Best Practice Daily Lesson Cooperative Learning Day: (Day 3) Objectives: TSW: Formulate a list of ideas, opinions, and

questions pertaining to chapter terms and concepts. (DOK 3) TSW: Report their ideas, opinions, and questions in a group presentation / discussion. (DOK 1) TSW: Use the video to visually understand how the Selective Service Act affected the U.S. (DOK 1) TSW: Use the PowerPoint slides and lecture fill out their outlines (DOK 1) TSW: Recall and recite prior information from the lesson in a review game. (DOK 1) TSW: Explain phenomena in terms of concepts (as a group) during a review game. (DOK 3) Standards: CCSS.10.LA.4.c MS.10.SS.5.a MS.10.SS.3.c NCSS Theme 6 NCSS Theme 5 D2.His.3.9-12

Materials: Author, A. A.? [Dwayne Chatelain]. (2012, November 26). Unit 4 WWI Espionage Acts. Retrieved from http://www.youtube.com/watch?v=1CIjhqa6ldc

Graffiti Paper, Pencil, Paper, Podium, Textbook, Expo Markers, Whiteboard, Highlighters, Desks. Opening (Set): Good morning everyone, yesterday we discussed how World War I effected the United States economically. Today we are going to pick up where we left off. We will discuss the cause and effect of the Selective Service Act of 1917, and determine how it affected the home front as well as the war abroad. Also, following our lecture, we will watch a short video to give us a good idea of what the United States was dealing with at this time. You all will be split up into teams of 3-4, and we will play a review game on the material we cover today.

Survey Questions: How many of you have been told by some higher authority that you cannot do something that you know you have the right to do? What did that feel like? What is something that you could do to counteract that in a responsible way? Learning Tasks (Procedures): A. The students will come in and be assigned to a group. a. Each group will consist of 3-4 diverse students. B. The teacher will pass out a big sheet of paper (Graffiti Paper). a. The students will have five minutes to collaborate with one another and write down ideas, opinions, and questions that they might have pertaining to a set of terms written on the board. i. Selective Service Act ii. Sedition Act iii. Espionage Act iv. Pacifists v. Draft riots b. The students will have to recall prior knowledge from the unit to come up with relevant questions and ideas. C. After 10 minutes of group work each group will take turns presenting their results. a. There will be room for elaboration and discussion. (Teaching moments) D. After the student presentation / discussion time the teacher will discuss the cause and effect of the Selective Service Act of 1917, Sedition and Espionage Acts, mobilization of the economy, and how all of this led to a victory for the Allies. E. Following the lecture, the teacher will show a short video of the home front at the beginning of WWI. a. This will help visual learners and also reinforce the content the teacher discussed during lecture. F. Following the lecture and video the students will remain in their groups for a review game. a. The teacher will assign each team member a number (1-4). b. The content assessed will be information that was discussed in class on this day. G. The teacher will announce a question and a time limit. a. The students are to collaborate with their teammates to come up with the correct answer. b. When the time limit has expired, the teacher will call a number (1-4) and ask all the students with that number to stand and present their answer. i. Correct answers will be recognized and there will be room for elaboration and discussion. H. The class will continue this team oriented review game until the class period is over. Closure:

Today we talked about the effects that WWI had on the home front. We discussed things such as the Selective Service Act of 1917, the Sedition and Espionage Acts, and how the mobilization of the economy affected the war abroad. We reinforced what we learned in the lecture with a video and review game. Tomorrow we will focus more on the home front as a whole. We will talk more about the mobilization, selling of the war, and the social changes. Thank you for your attention. Have a great day. Differentiated Instruction: (Once for the unit) Enrichment: HOTQ for the chapter test: How did the Treaty of Versailles influence the start of World War II? Intervention: Give a copy of the notes to the struggling learners.