Lesson: Analyzing Woodrow Wilsons Speech

Teacher: Greg Thomas

Date: Nov. 10th, 2014

Class: Pre-AP U.S. History

Level: Primarily 9th Grade


Purpose: Students will analyze Woodrow Wilsons speech to Congress
requesting a declaration of war in order to determine whether or not the
United States was justified in entering World War I.

Objectives: Students will be able to correctly analyze primary source using
SOAPSTone. Students will be able to produce an argument and defend it with
evidence provided by a primary source.


Common Core:
9-10.RH.1 Cite specific textual evidence to support analysis of primary and

secondary sources, attending to such features as the date and origin of the
information.

9-10.RH.2 Determine the central ideas of information of a primary or
secondary source; provide an accurate summary of how key events or ideas
develop over the course of the text.

9-10.RH.4 Determine the meaning of words and phrases as they are used in a
text, including vocabulary describing political, social, or economic aspects of
history/social science.

9-10.RI.9 - Analyze seminal U.S. documents of historical and literary
significance (e.g., Washingtons Farewell Address, the Gettysburg Address,
Roosevelts Four Freedoms speech, Kings Letter From Birmingham Jail),
including how they address related themes and concepts.

9-10.SL.4 - Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of reasoning and
the organization, development, substance, and style are appropriate to
purpose, audience, and task.


Hawaii Content & Performance Standards:

Benchmark: SS.10.2.2 Determine the relevance of sources and assess their
credibility.
Benchmark SS.10.3.7 Describe the events that led the United States into

World War I.
GLOs:

Self-directed Learner - The ability to be responsible for one's own learning.

Community Contributor - The understanding that it is essential for human
beings to work together.
Complex Thinker - The ability to demonstrate critical thinking and problem
solving.
Quality Producer - The ability to recognize and produce quality performance
and quality products.
Effective Communicator - The ability to communicate effectively.
Effective and Ethical User of Technology - The ability to use a variety of
technologies effectively and ethically.

Materials/Set-up: Desks and beanbags will be arranged into workstations

made for groups of 5. There will be 5 laptops, 1 for each student I will add a
link to Woodrow Wilsons Speech to Congress to the class Edline page. I will
have 1 piece of candy for each student. A Smartboard is needed to display the
instructions and the finished product to the class. I will print out the rubric and
the instructions and place a copy at each of the workstations.

Procedures:
Introduction: As soon as students enter class I will have them break them into
groups of 5 and have them log into their Edline and Google Drive accounts.

After they have done this, have them close their computers and Watch 2
minutes and 15 seconds of Declassified Secrets of World War I by the History
Channel. Beginning at 1:10 3:25.
Then, I will let the students know this relevant background information:

Woodrow Wilson is wins re-election using slogan He kept us out of war November 7, 1916
Less than 5 months later, on April 2, 1917, Woodrow Wilson addresses Congress
delivering this war message.

I will then post the instructions for this assignment on the board (each group
will also have a copy at their workstation) I will also verbally instruct the
students on what needs to be done. I will give them an opportunity to ask
questions. If there are none, students will begin their group assignments.
Developmental:
They will sign into their Edline accounts where they will find a Woodrow
Wilsons Speech to Congress link which they will open. They will also sign into
their Google Drive accounts
Each group member will have a laptop. For this exercise students will use
Google Drive to produce their work, share their contribution with their group
members, and to submit for a grade. Each group member will read a section
of Woodrow Wilsons speech to Congress asking for a declaration of War. As
they are reading, students will create a summary and note down any words or
language they do not understand. Each student will create a summary of their
paragraphs argument for or against the united States entering World War I.
Students will then use SOAPSTone to analyze this document. Next, each
group create a written response to the question If you were a congressman,
would you vote for the U.S. to enter the World War I? The response should
include:
(1) Answer the question, citing specific textual evidence to support their
claim.
(2) Incorporate the SOAPSTone analysis in 2 fluent sentences.

(3) Each section of the reading must contribute something to the answer.
Contributions will be marked with the initials of the group member who
provided the work.

Concluding:
Activity Game Rules:
Before the groups begin presenting, each group will share the work they
produced with me on Google Drive and I will post it on the Smartboard. I will
tell them them the rules of the game (below). Each group member will start
with 1 piece of candy.
Then the groups will presents their argument. The groups in the audience will
have the opportunity to stump the groups who are sharing.
This will be written on the poster board so the students can read refer to them
as needed.
(1) Each group can be challenged once.
(2) A member of the audience can ask a question based on the Woodrow
Wilson speech, including definitions of words, accuracy of SOAPSTone
analysis, or challenging the accuracy of a statement made.
(3) If they believe something presented is inaccurate, they may challenge a
statement made by the group by stating why the group was incorrect and
what the correct fact, summary, or statement is.
(4) If the challenging group wins, they get the groups candy.
(5) If the group being challenged wins, they have a free challenge and do
not have to risk giving up their candy.
(6) In instances where it is unclear who the winner is, the groups not
involved in the challenge will vote on who the winner is.

Adaptations:
Period 4:
Student ZL has the tendency to interrupt when I am in the middle of
explaining something or blurt out answers without raising his/her hand. If an
interruption occurs, I will ask this student to hold all his comments till after I am
done talking. To prevent this student from unwanted interruptions, I will
remind students to raise their hands if they would like to ask a question or
would like to challenge the presenters.
Student JR is occasionally rude or makes inappropriate comments directed
towards classmates. This problem hasnt happened recently which is why we
havent took disciplinary actions, but if it continues, I will remind this student
that this type of behavior is totally inappropriate and to apologize. I will
remind her she has already been warned and if it happens again, this student
will be referred to the office.
Student MB has a tendency to be disruptive and become distracted on the
task at hand when grouped with student MM or student JR. Knowing this, I
position these students in groups as far away from the each other as possible.
Student KK has a tendency to not be productive during group work and let
others do the work. To discourage this, I am requiring the students to label
their contributions to the group work. Also, as a walk around the room
monitoring students work I will make sure to check on this student.
Period 5:
Student AD has trouble focusing and staying on task. I will periodically check
up on this s and ensure that this student is on task, understands what is going
on. To ensure students are being productive, I am requiring the students to
label their contributions to the group work. Also, as a walk around the room
monitoring students work I will make sure to check on this student.

Student CS has trouble focusing and staying on task. I will periodically check
up on this s and ensure that this student is on task, understands what is going
on. To ensure students are being productive, I am requiring the students to

label their contributions to the group work. Also, as a walk around the room
monitoring students work I will make sure to check on this student.
Student JL Student ZL has the tendency to interrupt when I am in the
middle of explaining something or blurt out answers without raising his/her
hand. If an interruption occurs, I will ask this student to hold all his comments
till after I am done talking. To prevent this student from unwanted
interruptions, I will remind students to raise their hands if they would like to ask
a question or would like to challenge the presenters.
Student BT has a tendency to not be productive during group work and let
others do the work. To discourage this, I am requiring the students to label
their contributions to the group work. Also, as a walk around the room
monitoring students work I will make sure to check on this student.
Student CW has trouble focusing and staying on task. I will periodically
check up on this s and ensure that this student is on task, understands what is
going on. To ensure students are being productive, I am requiring the students
to label their contributions to the group work. Also, as a walk around the room
monitoring students work I will make sure to check on this student.
Period 7:
Student KH has a tendency to not be productive during group work and let
others do the work. To discourage this, I am requiring the students to label
their contributions to the group work. Also, as a walk around the room
monitoring students work I will make sure to check on this student.
Student BK has a tendency to not be productive during group work and let
others do the work. To discourage this, I am requiring the students to label
their contributions to the group work. Also, as a walk around the room
monitoring students work I will make sure to check on this student.
Extension:
If there is still extra time, students will watch The History Channels History of
Veterans day Video - http://www.history.com/topics/holidays/history-ofveterans-day/videos/history-of-veterans-day. Veterans Day is the following day
of this lesson, and seeing how Veterans Day, formerly known as Armistice Day,

began to commemorate those who fought in World War I, which makes this
video relevant to the content of this lesson and unit.

Management Considerations: Students will work in groups of 5 for this activity

because Woodrow Wilsons speech is quite a long and it would take a
considerable amount of time for 1 student to synthesize what is being said. If a
whole day was not available to do this activity due to time constraints, I could
form groups in class and the developmental section of this lesson could be
assigned for homework. Groups would come to class the next day prepared to
share their work. I prefer doing this in class and in groups because Woodrow
Wilsons speech is complex piece of literature and some of the students have
not yet developed the reading comprehension skills or the background
knowledge necessary to gain an understanding of what is being said without
assistance. I will encourage students to work collaboratively and use the
Internet to answer any questions or provide clarification to things that they do
not understand.
I am using Starburst because they come in 2 packs I will encourage people to
share if there are students who end up without candy.
If there are not enough laptops for each individual, there are Apple IPads the
students may use.
Time: Total class time: 57 minutes
Introduction: 1.5 min - Logging into computers
2.5 min - Watch intro video
2 min - Explaining instructions and questions
Developing: 28 min - Reading document, researching definitions & background,
producing SOAPSTone analysis, answering question
Conclusion: 23 min Presenting work/challenges
Extension: 3 minutes (if there is extra time)
Reflections: TBD
See next page for rubric

45 Points Total

Exceeds (15 Points)

Meets (12 Points)

Developing (6 Points)

SOAPSTone Analysis
(Speaker, Occasion,
Audience, Purpose,
Subject, Tone)
Standards: 9-10.RH.1

Students correctly
analyze all facets of
SOAPSTone into 2
fluent sentences.

Students correctly
analyze 4 of the
facets of
SOAPSTone into
fluent sentences.

Summary

Students determined
the central ideas and
provided an accurate
and detailed
summary of the
document.

Students determine
the central ideas of
and provide an
accurate summary
of the document.

Students present
information, findings,
and supporting
evidence clearly,
concisely, and
logically such that
listeners can follow
the line of reasoning
and the organization,
development,
substance, and style
are appropriate to
purpose, audience,
and task.

Students present
information,
findings, and
supporting
evidence clearly,
concisely, and
logically such that
listeners can follow
the line of
reasoning and the
organization,
development,
substance, and style
are appropriate to
purpose, audience,
and task.

Students incorrectly
analyze 2 or more
facets of SOAPSTone
AND/OR
Sentences presenting
information are choppy
and/or seem
disconnected.
Students did not
determine the central
ideas
AND/OR
Did not provide an
accurate summary of
the document.
Students do not
present information,
findings, and
supporting evidence
clearly, concisely, and
logically. Listeners
could not follow the
line of reasoning and
the organization,
development,
substance, and style
are appropriate to
purpose, audience, and
task.

9-10.RI.9

Standards: 9-10.RH.2
9-10.RI.9

Presentation
Standard: 9-10.SL.4

Students did not

get stumped by any
of the other groups.