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LESSONS

Lesson Title 1: The Balkans Powder Keg

Learning Objective 1

SWBAT: Verify in groups the long term and immediate causes of World War I via document analysis and online search. 

Activity:

Groups will receive two methods of research: 2 printed documents and 2 laptops. Using the resources, students will verify the notes taken from the lesson by providing two quotes from the resources (printed document and search link) that directly correspond with the lesson notes. Additionally students will need to justify why the information matches. After, students will compare notes and write down an additional piece of information. Websites students write down the printed article title and direct quote. Article students write down the website name and direct quote. 

• High groups will find the articles and jot down the links, and receive unmodified texts.

• Medium and low groups will be provided with the online article links and modified texts.

Closing: 

Students answer three regents level multiple choice questions. 

Linked Online Resource 1: https://miro.com/flowchart/online/board/uXjVGxq612A=/?boardAccessToken=EcMRUacKi8Nrny1nlYsLa626ynVCZorc 

Activity Description: Students will gather information from their resources. One online document and one physical document. Students will pull 2 quotes from each resource. As a team all information will be typed into the flow chart. The lowest groups will have a pre-setup box to fill; the medium group will have some pre-filled out, and the high group must fill in their own. This chart has a 24 hour span. The suggested creation of the chart should be as close as possible to the class time. The chart will be printed at the end of the day. 

Each student will fill in:

Team Number

Document and Online Resource 1

Relationship between Powder Keg and World War I:

Quotes:

Document and Online Resource 2

What is the meaning of M.A.N.I.A?

Lesson Title 2: Negative Impacts of the Industrial Revolution on World War I

Learning Objective 2

SWBAT: Presentp in groups the uniqueness of technology used in WWI via visual representation.

Activity:

After taking notes, students will be assigned to watch one of the four videos on Google Classroom that highlight the devastating technology used during World War I. The technologies are airplanes, tanks, gas, and machine guns. Each student will have a different technology. High level students will have machine guns and gas. Medium and low level students will have tanks and airplanes. Then, students will write down three to five justifications towards the prompt: Which piece of technology from the Industrial Revolution was the most devastating? Then present their technology to the whole group. 

• Each group will have sentence starters for their prompts. This information will relate to the videos shown in Google Classroom. 

Closing: 

Students will break out of their original groups and form new groups with peers that have the same technology as them. Then students will write down a “glow” and a “grow” from each group member's presentation. Once finished, students will complete the comic assignment using the link provided. 

Extension:

Students can convert their argument into a slideshow. 

• Essentially starting their end of the unit Project Poster Board. 

Linked Online Resource 2: https://makebeliefscomix.com/Comix/

Activity Description: Students will use a comic strip to depict why their technology is the deadliest. Within the closing activity students have to create homogenous groups. For example, gas will sit with gas, tanks will sit with tanks etc. Students will all share their work with one another. Then all groups will agree on one aspect from each box: Box 1- Most devastating technology. Box 2- List your reason under your team. Box 3- each team will place one thing they learned. Each group will add to the comic strip throughout the period. 

Groups are assigned to ensure quality checking work with one another. Students have to give a “glow” (compliment) and a “grow” (a skill to work on). Students must use the group as a resource. Due to the nature of the assignment, students are measured on their progress within each panel. Building on top of ideas and recalling background information.

Lesson Title 3: A New Kind of War

Learning Objective 3 

SWBAT: Create a newsletter based on the Major Battles of WWI and why they are significant.

Activity:

Students are going to create a newsletter on google docs. Using their notes from today, students will have to answer the clarifying questions based on their randomly assigned war. Questions will include: Which side fought? Who won? How many casualties? Additional facts as needed. Students will need to provide photos/drawings as well. 

• High and medium groups will have a newsletter template to follow. 

• Low groups will have a partially filled out newsletter. 

Closing: 

Students will explain on an exit ticket why their letter relates to the Words Of The Day (Total War & Conscription).

Linked Online Resource 3: https://www.canva.com/design/DAHD1nZ_UwI/BLiTpXtsfnB-R1f1duMIuQ/edit?utm_content=DAHD1nZ_UwI&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton 

Activity Description: Students will create Newsletters using Canva. Students will be placed in groups. Scaffolds are placed for the lowest group, while the other two groups will start from scratch. The goal is to collaborate on a single document and make the information creative, persuasive, and accurate. This will be during the work period. Then at the end students will complete an Exit Ticket that ties back the “Words of the Day”. This “check for understanding” will be imperative to comparing completed work to working memory.