SIOP Lesson

Colleen Lange
Hayley Mulroy
Kevin Steinke

Standards:
Standard - 5.2.U.B
Analyze strategies used to resolve conflicts in society and government.
Standard - 5.1.W.F
Evaluate the role of nationalism in uniting and dividing citizens.
Standard - 6.2.U.E
Analyze the characteristics of economic expansion, recession, and depression.
Standard - 6.3.W.D
Analyze how conflict and cooperation among groups and organizations have influenced the
history and development of the world.

Theme: World History

Lesson Topic: Causes of WWI

Objectives:
Language:
Students will be able to identify the four main causes of World War I
Content:
Students will be able to discuss in class the four causes of World War I using
supporting details and vocabulary

Learning Strategies:
- Continuum
- Discussion
- Decoding vocabulary
- Using vocabulary in sentences
- Writing observations for picture captions

Key Vocabulary:
Nationalism - intense patriotic feeling, principles, or efforts, which are usually
characterised by feelings of superiority over other countries
Militarism - building up strong militaries and military equipment (different that wartime
preparation)
Imperialism - a country ruling over a foreign land
Alliance system - agreements between countries to provide military support in the
event of an aggressive act from another country
Materials:
- Printed pictures/texts
- Poster board
- Colored markers

MOTIVATION:
Students in our class need an introductory unit on the causes of WWI so that they can have a
stronger understanding of the vocabulary and intricacies of foreign affairs. That is necessary
for students success in the unit on WWI following this lesson. For a fun and social introduction
we will be doing a gallery walk. Our students will be more interested in the topic since this
activity is active.

PRESENTATION:

Continuum
- Have students line up in the front of the room on a scale from 1 - 10, in response to
the question, How much do you know about the causes of WWI?
- 1 represents no knowledge, and 10 represents expert level knowledge.
- Students will line up, likely all around the lower numbers.
- Afterward, students will count off in groups of four to make groups for the gallery walk
(they will be in groups ranging in ability (from 1 to 10))
Gallery Walk
- Hang or place pictures(or texts) that are relevant to the beginning of WWI around the
classroom with a sheet of poster paper below
- Divide the class into groups of 3-5
- Assign each group a starting station and give matching colored markers to the group
so that each group has a distinct color
- Give the students 3-5 minutes at each station to record their thoughts on the picture
- What do you see in the picture?
- What is happening?
- What questions do you have?
- Rotate the groups through each station allowing 3-5 minutes at each station, building
on what the previous groups have written on the paper
Debrief the walk
- Ask students about what information they gained, what questions they have, or what
conclusions can they draw from the pictures
Continuum
- Ask students to line up, once again, in response to the same question as before.
- After students line up, ask some of the students at the higher numbers to go over the
vocabulary from the lesson, explaining it in their own words.
- Reinforce vocabulary
Exit Slip
- Picture-vocabulary matching (four pictures and four words)
 Instructions:
Today we are going to be doing a gallery walk. I am hanging pictures around the room. Each
group will start at a different picture and answer the first question under the photo. This should
all be done silently. Youre going to take turns writing underneath the picture and answer the
first question What do you see. Keep it general. If you see a person, write a person, if you
see a dog, write a dog. After four minutes rotate your group to the photo right of you. There,
you will answer the second question. After another four minutes you rotate to the right again
answer the third question. Then after another four minutes, your group will rotate for the last
time to the right. Add some information to the questions the other groups has answered. Then
the gallery walk is complete!

PRACTICE AND APPLICATION:

Each day one additional related activity will be added to the lesson enabling the students to
complete a product that reflects their understanding of the topic.
- matching vocabulary
- outside/assigned readings
- class discussions
- entrance and exit slips
- documentaries
- primary source analysis (with aides for ELL students)

REVIEW AND ASSESSMENT:

Students will be assessed in this lesson in two main ways: 1) during the continuum, students
will be assessed for an understanding of the vocabulary meaning, as well as application to the
pictures that they looked at; 2) students will be given an exit slip in which they will be asked to
match the vocabulary with pictures. Throughout the lesson, the teacher will observe the
students for understanding while they work in groups, while they participate in discussion, and
while they fill out their exit slip.

EXTENSION:
This lesson can easily be extended by continuing with the unit on WWI. Given that it is just an
introduction, it is designed to leave out most of the information the students will need to fully
understand the intricacies and effects of the War. By providing the groundwork for student
understanding, the lesson allows for students to row in their understanding of not only this
war, but the ways in which nations interact on a world stage. More learning strategies
(discussion, individual work, group work, etc.) can be used throughout the unit to ensure the
success of all students, namely, in this case, ELL students.

Instructional Strategies
- Gallery Walk: A gallery walk is a discussion technique that requires students active
engagement. In groups, students walk around the room from picture to picture,
answering the questions the teacher has posed around each. Every group has an
 opportunity to contribute to each photo analysis. This active and social strategy will make
a memorable classroom experience and open students minds to the new information.

- Continuum: A continuum is a discussion technique that requires students to get up and

associate a physical response to their understanding of a topic. As individuals, they
stand with their peers in the front of the room expressing their confidence in a given
topic. At the end of the lesson, they do the same. This not only provides confidence, but
also a reinforcement of the lesson for students at the lower end of the spectrum.

- Exit Slip: Exit slips are written student responses to questions teachers pose at the end
of a class or lesson. They are used as quick, low-risk, informal assessments that allow
teachers to gauge their students understanding of the material. Our exit slip will require
student to match the new vocabulary with a picture that represents it. From their answers
we will be able to get a consensus of the classs understanding.