7TH Grade Social Studies Lesson Title: The Great War I. Benchmark/Standard: 7 E2.3.

.1 Explain how national governments make decisions that impact both that country and other countries that use its resources (e.g., sanctions and tariffs enacted by a national government to prevent imports, most favored trade agreements, the impact China is having on the global economy and the U.S. economy in particular). II. Behavioral/Objective a. Todays lesson will be the start of a new unit and cover World War I, the events that caused it and the after effects of it. This lesson will be a precursor for a lesson on World War II that will be given next week. By learning about World War I they will have a further understanding of what causes WWII. By learning this they can gain a better understanding of how small events can lead to bigger effects (assassination of Archduke Ferdinand, mistake of attack on Lusitania). This is something that is applicable today. Some small events can lead to war even now! b. Students will be able to discuss and identify key events and figures in WWI. This will be assessed through formative assessments and summative assessments(in 2 weeks). III. Anticipatory Set: a. Generate interest: Introduce the unit through accessing prior knowledge. b. Access prior knowledge: By a raise of hands who thinks WWI was in the 1900s, 1910s, 1920s? IV. Objective/Purpose: Todays lesson will be the start of a new unit and cover World War I, the events that caused it and the after effects of it. This lesson will be a precursor for a lesson on World War II that will be given next week. By learning about World War I they will have a further understanding of what causes WWII. By learning this they can gain a better understanding of how small events can lead to bigger effects

(assassination of Archduke Ferdinand, mistake of attack on Lusitania). This is something that is applicable today. Some small events can lead to war even now! V. Input: Materials and methods needed to present lesson a. Task Analysis i. What information does the learner needs? a. Nationalism b. Triple Alliance/Triple Entente c. Assassination of Archduke Franz Ferdinand d. Trench Warfare e. U-Boats f. Lusitania g. End of the War-consequences 1.. Treaty of Versailles. 2. League of Nations h. Important People- Hemingway/Woodrow Wilson/Archduke Franz Ferdinand ii. Lesson will be done through Power Point lecture b. Thinking Levels: Blooms Taxonomy i. Knowledge Students will define Nationalism. ii. Comprehension Students will identify the countries in the Triple Alliance/Triple Entente. iii. Application Students will relate the assassination of Archduke Franz Ferdinand to another event in history. iv. Analysis Students will analyze how the Lusitania effected the U.S. involvement in the war v. Synthesis Students will summarize the reasons for the start of the war. vi. Evaluation Students will defend or criticize the U.S. using the Lusitania as the launch point for joining the war. c. Learning Styles and/or Accomodations i. Remediation Any student who has questions will be given chances to ask them at the conclusion of the section.

ii. Extensions/Differentiation Teacher will attempt to connect the content to current life or content already learned. d. Method and Materials i.Lesson will be given through power point lecture. This will require computer and projector. VI. Modeling a. If time allows, activity on Trench Warfare will show the students how dangerous/ineffective trench warfare was. This will involve moving the desks into trenches and throwing paper ball bullets. (Visual/Spatial Intelligences through using their imaginations to put themselves in the situation, Naturalist Intelligence also is done through putting themselves in the situation where they can visualize what their surroundings would be, Body Kinesthetic Intelligence requires the students physically go over the top and avoid bullets, Interpersonal Intelligences requires they work in groups so they can beat the opponent) VII. Checking for Understanding a. See Blooms for types of questions that will be asked. b. After each section, teacher will ask, what questions do you have? c. Students will be given the opportunity to respond through questions for the teacher and answering questions posed by the teacher.

VIII. Guided Practice a. Students will follow along with note sheets.

b. Later in the unit students will spend a lot of time on in depth research projects.

IX. Independent Practice if appropriate a. Independent workshop days(next week) (Intrapersonal Intelliegence through being able to work by themselves)

X. Closure a. Students: Allow students to ask any extra questions not addressed in the lecture. (Verbal Linguistic Intelligences, This allows students who want to lead topics of further discussion to do so and take control of the direction of the class) b. Teachers: Commend students on making it through a great deal of content in one day. A lot of people spend YEARS studying these topics, so we really did a lot of good work today!. c. Wish students a great weekend! Remind them that any further info they would like they are free to ask me outside of class!