LESSON PLAN DAY ONE Name: Nate Vize Grade: 12 Topic: World War One MISSOURI GRADE LEVEL EXPECTATIONS: -“Trace the origins, and relationships among the world wars, revolutions, and global conflicts of 20th century to determine their impacts on the world today.” -“Analyze treaties, agreements, and international organizations to determine their impact on world challenges along with national and international order.” -“Analyze laws, policies, and processes to determine how governmental systems affect individuals and groups in society.” -“Compare and contrast evolving governmental systems, including monarchy, totalitarianism, theocracy, and representative government to determine their impact on society.” -“Create and use maps and other graphic representations in order to explain relationships and reveal patterns or trends.” LESSON OUTCOMES Students create a map graphically representing Europe in 1914 which labels the names, government systems and alliances of all of the nations of Europe. LESSON SUMMARY Students complete a general pre-assessment for the unit before beginning to fill out information within their maps based upon a power point presentation and a web quest which will focus upon the various government systems of the major players in World War One as well as their relationships to one another in order to better understand the geopolitical themes that are the origins of World War One. MATERIALS/RESOURCES: Maps, power points, devices. PROCEDURES: Readiness: [15 Min]

1. Students complete a kahoot pre-assessment over general facts of World War One https://create.kahoot.it/?_ga=1.96671647.1271624545.1447342855&deviceId=dd923062-8586-4d53-90f0-91c5b341d9a3#survey/51b9d33c-414b-45dd-aaa7-d2c4bf4791b9/reorder/edit

Focus: [35 Min] 2. Students are given blank maps of Europe and instructions to fill in the following

information for each nation: name of country, government systems and alliance/treaty that nation is a part of. This will help students to record and note relationships, trends and patterns.

3. Teacher puts a political map of Europe on the smartboard and gives students some time to label specific nations by name on their maps.

4. Teacher then plays a few power point slides that define monarchy, totalitarianism, theocracy, and representative government as students define these terms on a note sheet on the back side of their maps.

Closure: [10 Min extending into homework]

5. For the rest of class and for homework, students will complete a webquest where they will seek to discover which of the four covered government systems best describes each nation and then labelling the corresponding nations on the map with the government system that best describes it.

6. Students will also look up the following terms during their webquest: the Dual Alliance (1879), the Triple Alliance (1882), the Reinsurance Treaty (1887), the Franco Russian Alliance (1892):, Entente Cordiale (1904):, Anglo – Russian Entente (1907) and Panslavism. Students will list the nations within each of these international agreements/organizations on the lines provided within the worksheet.

7. Students will label which nations were involved in each of these alliances, treaties and international organizations both on their maps and on the backs of the map pages themselves.

ASSESSMENT: The Kahoot pre-assessment will focus on very basic concepts surrounding the origins and events of World War One such as which nations were on each side, what triggered the war, how the war ended and who won. This formative assessment will largely influence the degree of depth that we cover as we provide verbal instructions throughout the unit. Furthermore, summative assessment will be performed in assessing the maps as we look to see that students accurately labeled their maps with nation names, government systems and alliances so that they will eventually be able to notice patterns between these themes as we progress with the unit that explain the origins of World War One. Ultimately, I want to see clues that students are beginning to notice trends and patterns pertaining to laws, treaties and governmental systems that set the basis for the two sides in World War One. DIFFERENTIATION: In giving students a webquest to define various treaties and key terms, students are given the opportunity to provide a very detailed and in-depth explanation of these key terms and treaties or to simply provide the most basic information such as which nations were signed onto a treaty and in general what the treaty would mean for relations between the two nations. Anything from an in-depth history behind how these nations came to sign these agreements to a simple list of nations that plan on defending one another in the event of attack will suffice. Also, being a webquest, students have the capacity to find their information from a source of a level of complexity which they are comfortable with reading. TECHNOLOGY: Smartboard [or other screen capable of portraying a power point or similar medium of presentation] and the student devices used for the webquest. SOURCE: Nathan Nico Vize

Label the name, government system and alliance’s of the nations on this map. (Great Britain, France, Russia, Germany, Austria-Hungry, Italy, Serbia and the Ottoman Empire)

Also, while we are at it, what year is this?_______________________________

Define the Following:

The Dual Alliance (1879): ____________________________________________

The Triple Alliance (1882) ___________________________________________

The Reinsurance Treaty (1887) _______________________________________

The Franco Russian Alliance (1892) ___________________________________

The Entente Cordiale (1904) __________________________________________

The Anglo – Russian Entente (1907) ___________________________________

Panslavism_________________________________________________________

Monarchy: ________________________________________________________

__________________________________________________________________

__________________________________________________________________

Totalitarianism: ____________________________________________________

__________________________________________________________________

__________________________________________________________________

Theocracy: ________________________________________________________

__________________________________________________________________

__________________________________________________________________

Representative Government: _________________________________________

__________________________________________________________________

__________________________________________________________________

LESSON PLAN DAY TWO Name: Nate Vize Grade: 12 Topic: World War One MISSOURI GRADE LEVEL EXPECTATIONS: -“Trace the origins, and relationships among the world wars, revolutions, and global conflicts of 20th century to determine their impacts on the world today.” -“Analyze treaties, agreements, and international organizations to determine their impact on world challenges along with national and international order.” -“Analyze laws, policies, and processes to determine how governmental systems affect individuals and groups in society.” -“Create and use tools to analyze a chronological sequence of related events that happen at the same time.” -“Take informed action based on their learning.” LESSON OUTCOMES Students analyze the policies, treaties, agreements, international organizations and governmental systems introduced to them last class to take informed action as to how a chronological sequence of related events would unfold at the same time setting the origins of World War One into motion. LESSON SUMMARY Students turn in their maps from the prior class period. Next students engage in a “four corners” review exercise where they must identify the governmental system. After the review, students pull the names of various nations from a hat. Two students will have each nation. First students pair up with their fellow delegates from their countries, then with fellow delegates within their treaties and then fellow delegates within their “side” of what will become World War One before completing a Spider Web discussion as delegates from the nations of World War One. The rest of class will be devoted to a spider web discussion where students take informed action as to understand how the entangling of alliances that they covered last class led to the origins of the First World War. MATERIALS/RESOURCES: Maps, power points, devices, flow chart graphic organizer [kept very basic to scaffold responsibility towards the students and not give anything away during the spider web discussion] and yarn. PROCEDURES:

Readiness: [25 Minutes] 1. Students turn in their maps from last class so that the teacher may provide summative

assessment of what students learned in the previous class. 2. Next students reinforce their homework’s summative assessment of the nations’

government systems and treaties with a formative “Four Corner” review at the beginning of class. Like this, the four corners of the classroom will consist of “Monarchy,” “Totalitarian,” “Theocracy” and “Representational Government.” The teacher will read something like “Government run by religious clerics who dictate laws based upon religious dogma.” Or “A hereditary authoritarian government passed from father to son generation after generation.” The students will have to move to the corner that describes these best and then the teacher will ask the students in each corner to justify their response.

3. After the “Four Corner” review of the four government systems, students select nation names from a hat: Britain, France, Germany, Russia, Italy, the Ottoman Empire, Austria – Hungary and Serbia [2 students for each nation]. Students are then instructed to find the other student diplomat from their nation.

4. To review the alliances covered last class, pairs of student diplomats then match up with their treaty partners from the following treaties which students were introduced to the following class and had a homework assignment on the night before which are: the Dual Alliance (1879), the Triple Alliance (1882), the Reinsurance Treaty (1887), the Franco Russian Alliance (1892):, Entente Cordiale (1904):, Anglo – Russian Entente (1907) and Panslavism.

Focus: [30 Minutes] 5. After having convened with their political blocs, the teacher then hands the Austrian

diplomats a wad of yarn and all students are given their own flowchart graphic organizers. 6. As the teacher moves through a script on power point, students will be filling out steps in

their flowchart graphic organizers that describe the sequence of events that led to the origins of World War One.

7. Teacher begins to read through a script describing the events that led to World War One. 8. At various parts throughout the script, the teacher stops and asks the students with the yarn

to predict how they would respond based upon laws, policies, processes, treaties, agreements and existing international organizations which their nation is a part of.

9. Provoked by what they have learned in this unit so far, the script and their teacher’s line of questioning, pairs of student delegates will describe the informed action that their nation will take and will toss the yarn to the nation that they are acting against or who they expect their nation’s decision will provoke a response from. [For example, when Austria declares war on Serbia, the Austrian student delegates pass the yarn to Serbia. Serbia then tosses the yarn to their ally Russia who mobilizes their troops on their Western border with Germany forcing them to toss the yarn to Germany who declares war on Russia and thus tosses the yarn back to Russia who then tosses the yarn to their ally France and so forth.

Closure: [5 minutes extending into homework] 10. For homework, students complete a short written response [8 – 16 sentences] making an

argument for which nation is most responsible for the origins of World War One. Students will focus on the informed action that students took while considering laws, policies, processes, government systems, treaties, agreements and international organizations which led to a chronological set of events occurring at the same time contributing to the origins of World War One.

ASSESSMENT: The initial homework assignment will provide summative assessment allowing the teacher to focus on the target goals from the day prior which involve students developing a mastery of understanding the location, government systems, treaties, agreements, laws and policies of nations that played a vital role in the origins of World War One. To provide further practice and formative assessment of how well students have understood the government systems and alliances covered in the previous class, we will complete a “four corners” review of the government systems [monarchy, theocracy, representative government and totalitarian government] as well as a quick review as students are asked to partner up

with their fellow delegates according to political blocs that would emerge from the treaties that we covered last class. Students will remain within these political blocs throughout the Spider Web review which will provide ample formative assessment of an authentic performance as students take informed action based upon the information that they learned in the previous class and just reviewed as they are introduced to new information effecting these same nations. DIFFERENTIATION: When students review the previous day’s lesson, they will review in a fashion that will allow students to work together. As students complete the “four corners” review and are later asked to form political blocs, they will be able to follow their peers and bounce ideas off of their peers as they move around the room. This will give advanced learners an opportunity to lead and struggling learners a chance to learn from their peers as they review. This principle should hold true throughout the Spider Web discussion as every nation will have at least 2 delegates to take informed action based upon previously learned materials together. TECHNOLOGY: Smartboard [or other screen capable of portraying a power point or similar medium of presentation] and the student devices used for the webquest. SOURCE: Nathan Nico Vize

Archduke Franz Ferdinand of Austria is assassinated in Sarajevo by Gavrilo Princip,

a member of the “Black Hand.” This organization called the “Black Hand” is an organization financed and controlled by the

Serbian military. [28 June 1914]

In 8 – 16 sentences for homework, please write a short answer piece that describes which of these nations you blame most for the origins of World War One and why.

LESSON PLAN DAY THREE Name: Nate Vize Grade: 12 Topic: World War One MISSOURI GRADE LEVEL EXPECTATIONS: -“Trace the origins, and relationships among the world wars, revolutions, and global conflicts of 20th century to determine their impacts on the world today.” -“Anticipate and utilize the most useful sources to address their questions” -“Create and use maps and other graphic representations in order to explain relationships and reveal patterns or trends.” LESSON OUTCOMES: Students connect the events that they have already studied in this unit to the Schlieffen Plan’s execution as the origin of World War One’s Western Front which they will analyze by utilizing one of the most useful sources to address this question. LESSON SUMMARY: A quick pre-assessment will take place as students have a brief chance to share which country they mostly blamed for World War One and why [which was the basis of their homework prompt] before we transition from the origins of World War One to the mechanics of its execution. Using a power point, students will complete a graphic organizer that defines and describes the nature of the Schlieffen Plan, its execution and the effects that it would have on Europe as a whole. Students will be shown a visual that compares the Western Front of World War One to the Western Front of World War Two to focus on the relationship between the two and to begin suggesting that World War One had an impact on the 20th Century that would set the pace for World War Two to begin. Students will then complete a reading-comprehension based activity where they will utilize one of the most useful sources to understanding the nature of World War One’s Western Front. MATERIALS/RESOURCES: Maps, power points, devices, printed text documents PROCEDURES: Readiness: [15 Minutes]

1. Students turn in their homework essays asking them to provide an argument blaming one of the nations discussed last class for the advent of World War One. This will be assessed in a summative fashion as the teacher looks for evidence that students are analyzing government systems, treaties, policies, laws and the informed actions of nations in their reasoning as well as are understanding the substantive origins of World War One.

2. Students are given back their maps from the first day of this unit. 3. Students are asked verbally to consider the question of how they would go about invading

France if they were Germany looking at their maps and a similar map of Europe in 1914 provided on the smartboard.

4. Students are broken up into groups of four and are asked to consider this question as if they were German generals who were assigned to create a battle plan and submit it to Kaiser Wilhelm II.

5. Groups will have about 5 minutes to share their battle plans with the whole class and to possibly argue with one another.

Focus:

6. After giving a few students opportunity to share their thoughts about invading France with the entire class, the teacher gives students a question sheet and explains that the Schlieffen Plan was created as a plan for Germany to invade France by marching through the Netherlands and Belgium to avoid French troops on the German – French border.

7. The teacher also explains that in order for the Schlieffen Plan to work, Germany would need to be able to capture Paris from the West within a period of approximately seven weeks.

8. Next, students begin to watch a video about the execution of Schlieffen Plan as they answer a series of questions on their question sheet. https://www.youtube.com/watch?v=upO18Pp67fU

9. After the video, we go over the questions verbally “whole – class.” As students remain seated, I will read the questions and ask for students to share their answers before talking with them about their answers.

Closure: 10. Students are asked to update their maps of Europe with the themes that they learned from

the video including French fortifications on the French – German border, German troops marching through Belgium into Northern France, British troops crossing the English Channel and halting the Schlieffen Plan at various battles etc.

11. For homework, students will be expected to read pages 56 – 59; 212 – 218; 278 – 288 of Ernst Junger’s Storm of Steel which have been printed out for students. [https://www.mtholyoke.edu/courses/rschwart/hist151/wwI/Junger%20Storm%20of%20Steel%20selections.pdf]

12. Students will also use these 19 pages of text to respond to the final question from their question-sheet for this lesson.

ASSESSMENT: The initial homework assignment will provide summative assessment allowing the teacher to focus on the target goals from the day prior. Next as students group up in pairs of four, the teacher will be able to conduct formative assessment of the students’ capacity to take informed action using their maps and other information covered up until this point in the unit. Throughout the rest of class there should be some degree of limited formative assessment based upon student attention and reaction to the youtube clip. Nevertheless, student answers to the questions themselves within the worksheet aligned to the youtube clip will be conducted as summative assessment. DIFFERENTIATION: When students attempt to anticipate the German strategic approach to invading France, they will do so in groups of four which will allow advanced learners to act as leaders and will allow struggling learners to help learn from their peers. Furthermore the video clip which provides audio instruction and visuals of contents should appeal to various types of learners. While the 19 pages of assigned text may be difficult for students who read below grade level, it is important to note that the themes that students must take from the text do not require knowledge of all 19 pages. Nevertheless, students who can comprehend the contents of all 19 assigned pages from Ersnt Junger’s text will have a greater understanding of what the Wester Front was like and how it impacted the people that experienced it directly than had they not read this text. TECHNOLOGY: Smartboard [or other screen capable of portraying a power point or similar medium of presentation as well as the youtube clip] and the student devices used to access the PDF version of the 19 assigned text

pages. SOURCE: Nathan Nico Vize

The Schlieffen Plan What did the Schlieffen Plan require to be successful? 1. Germans needed to move through Belgium and Northern France remaining close to the coast. 2. Germans needed to move quickly and capture Paris before French troops realized and

responded. 3. Germans needed to wrap up the war in the West quickly so that they could divert their forces to

the Eastern Front and towards the Balkans. What effect do you think that the Schlieffen Plan had upon other European Nations relationship

with Germany for the rest of World War One and throughout the rest of the 20th Century including World War 2? 1. Relations between Britain, France, Belgium, Luxemburg and the Netherlands towards Germany

deteriorate significantly. 2. One may have noticed references to propaganda demonizing German soldiers referred to in this

film. For example, the French and British referred to Germans as “Huns” and the Dutch and Belgians told stories of German soldiers cutting off the hands of children.

3. This antagonism would exist cause the Allies to be exceptionally harsh on Germany at the end of the War.

4. The Second World War would largely be motivated by feelings of hostility between these nations because of the execution of the Schlieffen Plan.

What effect did the Battle of the Mons [23 August 1914] and the Battle of Guise [29 August 1914] have upon the execution of the Schlieffen Plan? It slowed the German advance which was the single largest threat to the success of the Schlieffen Plan.

At the end of the video clip, the narrator refers the First Battle of the Marne [5 September 1914] as “the moment of decision at hand.” Based upon the Battles of Mons and Guise, what do you think happened at the First Battle of the Marne? 1. Germany was defeated. 2. The German advance of the Schlieffen Plan was halted. 3. Having been halted, the Schlieffen Plan essentially failed because in order for it to be successful,

it needed to be carried out in a matter of weeks. Describe the Western Front after the Schlieffen Plan failed based upon Erst Junger’s depiction:

Students should focus upon various elements of trench warfare. Their answers could/should focus on trench warfare’s misery for troops and stagnation of effective war plans for either side. They should pick up on the role of Storm Troopers being soldiers whose primary function is to storm across “no-man’s-land” into enemy trenches. This concept will help us lead into our next lesson which will focus upon the advent of Chemical Warfare, Land Mines and other technological advances that would play a significant throughout the 20th and 21st Centuries.

1. The Schlieffen Plan a. What did the Schlieffen Plan require to be successful?

b. What effect do you think that the Schlieffen Plan had upon other European Nations relationship with Germany for the rest of World War One and throughout the rest of the 20th Century including World War 2?

2. What effect did the Battle of the Mons [23 August 1914] and the Battle of Guise [29 August 1914] have upon the execution of the Schlieffen Plan?

3. At the end of the video clip, the narrator refers the First Battle of the Marne [5 September 1914] as “the moment of decision at hand.” Based upon the Battles of Mons and Guise, what do you think happened at the First Battle of the Marne?

4. Describe the Western Front after the Schlieffen Plan failed based upon Ernst Junger’s depiction:

LESSON PLAN DAY FOUR Name: Nate Vize Grade: 12 Topic: World War One MISSOURI GRADE LEVEL EXPECTATIONS: -“Trace the origins, and relationships among the world wars, revolutions, and global conflicts of 20th century to determine their impacts on the world today.” -“Anticipate and utilize the most useful sources to address their questions” -“Create and use maps and other graphic representations in order to explain relationships and reveal patterns or trends.” LESSON OUTCOMES: Students understand the relationship between the weaponry of World War One and other global conflicts of the 20th Century and the world today such as World War Two. LESSON SUMMARY: Students turn in their assignment from the night before in order to facilitate summative assessment. Students then watch a brief video clip for 10 minutes which reviews the basic ideas of the Schlieffen Plan that were covered last class and then elaborates to its relationship to World War One and World War One’s connection to future wars, revolutions and global conflicts of the 20th Century and Today by focusing on what would have likely changed in history had the Schlieffen Plan succeeded and Germany won World War One. Next students explore the various weapons used in the First World War and explore their effectiveness within the war, the technological advances that led to this variety of weaponry and the effect that these weapons would have upon future wars, revolutions and global conflicts. MATERIALS/RESOURCES: Power points, printed T-Charts and student devices PROCEDURES: Readiness: [12 Minutes]

1. Students turn in their question – sheets from last class so that the teacher may provide summative assessment.

2. Students then watch a video about the Schlieffen Plan and how its failure ultimately would affect future wars, revolutions and conflicts. https://www.youtube.com/watch?v=4jNjJueYnLI

Focus: [28 Minutes] 3. Students are then split up into groups of 4 and are given T-Chart worksheets. 4. With their groups, students will complete T-Chart worksheets by listing weapons used in

“Pre – Modern Warfare” on the left and then “Modern Warfare” on the right. 5. Students then grab a blue and a red colored pencil or highlighter from the front of the

classroom before returning to their individual seats which face the smartboard. 6. Students are then informed that they will be watching a video describing some of the

weaponry used in World War One. The students are told to underline the weapons that match the “Modern Warfare” weapons with their blue writing utensil and underline the “Modern Warfare” weapons with their red writing utensil. https://www.youtube.com/watch?v=PK-6QKc-r9o

7. After watching this video, the teacher asks the students “whole class” which “Modern Warfare” weapons were used in World War One as well as which “Pre – Modern” weapons were used?

8. As students volunteer answers or are called on, they should begin to notice that World War One is a major transitional point in terms of the technology available for warfare.

9. Students are asked to return to their groups with another worksheet. This worksheet is a prompt that asks students to focus on several things such as how the weapons thought of as weapons of “Modern Warfare” make sense as inventions created specifically for success on the Western Front based upon the reading from Ernst Junger’s Storm and Steel that was assigned from the previous class.

10. Since there are 4 groups, each group will present on a different piece of weaponry: 1. Machine guns, 2. Tanks, 3. Aircraft and 4. Chemical Weapons.

11. Each group will create a four slide power point presentation: (1) a slide focuses upon explaining why one would think that this weapon would be useful in World War One: (2) a slide which focuses upon explaining how effective the weapon actually was in World War One, (3) a slide that focuses upon how the weapon has been used in global conflicts throughout the 20th Century since World War One and today as well as (4) a slide that would explore what made that weapon possible as an invention of that time period.

Closure: [20 minutes] 12. At the end of class, the groups must deliver their presentations to their peers. 13. As the students watch their peers’ presentations, they will be recording their own answers

to the three big questions that their peers sought to answer. Assessment: The teacher should be able to conduct significant formative assessment throughout this lesson as he observes students interacting within their groups, looks over student work within their T – Charts and finally observes the way that they answer questions [1. How this weaponry was invented to accommodate World War One’s Western Front, 2. How this weaponry actually functioned on World War One’s Western Front, 3. What made this weapon’s invention possible at this time and 4. How has this weaponry been utilized since?] I would hope to find students noticing the practicality of the tank to cross “no-man’s land” and to smash enemy tanks, the potential of chemical warfare to drive men out of a trench or the capacity of a machinegun to defend a trench from an advancing group of enemy soldiers. I would also hope that students note that tanks, planes and machine guns have been essential to warfare ever since World War One as has chemical weaponry; although, chemical weaponry was prohibited in 1925 in the Geneva Protocols and the current Chemical Weapons Convention as a direct consequence to the horrors that it cause in the First World War and has caused in certain places around the globe since. DIFFERENTIATION: Students will be working in groups that will allow the advanced learners to help those learners who are struggling. The nature of these groups will also allow for students to designate the roles that they are most comfortable handling to those respective students so that ideally everyone is not stuck with the same assignment regardless of personal preference. These elements of differentiation should also be relevant when groups present their information and when they go through their “T-Charts” early on during the class. TECHNOLOGY: Smartboard [or other screen capable of portraying a power point or similar medium of presentation as well as the youtube clip] and the student devices used to access the internet for the purpose of research and the creation of a power point.

SOURCE: Nathan Nico Vize

T-Chart of Weaponry

Pre – Modern Weapons Modern Weapons

Weapons of the First World War Students will form groups of four.

Each group will have one of four Weapons of World War One as a Topic:

Machine Guns, Tanks, Aircraft or Chemical Weapons Each group of four will assign each of their members to research, design and present one slide.

Slide One: This slide will introduce why one would invent this weapon as the ideal creation for World War One style combat. [Remember Ernst Junger’s description of World War One’s Western Front]

Slide Two: This slide will elaborate upon how effective the weapon actual was in World War One. Slide Three: This slide will elaborate upon what made the invention of this weapon possible at this

time in history. What technological advances made this weapon possible? Slide Four: This slide will focus on what this weapon has become since the First World War. [Is

the weapon still used? Is it still legal to use?] Each group will complete their presentation and be ready to present their findings to the class.

While watching your peers present, attempt to answer these four questions about their weapons for yourselves.

1. What is this group’s weapon?_______________________________________________ a. Why would one think that this weapon would be invented to be useful in WW1?

b. How useful was this weapon in WW1?

c. What occurred that made this weapons invention possible?

d. What has the history of this weapon been since WW1?

2. What is this group’s weapon?_______________________________________________ a. Why would one think that this weapon would be invented to be useful in WW1?

b. How useful was this weapon in WW1?

c. What occurred that made this weapons invention possible?

d. What has the history of this weapon been since WW1?

3. What is this group’s weapon?_______________________________________________ a. Why would one think that this weapon would be invented to be useful in WW1?

b. How useful was this weapon in WW1?

c. What occurred that made this weapons invention possible?

d. What has the history of this weapon been since WW1?

LESSON PLAN DAY FIVE Name: Nate Vize Grade: 12 Topic: World War One MISSOURI GRADE LEVEL EXPECTATIONS: -“Trace the origins, and relationships among the world wars, revolutions, and global conflicts of 20th century to determine their impacts on the world today.” -“Analyze treaties, agreements, and international organizations to determine their impact on world challenges along with national and international order.” -“Compare and contrast evolving governmental systems, including monarchy, totalitarianism, theocracy, and representative government to determine their impact on society.” LESSON OUTCOMES: Students will understand how World War One ended leading to the Treaty of Versailles which has a direct relationship upon the evolution of government systems, especially in Germany and Russia as well as a direct relationship upon future world wars, revolutions and global conflicts of the 20th century and the world today. LESSON SUMMARY: In today’s class, students will turn in their worksheets based on weaponry of World War One from the previous class so that it might be given summative assessment. After this, students divide into groups of four. Each of the four members of each group will have a separate list of vocabulary words which they will define as a web quest. Once all of the students have defined their words, the students will read a text provided by the teacher using the words from their various vocab lists to fill in the blanks and create a complete story. Next, whole – class, the teacher will go through a power point review of the information in the completed student texts. The students will use their texts to answer questions. MATERIALS/RESOURCES: Vocab Lists, Top Hat, Text Sheet with Blanks, Power Point on Smartboard and Student devices for web quest. PROCEDURES: Readiness: [1 Minute]

1. Students turn in their worksheets from the previous class. Focus: [31 Minutes]

2. Students reach into a top hat and select a paper which will have a designated letter, A through D, written on it as well as five vocabulary words.

3. Students will use their internet devices and/or textbooks to define the five words on their piece of paper.

4. Once students have defined their sets of words, they will pair up with other students. Note: each group must have one student of each letter [A – D] which means that we should have four groups of four students.

5. Each student will be given a script with various blanks within it. 6. Students will take turns reading the paragraphs of the script within their groups. 7. Students will notice that many words are missing. As students encounter various blanks

throughout the text, they will have to use the vocabulary words that they defined to fill in these blanks.

8. Once all of the groups have completely filled in all of the blanks of the text, they should have a story that describes the end of World War One, the signing of the Treaty of

Versailles, the collapse of Imperial Germany into the Weimar Republic and Third Reich, the Russian Revolution and the Rise of Communism as well as the origins of the Cold War and World War Two.

Closure: [28 Minutes] 9. Students return to their desks and “whole – group” the teacher will call on various students

to read portions of the text out loud. 10. We will then go through a power point lecture using the smartboard. Nevertheless, unlike a

traditional power point lecture where the teacher provides information on the slides for students to record, my slides have questions for the students. Such questions ask students to define Monarchical, Totalitarian and Representation Governments as well as identifying which nations within this unit are each of these? Students will be asked to describe some points from the Treaty of Versailles? Students will be asked to describe ways in which World War One and its ending with the Treaty of Versailles led to World War Two and the Cold War.

11. At the end of the power point presentation, students will be given the question “How did the entanglement of alliances lead to the origins of World War One and how did this lead to future wars and conflicts throughout the 20th Century?” which will be their homework prompt as well as 20% of the grade for the unit test that they will take next class. If students can answer this question, then they should be able to do well on the unit test since this question is our unit’s essential question. Thus it makes for good review for students as well as a good summative assessment of how well we covered our target goals and essential question.

DIFFERENTIATION: Students will be working in groups that will allow the advanced learners to help those learners who are struggling TECHNOLOGY: Smartboard [or other screen capable of portraying a power point] and the student devices used to access the internet for the purpose of completing a web quest. SOURCE: Nathan Nico Vize

Student A:

Social Democrats:

Cold War:

Monarchies:

Paul von Hindenburg:

Weimar Republic:

Student B:

Erich Ludendorff:

President Woodrow Wilson:

National Socialist German Workers Party:

Representational Governments:

Kaiser Wilhelm II:

Student C:

Totalitarian:

Treaty of Versailles:

Reparation Payments:

The Ruhr Valley:

Casus Belli:

Student D:

Desertion:

Rosa Luxembourg:

Union of Soviet Socialist Republics (USSR.)

Turnip Winter:

Alsace-Lorraine:

Name:_______________________________________________ As the war dragged on, desertion, troops running away from battle, became more and more frequent. Military tribunals sought to uproot the passive rebelliousness of military personnel abandoning the field. Great Britain is estimated to have formally convicted and executed over 300 troops for quitting the field and France over 600 of her own military personnel before the war ended. Morale was clearly becoming low on the field due to insignificant territorial gains at the expense of huge amounts of human life as the war approached its 4th year.

This discontent was quickly spreading to the civilian sector. In Germany where Social Democrats and others began to demand an end to the war as the Turnip Winter, a food shortage that raged throughout 1916 – 1917, left many German people hungry. Additionally, Kaiser Wilhelm II had forfeited nearly all of his political power to German military leaders Paul von Hindenburg and Erich Ludendorff. Furthermore, the Kaiser of Germany was forced to abdicate before the allies would even begin to negotiate peace with Germany since American President Woodrow Wilson had made this step a prerequisite for peace.

This same U.S. President perceived World War One as a war between monarchies and representational governments. In the spring of 1917, Russia’s monarchy had been toppled and replaced with a representational form of government; although, it was short lived before a subsequent revolt gave life to a totalitarian Russian regime.

This allowed the Allies to further take the moral high ground when the New German Government signed the Treaty of Versailles ending World War One. This treaty is said to have been incredibly harsh on Germany who took 100% of the blame for the war.

The New German government was a representational form of government called the Weimar Republic. Amidst harsh poverty, the Germans of this

new Germany remained occupied by foreign militaries as they were forced to pay harsh reparation payments and land concessions of Alsace-Lorraine and the Ruhr Valley to the victorious allies. These harsh conditions would become Germany’s casus belli for initiating World War 2 against the Allies only two decades later. Furthermore, the National Socialist German Workers Party better known as “Nazis” would come to power in this Germany, winning the support of the people with promises to overcome these harsh conditions imposed by the Allies.

The Nazis also took power upon a promise to the German people to keep Communist regimes out of power. During the years immediately following World War One, Rosa Luxembourg had led what is known as the “Spartacus Revolt” in Berlin and Kurt Eisener propped up a short – lived Communist government after a revolt in Bavaria. This would be the first time that the world had seen Communists struggling to gain power in the world and almost seems to be a prequel to the Cold War. Yet this is no coincidence. These Communist revolts began to succeed at this time not only because of the bad conditions that World War One left Germany in but rather because World War One had left the Russian government so weak that a successful Communist regime had taken over founding the Union of Soviet Socialist Republics (USSR.)

Name:_______________________________________________

As the war dragged on, ______________, troops running away from battle, became more and more frequent. Military tribunals sought to uproot the passive rebelliousness of military personnel abandoning the field. Great Britain is estimated to have formally convicted and executed over 300 troops for quitting the field and France over 600 of her own military personnel before the war ended. Morale was clearly becoming low on the field due to insignificant territorial gains at the expense of huge amounts of human life as the war approached its 4th year.

This discontent was quickly spreading to the civilian sector. In Germany where _______________ and others began to demand an end to the war as the _____________, a food shortage that raged throughout 1916 – 1917, left many German people hungry. Additionally, _______________ had forfeited nearly all of his political power to German military leaders _________________ and _________________. Furthermore, the Kaiser of Germany was forced to abdicate before the allies would even begin to negotiate peace with Germany since American ______________________ had made this step a prerequisite for peace.

This same U.S. President perceived World War One as a war between _____________ and ____________________. In the spring of 1917, Russia’s monarchy had been toppled and replaced with a representational form of government; although, it was short lived before a subsequent revolt gave life to __________ Russian regime.

This allowed the Allies to further take the moral high ground when the New German Government signed the _____________________ ending World War One. This treaty is said to have been incredibly harsh on Germany who took 100% of the blame for the war.

The New German government was a representational form of government called the ______________. Amidst harsh poverty, the Germans of this new Germany remained occupied by foreign militaries as they were forced to pay harsh ___________________ and land concessions of ______________ and _______________ to the victorious allies. These harsh conditions would become Germany’s ______________ for initiating World War 2 against the Allies only two decades later. Furthermore, the ________________ _______________ better known as “Nazis” would come to power in this Germany, winning the support of the people with promises to overcome these harsh conditions imposed by the Allies.

The Nazis also took power upon a promise to the German people to keep Communist regimes out of power. During the years immediately following World War One, ___________________ had led what is known as the “Spartacus Revolt” in Berlin and Kurt Eisener propped up a short – lived Communist government after a revolt in Bavaria. This would be the first time that the world had seen Communists struggling to gain power in the world and almost seems to be a prequel to the _______________. Yet this is no coincidence. These Communist revolts began to succeed at this time not only because of the bad conditions that World War One left Germany in but rather because World War One had left the Russian government so weak that a successful Communist regime had taken over founding the ______________________________________________

References

Jünger, E., & Gard, G. (2012). Storm of Steel. Gale, Cengage Learning.