Lesson plan #1


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Lesson plan #1

  1. 1. Zak Anderson<br />November 3rd, 2010<br />Educ 550<br />Lesson Plan#1<br />Introduction:<br />Lesson Topic: The Treaty of Versailles and its Global Effect at the end of World War I.<br />Length of Lesson: 120 Minutes (2 Blocks)<br />Virginia Standards of Learning: SOL World History II. 10 b: The student will demonstrate knowledge of the worldwide impact of World War I by explaining the outcomes and global effect of the war and the Treaty of Versailles.<br />Cognitive Objectives:<br /><ul><li>The students will recognize the major powers’ colonies involved in the war and their continued desire for independence.</li></ul>2. The students will differentiate the endings of the Russian Imperial, <br /> Ottoman, German, and Austro-Hungarian empires.<br /><ul><li>The students will explain how the term “Total War” can be used in
  2. 2. discussing the effects of World War I on Europe.
  3. 3. The students will determine if Germany should have had to compensate more or less for World War I.
  4. 4. The students will discuss if the limiting of the German military was a necessary component in the Treaty of Versailles.
  5. 5. The students will theorize if the League of Nations would have been more successful had more countries joined.</li></ul>Materials and Advanced Preparation<br />Text: Holt McDougal Modern World History, Patterns of Interaction, Virginia Student Edition, 2011, Beck<br />Materials: Newsprint, Markers, World Maps, and PowerPoint Notes<br />Advanced Preparation: The second day, the desks will be rearranged into pods and the groups will act as countries at the signing of the Treaty of Versailles. This setting will also be used as the League of Nations.<br />Teaching and Learning Sequence<br />Introductory/Anticipatory Set: Since the class will have already been learning about World War I, there will be a natural flow in moving to discussing the ending of World War I. Maps from before and after World War I will illustrate the major changes that occurred. Tying the role of the colonies and our own national history will also make the subject relatable.<br />Lesson Development: The content will be presented in the order that the objectives have been posted. That way, the students will be able to master the knowledge that has been presented with little or any confusion. For example, it is pertinent that the students understand the roles of the colonies in World War I and their desire for independence before taking on the issue of why the empires are starting to fall. Since the notes will have been provided, the students will be taking part in the discussion as opposed to a lecture on the content. After each objective has been met, I will ask questions to the students. This strategy will be used on both days of the presented lesson. On the second day at the end of the lesson, the groups will take on the roles of the countries at the signing of the Treaty of Versailles and tell the class how they feel about their role in the war and what should be their compensation, etc. They will then create their own treaties on the newsprint provided.<br />Closure: The ending of each class section will be a review of the day’s topics and answering any other questions that may have arisen. The review will be a lightning round format of questions with the previously created pods, and whichever team has the most correct at the end of the game wins. Homework on the day’s topics will be assigned and explained. The first day, the homework assignment will be an essay about EITHER why the colonies wanted their independence OR were the empires collapsing due to the Treaty of Versailles or their own issues. The second day, the homework assignment will be a group project where the previously assigned groups will provide an admittance letter into the League of Nations and why your country should be involved.<br />Homework: The assignments coinciding with the lesson are two essays, one to be done individually and the other to be done as a group. The individual essay is a choice between why the colonies wanted their independence or how and why the empires collapsed. The group essay is an admittance letter to the League of Nations.<br />Assessment:<br />Formative: The students’ performance during the discussions and classroom activities will be used. Taking part in discussions, asking and answering questions, and contributing in their groups will all be taken into account.<br />Summative: The two homework assignments will be used in the determining the students’ understanding of the presented knowledge. The essays will be graded on content, spelling, structure, and grammar.<br />References<br /><ul><li>Holt McDougal Modern World History, Patterns of Interaction, Virginia Student Edition, 2011, Beck</li></ul>2. History and Social Science SOL Curriculum Framework 2008, World <br /> History and Geography 1500 CE to Present<br />STANDARD WHII.10a, b<br />The student will demonstrate knowledge of the worldwide impact of World War I by<br />a)explaining economic causes, political causes, and major events and identifying major leaders of the war, with emphasis on Woodrow Wilson and Kaiser Wilhelm II;<br />b)explaining the outcomes and global effect of the war and the Treaty of Versailles.<br />Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential SkillsWorld War I (1914-1918) was caused by competition among industrial nations in Europe and a failure of diplomacy. The war transformed European and American life, wrecked the economies of Europe, and planted the seeds for a second world war.What were the factors that produced World War I?What were the major events of the war?Who were the major leaders?What were the outcomes and global effects of World War I?What were the terms of the Treaty of Versailles?Causes of World War IAlliances that divided Europe into competing campsNationalistic feelingsDiplomatic failuresImperialismCompetition over coloniesMilitarismMajor eventsAssassination of Austria’s Archduke FerdinandUnited States enters the warRussia leaves the warMajor leadersWoodrow WilsonKaiser Wilhelm IIOutcomes and global effectColonies’ participation in the war, which increased demands for independenceEnd of the Russian Imperial, Ottoman, German, and Austro-Hungarian empiresEnormous cost of the war in lives, property, and social disruptionTreaty of VersaillesForced Germany to accept responsibility for war and loss of territory and to pay reparationsLimited the German militaryLeague of NationsIdentify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a)Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)Identify and compare contemporary political boundaries with the locations of civilizations, empires, and kingdoms. (WHII.1d)<br />Instructional Content and Strategies Organizer<br />Instructional ContentIdentifying the concerns and analyzing all the parts that contributed to the ending of World War I. The Treaty of Versailles will be thoroughly dissected and examined into how the actual document was shaped and enforced by the Allied Powers. The students will then begin the six objectives with the lesson by completing the assignments and participating in the activities.Instructional Modifications to ASSIST Weakest StudentsMajor Instructional StrategiesInstructional Modifications to CHALLENGE Strongest StudentsPowerpoint notes will be provided. This will allow for a guided lecture so they can follow along with what is being discussed. The group essay will allow for them to have some input, but they will not be punished if they have weaker writing skills.Analyzing the many causes and determining which were more important than the others.The individual essay will allow the stronger students to be able to contribute moreso than the average students. <br />