JLuton's-PBL+Lesson+Plan

**Grade: 11th** World War I The lesson is on isolationism and the causes of World War I.  The objective is the students will identify the reasons for United States involvement in World War I. (Holt, Rinehart, & Winston, 2003). The students will compare and contrast United States involvement in World War I to United States involvement in the wars in Iraq and Afghanistan I will begin my lesson by having each student construct a KWL chart. In this chart students will list what they presently know about World War I, what they want to know about World War I and at the end of the lesson they will list in the chart what they learned about World War I. After students have created their individual KWL charts I will then divide the students into groups. I will have each group title a sheet of notebook paper Causes of World War I. I will display a transparency of Fishbone mapping and have students copy a blank map. This organizer will be filled in as the unit progresses on the different causes for United States involvement in WW I. The key concepts that I will present to the students are wars having multiple causes and the United States experienced a dramatic shift in foreign policy during World War I from isolationism to international involvement. The vocabulary will include militarism, nationalism, and Allied powers, Central Powers, Woodrow Wilson and Lusitania. I will display a PowerPoint presentation explaining each of the slides of the events of World War I with the students. After my PowerPoint presentation each group will discuss the reasons for the outbreak of World War I in Europe in 1914 then they will write the reason on their groups fishbone map. Each group will discuss why the United States became isolated from the war at first and include it on the fishbone mapping sheet. Finally, the students will write in on their organizer the reasons the United States decided to get involved in WW I. After each group has collected all the information and noted on their fishbone map organizer on reason for United States involvement in World War I. Each group will have access to a computer and will research the internet for information on United States involvement in World War I and research information on reasons United States are involved in the war in Iraq and Afghanistan to compare and contrast. The groups will be given a rubric to follow. Teacher monitoring and peer tutoring will be provided for all diverse learners. Each group will present their PowerPoint presentation to the class and I will use their presentations as an assessment.
 * Subject: United States History **
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Reference Cennamo, K., Ross, J & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning. Holt, Rinehart, & Winston (2003). American Nation in The Modern Era Austin, Texas: A Harcourt Education Company. Julie,

This sounds like a very complete lesson plan. You have obviously put much time and consideration into the set up portion of this assignment and I like the usage of a KWL chart. With the amount of lead up, visuals, and graphic orgnaizers it appears as though all learners have been taken into consideration. Good job! I really like what you have going and would be excited to see you teach this PBL.

Doug Gunter SS 6

Julie You given your students a lesson that will provoke their critical thinking skills. One thing I thought about is giving students writing options along with the concept maps and KWL charts. These are always good. Also, I thought about an activity that I have done in my class and wondered if you might like to consider it. When I have had groups gather information andthey record the results on the computer ( I have done this with paper and pen also) I have group members exchanged computers and read what another member has come up with for results and if there was any information that they located that was not in the document of the indivudal's they were reading they could add the information; or write questions that they had about the information that they were reading. This not only gave them practice with their reading and writing skills but it became a collaborative tools also. Fayette