Goals & Objectives
Goal: Students will simulate trench warfare.
Objective: Students will recognize the futility and reality of trench warfare and understand its implications for WWI as a whole.
Objective: Students will recognize the futility and reality of trench warfare and understand its implications for WWI as a whole.
California State Content Standards
10.5.2. Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).
Common Core Literacy Standards
CCSS.ELA-LITERACY.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
Driving Historical Question
What was the purpose of trench warfare and how did it affect WWI?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 10
Students will start class by answering 5 check for understanding questions in their work packet (previously provided). These questions will be:
- What is trench warfare?
- Where was this kind of war fought?
- Who was involved, doing the actual fighting?
- How did this affect the war?
- Explain why trench warfare happened.
Vocabulary (Content Language Development) ‖ Time: 5
Trench
Machine gun
Artillery
Volley
No Man’s Land
Casualty
These important terms for this lesson will be addressed as the simulation is taking place as well as when the teacher is describing the lesson to the students.
Machine gun
Artillery
Volley
No Man’s Land
Casualty
These important terms for this lesson will be addressed as the simulation is taking place as well as when the teacher is describing the lesson to the students.
Content Delivery (Method of Instruction) ‖ Time: 15
Before beginning the lesson, the class will be divided into two sides with two rows of desks on each acting as the trenches. Also, many paper balls will be made to use as gun fire and artillery shells. As students come in, they will be divided into either the French side or the German side. After finishing the introduction, students and teachers will remove extra desks quickly so that there is room for the students to hide in the trenches. The middle empty section will serve as No Man’s Land.
The teacher will give these instructions and ensure that the game moves along smoothly and that everyone is following directions.
One round consists of one side leaving the trenches (either en masse or choosing a smaller group) the other group must use their allotted balls to hit anyone in the middle.
If they are hit, students must sit down as casualties until their teammates can rescue them (either after all of the attackers are down or they have taken the flag of the defenders).
Defenders have five balls each while the attackers get three when they move into the middle. The attackers must make it across the middle to the other side and take one of the paper flags taped to the wall behind the defenders.
The defenders must protect their flag and turn all of the attackers into casualties.
After one attack, both sides regroup, rearm, and switch roles. Each side should get at least two times attacking, more if there is enough paper.
These instructions have been adapted from this classroom simulation.
The teacher will give these instructions and ensure that the game moves along smoothly and that everyone is following directions.
One round consists of one side leaving the trenches (either en masse or choosing a smaller group) the other group must use their allotted balls to hit anyone in the middle.
If they are hit, students must sit down as casualties until their teammates can rescue them (either after all of the attackers are down or they have taken the flag of the defenders).
Defenders have five balls each while the attackers get three when they move into the middle. The attackers must make it across the middle to the other side and take one of the paper flags taped to the wall behind the defenders.
The defenders must protect their flag and turn all of the attackers into casualties.
After one attack, both sides regroup, rearm, and switch roles. Each side should get at least two times attacking, more if there is enough paper.
These instructions have been adapted from this classroom simulation.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 33
Students are required to act in the game as opposing sides of WWI. They must follow the rules, taking turns as attacker and defender, using only the paper balls provided to them, sitting and waiting while they are a casualty, and acting in a safe manner. While students are required to get across the middle, they cannot run; and while they are required to get to the back of the defender’s trenches to get the flag, they are not allowed to jump over desks or to do something to injure other students. Breaking any of these rules will mean failure for the lesson as well as sitting out for the remainder. When not actively participating or when the other team is finishing their cleanup of the casualties, students must think about what life was like in a trench for an average soldier.
Lesson Closure ‖ Time: 5
On a provided index card (What, So What? Now What?), students will write down what they learned from this activity, explain its importance to the lesson as well as to modern world history as a whole, and then will talk about what they will do with this information. Students can use the back and front but the small space will force them to be concise (as will the time limit).
Assessments (Formative & Summative)
Formative: Instructor will gauge student and class recall using their responses to the opening questions and any discussion that follows.
During the activity, the instructor can observe student engagement in the lesson as well as ensure that students follow the rules and are actually using this fun lesson for learning.
Summative: Collecting the index cards at the end of class will give the instructor an idea of which students actually grasped the importance of the lesson and met the objective.
During the activity, the instructor can observe student engagement in the lesson as well as ensure that students follow the rules and are actually using this fun lesson for learning.
Summative: Collecting the index cards at the end of class will give the instructor an idea of which students actually grasped the importance of the lesson and met the objective.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Much of this lesson is verbal and focuses on physical activity and less on reading. The spoken instructions may be difficult for certain ELs so it is important for the instructor to pair them with another student (i.e. have them be on the same team) so that they can fully understand what is said and emulate what that student is doing. This will also be helpful for any students with special needs that may struggle with understanding the instructions.
The short writing at the closure is very simple but any EL, SR, or SSN that needs extra time and support to write up a response will be given extra time so that they do not feel rushed to finish (nor will they be constrained to the index card if they feel they need more space to write).
The short writing at the closure is very simple but any EL, SR, or SSN that needs extra time and support to write up a response will be given extra time so that they do not feel rushed to finish (nor will they be constrained to the index card if they feel they need more space to write).
Resources (Books, Websites, Handouts, Materials)
Paper (lots of it)
Journal and Check for Understanding packet
Index cards
Textbook
Journal and Check for Understanding packet
Index cards
Textbook