Name: Natalie Labossiere
Subject Area(s): World History
Age/Grade Level: 11th
Unit: Allies & WWI
Lesson Title: “I need you, more than you need them” (How did alliances start World
War 1?)
Time Allotted: One class period
Purpose: The purpose of this lesson is to introduce alliances that were formed in World
War I.
Curriculum Framing Questions:
EQ: Do we need Allies?
UQ: Allies, what are they?
Lesson/Content Questions: What key events lead to the start of World War I? How did
alliances lead to World War I? How did the Triple Entente and Triple Alliance form?
Goal: For students to identify and recall the need for alliances in a conflict and to
deconstruct alliances on both sides of World War 1.
Learning Objective(s):
 Students will describe the role of alliances in a conflict.
 Students will summarize the reasons World War 1 began.
 Students will identify key events that occurred before the WW1 by creating a timeline
of these events.
Curriculum Standard(s):
National Center for History in Schools
Era 7, Standard 4 Patterns of nationalism, state-building, and social reform in Europe
and the Americas, 1830-1914
Era 8, Standard 2 The causes and global consequences of World War I.
Oregon - Social Studies
SS.HS.HS.01.02 Interpret the relationship of events occurring over time.
SS.HS.HS.01.03 Interpret timelines, charts, and graphs, illustrating chronological
relationships.
SS.HS.HS.05.10 Identify and understand the causes of WWI and the reasons why the
United States entered this war.
Materials Needed:
 Article (http://www.firstworldwar.com/origins/causes.htm)
 Political Cartoon (Included)
 Graphic Organizer (Included)
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Timeline (Included)
Pre-assessment Map – Blank Map of European Countries
Color-Coded Map with European Countries
Background knowledge or skills students’ need prior to lesson: Students should have
read assigned reading and article.
Hook or Introduction: “Protect your people” Political Cartoon will be displayed on
PowerPoint.
Procedures: Lesson Plan (50 minutes)
1. Class will begin with a brief pre-assessment. A blank map of Europe prior to 1914
will be passed out, and students will be required to fill-in the name of European
countries. When the time is up, I will collect the maps and pass out a color-coded map
with the countries filled in. 5 mins.
2. We will then begin a discussion on the political cartoon on alliances in World War I
that is displayed. By recalling what they learned in the previous lesson, I will have
students explain and summarize what they see in the cartoon. I will ask questions and
have students summarize the top 3 things that they learned about alliances. 5 mins.
3. Discussion will transition into the previously assigned reading regarding World War
I. I will briefly review the 5 issues that led to the war (militarism, alliances,
imperialism, nationalism, and the assassination of Archduke Franz Ferdinand). The
vocabulary words will be written and defined on the board. 10 mins.
4. Students will then be broken into groups of 5 and will deconstruct the assigned
reading to complete attached graphic organizer. This also highlights the vocabulary
words. 10 mins.
5. Discussion will begin on events that led to the formation of the Triple Alliance. I will
cover the event that occurred and the countries that were involved. A timeline will be
supplied to students for them to fill in dates, countries, and events that led to the start
of World War I. 15 mins.
Lecture will cover –
 The Dual Alliance (1879)
 Triple Alliance (1882)
 Franco-Russian Alliance (1894)
 Anglo-Russian Entente (1907)
6. I will complete the lecture with reviewing the lessons objectives, which are listed on
the board, and answering any outstanding questions. I will then pass out exit slips for
the students to complete and hand in as they are leaving the classroom. 5 mins.
Differentiation/Accommodation:
 For the student with ADHD I will make sure that they are assigned in a small group
with students that will not cause additional distractions and the group is located closer
to where I am sitting. The schedule of the day’s events and teaching objectives will be
clearly marked on the board. I will also check in with this student during this group
activity and ask if the need further assistance or clarification.
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For the students with IEP’s in reading, their assigned reading will be scaled down by
several paragraphs, while ensuring that the text content is the same for the other
students. During the group exercise they will be joined together and will have each
student take turns reading a paragraph of the assigned reading, most of my time
during this activity will be spent with these two students, asking the students
comprehension questions. After reading the paragraphs they will break for a 2-minute
pair share on what they read.
For the students receiving ESL services the vocabulary words will be written on the
board, the assigned reading will have all key words and concepts highlighted for
easier comprehension, and my lecture notes will be typed and provided before hand,
and as I review the timeline, quick write, and graphic organizer credit will not be
reduced because of spelling.
Attention to Literacy:
 Identify new vocabulary words. (Vocabulary)
 Reading questions. (Text Comprehension)
 Reflective writing assignment (Writing)
Closure: The lesson plan will conclude with an exit pass that requires them to complete
the sentence– “Two things that I learned today are...”
Assessment and Evaluation of Student Learning: Students progress towards meeting
the learning objective will be informally assessed by the teacher reviewing the map
worksheet, graphic organizer, timeline and exit summary.
Cartoon retrieved from
https://jspivey.wikispaces.com/Unit+9+The+Great+War+(World+War+One)
Name: _________________
Date: _______________
This is a map of Europe prior to 1914. Please complete this sheet by labeling
label as many countries as you can.
Name:_____________________
Date:______________________
Vocabulary Words
Militarism
Building up armed
forces, getting ready
for war.
Agreements or promises
Alliances
to defend and help
another country
Imperialism Trying to build up an
Empire by bring other
countries
Nationalism Having pride in your
country, willing to
defend it.
Hint: Causes of World War I – Remember M.A.I.N.
Countries Involved
Results/Reaction
Militarism
Alliances
Imperialism
Nationalism
Idea adapted from
http://www.schoolhistory.co.uk/gcselinks/wars/firstwwlinks/worksheets/maincauseswwi.pdf