practice with complex text and its academic vocabulary
KEY WORDS ESSENTIAL TO UNDERSTANDING

Bolshevik

N/A

WORDS WORTH KNOWING

Soviet

N/A

By this point in the course, students should be experienced in writing Cornell style notes.
New students in the class will need to have the concept introduced to them and their
ability to follow the format should be checked to ensure proficiency.
Ideally, some homework assignments would include students responding to one or two
posts made by other students. However, in order to ensure that students are not
overburdened by the combination of work from all of their courses, these parts of the
assignments are to be withheld until further information is gathered.
N/A

Lesson Delivery
Check method(s) used in the lesson:
X Modeling

X Guided Practice

X Guided Inquiry

SAUSD Common Core Lesson Template

X Reflection

X Collaboration X Independent Practice

Lesson Continuum

Lesson
Opening

Prior Knowledge, Context, and Motivation: The opening for this lesson will focus having students
recall the course of World War I and that Russia and the United States were involved with it. It is
then to be explained that the information of this lesson will developed a more substantial
understanding of the factors that led to Russian withdraw and U.S. intervention.

Ideally, this preface to the lesson would assist students with tying previously learned
information to the current unit and prepare them to examine new information.

Daily lesson schedule begins on next page.

SAUSD Common Core Lesson Template

Day 1:
Recap (5 Minutes): A brief review of the information covered
in the last class session to assist students in building a
foundation for new information while offering them a chance
to ask questions to secure their understanding of the material.

Activities/Tasks/ Strategies/Technology/
Questioning/Engagement/Writing/Checking for Understanding

Introduction discussion (10 minutes): Students will be given


3 minutes to respond to a quick write prompt such as: Reflect
on what you have learned about the Great War thus far. In
what ways do you think World War I could have fostered
discontent, or even revolution, in the populace of Russia?
Students will have 3 minutes to discuss their responses with
their group. The remaining time will be used for class wide
discussion.
Presentation pertaining to the Russian Revolution and
World War I (35 minutes): This presentation informs
students as to the situation of Russia doing World War I, the
changing Russian government, and the ramifications it had on
the war. Material to be addressed includes:

The March Revolution and ensuing power struggle

Lenins influence on events.

The October Revolution.

The Treaty of Brest-Litovsk


Students are intended to take Cornell style notes during this
presentation.
Homework: Students are to write a short blog post analyzing
the October Revolution after reading two excerpts of writing
relaying two different perspectives of the event: one from a
Harvard sociology professor who was a member of the Social
Revolutionary Party at the time and the other from John Reed,
American journalist and Bolshevik supporter. A prompt is to
be provided, such as:
Compare and contrast Pitirim Sorokins and John Reeds
writing. Explain their tone and the images that they convey in
their writing. How is each writer attempting to portray the
October Revolution? Whose account do you think is more
accurate? Explain your reasoning.
Day 2:
Recap (5 Minutes): A brief review of the information covered
in the last class session to assist students in building a
foundation for new information while offering them a chance
to ask questions to secure their understanding of the material.

SAUSD Common Core Lesson Template

Differentiated Instruction:

Instruction for learners of


various aptitudes,
whether advanced or in
need of further assistance,
can only really be
managed on a case by
case basis.
No one method can
appropriately assist with
the individual needs of
every student.
However, one method of
attempting to
preemptively
accommodate learners of
all levels will be to utilize
educational materials on
the internet (such as
videos). This in turn
provides additional
support for learners in
need of review, a
different format, or
expansion of the content.
English Learners:
See above.

Special Needs:
See above.

Accelerated Learners:
See above.

Introduction discussion (10 minutes): Students will be given


a prompt such as: Considering what you know about World
War I, why would the United States want to join the war?
Contemplate pros and cons. What makes the United States
different compared to other neutral nations at the time?
Students will have 5 minutes to collaborate with their group to
develop their ideas. The remaining time will be for guided,
class wide discussion.
Presentation pertaining to the United States involvement in
World War I (20 Minutes): This presentation examines the
role of the United States in the Great War, from munitions
supplier to combatant. Concepts to be covered includes:

United States economic position at the wars outset and


economic reliance on the Allies.

Submarine warfare and the resulting backlash.

Notable negative German public relations events


(Sinking of the Lusitania, the Zimmerman Tellegram,
etc.)

The results of direct United States intervention on the


war.
Students are intended to take Cornell style notes during this
presentation.
Lesson Quiz (15 Minutes): A brief quiz that will be
administered at the end of a lesson as an additional means of
formative assessment.
Homework: Students are to write a short blog post in which
they analyze a pro-war sentiment from Woodrow Wilson and a
pro-neutrality sentiment from senator George W. Norris; based
upon a prompt such as:
In his effort to garner support for the U.S. joining the war,
Woodrow Wilson stated that it was necessary to go to war with
Germany as the world must be made safe for democracy.
Senator George W. Norris opposed the war and stated, I feel
that we are about to the dollar sign upon the American flag.
Explain the reasoning for each statement and denote their
logical and emotional appeals. Consider the effects of a lack
of U.S. intervention in the war. Which statement do you agree
with the most? Why?
Day 3: Reserved for Summative Assessment/Unit Exam.
Lesson Reflection
Teacher
Reflection
Evidenced
by Student
Learning/
Outcomes

No information available yet.

SAUSD Common Core Lesson Template