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Nevada Academic Content Standards

Referenced in Performance Evaluation

Analysis Based on National Standards from Disciplinary Professional Organization


(NCTE, NCTM, NSTA, NCSS)

NVAC Standards
from EDSC 311
Performance
Evaluation:

Lesson Objectives
from EDSC 311
Performance
Evaluation:

Big Ideaslearners
will explore these
Essential Questions:

Declarative Knowledge
learners will understand:

Processeslearners will
be able to:

Productslearners
demonstrate
understanding by:

H2. [9-12].21 Explain


why and how global
power shifts took
place after World War
I.

7.1 STUDENTS WILL


DESCRIBE AND
INTERPRET THE
CAUSES AND
EFFECTS OF
WORLD WAR I
INCLUDING THE
ECONOMIC AND
POLITICAL IMPACT
[NS: H4.(9-12).1,
H4.(9-12).14]

Students will
understand the
causes of the U.S.
entry into World
War I and
determine what
events ended the
war.

Major concepts:
Lusitania, Zimmerman
telegram, Fourteen
Points, selfdetermination.

Students will be able


to identify the main
reasons for the U.S.
entry into WWI, the
main themes of the
Fourteen Points, and
the catalysts for the
end of the war.

Students will answer


questions during
lecture pertaining to
information given.

H4. [9-12].1 Describe


and interpret the
causes and effects of
World War I on the
relationship between
the United States and
Europe.
H4. [9-12].14 Analyze
the causes, course,
and effects of World
War I on the world.

7.8 STUDENTS WILL


DESCRIBE AND
INTERPRET THE
CAUSES AND THE
EFFECTS OF
WORLD WAR I ON
THE RELATIONSHIP
BETWEEN THE
UNITED STATES
AND EUROPE [NS:
H2.(9-12).21, H4.(912).1, G6.(9-12).4]

Why was the U.S.


so crucial in
ending the war?

Students will form


groups and answer
questions given by
power point. Students
will then discuss
answers with class.

Snapshot of Practice: How do you know they know (the standard)?


The students did a great job with the group work but I had a difficult time getting them to
answer questions during the lecture. In the end, I felt the students understood the material I
presented to them. The students were able to discern the U.S. impact on the war by describing
what may have happened if the war had ended differently. They were also able to identify that
outcome of the war had a significant impact on the European relationship.

Name: Lorie Wilberg


Lesson Topic and Methodology: World War I

Used as Post Lesson Reflection


Performance Evaluation: 1

Nevada Academic Content Standards


Referenced in Performance Evaluation

Analysis Based on National Standards from Disciplinary Professional Organization


(NCTE, NCTM, NSTA, NCSS)

NVAC Standards
from EDSC 311
Performance
Evaluation:

Lesson Objectives
from EDSC 311
Performance
Evaluation:

Big Ideaslearners
will explore these
Essential Questions:

Declarative Knowledge
learners will understand:

Processeslearners will
be able to:

Productslearners
demonstrate
understanding by:

H3.[9-12].19
Explain how
literature, music,
and art are ways
people voice
protest or support,
and prompt social
change.

9.6 STUDENTS
WILL EXPLAIN
HOW MEDIA AND
ART ARE WAYS
PEOPLE VOICE
PROTEST OR
SUPPORT, AND
PROMPT SOCIAL
CHANGE [NS: H3.
(9-12).19, H3.(912).23]

Students will
understand the
medias role in
propaganda and
its ability to
reinforce or
change society
stereotypes within
the roles of race,
class, and gender.

Students will learn


major propaganda
techniques such as
bandwagon, plain
folks, snob appeal,
and testimonial.

Students will be
able to identify
various advertising
techniques used in
both 1920s
advertising and
advertising of
today and explain
why the
advertisements are
effective for their
era.

Students will
demonstrate
understanding by
discussing different
advertising
techniques in
student groups.

H3.[9-12].22
Explain the
changing role of
race, class, and
gender.
H3.[9-12].23
Explain how media
and the visual arts
affect social change

9.9 STUDENTS
WILL EXPLAIN
THE CHANGING
ROLE OF RACE,
CLASS, AND
GENDER [NS:
H3.(9-12).22]

Why is media so
influential?

In groups, students
will compare and
contrast several ads
from 1920s and
today, identifying
advertising
techniques and
similarities and
differences.

Snapshot of Practice: How do you know they know (the standard)?

Students demonstrated their knowledge by effectively comparing and contrasting the


advertisements presented to them. As I spoke to each group, they were able to
identify why certain ads were marketed to select groups, such as women, at the time.
Students were also able to identify changing social trends that have influenced the
shift in media.
I taught this lesson before analyzing state standards. In the future, I would include in
this lesson more information about wartime propaganda and period art to expand the
lesson more to fit the standards.

Name: Lorie Wilberg


Used as Post Lesson Reflection
Lesson Topic and Methodology: 1920s Advertising/ Direct Instruction Performance Evaluation: 2

Nevada Academic Content Standards


Referenced in Performance Evaluation
NVAC Standards
from EDSC 311
Performance
Evaluation:

Analysis Based on National Standards from Disciplinary Professional Organization


(NCTE, NCTM, NSTA, NCSS)

Lesson Objectives
from EDSC 311
Performance
Evaluation:

Big Ideaslearners
will explore these
Essential Questions:

Declarative Knowledge
learners will understand:

Processeslearners will
be able to:

Productslearners
demonstrate
understanding by:

11.1
Students will
analyze thought
processes

Students explore
psychology in
advertising,
analyzing which
strategies work
and why they
work.

Students will
understand the
concepts of central
route to persuasion,
peripheral route to
persuasion, ethos,
pathos, logos, two-sided
arguments, messenger,
and targeted audience.

Students will be able


to identify and
analyze modern
advertisements for
their psychological
content using
concepts presented.

Students will
demonstrate
understanding
through formative oral
discussion of certain
advertisements.

15.1
Students will
examine the effect
of group
membership on the
individual

Why is mass
marketing so
effective?

Summative
assessment
understanding will be
determined through
Ethos, Pathos, Logos
worksheet and
advertisement
analysis worksheet.

Snapshot of Practice: How do you know they know (the standard)?


The students demonstrated their understanding of the standards and lesson objectives by
answering my questions as they worked in groups to analyze advertisements in magazines
using worksheets that I created to specifically target the concepts of the lesson. This lesson
was derived from information in the current textbook for the class, before I had access to the
Psychology Standards. I had a difficult time matching curriculum standards with the
information presented, but this is what I came up with.

Name: Lorie Wilberg


Used as Post Lesson Reflection
Lesson Topic and Methodology: Psychology in Advertising/Direct Instruction Performance Evaluation: 3

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