Goals & Objectives
Goal: Students will learn and understand the spread of the war around the world, its course throughout the remaining years, and then its conclusion and lasting effects.
Objective: Students will be able to read and understand the most important aspects of this chapter, differentiating them temporally, and accurately discuss their findings in a group setting.
Objective: Students will be able to read and understand the most important aspects of this chapter, differentiating them temporally, and accurately discuss their findings in a group setting.
California State Content Standards
10.5.1. Analyze the arguments for entering into the war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of “total war”.
10.5.3. Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.
10.5.4. Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort.
10.6.2. Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.
10.6.3. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.
10.5.3. Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.
10.5.4. Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort.
10.6.2. Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.
10.6.3. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.
Common Core Literacy Standards
CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Driving Historical Question
How did WWI spread throughout the world and become such a big part of everybody’s lives in the beginning of the 1900s?
Lesson Introduction ‖ Time: 5
Students will start the lesson by beginning a KWL chart, filling out the first two columns, what they know already, and what they want to learn. Students will pull on what they already know from previous lessons and think about what they want to learn based on the knowledge they may already have about the topic.
Vocabulary (Content Language Development) ‖ Time: 45
Vocabulary will be taught throughout the lesson. Before reading, the teacher will go over words that may be too hard for struggling readers, especially those that are important to understanding the chapter such as, total war, rationing, armistice, etc. As students are reading, they will be required to write down words they do not understand so that after they are done, they can ask about them and the teacher can explain to the whole class.
Content Delivery (Method of Instruction) ‖ Time: 90
The teacher will begin instruction by verbally pre-reading the chapter. By focusing on the important sections and explaining hard to understand words, the teacher sets up the students for successful reading. They know what to expect in the chapter, what is most important to the lesson, and will also understand harder words. While reading, students will be responsible for creating a foldable for while they read. They will be given a few moments to create a simple timeline foldable (taking a few pages and dividing them in half and assigning a year to each fold). They will tape it together later. After reading through the chapter, students will be required to write up a small essay about the chapter and prepare for a discussion the next class period. The discussion will require students to talk about what they found was most important in the chapter and will act as an opener to the next day’s lesson.
Student Engagement ‖ Time: 30
As they read the chapter in class, students will also be working on a foldable timeline to list important events as well as other happenings in different compartments. Students will take two pages and cut them in half and then fold the four pieces into halves to get eight different compartments. They will then label them 1914, 1915, 1916, 1917, 1918, 1919, and labelling the last two post-war (since this lesson starts in 1915, it will require them to recall what they learned in previous lessons). As they read, they will put important events and other ideas into their appropriate years; some might have more than others might. They will also include vocabulary words that are important to that timeframe (i.e., armistice in 1918). These must then be taped in sequential order to form an expandable accordion. The students will use this to help write their essay and plan their discussion for the next class.
Lesson Closure ‖ Time: 7
The first class closure will be a short discussion with the teacher where students clear up any misunderstandings and talk briefly, about what they read in order to prepare themselves for the discussion next class period. They will write an exit slip acting as the final column of their KWL chart, talking about one or two important things they learned. Closure for the second day will be a summary of what the important aspects of this chapter were, leading up to the next lesson.
Assessments (Formative & Summative)
Students will be assessed on how thorough they are in making their foldable. On the first day, they will be assessed by what they wrote on their exit slip which will act as a culmination of all they learned that day. The summative assessment of the lesson will be how knowledgeable they are in the discussion as well as how well written their essay is. Students who do not actively participate need to be retaught the lesson with a different strategy in order for that student to fully learn from the reading. They might need accommodations.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Depending on whether they are better at speaking or writing English, ELs have the option of turning in a more thorough essay about the important aspects of the chapter or not having to turn one in at all (depending on their personal strengths). Striving readers have access to a structured reading guide (provided by the book) that the teacher can customize for this chapter, giving them a clear view of the most important points. Students with other kinds of special needs will also have access to this guide and will be allowed the same chances as ELs either focusing on the writing or the speaking aspect of the lesson.
Resources (Books, Websites, Handouts, Materials)
Modern World History: Patterns of Interaction
Chapter 13.3 Reading Guide (for striving readers [template provided by book])
KWL Chart
Paper, for foldable and exit slip (provided for students without paper)
Chapter 13.3 Reading Guide (for striving readers [template provided by book])
KWL Chart
Paper, for foldable and exit slip (provided for students without paper)