Goals and Objectives
Students will understand the causes of WWI.
Students will understand the causes of WWI by reading chapter 13 section 1 in their Modern World History textbook and will synthesize the information by completing a graphic organizer on the section.
Students will understand the causes of WWI by reading chapter 13 section 1 in their Modern World History textbook and will synthesize the information by completing a graphic organizer on the section.
Content and Common Core Standards
HSS 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."
CCSS.ELA-Literacy.RH.9-10.2. 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.
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."
CCSS.ELA-Literacy.RH.9-10.2. 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.
Driving Historical Question
What were the causes of WWI?
Lesson Introduction
The teacher will introduce the lesson by showing a short video clip on WWI. After the video the teacher will hold a class discussion about what students already know about WWI and will clear up any misconceptions they might have about WWI.
Vocabulary
The teacher will go over key vocabulary before the students start reading the textbook chapter.
Key Vocabulary:
Nationalism
Imperialism
Militarism
Alliances
Triple Alliance
Triple Entente
Key Vocabulary:
Nationalism
Imperialism
Militarism
Alliances
Triple Alliance
Triple Entente
Content Delivery
The teacher will begin the lesson by asking students to turn to the appropriate chapter in their textbook and will pass out the graphic organizer handout. The teacher will begin by asking students what the title of the chapter, Marching Toward War, means. The teacher will write down their responses on the board. The teacher will then ask the students to look through the chapter, making sure to pay special attention to the headings. The teacher will ask the students what they think those headings mean and why they are there. After this discussion, the students will understand that the headings are the causes of WWI. The teacher will then ask the students to turn the headings into a question and to write them down in their graphic organizer. After the students have finished writing down their questions, the teacher will group the students into groups of three. The teacher will tell the students that each person is responsible for one heading in the textbook and that they must find the main idea(s) of each heading and place that information in the graphic organizer. Students will then have to share their information with the rest of the group. Students will also have to write a three to five sentence paragraph on the factor they feel was the most important in causing WWI. Students will complete the graphic organizer in class as a group and will write their paragraph independently.
Student Engagement
Students will be asked to complete a graphic organizer on a specific chapter in their textbook. They will be working on the graphic organizer in groups and will be responsible for one specific part of the chapter. They will also have to share and explain their key points to the rest of the group so the rest of the group can fill out their graphic organizer.
causes_of_wwi_graphic_organizer.docx | |
File Size: | 67 kb |
File Type: | docx |
Student Sample
reading_lesson_student_sample.docx | |
File Size: | 132 kb |
File Type: | docx |
Lesson closure
The teacher will ask students to share the main points they got from the textbook chapter and will ask to hear what they thought was the most significant factor in causing the war. The teacher will collect the handouts at the end of class and will grade them.
Assessment
The graphic organizer will be a formative assessment. The teacher will collect each graphic organizer at the end of class and will grade the graphic organizer based on completeness and the explanation given in the paragraph.
Accommodations for English learners, striving readers, students with special needs
English Learners: English Learners will be grouped with students that can offer English support. English Learners will not be handling the textbook section on their own. They will only be responsible for one section in the book, making the textbook more accessible. The vocabulary list given at the beginning of the lesson will also help English Learners because they will be aware of difficult vocabulary before they begin reading. The graphic organizer will also help English Learners gain better understanding of the textbook because it will help guide their reading.
Striving Readers: Before reading the textbook, the teacher would have gone over the title of the section and each heading. This will help striving readers because, before they even begin reading, they will understand what the section is going to be about. Turning the headings into questions will also help striving readers because it will help them focus their reading and will make finding information within the text much easier. The graphic organizer itself will help striving readers because it will help guide their reading. Working with groups will also help striving readers because it makes the textbook more accessible when students only have to read a specific section in the book.
Students with Special Needs: Graphic organizers are a great help to Students with Special Needs. The graphic organizer will help Students with Special Needs make sense of the content and will help organize their thoughts and assimilate knowledge. They are going to be working with groups and are only responsible for a specific section in the textbook, making the textbook more accessible.
Striving Readers: Before reading the textbook, the teacher would have gone over the title of the section and each heading. This will help striving readers because, before they even begin reading, they will understand what the section is going to be about. Turning the headings into questions will also help striving readers because it will help them focus their reading and will make finding information within the text much easier. The graphic organizer itself will help striving readers because it will help guide their reading. Working with groups will also help striving readers because it makes the textbook more accessible when students only have to read a specific section in the book.
Students with Special Needs: Graphic organizers are a great help to Students with Special Needs. The graphic organizer will help Students with Special Needs make sense of the content and will help organize their thoughts and assimilate knowledge. They are going to be working with groups and are only responsible for a specific section in the textbook, making the textbook more accessible.
Resources
Beck, Roger B. Modern World History: Patterns of Interaction. Evanston, IL: McDougal Littell, 2005. Print.