Lesson Plan Course/Level: World History/10th Grade/3rd Period Essential Question: What were the underlying causes of World

War One? Standard(s):SSWH16 The student will understand the long term causes of World War One and its global impact MYP Unit Question: How does an understanding of the past help us to navigate changing environments in the contemporary world? Area of Interaction: Environment Significant Concept(s): Time, Space, and Place Approaches to Learning: Transfer (making connections including using knowledge, understanding and skills across subjects to create products or solutions, applying skills and knowledge in unfamiliar situations)

Bell ringer: For the bell ringer, the students will review the topics imperialism and industrial revolution. I will then introduce them to the new unit which spans from World War One to globalization in the contemporary worlds. I will also talk about the Ukraine Crisis and how alliances that were formed during World War One and how they still affect global politics today. Activator: Visual Thinking Strategy. Students will answer the following questions. 1. What is going on in this image? 2. Why do you think so? 3. What more can we find? Image used for VTS Mini-Lesson: Students will be given the Mini-Q What were the underlying causes of World War One? As a class, we will read, annotate, and discuss the essay. Following reading the essay, the students will work in pairs to answer the background essay questions on the back of the page. Work Period: Students will analyze 2 documents (document A and document C) individually or in pairs. I will set a timer for six minutes to answer the questions in pairs, and then go over the first document. I will then give students another six minutes in order to analyze the second documents. After class is done reviewing the answers, I will explain the other two causes of World War One (imperialism and nationalism) which will be review. Summarizer: Of the four causes of World War One, which do you see most prevalent in the world today? Explain your answer.

Description of Video

The video starts with me explaining that the students are about to move into the new unit Global Conflicts and within t his next unit they will be learning about World War One, the time between those two wars, World War Two, The Cold War, and other conflicts that span into todays time. Next, I asked the student whether they had heard of World War One. Some students respond ed, most students did not. I then asked them if they knew what happened during this war. One student responded, People Died. I respo nded that yes people died, around 10 million people died. The next question, I asked students who were involved in the War or what countries were involved in the war. One student responded France, and I told the student that she was correct. I then walked over to the large map in the classroom in order to show the students which countries were involved in the War. I told them that Italy, AustriaHungary, and Germany were one alliance in the war. And the other alliance system going into the war was Russia, England, and France. I then told them, that eventually America would get in the war alliancing with England and France. I then explained, a lot of these alliances still affect the world today and current alliances. Next, I introduced the video about Russia, Ukraine, and the United States. Please click the following link to watch the short CNN clip. http://www.cnn.com/2014/04/09/world/europe/ukraine-crisis/index.html?hIpt=wo_c1 After watching the video, the first question I asked my students was Who is Russia trying to help? None of my students could answer the previous question, so I told them that Russia was trying to help ethnic Russia people in Ukraine. I then pointed on the map the location of Ukraine compared to Russia and also pointed out the large differences in size. I then explained to the students what an alliance is. I explained it as if me and student A makes an agreement that someone else attacks us that we are going to stick together. I then asked the students what that would be called. One student responded an ally. I told them yes, or an alliance. I then told them that the alliance systems that started during World War One are still alliances today. I then told my students that before World War One, the United States were isolationist or isolated from Europe. I then explained to my students that whatever wars or issues that happened in Europe before WW1, United States saw it as Europes issue. But after World War One and World War two, once the United States became entangled in Europes affairs, it became difficult to pull out. I then asked student if they had or knew anyone that was in another students drama and then couldnt separate themselves from that drama. And explained to them that it was similar. After, explaining this I introduced students to the acronym M.A.I.N. And explained to them what militarism, alliances, imperialism, and nationalism was and how they were causes of World War One. I then asked my students if they saw any of these four causes still in existence today. For militarism, my students came to the agreement that the United States spends a lot of their federal budge on the military. For alliances, we agreed that alliances still existed. I then referred back to the video that yes, that why the United States, secretary of state, is making speeches about Russias involvement in Ukraine. For Imperialism, there was a mixed reaction from the class. Some students believed that countries were not taking over other countries while others were not. I then explained to them, that in the video it stated that Russia was in the process of annexing Crimea, so that was a form of imperialism. And finally, for Nationalism the students agreed that the United States still has the attitude that the U.S. is number one and tries to spread its influence around the world.

Analysis of Video

I do not think that this was the strongest lesson that Ive taught during my student teaching experience. I believe that I introduced too much new content for my students to absorb or comprehend at one time which led to me talking a lot at the and not with them. I expected my students to have more content knowledge of World War One, considering that theyve been taught the content in elementary and middle school. Also, I do not think I showed the best knowledge of the issues that are occurring in Ukraine. But I decided to take this chance, because I thoroughly believe that when I am teaching that I am leaving room for me to be confused and also to explore and learn history with my students. Not knowing every absolute detail, but a general overview helped me explore the content and also attempt to explain what was happening in the area. I was pleased that the students retained content and material from the last unit such as imperialism, nationalism and did understand the concept of alliances. I did anticipate that the word militarism would not yet be in there vocabulary and felt that I explained that well to the students. One of my strengths as a pre-service educator, is assisting students in creating connections. Ive found that when teaching and learning World History, that the content is so far in space and time, that it can be overwhelming. So creating connections is a strategy that I utilize often in order to break big ideas into smaller pieces that can be understood easier. My main goal of this lesson was to help students create the connections that some of the underlying causes of World War One, (militarism, alliances, imperialism, and nationalism) are still in existence today. I chose the clip on Russia and Ukraine because it displayed aspects of all four of these causes that I believed that students would be able to interpret. In retrospect, I should have explained the concepts of militarism, alliances, imperialism, and nationalism before showing the video. And have students take notes or be thinking about where they see these concepts in the video. Another goal of this lesson was to help students understand that every action has a reaction no matter the time in between. Although World War One began in 1914, one hundred years later, the effects can still be seen today. I didnt emphasize much w hile teaching as much as I wanted to that before World War One, United States was not entangled in much of the world affairs. Whereas today, United States is entangled in different nations domestic issues. I wanted to make the point this was not always the c ase or that that United States becoming a global power did not happen overnight. In conclusion, connecting the content that students are being taught in class to current event or issues is something I plan to continue to do in my classroom in the future. Through this assignment, Ive learned that there has to be structur e and a basic understanding of content knowledge in order for students to create and understand the connections that are expected of them. Although this lesson did not go exactly as planned, it was still worthwhile. My students were able to learn about issues that were going on in the world that they might not have known about before. Also, I gained experience with relating current issues/event to the content as another method of instructing students.