Lesson Overview

Lesson Author: Jeffrey Fawcett

Grade Level:10
Subject Area: Social Studies
Short Description: TLW be able to identify and analyze the primary causes for World War I.
TLW be able to evaluate how these causes built up prior to the War and be able to identify the
direct cause of the War (the assassination of the Archduke)
Write a brief, yet concise, description of what occurs in this lesson. (50 words)

Standards
State Curriculum Standards met in this lesson:WHII.10
The student will demonstrate knowledge of the worldwide impact of World War I by
a)
explaining economic causes, political causes, and major events;
Go to state curriculum standards VDOE and select the grade content/level appropriate standards that are being
met in this lesson. Copy and paste here.

Instructional Outcomes: TLW understand the meaning of nationalism, imperialism, militarism and
how these ideas contributed to the start of World War I. TLW be able to identify the
members the different alliances formed previous to World War I. TLW be able to identify
Archduke Francis Ferdinand and how his assassination started WWI.
Identify each instructional objective (learning outcome) for this lesson. These are observable, measurable
outcomes that students should be able to demonstrate and that you can assess. Remember that activities are not
learning outcomes.

Enduring Understandings/Essential Knowledge:

Causes of World War I

Alliances that divided Europe into competing camps

Nationalistic feelings

Diplomatic failures

Imperialism

Competition over colonies

Militarism
This is a goal, not an objective. List the big ideas or concepts that you want them to come away with, not facts
that they must know, see Curriculum Frameworks at VA Dept. of Ed.

Essential Questions: TLW analyze and evaluate the different factors that contributed to the
building of the powder Keg that will lead to World War I? Identify the Match/spark that
would cause this powder keg to explode causing the War?

Essential questions address the heart of the discipline, are framed to provoke and sustain students interest.
Generate leading questions that you may ask students to get them to understand the big ideas. Possible questions
stems: How (Process), Why (Cause and effect), To what extent (Measure of degree), Which, What convinced

you, How might we prove

Procedures
Lesson Set: (10 minutes)
TTW draw a powder keg on the board.
TSW take notes in their interactive notebooks, using powder keg worksheet.
TTW use random calling to have students come to the board to write one reason why WWI
started.
Student who is called up will use prior notes to provide one answer to the question and write that
reason in the picture of the powder keg. Rest of students will continue to take notes.
The activities in this section capture the students attention, stimulate their thinking and help them access prior
knowledge. (i.e.- KWLH; discrepant event; inquiry-based question/activity; free write; reading from a piece
literature; demonstration; etc.). Describe your lessons anticipatory set which will capture students attention.

Rationale: World War I a brutal conflict the devastated the population of Europe and lead to
World War II. How Europe built powder kegs that would lead to a War that would affect the
world for a hundred years must never be forgotten. This War ended Empires redrew that map
of Europe and helped to continue the USA march to being a super power.
Describe how you will relate this lesson to previous learning
And to real-life experiences, to explain the importance of the learning to the students. (requires student
involvement)

Techniques and Activities: Students will divided up into 3 groups by counting off. Each group will
then go to a powder keg with their number. Pow
Group 1 topics: Alliances
Group 2 topics: Imperialism/competition for colonies
Group 3 topics: Nationalism and Imperialism
Powder kegs will be 3 large poster boards (shaped like powder kegs). Divide the powder keg into
three distinct sections (one Point / one Counterpoint / one Justification to visually divide the
three areas of answers). Each group will be given a marker color.
Group 1 Blue
Group 2 Red
Group 3 Green
TTW then give examples of the point that may be given.
TTW will asked for a counter point from the class example from the class.
TTW will ask a student to pick the point they agree and justify it.
Example: Point-Alliances ensured that smaller conflicts could grow to much larger ones.
Counterpoint-Alliances protected smaller nations from being taken over by larger nations for
fear of allied nation, possible preventing war.

Justifcation: Agree with the origanil point aillances just lead to a large war. Smaller nation would
only be protected if the larger nation fear a war with the smaller countries ally, this was not the
case in World War I with countries who where militarized just looking to start a war.
Each group will give at least 3 point how these issue would help to lead to the start of World
War I. which they will write on the powder kegs.
Each group will have 6 minutes to complete this task. (Groups will know when to rotate by soft
whistle blow. Whistle where used in World War I to direct troops).
Groups will then rotate 1 to 2, 2 to 3 and 3 to 1.
TSW read the previous groups points and give 3 counter points to the other groups original
point.
Each group will have 10 minutes to complete this task.
Groups will then rotate 1 to 3, 2 to 1 and 3 to 2
This is the final rotation, TSW read the previous groups points and counterpoints, then decide
which points they agree with and give a justification for why they agree.
Each group will have 14 minutes for this class
TTW walk around assisting each group with the task and making sure they stay on task.
TTW also redirect if needed.
At the end of the lesson students will return markers to teacher and set back in there desk.
List the step-by-step activities in sequential order as they occur in the lesson. Be sure to clearly identify what is
to take place in the lesson. Include a variety of teaching strategies (methods). Activities are to be studentcentered; i.e. solve problems, construct models, design and perform experiments, read authentic resources, answer
open-ended questions, support ideas with evidence, compose, analyze and interpret maps, draw conclusions. Include
guided process of learning. Include the opportunities students will have to expand and solidify their understanding
of the concept and/or apply it to a real-world situation. List any independent practice activities. (note: there may be
more or less steps than listed below)

Instructional input
Modeling I do
Guided practice We do
Independent practice you do

CHECKING FOR UNDERSTANDING

Lesson Closure: 10 minutes

Show short clip of the assassination of Archduke Ferdinand.
Explain how this was the spark the ignited the powder kegs, which they have worked on today,
that lead to World War I.
TSW answer the question do they think using what they have learned today and in past classes

World War I would have occurred without the Archduke being Assassinated.
Student should give short answers with appropriate justification for why they belief the
assassination would or would not have had to occur for WWI to happen.
This will be turned and discussed next class,
How will you close the lesson, summarize the lesson content, relate the lesson to future lessons, and actively
involve the students? Develop reflective questions that you will pose during the closure. Describe how you will
actively involve the students during the debriefing of the lesson and/or student presentations.

Assessment/Evaluation: Formative assessment will take place in the discussion during the lesson
set and as will in the Powder Keg activity. TTW check for understanding through questions and
give immediate feedback.
Summative assessment will occur with the homework assignment given at the end of the lesson.
TTW evaluate based on if the homework was turn in and provide written feedback on turned in
assignment.
Describe the evaluation process that you will use to measure whether the students achieved the instructional
objectives. Describe the criteria for achievement, and performance level. Describe how you will assess that
students have learned. Describe your methods for monitoring student progress. The criteria should directly
align to the instructional objectives and standards. Describe your plan for providing feedback to your students.

Student Products:TSW produce powder kegs that discuss the factors leading to the start of
World War I.
TSW also fill out powder keg worksheets for interactive note book.
Homework assignment given at end of lesson to be turned in next day (see lesson closure).
Describe artifact/s or products students will create as a result of the lesson. How will these performance
products allow you to assess conceptual understanding and/or mastery of procedural skills? (The following are examples of

performance tasks/products: Participate in a debate; Use evidence to solve a mystery; Infer the main idea of a written piece; Propose and justify a way to
resolve a problem; Design a museum exhibit; Apply rules to particular situations; Draw a picture that illustrates what's described in a story or article;
Conduct a poll on consumer preferences, display results graphically, state conclusions; Critique a performance or a work of art; Design an experiment, build
a model. )

Supplemental Activities: Extensions TSW be given a video (https://www.youtube.com/watch?

v=ZmHxq28440c) of the Archdukes Assassination and ask to give 5 facts the found of interest
from the video.
Remediation: TSW define in their own words Imperialism, nationalism and militarism.
Extensions are activities for students who grasped the concepts quickly and need a deeper challenge. Do not just
give the students more of the same activity. You want to explore the concept in more depth and add a new
dimension. Remediation activities include methods to reteach the learning for students who need more

instruction/practice-

Adaptations for Special Learners: Will adapted as needed according to students 504 or IEP
Describe how you will adapt the instructional learning strategies for learners with special needs- learners with
disabilities, ESL students, and gifted learners.

Differentiated Instruction: This lesson include differentiation for audio and visual learners (use
of videos and question in activity, lesson set and closure).
Kinesthetic learners, grouping (included in activity).
Activity also allows for learners of different readiness by adjusting the number of point,
counterpoints and justification. For remedial students 2 points, counterpoints and justifications.
Standard 3 points, counterpoints and justifications. Advanced 5 points, counterpoints and
justification.
In what ways have you adjusted your lesson to meet the unique needs of learners? Describe how your lesson is
adjusted by content, process, products and/or environment based on readiness, interests, and/or learning styles?
(Examples: tiered tasks, flexible grouping, cooperative learning, use of multi modality strategies,)

Resources
List all materials (textbooks, maps, crayons, scissors, student whiteboards, research guides, etc.) technology
resources (computers, printer, scanner, internet connection, cameras, projectors, etc.) and web addresses that are
needed for this lesson. If you are using copyrighted materials, you must include author, date, city and publisher.

Materials and resources needed for this lesson.

Powder Keg poster board
Attach powder Keg worksheet
Markers
Technology resources needed for this lesson
Web Addresses needed for this lesson:https://www.youtube.com/watch?v=BCTIaiiGB4o
https://www.youtube.com/watch?v=ZmHxq28440c