Title of Lesson: Sinking of the Lusitania

Date Taught (if applicable):

Duration of lesson: 45 Minutes
Teacher: Grade: 7
Daniel Magas Lesson #:3 of 5

Standards (State Standards for Social Studies, other content area standards, ELP, and ISTE):
CCRS 7.S1.C7.PO12: Describe the following events that led to United States involvement in
World War I: a. shift away from isolationism b. sinking of the Lusitania c. Zimmermann Telegram

CCRS 7.RI.6: Determine an authors point of view or purpose in a text and analyze how the
author distinguishes his or her position from that of others

ELPS LI-14: drawing conclusions from information implied or inferred in a literary selection

ISTE 3b. Students evaluate the accuracy, perspective, credibility and relevance of
information, media, data or other resources.
Summary/Overview of the lesson: Students will complete my Sinking of the Lusitania
journeybox, analyzing primary sources about the event from multiple perspectives and making
their own conclusions about what happened and how it affected the United States. They will
then create a propaganda poster similar to the ones the US created about the sinking of the
Lusitania

Objectives, SWBAT:
SWBAT analyze primary sources about the Sinking of the Lusitania, create their own
conclusions about the event and demonstrate how it affected public sentiment about WWI in the
United States.

Assessment/Evaluation/Evidence of Mastery (Measurable):

Students will thoughtfully answer all of the questions that go along with the Journeybox, as well
as creating a propaganda poster similar to the ones created by the United States, showing that
they understand how the government impacted public opinion about the Germans.

Prerequisite knowledge: (If applicable)

The first two days of this unit will provide students with background knowledge about the
beginnings of WWI and the United States stance of isolationism. That will provide them with the
necessary information to be able to understand what is going on in the world at that time.

Key vocabulary and definitions: Materials: (If books/articles used must include proper
U-boat- German submarine APA citation)
Vessel- Boat or ship Computers
Propaganda- Information used to Journeybox (Peardeck)
impact public opinion Sample Propaganda Poster (online)
Poster Paper
Markers

Opening (state objectives, connect to previous learning, and make relevant to real life,
anticipatory set)
Remind students about the early days of WWI, what countries were involved, how the United
States had taken an isolationist approach. Then tell them that in May 1915, something
happened that would begin a series of changes in the isolationist view. Explain that they will be
analyzing documents about a major international event and creating their own conclusions
about what really happened, then look at how it was portrayed in the United States.

Instructional Teacher Will: (Procedures Students Will:

Input including appropriate
technology integration and ELL
strategies)
Copy definitions in their Social
Go through necessary Studies Notebooks
vocabulary terms in the
lesson, such as U-boat,
vessel, and
propaganda.
Write definitions under
document camera for
ELLs who cannot write
as fast as you speak the
definitions
Provide images to help
students understand
vocabulary

Guided Practice Teacher Will: (Procedures Students Will:

including appropriate Follow along through the
technology integration and ELL narrative
strategies) Follow along for the first slide of
Provide Students with the Journeybox
the Journeybox code Provide answers to the DBQs
and get students onto for the first document
the Peardeck
Read through the
narrative of the
journeybox to set the
scene for the activity
Go to the first document
of the Journeybox and
read through the
document to model how
students should analyze
the sources
Go through the
questions, asking
students to provide
answers

Independent Teacher Will: (Procedures Students Will:

Practice including appropriate
technology integration and ELL
 strategies)
Walk around as Work through the journeybox,
students complete the asking for help when needed
peardeck and help Examine the propaganda
students who are having poster, plan, and create their
some trouble own poster with their group to
understanding a demonstrate their understanding
document of how this propaganda was
Read the longer used to sway public opinion in
documents to ELLs to the United States
help them comprehend
As students finish, pull
up the sample
propaganda poster and
instruct students to
create their own poster
in their groups to
influence public opinion

Closing/Student Reflection/Real-life connections:

Bring students back together to discuss what they think really happened with the Sinking of the
Lusitania versus how it was portrayed in the United States. Discuss the power of propaganda
and how it can change public opinion for certain purposes. Ask students if they have seen
anything in their lifetime that is created to try and sway public opinion.

Additional Accommodations which might be made:

If students are struggling with the peardeck format, the documents and questions could be
printed out and answers could be written or spoken as necessary.

Resources: Websites, videos, experts, etc.

Journeybox- peardeck.com code: cgfwp
Propaganda poster-https://s-media-cache-
ak0.pinimg.com/originals/5a/7d/e9/5a7de9fbbfe939f0f2f68f9cf5a1f119.jpg