Type the Name of the Lesson Here

World War 1- Differing Perspectives
Mr. Scales
Grade Level: 10th
Overview & Purpose
(What will be learned and
why it is useful. Be sure to
address real-world
Education Standards
Addressed (The
state/national education
standards that this lesson
Subject: AP World History
Date/Time: 80 minute block
This lesson will be further discussing World War I as it is presented in the book, History Lessons: How
Textbooks From Around the World Portray U.S. History. This lesson will focus on Chapter 21 of the
book entitled The Great War.
Within this lesson it will be demonstrated to students to the concept that the majority of U.S. History
Textbooks focus on the viciousness of the war. From the bias U.S. standpoint as well, these textbooks
also claim that despite the late arrival of U.S. troops, it was their intervention which decided the result
of the war. As the chapter illustrates, there remains controversy over to who actually “won” the war.
From the reading and analyzing of the chapter, the students will gain insight into the point of views of
the French, Canadians, English, Italians, and Germans during the time of World War I.
Standard 1:US and NYS History
Standard 2:World History
Key Idea: 1 __ 2___3___4
Key Idea:
Performance Indicator # --Performance Indicator #---Key
Idea #1, Indicator #1; Key Idea
#2, Indicator #3;
Standard 3:Geography
Key Idea: ___1___2
Performance Indicator #
Standard 4:Economics
Key Idea: ___1___2
Performance Indicator #
Standard 5:Civics/Citizenship/Gov’t
Key Idea: ___1___2___3___4 Performance Indicator #
___ Intermediate
_X__ Commencement
NETS*S (2007)
1. Creativity & Innovation
4. Critical Thinking/Problem-Solving/Decision-Making
2. Communication & Collaboration
5. Digital Citizenship
3. Research & Information Fluency
6. Technology Operations & Concepts
(Specify skills/information
that will be learned.) Be
sure to include all 4
1. Students will be able to cite and record information from their assigned reading (relating to World War
I) in the text to be written in a graphic organizer titled “Different Perspectives Graphic Outline” with 100
percent accuracy.
2. Students will be able to infer, analyze, and asses information from the assigned text (relating to World
War I) to be written in the graphic organizer labeled “Different Perspectives Graphic Outline” with 100
percent accuracy.
3. Students will be able to collaborate with other students to exchange ideas about the differing
perspectives of French, Canadian, British, Italian, or German soldiers during World War I with 100
percent accuracy.
4. Students will be able to assess their knowledge of the topic, interacting in groups with the game
“Jeopardy” from Smart Notebook and individually interacting with the Smart Response tools, with 100
percent accuracy.
Information/Content to be
(Give and/or demonstrate
necessary information; for
ex. Outline of teacher
Chapter 21---The Great War
“Most U.S. textbooks focus on the brutality of the war. And despite the late entrance of U.S. soldiers into the
conflict, U.S. textbooks are unanimous that U.S. intervention decided the outcome of the war. But there
remains disagreement over who actually “won” the “war to end all wars.”
France—The French excerpt is notable for the degree to which it subjects the French experience to criticism.
 From a War of Movements to a War of Position
o Because of the German plan based on the Schlieffen plan of speed and rapidity----In four
months the illusion of a short war evaporated.
o The plan was designed to pass through Belgium in order to encircle the French Army before
turning toward Russia.
o After the French failed at Loraine (under Joffre) led a winning counter-offensive in the Marne---Russia simultaneously attacked the Germans in Eastern Prussia----FORCED GERMANS TO
fight on 2 fronts.
o Later attempts to wear down enemy failed by 1916. Strategy went from exhausting enemy to
killing most to seek negotiations. Western Front 1.7 million victims in1916.
 New Forms of War
o Trenches---barb wire and mind fields, with mud, rats, and lice
o Weapons---heavy artillery, grenades, machine guns, mortars, tanks (1916).
o Asphyxiating Gases and Flame throwers
 National Unity until 1916
o Opinion was censored in the mail, press and books as well as subjected to propaganda
through film and song; “it was nothing short of brain-washing.”
o INCREASE in mutinies in 1917 on the fronts because of the breakdown of allied forces on
western front and the failure of German submarine warfare. 49 executions for mutiny.
Canada---the text gives credit to the bravery of the Canadian soldiers who fought and suffered far from home.
Its celebratory tone contrasts sharply with other excerpts in this section.
 The Great War
o “entrance into war marks a triumph of sorts for Canadian Imperialism.” 60,661 KIA, 172,000
wounded….620,000- Canadians from population of 8 million.
o the text illustrates the Canadians of this sort of brave and ultimate race of sorts…almost like
telling a story
o Canadians meet modern warfare at Ypres, Belgium in 1915.---Germans used Chlorine Gas,
makes yellow thick clouds…handkerchiefs soaked in urine and continued to fight.
o Mentions capturing of Vimy Ridge in France in 1917----tone is very inspiring almost
Great Britain---Focuses on the war abrasion and the war at sea. Focuses on strategy and tactics more than
the experience itself.
 British Expeditionary Force (BEF)---100,000 troops—fought alongside French---because of trenches
and machine guns, the BEF tried without success to extend defensive lines
 Eastern Strategy---DIDN’T work--o seize Gallipoli
o take Constantinople
o link with Russia to defeat Austria- Hungry
o Germany would then have to make peace
Italy---Discusses what life was like for the Italians and their soldiers who fought against the Central Powers. It
offers a stark contrast to the jaunty tone of the Canadian and the British excerpts.
 Very depressing tone “Heroism for Few: Hunger, Death, and Rebellion for Many”
o Two and half year’s--- war consumed all provisions and revolt has insulated itself everywhere.
o Arrived on front in trains or bus—immediately sent to front lines
o Trenches became a permanent fixture for the soldiers---three lines in them..1st and 2nd death
most likely….
o No women on front lines---only in back for Red Cross or auxiliaries
o Very little food and weeks on end of wearing the same clothes, without showering---winter
mud, snow and frost; summer—scorching heat and the stink of latrines.
o Intensive strikes on trenches with heavy artillery by the enemy
o Snipers killing on every onset; you can hear the enemy bc so close at night you could talk to
Germany---this especially jaded perspective of this excerpt must be read in light of Germany’s 20 th-century
history of militarism and defeat.
 Starts out by discussing the horrors of WWI; artillery, machine guns, battle cruisers, and submarines;
tanks and bombers leading to mass casualties
 This excerpt if read by anyone with prior knowledge of WWI without knowing it was from a German text
would never know what country’s perspective this is from.
o It seems to be a modern summary of the war that just states generally accepted opinion and
o Discusses
 Total War
 Breakdown of the system of states
 Existential struggle for survival
 War propaganda
 Mobilization, nationalization, fanaticism
Introductory Activity and
Procedures (include time
frames) as you provide
details be sure to include
instructional method(s)
used. If use groups be
sure to specify size and
Instructional Method(s):
PowerPoint (Smart Board graphic
Board work
Outside speaker
Field Trip
Other (specify): Open discussion, question
clarification, homework check, group work
means of group creation.
Details about this segment of lesson:
 The teacher will first spot check to see if each student completed the homework assignment that was
assigned the previous night. ( 3 Minutes Total)
o The homework assignment that was given was:
 Read Chapter 21 of History Lessons: How textbooks from around the world portray
U.S. History
 Complete the “Different Perspectives Graphic Outline”---each student was assigned a
different section of the chapter to complete this handout: either France, Canada, Great
Britain, Italy, or Germany. (see attached at bottom)
 If students have completed the graphic organizer, they receive full credit for their
homework section
 The teacher will then instruct the student to work with the student sitting next to them (desks have
previously arranged in a 2x2 formation in rows) to discuss their answers from the previous night.
 The teacher will then open a discussion with the class to answer any questions the students may have
from their homework assignment. (5-15 Minutes Total)
o The questions may include issues with filling out the graphic organizer or with the information
presented in the text to clarify any issues
Developmental Activity
and Procedures (include
time frames) as you provide
details be sure to include
instructional method(s)
used. If use groups be sure
to specify size and means
of group creation.
Instructional Method(s):
PowerPoint (interactive graphic
organizer on Smart Board)
Outside speaker
Field Trip
Board work
Other (specify):
Details about this segment of lesson:
 The teacher will then open up the “Different Perspectives Graphic Outline” from the computer onto the
Smart Board. (see attached at bottom)
 Here the teacher will ask the students to share their thoughts on the “Your Reactions” and “Text
Statements” of the handout.
o The teacher will then call upon students to fill in their responses for each section for each of
the 5 countries. If the students aren’t responding, fill in examples from teacher’s notes and
encourage the class to participate. (15-20 minutes Total)
Concluding Activity
(Describe the
activity to reinforce this
Instructional Method(s):
Outside speaker
Field Trip
lesson) as you provide
details be sure to include
instructional method(s)
used. If use groups be sure
to specify size and means
of group creation.
Board work
Other (specify):
Details about this segment of lesson:
 Once the graphic organizer has been completed on the Smart Board, the teacher will begin by diving
the class into groups (as defined on the Jeopardy game introduction slide). (see attached)
o The teacher will then present the rules/purpose of the assessment tool with the class (as
described on the interactive game slide).
Plans for students with
diverse needs
From the Assessment, the students are instructed to not only collaborate with their group on their
answer choice, but to also submit an individual response using the Smart Response Clicker.
(Previously each student was assigned a specific clicker with a certain serial number that only
corresponds to their name. These answers will be used to give a participation grade to the students,
and will allow the teacher to see if any students who disagree with the correct answer need further
o The students will first submit their individual response to the question before talking with any of
their group members.
o Once this is completed, students will then collaborate and discuss their answer choices with
their groups until a consensus is formed.
o All detailed instructions and formatting will be present on the Jeopardy Interactive Smart
Notebook tool.
o The winner of the game will receive some prize to be named later.
(40-50 minutes Total)
Assignment notebook
Segmented assignments
Test/quiz accommodations
Assignment length
Peer tutor
Directions clarified
Resource room
Copy of teacher notes
Other (specify): tablet/iPad
Details about accommodations for student(s):
One student in the room in partially blind. Instead of the student straining to read off of the interactive
whiteboard screen, student will be provided with a tablet that mirrors what is on the interactive whiteboard. The
tablet only allows to view the game with no controls to change what the class sees.
Alternative activities
(emergency plans/flexibility)
(Steps to check for student
understanding which can
but are not limited to
assignments, in-class work,
Type of Assessment(s):
Homework check
Class work
Details & Connection to Objectives:
Include links to the
Materials Needed
Other Resources
If there is no Smart Board in the classroom, the teacher will then recreate the graphic
organizer/Jeopardy on the Chalkboard and through verbal cues.
o The teacher will then follow all the instructions as followed in the “Development Activity”
Section, with the exception of using the Smart Board.
o The teacher will use the recreation of the graphic organizer on the Chalkboard, just as if they
were using the graphic on the Smart Board.
o NO OTHER Plans will change, lesson will follow as suit
If there is neither a Smart Board nor a Chalkboard, the teacher will then use the overhead to write
down the responses for the class to see during the “Development Activity” as noted above.
o The teacher will then follow all the instructions as followed in the “Development Activity”
Section, with the exception of using the Smart Board.
o The teacher will use the overhead to record responses of the class, just as if they were
recording responses using the graphic on the Smart Board.
o NO OTHER Plans will change, lesson will follow as suit
Oral Responses
Other (specify) Letter/Writing Response
Teachers will first spot check students “Different Perspective Graphic Outline” to assure Homework
was completed. (Connects to Objectives #1, #2)
Teacher will hold open discussion and recording session (participation and class work) on the Smart
Board to assure students have understood the assignment, as well as evaluating if the students
analyzed, inferred, and assessed the information from the text adequately to gain an understanding of
the material. This will be done completing the “Different Perspectives Graphic Outline” on the Smart
Board with class collaboration. (Connects to Objectives #1, #2, #3)
Teacher will then assess student responses through the Smart Response software to gain an
understanding of the individual students knowledge of the topic. Responses will be graded. (Connects
to Objective #4)
Textbook : History Lessons: How Textbooks From Around the World Portray U.S. History
Overheads (specify): Overhead transparency paper needed if 2nd alternative activity is employed
Workbook/Handouts (specify): “Different Perspective Graphic Outline”
Multimedia Materials (specify): Smart Notebook, Smart Response clickers and software
Hands-on materials (specify):
Reference materials (specify):
(e.g. Web, books, etc. be
sure to include source
Other (specify):Tablets/iPads for visually impaired students.
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