I. Learning objectives To identify the major causes leading to the First World War To list the six countries involved in the First World War To describe how the Triple Alliance and Triple Entente were formed To explain the features of the big six countries To evaluate the significance of the causes leading to the war II. Prior Knowledge: The underlying and immediate causes of the First World War III. Suggested no. of lessons: 6 IV. Suggested learning activities 1. The teacher will check the prior knowledge of the students by asking questions about the First World War. Questions: (1) What do you know about the First World War? (2) Can you tell any one or two things you have learned about the First World War? (3) What do you know about the causes of the First World War? 2. This warm-up exercise aims at presenting an overview of the First World War. Activity 1 3. The teacher will present an overview of the First World War and give students time to go through the background information. 4. Teacher introduces the “MAIN” causes and asks students to match with the explanation of the causes leading to the First World War. Activity 2 5. Show a blank map of Europe. Students are required to locate the six countries. Activity 3 6. After reading the information in each dialog box, students are required to identify which country the information is referring to. 7. Teacher may ask students to read the information about the countries in Activity 3 in pairs and then fill in the name of the country. Activity 4 8. After reading about the six countries, students should be able to identify the two opposing camps and the reasons for the formation of two alliances. 9. Activity 4 serves as an extended activity of Activity 3. Students are required to make use of the information in Activity 3 and explain the conflicts among the major powers. Students are asked to put information related to the armaments race, imperialism and nationalism in the tables in Activity 4. Activity 5 10. In Activity 5, students are required to colour the two opposing camps before the First World War, namely the Triple Alliance (Germany, Italy and Austria-Hungary) and the Triple Entente (Britain, France and Russia). Activity 6 11. Teacher should allow students some time to go through the events leading to the First World War. Students are required to match the event with the correct date in Activity 6. Activity 7 12. It is essential that students spend some time to re-familiarize themselves with the other causes leading to the First World War apart from the “MAIN” causes. In this stage, students are allowed to use their textbooks or exercise books to revise what they have learned earlier. 13. Activity 7 - Option 1 is an extended task of Activity 6. Teachers may choose to let students work on this activity in groups or individually. 14. For a less capable class, teacher may choose to work on the alternative i.e. Activity 7- Option 2. Instead of asking students to work on elaborations by themselves, the alternative task requires students to match two sets of information, making them into a coherent sentence giving due attention to historical context. 15. Students are required to make good use of their prior knowledge in this activity. An example has been given in this part to ensure students understand the task. 16. If time is sufficient, teachers are recommended to ask students / some of the groups to present their work, which will help students learn from each other especially for Activity 7 – Option 1. Activity 8 17. Activity 8 is an optional task for more capable students. To strengthen their analytical skills, students are required to write a mini-essay (for example, not more than 100 words) as individual or group work depending on their level of ability. An open-ended question is set to help reinforce their critical and argumentative skills. Remarks: This is a teacher’s guide only. Teachers are highly-recommended to modify the guide according to the needs, interests and ability of their students.