LESSON PLAN DAY ONE
Name: Nate Vize
Topic: World War One
Grade: 12
MISSOURI GRADE LEVEL EXPECTATIONS:
-“Trace the origins, and relationships among the world wars, revolutions, and global conflicts of 20th
century to determine their impacts on the world today.”
-“Analyze treaties, agreements, and international organizations to determine their impact on world
challenges along with national and international order.”
-“Analyze laws, policies, and processes to determine how governmental systems affect individuals and
groups in society.”
-“Compare and contrast evolving governmental systems, including monarchy, totalitarianism,
theocracy, and representative government to determine their impact on society.”
-“Create and use maps and other graphic representations in order to explain relationships and reveal
patterns or trends.”
LESSON OUTCOMES
Students create a map graphically representing Europe in 1914 which labels the names, government
systems and alliances of all of the nations of Europe.
LESSON SUMMARY
Students complete a general pre-assessment for the unit before beginning to fill out information within
their maps based upon a power point presentation and a web quest which will focus upon the various
government systems of the major players in World War One as well as their relationships to one
another in order to better understand the geopolitical themes that are the origins of World War One.
MATERIALS/RESOURCES:
Maps, power points, devices.
PROCEDURES:
Readiness: [15 Min]
1. Students complete a kahoot pre-assessment over general facts of World War
One https://create.kahoot.it/?_ga=1.96671647.1271624545.1447342855&deviceId=dd9230
62-8586-4d53-90f0-91c5b341d9a3#survey/51b9d33c-414b-45dd-aaa7d2c4bf4791b9/reorder/edit
Focus: [35 Min]
2. Students are given blank maps of Europe and instructions to fill in the following
information for each nation: name of country, government systems and alliance/treaty that
nation is a part of. This will help students to record and note relationships, trends and
patterns.
3. Teacher puts a political map of Europe on the smartboard and gives students some time to
label specific nations by name on their maps.
4. Teacher then plays a few power point slides that define monarchy, totalitarianism,
theocracy, and representative government as students define these terms on a note sheet on
the back side of their maps.
Closure: [10 Min extending into homework]
5. For the rest of class and for homework, students will complete a webquest where they will
seek to discover which of the four covered government systems best describes each nation
and then labelling the corresponding nations on the map with the government system that
best describes it.
6. Students will also look up the following terms during their webquest: the Dual Alliance
(1879), the Triple Alliance (1882), the Reinsurance Treaty (1887), the Franco Russian
Alliance (1892):, Entente Cordiale (1904):, Anglo – Russian Entente (1907) and
Panslavism. Students will list the nations within each of these international
agreements/organizations on the lines provided within the worksheet.
7. Students will label which nations were involved in each of these alliances, treaties and
international organizations both on their maps and on the backs of the map pages
themselves.
ASSESSMENT: The Kahoot pre-assessment will focus on very basic concepts surrounding the origins
and events of World War One such as which nations were on each side, what triggered the war, how
the war ended and who won. This formative assessment will largely influence the degree of depth that
we cover as we provide verbal instructions throughout the unit. Furthermore, summative assessment
will be performed in assessing the maps as we look to see that students accurately labeled their maps
with nation names, government systems and alliances so that they will eventually be able to notice
patterns between these themes as we progress with the unit that explain the origins of World War One.
Ultimately, I want to see clues that students are beginning to notice trends and patterns pertaining to
laws, treaties and governmental systems that set the basis for the two sides in World War One.
DIFFERENTIATION:
In giving students a webquest to define various treaties and key terms, students are given the
opportunity to provide a very detailed and in-depth explanation of these key terms and treaties or to
simply provide the most basic information such as which nations were signed onto a treaty and in
general what the treaty would mean for relations between the two nations. Anything from an in-depth
history behind how these nations came to sign these agreements to a simple list of nations that plan on
defending one another in the event of attack will suffice. Also, being a webquest, students have the
capacity to find their information from a source of a level of complexity which they are comfortable
with reading.
TECHNOLOGY:
Smartboard [or other screen capable of portraying a power point or similar medium of presentation]
and the student devices used for the webquest.
SOURCE: Nathan Nico Vize
Label the name, government system and alliance’s of the nations on this map.
(Great Britain, France, Russia, Germany, Austria-Hungry, Italy, Serbia and the Ottoman Empire)
Also, while we are at it, what year is this?_______________________________
Define the Following:
The Dual Alliance (1879): ____________________________________________
The Triple Alliance (1882) ___________________________________________
The Reinsurance Treaty (1887) _______________________________________
The Franco Russian Alliance (1892) ___________________________________
The Entente Cordiale (1904) __________________________________________
The Anglo – Russian Entente (1907) ___________________________________
Panslavism_________________________________________________________
Monarchy: ________________________________________________________
__________________________________________________________________
__________________________________________________________________
Totalitarianism: ____________________________________________________
__________________________________________________________________
__________________________________________________________________
Theocracy: ________________________________________________________
__________________________________________________________________
__________________________________________________________________
Representative Government: _________________________________________
__________________________________________________________________
__________________________________________________________________
LESSON PLAN DAY TWO
Name: Nate Vize
Topic: World War One
Grade: 12
MISSOURI GRADE LEVEL EXPECTATIONS:
-“Trace the origins, and relationships among the world wars, revolutions, and global conflicts of 20th
century to determine their impacts on the world today.”
-“Analyze treaties, agreements, and international organizations to determine their impact on world
challenges along with national and international order.”
-“Analyze laws, policies, and processes to determine how governmental systems affect individuals and
groups in society.”
-“Create and use tools to analyze a chronological sequence of related events that happen at the same
time.”
-“Take informed action based on their learning.”
LESSON OUTCOMES
Students analyze the policies, treaties, agreements, international organizations and governmental
systems introduced to them last class to take informed action as to how a chronological sequence of
related events would unfold at the same time setting the origins of World War One into motion.
LESSON SUMMARY
Students turn in their maps from the prior class period. Next students engage in a “four corners” review
exercise where they must identify the governmental system. After the review, students pull the names
of various nations from a hat. Two students will have each nation. First students pair up with their
fellow delegates from their countries, then with fellow delegates within their treaties and then fellow
delegates within their “side” of what will become World War One before completing a Spider Web
discussion as delegates from the nations of World War One. The rest of class will be devoted to a
spider web discussion where students take informed action as to understand how the entangling of
alliances that they covered last class led to the origins of the First World War.
MATERIALS/RESOURCES:
Maps, power points, devices, flow chart graphic organizer [kept very basic to scaffold responsibility
towards the students and not give anything away during the spider web discussion] and yarn.
PROCEDURES:
Readiness: [25 Minutes]
1. Students turn in their maps from last class so that the teacher may provide summative
assessment of what students learned in the previous class.
2. Next students reinforce their homework’s summative assessment of the nations’
government systems and treaties with a formative “Four Corner” review at the beginning of
class. Like this, the four corners of the classroom will consist of “Monarchy,”
“Totalitarian,” “Theocracy” and “Representational Government.” The teacher will read
something like “Government run by religious clerics who dictate laws based upon religious
dogma.” Or “A hereditary authoritarian government passed from father to son generation
after generation.” The students will have to move to the corner that describes these best and
then the teacher will ask the students in each corner to justify their response.
3. After the “Four Corner” review of the four government systems, students select nation
names from a hat: Britain, France, Germany, Russia, Italy, the Ottoman Empire, Austria –
Hungary and Serbia [2 students for each nation]. Students are then instructed to find the
other student diplomat from their nation.
4. To review the alliances covered last class, pairs of student diplomats then match up with
their treaty partners from the following treaties which students were introduced to the
following class and had a homework assignment on the night before which are: the Dual
Alliance (1879), the Triple Alliance (1882), the Reinsurance Treaty (1887), the Franco
Russian Alliance (1892):, Entente Cordiale (1904):, Anglo – Russian Entente (1907) and
Panslavism.
Focus: [30 Minutes]
5. After having convened with their political blocs, the teacher then hands the Austrian
diplomats a wad of yarn and all students are given their own flowchart graphic organizers.
6. As the teacher moves through a script on power point, students will be filling out steps in
their flowchart graphic organizers that describe the sequence of events that led to the
origins of World War One.
7. Teacher begins to read through a script describing the events that led to World War One.
8. At various parts throughout the script, the teacher stops and asks the students with the yarn
to predict how they would respond based upon laws, policies, processes, treaties,
agreements and existing international organizations which their nation is a part of.
9. Provoked by what they have learned in this unit so far, the script and their teacher’s line of
questioning, pairs of student delegates will describe the informed action that their nation
will take and will toss the yarn to the nation that they are acting against or who they expect
their nation’s decision will provoke a response from. [For example, when Austria declares
war on Serbia, the Austrian student delegates pass the yarn to Serbia. Serbia then tosses the
yarn to their ally Russia who mobilizes their troops on their Western border with Germany
forcing them to toss the yarn to Germany who declares war on Russia and thus tosses the
yarn back to Russia who then tosses the yarn to their ally France and so forth.
Closure: [5 minutes extending into homework]
10. For homework, students complete a short written response [8 – 16 sentences] making an
argument for which nation is most responsible for the origins of World War One. Students
will focus on the informed action that students took while considering laws, policies,
processes, government systems, treaties, agreements and international organizations which
led to a chronological set of events occurring at the same time contributing to the origins of
World War One.
ASSESSMENT:
The initial homework assignment will provide summative assessment allowing the teacher to focus on
the target goals from the day prior which involve students developing a mastery of understanding the
location, government systems, treaties, agreements, laws and policies of nations that played a vital role
in the origins of World War One. To provide further practice and formative assessment of how well
students have understood the government systems and alliances covered in the previous class, we will
complete a “four corners” review of the government systems [monarchy, theocracy, representative
government and totalitarian government] as well as a quick review as students are asked to partner up
with their fellow delegates according to political blocs that would emerge from the treaties that we
covered last class. Students will remain within these political blocs throughout the Spider Web review
which will provide ample formative assessment of an authentic performance as students take informed
action based upon the information that they learned in the previous class and just reviewed as they are
introduced to new information effecting these same nations.
DIFFERENTIATION: When students review the previous day’s lesson, they will review in a fashion
that will allow students to work together. As students complete the “four corners” review and are later
asked to form political blocs, they will be able to follow their peers and bounce ideas off of their peers
as they move around the room. This will give advanced learners an opportunity to lead and struggling
learners a chance to learn from their peers as they review. This principle should hold true throughout
the Spider Web discussion as every nation will have at least 2 delegates to take informed action based
upon previously learned materials together.
TECHNOLOGY:
Smartboard [or other screen capable of portraying a power point or similar medium of presentation]
and the student devices used for the webquest.
SOURCE: Nathan Nico Vize
Archduke Franz Ferdinand of Austria is
assassinated in Sarajevo by Gavrilo Princip,
a member of the “Black Hand.” This
organization called the “Black Hand” is an
organization financed and controlled by the
Serbian military. [28 June 1914]
In 8 – 16 sentences for homework, please write a short
answer piece that describes which of these nations you blame
most for the origins of World War One and why.
LESSON PLAN DAY THREE
Name: Nate Vize
Topic: World War One
Grade: 12
MISSOURI GRADE LEVEL EXPECTATIONS:
-“Trace the origins, and relationships among the world wars, revolutions, and global conflicts of 20th
century to determine their impacts on the world today.”
-“Anticipate and utilize the most useful sources to address their questions”
-“Create and use maps and other graphic representations in order to explain relationships and reveal
patterns or trends.”
LESSON OUTCOMES: Students connect the events that they have already studied in this unit to the
Schlieffen Plan’s execution as the origin of World War One’s Western Front which they will analyze
by utilizing one of the most useful sources to address this question.
LESSON SUMMARY: A quick pre-assessment will take place as students have a brief chance to
share which country they mostly blamed for World War One and why [which was the basis of their
homework prompt] before we transition from the origins of World War One to the mechanics of its
execution. Using a power point, students will complete a graphic organizer that defines and describes
the nature of the Schlieffen Plan, its execution and the effects that it would have on Europe as a whole.
Students will be shown a visual that compares the Western Front of World War One to the Western
Front of World War Two to focus on the relationship between the two and to begin suggesting that
World War One had an impact on the 20th Century that would set the pace for World War Two to
begin. Students will then complete a reading-comprehension based activity where they will utilize one
of the most useful sources to understanding the nature of World War One’s Western Front.
MATERIALS/RESOURCES:
Maps, power points, devices, printed text documents
PROCEDURES:
Readiness: [15 Minutes]
1. Students turn in their homework essays asking them to provide an argument blaming one of
the nations discussed last class for the advent of World War One. This will be assessed in a
summative fashion as the teacher looks for evidence that students are analyzing government
systems, treaties, policies, laws and the informed actions of nations in their reasoning as
well as are understanding the substantive origins of World War One.
2. Students are given back their maps from the first day of this unit.
3. Students are asked verbally to consider the question of how they would go about invading
France if they were Germany looking at their maps and a similar map of Europe in 1914
provided on the smartboard.
4. Students are broken up into groups of four and are asked to consider this question as if they
were German generals who were assigned to create a battle plan and submit it to Kaiser
Wilhelm II.
5. Groups will have about 5 minutes to share their battle plans with the whole class and to
possibly argue with one another.
Focus:
6. After giving a few students opportunity to share their thoughts about invading France with
the entire class, the teacher gives students a question sheet and explains that the Schlieffen
Plan was created as a plan for Germany to invade France by marching through the
Netherlands and Belgium to avoid French troops on the German – French border.
7. The teacher also explains that in order for the Schlieffen Plan to work, Germany would
need to be able to capture Paris from the West within a period of approximately seven
weeks.
8. Next, students begin to watch a video about the execution of Schlieffen Plan as they answer
a series of questions on their question
sheet. https://www.youtube.com/watch?v=upO18Pp67fU
9. After the video, we go over the questions verbally “whole – class.” As students remain
seated, I will read the questions and ask for students to share their answers before talking
with them about their answers.
Closure:
10. Students are asked to update their maps of Europe with the themes that they learned from
the video including French fortifications on the French – German border, German troops
marching through Belgium into Northern France, British troops crossing the English
Channel and halting the Schlieffen Plan at various battles etc.
11. For homework, students will be expected to read pages 56 – 59; 212 – 218; 278 – 288 of
Ernst Junger’s Storm of Steel which have been printed out for students.
[https://www.mtholyoke.edu/courses/rschwart/hist151/wwI/Junger%20Storm%20of%20Ste
el%20selections.pdf]
12. Students will also use these 19 pages of text to respond to the final question from their
question-sheet for this lesson.
ASSESSMENT:
The initial homework assignment will provide summative assessment allowing the teacher to focus on
the target goals from the day prior. Next as students group up in pairs of four, the teacher will be able
to conduct formative assessment of the students’ capacity to take informed action using their maps and
other information covered up until this point in the unit. Throughout the rest of class there should be
some degree of limited formative assessment based upon student attention and reaction to the youtube
clip. Nevertheless, student answers to the questions themselves within the worksheet aligned to the
youtube clip will be conducted as summative assessment.
DIFFERENTIATION: When students attempt to anticipate the German strategic approach to
invading France, they will do so in groups of four which will allow advanced learners to act as leaders
and will allow struggling learners to help learn from their peers. Furthermore the video clip which
provides audio instruction and visuals of contents should appeal to various types of learners. While the
19 pages of assigned text may be difficult for students who read below grade level, it is important to
note that the themes that students must take from the text do not require knowledge of all 19 pages.
Nevertheless, students who can comprehend the contents of all 19 assigned pages from Ersnt Junger’s
text will have a greater understanding of what the Wester Front was like and how it impacted the
people that experienced it directly than had they not read this text.
TECHNOLOGY:
Smartboard [or other screen capable of portraying a power point or similar medium of presentation as
well as the youtube clip] and the student devices used to access the PDF version of the 19 assigned text
pages.
SOURCE: Nathan Nico Vize
 The Schlieffen Plan
 What did the Schlieffen Plan require to be successful?
 1. Germans needed to move through Belgium and Northern France remaining close to the coast.
 2. Germans needed to move quickly and capture Paris before French troops realized and
responded.
 3. Germans needed to wrap up the war in the West quickly so that they could divert their forces to
the Eastern Front and towards the Balkans.
 What effect do you think that the Schlieffen Plan had upon other European Nations relationship
with Germany for the rest of World War One and throughout the rest of the 20th Century including
World War 2?
 1. Relations between Britain, France, Belgium, Luxemburg and the Netherlands towards Germany
deteriorate significantly.
 2. One may have noticed references to propaganda demonizing German soldiers referred to in this
film. For example, the French and British referred to Germans as “Huns” and the Dutch and
Belgians told stories of German soldiers cutting off the hands of children.
 3. This antagonism would exist cause the Allies to be exceptionally harsh on Germany at the end of
the War.
 4. The Second World War would largely be motivated by feelings of hostility between these nations
because of the execution of the Schlieffen Plan.
 What effect did the Battle of the Mons [23 August 1914] and the Battle of Guise [29 August 1914] have
upon the execution of the Schlieffen Plan?
 It slowed the German advance which was the single largest threat to the success of the Schlieffen Plan.
 At the end of the video clip, the narrator refers the First Battle of the Marne [5 September 1914] as “the
moment of decision at hand.” Based upon the Battles of Mons and Guise, what do you think happened
at the First Battle of the Marne?
 1. Germany was defeated.
 2. The German advance of the Schlieffen Plan was halted.
 3. Having been halted, the Schlieffen Plan essentially failed because in order for it to be successful,
it needed to be carried out in a matter of weeks.
 Describe the Western Front after the Schlieffen Plan failed based upon Erst Junger’s depiction:
Students should focus upon various elements of trench warfare. Their answers could/should focus
on trench warfare’s misery for troops and stagnation of effective war plans for either side. They
should pick up on the role of Storm Troopers being soldiers whose primary function is to storm
across “no-man’s-land” into enemy trenches. This concept will help us lead into our next lesson
which will focus upon the advent of Chemical Warfare, Land Mines and other technological
advances that would play a significant throughout the 20th and 21st Centuries.
1. The Schlieffen Plan
a. What did the Schlieffen Plan require to be successful?
b. What effect do you think that the Schlieffen Plan had upon other European Nations
relationship with Germany for the rest of World War One and throughout the rest
of the 20th Century including World War 2?
2. What effect did the Battle of the Mons [23 August 1914] and the Battle of Guise [29 August
1914] have upon the execution of the Schlieffen Plan?
3. At the end of the video clip, the narrator refers the First Battle of the Marne [5 September
1914] as “the moment of decision at hand.” Based upon the Battles of Mons and Guise, what
do you think happened at the First Battle of the Marne?
4. Describe the Western Front after the Schlieffen Plan failed based upon Ernst Junger’s
depiction:
LESSON PLAN DAY FOUR
Name: Nate Vize
Topic: World War One
Grade: 12
MISSOURI GRADE LEVEL EXPECTATIONS:
-“Trace the origins, and relationships among the world wars, revolutions, and global conflicts of 20th
century to determine their impacts on the world today.”
-“Anticipate and utilize the most useful sources to address their questions”
-“Create and use maps and other graphic representations in order to explain relationships and reveal
patterns or trends.”
LESSON OUTCOMES: Students understand the relationship between the weaponry of World War
One and other global conflicts of the 20th Century and the world today such as World War Two.
LESSON SUMMARY: Students turn in their assignment from the night before in order to facilitate
summative assessment. Students then watch a brief video clip for 10 minutes which reviews the basic
ideas of the Schlieffen Plan that were covered last class and then elaborates to its relationship to World
War One and World War One’s connection to future wars, revolutions and global conflicts of the 20th
Century and Today by focusing on what would have likely changed in history had the Schlieffen Plan
succeeded and Germany won World War One. Next students explore the various weapons used in the
First World War and explore their effectiveness within the war, the technological advances that led to
this variety of weaponry and the effect that these weapons would have upon future wars, revolutions
and global conflicts.
MATERIALS/RESOURCES:
Power points, printed T-Charts and student devices
PROCEDURES:
Readiness: [12 Minutes]
1. Students turn in their question – sheets from last class so that the teacher may provide
summative assessment.
2. Students then watch a video about the Schlieffen Plan and how its failure ultimately would
affect future wars, revolutions and
conflicts. https://www.youtube.com/watch?v=4jNjJueYnLI
Focus: [28 Minutes]
3. Students are then split up into groups of 4 and are given T-Chart worksheets.
4. With their groups, students will complete T-Chart worksheets by listing weapons used in
“Pre – Modern Warfare” on the left and then “Modern Warfare” on the right.
5. Students then grab a blue and a red colored pencil or highlighter from the front of the
classroom before returning to their individual seats which face the smartboard.
6. Students are then informed that they will be watching a video describing some of the
weaponry used in World War One. The students are told to underline the weapons that
match the “Modern Warfare” weapons with their blue writing utensil and underline the
“Modern Warfare” weapons with their red writing
utensil. https://www.youtube.com/watch?v=PK-6QKc-r9o
7. After watching this video, the teacher asks the students “whole class” which “Modern
Warfare” weapons were used in World War One as well as which “Pre – Modern” weapons
were used?
8. As students volunteer answers or are called on, they should begin to notice that World War
One is a major transitional point in terms of the technology available for warfare.
9. Students are asked to return to their groups with another worksheet. This worksheet is a
prompt that asks students to focus on several things such as how the weapons thought of as
weapons of “Modern Warfare” make sense as inventions created specifically for success on
the Western Front based upon the reading from Ernst Junger’s Storm and Steel that was
assigned from the previous class.
10. Since there are 4 groups, each group will present on a different piece of weaponry: 1.
Machine guns, 2. Tanks, 3. Aircraft and 4. Chemical Weapons.
11. Each group will create a four slide power point presentation: (1) a slide focuses upon
explaining why one would think that this weapon would be useful in World War One: (2) a
slide which focuses upon explaining how effective the weapon actually was in World War
One, (3) a slide that focuses upon how the weapon has been used in global conflicts
throughout the 20th Century since World War One and today as well as (4) a slide that
would explore what made that weapon possible as an invention of that time period.
Closure: [20 minutes]
12. At the end of class, the groups must deliver their presentations to their peers.
13. As the students watch their peers’ presentations, they will be recording their own answers
to the three big questions that their peers sought to answer.
Assessment: The teacher should be able to conduct significant formative assessment throughout this
lesson as he observes students interacting within their groups, looks over student work within their T –
Charts and finally observes the way that they answer questions [1. How this weaponry was invented to
accommodate World War One’s Western Front, 2. How this weaponry actually functioned on World
War One’s Western Front, 3. What made this weapon’s invention possible at this time and 4. How has
this weaponry been utilized since?] I would hope to find students noticing the practicality of the tank to
cross “no-man’s land” and to smash enemy tanks, the potential of chemical warfare to drive men out of
a trench or the capacity of a machinegun to defend a trench from an advancing group of enemy
soldiers. I would also hope that students note that tanks, planes and machine guns have been essential
to warfare ever since World War One as has chemical weaponry; although, chemical weaponry was
prohibited in 1925 in the Geneva Protocols and the current Chemical Weapons Convention as a direct
consequence to the horrors that it cause in the First World War and has caused in certain places around
the globe since.
DIFFERENTIATION: Students will be working in groups that will allow the advanced learners to
help those learners who are struggling. The nature of these groups will also allow for students to
designate the roles that they are most comfortable handling to those respective students so that ideally
everyone is not stuck with the same assignment regardless of personal preference. These elements of
differentiation should also be relevant when groups present their information and when they go
through their “T-Charts” early on during the class.
TECHNOLOGY:
Smartboard [or other screen capable of portraying a power point or similar medium of presentation as
well as the youtube clip] and the student devices used to access the internet for the purpose of research
and the creation of a power point.
SOURCE: Nathan Nico Vize
T-Chart of Weaponry
Pre – Modern Weapons
Modern Weapons
Weapons of the First World War
Students will form groups of four.
Each group will have one of four Weapons of World War One as a Topic:
 Machine Guns, Tanks, Aircraft or Chemical Weapons
Each group of four will assign each of their members to research, design and present one slide.
 Slide One: This slide will introduce why one would invent this weapon as the ideal creation for
World War One style combat. [Remember Ernst Junger’s description of World War One’s Western
Front]
 Slide Two: This slide will elaborate upon how effective the weapon actual was in World War One.
 Slide Three: This slide will elaborate upon what made the invention of this weapon possible at this
time in history. What technological advances made this weapon possible?
 Slide Four: This slide will focus on what this weapon has become since the First World War. [Is
the weapon still used? Is it still legal to use?]
Each group will complete their presentation and be ready to present their findings to the class.
While watching your peers present, attempt to answer these four questions about their weapons for
yourselves.
1. What is this group’s weapon?_______________________________________________
a. Why would one think that this weapon would be invented to be useful in WW1?
b. How useful was this weapon in WW1?
c. What occurred that made this weapons invention possible?
d. What has the history of this weapon been since WW1?
2. What is this group’s weapon?_______________________________________________
a. Why would one think that this weapon would be invented to be useful in WW1?
b. How useful was this weapon in WW1?
c. What occurred that made this weapons invention possible?
d. What has the history of this weapon been since WW1?
3. What is this group’s weapon?_______________________________________________
a. Why would one think that this weapon would be invented to be useful in WW1?
b. How useful was this weapon in WW1?
c. What occurred that made this weapons invention possible?
d. What has the history of this weapon been since WW1?
LESSON PLAN DAY FIVE
Name: Nate Vize
Topic: World War One
Grade: 12
MISSOURI GRADE LEVEL EXPECTATIONS:
-“Trace the origins, and relationships among the world wars, revolutions, and global conflicts of 20th
century to determine their impacts on the world today.”
-“Analyze treaties, agreements, and international organizations to determine their impact on world
challenges along with national and international order.”
-“Compare and contrast evolving governmental systems, including monarchy, totalitarianism,
theocracy, and representative government to determine their impact on society.”
LESSON OUTCOMES: Students will understand how World War One ended leading to the Treaty
of Versailles which has a direct relationship upon the evolution of government systems, especially in
Germany and Russia as well as a direct relationship upon future world wars, revolutions and global
conflicts of the 20th century and the world today.
LESSON SUMMARY: In today’s class, students will turn in their worksheets based on weaponry of
World War One from the previous class so that it might be given summative assessment. After this,
students divide into groups of four. Each of the four members of each group will have a separate list of
vocabulary words which they will define as a web quest. Once all of the students have defined their
words, the students will read a text provided by the teacher using the words from their various vocab
lists to fill in the blanks and create a complete story. Next, whole – class, the teacher will go through a
power point review of the information in the completed student texts. The students will use their texts
to answer questions.
MATERIALS/RESOURCES:
Vocab Lists, Top Hat, Text Sheet with Blanks, Power Point on Smartboard and Student devices for
web quest.
PROCEDURES:
Readiness: [1 Minute]
1. Students turn in their worksheets from the previous class.
Focus: [31 Minutes]
2. Students reach into a top hat and select a paper which will have a designated letter, A
through D, written on it as well as five vocabulary words.
3. Students will use their internet devices and/or textbooks to define the five words on their
piece of paper.
4. Once students have defined their sets of words, they will pair up with other students. Note:
each group must have one student of each letter [A – D] which means that we should have
four groups of four students.
5. Each student will be given a script with various blanks within it.
6. Students will take turns reading the paragraphs of the script within their groups.
7. Students will notice that many words are missing. As students encounter various blanks
throughout the text, they will have to use the vocabulary words that they defined to fill in
these blanks.
8. Once all of the groups have completely filled in all of the blanks of the text, they should
have a story that describes the end of World War One, the signing of the Treaty of
Versailles, the collapse of Imperial Germany into the Weimar Republic and Third Reich,
the Russian Revolution and the Rise of Communism as well as the origins of the Cold War
and World War Two.
Closure: [28 Minutes]
9. Students return to their desks and “whole – group” the teacher will call on various students
to read portions of the text out loud.
10. We will then go through a power point lecture using the smartboard. Nevertheless, unlike a
traditional power point lecture where the teacher provides information on the slides for
students to record, my slides have questions for the students. Such questions ask students to
define Monarchical, Totalitarian and Representation Governments as well as identifying
which nations within this unit are each of these? Students will be asked to describe some
points from the Treaty of Versailles? Students will be asked to describe ways in which
World War One and its ending with the Treaty of Versailles led to World War Two and the
Cold War.
11. At the end of the power point presentation, students will be given the question “How did
the entanglement of alliances lead to the origins of World War One and how did this lead to
future wars and conflicts throughout the 20th Century?” which will be their homework
prompt as well as 20% of the grade for the unit test that they will take next class. If
students can answer this question, then they should be able to do well on the unit test since
this question is our unit’s essential question. Thus it makes for good review for students as
well as a good summative assessment of how well we covered our target goals and essential
question.
DIFFERENTIATION: Students will be working in groups that will allow the advanced learners to
help those learners who are struggling
TECHNOLOGY: Smartboard [or other screen capable of portraying a power point] and the student
devices used to access the internet for the purpose of completing a web quest.
SOURCE: Nathan Nico Vize
Student A:
Social Democrats:
Cold War:
Monarchies:
Paul von Hindenburg:
Weimar Republic:
Student B:
Erich Ludendorff:
President Woodrow Wilson:
National Socialist German Workers Party:
Representational Governments:
Kaiser Wilhelm II:
Student C:
Totalitarian:
Treaty of Versailles:
Reparation Payments:
The Ruhr Valley:
Casus Belli:
Student D:
Desertion:
Rosa Luxembourg:
Union of Soviet Socialist Republics (USSR.)
Turnip Winter:
Alsace-Lorraine:
Name:_______________________________________________
As the war dragged on, desertion, troops running away from battle,
became more and more frequent. Military tribunals sought to uproot the
passive rebelliousness of military personnel abandoning the field. Great
Britain is estimated to have formally convicted and executed over 300
troops for quitting the field and France over 600 of her own military
personnel before the war ended. Morale was clearly becoming low on the
field due to insignificant territorial gains at the expense of huge amounts
of human life as the war approached its 4th year.
This discontent was quickly spreading to the civilian sector. In Germany
where Social Democrats and others began to demand an end to the war
as the Turnip Winter, a food shortage that raged throughout 1916 –
1917, left many German people hungry. Additionally, Kaiser Wilhelm II
had forfeited nearly all of his political power to German military
leaders Paul von Hindenburg and Erich Ludendorff. Furthermore, the
Kaiser of Germany was forced to abdicate before the allies would even
begin to negotiate peace with Germany since American President
Woodrow Wilson had made this step a prerequisite for peace.
This same U.S. President perceived World War One as a war
between monarchies and representational governments. In the spring of
1917, Russia’s monarchy had been toppled and replaced with a
representational form of government; although, it was short lived before
a subsequent revolt gave life to a totalitarian Russian regime.
This allowed the Allies to further take the moral high ground when the
New German Government signed the Treaty of Versailles ending World
War One. This treaty is said to have been incredibly harsh on Germany
who took 100% of the blame for the war.
The New German government was a representational form of government
called the Weimar Republic. Amidst harsh poverty, the Germans of this
new Germany remained occupied by foreign militaries as they were
forced to pay harsh reparation payments and land concessions of AlsaceLorraine and the Ruhr Valley to the victorious allies. These harsh
conditions would become Germany’s casus belli for initiating World War
2 against the Allies only two decades later. Furthermore, the National
Socialist German Workers Party better known as “Nazis” would come to
power in this Germany, winning the support of the people with promises
to overcome these harsh conditions imposed by the Allies.
The Nazis also took power upon a promise to the German people to keep
Communist regimes out of power. During the years immediately following
World War One, Rosa Luxembourg had led what is known as the
“Spartacus Revolt” in Berlin and Kurt Eisener propped up a short – lived
Communist government after a revolt in Bavaria. This would be the first
time that the world had seen Communists struggling to gain power in the
world and almost seems to be a prequel to the Cold War. Yet this is no
coincidence. These Communist revolts began to succeed at this time not
only because of the bad conditions that World War One left Germany in
but rather because World War One had left the Russian government so
weak that a successful Communist regime had taken over founding
the Union of Soviet Socialist Republics (USSR.)
Name:_______________________________________________
As the war dragged on, ______________, troops running away from
battle, became more and more frequent. Military tribunals sought to
uproot the passive rebelliousness of military personnel abandoning the
field. Great Britain is estimated to have formally convicted and executed
over 300 troops for quitting the field and France over 600 of her own
military personnel before the war ended. Morale was clearly becoming
low on the field due to insignificant territorial gains at the expense of
huge amounts of human life as the war approached its 4th year.
This discontent was quickly spreading to the civilian sector. In Germany
where _______________ and others began to demand an end to the
war as the _____________, a food shortage that raged throughout
1916 – 1917, left many German people hungry.
Additionally, _______________ had forfeited nearly all of his political
power to German military leaders _________________
and _________________. Furthermore, the Kaiser of Germany was
forced to abdicate before the allies would even begin to negotiate peace
with Germany since American ______________________ had made
this step a prerequisite for peace.
This same U.S. President perceived World War One as a war
between _____________ and ____________________. In the spring
of 1917, Russia’s monarchy had been toppled and replaced with a
representational form of government; although, it was short lived before
a subsequent revolt gave life to __________ Russian regime.
This allowed the Allies to further take the moral high ground when the
New German Government signed the _____________________ ending
World War One. This treaty is said to have been incredibly harsh on
Germany who took 100% of the blame for the war.
The New German government was a representational form of government
called the ______________. Amidst harsh poverty, the Germans of this
new Germany remained occupied by foreign militaries as they were
forced to pay harsh ___________________ and land concessions
of ______________ and _______________ to the victorious allies.
These harsh conditions would become Germany’s ______________ for
initiating World War 2 against the Allies only two decades later.
Furthermore, the ________________ _______________ better known
as “Nazis” would come to power in this Germany, winning the support of
the people with promises to overcome these harsh conditions imposed by
the Allies.
The Nazis also took power upon a promise to the German people to keep
Communist regimes out of power. During the years immediately following
World War One, ___________________ had led what is known as the
“Spartacus Revolt” in Berlin and Kurt Eisener propped up a short – lived
Communist government after a revolt in Bavaria. This would be the first
time that the world had seen Communists struggling to gain power in the
world and almost seems to be a prequel to the _______________. Yet
this is no coincidence. These Communist revolts began to succeed at this
time not only because of the bad conditions that World War One left
Germany in but rather because World War One had left the Russian
government so weak that a successful Communist regime had taken over
founding
the ______________________________________________
References
Jünger, E., & Gard, G. (2012). Storm of Steel. Gale, Cengage Learning.