World War I Unit

Objective Calendar: Eight-Day Unit
Unit: World War I

Grade: 10th (Modern World)
Standards: 10.5 Students analyze the causes and course of the First World War
10.6 Students analyze the effects the First World War
Essential Unit Questions: 1) How was World War I a truly global war? 2) To what extent
did World War I result in change or continuity?
Lesson Plan #1 Global Nature of World War I (Poetry)
California Content Standard: 10.5.4. 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.
Common Core Standard: Cite specific textual evidence to support analysis of primary
and secondary sources; determine the central ideas or information of primary or
secondary sources
Historical Thinking Skill: Evidence and Interpretation
Learning Target:
- Today, my learning target is to understand that World War I affected soldiers and
civilians in various geographic regions in different ways.
- I will know that I have met my learning target if I can accurately use evidence
from a poem written by a soldier or civilian during World War I in order to
complete a graphic organizer activity and then compare his/her WWI experience
with two others poets from different countries.
- Reaching the learning target will help me to better understand how World War I
was a global conflict.
Essential Questions: Which geographic regions/peoples did World War I affect? What
were some of the ways they were affected?
Description of the Lesson: As an anticipatory set, students will respond to the following
prompt in their history journal: Why is World War I called a world war? Then, I will
give a brief lecture that overviews the different geographic regions/peoples entangled in
World War I and show a video clip of Dr. Santanu Das expanding the traditional
Eurocentric definition of World War I poetry. I will then model how to identify and
analyze key phrases in poetry with a teacher think-aloud. Students will then work in
groups of three or four to analyze a poem written by a soldier or civilian during or
immediately after World War I by completing a graphic organizer activity. Each group
will be analyzing a different poem. After having analyzed the poem and completed the
organizer, students must then individually complete an Around the World worksheet by
exchanging information regarding their particular poet with 2 different people in the
class. To close, as a class, we will discuss and review different ways World War I affected
various geographic regions/peoples as expressed through poetry. Students will write a
brief exit ticket in which they write two ways in which World War I affected different
regions.
Lesson Plan #2 Western Front
California Content Standard: 10.5.2. Examine the principal theaters of batter, major
turning points, and the importance of geographic factors in military decisions and
outcomes.
secondary sources
Learning Target:
- Today, my learning target is to understand the gridlock nature of trench warfare in
the western front.
from three primary sources in order to complete a graphic organizer activity and
then write one paragraph in which I argue who won the first day of the Battle of
the Somme.
radically changed the nature of warfare.
Essential Question: Who won the first day of the Battle of the Somme?
Description of the Lesson: As an anticipatory set, students will be shown a picture of
trench warfare during World War I, and they then must complete a KWL chart in their
history journals about what they know about the photo and what they want to know about
the photo. Then, I will give a brief lecture that overviews the western front and sets the
context of the Battle of the Somme. I will then model how to analyze a primary source
for tone through a teacher think-aloud and check for understanding questions. Students
will then work in groups of three or four to analyze three primary sources (a newspaper
article, two memoirs by British and German soldiers) by completing a graphic organizer
activity. Each group will be analyzing all three documents. After having completed the
organizer, students must then individually write a one paragraph response in which they
use three pieces of evidence from the sources in order to argue which side won the first
day of the Battle of the Somme. To close, I will ask for volunteers to read their
paragraphs aloud (with candy as a treat!). Students will then return to their history
journals to fill out the last column of their KWL chart about what they learned and how it
relates to the initial photograph.
Lesson Plan #3 Eastern v. Western Front
outcomes; 10.5.4. 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.
secondary sources
Learning Target:
- Today, my learning target is to understand key differences and similarities
between the western front and the eastern front during World War I.
from photographs, letters/diaries, maps, and a secondary source about the eastern
and western fronts in order to complete a Venn diagram comparing and
contrasting the two fronts and then write two articles as fictitious newspaper
reporters during World War I describing each of the fronts.
affected all of Europe (not just the western front).
Essential Question: What are key differences and similarities between the eastern and
western fronts during World War I?
prompt regarding a photograph of the Battle of the Somme in their history journal:
Name three concrete things that you see in the photograph. Based on what you observed,
what are two things that you might infer from this photo? How do your inferences relate
to our discussion of the Battle of the Somme and western front yesterday? Then, I will
give a brief lecture that overviews the major characteristics and turning points of World
War I in the eastern front. I will then model how to analyze photographs as primary
sources and how to place inferences in a double-bubble chart for the group activity.
Students will then work in groups of four to analyze photographs, letters/diaries, maps,
and a secondary source about the eastern and western fronts in order to complete a
double-bubble chart comparing and contrasting the two fronts. Each group will receive
the exact same sources. After having analyzed their sources, students must work in their
groups (acting as newspaper reporters during World War I) to create two articles (each
250-300 words) in which they describe the eastern and western fronts, respectively. For
each article they must cite at least three pieces of evidence from the sources. The groups
will receive extra credit if they type their articles into a newspaper template to create a
fake newspaper. To close, as a class, we will review differences and similarities between
the eastern and western fronts by constructing a giant class double-bubble chart on
butcher paper. I will have each group place two items on the double-bubble chart and
then we will discuss as a class. Lastly, students will complete a modified 3-2-1 exit ticket
in which they write 3 differences between the eastern and western fronts, 2 similarities,
and 1 question that they had about the topic.
Lesson Plan #4 The Southern Front

outcomes; 10.5.4. 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.
secondary sources
Learning Target:
- Today, my learning target is to understand how people from around the world
contributed to the war effort in the southern front during World War I.
from primary sources written by soldiers during the Battle of Gallipoli in order to
complete a Human Interaction Outline and then write a fictitious letter back home
from the perspective of a soldier fighting at the Battle of Gallipoli in which I
describe my contribution to the war effort.
affected the world (and not just Europe).
Essential Question: How did people from around the world contribute to the war effort
in the southern front during World War I?
prompt in their history journal: Imagine that tomorrow you were drafted to fight a war in
a foreign land to help British soldiers in a military campaign there. What do you think
your reaction would be? What questions would you have? How would you prepare?
Then, I will give a brief lecture that overviews the major characteristics and turning
points of World War I in the southern front. I will then model how to complete a Human
Interaction Outline using primary sources through a teacher think-aloud. Students will
then work in groups of three or four to analyze primary sources (letters, diaries, memoirs)
written by soldiers fighting in the Battle of Gallipoli in order to construct their own
Human Interaction Outlines. Each group will receive the exact same sources. After
having analyzed their sources, students must work individually in order to write a
fictitious letter (roughly one page) from the perspective of one of the soldiers from their
sources back home to their native country in which they describe their
experience/contributions to the war effort. Students must cite three pieces of evidence in
their letter in order to make their letter more historically accurate. To close, as a class, I
will call on students to read their letter aloud (with candy as a treat!), and we will discuss
differences and similarities between the experiences of these soldiers at the Battle of
Gallipoli. Lastly, students will complete an exit ticket in which they write 3 ways in
which people around the world contributed to the war effort in the southern front.
Lesson Plan #5 The Armenian Genocide

California Content Standard: 10.5.5. Discuss human rights violations and genocide,
including the Ottoman governments action against Armenian citizens.
secondary sources
Learning Target:
- Today, my learning target is to understand how the Ottoman governments actions
against Armenian citizens constitute genocide.
from primary source(s) and lecture to create a poster board on one of the eight
stages of genocide using three examples from the Armenian experience and then
complete a graphic organizer/gallery walk on the 8 steps of the Armenian
genocide.
affected people throughout the world in very different ways.
Essential Question: How did the Ottoman governments actions against Armenian
citizens during World War I constitute genocide?
prompt in their history journal: How would you define genocide? What are some
examples in history that you can think of? Then, I will have the students watch a 2minute video of the trailer to the documentary Armenian Genocide by Andrew
Goldberg that introduces important background information and historical questions.
Next, I will give a brief lecture on the main causes and characteristics of the Armenian
Genocide as well as explain the 8 stages of genocide. I will then model how to analyze
primary sources and information from lecture according to the particular stages of
genocide through a teacher think-aloud and check for understanding questions. Students
will then work in groups of four and be assigned to a particular stage of genocide. In their
groups, they will read, annotate, and analyze their primary source(s) and lecture notes in
search of examples of their particular stage. Then, they will create a poster board that
includes a student-friendly definition of their stage, three examples from the Armenian
genocide (with citations), and 2-3 sentence explanation of how their examples illustrate
their particular stage. Students will then complete a gallery walk to each of the 8 stage of
Armenian genocide in order to complete a graphic organizer that asks them to define each
stage, provide one example, and an explanation of how that example illustrates the stage.
To close, as a class, we will review different students examples from their graphic
organizer/gallery walk in a class discussion. Lastly, students will return to their history
journals to write 1-2 sentences on how todays lesson confirmed, expanded, or
contradicted their previous definition of genocide from the anticipatory set.
Lesson Plan #6 Evaluating the Treaty of Versailles

California Content Standard: 10.6.1. Analyze the aims and negotiating roles of world
leaders and the terms and influence of the Treaty of Versailles and Woodrow Wilsons
Fourteen Points, and the causes and effects of the United States rejection of the League
of Nations on world politics; 10.6.3. Understand the widespread disillusionment with
prewar institutions, authorities, and values that resulted in a void that was later filled by
totalitarianism
and secondary sources; compare and contrast treatments of the same topic in several
primary and secondary sources
Historical Thinking Skill: Change and Continuity (Periodization)
Learning Target:
- Today, my learning target is to understand why the terms in the Treaty of
Versailles failed to establish a lasting peace in Europe after World War I.
from primary sources to construct a list of postwar goals for a particular European
nation and then compare and contrast these goals with the actual terms of the
Treaty of Versailles by completing a graphic organizer activity.
- Reaching the learning target will help me to better understand to what extent
World War I initiated change or continuity at the beginning of the 20th century.
Essential Question: Why did the terms in the Treaty of Versailles fail to establish a
lasting peace in Europe after World War I?
prompt in their history journal: You broke curfew for the third time in a month and your
parents are deciding your punishment. If they decide to give you no punishment, do you
think you would break curfew again? If they grounded you for a year, what would be
your reaction? I will then give a brief lecture on the end of World War I and the context
of the peace treaty talks, and I will explain the group activity and provide a brief example
of a successful product. Students will then work in groups of four and be assigned to a
particular nation (the United States, France, Britain, and Germany). Each group will be
assigned a packet of primary sources that they must read and annotate in order to identify
five important post-war goals their particular nation had at the end of WWI. Each group
must list their five goals in order from most important to least important and provide a
brief (1-2 sentence) justification for each one. Once the groups have finished, I will place
four pieces of butcher paper (one for each nation) around the classroom, and I will have
each group write down two of their goals for their respective nation. As a class, we will
discuss similarities and differences amongst the goals. Then, I will have students return to
their original groups to read some excerpts from the Treaty of Versailles. In their groups,
the students must identify three points from the treaty that their particular country would
agree or disagree with and why, and they must fill in this information into a graphic
organizer that I will provide. Once students have completed their section of the graphic
organizer as a group, they must find 3 people in the class who each studied a different
country, and they must teach each other about their countrys response to the Treaty of
Versailles along with their explanations in order to fill out the remainder of the graphic
organizer. To close, as a class, I will call on students to share one point from the Treaty of
Versailles that their nation agreed or disagreed with and why. Students will not have an
exit ticket, but, instead, they will have to complete a homework assignment in which they
write one paragraph explaining why the terms of the Treaty of Versailles failed to
establish a lasting peace in Europe (citing three pieces of evidence from their graphic
organizer/sources).
Lesson Plan #7 Self-Determination (Change or Continuity?)
of Nations on world politics; 10.6.2. Describe the effects of the war and resulting peace
treaties on population movement, the international economy, and shifts in the geographic
and political borders of Europe and the Middle East.
Common Core Standard: 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; write arguments focused on discipline-specific content
Learning Target:
-
Today, my learning target is to understand the concept of self-determination and

to analyze the degree to which the end of World War I represents change or
continuity when looking at the application (or misapplication) of selfdetermination.
I will know that I have met my learning target if I can accurately complete a
modified Frayers vocabulary graphic organizer on the word self-determination
using a secondary source (the textbook) and then complete a one paragraph
response/commit and toss activity in which I argue whether World War I
represented change or continuity in terms of self-determination.
Reaching the learning target will help me to better analyze the extent to which
World War I represented change or continuity at the beginning of the 20th century.
Essential Question: What is self-determination? Does the end of World War I represent
change or continuity when looking at self-determination?
prompt in their history journal: Describe a time in which someone promised you
something but failed to live up to that promise. How did that make you feel? What was
your reaction? I will then give a brief lecture to review the historical thinking skill of
change and continuity. Next, I will model how to annotate the textbook excerpt and
how to complete the modified Frayers vocabulary graphic organizer on selfdetermination through a teacher think-aloud and check for understanding questions.
Students will work in partners to read and annotate the textbook excerpt and to complete
a modified Frayers model graphic organizer on the word self-determination by
identifying definitions/characteristics, examples, and non-examples from the reading as

well as drawing a picture representation and using the word in a complete sentence. Once
students have completed the graphic organizer, we will return as a class to discuss their
findings, and I will write student responses on my own projected version of the graphic
organizer. Next, students will work individually to write a one-paragraph response in
which they must argue whether the end of World War I represents change or continuity in
terms of self-determination, citing three specific pieces of evidence. Students will then
complete a commit and toss activity with their paragraph responses that will culminate
in a group/whole class discussion. As an exit ticket, students will write 2-3 sentences on
the back of their classmates paragraph response in which they state whether they agree
or disagree with their classmates thesis and why (including at least one piece of evidence
from the activity and discussion).
Lesson Plan #8 World War I and Periodization
of Nations on world politics; 10.6.2. Describe the effects of the war and resulting peace
treaties on population movement, the international economy, and shifts in the geographic
and political borders of Europe and the Middle East.
Common Core Standard: 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.
Learning Target:
-
Today, my learning target is to evaluate whether World War I should be

considered a turning point in modern world history.
I will know that I have met my learning target if I can accurately complete a
double-bubble chart comparing and contrasting the interpretations of two different
historians regarding the significance of World War I and then write a five
paragraph paper (to be completed in class and as homework) in which I argue
whether World War I should be considered a turning point in modern world
history.
Reaching the learning target will help me to better analyze the extent to which
World War I represented change or continuity at the start of the 20th century.
Essential Question: Should World War I be considered a turning point in modern world
history?
prompt in their history journal: What do you think is the job of a historian? I will then
ask for student responses and will use the discussion to review yesterdays lecture on the
historical thinking skill of change and continuity (periodization) and the interpretative
nature of history. Students will then work in groups of four in order to read and analyze
two contrasting interpretations of the significance of World War I written by two different
historians. In order to do so, they must complete a double-bubble chart in which they
identify similarities and differences between the two arguments. I will then lead a whole
class discussion in which I elicit student responses and fill in their examples into my own
projected double-bubble chart. Then, I will model how to organize and structure a fiveparagraph essay in history with a thesis, topic sentences, evidence, and analysis and
provide an example of a successful final product. Students will then work individually
with their notes, graphic organizer, and past assignments to write a five-paragraph essay
in which they argue whether World War I should be considered a turning point in modern
world history. This assignment will be worked on in class and as homework and will be
part of the summative assessment for this unit. Students will be provided with a rubric so
that they know exactly what they will be graded on.

World War I Unit

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Objective Calendar: Eight-Day Unit

Unit: World War I

Lesson Plan #4 The Southern Front

Lesson Plan #5 The Armenian Genocide

Lesson Plan #6 Evaluating the Treaty of Versailles

Today, my learning target is to understand the concept of self-determination and

identifying definitions/characteristics, examples, and non-examples from the reading as

Today, my learning target is to evaluate whether World War I should be

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