Unit Plan Organizer

Subject: Social Studies/World History

Grade: 10th

Length of Unit: 10 Lessons (including block periods)

Topic/title of Unit: The Great War? Ways to assess: Quiz, test, performance task, discussion.
Describe how this unit relates to:
Previous standards-based unit(s) taught: Imperialism
The previous standards based unit taught was Imperialism and this unit was focused on
learning and understanding the act of imperialism throughout the world and mainly
focused on European Imperialism throughout India and Asia. Students now understand
the terms imperialism, nationalism, empires, and economics as they pertain to
imperialism and beyond. They understand Imperialisms place in the ever-evolving
Europe of the late 19th century and early 20th century and the issues it created amongst
the strongest nations and countries of the time. They also understand that certain
events and points that occurred during imperialism can be attributed to causes of WWI.
Future standards-based units to be taught: During the second semester at Nederland
Middle/Senior High School, all 10th grade students are expected to write what amounts
to their first real higher level and critically thought out research paper with standards
and expectations. Students will use the critical thinking necessary to understand the
cause and effects of history and apply it to a research topic of their choice. Since
students are required to take World History during their 10 th grade year, the students
can pick any topic that is unrelated to the United States. This unit is also part of the
bigger understanding of the semester which continues the idea of cause and effect
through policies and decisions i.e. the end of World War I is directly related to the next
two units of post WWI to WWII and why some historians and teachers believe they
Colorado Model Content Standards/Benchmarks :
Content Standards:
- Social Studies 1.1 - Use the historical method of inquiry to ask questions, evaluate
primary and secondary sources, critically analyze and interpret data and develop
interpretations defended by the evidence.
- Social Studies 1.2 - The key concepts of continuity and change, cause and effect,
complexity, unity and diversity over time.
Literacy Standards:
- Reading, Writing, and Communicating 1.1 - Content that is gathered carefully and
organized well successfully influences an audience.
- Reading, Writing, and Communicating 2.1 - Literary and historical influences
determine the meaning of traditional and contemporary literary texts.
- Reading, Writing, and Communicating 4.1 - Collect, analyze, and evaluate information
obtained from multiple sources to answer a question, propose solutions, or share
findings and conclusions.
Boulder Valley School District Standards:
Applies reading and writing skills to inquire, think critically, and apply history concepts
to new situations.
Describes major shifts in world geopolitics from 1900 to the present in international aff

Scope and Sequence

The previous standards based unit taught was
Imperialism and this unit was focused on learning
and understanding the act of imperialism
throughout the world and mainly focused on
European Imperialism throughout India and Asia.
Students now understand the terms imperialism,
nationalism, empires, and economics as they
pertain to imperialism and beyond. They
understand Imperialisms place in the ever-evolving
Europe of the late 19th century and early 20th
century and the issues it created amongst the
strongest nations and countries of the time. They
also understand that certain events and points that

Intended Student Learning Outcomes:

Knowledge Outcomes:
- SWK how the modern technology of the time
affected World War I and future wars.
- SWK how and why the conditions during the war
affected the outcome of WWI.
- SWK the long-term legacy of WWI
- SWK the origins and policies of WWI countries.
- SWK how the Treaty of Versailles was supposed
to end the Great War and create lasting peace.
Skill Outcomes:
- SWBAT understand the process behind a
countrys decision to go to war.
- SWBAT define and identify important figures
from the World War I.
- SWBAT determine how the war was won by
the allies.
- SWBAT describe the experiences of soldiers at
war.
- SWBAT list the long-term effects of the period

Student Learning Processes/ Activities:

Quizzes, historical research, creating timelines,
mapping, thesis statements and responses,
response to prompts, partner activities, group
activities, and classroom discussions.
Technology Integration
Nederland is pretty much a 1-to-1 computer-tostudent school and all students are expected to
use laptops and tablets responsibly to facilitate
learning in the classroom. Students will be able
to use their laptops/tablets along with my visual
aids utilizing the projector system in the
classroom as a visual aid for clarification,
understanding and for visual learners. It will be
used to show pictures, videos, or maps relating to
the unit topic.

Language Arts Integration

Students will be able to read and
respond to primary and secondary
sources as they relate to the topic of the
unit and will be able to recognize thesis
statements and supporting arguments
related to the readings. Students are
currently in the middle of a semester
long research paper where they are
developing their own thesis statements
and ideas and learning how to use
primary and secondary sources as
important information to support their
thesis statements.

Mathematics
Integration
Timelines and
Encyclopedia: The
encyclopedia will be able
to allow the students to
implement a timeline
within WWI by tracking key
terms and using them in
context of the events of
WWI and how/why certain
things happened during
this unit.

CO Model Content Standards for

Social Studies: 1.1, 1.2
Reading, Writing, and Communicating: 1.1, 2.1, and 4.1
District or School Benchmarks
BVSD Standards:
- Applies reading and writing skills to inquire, think critically, and apply
history concepts to new situations.
- Describe major shifts in world geopolitics from 1900 to the present in
international affairs and explains the changing role of world powers in
international affairs.
- Recognizes how modern nationalism affected European politics and society.
- Creates a theory of the causes and global consequences of international
conflict in the 20th century.
Recognizes how modern nationalism affected European politics and society.

NCTE Standards
1. Culture The study of culture prepares students to answer questions such
as: What are the common characteristics of different cultures? How do belief
systems, such as religion or political ideals, influence other parts of the
culture? How does the culture change to accommodate different ideas and
beliefs? What does language tell us about the culture? In schools, this theme
typically appears in units and courses dealing with geography, history,
sociology, and anthropology, as well as multicultural topics across the
curriculum.
2. Time, Continuity, and Change. Human beings seek to understand their
historical roots and to locate themselves in time. Knowing how to read and
reconstruct the past allows one to develop a historical perspective and to
answer questions such as: Who am I? What happened in the past? How am I
connected to those in the past? How has the world changed and how might it
change in the future? Why does our personal sense of relatedness to the past
change? This theme typically appears in courses in history and others that
draw upon historical knowledge and habits.
3. People, Places, and Environments. The study of people, places, and
human-environment interactions assists students as they create their spatial
views and geographic perspectives of the world beyond their personal
locations. Students need the knowledge, skills, and understanding to answer
questions such as: Where are things located? Why are they located where
they are? What do we mean by region? How do landforms change? What

implications do these changes have for people? In schools, this theme

typically appears in units and courses dealing with area studies and
geography.
4. Individual Development and Identity. Personal identity is shaped by
ones culture, by groups, and by institutional influences. Students should
consider such questions as: How do people learn? Why do people behave as
they do? What influences how people learn, perceive, and grow? How do
people meet their basic needs in a variety of contexts? How do individuals
develop from youth to adulthood? In schools, this theme typically appears in
units and courses dealing with psychology and anthropology.
5. Individuals, Groups, and Institutions. Institutions such as schools,
churches, families, government agencies, and the courts play an integral role
in peoples lives. It is important that students learn how institutions are
formed, what controls and influences them, how they influence individuals
and culture, and how they are maintained or changed. Students may address
questions such as: What is the role of institutions in this and other societies?
How do institutions influence me? How do institutions change? What is my
role in institutional change? In schools this theme typically appears in units
and courses dealing with sociology, anthropology, psychology, political
science, and history.
6. Power, authority, and Governance. Understanding the historical
development of structures of power, authority, and governance and their
evolving functions in contemporary U.S. society and other parts of the world
is essential for developing civic competence. In exploring this theme,
students confront questions such as: What is power? What forms does it
take? Who holds it? How is it gained, used, and justified? What is legitimate
authority? How are governments created, structured, maintained, and
changed? How can individual rights be protected within the context of
majority rule? In schools, this theme typically appears in units and courses
dealing with government, politics, political science, history, law, and other
social sciences.
7. Production, Distribution, and Consumption. Because people have
wants that often exceed the resources available to them, a variety of ways
have evolved to answer such questions as: What is to be produced? How is
production to be organized? How are goods and services to be distributed?
What is the most effective allocation of the factors of production (land, labor,
capital, and management)? In schools, this theme typically appears in units
and courses dealing with economic concepts and issues.
8. Science, Technology, and Society. Modern life as we know it would be
impossible without technology and the science that supports it. But
technology brings with it many questions: Is new technology always better
than old? What can we learn from the past about how new technologies
result in broader social change, some of which is unanticipated? How can we

cope with the ever-increasing pace of change? How can we manage

technology so that the greatest number of people benefit from it? How can
we preserve our fundamental values and beliefs during technological
change? This theme draws upon the natural and physical sciences, social
sciences, and the humanities, and appears in a variety of social studies
courses, including history, geography, economics, civics, and government.
9. Global Connections. The realities of global interdependence require
understanding the increasingly important and diverse global connections
among world societies and the frequent tension between national interests
and global priorities. Students will need to be able to address such
international issues as health care, the environment, human rights, economic
competition and interdependence, age-old ethnic enmities, and political and
military alliances. This theme typically appears in units or courses dealing
with geography, culture, and economics, but may also draw upon the natural
and physical sciences and the humanities.
10. Civic Ideals and Practices. An understanding of civic ideals and
practices of citizenship is critical to full participation in society and is a
central purpose of the social studies. Students confront such questions as:
What is civic participation and how can I be involved? How has the meaning
of citizenship evolved? What is the balance between rights and
responsibilities? What is the role of the citizen in the community and the
nation, and as a member of the world community? How can I make a positive
difference? In schools, this theme typically appears in units or courses
dealing with history, political science, cultural anthropology, and fields such
as global studies, law-related education, and the humanities.

Lesson Plan 1
Colorado Model Content Standards
Social Studies 1.2 - The key concepts of continuity and change, cause and
effect, complexity, unity and diversity over time.
District Standards (if required)
N/A
Objectives
- Students will be given a multiple-choice pre-test that represents the main
ideas and themes that we will cover during our unit on World War I.
This will allow the teacher to adjust what content is needed and which
topics can be minimized so material that is not recognized and
understood by the students can be fully addressed.
Students will be given 20 minutes to complete the pre-test.
- A KWL sheet will be distributed to the class and filled out individually for the
students and (eventually) the teacher to see exactly what they know, want
to learn and have learned over the course of the unit. The KWL worksheet
allows the students to use a graphic organizer so their information is
organized in a concise and clean way.
Materials
Students will need the pre-test, KWL sheet (both provided by the teacher)
and pen or pencil to write with.
Resources

K-W-L World War I

What I Know about
World War I

Pre-Phase

What I Want to know

about World War I

What I have Learned

about World War I

Students will need to come to class and sit down immediately and be ready
for class when the bell rings. There is no background knowledge needed prior
to instruction. <5 minutes
During
Pre-Test Students will take their seats and after the introduction of the
activity (which they have done before), the students will put everything away
except for a pen or a pencil.
- Students will be reminded of the test/quiz rules, which are no talking
and no technology during the test and no talking with access to
technology if it can be managed and is not a distraction to others after
they have completed and turned in their test or quiz.
- Students who cannot comply with the rules will have their test or quiz
confiscated and can be completed on their time, as they have made
the choice to waste the classes and instructors time during a test or
quiz.
- This should take approximately 20-25 minutes but it can be extended
or accommodations can be made for the individuals who need it.

WWI_Pre-Test.doc

World War I PostTest A.doc

World War I PostTest B.doc

Transition - Once all the pre-tests have been collected we will debrief as a
class with a discussion about how they feel about the pre-test. Questions
such as, How do you think that went? and How much do you think you
knew? should help the students relax and take note to how the other
students perceived they did on the pre-test. 5-10 minutes.
KWL Students will now be introduced to the KWL (What do I Know? Want to
know? What did I Learn?).
- Students will take time to fill out the first column on the graphic
organizer (What do I Know?) and then we will discuss as a class what
everyone knows prior to the introduction of the WWI unit.
o This will help individuals to express what they know and will also
give the students who have little to no recall of WWI to listen to
other students and fill out the column. Next, the students will fill
out the middle column of the KWL sheet, what do I Want to
know?
o If students are having a difficult time coming up with information
and ideas on what they want to know about WWI, the teacher will
help facilitate some main ideas and understandings that the
students are expected to know for the outcome of this unit.
o The students in the class can use this graphic organizer for their
notes during lecture, reading and activity by filling in the third
column, which is what they learned. These will be periodically
checked over the course of the unit for participation points to

make sure the students are using it and staying engaged on the
lessons and unit. This activity should take us to the end of the
period. 25 minutes.

Post-Phase
This is the beginning lesson of the unit and is used to gauge the level of
knowledge pertaining to World War I. By having group discussions and
utilizing the pre-test the teacher can determine where the students are in
their understanding of WWI and what areas specifically need to be
addressed.
Differentiation
For this lesson plan, no differentiation or adaptations should be needed
as the pre-test and KWL chart are meant to determine the levels where each
student is currently at in regards to content information. The pre-test and
KWL are essentially a survey of what they have learned (which can also be
used to gage levels of interests). The KWL chart will create ownership in the
learning as they will fill out the chart and decide what they want to learn or
where the gaps are in their current content understanding. For the post-test,
any type of alteration according to IEP and 504 plans will be used for the
students who need such accommodations.
Background information on the students through informal and formal
conversations, surveys and lessons prior to the unit is also important in
creating a differentiated and well balanced classroom in terms of how the
lessons are changed and adapted so that all types of learners are reached.
Also, the belief is that relationship building is also incredibly important
for the students to buy-in to who the teacher is, what they represent and
what they are teaching. Creating confidence in the students through positive
reinforcement is critical in differentiation because as the teacher continually
changes learning and teaching styles, the students feel prepared and
confident in their abilities to perform the necessary learning and complete
the lesson and unit tasks.
Creating a classroom of goals through what is expected from the
teacher and also personal goal-setting will allow the students to buy-in
completely because the students now have a personal interest in their own
success. The teacher can continually check-in over the course of the lesson,
unit, semester or year to accomplish two goals; see where the student is in
relation to their goals and to show the students there is a vested interest
from the teacher in whether they accomplish their goals.

Lesson Plan 2
Colorado Model Content Standards
Social Studies 1.2 - The key concepts of continuity and change, cause and
effect, complexity, unity and diversity over time.
District Standards (if required)
- Describes major shifts in world geopolitics from 1900 to the present in
international affairs and explains the changing role of world powers in
international affairs.
- Recognizes how modern nationalism affected European politics and society.
- Identifies the successes and failures in the search for peace and stability in
the post world wars.
Objectives
The students will be able to recognize the difficulty in creating everlasting
peace in any given area using a WWI simulation.
Materials
The materials needed for the teacher is the country packets for each
group, overhead projector system to display what countries the students
belong to. Students will not need any other materials besides the country
packets provided on their country cluster.
Resources
The simulation and its parts are hard-copy located with the teacher.
Pre-Phase
Prior to class, the teacher will assign a country (completely fictitious
countries with made-up names) to each student and then create a excel
spreadsheet that will be displayed to the class as they walk in via the
overhead projection system and computer. Also, prior to the class,
countries need to be created by moving the desks in the classroom around
into 6 clusters that allow 4-6 students to sit at and work comfortably. The
country packets will then be placed on each cluster of tables that represent
countries and as they are coming into the classroom they can see what
country or table they belong to and sit at that table for the day.
<5minutes.
During

Simulation By the time class has started most students will have found the
countries they belong to and taken a seat at the appropriate tables.
- The teacher will guide any late students to their tables to expedite the
beginning of class.
- The students will be instructed to open the country packet and look
over the information with the teacher.
- The teacher will tell them what is going to happen using the same
information the students have in their table packets; the students will
be countries and their goals are to create allies and/or enemies
through delegation.
- Each group is provided with a sheet that has country facts and
figures of population, navy size, army size and economic information.
- Also inside the packet is a set of secret objections and or information
that they must follow and cannot be shared with any other country or
students.
- The students will then be given time to go over their countries
information and create a strategy that they will use as delegates
engaging in discussions abroad and the delegates left at their home
country.
- Each group will have two delegates that are used to go to the other
countries and create alliances that benefit their own country.
- The teacher will then go over the rules; these are listed in the
resources portion of this lesson.
- Students will then be given a chance to ask the teacher questions
about the simulation and then the teacher then allows the students to
begin the simulation.
o The teacher is very hands-off in the simulation and will walk
around to hear what is happening, check with delegates about
their strategies and make sure the rules are being followed.
o About 10 minutes into the simulation they are reminded by the
teacher to negotiate based on countries and not with students
who are friends, as this can alter the outcome of the simulation.
- The students will engage in negotiations and the teacher will monitor
the situations and as the initial round of negotiations begins to die
down, the teacher reads off information to the countries that is
represented as a news bulletin read by a news service.
o The news report represents new information (military
invasion/conquest) and as the students listen to the news report
and now must figure out what the news bulletin represents to
their countries and alliances.
Students will need to rethink their alliances and the
negotiations they previously made with other countries.
- The teacher begins another round of negotiations and the students
will now use the new information to create more alliances or the
alliances needed.
o This process can take a long time or a short time depending on
the buy-in from students.

Once the delegates begin to wind down their negotiations or time is

running low, the teacher will stop the simulation and begin the
debriefing process.
Debrief
- The teacher will then ask the students multiple question to determine
their understanding of the simulation and what exactly was taking
place
o What real country were you?
o What alliances were made?
o What other countries were involved?
o Do you think this is what really happened?
o Are these the real alliances of WWI?
The students will use any background knowledge of WWI
and previous units to do their best in understanding the
concept and outcome of the simulation. 80-85 minutes.
Exit Slip The students will write down their country they represented in the
simulation and tell the teacher one thing they learned about the country as it
pertains to WWI. <5 minutes.
Post-Phase
By observing the simulation, having a post-simulation discussion and using
an exit slip to finish class the teacher can assess the engagement of the
students and whether they truly understood the simulation and its themes.
Differentiation
The differentiation involved in this lesson involves stimulation by
incorporating movement, visual and tactile aspect while also allowing the
students to work together in small groups that consistently work with each
other In hopes of reaching the destination of the lesson.

Lesson Plan 3
Colorado Model Content Standards
Social Studies 1.2 - The key concepts of continuity and change, cause and
effect, complexity, unity and diversity over time.
District Standards (if required)
- Creates a theory of the causes and global consequences of international
conflict in the 20th century
- Recognizes how modern nationalism affected European politics and society.
Objectives
The students will understand the ideas and terms of World War, Total War
and Modern War. These themes were first introduced during WWI and are
important because the following conflicts throughout the world would adopt
these ideas and with an emphasis of evolving them to the next big global
conflict.
Materials
The students will be given graphic organizer that allows them to write down
the definition of Total War, World War and Modern War. The students will use
this and fill in the space provided for examples on each term as the class is
presented with a PowerPoint of picture slides and beginning information
pertaining to the stated objective above. The students will need a writing
utensil and will not need the use of any technology during this lesson.
Because the students are given a graphic organizer for their notes,
technology should not be needed unless it has been approved for use based
on special needs.
Resources

Computer enabled with PowerPoint and the overhead projector system used
to display the pictures needed to fill out the graphic organizer.

Pre-Phase
Prior to the lesson, copies of the graphic organizer need to be made. Also, it
is smart to print out the PowerPoint slides (especially the pictures) in case
the technology in the classroom fails; this is a picture identification activity
and the students must be able to see the pictures for the lesson to work and
for the students to understand the main ideas and themes. Also, the
PowerPoint will be set up and ready to go prior to instruction; this gives the
teacher a chance to work out the bugs if needed and also allows for a
smooth transition into the presentation with little time wasted on setting up.
During
Students will come into to class and take their seats for the day.

Attention Getter Depending on the responses from the prior days exit slip,
the teacher will engage the students in going over a potential of 3-5
responses from the exit slip that needs clarification.
This is used to make sure that if students have the wrong ideas or
themes from the previous days lesson or activity, they can be
acknowledged immediately so the wrong is not continually used
throughout the unit and beyond.
Graphic Organizer Students will now be introduced to the graphic organizer
being used for the days lesson.
Any questions that the students have about the graphic organizer
should be addressed
o The teacher will hand out the graphic organizer while beginning
to answer any questions as this will help with wasted time.
PowerPoint The PowerPoint contains 20 slides half of which are used to
introduce the ideas of WWI being the First World War, Total War and Modern
War and how that affected WWI in ways that were never seen before. The
students can use the graphic organizer to write down the definition of each
of the terms and examples and important information. During this part of the
PowerPoint the teacher will make sure to stop and facilitate discussion based
on aspects of the slides and ideas and information deemed important by the
teacher. Also, using the layout of the classroom, the teacher will be able to
walk around the classroom and make sure that there is engagement from
every student and can make sure that students are on task. The second half
of the PowerPoint is a series of picture slides that allows the students to
recognize and interpret what they see in a setting where there is no right or
wrong answer. Each slide is accompanied by the description that is not
revealed until the teacher feels a good discussion has been had and the
students are ready to move on to the next slide. By using a PowerPoint with
both pictures and text, students in the classroom off all levels should be able
to gather the information and understandings of the lesson. This should take
the class right up to the bell and students are expected to fill the graphic
organizer completely and turn in at the end of class. 45 minutes.
Post-Phase
By engaging the students and facilitating a discussion as well as having the
students use a graphic organizer to take notes, the teacher can make sure
the students are kept on task and can assess whether the students
understand the main ideas of the lesson. Students will turn this graphic
organizer in when the class is over and the teacher can assess the
completed graphic organizer and adjust the next lessons according to the
information. The students will able to demonstrate an understanding of what
Modern, World and total war represent and how they relate to overall unit
topic, WWI.
Differentiation

Using a PowerPoint sporadically throughout the unit plan continues the

process of using multiple approaches in teaching styles in order to reach
every students preferred learning style. By using multiple approaches in the
beginning of a unit, a teacher can determine how something will work and
can alter it for future plans but also train students to learn different styles as
not all teachers will use multiple approaches to teaching.

Lesson Plan 4
Colorado Model Content Standards
- Social Studies 1.2 - The key concepts of continuity and change, cause and
effect, complexity, unity and diversity over time.
District Standards (if required)
- Recognizes how modern nationalism affected European politics and
society.
- Creates a theory of the causes and global consequences of
international conflict in the 20th century.
Objectives
Students will be able to identify the underlying causes of World War I as they
pertain to Militarism, Alliances and Imperialism and Nationalism. Students
will understand that even though there may have been one event that
sparked World War I, there were many issues faced prior to the war that
had a major impact on relationships within Europe.
Materials
Students will be given a graphic organizer so they can accurately place the
information from the PowerPoint lecture into their notes that directly relates
to the objectives stated above. The teacher will need the PowerPoint lecture
and the overhead projector system in the classroom. By having a predetermined and teacher approved graphic organizer, students should not
need the use of any electronics, unless deemed necessary by the teacher.
Resources
A computer that has access to PowerPoint and the overhead projector
system in the classroom for the teacher. The graphic organizer pertaining to
the underlying causes of World War I.

Pre-Phase
The pre-phase for this lesson was established during the unit of Imperialism;
this is where students were introduced to the main topics of militarism,
alliances and nationalism and imperialism. These topics will allow the
students to connect imperialism and its key ideas to the underlying causes of
World War I. Prior to class, the teacher will write the objectives on the board
so the students will also know what is expected out of the following lesson.
During
Students will be given the graphic organizer for the days lesson and they
will use this to fill out their notes during the PowerPoint lecture given by the
teacher.

The lesson 4 PowerPoint includes the necessary content and visuals

that make up the lessons lecture and material.

The teacher will utilize question and answer to encourage class

participation and activate background knowledge. Ex. students will be
asked to give the definitions of what they think is nationalism or
militarism instead of reading the PowerPoint and giving them the
answers on the screen. The students have completed a unit on
Imperialism prior to this unit so this will be a good opportunity to
activate background knowledge for this topic and beyond.

This part of the lesson should take 40-45 minutes with an exit slip to
follow. Students will be instructed to put everything away except for a
piece of paper and a writing utensil.
o The exit slip will be used to determine if they understand the
main ideas and understandings of the days lesson. 5-10
minutes.

The questions included in the exit slip are

1. What was the immediate cause of World War I?
2. What was a bigger reason for the start of World War
I, the assassination of Archduke Franz Ferdinand or
the underlying concepts of M.A.N (Militarism,
Alliances and Nationalism and imperialism)?
3. What do you think was the biggest cause of WWI
between Militarism, Alliances and Nationalism and
Imperialism? Why?
4. Why would Germany want to imitate/emulate Great
Britain? And how did Great Britain respond to this?
5. What is the difference between an Entente and an
Alliance?
-

Prior to leaving for the day I will ask the class the
questions out loud and the students have an
opportunity to answer and to hear the answers.

Adaptations: Adaptations the teacher or instructor can implement into the

lesson plan includes printing out the PowerPoint for anyone who needs
more time to take notes and cannot keep up with the pace of the lecture.
Also, the teacher or instructor can partially fill in the spaces on the
graphic organizer so the students who need help can see what is needed
and expected by filling out the graphic organizer and what information is
expected to be included.

Post-Phase
By using an exit slip, the teacher can determine if the students understood
the days lesson and the main goals of the lesson that were displayed prior
to the days lesson took place. Also, using question and answer and mid-

lecture discussions (if needed) can help the teacher determine where the
students are on the current topic and the teacher can address these issues
on the spot and alter the lesson if needed. I will address any wrong
answers and misconceptions relating the major understandings of the days
lesson prior to the following lesson.
Differentiation
By using an exit ticket on the back-end of the lesson plan; it gives the
student a choice on how they are assessed; giving students different ways
to express what they know and what they dont know is critical to continuing
on to the next lesson and what needs to be re-taught or scaffolded in order
for all students to gain the necessary information to be successful.

Lesson Plan 5
Colorado Model Content Standards
- Social Studies 1.2 - The key concepts of continuity and change, cause and
effect, complexity, unity and diversity over time.
District Standards (if required)
- Recognizes how modern nationalism affected European politics and society.
Objectives
Students will be able to understand the immediate cause of World War I and
how nationalism played a major role in starting the Great War. Students will
also identify how nationalism can create tension between countries and build
conflict in each area.
Materials
For this lesson, students will be introduced to a guest speaker who
specializes in the beginnings of the Great War and will be expected to take
notes that pertain to the topic. Students can use their own notebooks and
utensils to take the appropriate notes to understand the days objectives
(which are written on the board before the lesson).
Resources
For the days lesson, students will be introduced to the guest speaker, Keith
Mainland (former teacher, mentor), who has become an expert on the topic
of the causes of the Great War and the immediate cause of World War I,
which is the assignation of Archduke Franz Ferdinand by Gavrilo Princip. (I
also have a digital recording of this topic if Keith Mainland cannot be
secured).
Pre-Phase
Prior to this lesson, students will be introduced to the ideas of M.A.N.
(Militarism, Alliances, Nationalism (Imperialism), and how they contributed to
the start of World War I. Students will also know that Gavrilo Princip did shoot
Archduke Franz Ferdinand but will not be given the whole story behind the
assassination that started World War I. The students will use the prior
knowledge of World War I, especially nationalism, to understand what it takes
and how it takes to start a war.
During
Students will enter the room and take their seats.
-

The teacher will cover the exit-slip from the previous days lesson.

The teacher will take 3,4,5 questions and answers from the
previous days lesson and address them with the whole class.

These questions will be prevalent and repeated question and

answers from students who participated in the exit-quiz from
the previous lesson.

10 minutes.

Once this has concluded the guest speaker will be introduced and he will use
the remainder of the class to inform the students about the story behind the
assassination of Archduke Franz Ferdinand.
-

While this is happening, the teacher will patrol the classroom and
make sure students are staying engaged in the topic. The teacher
will make sure students are staying off their mobile devices and
laptop computers and paying full attention to the guest speaker.

45 minutes.

- Adaptations: For this lesson, students or the teacher can record and
replay the audio of the speaker and material. By doing so, the students can
use the recording to slow the lecture (guest speaker) down to accurately and
articulately take notes about the assassination of archduke Franz Ferdinand.
Post-Phase
Students will have an entrance-quiz prior to the next days lesson. By doing
so, the teacher can identify if the students were engaged and understood the
material the guest speaker was providing.
Differentiation
For assignments in class; creating time to complete in class is very
important, this will create a culture where the students have time to not only
ask their peers questions on how to complete an assignment but also ask the
teacher before they are on their own with the assignment. Social studies
must fight for time with the daily homework of math and science (which is
very critical for their perspective subjects) , so creating a class where
students have time in class to ask questions and complete the work, is
critical in regards to completion (and completing it gaining the necessary
information the work is asking).

Lesson Plan 6
Colorado Model Content Standards
- Social Studies 1.2 - The key concepts of continuity and change, cause and
effect, complexity, unity and diversity over time.
District Standards (if required)
- Recognizes how modern nationalism affected European politics and society.
Objectives
Students will understand how the underlying causes of World War I led to the
sudden involvement and declaration of war in Europe in 1914 and will use
this information to address the idea of Home by Christmas. Students will
identify major points of a short period of history and recognize how quickly
war can happen.
Materials
Students will be given a blank timeline and they will be instructed to use
their technology (which every student is expected to have) to dill in the
timeline based on the teachers instructions. Students will also be introduced
to the performance task for this unit and will need to handouts (key-terms,
rubric, organizer) to get started
Resources
The teacher will find the right graphic organizer for this activity that allows
the students to not only place the date on the timeline but will also allow the
students to articulate the reason for putting certain events on the timeline.
For the performance task, a graphic organizer from a social studies colleague
will be used and will be posted to the internet so the students can have
unlimited copies at their disposal.
http://freeology.com/graphicorgs/vertical-timeline/
Pre-Phase
This lesson is used to show the students how quickly war began in Europe
but also how much can happen in a short time. The students will use their
background knowledge of the assignation of Archduke Franz Ferdinand and
the other underlying causes of WWI (M.A.N.) to fill in the timeline. All
background knowledge of WWI can be applied to this timeline. The timelines

will be printed out and ready for the students at the beginning of the class.
The performance task will be developed prior to the unit beginning and the
students will use their knowledge of WWI to complete the task.
During
Entrance Quiz the students will first take an entrance quiz based on the
information provided in the previous days lesson about Gavrilo Princip
(guest speaker). This will allow the teacher to assess what the students
learned and if they understood the main themes and objectives of the
lesson. 10 minutes.
-

Students will be instructed to have a piece of paper and a writing

utensil on their desks, nothing else will be necessary.
o The questions for the entrance-quiz are as followed:
1. What was the Black Hand?
2. What was the reason the members of the Black Hand
wanted to assassinate Archduke Franz Ferdinand?
3. List one reason the assassination did not go according to
plan?
4. Who else was murdered during the assassination?
5. What was the result of the assassination of Archduke Franz
Ferdinand? Good/Bad? Why?

The teacher will collect the entrance-quizzes and transition the class
into the timeline activity.

Timeline The students will now be introduced to the timeline activity. The
timeline will cover the assassination of Archduke Franz Ferdinand in June of
2014 to the Christmas truce of 1914. The students will use their background
knowledge to understand why the timeline is covering only a short period
and why it ends with the Christmas Truce (Home by Christmas).
-

The students will be given the blank timeline and be given the
proper instructions.
o Students will be expected to use their technology to fill in the
timeline of June 1914 to December 1914.
o Students will be directed to put at least 10 events on the
timeline and should use their background knowledge to
identify what events are important enough to put on the
timeline.
o Students will also be directed to explain in the space provided
the importance of the event and how it affected or altered
WWI in the first portions of the war. 50-60 minutes.
o Adaptations - Adaptations can be made for this activity.
Mainly, the students can be provided with the important and
key events jumbled on a separate sheet without any dates

and the students use those to fill in the timeline. Students will
still need to explain why the key terms are important in the
space provided.
Performance Task The students will then transition to the introduction of the
performance task by having the students either turn in their completed
timelines and have the students complete the timeline for homework.
-

The students will then be given the Performance Task packet that
has all the instructions and expectations for the students included.
It also has the 16 key terms and ideas that the students will use to
create their encyclopedias, as well as, the rubric for grading the
encyclopedia.
o The teacher will go over every aspect of the performance task
with the students and read through the instructions and
expectations. The teacher will also use this time to answer
any questions the students have about the task.

3 examples from the past that have exceeded

expectations will be provided so the students can see
what is expected of them.

o Multiple printouts of the graphic organizer will be provided to

the students.
o The remainder of the class period will be used for the students
to start on the encyclopedia. 25-30 minutes.
o Adaptations Please see performance task for adaptations
and differentiation for this project.
Post-Phase
Students will turn in their timelines either at the end of class or the following
day as homework. The teacher will be able to see if the students understand
the importance of the beginning of World War I and if they accurately and
articulately placed the events on the timeline in the right order and with
explanations to their importance.
Differentiation
By providing students individual feedback during this performance task, the
teacher can help the students who experience the difficulty of being selfmotivated and staying on track. The students also recognize that the
teacher is involved in their learning but more importantly, involved in their
success.

Lesson Plan 7
Colorado Model Content Standards
- Social Studies 1.2 - The key concepts of continuity and change, cause and
effect, complexity, unity and diversity over time.
District Standards (if required)
Objectives
The students will understand the type of war that was fought during WWI on
the Eastern and Western Fronts with an emphasis on trench warfare. The
students will be able to identify the horrors of World War I through pictures
and lecture and will use this to understand why World War I was such a
deadly war.
Materials
Students will use a Venn Diagram provided to them by the teacher to take
notes. The students will use this graphic organizer and a pen or pencil to fill
in the Venn diagram with accurate information presented through the
lecture. By providing the students with the graphic organizer the teacher can
ensure that students are engaged and on-task as there is no need for any
electronic device to be out in the open or used. The teacher will utilize
PowerPoint and the overhead projection system.
Resources
Lesson 7 PowerPoint

Name: ______________________________________________________________________ Date: ________________________________ Class Period: _____

Student Handouts, Inc.

www.studenthandouts.com

Pre-Phase
The students will use the prior lessons background knowledge of World War I
in order to complete this lesson. Mainly, the students will use their
background knowledge on trench warfare and the horrors of World War I,
which has been touched on throughout the unit but not gone into full detail
until this lesson. Students will have the background knowledge that War is
Hell and that since this was the first Modern, Total and World War it affected
everyone and the idea of death was very common.
During
Students will be ushered to their seats and any upfront questions the aspects
of the unit or the class can be addressed at this point. 5 minutes.
-

During this time, the graphic organizer for the days lecture will be
handed out.

The PowerPoint will be ready to go and once the students have

asked any questions or any topics that need to be discussed have
commenced, the teacher can move right into the lecture.

Lecture The students will be introduced to the Venn diagram as it pertains

to the days lesson.

The Venn diagram will be used to fill out the important aspects of
the Eastern and Western fronts. One section will be used for the
Western front and the opposite section will be filled in with
information and key ideas form the Eastern front.
o Students will be instructed to leave the middle/intersecting
section open and free of notes and will be instructed to use it at
a specific point of the lecture.

The lecture contains multiple pictures and vital information about

the Eastern/Western fronts during World War I. The students will be
asked their opinion of what they see in the pictures, will be
questioned about the material and the teacher will help facilitate
any discussions that can be had during the lecture. By doing these
things, the teacher can determine if understanding is being had and
if the students are using the content of the lecture to understand
background knowledge a higher level.
o The students will be directed to fill in the middle/intersecting
portions of the Venn diagram when the teacher comes to the
Battle of Gallipoli.

The Battle of Gallipoli was an allied offensive to open up

a third front during the war and to take pressure off the
Western/Eastern fronts.

By having them use the middle they can use it to

recognize that the Battle of Gallipoli was meant to
relieve the other fronts of the War and to help the allies
in their quest for victory.

The students will turn in the Venn diagram to check as an effort

grade for the students. The teacher will be collecting these to
ensure students were on task and engaged in the lesson. Also, by
collecting the Venn diagram, the teacher can determine if the
students were using the lecture to writing down the important and
key terms that address the overall understanding of the lesson.

Adaptations students who need extra help can have a Venn diagram that
already has specific themes/examples/ideas filled into each section. By doing
this, the students can see exactly what is expected and it can help them on
their way to understanding the lessons main objective. Also, all PowerPoint
presentations will be posted online for the students who feel they cannot
keep up but want to make sure they get all the material from the lecture
whether its from the PowerPoint or from discussion and Q&A.
Post-Phase
By asking questions pertaining to the lecture and using discussions during
the lecture, the teacher can determine the level of understanding that is
occurring during the lesson. Also, by collecting the completed Venn diagram,

the teacher can use it as an informal assessment tool by seeing what the
students wrote down and to gauge their understanding of the lesson
material.
Differentiation
By using a Venn-Diagram; the students are guided along in their analytical
thinking by providing an alternative to how the students are given the
information and how they show what they know and are able to do.

Lesson Plan 8
Colorado Model Content Standards
- Social Studies 1.1 - Use the historical method of inquiry to ask questions,
evaluate primary and secondary sources, critically analyze and interpret data
and develop interpretations defended by the evidence.
- Social Studies 1.2 - The key concepts of continuity and change, cause and
effect, complexity, unity and diversity over time.
District Standards (if required)
- Describes major shifts in world geopolitics from 1900 to the present in
international affairs and explains the changing role of world powers in
international affairs.
- Recognizes how modern nationalism affected European politics and society.
Objectives
The students will use primary and secondary sources located within the
Document Based Question (DBQ) to understand the underlying causes of war
and its effects on the war and around the world.
Materials
Students will be given the DBQ and can either use the spaces provided to
write the DBQ by hand or use their technology to type the DBQ and submit it
electronically or print it and bring it to class.
Resources
Students will use the DBQ and their technology if needed.

APPARTS
Author
- Who created the document?
- Does the author have a viewpoint that affects the meaning of the
document?
Place and Time
- Where and when was the document created?
- Do the place and time affect the meaning of the document?
Prior Knowledge
- What do you know beyond the information provided in the
document?
Audience
- For whom was the document created?
- Does the intended audience affect the documents reliability?
Reason
- Why was the document produced at the time it was produced?
The Main Idea
- What is the document about?
- What point is the document trying to convey?
Significance
- So what? How does the document relate to the topic you are
studying?
- Why is the document important?

Pre-Phase
Students will use their background knowledge on the causes and effects of
World War I and how they pertain to Militarism, Alliances and Nationalism
and Imperialism.
During
Entrance Quiz Students will be given an entrance quiz as another way to
determine if the students understood the material from the previous lesson.
5-10 minutes.
-

Questions for the Quiz

1. What is the name of Germanys initial Military plan?
2. Why was life in the trenches so bad? Give Examples.
3. What do you think was the best/worst new weapon used during
WWI? Why?
4. Why did the Gallipoli Campaign fail? Why?
5. What is trench cycle?

DBQ Students will be given the DBQ handout as they are taking the
entrance-quiz. 45-50 minutes.
-

The teacher will go over the steps of a DBQ and what is expected. The
students have done DBQs before and the teacher will use this time as
a refresher to the students.

The students will also be introduced to APPARTS, which is used to help

students with writing essays. See APPARTS attachment.

The teacher will stay mobile in the classroom to provide answers to

any questions and to make sure the students are staying on task and
engaged.

The students will then have the remainder of the class to complete the
DBQ and will have the DBQ as homework and will be turned in on the
following Friday (3/7).

Adaptations This unit can be adapted to any learner in the class, the
students can have extra time if needed to complete the DBQ and already
have the option of typing out there completed DBQ. Another adaptation for
the DBQ would be to give them the information on what each document
represents; this will allow them to get past the guessing and the task of
determining what the document is trying to tell the reader and allows the
student to get to the writing portion with little frustrations. Also, the students
have a chance to complete the packet (not the essay) with a peer if they
choose.
Post-Phase
The teacher will use the submitted DBQ to determine whether the students
understand the stated goals of this lesson and whether the students have

used the documents in the DBQ to understand the major theme of cause and
effect of World War I.
Differentiation
By allowing the students to work with peers; this will increase accountability
among students with assistance and contribution of each to complete the
assignment. Some of the peers that work together may also be paired by
academic levels which is an extra step in creating accountability from
someone other than the teacher (High Tides Raise All Boats). Also, the
question the students must answer is open-ended and can be taken in
multiple directions as long as they use the documents from the lesson; this
allows every student in the classroom to formulate their own version of the
answer no matter the ability level of the student.

Lesson Plan 9
Colorado Model Content Standards
- Social Studies 1.2 - The key concepts of continuity and change, cause and
effect, complexity, unity and diversity over time.
District Standards (if required)
- Applies reading and writing skills to inquire, think critically, and apply
history concepts to new situations.
- Recognizes how modern nationalism affected European politics and society.
Objectives
The students will understand the idea of propaganda and the role it played
during World War I and how it is still used today. Students will understand
what propaganda is and why it is produced, especially during times of war
and as it pertains to intense nationalistic views.
Materials
The teacher will provide propaganda printouts from a PowerPoint and sticky
notes. Students will only need a pencil or pen and should not need the use of
technology for this lesson.
Resources
The teacher will use the Internet to find World War I Propaganda and create a
PowerPoint with slides that can be printed out for the class. The teacher will
use PowerPoint and the overhead projection system to eventually display the
pictures given to the students.
Pre-Phase
Students will need the background knowledge of WWI that has been
presented to them throughout the unit with a large emphasis on nationalism
and the role it has played leading to the war and into the war.
During
Propaganda Students will be hurried to their seats and prepared for the
following days activity.

Students will be asked what they know about propaganda and if they
can think of any examples. 5-10 minutes.

Students will each be handed out an example of a World War I

propaganda poster.
o The students will use the sticky notes provided to them to write
down what they think their picture of propaganda is representing
and attach the sticky note to the picture they have.
o Students will be encouraged to identify who is represented in the
propaganda, which country produced the propaganda and what it
is asking of the readers. 10-15 minutes.
Once the students have finished deciphering what the propaganda
means to them, their attention will be directed to the teacher at the
front of the room.
The teacher will now go through each propaganda poster on a
PowerPoint slide show and will ask the student who had the specific
propaganda poster to have he first input of what it is representing and
then will get input form the rest of the class.
o The end of the slide show will provide pictures of recent
propaganda posters and the students will make the connection
that propaganda is still very much in use to this day. 40-45
minutes.

Adaptations For this lesson, students could benefit from slides that have
hints and or more information provided to them. The teacher can print out a
specific set of slides for any student who needs more help in understanding
the posters and identifying its meaning. Also, some students are not fond of
talking in front of the class, therefore these students can turn in their sticky
notes attached to the handout and the teacher can assess whether they
understand the importance of propaganda and what their poster/handout is
representing.
Post-Phase
By having the students talk about there posters, the teacher can identify
whether each student understands the importance of propaganda had during
World War I. also, by using their background knowledge of Nationalism, the
students can understand what each country/culture is trying to represent and
their specific target. Students can also turn in their picture/poster with sticky
notes attached if they chose to do so and the teacher can see what the
students wrote and assess whether they have understood the meaning of the
lesson.
Differentiation
By creating min-lessons and chunking (breaking tasks into manageable
parts) assignments for students, the teacher can continually observe and
make sure the students are where they need to be before moving on.

Lesson Plan 10
Colorado Model Content Standards
- Social Studies 1.1 - Use the historical method of inquiry to ask questions,
evaluate primary and secondary sources, critically analyze and interpret data
and develop interpretations defended by the evidence.
- Social Studies 1.2 - The key concepts of continuity and change, cause and
effect, complexity, unity and diversity over time.
District Standards (if required)
- Describes major shifts in world geopolitics from 1900 to the present in
international affairs and explains the changing role of world powers in
international affairs.
- Recognizes how modern nationalism affected European politics and society.
- Identifies the successes and failures in the search for peace and stability in
the post world wars.
- Creates a theory of the causes and global consequences of international
conflict in the 20th century.
Objectives
Students will understand the reasons for the involvement of the United
States in World War I and identify the key reasons it had a major influence on
the outcome of WWI. Students will identify the major contributors and plans
for peace post-World War I. Students will be able to explain why Wilson
decided to request a declaration of war and discuss the key ideas in which
President Wilson sought to use victory in the war to promote the spread of
democracy.
Materials

The teacher will provide the students with the primary source documents
needed for the first part of the lesson and with the note taker for the second
part of the lesson. Students will need a pen or pencil to fill out the guiding
questions for the first part of the lesson and
Resources
The teacher will provide the students with two documents and a guiding
questions worksheet for the first part of the lesson, which focuses on the
Unites States entering WWI.

GuidingQuestions
President Woodrow Wilsons Speeches
1. Read thefirst speech (document A). Does Wilson think the United States should enter
WWI? Why or why not?

2. Read thesecond speech. Does Wilson think theUnited States should enter WWI? Why or
why not?

3. Usethe1917 speech (document b) to answer thefollowingquestions. What does Wilson

accuseGermany of doing? Do you think this is agood reason to go to war? What additional
information would you need to havebefore makingadecision?

4. Re-read thelast two paragraphs of the1917 speech (document b) and answer the
followingquestions. Why do you think Wilson added theselast two paragraphs? How did
these words makeAmericans feel?

Pre-Phase
Students will need to have the background knowledge of militarism, alliances
and nationalism and imperialism as well as the mass destruction and death
that was brought on by World War I. Students will also need to know that the
United States remained neutral for most of the war and were considered
isolationists prior to their involvement in World War I.
During
US Entering the War Students will be asked if they have any questions prior
to the begging of the days lesson. The teacher will address any questions or
issues that any students have about content of the unit or any other aspect
of the class. 5 minutes.
-

Students will be given a quick lecture about Woodrow Wilson that

includes the following information about the former President.
o Woodrow Wilson became Presidency of the United States in
1912.
o He won with less that 50% of the popular vote because the
Republican Party split in to the progressive Party (Theodore
Roosevelt) and the Republican Party (William Howard Taft).
o Wilson was a democrat from New Jersey, but he won the support
of many progressives because he opposed political machines.
o As president, he signed some progressive reforms, like the
Keating-Owen Child Labor Act, the Clayton Antitrust Act and the
creation of the Federal Trade Commission.
o He had drastic views on race as he supported segregation of
races in the United States.
This will be mostly a quick history of the president as the background
of Woodrow Wilson is not as important as he War and Post-War policies.
10 minutes.
Students will then be handed two of Woodrow Wilsons speeches that
are separated by 3 years and students will be given a handout with
guiding questions that must be answered using these two documents.
o After the students, have completed this task, the teacher will
initiate a small discussion using the following question.
1. Per document b, why did the US enter WWI?
2. How was Wilsons attitude different from the first speech
(document a)?
3. Do you trust Wilsons speech and the reasons he gives for
entering the War?
o Students will answer the questions on the guiding questions
handout and then turn them into the teacher. 55 minutes.
Students will then be directed to take out the KWL sheet from the
beginning of the unit and will use this to fill in the notes for the Treaty
of Versailles under the what I learned portion.
o The PowerPoint should address the outcome and the process for
which Europe sought peace after World War I ended.

The teacher will use the pictures embedded in the

PowerPoint and certain points within the lecture to stop
and ask questions or discuss parts considered very
important as it pertains to the understanding of the main
objectives of the lesson. 35 minutes.

Post-Phase
By having the students turn in the guiding questions worksheet, the teacher
can see what understandings were addressed and what material needs to be
re-taught for the students to feel comfortable taking the summative
assessment at the end of the unit. Also, during the PowerPoint, the teacher
will make sure to stop and make sure to ask questions and create discussions
points to make sure the students are on task and engaged.
Differentiation
Make sure the students know what is essential in each lesson or unit; by
doing so the students know what they are working towards and what they
are supposed to accomplish. This allows the teacher to also focus on the
main objective and use multiple perspectives to get to the finish line.