Marching Towards War
Goals & Objectives
Identify the political and military forces at work in Europe in the late 1800s.
List the countries that made up the Triple Alliance and the Triple Entente.
Summarize the events that set World War I in motion.
List the countries that made up the Triple Alliance and the Triple Entente.
Summarize the events that set World War I in motion.
California State Content Standards
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.”
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.”
Common Core Standards
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.
CCSS.ELA-Literacy.RH.9-10.4- 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.
CCSS.ELA-Literacy.RH.9-10.4- 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.
Driving Historical Question
What ideas and events led up to World War 1?
Vocabulary
Nationalism
Imperialism
Militarism
Alliance
Triple Alliance
Triple Entente
Imperialism
Militarism
Alliance
Triple Alliance
Triple Entente
Introduction
I will have the lesson plan name and state standards on the board. I will tell the students that we will be learning about what led up to the Great War. I will then have the students engage in a quick write. They will answer the following question: Should you always support a friend, no matter what he or she does? They will write for 5 minutes. Then, I will lead a discussion in which the students share their answers. I will then express how the ideas of loyalty and alliances were paramount in First World War.
Content Delivery
Pre-Reading: I will tell the students that they will be reading a few pages from their textbooks and will be expected to answer some questions about they main ideas of the reading. I will then have the students open their books to page 407 and I will walk them through what they will be reading. I will tell them that we are going to look at the main ideas as a group. I will then go through the paragraph titles and bolded sub titles one at a time and ask the students what they think each section will be about. These will include “The Rise of Nationalism,” “Imperialism and Militarism,” “Tangles Alliances,” “Crisis in the Balkans,” and “A Shot Rings Throughout Europe.” We will briefly discuss each term so that I may assess students’ prior knowledge. I will then draw their attention to the three questions at the end of the chapter. I will inform the students that they will not be responsible for answering these questions but they should keep them in mind as they read the section. I will read the questions aloud to the students. These questions are “What were the three forces at work in Europe that helped set the stage for war?” “Who were the members of the Triple Alliance and Triple Entente?” and “What single event set in motion the start of World War I?” I will then pass out the graphic organizer and tell the students that they need to fill in the rest of the word for the 4 main words that they will read about in the textbook (Militarism, Alliances, Imperialism, Nationalism). They will also list the nations that are part of each alliance at the bottom of the graphic organizer. They will also be expected to complete the guided notes that will pull from the chapter as well.
Students will read individually from their textbooks pages 407-411. Students will have 5-10 minutes to complete this reading. Once students have all completed the reading, they will work in groups of 2 to complete the graphic organizer. Here, they will fill in the key vocabulary terms and will define them in the box provided. They will also complete the guided notes at the top of the page. At the bottom of the page, they will define the Triple Alliance and Triple Entente and will write in the countries that make them up. They will have 25 minutes to complete this assignment. I will circulate throughout the classroom during this time answering any questions and clarifying any misconceptions or gaps of knowledge.
Students will read individually from their textbooks pages 407-411. Students will have 5-10 minutes to complete this reading. Once students have all completed the reading, they will work in groups of 2 to complete the graphic organizer. Here, they will fill in the key vocabulary terms and will define them in the box provided. They will also complete the guided notes at the top of the page. At the bottom of the page, they will define the Triple Alliance and Triple Entente and will write in the countries that make them up. They will have 25 minutes to complete this assignment. I will circulate throughout the classroom during this time answering any questions and clarifying any misconceptions or gaps of knowledge.
Student Engagement
Students will critically think about what it means to be an ally and the consequences of remaining loyal to someone no matter what happens. They will also pull key terms and ideas from the text and discuss it with their peers. They will use this information to complete a graphic organizer with guided notes included. They will engage in a teacher led discussion at the end of the reading. Teacher will go over key ideas and expand upon the material. During this discussion, students will answer aloud their responses to the three questions at the end of the chapter. This will allow the teacher to assess if the students have learned the material from the textbook. If not, the teacher can then reteach the material by providing more detail and analysis.
Lesson Closure
I will collect the assignment from the students while I lead another discussion about what they learned from the lesson. I will ask questions like “Do you still agree with your original answer about always supporting a friend,” and “How is this alliance system going to affect the course of the war?” I will finish the class by asking the students to answer aloud the three questions at the end of the chapter that we discussed in the pre-reading section of the lesson. I will ask as many students as possible to share their responses and I will respond accordingly to assure the students are comprehending the main ideas from the reading.
Assessment
Entry-level formative- The discussion and quick write at the beginning of class will allow me to assess students’ prior knowledge of the alliance system in Europe leading up to World War I.
Formative- Progress monitoring- I will monitor student progress throughout the lesson by leading discussion and circulating throughout the classroom.
Formative- Progress monitoring- I will monitor student progress throughout the lesson by leading discussion and circulating throughout the classroom.
Accommodations
The graphic organizer will help English Learners and Striving Readers to better organize the information from the textbook. This graphic organizer will also include guided notes that will highlight the key points from the text. In addition, I will be scaffolding the lesson with pre-reading strategies by going over what the students will reading and going over the bolded sections of the chapter before they read the entire section. This will allow me to clarify and define confusing vocabulary and ideas. In addition, we will discuss the material after the reading to reinforce the material and ensure that the students can adapt the information to their own existing knowledge by discussing what they read and how they react to the information.