Stratford School Academy
Schemes of Work
Origins of World War One
Number of weeks (between 6&8)
Content of the unit
 Key issue: Why were there two armed camps in Europe in 1914?
6 weeks
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Assumed prior learning (tested at the beginning of the unit)
Development of the Triple Alliance, Entente Cordiale and Anglo-Russian Agreement:
Britain’s emergence from splendid isolation
Kaiser Wilhelm II’s aims in foreign policy: Weltpolitik; ‘a place in the sun’; attitudes
towards Great Britain; development of the Navy
The Moroccan Crises of 1905 and 1911 and their effects on the alliances
The Bosnian Crisis 1908–1909 and its effect on the alliances
The arms race – military and naval: why did countries increase the size of their armies?
The Anglo-German Naval Race.
Basic background including dates of the war and who was fighting
who.
Should be able to recall the assassination of Arch Duke Franz
Ferdinand.
Should understand the concept of an alliance.
Key issue: Why did war break out in 1914?
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Aims of Austria-Hungary and Serbia in the Balkans: the role of the Black Hand
The assassination at Sarajevo: Gavrilo Princip; the response of Austria-Hungary; the
ultimatum and Serbia’s response
The events leading to war; the role of the alliances in 1914
The Schlieffen Plan and its effects on the outbreak of war; its part in bringing about Great
Britain’s declaration of war on Germany
Responsibility for the outbreak of war and the escalation of the conflict.
Mid unit -Week 4 –
10 mark question
end of unit
assessments Week 8 – practice
exam
HW and
Knowledge tests
throughout
Week 4 and
week 8 – in line
with assessment
points
Learning Outcomes (tested at the end and related to subject competences)
Change & Continuity
Assessment points Written feedback points
and tasks
I can identify a change or continuity without reason or justification
I can identify a change and/or continuity without reason or justification
I can identify several examples of change with a simple description
I can identify several examples of change and/or continuity with a simple description
I can describe examples of change and/or continuity without specifying time periods or comparison across time
I can describe examples of change and/or continuity within a given time period
I can describe examples of change and/or continuity across given time periods
I can explain examples of changes and/or continuity within a given time period
I can explain examples of changes and/or continuity across given time periods with justification
I can analyse examples of changes and/or continuity and their impact across given time periods
I can evaluate the impact and significance of changes and/or continuity across chosen time periods in depth
I can evaluate rates of changes and/or continuity across several chosen time periods to justify impact in depth
I can evaluate if/or at which point an event/change became inevitable
I can evaluate whether change is always goof and the variable rate of change
I can evaluate the impact of factors as accelerants for change e.g. war, individuals, science and technology
Lesson
Clear learning intentions
Clear success criteria
Hook
Presentation of content
Guided practice
Independent practice
(homework)
Page 1 of 9
Closure
Stratford School Academy
Schemes of Work
Origins of World War One
Lesson
Clear learning intentions
Clear success criteria
Hook
Presentation of content
Guided practice
Independent practice
Closure
(homework)
1.
Why did the powers of
Europe form into 2 armed
camps by 1914?
E/F
Name the countries that
made up the two
alliances and describe
how the alliances came
about
D/C
Describe how the two
alliances came about
and explain how they
increased tension in
Europe
B+
Analyse to what extent
the alliances were
intended as defensive
arrangements
Starter:
Teacher explains structure
of the course – how many
units, how they will be
assessed, which topics will
be studied, when etc
Recap prior knowledge of
WW1:
 Students brainstorm in
pairs
 Four students given
board markers and
asked to record an idea
each on the board. They
pass on their pens until
most students have had
a chance to participate.
 True/ false quiz using
SMB
Development of the Triple Alliance,
Entente Cordiale and Anglo-Russian
Agreement.
Britain’s emergence from splendid
isolation.
Exam practice 1a (describe)
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Ppt inc images of Wilhelm II
Information sheet about foreign
policy (in student booklet)
Photos of European leaders
Scissors and glue
Sources A and B (in student booklet)
Source analysis grid x2
Mark scheme (in student booklet)
Homework task sheet (in student
booklet)
Main:
Whole class reading of information
sheet about alliances.
Homework - exam
practice: In 1914, two
armed camps existed in
Annotate map of Europe with details
Europe, the Triple
about the alliances. Less able to focus
Alliance and the
on correctly identifying the two camps; alliances between
middle ability to add details about
Britain, France and
individual alliances; more able to
Russia. Describe the
include information from before 1900
main features of this
alliance system.
Complete grid summarising the concerns (question 1a from
of the 6 main powers.
specimen paper).
Differentiated success
Source work – The Chain of Friendship.
criteria on task sheet.
Complete source analysis grid then write
a paragraph about it. Simplified grid for
less able.
Plenary:
Learning Triangle:
Three things you
have learnt today;
two questions
that you still have;
one thing that
would have made
the lesson better
Main:
Whole class reading of information
sheet about foreign policy. Students
highlight key words; check everyone
understands the priorities of each
power.
Plenary:
Peer marking of
paired writing
E/F – What can you see in the portraits of
Wilhelm?
D/C – Why do you think he has chosen to
be portrayed in this way?
D/C – Which photo do you think is the
“real” Wilhelm?
B+ - Are there any details that are
common to all 3 paintings?
B+ - How useful are these paintings as
historical evidence?
2.
What did the leaders of
Europe want from their
foreign policy?
E/F
Describe the aims of
German foreign policy
D/C
Explain the reasons
behind Germany’s aims.
B+
Assess why Germany’s
aims caused concern
Starter:
Show images of Wilhelm II.
Class discussion of what they
suggest about his character
– see differentiated Qs
Kaiser Wilhelm II’s aims in foreign policy:
Weltpolitik; ‘a place in the sun’; attitudes
towards Great Britain;
Exam practice 1b (interpretation)
 Ppt inc images of Wilhelm II
 Information sheet about foreign
policy (in student booklet)
 Photos of European leaders
 Scissors and glue
 Sources A and B (in student booklet)
Page 2 of 9
Stick photos of European leaders into
books. Label photos with details of what
each country wanted
Homework – exam
practice: Q1b from
specimen paper. Email
to teacher by the end of
the weekend.
Stratford School Academy
Schemes of Work
Origins of World War One
Lesson
Clear learning intentions
Clear success criteria
Hook
Presentation of content
Guided practice
Independent practice
Closure
(homework)
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amongst other
countries.
Source analysis grid x2
Mark scheme (in student booklet)
Homework task sheet (in student
booklet)
E/F – What can you see in the portraits of
Wilhelm?
D/C – Why do you think he has chosen to
be portrayed in this way?
D/C – Which photo do you think is the
“real” Wilhelm?
B+ - Are there any details that are
common to all 3 paintings?
B+ - How useful are these paintings as
historical evidence?
3.
How did the arms race bring
World War One closer?
E/F
Describe what the arms
race was.
D/C
Explain why the arms
race developed.
B+
Assess the reasons why
it brought war closer.
Starter:
Look at arms race chart
(McCabe p18, also on ppt).
What conclusions can we
draw from this? How useful
are charts and statistics as
historical evidence? More
able can compare with how
Walsh p10 presents the
same info in a different
fashion.
The arms race – military and naval: why
did countries increase the size of their
armies?
The Anglo-German Naval Race.
CA practice (historical enquiry)
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Ppt inc arms race chart (from
McCabe p18)
Alternative arms race chart (Walsh
p10)
Information sheet about arms race
(in student booklet)
Differentiated arms race source
pack
Computer room
Homework task sheet (in student
Page 3 of 9
Source work – study sources A and B
(from Clare pp 8-9). Complete analysis
grid. Simplified grid for less able.
Show the class a sample mark scheme
for the source question.
Teacher modelling: how to answer a
source question at GCSE (Source A gives
a view of German foreign policy in the
years leading up to World War One. Do
you agree that the Kaiser was obsessed
with becoming a world power?)
Paired writing (using A3 paper to ensure
that pupils work together): Source B
gives a view of German foreign policy in
the years leading up to World War One.
Do you agree that the Kaiser had an
aggressive approach to his European
neighbours?
Main:
Return source HW (pupils should stick it
into their books) – what lessons can we
draw from this? Stress the importance of
acting upon feedback.
Read the information on the arms race
from the student booklet (labelled Week
Three Reading).
Group work – historical enquiry: did the
arms race bring WWI closer? Fill in grid
on source material, answer Qs about the
arms race and summarise findings on no
more than 3 ppt slides (max 1 image and
2 bullet points per slide). Grouping by
ability. Differentiated source packs and
differentiated Qs about the arms race.
Homework – find out
about the Morocco and
Bosnian Crises. Stress
that student’s need to
record what they have
found out on a single
index card and to bring
it to the next lesson.
They will be able to use
the card (but no other
resources) in a test on
what they have learnt.
Plenary:
Peer assessment
(wwe ebi) of
presentations
using SMB. Pupils
write down the
verbal feedback
which they
receive.
Stratford School Academy
Schemes of Work
Origins of World War One
Lesson
Clear learning intentions
Clear success criteria
Hook
Presentation of content
Guided practice
Independent practice
Closure
(homework)
4.
What crises affected Europe
1905 – 1913? Why did these
not result in war?
D/E
Describe each crisis
clearly and explain how
they caused tension in
Europe
Starter:
Look at alliance map of
Europe – why did tension
erupt where it did?
B/C
Write a clearly
structured answer with
lots of detail about the
crises
Check students have done
their HW – ten questions to
check comprehension.
Students can use their index
cards to help them answer.
booklet)
 Index cards
 SMB
E/F – What was the arms race?
C/D – Why do you think the navy was so
important to Britain?
E/F – What reasons did the Germans give
for the growth of their navy?
C/D – Do you agree with these reasons?
Explain your answer
B+ - What evidence is there that the
naval arms race increased tension
between Germany and Britain?
E/F – What do the sources tell you about
Wilhelm’s view of England?
C/D – Summarise the different German
views about going to war.
E/F – Can you pick out any interesting
details from the pictures of the
dreadnoughts?
C/D – What do these details tell you
about the effectiveness of the
dreadnoughts as warships?
C/D – What conclusions can you draw
about the numbers of dreadnoughts built
by Britain and Germany in the years
leading up to 1914?
B+ - What were the powers on mainland
Europe doing whilst Britain and Europe
increased the size of their navies?
B+ - What do the sources tell you about
the overall impact of the arms race?
The Moroccan Crises of 1905 and 1911
and their effects on the alliances
Less able to look at naval arms race
only. More able to look for additional
evidence online.
Feedback presentations
Exam practice 1c (comparison)
Main:
Complete crises grids – 3 versions aimed
at the 3 learning outcomes. Student
booklets contain information for those
who have not done their homework.
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SMB – which crisis…. (show students a
number of descriptions on the ppt.
They write down which crisis is being
The Bosnian Crisis 1908–1909 and its
effect on the alliances
Ppt
Alliance map of Europe
Page 4 of 9
Homework – redraft
essays over summer
holidays
Plenary:
Peer assessment
against studentfriendly mark
scheme. Identify
the grade at
which your
partner is
currently working
Stratford School Academy
Schemes of Work
Origins of World War One
Lesson
Clear learning intentions
Clear success criteria
Hook
Presentation of content
Guided practice
Independent practice
Closure
(homework)
A*/A
Write a balanced, wellargued answer that
makes good use of both
crises
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HW check questions
HW test page (in student booklet)
Differentiated crises grids
Information sheet about Moroccan
and Bosnian Crises (in student
booklet)
SMB
Information sheet on either/or
questions (in student booklet)
Student-friendly mark scheme (in
student booklet)
Homework task sheet (in student
booklet)
HW Check Qs
E/F Which European power controlled
Morocco before 1905?
E/F Which country wanted to take
control?
C/D Why did Germany want to oppose
the French in Morocco?
C/D What did the Kaiser do in 1905?
C/D What did the Kaiser say in his
speech?
C/D What happened at the conference in
Algeciras, 1906?
B+ How did the First Moroccan Crisis
affect the balance of power in Europe?
C/D Why did the French army go to
Morocco in 1911?
C/D How did the Germans react?
B+ What was the impact of the Second
Moroccan (Agadir) Crisis?
E/F What worried the Austro-Hungarian
Empire in the Balkans?
E/F What was the status of Bosnia in
1908?
E/F What happened in 1908?
C/D How did Serbia react to this?
B+ What was the impact of the Bosnian
Crisis?
SMB Qs
Page 5 of 9
described) Select students to justify
their views.
Teacher explains how to tackle either/
or Qs
Exam practice – Which event caused the
most tension between the Great Powers
in Europe between the years 1905 – 11,
Morocco or Bosnia?
and give them 2
pieces of advice
about how to
improve.
Students record
the feedback they
have received in
the logs at the
back of their
exercise books.
Stratford School Academy
Schemes of Work
Origins of World War One
Lesson
Clear learning intentions
Clear success criteria
Hook
Presentation of content
Guided practice
Independent practice
Closure
(homework)
5.
How did war break out?
Why did a European war
become a world war?
E/F
Describe the
assassination of
Archduke Franz
Ferdinand
D/C
Explain how the
assassination lead to a
world war
B+
Evaluate the reasons
why war didn’t break out
before 1914
Starter:
Test to recap knowledge of
long term causes of WW1 –
2 versions: multiple choice
for less able; just questions
for more able.
F/E - Which country already had a lot of
influence in North Africa?
F/E – Which country wanted to take over
Bosnia?
D/C – Which crisis brought England and
France closer together?
D/C – Which crisis involved AustriaHungary
D/C – Which crisis featured Germany
trying to play a bigger role on the world
stage?
B+ - Which crisis brought Europe the
closest to war? Justify your answer.
B+ - Which crisis set up the most
problems for Europe in the future?
Justify your answer.
Aims of Austria-Hungary and Serbia in
the Balkans: the role of the Black Hand
The assassination at Sarajevo: Gavrilo
Princip; the response of Austria-Hungary;
the ultimatum and Serbia’s response
The events leading to war; the role of the
alliances in 1914
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Ppt
Recap test papers (x2)
Days That Shook the World DVD
DVD equipment, inc speakers
Note-making page (in student
booklet)
Information sheet about the
assassination (in student booklet)
Homework task sheet
F/G – Which countries made up the
Triple Alliance?
F/G – Which countries were known as
the Triple Entente?
D/E – Which three leaders were related
to each other?
Page 6 of 9
Main:
Watch episode from Days That Shook
The World (The Assassination of Franz
Ferdinand, season 1, episode 2) – make
notes in student booklet
In groups, find a way to convey the
following information:
 What happened in Sarajevo?
 How did this lead to war across
Europe?
 How did this escalate to world war?
Students should be encouraged to
choose the media which suits them best
– options might include a piece of
drama, freeze frames, posters,
information booklets …
The 3 Qs become progressively more
complex - less able will only manage
the first two Qs; more able will
combine a range of media
W/C feedback – focusing on how the
assassination led to a world (rather than
just European) war.
Exam practice – In 1911 the Black Hand
Collect HW (redrafted
essays on the Moroccan
and Bosnian crises)
Homework – find out
about the Schlieffen
Plan (most able group
also plan a SMB quiz to
text the class’
understanding)
Plenary:
Peer assess exam
practice – www
ebi feedback.
Stratford School Academy
Schemes of Work
Origins of World War One
Lesson
Clear learning intentions
Clear success criteria
Hook
Presentation of content
Guided practice
Independent practice
Closure
(homework)
6.
Why did Britain go to war in
1914?
E/F
Describe the Schlieffen
Plan.
D/C
Explain how the
Schlieffen Plan
contributed to Britain’s
decision to go to war in
1914.
B+
Evaluate the different
long and short term
causes of Britain’s
decision to go to war in
1914.
Starter:
Return HW from summer
holidays (Moroccan and
Bosnian crises) – what
lessons can we draw from
this?
NB the exam practice and
this week’s homework are
designed to give intensive
opportunities for pupils to
use this feedback.
Schlieffen Plan quiz –
conducted by most able
group
C/B – What was Wilhelm II like?
D/E – Which country had a policy of
Splendid Isolationism?
D/E – Which country wanted A Place In
The Sun?
C/B – Why did France dislike Germany?
A/A* – What were the strengths and
weaknesses of Russia?
C/B – What was main priority in Austria
Hungary’s foreign policy?
D/E – Which one of the six main powers
was Serbia’s greatest ally?
A/A* – Why were dreadnoughts such
powerful ships?
C/B – Who won the naval arms race and
by how many ships?
D/E – Which countries were brought
closer together by the Moroccan Crises
of 1905/6 and 1911?
A/A* – What was the outcome of the
Bosnian Crisis of 1908-9?
The Schlieffen Plan and its effects on the
outbreak of war; its part in bringing
about Great Britain’s declaration of war
on Germany
was formed in Serbia. By 1914 it had
around 2500 members. Describe the
part played by the Black Hand in the
assassination of Franz Ferdinand in
Sarajevo in 1914.
Exam practice 1c (comparison)
If necessary, T/E: what was the
Schlieffen Plan and why did it fail?
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Discuss in groups – why did Britain get
involved in the war?
Feedback, focusing on
 Schlieffen Plan – vulnerability of
Channel coast, honouring Treaty of
London, public opinion
 Arms race – resentment/ fear of
Germans
 End of Splendid Isolationism and
development of Triple Entente
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Ppt
Information sheet about the
Schlieffen Plan (in student booklet)
Timeline content (x2)
Blank timeline (in student booklet)
Sample exam answer (in student
booklet)
Homework task sheet
Main:
Label events on timeline (3 versions
with fewer events for less able, and no
events for most able)
Recap what makes a good answer to the
either/ or Q (using methodology from
week 4)
Page 7 of 9
Homework (exam
practice 1c –
comparison): Which
was the more important
reason for the outbreak
of the First World War
in 1914: the Moroccan
Crises of 1905 and 1911
or the assassination at
Sarajevo in 1914? You
must refer to both
reasons when
explaining your answer.
Plenary:
Peer assess exam
practice
Stratford School Academy
Schemes of Work
Origins of World War One
Lesson
Clear learning intentions
Clear success criteria
Hook
Presentation of content
Guided practice
Independent practice
Closure
(homework)
Exam practice: Which was the more
important cause of Great Britain’s entry
into World War I: the naval race with
Germany, 1906 – 1914 or the Schlieffen
Plan?
7
Was Germany most to
blame for the war?
E/F
Give a simple opinion as
to whether Germany
was to blame
D/C
Look at both sides of the
story and use historical
evidence to back up your
own opinion
B+
Analyse who, if anyone,
was responsible for the
war
8
How well can I perform in a
Unit 1 exam?
E – 6 out of 20
C – 10 out of 20
A – 13 out of 20
Starter:
Brief teacher exposition –
the cost of WW1
Responsibility for the outbreak of war
and the escalation of the conflict.
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WW1 images ppt
Ppt
9 witness statements (in student
booklet)
Evidence table (in student booklet)
What to revise (in student booklet)
Homework task sheet
E/F - Who are you?
E/F - What is your view about the start of
the war?
C/D - What evidence do you have to
support your view?
C/D - Can we trust this witness?
B+ - In what way was the start of the war
inevitable?
Exam practice
January 2011 unit 1 paper – NB questions
not differentiated for this lesson:
Page 8 of 9
Main:
Put Germany on trial (following Walsh
pp. 12-13: allocate 9 students to play the
various witnesses, complete table
analysing their evidence, then role play
the jury in reaching a verdict – all
resources are in the student booklet)
Allocate more able pupils to more
challenging witness roles – see
PowerPoint
Individual writing: Was Germany most to
blame for the war?
Homework – revise for
end of unit test
Source work:
Recap what makes a good answer to the
source Q (using methodology from week
2)
Exam practice: study Source G from
page 13 of your student booklet.
Source G suggests a reason why Britain
should declare war on Germany in 1914.
Do you agree that this was the main
reason Britain went to war against
Germany in 1914? (6 marks)
Period 1:
Final revision time – in groups, make an
A4 poster and presentation on your
given topic. Present to the rest of the
class:
 Red and orange – Schlieffen
Homework – how and
when did Russia leave
the war? How did the
other powers feel about
Plenary:
Self assess exam
practice
Stratford School Academy
Schemes of Work
Origins of World War One
Lesson
Clear learning intentions
Clear success criteria
Hook
Presentation of content
Guided practice
Independent practice
(homework)
Describe the main events of the Second
Moroccan Crisis which took place in
1911.
Source A suggests a reason why AustriaHungary should declare war on Serbia in
1914. Do you agree that this was the
main reason Austria-Hungary went to
war against Serbia in 1914?
Which was the more important reason
for Britain joining the war against
Germany in 1914:
 the Entente Cordiale, 1904
 the use of the Schlieffen Plan in
1914?
Page 9 of 9
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Plan
Yellow – Second Moroccan
Crisis
Green – Entente Cordiale
Blue – Austria’s declaration of
war on Serbia
Purple – Conrad von Hötzendorf
Periods 2 and 3:
January 2011 unit 1 paper – 90 mins
(emphasis is on technique not timing at
this stage)
Teacher marking using AQA mark
scheme – use data to set initial
predicted grades and to revise seating
plan
this?
Closure