Unit Title: The Depth of the Great War ‖ Lesson Title: Political Effects of World War I

Goals & Objectives

Students will be able to understand the aims and perspectives of at least three
leaders in the post war.

Students will be able to comprehend the outcomes of post war negotiations and
at least three treaties.

California State Content Standards

10.6.1.  Analyze the aims and negotiating roles of world leaders, the terms and
influence of the Treaty of Versailles and Woodrow Wilson’s Fourteen Points, and
the causes and effects of the United States’ rejection of the League of Nations on
world politics.

Common Core Literacy Standards

CCSS.ELA-LITERACY. WHST.9-10.9 Draw evidence from informational texts to support
analysis, reflection, and research.

CCSS.ELA-LITERACY.RH.9-10.2 Determine the central ideas or information of a primary or

secondary source; provide an accurate summary of how key events or ideas develop over
the course of the text.
Driving Historical Question

 How did the aims, roles and treaties of world leaders (Clemenceau, Lloyd
George, and Woodrow Wilson) influence world politics in the post war?
o How did the Treaty of Versailles and Wilson’s Fourteen Points
influence world politics?
o What impact did the rejection of the United States’ League of Nation
shape negotiations among nations?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 10 mins

The lesson will be introduced by having students view a short video clip that recaps the
major events of the Great War. Prior to playing the video clip, students will be told to read
the graphic organizer, so they are aware of what to look for in the video. As the students
view the clips, they will be working on their guided notes and write down the main points
in the embedded graphic organizer. At the end of the clip, with their partner they will
discuss major points and check with one another if the same information was written
down. The goal of this lesson introduction is to refresh students’ knowledge about World
War I that was covered in a previous unit in order to focus on the effects of the war (an
assessment of prior knowledge).

Vocabulary (Content Language Development) ‖ Time: 3 mins

Students will be presented with key vocabulary throughout the lesson presentation which
will be highlighted in a red, bold color. The idea is for students to fill in definitions, main
points, or the correct context of each selected vocabulary word(s).
Key Terms & Vocabulary:
Militarism
Alliances
Imperialism
Nationalism
Triple Entente
Woodrow Wilson
Georges Clemenceau
David Lloyd George
Victtorio Orlando
Central Powers
Kaiser Wilhelm II
Big Four
Paris Peace Conference
Reparations
14 Points
League of Nations
Treaty of Versailles
“War Guilt Clause”
Reparations
Treaty of Saint-Germain
Treaty of Neuilly
Isolationist

Content Delivery (Method of Instruction) ‖ Time: 45 mins

The method of instruction is a lesson presentation accompanied by guided notes. More
specifically, the lesson will be a PowerPoint presentation and the teacher will go through
each slide and present the main ideas. Here it is important to note that the text on the slide
will be differentiated, so students are aware of where to follow and what information to
write on the guided notes. To engage students various level of critical thinking questions
will be incorporated within the lesson. On the guided notes, place will be provided for
students to write down their responses (at times students will be instructed to discuss with
their partner). Of course the teacher will explain and provide time for the students to think
critically and then the teacher will direct them to write down their response. The
presentation will continue with stops for clarification, questions, and time for the critical
thinking questions.

Student Engagement (Critical Thinking & Student Activities) ‖ Time: Throughout lesson
The guided notes serve to engage students while the lesson presentation is ongoing
because they will be filling them out along with the lesson. Students will be active and
engage with the content because the guided notes will include fill in the blanks, graphic
organizer, questions, short responses and a mix and match section. All the information
necessary to fill out the guided notes will be from the PowerPoint presentation which will
include videos and images when applicable. Additionally, students will also engage in
critical thinking and activities by discussing questions within the presentation with their
respective partners after gathering their thought down on their guided notes. At the
conclusion of the lesson, students will be able to reflect and discuss their findings of the
content in an analysis.

Lesson Closure ‖ Time: 10 mins

The lesson closure will be dominated by students’ analysis in the form of a discussion
facilitated by the teacher. Moreover, the closure will begin with the teacher posing a critical
thinking question that summarizes the lecture of the content but also extends the students
engagement. Upon posing the questions, students will have the opportunity to think and
write down their responses individually, then discuss their findings with their partner.
Once all students have discussed with their respective partner the teacher will transition
the class into a discussion. The idea is that all pairs contribute to the class discussion by
sharing their responses to the entire class.

Assessments (Formative & Summative)

Entry Level Assessment: Students will fill out a graphic organizer in the guided notes based
on the information from the short video clip shown in the beginning of the lesson.

Formative Assessments: Throughout the lesson students will be presented with various
formative assessments. The assessments will be primarily from the guided notes where
students will fill out graphic organizers, fill in the blanks, answer critical questions, as well
as mix and match. As the lesson continues, the teacher will stop at times to ask for
questions or pose questions to the students. The teacher will also have students share out
what they have written on the blank paragraphs of the guided notes. Here the teacher will
address the responses of students by offering immediate feedback as well as any additional
support if needed. When the teacher provides the students with time to individually work
on responses as well as discuss with their partners the teacher will walk around the
classroom to make sure students understand and answer any questions they might have.
Summative Assessment: The one summative assessment is a whole class discussion based
on the final critical thinking question at the conclusion of the lesson. Moreover, the critical
thinking question will be displayed out the end. Students will be given time to reflect in a
short paragraph then share their findings with their partner. Once sufficient time is given
for the peer discussion the question will be discussed as a class. The assessment will
indicate to the teacher if students are bale to think about a topic at a critical level.

Accommodations for English Learners, Striving Readers and Students with Special Needs
Accommodations for ELs: There will be accommodations for ELs so these students do not
solely rely on reading or writing within the lesson. Various videos and images will be
incorporated within the presentation to help them understand content. Additionally, key
terms and vocabulary will be distinctly noted to help guide them in the lesson. The lesson
will also provide students the opportunity to work with peers which will help with the
English speaking and writing skills.

Accommodations for Striving Readers: Students will be provided with guidance throughout
the lesson in the form of guided notes. More specifically, there will be bolded terms and fill
in the blank to help in the grasp of content related material which will also help them use
words in the correct context.

Accommodations for Students with Special Needs: The instruction will be highly varied to
engage all students and have their needs met. There is a variation of videos, graphics, and
photos to engage those that are comfortable with visuals and auditory. The photos will help
grasp concepts as well as convey the larger themes. Additionally, there will be parts of the
instruction where students will work independently for those that prefer to work by
themselves but still given an opportunity to discuss throughout the duration of the
instruction.

Resources (Books, Websites, Handouts, Materials)

Accessing Prior Knowledge of WWI Video
https://www.youtube.com/watch?v=SLj5r2nZHB8

MacMillan, Margaret Olwen., and Richard Holbrooke. Paris 1919: Six Months That Changed
the World. New York, NY: Random House, 2003. 

“National WWI Museum and Memorial.” Accessed August 27, 2020.

https://www.theworldwar.org/ .