Fall Lesson Plan Template.
Title: “World War One Unit Review: Causes, Players, Events”
Lesson Author: Grace Cardwell
Key Words: Economics, Politics, World Leaders, Alliances, Crucial
Events
Grade Level: 10 – World History II
Time Allotted: 50 minutes.
Rationale/ Purpose (so what?)
Nature and scope of topic. Why is this significant to the mission of educating future citizens?
Learning about the causes and events of the First World War in many
ways highlights the major issues that will plague the rest of the
twentieth, and even into the twenty-first, century. This includes
colonization of foreign lands, increases in technology and political
power, disparities in economy, and national alignments. It is critical
to an understanding of Europe at the time in the context of World
History.
Background/Context: How does this lesson fit into a unit of study?
Looking
backwards, looking forwards
This lesson would come at the end of a unit, after students have spent time
learning about the First World War in class. It necessitates some background
knowledge and results in a product that can be used as a study guide for a unit
test.
Key Concept(s) include definition:
• Mercantilism – the idea that there is a set amount of wealth in the world and
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in order to increase yours, you need to take someone else’s. Goes hand in hand
with imperialism, as countries begin to scramble around for any region they could
control.
Steamships – a sign of increasing technology in Europe, steamships replaced
wooden ships and ran on coal, thus the need for coal refueling stations along
trade routes became indispensible.
Colonization - created a problem for the balance of power in Europe. Since
Napoleon’s defeat in 1815, European leaders wanted to find a way to make sure
no one could become a superpower and threaten the hegemony of European
power again. However, many had secretly had an eye on the position of “leader of
Europe,” and sought control of colonies to prove it.
Fall Lesson Plan Template.
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In the pre-war years, Germany entered into Europe as
a unified, militarily powerful, and industrially powerful nation.
International Relations – there also arose a tangled system of alliances in
Europe, where there came two sides: Germany, Austria Hungary, and the Ottoman
Empire, vs. Britain, France, Russia.
Kaiser Wilhelm II of Russia – encouraged aggressive Austro-Hungarian
diplomatic policies. In charge of German army. Forced to abdicate in 1918.
King George V – King of England. made repeated visits to the warfront
throughout WWI, earning deep respect from his people.
Tsar Nicholas II – Tsar of Russia who was forced to enter war against the
Central Powers when Austria-Hungry declared war on Serbia. He took control of
the army with disastrous results, leading to his abdication in 1917.
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Vladimir Lenin – after the Russian Revolution 1917, Lenin negotiated the
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Treaty of Brest-Litovsk which ended Russia’s involvement in World War I.
Woodrow Wilson – president of the U.S., who despite having pledged to “keep
U.S. out of war” during his campaign, asked Congress for a Declaration of War
against Germany in April of 1917.
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Georges Clemenceau – Prime Minister of France 1917 to 1920, eventually
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German prominence –
would insist on harsh reparation payments and German disarmament in the
Treaty of Versailles.
Assassination of Frans Ferdinand – the “straw that broke the camel’s
back,” and began World War One, when the Archduke of Austria is assassinated by
a Serbian nationalist named Gavrillo Princip.
Schlieffen Plan – Germany’s plan to fight a two-front war (France to the west
and Russia to the East), based on countries’ different expected speeds in
preparing for war.
Trench Warfare – fighting lines in large trenches, which shelters troops from
artillery, and consists of a stalemate style of fighting and a low wearing down of
troops.
The RMS Lusitania – a British Ocean Liner sunk by German u-Boat and
prompted U.S. entry into WWI.
Treaty of Brest-Litovsk – signed by Russia and the Central Powers signaling
Russia’s exit from World War I.
Armistice signed – at the 11th hour on the 11th day of the 11th month in 1918,
an armistice was signed between the two sides and fighting ceased.
Treaty of Versailles – signed between the Allied Powers and the Central
Powers in 1919, signaling the end of WW1.
Fall Lesson Plan Template.
NCSS Standard(s)
SOL Information
*As written in the Virginia SOL “Curriculum Framework” for the grade level
NCSS Theme (s) with indicators: Theme IX – Global Connections
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The effects are evident in rapidly changing social, economic, and political
institutions and systems. World trade has expanded and technology has removed
or lowered many barriers, bringing far-flung cultures, institutions, and systems
together.
In exploring this theme, students confront questions such as: What are the
different types of global connections? What global connections have existed in the
past, exist currently, and are likely in the future?
SOL* : WHII.10 The student will demonstrate knowledge of the worldwide impact of
World War I by
a) explaining economic causes, political causes, and major events and identifying major
leaders of the war, with emphasis on Woodrow Wilson and Kaiser Wilhelm II
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Essential Knowledge
Essential Skills
(minimum for SOL Resource Guide)
(minimum for SOL Resource Guide)
Background knowledge on the
causes, figureheads, and events
that surround World War I, how
each affected the outcomes of the
war, and why these are
important.
Sorting items into categories
Explaining reasoning
Drawing inferences
• Making connections
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Guiding Question(s):
During WWI…
• What were the major causes?
• Who were the major players?
• What were the important events?
The day’s big question:
Test Review! What do you remember about World War I?
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Fall Lesson Plan Template.
Lesson Objective(s): clearly emerges from big question and rationale and standards
and will align with your assessment in Procedure and Process
Obj. 1 SWBAT identify the causes of World War I, both economic and
political.
Obj. 2 SWBAT identify the global figureheads during the WWI era, as
well as which country they represented.
Obj. 3 SWBAT identify major events in World War I and put them in
chronological order.
Assessment Tool(s) to be used- Everything above- goes to what you want them
to know/understand do- So what assessments are you going to use to help you manage and
monitor that they have got it-informal and formal—make one over-riding assessment connect to
your closure.
Assessment 1. Informal observation during Explanation Cards sorting
activity – How well can students explain their groupings?
Assessment 2. Collection of Graphic Organizer for a quick check of
the content of the lesson. Formal assessment with Unit Test on WWI.
Materials: Historical Source(s): List here and
include copies in materials section below
Additional
Materials/Resource
s: List here and include
copies in materials sectiontextbooks etc page
numbers, websites etc
Sources used for the completion of this
lesson:
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http://www.history.com/topics/world-war-i
http://www.firstworldwar.com/origins/causes.
htm
http://www.firstworldwar.com/bio/index.htm
http://digitalvaults.org/
Materials for this
Lesson:
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A: Explanation
Cards
B1: Graphic
Organizer Study
Aid
B2: Graphic
Organizer,
Fall Lesson Plan Template.
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completed version
C: Teacher Notes
Explanations
D: Additional
Questions for
Closure Activity.
Procedure/Process:
1) JUST DO IT! The “Hook”: A high-interest activity that introduces new content with
connections to students’ prior knowledge. Between 1-5 minutes. You could also introduce the
days guiding question- could help with assessment of student needs
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Direct students to www.digitalvaults.org. Press CONTINUE at the bottom
right corner, and then SEARCH at the bottom center of the page.
Have them type WORLD WAR I in the Search Bar and instruct them to take
a few minutes to explore the documents on the National Archives site that
have to do with the First World War.
Note to them that they can search by Key Word and sort the findings based
on their interest.
If time permits, ask a few of them to volunteer what they found – and
whether it is about a Cause, Person, or Event of WWI.
2) Instructional sequence:
Processing Activity and Procedure –
Obj #
See
above.
include directions, question frames,
assignment details, to be given to students
(these should all be made into explicit
materials (e.g. see material A) Do you have
opportunities for direct/guided instruction and
independent practice/engagement when
appropriate and time estimates
Check for Evidence of
Understanding
-Either Formal or Informal e.g.
assessments- question frames,
quiz, choice activities, discussion
with frame and your THAT’s A
WRAP.
(Checks Essential Knowledge
and Skills should be in line with
assessment tools above)
Informal – ask what
students have found and
Just do it. (5 minutes), See Above.
how it relates to the
discussion on WWI.
Remind students that there is a test coming up, and they should start
Transition: thinking about the big themes of the World War I Unit. Introduce the
Explanation Cards Activity and distribute sets of Note-cards with
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Fall Lesson Plan Template.
pictures (See Material A).
(5 minutes) – Have
students explain how they
chose to group together
certain images. Did they
Objective
assign leaders to events or
#1
concepts from their nation?
Did they organize based on
cause and effect? Or simply
objects and people?
Now explain that they will be starting over – reorganizing the groups
into three categories (1) Group all the people together and identify
which country they represent. (2) Group the images together that they
Transition: think identify the causes of WWI, and divide that group into Economic
and Political causes. (3) Identify the images that they believe to be
the major events of WWI and put them in chronological order. This
activity will take (10 minutes).
Distribute Material B1, the
Graphic Organizer Study
Aid. Go over with them the
correct answers for the
After groups have re-organized based
groupings (See Material
Objective
on the above instructions, have them
B2). For more detailed
#2
identify their arrangements again. (5
explanations, see Material
minutes)
C. As you identify answers,
direct students to fill out
the Graphic Organizer. (10
minutes).
(10 minutes) Divide students into
groups of 3-4. Instruct students to
organize the cards into categories with
their groups, based on any
qualifications they want. Be sure to
clarify that there is no limit to the
number of categories or how many
images belong in each category.
3) Closure- THAT’S A WRAP that goes to opening question- and also in part to assessment
tools –at least one key assessment tool. (Do you need a rubric)
(5 minutes): Have students put all of their materials away and tell
them you are going to give them a brief informal quiz on what they
just learned. Go around the room, calling on students at random. For
example…
• Tom, what was one economic cause of WWI?
• Anne, who was the leader of France during most of the War?
See additional questions in Material D: Closure.
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Fall Lesson Plan Template.
Modifications/Accommodations for Diverse Learners:
This activity could easily be adapted for diverse learners.
• Titles and/or explanations could be added to the cards for easier
sorting, and might help students who struggle with analysis and
drawing inferences.
• The organization activities could even be done by category (causes,
people, events) one at a time to lower confusion.
• This lesson is also easily adaptable to include more information. You
could add more important battles or leaders, and move on to the next
SOL, which discusses outcomes of WWI.
Materials A-D Follow.
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