World War I ‖ The Assassination of Archduke Franz Ferdinand

Goals & Objectives

Goals:
Students will understand how the assassination of Archduke Franz Ferdinand triggered the
entangling alliance system starting World War I.
Students will know how the rise of nationalism fractured the Austro-Hungarian Empire
leading to the rise of the Black Hand.
Objectives:
Students are going to write a 3-4 sentence summary of what they learned and will also
argue if the assassination started WWI. After they write it individually, they will share with
other students what they’ve learned and argued. Students will be assessed through the
depth and quality of their notes and their summary. They will get high marks if their
summary is similar to the notes that are written in class. Students will also be checked if
they are able to argue if the assassination started World War I . Students will be measured
in their writing. Students after this lesson will be able to understand one of the causes of
WWI and whether it could have been stopped.

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.”
2. Examine the principal theaters of battle, major turning points, and the importance of
geographic factors in military decisions and outcomes (e.g., topography, waterways,
distance, climate).

Common Core Literacy Standards

CCSS.ELA-LITERACY.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

California ELD Standards

WHST.9–10.6: Interacting with others in written English in various communicative forms (print,
communicative technology and multimedia)
SL.9–10.1, 3, 6: Listening actively to spoken English in a range of social and academic contexts
WHS T.9 –10.1–2, 4 –10: Expressing information and ideas in formal oral presentations on
academic topics
Driving Historical Question
How was the assassination of Archduke Franz Ferdinand a pivotal moment in world history?

Classroom Description
Students: 30
ELD students: 3, They are all bridging ELD learners. No ELPAC scores are available.
Students with an IEP or 504: 2
Students with a disability: 1 (documented hearing loss)
Students with extraordinary circumstances: 1 (foreign exchange student)

What can impact the lesson in the classroom environment is lack of enough prior knowledge.

Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 10

minutes
Students will analyze two quotes by Gavrilo Princip:
'There is no need to carry me to another prison. My life is already ebbing away. I suggest
that you nail me to a cross and burn me alive. My flaming body will be a torch to light my
people on their path to freedom.
“I am a Yugoslav nationalist, aiming for the unification of all Yugoslavs, and I do not care
what form of state, but it must be free from Austria.”

+Students will think-pair-share what these quotes mean. Students should be able to draw
upon discussions of nationalism, the fragmentation of Austria-Hungary. This hits the UDL
principle of engagement because students are collaborating on what those quotes mean in
terms of the context nationalism and how those quotes relate to revolutions in the past.
This also hits the UDL principle of expression because students will use prior knowledge to
find similarities with the quotes and past revolutions. This taps into their funds of
knowledge as US citizens because throughout grade school, they’ve learned why we went
to war with England in our independence movement.

Vocabulary (Content Language Development) ‖ Time:

Austria-Hungary
Entangling Alliances
Gavrilo Princip
Archduke Franz Ferdinand
Franz Joesph
Sarajevo

Content Delivery (Method of Instruction) ‖ Time:

I’m going to be doing an interactive lecture with guided notes for the students to follow
along. This hits the UDL principle of representation because I will present the content in a
way students will understand. I will help them write down what they need to write down
with the guided notes I will give them for the lecture. I will also explain how Austria-
Hungary had semi-control over Serbia and completely annexed Bosnia-Herzegovina and
how that prompted The Black Hand to assassinate Franz Ferdinand.

Student Engagement (Critical Thinking & Student Activities) ‖ Time:

Students will use guided notes for the lecture. They will do a think pair share pre-activity
before the lecture begins analyzing quotes from Gavrilo Princip. This encompasses of UDL
Principle of engagement because students are seeing sentence structure and they know
what to write which helps all students of all levels in the lecture. It hits the UDL principle of
expression because students are interacting with the content in more than one way. How
I’d assess for their funds of knowledge is they explain the quotes through the lens of
previous revolutions we’ve studied in class (American and French Revolutions).

Lesson Closure ‖ Time:

Students will write a 3-4 sentence summary of what they learned and will expand on what
they wrote and share with a group of 3 (heads apart heads together). This hits the UDL
principle of engagement because students are interacting with each other on what they
know and arguing how the assassination unofficially started WWI. Students will use
evidence from the lesson and use prior knowledge from previous lessons in the WWI unit
to prove their argument.

Assessments (Formative & Summative)

Think-Pair-Share on how the Princip quotes display nationalism. Partner share on how
entangling alliances can be a negative in piece talks, 3-4 sentence summary, argument of
whether the assassination of Franz Ferdinand started World War I, heads apart heads
together activity. These assessments align with my goals and objectives because the
students are learning about one of the causes of WWI and understanding the assassination
and the events after it will help them in their summaries and arguments whether the
assassination officially started WWI.

Accommodations for English Learners, Striving Readers and Students with Special Needs
Guided notes, vocabulary words, sentence structure. The reason why these are included in
my lesson is because those groups of students need scaffolded materials to help them
understand the content. For ELs and striving readers, seeing the content through guided
notes and seeing sentence structure would not only help them with their reading, but also
with their writing. For students with special needs, they can see the content laid out in
front of them so they aren’t doing majority of the work on their own. Highlighting the
vocabulary words are also good for these groups is because they will become active
readers and active note takers because they will know what to look for before they take
notes. EL’s and students with special needs will be grouped with students who are doing
well in the class so they can get support from their peers. These assessments are aligned
with my objectives because in the guided notes and student-centered activities, they
involve learning about the assassination of Archduke Franz Ferdinand and whether the
assassination of the Archduke started WWI.

Resources (Books, Websites, Handouts, Materials)

The resources are the PowerPoint and guided notes. The reason why I chose guided notes
is because it helps not only EL’s but all students in my classroom. When it comes to EL’s
specifically, they can organize the content and see sentence structure. They can follow
along in the lecture much easier. They know what the content is so they can become active
readers in my class an in future classes. This also helps students with special needs in my
class as well. The EL’s are grouped with with students who are doing well in the class so
they can learn how to do certain work with their peers.