DAILY LESSON PLAN # 3

UTL 640 Kaitlyn Murphy

CT August Plock, Pflugerville High School 11th Grade U.S. History
The U.S. Enters World War I
Description: Students will analyze the different technologies used during World War I, and understand the
constitutional issues raised by the federal government in the wake of total war.
ENDURING UNDERSTANDING
War impacts the government policies of a nation and prompts military technological advances.
ESSENTIAL QUESTIONS
How does mass warfare impact a country?
What causes advances in technology?
Why do government policies change and shift over time?

GUIDING QUESTIONS
How did U.S. involvement in World War I lead to the creation of the Selective Service Act, the Espionage Act,
and the Sedition Act?
Analyze how advances in military technology during World War I impacted warfare.
Infer the reaction of the American public to the concept and reality of worldwide warfare.
Classify different types of military technologies used during World War I.

RESOURCES/MATERIALS
U.S. Involvement in World War I PowerPoint
Gallery Walk Worksheet
Gallery Walk Pictures, Descriptions, and Paragraphs (hung up in hallway)
Notes Graphic Organizer

TEKS/SE
US.19 Government. The student understands changes over time in the role of government.
US.19B explain constitutional issues raised by federal government policy changes during times of
significant events, including World War I, the Great Depression, World War II, the
1960s, and 9/11
US.4 History. The student understands the emergence of the United States as a world power between 1898 and
1920.
US.4E analyze the impact of significant technological innovations in World War I such as machine
guns, airplanes, tanks, poison gas, and trench warfare that resulted in the stalemate on the Western
Front.
LESSON OBJECTIVE
Students will understand the constitutional issues raised by the federal government in the wake of World War I,
and they will analyze the impact of significant military technological innovations on World War I.
LESSON
ENGAGEMENT TIME: 5 minutes
Objective: Students will analyze a political cartoon and recall prior knowledge of WWI.
 Actions of Teacher Actions of Students
The instructor will facilitate discussion about a Students will answer the five Wswho, what, when,
political cartoon. where, and whyregarding a political cartoon from
the beginning of the U.S.s involvement in World War
I.
EXPLORATION TIME: 25 minutes
Objective: Students will analyze the different types of military technologies that were used during the war.
Actions of Teacher Actions of Students
The instructor will monitor student progress as they Students will complete a gallery walk over types of
complete the gallery walk. weapons utilized in the total warfare of WWI.
1. Each student pair will receive a primary source
excerpt.
2. Each student pair will locate the station that has a
diagram of their technology.
3. Students will take notes over each station.
4. Repeat until all sources are matched to a diagram.

EXPLANATION TIME: 20 minutes

Objective: Students will collect information about the start of U.S. involvement in World War I,
contextualizing the technologies that they have learned about in the gallery walk.
Actions of Teacher Actions of Students
The instructor will present, using a PowerPoint. Students will take notes over the United States entry
into World War I and the development of military
technology using a graphic organizer. Finally, students
will use their phones to take part in a competitive
Kahoot game over the information they have just
learned.
ELABORATE - MODIFICATION/DIFFERENTIATION STRATEGIES
The gallery walk will be posted all on one board, to accommodate those with mobility difficulties.

EVALUATION
Students will be assessed in a Unit Exam on November 2nd and 3rd, and this unit will be covered on the STAAR
Test at the end of the year.

STAAR Released Test Question:

NOTES/RECOMMENDATIONS
After the lesson is taught, UTL 640 student will make notes and recommendations about the lesson.
Strengths Changes To Be Made
Students loved the assessment Kahoot (of course). Some students had difficulty understanding the
Students did super well analyzing a WWI gallery walk because the weapons AND the quotes
enlistment poster for the engage activity. were labeled with numbers that had no relevance to
whether they matched or not. I used a class set
from another PHS teacher for the walk, but if I did
it again I would remove the numbers entirely.