Trench Warfare

Day: (Day 3)
Objectives:
Understand causes and consequences of contact, cooperation, and conflict
(e.g., diplomatic, economic, political, cultural/ethnic, military, biological)
between various societies, nations, and groups of people.
Analyze the causes, effects, and unique features of World War I and World War
II in terms of the changes in diplomatic relationships among the various countries
involved. (DOK 3)
C-3 Frameworks
D2.His.9.6-8. Classify the kinds of historical sources used in a secondary
interpretation.
D2.His.4.9-12. Analyze complex and interacting factors that influenced the
perspectives of people during different historical eras.
D2.His.14.9-12. Analyze multiple and complex causes and effects of events in
the past.
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.
CCSS.ELA-LITERACY.RH.9-10.10
By the end of grade 10, read and comprehend history/social studies texts in the
grades 9-10 text complexity band independently and proficiently.
Materials: Pen/Pencil, paper, phone with Internet access, copy of Deadlock paper,
copy of trench warfare instructions, Letters from the Trenches Sources, copy of
guided notes, copy of 18.2 Extended Notes
Opening (Set): 2-5 mins
A. Teacher will write Stalemate on the board and have students write in their
starter journal, how they think the word Stalemate applies to WWI
B. Pass out 18.2 Extended Notes
Learning Tasks 20-30 mins
A. Teacher and students will discuss what the students wrote down
B. Teacher will then handout Deadlock paper to the students
C. Teacher and students will analyze and read the handout and discuss the
deadlocks causes such as how they transpired, the strategies employed, who
was involved, who was affected
D. Students will highlight/underline when they come across the answer to these
questions. Teacher will help guide the analysis
E. Once finished reading, students will be divided into small groups and will be
required to create a plan based on what they have just learned to end the
deadlock. Groups will share plans with the class
Learning Tasks (Procedures): 25-30
A. Teacher will provide pen/pencil, and paper to those who need it
B. Teacher will begin lecture on the Schiefflen plan, what it was and why it failed
C. Students will take guided notes
D. Teacher will then introduce Trench Warfare group activity

Learning Tasks: 30-35 mins

A. Students will be placed into groups of 4
B. Students will be given Trench warfare instructions sheet
C. Students will work with group members until the end of class. If everyone
finishes early, students will present their findings; if not then they will do that
the next day.
Closure: 2 mins
A. Teacher will give the students an exit ticket with the question, What factors
lead to WWI becoming a stalemate?
Differentiated Instruction:
Enrichment: Students will be given many different project choices to choose
from for the Trench warfare group work, so the products should vary. Students will be
asked throughout the class ways in which they could solve WW1 problems
Intervention: Students will be placed in groups to help with understanding.
Also students will be allowed to use their phones to help with the in class
research
Accommodation: Students will be placed in groups to support learning. Also
the teacher will help these students throughout the class with the various
readings.