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Name: Julia Pratapas Class/Subject: WWI – War Begins, Von Schlieffen Plan, Trench Warfare, and Life

on the Western Front Date: Tuesday March 11, 2014 Student Objectives/Student Outcomes: 1. Students will be able to understand the TWO countering sides/powers in WWI 2. Students will understand the context that built up to WWI for each player/country 3. Students will synthesize and imagine the life of a soldier in the trenches 4. Students will differentiate between a German soldier’s experience in the trenches and a British/French soldier’s experience 5. Students will evaluate the effectiveness of the Von Schlieffen plan Content Standards: CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. Materials/Resources/Technology: 1. Youtube video of German perspective: https://www.youtube.com/watch?v=CErUTpuDbd8 2. Youtube footage of soldiers (play in background during a group activity): https://www.youtube.com/watch?v=rBvePk_9lgM 3. Homework handout at end of class (reading taken off of the BBC website) 4. Exit slip: Life as a Soldier in the Great War Teacher’s Goals:  Utilize effective speaking/lecturing skills to describe in detail the beginning of WWI, life on the Western front (trenches), and the plan of attack on both sides of the war.  Utilize technology to engage the students.  Master the use of transitions in order to enhance the flow of the lecture and period  Keep an eye on timing for directions and review/recap. Time: 9:58-10:44 3 min Start of Class: Play video made by Teacher on animoto.com (period 3) Play leftover videos made by students on animoto.com (period 6)

5 min

Introduction of Lesson: Each student has a tag/label on their desk. This label outlines the various troups on either side. The side of the room closest to the window represents the Central Powers. The side of the room closest to the door represents the Allied Powers. 1. Tell the class that they have been divided up by the two countering powers. Each side will write 3-4 sentences at the end of class describing the soldier’s experience and morale based on the name/label given on the desk. Transition into an activity where students will make a human timeline without talking. I will give two sets (identical) of a total of 10 notecards or papers with events on them to 10 students on each side of the room and they will stand in front of the class and work with their teammates without talking to compete against each other. The competition is to see who can (1) get the order correct and (2) do it the fastest. This will introduce our activity and give context to the beginning of the war. Lesson Instruction: I will introduce the beginning of WWI  Discuss the Two powers and how it relates to the classroom setup  Explain the significance of a TWO front war and how this leads into the German Von Schlieffen Plan  The Von Schlieffen Plan leads to stalemate creating TRENCH WARFARE  Teacher will now introduce (in depth) the life of a soldier in the trenches  Remind students that this is hard to teach because no one can fully understand how horrific and terrible life was in the trenches.  “Imagine four years straight of living outdoors, among rats, disease, dead bodies, fear, bombs going off, cold winters, starvation.” These are the effects of war.  Explain how the German advance was quite successful until the Battle of Marne (Marne River in France). This caused a stalemate which led to trench warfare teacher will now show a short clip on the failure of the Von Schlieffen plan Trenches: 1. Explain the layout 2. Differentiate the various types of trenches and their usage 3. Aerial photographs showing “no man’s land” and the British and German trenches 4. A total of 6,250 miles of trenches were dug by 1914 alone! Give analogy 5. Discuss the photos as a class First ask the class: “What do you see?”

15-25 min (Lecture)

Talk about the fascinating technology and advancement of German trenches Dogs as messengers The RATS! Imagine sleeping every night hearing rats crawl around you Rats were attracted to food and dead bodies Soldiers came up with a system – the Rat Terrier to kill rats in the trenchces Read Soldier Quotations to class Explain to class that this is not even the worst part… Life in the trenches continued Explain the dangers of trench foot. Relate it to being in the pool for too long and the way your skin changes. Ask the students what they think is inside the water that the soldiers are stepping through for days long? (Show picture of soldier in water while standing in trench) Discuss pictures of trench foot Finally discuss the horrible, terrifying, life altering after effects of war… shell shock. Show the youtube clip from above in materials and have students discuss… “Is this all really worth it?” Assessments/Checks for Understanding: Student handout/analysis of the photographs and quotation in the powerpoint. Closure/Wrap-Up/Review: Tell the class that this was a war that people were celebrating, excited for, smiling about in the very beginning. After only a few months (especially in the trenches) this quickly became a deadly and horrific war. Is it really worth it? Announcements: Blog 24: “Should the USA enter war?” Homework for tomorrow: Read pages 1-2 and answer question on page 2 for Wednesday. Self-Assessment: Teacher will assess student engagement, participation, and ability to comprehend the photographs and analyze life in the trenches based upon the photos and primary source quotations.