Name:   Person who wrote lesson plan                        Date: 4/1/03                            Lesson Length: 90 min,

School:   Big Red High School  Age/Grade: 10th grade             # of students: 25

Subject:  World History                        Topic: World War I                  # of IEP – 1, vision  impaired
 

Goals and Objectives:

The major goal of this lesson is to get students to understand how conflict often erupts between countries.  Often these conflicts are because of both long and short-term causes. 

Essential Question: How did one assassination lead to a major world war?

TLW identify the countries of Europe on a map.

TLW summarize the long-term causes that led to World War I.

TLW describe specific international incidents that led to declaration of war.

TLW explain what countries were in the Triple Entente and Triple Alliance.

TLW analyze which country is most responsible for starting World War I.

Connections:

 This lesson addresses Academic Expectation 2.20: Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective. 

*Students will be required to explain the long-term problems and events that led to World War I beginning and defend the country that is most to blame.

This lesson also covers Core Content bullet #SS-H-5.3.4: Nationalism, militarism, and imperialism led to world conflicts, economic booms and busts, and the rise of totalitarian governments.

*This lesson focuses on imperialism, militarism, and nationalism as long-term causes of the war.

This lesson also covers the following Program of Studies content: Students recognize the political causes and consequences of nationalism, militarism, and imperialism.

                *This lesson focuses on all of these movements as causes of World War I.

Context:

This is the first lesson of the World War I unit.  In this lesson, students will identify the countries and major geographical features where the war will take place.  Also, they will see that there are both long and short-term causes to this major conflict.    There are a variety of teaching strategies to appeal to various learner styles (coloring a map, kinesthetic; lecture, discussion, & storytelling; auditory; pictures of maps; visual)  The lesson also allows for movement around the room in the role play scenario and the defend your position scenario used for closure.  Students have read Ch. 27, Sections 1 & 2 out of their textbook in order to participate in the lecture/discussion for today. 

Resources/Materials:  (include any technology used)

Textbook – World History:  The Human Experience

Handout – Map: Europe in 1914

Crayons – Each will choose 2 colors

Maps on the board

Procedures:

1) Attention-Getter - Show 10 minute clip from “Legends of the Fall”               

            Have students give their reactions.

            Pivotal Questions: What type of weapons did you see in the clip?

                                What do you think might be difficult in fighting this type of war?

2) 5 question quiz over reading – Ch. 27, Sects. 1 & 2                                     

3) Review from previous units – Imperialism and Nationalism                

Oral questions:  What is imperialism?  Name some places it occurred.

                                                    What is nationalism?  How did it lead to conflict?

4) Lecture/questioning – Long term causes of World War I                              

Content:  Nationalism, Militarism, Alliances (Triple Alliance, Triple Entente), Imperialism

            Pivotal questions: What are the long-term causes that led to the war?

                        How did these problems lead to a war actually breaking out?

What are advantages and disadvantages of having an alliance?

Give some modern-day alliances.

5) Role play – Alliances                                                                                   

            Have students volunteer (6 needed).  Mini-role play using a school

            Fight scenario to show how little incidents can break into large conflicts.

            Pivotal question:  How does this relate to incidents in World War I?

6)Map Activity                                                                                    

Students will look at the map in their text and the handout.  I will call out countries, cities, and rivers that will be important to World War I.  They will label each country and color alliances.

Pivotal question:  (After maps colored)  What do you predict will be some major problems for the countries fighting World War I?   Where are the places that fighting might take place?

7) Tell the story of the assassination and its effects.  Have students write in their notes what country they think is most responsible for starting WWI and why.  Have students volunteer their responses.  Pick one corner of the room for each choice, and have students move there.  Then go from group to group to have them defend why they picked the country they did.   Tell them to remember this when we talk about the treaty that ended the war.  Use this activity as closure.                                                             15 minutes

8) Homework:  Read Ch. 27, Sect. 3 -  In a paragraph, describe the major battles and strategies in World War I.

IEP – Placement by board, larger map copied, handouts of notes, if needed

            Can make large print copies of text if needed

Student Assessment:  Reading quiz to assess homework assignment

                                    Assessment – Unit test over Ch. 27 (end of unit)

                                    5 point class participation points for defending their point of view