West Virginia State University College of Professional Studies: Department of Education Teacher Candidate _Annamaria King__ Date____10/21 &

10/23_____ School ___St. Albans High School____ Grade/Subject 10th Grade American History Lesson Topic Imperialism and World War I_ INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES 1. Investigate and document the main causes of WWI. 2. Describe the factors contributing to the war's stalemate. 3. Assess and reshape events and decisions key to the start and continuation of WWI. WV CSOs SS.9-10.L.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. SS.9-10.L.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 studies. SS.9-10.L.3 analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. NCSS NATIONAL STANDARDS II, Time, Continuity, & Change Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time. III, People, Places, & Environments Social studies programs should include experiences that provide for the study of people, places, and environments. MANAGEMENT FRAMEWORK Describes how time is set to accommodate the lesson. Just give time and not details. For example: Overall Time - 50 minute lesson Time Frame 10 min. teacher intro 30 min. student activity 10 min. regroup for assessment and closure STRATEGIES Teacher led discussion, inquiry learning. DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS All of my students have learning disabilities. This lesson provides multiple learning strategies and supplements to keep them engaged and learning to the best of their ability. PROCEDURES Introduction/ Lesson Set First instructor will ask the students to share a little bit about their assigned readings of Chapter 8 over the weekend. Following the brief 2-3 minute discussion the instructor will administer the pre-test. Please see attached Body & Transitions

Power point presentation on Chapter 8 sections 1 & 2 Note taking vocabulary and important people Guided reading activity Reading check activity Prentice Hall video on WWI (approx. 5 mins to be shown)

Closure Instructor will briefly ask questions in reference to the student objectives. Students will answer questions as asked to the best of their ability. Following this, students will be assigned a web quest worksheet for homework. If unable to complete at home, Mr. Stone has agreed to allow time during Tuesday October 22nd class to use school provided laptops for the web quest. Students will be encouraged to read over material before Wednesdays class period.

ASSESSMENT Diagnostic: Pre-Test Please see attached Will determine what topics students already know and what needs to be worked on. Formative: To be complete as students are completing note taking and various other supplements during the class period. Summative: Students will take a post test on Wednesday October 23rd to determine what they have learned over the last couple class periods. Please see attached MATERIALS Smart Board Prentice Hall American History Text Prentice Hall American History chapter 8 power point presentation Pre-test Post-test Guided Reading Activity Reading Check Activity Prentice Hall Video WWI (The Great War) Web quest activity EXTENTED ACTIVITIES If Student Finishes Early Students finishing early will be given the web quest to begin. Students have completed web quests in many of their classes at SAHS so they know exactly what to do. If Lesson Finishes Early If the lesson finished early then the entire class will be given time to begin their web quests. If Technology Fails If technology fails the notes can be taken directly from the text book. Instructor will guide students through the chapter advising what terms and people to take down. The classroom will be an open forum to answer questions and discuss important events and various student opinions on subject matter. Students will be assigned the web quest for homework.

POST-TEACHING Reflections I basically do the exact same thing every class period for Mr. Stone. His lessons are very straight forward and the students respond well to the structure and repetition of classroom activity. As reflected in my journals, we go over chapter sections and take vocabulary notes and complete two supplemental worksheets. This method works well because the tasks are short and to the point. Students learn what they need to and avoid all of the additives. I used this same technique but added the video in the mix for both entertainment and instructional purposes. The students liked the change and the video raised several questions for a nice discussion post lesson.

I do wish I had more time with these students. If I could extend this lesson for an entire week I would assign a group project instead of the web questions. I would have pairs work together on a particular web site to gather information and then present their findings to the class on Friday. This would also allow me to cover more information and vary my pre/post-test information.

I was very impressed with the overall post test results. Students retained more information than I had originally anticipated. The pretest average was a 40%, and the posttest average showed a gain of 40% with students averaging 80%. This is wonderful for this particular group of students. I chose to report on the students with the lower test scores. One of Mr. Stones classes is comprised of should be seniors, and the other is an actual 10th grade history class. The should be seniors has the most varied levels of learning disabilities so this is the group I chose to report on in my case study.

Database Decision Making Designed for SAHS 10th Grade Resource History Cooperating Teacher: Mr. David Stone WVSU Teacher Candidate: Annamaria King Senior Physical/Health Education Major

The Great War Pre-Test Directions: Use the Answer Key below to match terms with their respective descriptions.

Imperialism Insurrection

Extractive economies Spheres of Influence

William Howard Taft George Dewey

Treaty of Paris

Rough Riders

Yellow Pages

Social Darwinism

The Policy by which strong nations extend their political, military, and economic control over weaker territories

__________________

The belief that consists of competitive struggles in which only the fittest survive Countries that extract resources from other regions and shipped to their home country Made people more interested in the war by publishing sometimes untrue articles that inflame opinion and anger Steamed his squadron of vessels into Manila Bay, in the Spanish-held Philippines Peace agreement that officially ended the revolutionary war and established Britains formal recognition of the US Consisted of rugged westerners and upper-class easterners who relished what Roosevelt called the strenuous life Another name for rebellion

_________________

_________________

_________________

_________________

_________________

_________________ _________________

Areas in which countries have some political and economic control but do not govern directly 27th President of the United States and later chief justice of the United States Supreme Court

_________________

_________________