Lesson Plan

Date: Class/Group: Time: P3 & 4

12 June 2017 HASS History - Year 9 (3/11) Room: 115
Subject: The making of the modern world.
Topic: Depth study 2: Investigating World War I (19141918).
Lesson content: Weapons of WW1
Curriculum links: Specific Objectives/Learning Goals:
The causes of World War I and the Students will:
reasons that men enlisted to fight in the Research and understand the weapons used
war (ACDSEH021).
in WW1.
General Capabilities: Analyse the impact this had on technology
Literacy change.
ICT
Critical and creative thinking
Ethical Understanding

Cross-curriculum priorities:

Skills Student Diversity:

Questioning and Researching
Analysing
Evaluating
Communicating and Reflecting
Prior Learning:
Students have spent the previous 6
weeks of Term 2 learning about
World War 1 and have completed 2
Summative Assessments (CATs).
Each class of Year 9s (3 & 11) have students with
learning and/or behavioral difficulties. The implication
of this is that more attention and scaffolding is required
for these students. The teacher must be careful not to
pay too much attention to the detriment of the other
students.
Resources/Materials required:
BYOD laptops
My Laptop and wireless mouse
Internet via WiFi

Teacher resources:
Youtube video
Web quest worksheet

Student resources:

www.firstworldwar.com

Page | 1 Mark Thomas 18608112

Lesson Steps
Time: Procedure Comment
Pre- Turn on projector
lesson Plug in laptop
Arrange desks as needed
Lay out resources as needed

5 mins Welcome and Roll Wait until there is quiet

Discuss learning objectives Remind students of the

Class rules. Emphasise
that no one has the right to
5 mins Hook Video Technology of WWI 3 mins stop you from learning.
https://youtu.be/k7v3cq1ZJjM

40 Activity Jigsaw web quest students to work in 6 groups

mins using the web quest worksheet. Each group is to complete one
weapon only then send and expert to learn from another group

Refer steps below

5 mins Kahoot quiz to reinforce the learning.

Evaluation of Student Learning:

1. Were the students engaged during the lesson?
2. Were the objectives met? If not, why not?
3. Were they able to successfully create their own Excel spreadsheet?
4. Was there sufficient scaffolding leading up to the lesson, i.e. were the students in the ZPD?
5. What was the feedback from the students? Did they enjoy it - was it fun?

Self-Evaluation/Reflection:
1. How did the overall lesson seem to go?
2. Did I stay on time?
3. What was the feedback from the students? Did they enjoy it - was it fun?
4. Did any students struggle to meet the objectives?
5. What would I do differently next time?

Page | 2 Mark Thomas 18608112

Jigsaw Activity

https://www.jigsaw.org/#steps

STEP ONE
Divide students into 5- or 6-person jigsaw groups.

The groups should be diverse in terms of gender, ethnicity, race,

and ability.

STEP TWO
Appoint one student from each group as the leader.
Initially, this person should be the most mature student in the
group.

STEP THREE
Divide the days lesson into 5-6 segments.

STEP FOUR
Assign each student to learn one segment.

Make sure students have direct access only to their own segment.

STEP FIVE
Give students time to read over their segment at least twice and
become familiar with it.

There is no need for them to memorize it.

STEP SIX
Form temporary expert groups by having one student from each
jigsaw group join other students assigned to the same segment.

Page | 3 Mark Thomas 18608112

Give students in these expert groups time to discuss the main
points of their segment and to rehearse the presentations they will
make to their jigsaw group.

STEP SEVEN
Bring the students back into their jigsaw groups.

STEP EIGHT
Ask each student to present her or his segment to the group.

Encourage others in the group to ask questions for clarification.

STEP NINE
Float from group to group, observing the process.

If any group is having trouble (e.g., a member is dominating or

disruptive), make an appropriate intervention. Eventually, it's best
for the group leader to handle this task. Leaders can be trained by
whispering an instruction on how to intervene, until the leader gets
the hang of it.

STEP TEN
At the end of the session, give a quiz on the material.

Students quickly come to realize that these sessions are not just fun
and games but really count.

Page | 4 Mark Thomas 18608112

NAME:______________________________ DATE:_____________ PERIOD:______

The Weapons of World

War I
Identify and investigate: machine guns, trench mortars, grenades, flamethrowers,
poison gas, tanks, planes

WORLD WAR I: A UNIQUE WAR

World War I was unique in that it was a combination of new 20th Century
technology and old 19th Century tactics.
It was the last of the old and the first of the new as far as the type of war it was.
There were soldiers riding horses with swords, as well as tanks, planes, poison gas,
flamethrowers, and machine guns.
Inevitably, this clash of old school tactics and new weaponry led to massive
casualties.

WHAT LED TO THESE NEW INNOVATIONS IN WEAPONRY?

1. THE INDUSTRIAL REVOLUTION:
New technologies came about, and nations now had the resources and ability to
produce large numbers of weapons.
2. FRUSTRATION OF TRENCH WARFARE:
The Central Powers and the Allied Powers were locked in a stalemate that dragged
on for a long time; this forced both sides to come up with new ways to gain
advantages and to kill the enemy.
www.firstworldwar.com

Page | 5 Mark Thomas 18608112

GROUP 1: MACHINE GUNS
(click on Weaponry, then Machine Guns on the list)
How many operators did a machine gun require in WWI?
______ to _______ operators. (scroll down to Machine Gun in
1914 to answer all questions)

How many rounds could a machine gun fire per minute?

_______ to _______ rounds.

In battle, one machine gun was the equivalent to how many rifles?
___________________________
________________________________________________________
________________________________________________________
What would happen often that made machine guns inoperative?
________________________________________________________
________________________________________________________

Page | 6 Mark Thomas 18608112

GROUP 2: TRENCH MORTARS
(click on Weaponry, then Trench Mortars on the list)

Was the trench mortar a brand new weapon or an old weapon

that was found to be useful in WWI?

________________________________________________________________

Describe how the trench mortar works: (scroll to The Mortar: A Definition)
________________________________________________________
________________________________________________________

What were the 3 main advantages of the mortar? (scroll to Its Advantages Over Artillery)
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

Page | 7 Mark Thomas 18608112

GROUP 3: GRENADES
(click on Weaponry, then Grenades on the list)
The grenade was not a new weapon in WWI, but one that was developed a great
deal at the time. What century was the grenade first used?
_______________________________

Grenades could be thrown or launched from a rifle. What were the two ways that
grenades could detonate (explode)? (scroll down to Two Forms of Detonation)
_____________________________ or ______________________________

What was the greatest grenade battle in WWI and how long did it last? (scroll down
to Greatest Grenade Battle of the War)
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

Page | 8 Mark Thomas 18608112

GROUP 4: FLAMETHROWERS
(click on Weaponry, then Flamethrowers on the list)

The flamethrower was a weapon first used by the Germans

in WWI that terrorized their enemies. In what century were
the earliest flamethrowers? ________________________

What is the basic idea of a flamethrower?

________________________________________________________
________________________________________________________
________________________________________________________

The operators of flamethrowers led dangerous lives that were often cut short. Why is
this? Give three reasons. (look near one of the pictures)
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

Page | 9 Mark Thomas 18608112

GROUP 5: POISON GAS
(click on Weaponry, then Poison Gas on the list)

Before WWI, the use of poison gas attack was considered uncivilized. What was
the main reason for the use of poison gas in WWI?
________________________________________________________
________________________________________________________
________________________________________________________
What battle saw the first use of poison gas by the Germans? When they saw the
yellow-green cloud drifting towards them, what did the French think it was? (scroll
down to Introduction of Poison Gas)
________________________________________________________
________________________________________________________
________________________________________________________
Chlorine gas, mustard gas, and phosgene were the three main types of poison gas
used. What act of nature made the use of poison gas just as deadly to the one
delivering it as to the one it was being used against? (scroll to British Setback at Loos)
________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

Page | 10 Mark Thomas 18608112

GROUP 6: TANKS
(click on Weaponry, then Tanks on the list)
The original design of the tank can be traced back to which
century? ________________

In 1899, Frederick Simms designed what he called the motor

war car. What were its three main attributes (features)? (Scroll down to Evolution of the
Tank)
________________________________________________________
________________________________________________________
________________________________________________________
What were the attributes that Colonel Swinton insisted that the tank MUST have to
be effective? (scroll down to The Birth of the Landship - or Tank)
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

Page | 11 Mark Thomas 18608112

GROUP 7: PLANES
(click on War In The Air)

Aircraft at first were deemed of little use in combat. What were

they first used for? (click on Introduction)
__________________________________________________________

Fighter planes were mainly used in a defensive role in the Great War. Bombers
carried out the offense. What were the aims of strategic bombing? (click on Bombers)
________________________________________________________
________________________________________________________
________________________________________________________
_______________
An ace is a pilot credited with more than five shoot-downs. Who was the top
fighter pilot ace in WWI? What was his nickname? How many shoot-downs was he
credited with? (click on the Top Air Aces)
________________________________________________________
________________________________________________________
________________________________________________________

Page | 12 Mark Thomas 18608112