SAUSD Common Core Lesson Planner

Unit: World
War 1
Lesson #: 2

Grade Level/Course:

10/World History

Teacher: Alexander Mock

Duration: 5 days of 50 minute class sessions.

Date:

Content Standards:
10.5 Students analyze the causes and course of the First World War.
2. Examine the principal theaters of battle, major turning points, and the importance of
geographic factors in military decisions and outcomes (e.g., topography, waterways,
distance, climate).
4. Understand the nature of the war and its human costs (military and civilian) on all sides
of the conflict, including how colonial peoples contributed to the war effort.
5. Discuss human rights violations and genocide, including the Ottoman governments
actions against Armenian citizens.
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.
Common Core
and Content
Standards

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.
6: Compare the point of view of two or more authors for how they treat the same or
similar topics, including which details they include and emphasize in their respective
accounts.
Integration of Knowledge and Ideas:
8: Assess the extent to which the reasoning and evidence in a text support the author's
claims.
9: Compare and contrast treatments of the same topic in several primary and secondary
sources.
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.

SAUSD Common Core Lesson Template

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
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.
2: Integrate multiple sources of information presented in diverse media or formats (e.g.,
visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
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.
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.
Materials/
Resources/
Lesson
Preparation

Computer and projector for presentations, stable internet connection for online video clips.
The presentations pertaining to:
-Initial action of the war
- Eastern Front and Italian & Ottoman involvement

SAUSD Common Core Lesson Template

-Total war on the home front - The Western front to the armistice
- Colonial soldiers, the war beyond Europe, and the Armenian Genocide
Discussion materials prepared for in class use and homework materials prepared for at
home use.
Objectives

Depth of
Knowledge Level

Content: Students

are to develop an
understanding of the course of the
Great War in Europe and beyond, in
addition to analyzing the factors that
influenced it.

Language: Students

well develop their

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

X Level 1: Recall

X Level 2: Skill/Concept

X Level 3: Strategic Thinking

X Level 4: Extended Thinking

X Demonstrating independence
College and
Career Ready
Skills

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

TEACHER PROVIDES
SIMPLE EXPLANATION

X Reading and writing grounded from text

X Regular practice with complex text and its academic vocabulary
KEY WORDS ESSENTIAL TO UNDERSTANDING

Attrition, No-mans-land, total war,

home front, conscription

STUDENTS
FIGURE OUT THE
MEANING

Academic Vocabulary
(Tier II & Tier III)

Common Core
Instructional
Shifts

X Coming to understand other perspectives and cultures

X Building knowledge through content-rich nonfiction texts

Pre-teaching
Considerations

CCSS
Foundational
Standards
(K-5 only)
Instructional
Methods

N/A

WORDS WORTH KNOWING

Unconventional weapon

Mobilization, Stalemate, Armistice

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.
Ideally, some homework assignments would include students responding to one or two
posts made by other students. However, in order to ensure that students are not
overburdened by the combination of work from all of their courses, these parts of the
assignments are to be withheld until further information is gathered.
N/A

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

X Guided Practice

SAUSD Common Core Lesson Template

X Collaboration

X Independent Practice

X Guided Inquiry

Lesson Continuum

Lesson
Opening

X Reflection

Prior Knowledge, Context, and Motivation: The opening for this lesson will focus having

students recall the various factors that brought forth the beginning of World War I and
contemplating how the nations of Europe would proceed.

Ideally, this preface to the lesson would assist students with tying previously learned
information to the current unit and prepare them to examine new information.

Daily lesson schedule begins on next page.

SAUSD Common Core Lesson Template

Day 1:
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.

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

Introduction discussion (10 minutes): Students will be

introduced to the phrase Paris for lunch, St. Petersburg for
dinner. 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 initial military action in WWI
(24 minutes): A lecture focused on the opening stages of the
war, examining the actions of the German, French, and British
forces that would lead to stalemate. Covers vital concepts such
as:

The Schlieffen Plan and its early success.

The anachronistic mindsets that led to high casualties in

the face of modern war and technology.

The technological limitations of the time and ensuing

logistical difficulties.

The halt at the Marne, race to the sea, and stalemate

along the western front.
Students are intended to take Cornell style notes during this
presentation.
Educational Video (11 minutes): Trench Warfare in World
War 1 A short educational video that depicts the difficulties of
trench warfare for soldiers on the western front.
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 on what you have learned and discussed today. How
has the stalemate on the western front complicated German war
plans? Which aspect of trench life seems the most detestable?
Explain your reasoning for each answer.
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

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.

Accelerated Learners:
See above.

Introduction discussion (10 minutes): Students will be

presented with a prompt for consideration:
Assume you are a high ranking officer of a WWI military
power. Have a meeting in which you discuss the value of certain
objectives. How many soldiers lives are worth taking a hill?
What about a bridge? A town?
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 Eastern Front and Italian &
Ottoman involvement. (35 minutes): A presentation focusing
on the eastern front, the Ottoman Empire and Italy joining the
war, and the combat in the Balkans. Additional concepts to be
covered include:

The nature of the war on the eastern front.

Logistical, supply, and terrain/weather challenges.

The fall of Serbia.

The Italian/Austro-Hungarian front.

Students are intended to take Cornell style notes during this
presentation.
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 about what you have learned regarding the nature of
the Great War. Compare and contrast the western and eastern
front. Which front seemed more likely to bring about an end of
the war at the beginning of 1916? Explain.
Day 3:
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.
Introduction discussion (10 minutes): Students will be
presented with a United States anti-German World War I
propaganda poster that dehumanizes German soldiers. Students
will then be asked to explain the imagery and the reasoning
behind it. Students will have 5 minutes to collaborate on a
response with their assigned group. The remaining time will be
used for class wide discussion and clarification.

SAUSD Common Core Lesson Template

Presentation pertaining to total war on the home front (27

minutes): This presentation will examine the changes that were
brought about in the wake of the prolonged war for those at
home, covering concepts such as:

Total War involving civilians (aerial bombing,

blockades, unrestricted submarine warfare).

Women filling in the workforce.

Wartime propaganda.
Students are intended to take Cornell style notes during this
presentation.
Educational video (8 minutes): Propaganda During World
War 1 Opening Pandoras Box A short education video for
students to view that supplements their knowledge on
propaganda during the Great War.
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 on what you have learned about today. Explain how the
information age may have affected the methods behind
propaganda? Is there a piece of propaganda that you
recognized recently? If not, how could you might you become
more adapt at spotting propaganda?
Day 4:
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.
Introduction discussion (10 minutes): Students will be given a
3 minute quick write prompt to answer. What motivation would
a colonial soldier have for taking part in a European war?
Students will then have 3 minutes to share their response
amongst their group. The remaining time will be for class wide
discussion.
Presentation pertaining to colonial soldiers, the war beyond
Europe, and the Armenian Genocide (29 minutes): This
presentation informs students as to the nature of the Great War
outside the scope of European conflict, covering concepts such
as:

Notable action in Southwest Asia, Africa, and East

Asia/Pacific.

Gallipoli and other contributions by colonial soldiers.

Human rights violations, especially those in Africa.

The Armenian Genocide.

Students are intended to take Cornell style notes during this
presentation.
SAUSD Common Core Lesson Template

Educational Video (6 minutes): German East Africa World

War 1 Colonial Warfare A short educational video elaborating
on the nature of the Great War in Africa and the human rights
violations that occurred there.
Homework: Students are to write a moderate length blog post
in which they analyze British war propaganda and a poem and
letter except by Wilfred Owen; based upon a prompt such as:
Compare and contrast the British wartime propaganda with
Wilfred Owens writing. Be sure to analyze their perspectives
and purposes for writing. What thoughts, feelings, and images
do they convey? Which do you think provides the most accurate
representation of the war? Explain your reasoning.
To allow students time to develop their response, this
assignment is intended to be completed over two days.
Day 5:
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.
Presentation pertaining to major combat operations along
the western front to the end of the war (30 minutes): This
presentation brings students back to the western front and
informs them as to the efforts to break the stalemate up to the
armistice. Information to be covered includes:

Major battles such as Verdun, Somme, and

Passchendaele.

Technological innovations in the attempt to overcome

the trenches.

Attrition.

The French mutinies.

The final offensives that led to the armistice.

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.
Lesson Reflection
Teacher
Reflection
Evidenced
by Student
Learning/
Outcomes

No information available yet.

SAUSD Common Core Lesson Template