Saint Mary-of-the-Woods College

Teacher Work Sample

Cover page

Teacher Candidate name: Heather Lange

Licensure/program area: History Education/Special Education

College Supervisor: Dr. Jeffrey Allen

School/Center: Terre Haute South High School

Subject: World History Part II

Grade/age: 10th grade

Date: January 2017-March 2017

Course number: ED 432

Tier number:

Score:
 My fourth hour class is made up four girls and five boys. I have two African

American boys in the class and the rest are white. They all speak English as their

first language and none of them attend speech offered at South. They all have an

IEP and their SSISs require that the test is read to them and that they are given

extra time for assignments and tests.

The classroom is set up so the students can work together if they need to.

There is plenty of room for the students to be able to walk around. Students do have

the option to move up front if they cant see what is on the board. One wall is

decorated with maps so that way the students can have an understanding of where

we are talking about. I will often go to the maps to show them where we are talking

about and show them what is going on during different topics. On another board, I

have set up the students objectives for each class and what standards will be

addressed. On the front board, I put the date, and what we will be doing for the day.

For my Teacher Work Sample I work with the class over World War I. I gave

them a pre-test to see exactly what they know. After I graded the pre-test, I came to

the conclusion that they really dont know much about World War I. They really only

knew about Germany being bad. They also wanted to confuse Hitler with World War

I. My plan is to go over the long-range causes of the war and then focus on the

immediate causes.

I then started with the lesson that introduced World War I in generally basic

form. I wanted them to be introduced to World War I knowing a little about the

topics that we will be discussing in detail later. While going over the PowerPoint the

students were to answer questions. They again kept to mixing World War II

information with World War I. I plan to, next time I do this lesson, to make it clear

the major people who played big parts in World War I, the biggest battles fought,
the different style of warfare, and the causes of America going into war. After going

over the basics of World War I, I then moved on to having the students work on the

European map. I wanted them to get an understanding of how long the trenches

were on both sides of the war and to be able to label where the major battles were.

This was also a tool for the students to see and label which nations were on the

Central, Allied, or Neutral powers. The students seemed to enjoy doing this. They

were able to label everything correctly and this did help them in remembering

where the battles were taking place. The next lesson that I did was another

PowerPoint over some topics that happened over World War I. The students were

answer questions while going over this. They didnt know that World War I had

genocide as well. They asked lots of questions over this topic. When we talked

about the Lusitania, they kept getting it confused with the Titanic. Towards the end

of the lesson I wrapped it up with the peace conferences that happened. I had them

pay attention to the Treaty of Versailles in particularly because this was important

on what caused World War II.

At the end of the lesson, I gave the students another test. I did modify it from

the first pre-test because some of the questions I noticed were repeated and some

of the students were confused about the numbers as answers. The class did great

on this test. Majority of the class received an A and they were able to talk about

World War I and not confuse facts from World War II into the talk.

This entire lesson was taught for a number of reasons. The first main reason

is because students need to know what caused World War I. Students also need to

learn about the different fighting techniques that were used for this war. Another

important aspect of this lesson is to also reflect how the war ended, and yet not

really. What I have done since this lesson is to create maps for the students to do.
This was a great tool to help the students in understanding where I was talking

about, as well as a few of the major cities that were mentioned. Students were able

to improve their answers when they labeled a map. This lesson also encouraged the

students to ask questions. They started to ask more questions about what they

were learning. When I first started the lesson I was concerned about their lack of

knowledge. They were confusing Hitler for World War I. After this lesson, however

they have been able to understand that Hitler was in World War II.

With this lessons done, I plan to teach more in PowerPoint and with maps and

other activities. The students have a hard time with the book and tend to get lost in

the words. I also have learned that I need to underline the main points that I want

them to know. They didnt seem to be able to follow along while I was talking and

asking questions. PowerPoint allows students to understand in simple words what

the book is teaching. Activities are to help the students with learning hands-on. It

also gives them a break with notes. I also have learned that I need to make the

worksheets for them. A lot of these kids do not come prepared for class. It is better

to just give them a worksheet, rather than asking people for paper. This lesson

taught me a lot about myself as well. I have learned that I am a more walking

around the class and engaging the class as much as I can. I want to have fun in the

class while learning. My weakness with these lessons was that they are not well put

together and they lack student activity during the PowerPoint. I also forgot to

highlight the main points in some of the PowerPoints. My strength is the ability to

answer the students questions as well as being able to work a book into a shorten

version.

This work sample I believe shows a growth in understanding the lessons.

Their first test they didnt so well on it. They missed many of the questions and
 couldnt even talk about the topic. After the lesson, students improved on their test.

They were able to tell me facts about World War I, when before the lesson they were

not able to do so.

After seeing this, I hope to be able to work on the lesson and bring in more

student activities. I want my class to be able to move around and not just sit in the

class and take notes. This will make the students less involved in the class, which

can lead to students sleeping, failing, or misbehaving.

PowerPoi Power Post- Total

Student Pre-Test PowerP map nt Point Test score
Tyler Beadle 4 33 25 31 26 15 134
Nick Brown 4 22 15 17 26 20 104
Kathleen Ellis 3 25 25 0 0 15 68
Ariel Hughes 3 28 20 31 26 16 134
Ty'Re
Hutchins 3 0 10 0 0 11 24
Mackenzie
Love 4 33 25 31 26 19 138
Della Scott 2 27 25 31 26 15 126
Tommy
Writtenhouse 3 0 15 30 26 19 93
Keveon Wynn 2 0 20 30 26 17 95
Total Score 10 34 20 31 26 20 141
Average
Student
Score 2.8 19 18 17 18 15 102
 World War I Teacher Work Sample
160
140
120
Pre-Test
100
PowerP
80
map
60
PowerPoint
Percentage 40
Power Point
20
0 Post-Test
Total score

students

160

140

120

pretest
100
PowerPoint 1
Europe Map
80
PowerPoint 2
PowerPoint 3
60 Post-test
Total score
40

20

0
Total Score Average Student Score
Lesson Plan Title: World War I Pre-test

Developed by: Heather Lange School: Terre Haute South

Date: January 11, 2017 Grade Level: Sophomore (10th )
Subject: World History Part II Unit: World War I
Standards: WH 6.3-6.5, 7.3, 7.6

Learning Outcomes: Materials:

Students will examine the causes and Quiz

effects of World War I. Pencil

Students will recall previous knowledge

and materials of World War I.

Technology:

None required

Prior Learning Connections:

Students will be able to connect a few names that are historical and events that
have happened to be able to answer a few of the questions. Students should also be
able to recall the topics of Nationalism and Sectionalism from the previous chapter.

Differentiation/Accommodations:

I will read the test out loud for the students. Students can also go to the resource
room if they need extra time.

Special Concerns:

None

Assessment:

Formative Assessment:

I will read the questions out loud and walk around to guide students.

Summative Assessment:
Will be provided at the end of the lesson.

Procedure
Before the I will create the quiz, print it off, and make copies. I will then
Lesson introduce the students to the new chapter. I will let them known
that I want to see what they know about World War I and I will
quiz them.

During the After I have introduced the new chapter I will pass out the quiz. I
Lesson will read the quiz out to the students and walk around the class
room and help students if they need it.

After the I will have the students turn in the quiz and grade them. I will
Lesson pass them back to the students and we will go over the quiz
together.
Notes/Reflections:

Students didnt like the answers being labeled 1-4. They also noticed that many of
the questions repeated themselves.

Name:________________________________________
Date:__________________

World War I-Quiz

1. The Fourteen Points and the Atlantic Charter were both

1. statements of post-war goals for establishing world peace
2. plans of victorious nations to divide conquered territories
3. military strategies for defeating enemy nations
4. agreements between nations to eliminate further development of
weapons

2. From 1914 to 1916, as World War I raged in Europe, Americans were not able
to remain neutral in thought as well as action mainly because
1. United States membership in military alliances required the nation to
fight
2. United States newspapers encouraged a policy of imperialist expansion
3. the warring powers interfered with the United States right to freedom
of the seas
4. President Woodrow Wilson supported the war aims of Germany and
Austria-Hungary
3. After World War I, the opposition of some Members of Congress to the
Versailles Treaty was based largely on the idea that the Treaty
1. did not punish the Central Powers harshly enough
2. did not give the United States an important role in world affairs
3. would require the United States to join the League of Nations and
might result in a loss of United States sovereignty
4. would require the United States to assume the cost of rebuilding the
war-torn European economies

4. President Woodrow Wilsons Fourteen Points were intended to

1. make the United States, Great Britain, and France into leading world
powers
2. redistribute Germanys colonies among the Allied nations
3. prevent international tensions from leading to war
4. punish Germany for causing World War I

5. Which action best demonstrated the United States effort to isolate itself from
European conflicts after World War I?
1. lowering tariff rates
2. attempting to improve relations with Asia
3. failing to sign international disarmament agreements
4. refusing to join the League of Nations

6. President Woodrow Wilsons statement The world must be made safe for
democracy was made to justify his decision to
1. end United States imperialism in Latin America
2. support tariff reform
3. send troops into Mexico to capture Pancho Villa
4. ask Congress to declare war against Germany

7. Which situation was the immediate cause of the United States entry into
World War I in 1917?
1. The League of Nations requested help.
2. The Maine was blown up in Havana Harbor.
3. Nazi tyranny threatened Western democracy.
4. German submarines sank United States merchant ships.

8. The "clear and present danger" ruling of the Supreme Court in Schenck v.
United States illustrates the continuing conflict between
1. free speech and governmental authority
2. the use of search warrants and the rights of the accused
3. state powers and Federal powers
4. religious freedom and separation of church and state

9. The "clear and present danger" ruling in the Supreme Court case Schenck v.
United States (1919) confirmed the idea that
1. prayer in public schools is unconstitutional
2. racism in the United States is illegal
 3. interstate commerce can be regulated by state governments
4. constitutional rights are not absolute

10.A major reason the United States entered World War I was to
1. gain additional colonial possessions
2. react to the bombing of Pearl Harbor
3. honor prewar commitments to its military allies
4. safeguard freedom of the seas for United States ships

ANSWER KEY

1. 1
2. 3
3. 3
4. 3
5. 4
6. 4
7. 4
8. 1
9. 4
10.4

Lesson Plan Title: World War I

PowerPoint

Developed by: Heather Lange School: Terre Haute South

Date: January 12, 2017 Grade Level: Sophomore (10th )
Subject: World History Part II Unit: World War I
Standards: WH 6.3-6.5, 7.3, 7.6

Learning Outcomes: Materials:

Students will examine the causes and Worksheet

effects of World War I. Pencil
PowerPoint
Students will examine ways in which
Japanese, Fascist, and Nazi aggression
led to World War II.

Students will analyze the fighting in

Europe.

Technology:

Computer, projector

Prior Learning Connections:

Students will be able to connect a few names that are historical and events that
have happened to be able to answer a few of the questions. Students should also be
able to recall the topics of Nationalism and Sectionalism from the previous chapter.

Differentiation/Accommodations:

I will read the slide to the students. I will also have the answers highlighted in a
different color. If students are not here I will print off the slide show so they can use
it to answer the questions.

Special Concerns:

None

Assessment:

Formative Assessment:

I will be asking questions while walking around the room. I will look at students
papers to make sure they are keeping up with the questions.

Summative Assessment:
Will be provided at the end of the lesson.
Procedure
Before the I will have the PowerPoint projected on the screen. I will inform
Lesson the students that we will be going over a brief overview of World
War I. Students are to write the answer down that is in a different
color.

During the After I have introduced the new chapter I will pass out the
Lesson question sheet. I will read the questions to the students before I
start the slides. I will be walking around while giving the
presentation to make sure that they are keeping up.

After the I will have the students turn in the question sheet and grade
Lesson them. I will pass them back to the students and we will go over
the answers together.

Notes/Reflections:

Students did like the presentation. They also like having the answers in a different
color so they knew for sure which one to write down. They did complain though that
the answers were not in order from the paper to the slide.
World War I PowerPoint Notes Name

What were the four main causes of the war?

List the allied forces.

List the central powers.

What were the effects from the use of poisonous gas?

Describe three effects from Turkey siding with Austria and Germany.

What was there a Russian revolution? What was the outcome of this
revolution?

What two events caused the United States to become involved and join the
war?

Woodrow Wilson wrote his fourteen points on January 8, 1918. What was
their purpose?

__________________________ is the official cease fore date. We celebrate

this day as
__________________________ in November.

Summarize the Treaty of Versailles (5 sentences)

Lesson Plan Title: World War I Europe

map

Developed by: Heather Lange School: Terre Haute South

Date: January 13, 2017 Grade Level: Sophomore (10th )
Subject: World History Part II Unit: World War I
Standards: WH 6.3-6.5, 7.3, 7.6

Learning Outcomes: Materials:

Students will show their understanding Map

of the Eastern and Western Front. Pencil
Colored Pencils/markers/crayons
Students will be able to name the Allied, book
Central, and Neutral Powers.

Technology:

Desk cam, screen projector

Prior Learning Connections:

Students will know who were a part of the Allied, Central and Neutral Powers.
Students will have a rough understanding of the trench warfare.

Differentiation/Accommodations:

I will be providing a map for them to draw from. I will have the map projected on the
screen and have them look in the book as well. I will go over the map with them.
Special Concerns:

Students have a hard time telling the shading apart in the book.

Assessment:

Formative Assessment:

I will be going over with the students questions about the map to see if they
remember what they learned yesterday to put into the map. I will also be walking
around to make sure that everyone is working.

Summative Assessment:
Will be provided at the end of the lesson.

Procedure
Before the I will make copies of the map and have it projected on the screen.
Lesson I will also make sure that the materials that are needed are out
and ready for students to use. Once students come in, I will let
the students known that they are to finish the map by labeling
parts of the countries, the fronts, and color the different powers.

During the After I have introduced the map, I will pass out the map
Lesson worksheet. I will make sure that they have it facing the right way. I
will then ask the students questions about according to the map
on the page in the book or on the screen who were a part of the
Allied, Central, and Neutral Powers. I will then have them label
these before we move on. Once they have done that, I will have
them tell me were the fronts were and how long they were. I will
then have the students draw these on their maps. After this I will
have the students show me where the major battles were on the
fronts and have them label that on their map. Once we are all
done, I will walk around to make sure that everyone is ready to
move on to coloring.

After the I will have the students turn in the map and grade them. I will
Lesson pass them back to the students. Once everyone is done, students
are to clean up and make sure everything is back where it needs
to go.

Notes/Reflections:
Students didnt like the map. They did like going over it on the screen, but didnt
like having to label or color.

World History
Name: ___________________________________ Hour: :_____
World War I Student Copy
Lesson Plan Title: World War I
PowerPoint. Armenian genocide
Developed by: Heather Lange School: Terre Haute South
Date: January 17, 2017 Grade Level: Sophomore (10th )
Subject: World History Part II Unit: World War I
Standards: WH 6.3-6.5, 7.3, 7.6

Learning Outcomes: Materials:

Students will discuss the Armenian PowerPoint

genocide and other events that were a Pencil
part of World War I. Worksheet
Computer
Students will be able to link the Screen projector
immediate causes of these event to the
long-range causes that caused the war.

Technology:

Computer, screen projector

Prior Learning Connections:

Students will know the long-range causes that started the war.

Differentiation/Accommodations:

I will be providing a PowerPoint with the answers in a different color for the
students. I will also read the questions to the students and identify which answer
should go where.

Special Concerns:

Students may not be able to keep up with the PowerPoint

Assessment:

Formative Assessment:

I will be going over with the students questions about the PowerPoint and the topics
that we will be discussing. I will also ask questions that are not on the worksheet to
see if they are paying attention.

Summative Assessment:
Will be provided at the end of the lesson.

Procedure
Before the I will make copies of the worksheet and have the PowerPoint on
Lesson the screen ready to go. I will then introduce the topic to the
students after I have handed out the questions.

During the After I have introduced the different topics, I will then start the
Lesson PowerPoint. I will read the slide to the students, address any
questions that the students have, and go into more detail about
the topics on the slides. I will also be walking around to make sure
that students are staying awake and are keeping up with the
questions.

After the I will ask the students if they have any questions. If they do I will
Lesson answer them and if they dont I will have them turn in their paper.
If there is enough time, I will grade them and hand them back.

Notes/Reflections:

Students liked being able to talk about different things that happened during the
war. They didnt know about some of the topics that did happen.

Name _______________________-

Date ______________

PowerPoint notes 1-18-17

Schlieffen Plan
 1. When did Schlieffen Plan start?

2. Germany would be at war with who?

3. What did the plan assume?

4. What treaty caused Britain to go to war?

5. Who created the Plan?

6. How long did it take Russia to mobilize?

Gallipoli Campaign

7. What two names are also known with the Gallipoli Campaign?

8. What was the Campaign trying to do?

9. What person was in charge of this operation?

10.When did the Allies launch their invasion of the Gallipoli Peninsula?

11.What two reasons caused the Allies to not win?

Lusitania

12.When did the Lusitania sink?

13.How did it sink?

14.When did Germany announce unrestricted submarine warfare?

15.What did the British Admiralty warn the Lusitania?

16.What was the Lusitania carrying?

17.How many passengers were on board and how many died?

Spanish Flu

18.How long did the Spanish Flu last?

19.How many died?

20.When did the first flu strike and describe it.

21.When did the second flu strike and describe it.

 22.Why was it called Spanish Flu?

23.When did the Flu finally end?

24.What caused this flu to be so deadly?

Treaty of Brest-Litovsk

25.When was the Treaty signed?

26.What did the Treaty cause Russia to do?

27.Who are the Bolsheviks and who led them?

28.When was the February Revolution?

29.Who met to make the negotiations for the Treaty?

30.Describe the Terms of the Treaty.

 31.What did Russia loose?

Lesson Plan Title: World War I

PowerPoint. Peace Conference

Developed by: Heather Lange School: Terre Haute South

Date: January 18, 2017 Grade Level: Sophomore (10th )
Subject: World History Part II Unit: World War I
Standards: WH 6.3-6.5, 7.3, 7.6

Learning Outcomes: Materials:

Students will discuss the Treaty of PowerPoint

Versailles and the problems that arose Pencil
because of it. Worksheet
Computer
Students will evaluate the potential Screen projector
problems that may occur with the treaty.

Technology:

Computer, screen projector

Prior Learning Connections:

Students will know the long-range causes that started the war and who won the
war.

Differentiation/Accommodations:

I will be providing a PowerPoint with the answers in a different color for the
students. I will also read the questions to the students and identify which answer
should go where.
Special Concerns:

Students may not be able to keep up with the PowerPoint

Assessment:

Formative Assessment:

I will be going over with the students questions about the PowerPoint and the topics
that we will be discussing. I will also ask questions that are not on the worksheet to
see if they are paying attention.

Summative Assessment:
Will be provided at the end of the lesson.

Procedure
Before the I will make copies of the worksheet and have the PowerPoint on
Lesson the screen ready to go. I will then introduce the topic to the
students after I have handed out the questions.

During the After I have introduced the different topics, I will then start the
Lesson PowerPoint. I will read the slide to the students, address any
questions that the students have, and go into more detail about
the topics on the slides. I will also be walking around to make sure
that students are staying awake and are keeping up with the
questions.

After the I will ask the students if they have any questions. If they do I will
Lesson answer them and if they dont I will have them turn in their paper.
If there is enough time, I will grade them and hand them back.

Notes/Reflections:

Students liked being able to talk about the Treaty of Versailles. Some agreed that it
was too harsh on Germany. Other believed it could have been worse. They all did
agree though that this Treaty is the major reason for what caused World War II.

Name ______________________
Date ___________

PowerPoint Questions 1-19-17

Peace Conference

1. When did Allied leaders meet to create the peace treaty?

2. Who was there to create the peace treaty?

3. Who created the Fourteen Points?

4. What was the purpose of the League of Nations?

5. Did the U.S. join the League of Nations?

Rise of Dictatorships

Russia

6. What were three countries that went to dictatorships?

7. What were the long-range causes of Russia going to a dictatorship?

8. Who persecuted liberals and Jews in Russia?

9. Who took over Russia after Nicholas II was driven from the throne?
 10.Who led the Second Revolution in November 1917?

11.After taking control what did the government declare that they owned?

12.What became the new religion in Russia?

13.Who took over after Lenin died?

Italy

14.Why was Italy upset about the peace agreements?

15.Who was the leader of the Fascist Party?

16.What did Mussolinis party believe in?

17.What did the government regulate?

Germany

18.What was the name of the German Democratic Party?

19.What two dislikes created the Nazi party?

 20.What was the Nazi Party based on?

21.What book did Hitler write?

22.When did Hitler take office?

23.What was Germanys dictatorship known as?

24.What did the Fuhrer have control of?

25.Who enforced Hitlers orders?

26.Who was all sent to concentration camps?

Lesson Plan Title: World War I post-

test

Developed by: Heather Lange School: Terre Haute South

Date: January 19, 2017 Grade Level: Sophomore (10th )
Subject: World History Part II Unit: World War I
Standards: WH 6.3-6.5, 7.3, 7.6

Learning Outcomes: Materials:

Students will discuss the Treaty of Pencil
Versailles and the problems that arose Test
because of it.

Students will be able to recognize the

nations that were involved with World
War I.

Students will be able to identify some

immediate causes that happened in
World War I.

Technology:

none

Prior Learning Connections:

Students will know the long-range causes that started the war, who won the war,
and the effects of the war.

Differentiation/Accommodations:

I will be ready the test to the students and walking around to answer any questions.
Students may also use the resource room if they need to.

Special Concerns:

none

Assessment:

Formative Assessment:

I will do a short review with the students to see if they can answer some of the
questions that will be on the test. I will also be walking around to ensure that
students are working on their own.
Summative Assessment:
Multiple choice test

Procedure
Before the I will make copies of the test and have them ready to pass out to
Lesson the class.

During the After I have welcomed the class I will remind them of the test
Lesson today. I will go over a few of the questions with them to help them
remember what we talked about.
After this I will pass out the test and help students if they need
any.

After the Students will turn in their test once they are done. I will grade
Lesson them and give them back to the students.

Notes/Reflections:

The students did better on this test than they did on their pre-test. They understood
the questions and they were also some high scores as well.

Name _______________________________

Date __________________

World War I Quiz

1. President Woodrow Wilsons Fourteen Points were intended to

a. Make the United States, Great Britain, and France into leading world
powers
b. Redistribute Germanys colonies among the Allied nations
c. Prevent international tensions from leading to war
d. Punish Germany for causing World War I

2. How did the United States isolate itself from European conflicts after World
War I?
a. Lowering tariff rates
b. Attempting to improve relations with Asia
c. Failing to sign international disarmament agreements
d. Refusing to join the League of Nations

3. America was not able to remain neutral during World War I because of what
two actions?
 a. The sinking of U.S. ships and the Zimmerman Note
b. Military alliances and imperialist expansion
c. Supporting Germany and Austria-Hungary
d. None of the above

4. What countries turned to dictatorships at the end of World War I?

a. England, Russia, and Germany
b. Italy, France, Australia
c. Russia, Italy, Germany
d. Russia, South America, Africa

5. Which one of the following was not a long-range cause of World War I?
a. Nationalism
b. Imperialism
c. Militarism
d. Communism

6. The two alliance systems that fought each other in World War I were the
a. Nazi Party and Fascist Party
b. Allied Powers and Central Powers
c. Pan-Slavists and Pan-Germanists
d. Dual Alliance and Entente Cordiale

7. Following the Russian Revolution of 1917, the first Communist leader of

Russia was
a. Lenin
b. Marx
c. Stalin
d. Engels

8. Italy was organized as a Fascist dictatorship by

a. Lenin
b. Hitler
c. Mussolini
d. Stalin

9. Germany was organized as a Nazi dictatorship by

a. Lenin
b. Hitler
c. Mussolini
d. Stalin

10.Trench warfare was most common on the

a. Western Front
b. Eastern Front
c. Middle Eastern Front
d. Balkan Front