Lisa+Sexton's+Page

Hi there! :)

HI LISA. Thanks for setting this up. Please add a couple of items to your page. Generally speaking a teacher would not ADD to a student's page if you chose to use this a classroom tool, however, just so you can "get the hang of it"... 1. Notes from class so you can work on an "electronic notebook". Would this be a benefit to students? 2. Your resume 3. Your lesson plan 4. 2 or 3 items you've picked up in class.

I would use these items for you once you need a letter of reference. Then create a wikispace for yourself and take this info to your newly created space.

Thanks, EDM

=__Resume__=

12258 Dews Plantation Road Ivor, Virginia 23866
 * Lisa P. Sexton **

(757) 870-8471 dlll4him@ymail.com Special Education Paraprofessional/Instructional Assistant II n Responsible for working with Special Education students in the classrooom n Assisting teachers with classroom activities and computer needs
 * ** Objective ** ||
 * || To obtain a Middle School (Social Studies, Mathematics, or Science) teaching position where my professional and educational skills will be fully utilized. ||
 * ** Experience ** ||
 * || 2007 - 2010 Isle of Wight County Public Schools Windsor, VA

2003 - 2007 James River Christian Academy Smithfield, VA Technology Coordinator/Computer Teacher n Responsible for maintaining, troubleshooting and repairing network. n Teaching K4 through 12th grade students n Curriculum included Microsoft Word, Excel, PowerPoint, HTML and TurboCAD. || 6th – 12th Grade Computer Teacher/Yearbook Advisor n Teaching Computer Applications, AutoCAD, Office 2000, and Keyboarding n Responsible for overseeing the production of a 250+ page yearbook. n Troubleshooting lab network problems and keeping staff trained with current software || High School Drafting Teacher/Yearbook Advisor n Teaching mechanical and architectural drafting n Introduced AutoCAD drafting software replacing drawing on boards n Responsible for overseeing the production of a 200 page yearbook
 * || 2000 – 2003 Isle of Wight Academy Isle of Wight, VA
 * || 1996 – 1999 Isle of Wight Academy Isle of Wight, VA

1994 – 1996 Ferguson Enterprises Newport News, VA Interior Designer n Responsible for designing vignettes for showrooms across the country n Design layouts of corporate offices, showrooms, warehouses, and Xpress counter stores 1987 – 1994 Civil Engineering Firms and ITT Technical Institute || n B.S. Housing, Interior Design, and Management ||
 * ** Education ** ||
 * || 1983 – 1987 Virginia Tech Blacksburg, VA
 * ** Skills ** ||
 * || Experienced in the following software: Microsoft Office 2007 (Word, Excel, PowerPoint, Access), AutoCAD, TurboCAD, PageMaker, Media Shout, Windows Server 2000, 2003. ||

 =__Lesson Plan__=

(Rough Draft) Date: __** January 24, 2010 In this lesson, the students will learn what caused World War I, and what nations were involved and Why? The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by c) explaining the reasons for the United States involvement in World War I and its international leadership role at the conclusion of the war. Analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history (USII.1a) Sequence events in United States history (USII.1c)
 * __
 * __ Lesson Title: __** “The Great War”
 * __ Lesson Author: __** Lisa P. Sexton
 * __ Grade Level: __** 7th Grade
 * __ Subject Area: __** United States History: 1877 to the Present
 * __ Time Allotted for Lesson: __** 50 minutes
 * __ Description of Lesson: __**
 * __ Standards: __** USII.5c
 * __ Instructional Objectives: __**

Interpret ideas and events from different historical perspectives. (USII.1d)

World War I was the first global war bringing countries together into conflict due to the secret alliances among themselves. The United States’ involvement in World War I ended a long tradition of avoiding involvement in European conflicts and set the state for the United States to emerge as a global superpower later in the twentieth century.
 * __ Enduring Understandings: __**

What were the causes for World War I?
 * __ Essential Questions: __**

What was the immediate (“the spark”) cause of World War I?

What were the two sides of the war?

Who were the Allies or Triple Entente?

Who were the Central Powers or Triple Alliance?

Did a country have to leave the war? Why?

Did a country switch sides? Why? Fierce nationalism, visions of invincibility, complicated alliances, and antagonism from an earlier century created in Europe the “perfect storm”. Cooler heads and gentlemanly diplomacy were lost to 19th century ideals of honor and country. These factors, plus the development of 20th century weapons created a ** “WAR TO END ALL WARS” **. a) ** Nationalism ** (ego)– Love of your country; Many of their groups wanted independence and the ability to form their own nation. There were a number of ethnic groups who thought that there should be independent from nations controlling them. Ex. In Serbia there were Slavic peoples who wanted their independence. It lead to competition rivalries among nations to see who was better. It also lead to a feeling of ethnocentrism (superior). People of the Balkan Peninsula were Slavic just as the Russians were and Russia felt a need to protect them. b) ** Imperialism ** (bully)– A stronger nation taking over weaker nations; England, France, Germany, Russia were all competing and fighting for colonies. Germany, France, and England were competing for colonial empires in Africa and Asia. c) ** Militarism ** (macho)– Build up of armies and weapons; Germany, Austria-Hungary, and England are all building large armies and navies. This build up of armies led inevitably to a conflict over who was more powerful. These nations are a “powder keg” – ready to explode. With a build up of armies, countries felt invincible. This created a “powder keg” – ready to explode in Europe. d) ** Alliances (Secret Diplomacy) ** (middle school girls)– Secret agreements/alliances between nations that promise to help (protect) each other in the event of a war; If any two nations set into conflict, all nations will be drawn into that conflict. Russia had treaties with France and England. Germany had a treaty with Austria-Hungary. Russia had treaties with nations on the Balkan Peninsula. POINT – When war starts between 2 nations, these alliances draw all the nations into conflict (war). e) ** Assassination of Archduke Ferdinand ** (the spark) On June 28, 1914, Archduke Franz Ferdinand, the heir to the Austrian throne and his wife were assassinated by a Serbian terrorist group, the Black Hand). Serbs thought that they might come under control of the Austro-Hungarian Empire. Austro-Hungarian Empire sent demands to Serbian government. Serbia rejected the demands. With the help of Germany, Austro-Hungarian Empire declared war on Serbia; Germany declared war on Russia (ally of Serbia), and Great Britain declared war on Germany. Because of Secret Diplomacy most nations of Europe were drawn into this war (WWI).
 * __ Lesson Set: __**
 * Triple Alliance ** (3)– Austro-Hungarian Empire, Germany, and Italy
 * Triple Entente ** (3)– France, Great Britain, and Russia

World War I was the first war to include nations across the globe. Today, we are going to look at what caused this war and who the key players were and why the United States got involved in this war.
 * __ Rationale: __**

Instructional Activities : Causes of World War I ** 1. Provide students with background on the state of affairs in Europe before the war. Explain that there were long-term and short-term causes for the war. Define for the students the following terms: · ** Militarism ** — the idea that a nation should build up its military forces and use them to reach the nation’s goals · ** Nationalism ** — strong feeling of pride in and loyalty toward one’s country, the belief that the independence and interests of one’s own country should come first, the reluctance to work with other nations toward a common goal · ** Alliance ** — an agreement by two or more nations to act together, especially in time of war
 * __ Techniques and Activities: __**

2. To help explain the concepts of militarism and nationalism, show an excerpt from the film //All Quiet on the Western Front.// The opening scene of the movie is a vivid portrait of militarism and nationalism. //Video: 6:30 minutes long//

3. Have the students use the graphic organizer at Attachment C to take notes on the causes of WWI during class lecture.

4. Once students have filled in their graphic organizer and answered the questions, use the overhead to project a blank organizer, and solicit student answers to fill it in. Have students add to/correct their organizers as needed. Although students will have gathered a variety of facts, the important facts should be included in some form. Answer key is below:

Late 1800s–early 1900s: European ethnic groups devoted to the interests of their own nations, e.g., Germany, Italy.
 * ** CAUSES OF WORLD WAR I ** ||
 * ** Long Term Causes ** || ** Short Term Causes ** ||
 * ** Nationalism ** || ** Militarism ** || ** Alliances ** || ** Assassination of Archduke Ferdinand ** ||

Competition for colonies among European countries.

Ethnic minorities desired independence, e.g., Czechs, Slovaks, Poles, Croats, and Serbs. || In order to protect colonies, European nations increased their military strength, e.g., · Britain and Germany built a large navy. · Germany and Russia increased the size of their armies. || As nations increased their military, they formed alliances to protect themselves, e.g., · Triple Alliance — Austro-Hungarian Empire, Germany, Italy · Triple Entente — France, Great Britain, and Russia. || Archduke assassinated by a Serbian terrorist group, the Black Hand, on June 28, 1914.

Serbs thought that they might come under control of the Austro-Hungarian Empire.

Austro-Hungarian Empire sent demands to Serbian government. Serbia rejected demands. With the help of Germany, Austro-Hungarian Empire declared war on Serbia; Germany declared war on Russia (ally of Serbia), and Great Britain declared war on Germany. ||

· Who were the Allies? (Britain, France, Russia, Serbia, and Belgium)

· Who were the Central Powers? (Germany, Austro-Hungarian Empire, Bulgaria, and Ottoman Empire)

In this exercise, the students will not only develop their own maps, but they draw inferences in order to answer questions related to their maps.
 * Map Work: **

1. Explain to the class that map of Europe was drastically altered after WWI. The Treaty of Versailles, which ended the war, dramatically altered the existing political boundaries. Provide students with two historical outline maps: 1) Europe during WWI (Map A) and 2) Europe after WWI (Map B). Students may use their textbooks or an atlas of United States History.

2. Have students color code Map A to show the following: · the Allied Powers · the Central Powers · the Neutral Nations. Instruct students to label their map neatly and clearly and to include a legend.

3. When students have completed their map, have them answer the following questions: · Why was the alliance between France and Russia a threat to Germany? · Which countries bordered Italy? Based on that information, why do you think Italy sided with the Allies? · What was the possible impact on Great Britain, France, and Italy of a German blockade? · How does Map A help us see why the United States decided to enter World War I?

4. Have students color code Map B to show the new nations created after the war. Instruct students to label their map neatly and clearly and to include a legend.

5. When students have completed the map, have them answer the following questions:

How did the Allied Powers “punish” the Central Powers after the war?

What new countries were created as a result of World War I?

How does Map B help us to see that entering World War I made the United States a leader on the international level?

Why did the United States get involved in World War I? (if time is allowed)

Have the students use the graphic organizer at Attachment D to take notes on the reasons the U.S. finally entered the war. Review the information they gather in an activity similar to that in step 4 above. An “answer key” is shown below:

The United States had close economic and political ties to Great Britain. These ties compelled U.S. support for Great Britain. || Feb, 1915: Germans used this strategy to prevent supplies from reaching Britain. They would shoot at //any// ships without warning — a violation of international law.
 * ** REASONS FOR U.S. ENTRY INTO WORLD WAR I ** ||
 * ** Inability to remain neutral in face of increasing threats to U.S. national interests ** || ** German unrestricted submarine warfare ** || ** Interception of the Zimmerman Telegram ** ||

May, 1915: Lusitania left New York City for England. German embassy warned that travelers were taking a risk. Once the ship was close to Britain, a German U-boat (an //Unterseeboot// or submarine) launched a torpedo attack, sinking the Lusitania. 128 Americans on board were killed. President Wilson was angry but still kept the United States out of war. Re-elected in 1916 with the slogan: “He kept us out of war.” || Jan. 1917: German foreign secretary, Arthur Zimmerman, sent a telegram* to Mexico asking Mexico to become an ally of Germany. In return, Germany would help Mexico win back lands lost to the United States during the Mexican War.

April 1917: Once American were aware of this, they were outraged. President Wilson declared war on Germany. ||

· Why did the United States delay entering the war? (Because of the U.S.’s long history of isolationism)

· Why did the United States finally enter the war? (Inability to remain neutral — economic and political ties to Great Britain; German unrestricted submarine warfare — sinking of the Lusitania; the Zimmerman Telegram)

World War I was suppose to be the “War to End ALL Wars”. We have seen who the players were in the war as well as who the winners and losers of the war were. Check for understanding: Tomorrow we will look at how the decisions made at the close of World War I will “sow the seeds” or “set the stage” for World War II.
 * __ Lesson Closure: __**
 * Ask students to restate the causes of World War I.
 * Ask students to restate the “spark” that caused World War I.
 * Ask students to restate the members of the two sides (Allies and Central Powers).

Check for understanding throughout the lesson. Homework assignment will assess main objectives.
 * __ Assessment/Evaluation: __**

Students will produce maps of Europe prior to World War I (1914) and after World War I (1918).
 * __ Student Products: __**

Students will also create graphic organizers show the __Causes of World War I__ and __Reason why the U.S. entered the War__.


 * __ Differentiated Instruction: __**


 * While giving lecture, students will have handouts in front of them to follow.
 * Hands on activities: map work – labeling and coloring
 * Graphic organizers: students will fill in during lecture time
 * Homework: Worksheets that students will have to interpret information in a variety of ways (maps, timelines, picture, and graph)


 * __ Materials and Additional Resources: __**


 * World Maps: (1914) and (after 1918)
 * Video Clip (internet) – “All Quiet on the Western Front” -1978 remake
 * Graphic Organizers copies for students of Causes of World War I, Reasons for U.S. entry into World War I
 * Handouts: Map A (1914), Map B (1918)
 * Homework Handout: Unit 10 Twentieth Century and Beyond: World War I Changes in Europe (pgs. 110-111)