Content Standards | Goal | Objectives | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | Assessment | Materials
World War I – Lesson Plan
Roy Carroll Bob Jones Junior High, Grade 7
I. Time, Continuity, and Change: History
7.1 The learner will demonstrate an understanding of the political and social developments of world regions. The student should be able to:
7.1.1 explain the transformations in European society;
7.1.2 identify major social, cultural, and technological developments that emerged in world regions;
7.1.6 analyze the causes and consequences of world conflicts;
7.1.9 analyze advancements and controversies in science and technology and discuss their implications for the world regions.
II. Power, Authority, and Governance: Government/Political Science
7.2.5 The student should be able to describe the influence of American political ideas on other nations and regions.
III. People, Places, and Environments: Geography
7.3 The learner will demonstrate an understanding of world culture regions. The student should be able to:
7.3.16 explain the different ways in which places are connected and how these connections impact economic, cultural, and political interdependence on the regional and global scales.
The principles that help us
understand the period of time around World War I can be applied in modern
times to
evaluate the actions of world leaders with regard to war and social change.
The student will be able to:
Lesson Plan: Day 1: Beginning of War
Introduction:
Have students read p. 416 (See BJU Press for information on this book), chapter introduction (excerpt of a Sherlock Holmes story in which he predicts World War I). Ask the following questions:
After the lesson, have the students reread the selection and answer the following:
Analogy – Describe the countries of Europe as children who get together in cliques and then fight among themselves. Have the students describe similarities or differences in this analogy.
Development:
Teach the section on the beginning of World War I. Explain how the war began and how alliances made the situation escalate. Discuss early events of the war. (PowerPoint)
Practice, Application, Checking for understanding:
Guided, Group: Use Inspiration to create a semantic web reviewing the lesson. Have the students participate in its creation as a method of review. It should look something like this one.
Independent: Color and label map on workbook p. 126 to represent the alliance system. See BJU Press for information on this workbook. Also, have the students write an essay to explain what things could have been changed to prevent war.
Assessment:
Assess the student’s work in the practice session.
Closure:
Explain the homework pages to the students and dismiss them.
Lesson Plan: Day 2: Course of the War
Introduction:
Collect homework. Review the alliances. Have students read section of chapter about World War I. Have students do a Quick-Writes activity before reading the selection.
Development:
Teach the material about the course of the war until the time of America’s entry. Explain the events which led to America’s entry. Discuss how the war ended. (PowerPoint)
Practice, Checking for Understanding::
Guided, Group: Web Quest about America's entry into the war (Take part of the hour for students to research). Ask the students what American principles helped us to decide to enter the war on the side that we did. Discuss some of them.
Independent: Have the students answer the review questions on p. 421 in the book. (BJU Press)
Assessment:
Check students answers to the review questions.
Lesson Plan: Day 3: Results of the War
Introduction:
Have the students read selections from Mobilizing Woman Power, from the American Memory collection. Prior to this reading, have the students do a Free Writing activity of their thoughts on women’s roles in a war. After reading the selection, allow students to modify their essays. Then, explain the reading and discuss the students responses.
Development:
Teach the terms of the peace treaty and other results of the war. (PowerPoint)
Practice, Checking for Understanding:
Guided, Group: Divide the class up among the various nations. Review the terms of the treaty and have each group empathize with their nation and explain how they feel about the terms.
Independent: Have the students write an essay about what things could have been changed to prevent World War II.
Also, give time for the Web Quest groups to prepare commercials.
Assessment:
Assess essays.
Closure:
Have the students finish the essay for homework. Dismiss.
Have students do a Hot Potatoes Quiz while each group takes turns filming its commercial for the Web Quest.
Take the test. Spend the rest of the hour viewing the commercials.
| Rubric for Essays | 1
Unsatisfactory |
2 Fair |
3
Good |
4
Excellent |
Score |
| Demonstrate an understanding of facts | Student does not demonstrate a knowledge of the content. | Student demonstrates some knowledge of content. | Student demonstrates satisfactory knowledge of content. | Student demonstrates an exceptional knowledge of content. | |
| Organized in a logical way | Essay is incoherent. | Essay is disorganized but is understandable. | Essay is coherent. | Essay is well-organized and easy to understand. | |
| Shows thought and originality | Essay appears to have been hastily completed without much thought as to what is being said. | Essay shows some thought but does not add any original ideas. | Essay shows some thought and a couple of original ideas. | Essay is well-thought-out and contributes several original ideas. |
Materials
textbooks
workbooks
laptop computer
television
VCR
computers with internet access
camcorder and blank tape
