The Great War: World War I Then and Now

Week 1 From Start to Stalemate, Lesson 3

Lesson Title: Stalemate
Grade Level: 12 Time/Duration: 90 mins.
Lesson Overview: This lesson will trace the wars next movements, from the invasion of
France to the Maginot line. Students will be asked to analyze and discuss trench warfare and
why it became the method of fighting used on all fronts. Students will also be asked to compare
and contrast the Western and Eastern Fronts.
Standard(s): Tennessee US. 28, W.24, and W.25
Color Key:
Web Resources
Lecture Types
Instructional Models/Strategies/Pedagogical Resources
Primary Sources
Essential Questions:
What was the difference between the Eastern and Western Fronts?
What role did the Maginot Line play in how the war played out?
Why did open field fighting devolve into trench warfare?
What were the implications of Germany and the other Central Powers fighting a war on
two fronts?
Instructional Objectives:
1. Students will relate Historical Events to their own lives.
2. Students will compare and contrast the Eastern and Western Fronts of the war.
3. Students will use higher order thinking skills to analyze the decision to pursue trench
warfare.
Academic Vocabulary:
Allied Powers
Axis/Central Power
Belgium
Eastern Front
France

Maginot Line
Trench Warfare
Western Front

Introduction:

Bell Ringer Question: Have you ever had an argument with a friend or family
member that you werent able to resolve? Describe. Why did your argument stalemate?
After the students have had time to answer the question in their journals, a brief overview

of the previous days lesson will take place and students will be encouraged to ask any
lingering questions. We will then transition into the lecture. (10-15 mins.)
Lesson Sequence:

Lecture/Guided Discussion This lecture/guided discussion will include the progress

of the war from the invasion of Belgium to the stalemate in France. The history of the
Maginot Line and its effectiveness (or lack thereof) will be discussed. Students will be
asked to consider and write down in their journals the pros and cons of trench warfare,
followed by a discussion of why the war turned from the traditional battlefield of the
previous century, where opposing armies faced each other and fired, to the new trench
warfare model. Students will then be asked to update their list of the pros and cons of
trench warfare if necessary. They will also be asked to consider why the bulk of the front
stalemated in France and what affect that might have had not only on France, but the
other countries involved in the fight. The Eastern Front will also be discussed, as will
why there were two fronts. Students will be asked to take out their graphic organizer
covering the strengths and weaknesses of the Allied and Central Powers and will be
asked to speculate about how well of a fight Germany and the other Central Powers could
put up if their resources were stretched so broadly. Statistics such as how much man- and
firepower was used by Germany and the Central Powers on both fronts will be compared
to the resources utilized on each front by the Allies. (~50 mins.)
Class Activity Have students break off into groups and compare and contrast the
Western and Eastern Front. Provide them with a compare and contrast diagram to
organize their thoughts. Then have them consider which front was worse and think about
how Germany and the Central powers were able to fight a war on two fronts for so long.
Also, utilizing and synthesizing information taught in the previous days lecture
regarding the resources each country had available to them with the material learned in
this lesson, have them consider who they think will have the best chance of winning the
war and why. Reconvene and discuss. (~20 mins.)

Closure:

Wrap Up Close out discussions and answer any additional questions. (~10 mins.)

Extension/Enrichment/Re-teach:
Extension: Students will be asked to extend their understanding of the information multiple
times throughout the lecture as they consider questions posed by the teacher. Students will
also be required to extend the historical information they are learning to their own lives in
personal and meaningful ways.
Enrichment: The lesson is designed so that students with various learning styles will be able
to engage with the content in a way that they feel comfortable information will be
disseminated both visually and orally. Graphic organizers will be utilized in this lesson.
Those with learning and other disabilities can be easily accommodated with various learning
aids and additional help as necessary.

Re-teach: Re-teaching will take place every day at the start of the lecture, following the bell
ringer, so that students will be reminded of what was discussed the previous day. It will also
take place throughout the lesson where appropriate and necessary.

Evaluation/Assessment:
Informal Formative assessments will take place throughout the lesson. As students engage
with the presented material through open discussion with the teacher and other students and
through specific questions asked throughout the lecture their responses, participation, and
engagement levels will be assessed by the teacher.
Summative Assessments will take place at the end of the week when responses to the
various in-class activities that were recorded in the students journals will be reviewed and
graded.
Instructional Materials/Resources/Equipment:

Computer and Trench Diagram

Compare and contrast diagram
Graphic Organizers, such as a web diagrams or content mappers
White Board, markers, etc.