SAUSD Common Core Lesson Planner

Unit:

World War 1

Grade Level/Course:

10/World History

Teacher: Alexander Mock

Duration: 2 Days of 50 min class sessions.

Date:

Lesson #: 1

Content Standards:
10.5 Students analyze the causes and course of the First World War.
1. Analyze the arguments for entering into war presented by leaders from all sides of
the Great War and the role of political and economic rivalries, ethnic and
ideological conflicts, domestic discontent and disorder, and propaganda and
nationalism in mobilizing the civilian population in support of total war.
Common Core Reading Standards for Literacy in History/Social Studies:
Key Ideas and Details:
1: Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information.
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.
3: Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them.
Craft and Structure:
4: Determine the meaning of words and phrases as they are used in a text, including
vocabulary describing political, social, or economic aspects of history/social science.
Common Core
and Content
Standards

Range of Reading and Level of Text Complexity:

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.
Common Core Writing Standards for Literacy in History/Social Studies:
Text Types and Purposes:
1: Write arguments focused on discipline-specific content.
2: Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
Production and Distribution of Writing:
4: Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience.
Research to Build and Present Knowledge:
9: Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing:
10: Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific

SAUSD Common Core Lesson Template

tasks, purposes, and audiences.

Common Core Speaking and Listening Standards 9-10:
Comprehension and Collaboration:
1: Initiate and participate effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues,
building on others ideas and expressing their own clearly and persuasively.
Presentation of Knowledge and Ideas:
6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 here
for specific expectations.)
Common Core Language Standards 9-10:
Conventions of Standard English:
1: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.

Materials/
Resources/
Lesson
Preparation

Vocabulary Acquisition and Use:

4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grades 910 reading and content, choosing flexibly from a range of strategies.
5: Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
6: Acquire and use accurately general academic domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
Computer and projector for presentations.
The presentations pertaining to:
-National Rivalries -The Alliance System -The Balkans
Discussion material prepared to be presented via projector.

Objectives

Depth of
Knowledge Level

Students will examine the

factors that contributed to the outbreak
of World War I.
Content:

X Level 1: Recall

well develop their

understanding of the content by writing
independently, speaking collaboratively, and
reading relevant and grade suitable text.

X Level 2: Skill/Concept

X Level 3: Strategic Thinking

X Level 4: Extended Thinking

X Demonstrating independence
College and
Career Ready
Skills

Language: Students

X Building strong content knowledge

X Responding to varying demands of audience, task, purpose, and discipline

X Comprehending as well as critiquing

X Valuing evidence

X Using technology and digital media strategically and capably

X Coming to understand other perspectives and cultures

SAUSD Common Core Lesson Template

X Building knowledge through content-rich nonfiction texts

X Reading and writing grounded from text
X Regular practice with complex text and its academic vocabulary

TEACHER PROVIDES SIMPLE

STUDENTS
EXPLANATION
FIGURE OUT THE
MEANING

Academic Vocabulary
(Tier II & Tier III)

Common Core
Instructional
Shifts

Pre-teaching
Considerations

CCSS
Foundational
Standards
(K-5 only)
Instructional
Methods

KEY WORDS ESSENTIAL TO UNDERSTANDING

Nationalism, Pan-Slavism,
Dreadnaught, Triple
Alliance/Central Powers, Triple
Entente/Allies
N/A

Lesson Continuum

Casus foederis

Self-determination

By this point in the course, students should be experienced in writing Cornell style notes.
New students in the class will need to have the concept introduced to them and their
ability to follow the format should be checked to ensure proficiency.
Some articles used in the Triple Alliance Exercise are more complicated than others.
Some groups may need assistance from the educator.
N/A

Lesson Delivery
Check method(s) used in the lesson:
X Modeling

X Guided Practice

X Guided Inquiry
Lesson
Opening

WORDS WORTH KNOWING

X Collaboration X Independent Practice

X Reflection

Prior Knowledge, Context, and Motivation: Students will be reminded of the changes
brought about in European nations as a result of the Industrial Revolution, particularly
growth of population and increased production capabilities. Additionally, students will be
guided to recall the economic rivalries that developed in the wake of the Age of Imperialism
between the colonizing nations of Europe. Finally, students will be informed that these are
only a few of the factors that would lead to The Great War.
Ideally, this preface to the unit would assist students with tying previously learned
information to the current unit and prepare them to examine new information.

SAUSD Common Core Lesson Template

Activities/Tasks/ Strategies/Technology/
Questioning/Engagement/Writing/Checking for Understanding

Day 1:
Unit introduction/preface (5 minutes): A brief lesson
opening to connect information from previous units to the
current unit. Prepares students for new information.
Presentation pertaining to national rivalries (20 minutes):
This lecture would inform students on the growing tension
between major powers of Europe, highlighting concepts such
as:

The arms race, particularly German and British naval

build up.

Economic rivalries and colonial competition, namely

those between France and Germany and Britain and
Germany.

The effect of public opinion, infused with nationalistic

pride and bolstered by propaganda, that increased the
pressure on political leaders to commit to war.
Students are intended to take Cornell style notes during this
presentation.
Triple Alliance Exercise (15 Minutes): At this time the
students would separate into their assigned groups. Each of
these groups which would be assigned with discussing the
meaning of select articles from the 1912 renewal of the Triple
Alliance. After 5 minutes of collaboration at the group level, a
brief and guided 10 minute discussion of the articles and their
ramifications would be held for the class.
Presentation pertaining to the alliances in Europe (10
Minutes): A lecture providing further detail to the Triple
Alliance and the Triple Entente. Discussing the nations
involved in each group and their reasons for joining a
particular faction. Students are intended to take Cornell style
notes during this presentation.

Differentiated Instruction:

Instruction for learners of

various aptitudes,
whether advanced or in
need of further assistance,
can only really be
managed on a case by
case basis.
No one method can
appropriately assist with
the individual needs of
every student.
However, one method of
attempting to
preemptively
accommodate learners of
all levels will be to utilize
educational materials on
the internet (such as
videos). This in turn
provides additional
support for learners in
need of review, a
different format, or
expansion of the content.
English Learners:
See above.

Special Needs:
See above.

Homework: Students are to create a short blog post in which

they reflect upon the information they have learned thus far by
answering a prompt such as:
Reflect upon what you have discussed and learned about
today. Do you think that the Great War could have been
avoided or was it inevitable? Explain why or why not.
Day 2:
Recap (5 Minutes): A brief review of the information covered
in the last class session to assist students in building a
foundation for new information while offering them a chance
to ask questions to secure their understanding of the material.

SAUSD Common Core Lesson Template

Accelerated Learners:
See above.

Introduction discussion (10 minutes): Students will be

introduced to the phrase Balkan Powder Keg. Students will
have 5 minutes to collaborate with their assigned group to
determine the meaning of the phrase in the context of the
lesson. The remaining time will be used for guided, class wide
discussion and clarification.
Presentation pertaining to the unstable Balkan region (20
minutes): This presentation would inform students on how
nationalism and desire for self-determination led to increase
tension in the Balkan region. Concepts that shall be covered
include:

Weakened influence by the Ottoman and AustroHungarian Empires in the region.

The Pan-Slavism movement.

The potential involvement of Russia.

The assassination of Archduke Franz Ferdinand.

The Austrian response to the assassination and

Germanys blank cheque to Austria-Hungary.
Students are intended to take Cornell style notes during this
presentation.
Lesson Quiz (15 Minutes): A brief quiz that will be
administered at the end of a lesson as an additional means of
formative assessment.
Homework: Students are to reexamine their blog post from
the previous day and reflect on new information in
consideration of what they had learned prior by answering a
prompt such as:
Review your previous blog post and comment on it as to
whether you agree or disagree with your previous statement.
Explain why or why not. What information have you learned
that may have changed or strengthened your view?
Lesson Reflection
Teacher
Reflection
Evidenced
by Student
Learning/
Outcomes

No information available yet.

SAUSD Common Core Lesson Template