 Introduction
Insert a brief overview of your lesson plan. Remember
teachers are your target audience on this page. You might want to edit
this section after you have finished designing your lesson. At that time
you'll have a better idea of your lesson plan highlights.
Subject: World History
Topic: World War I
Grade Level: 10
Student Pages http://berners.bcoe.butte.k12.ca.us/~narvesonj/Student/index.html
Standards Addressed  back
to top
Tenth Grade
History-Social Science:
World History: The Modern World
The Causes and Course of
the First World War
10.5 Analyze the causes
and course of the First World War
1. Analyze the
arguments for entering into war presented by leaders from all sides of
the Great War and the role of political and economic rivalries, ethnic
and ideological conflicts, domestic discontent and disorder, and propaganda
and and nationalism in mobilizing the civilian population in support of
"total war."
2. Examine the principal
theaters of battle, major turning points, and the importance of geographic
factors in military decisions and outcomes.
3. Explain how the Russian
Revolution and the entry of the United States affected the course and outcome
of the war.
4. Understand the nature
of the war and its human costs (military and civilian) on all sides of
the conflict, including how colonial peoples contributed to the war effort.
5. Discuss human rights
violations and genocide, including the Ottoman government's actions against
Armenian citizens.
Instructional
Objectives back
to top
-
After listening to and taking
notes on a presentation on World War I using Power Point, students will
be able to describe the causes of World War I.
-
After analyzing information from
web sites on propaganda, students will draw their own propaganda postcard
for a nation involved in World War I.
-
Students will read information
on zeppelin attacks using either internet or teacher provided sources,
after which they will write a creative letter to a friend describing their
experience during a zeppelin attack.
-
After reading a series of documents
on the sinking of the Lusitania, students will write an opinion
paper.
-
Students will research an assigned
battle, using the internet, and participate in a Round Table discussion,
where they will read their prepared statements and discuss the findings
of their fellow students.
-
Students will research and fill
out information sheets on the Armenian genocide.
-
Students will research the biography
of a person from World War I, using both internet and library sources,
and participate in a conversation, where they will take on the character
of that person, discussing their ideas about the war.
-
Student Activities back
to top
Student Activity
Page
Daily
Activities
Day 1 Introduction activity;
Lecture (Power Point) on Causes of the War
Day 2 Stanford 9 Reading review;
Begin group activities on:
Propaganda; Zeppelin Raids; Sinking of the Lusitania
Day 3 Assign biographies and
battle; finish group activities
Day 4 Computer lab to research
battle and biography
Day 5 Film: From the
Great War, Episode 3 Total War (optional day)
Day 6 Roundtable discussions
on battles
Day 7 Roundtable discussions
on battles
Day 8 Russia and America in the war
Day 9 Computer lab on Armenian Genocide
and activity of choice
Day 10 Work day, on biography or other
parts of portfolio (optional day)
Day 11 "Dinner table" conversation:
Leaders and Generals
Day 12 "Dinner table" conversation:
Heroes and Villains
DAY
1 Causes of World War I  return
to Daily Activities
Introduction Activity: Ask students to write down reasons why
countries go to war. They are to list as many as they can.
After about five minutes, ask some students to share what they wrote.
Point out that most of the typical reasons that they will cite (land, wealth,
power, trade, revenge) are all causes of World War I.
Lecture:
Using a Power Point presentation, present lecture on the Causes of World
War I. The lecture information should include:
Reasons
for war: Imperialism; Nationalism; International rivalries; arms
race; treaties.
Countries
to include: Britain, France, Germany, Austria-Hungary, Russia,
Belgium, Italy, USA, Japan, Ottoman Empire.
Conclusion:
The assassination of Archduke Franz Ferdinand and the mobilization of the
armies of Europe, as treaties go into affect.
Homework:
Assign section from textbook that discusses the beginning of the war
DAY
2 Group Activities return
to Daily Activities
Introduction Activity: Give Stanford 9 Reading Review and questions
on the Origins of World War I. Put up Stanford 9 questions.
Review both questions and content of reading.
Activities: Divide class into teams of four. Then,
put those teams into THREE groups. These groups will be each doing
three different activities over the next two days. One of the activities
involves the teams using the Internet, therefore, if you only have three
or four computers in your class, this will work. EACH ACTIVITY SHOULD
TAKE ABOUT 30 MINUTES. They should do ONE activity today.
Group
1 Sinking of the Lusitania. Students will read documents
on the sinking of the Lusitania and write a brief opinion statement
on it.
Group
2 Zeppelin raids. Students will read a description of the
Zeppelin raids over Britain, and, taking on the role of a teenager in Britain
during a raid, write a letter to a friend in the United States about
a zeppelin raid. If you have access to a computer for each student,
you can have your students access http://www.richthofen.com/dark_autumn
for the reading.
Group
3 Propaganda Students will look at Web sites to view propaganda
post cards, and create a propaganda post card themselves. Web sites
for the students include http://www1-propaganda-cards.com/
and http://carmen.artsci.washington.edu/propaganda/war3.htm
Homework:
Students should work on whatever they did not finish in class. This
could be writing, or postcard, or opinion statement.
DAY
3 Assign
battle and biography; Continue Group Activities return
to
Daily Activities
Introduction Activity: Tell
students that today they will be assigned two things that they will be
researching on the Web. Each student is to get a PERSON and a BATTLE.
Students will be in discussion groups for each of these (see schedule)
Activities: Students will continue working on
the three activities. They will do TWO activities today.
Homework: Students should finish the activities of the two
days. By Day 4, they should have completed their opinion paper on
the Lusitania, their letter about zeppelin raids, and their propaganda
post cards.
DAY
4 Battles and Biographies: Using the Internet return
to Daily Activities
Introduction Activity: Be sure that students have their assigned
battle and their assigned person from yesterday. Students should
work on the Internet sites that are listed on the Student Activity Page
for Day 4. Remind students that they should be prepared to discuss
their assigned battle on Day 6. Battles can include The Somme, Gallipoli,
First and Third Ypers, the Marne, Verdun and Tannenburg.
Homework:
Write one page, one minute statement on battle, according to handout
instructions.
DAY
5 Film from the Great War Series: Total War return
to Daily Activities
This is an optional activity, but covers the human aspect of World War
I. It includes the Armenian Genocide, as well as the impact of the
war on the civilian population. The film is 50 minutes long.
You can have students take notes, or complete the worksheet that goes with
the film.
Homework:
Section of textbook on the battles.
DAY
6 Round table discussions: first three battles return
to Daily Activities
Introduction: Repeat instructions for Round table discussion.
Students are to sit in a line in the front of the classroom, and each student
is to read his or her one page summary of the battle according to the directions
on the handout, which includes reference to web sites. After each
student reads their paper, then open the discussion to the group members
ONLY for about five minutes. They may agree, disagree, bring up new
points, or ask questions within the group. For the last five minutes
of the discussion, the class can ask questions.
Activity:
Each
group should take about 15 minutes.
DAY
7 Finish last three Round table discussions. return
to Daily Activities
Homework: Section of textbook on the end of the war
DAY
8 Russia and America in the War
DAY
9 Computer Lab on Armenian Genocide and optional activity return
to
Daily Activities
Introduction:
Have
students access the Student Home Page, or hand out instructions, on the
Activity on Armenian Genocide and Personal Choice Research. Students
are to work off the Internet to finish their research.
Activity:
Students
are to fill out paper on Armenian Genocide. Then, they can choose
a topic to research on their Personal Choice Research Page. Some
choices that are available:
Airplanes in the War
Women in the War
Poison Gas
Submarine warfare
Slang of World War I
The flu of 1918
DAY
10 Work Day: Finish research and other work return
to Daily Activities
Introduction: This is an optional day. I find it helps
students to be able to finish up their work for their portfolio.
Students can use the Internet, or work on their writing, or prepare for
their "dinner party" conversation for the next class period. This
is also a good way for students who have been absent to do their make up
work, and it gives you the opportunity to individually talk to students
about their work in progress.
DAY
11 "Dinner Table" conversation: War Leaders and Generals return
to
Daily Activities
Introduction: Your students are already divided into two groups.
Today the leadership group will have their conversation. Follow the
instructions on the student page. Your job is to facilitate the conversation,
and to draw in students who are reticent.
Activity:
Hold
"dinner table" conversation, where students are playing the role of their
researched person, and their reaction/attitude to the war. The group
for today should be chosen from the following list:
Franz Ferdinand
Kaiser Wilhelm II
Emperor Franz Joseph
Czar Nicholas II
Vladimir Lenin
T.E. Lawrence
Woodrow Wilson George
V
General John Pershing
David Lloyd George Baron Von Hindenburg
General Erich Ludendorff
Horatio Kitchener General Ferdinand
Foch
DAY
12 "Dinner Table" conversation: War Heroes and Villainsreturn
to
Daily Activities
Activity: Today's "Dinner Table" conversation deals
with heroes and villains. Refer to following list for biographies:
Alvin York
Josef (Gavrilo) Princep Mata Hari
Mary Riter Hamilton Baron von Richthofen
Edward Rickenbacker
Wilfred Owen
Sigfried Sassoon
Robert Graves
Assessment back
to top
Insert your grading rubric
for the culminating activity or a link to your rubric or test document
file.
Results back
to top
After implementing your lesson
(sometime between January & March), insert a chart of your pre-test,
post-test, and culminating assessment data.
Web
Resources & Supplementary Materials
Introductory Activity
List and link the web resources
for this activity here. Also link supplementary materials such as PDF files
and /or document files.
Enabling Activity
List and link the web resources
for your learning activity(ies) here. Also link supplementary materials
such as PDF files and /or document files.
Culminating Activity
List and link the web resources
for your culminating activity here. Also link supplementary materials such
as PDF files and /or document files.
insert back to the top
anchored link
(text or image)
School Name
(link to your school's homepage if you have one.)
School
Location
Your Name
and e-mail address
Last Revised:
06/30/2000 (insert and update last revision date every time you
work on this page.) |
