The Depth of the Great War ‖ A Close Look at the Effects of the Great War

(Primary Source Lesson Plan)

Goals & Objectives

Students will be able to understand disillusionment, as a result of the war.

Students will be able to incorporate evidence (at least one primary and secondary source) into
discussions/presentations. 

California State Content Standards

10.6.3.  Understand the widespread disillusionment with prewar institutions, authorities, and
values that resulted in a void that was later filled by totalitarians.

10.6.4. Discuss the influence of World War I on literature, art, and intellectual life in the West
(e.g., Pablo Picasso, the “lost generation” of Gertrude Stein, Ernest Hemingway).

Common Core Literacy Standards

CCSS.ELA-LITERACY.RH.9-10.4 Determine the meaning of words and phrases as they are
used in a text, including vocabulary describing political, social, or economic aspects of
history/social science.

CCSS.ELA-LITERACY.RH.9-10.6 Compare the point of view of two or more authors for how

they treat the same or similar topics, including which details they include and emphasize in their
respective accounts.

CCSS.ELA-LITERACY.RH.9-10.9 Compare and contrast treatments of the same topic in

several primary and secondary sources.

Driving Historical Question

How is disillusionment associated with the rise of totalitarianism?

What impact does the “Lost Generation” have in the arts?

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
disillusionment and the “Lost Generation”. Before viewing the short video clip, students will be
told to look over the section of the handout that is directly related to the video. As students,
watch the video clip they will work on the handout. At the conclusion of the video, students will
discuss their answers with one another. The goal of this lesson introduction is to refresh students’
knowledge about how to analyze and assess sources as previously covered in other units.

Vocabulary (Content Language Development) ‖ Time: 3 mins

Students will be presented with key vocabulary during the primary source lesson plan. Either the
vocabulary will be embedded within artwork, letters, speeches and an excerpt from a book.
Moreover, the vocabulary will also be included within the handout. The idea is for students to
analyze primary sources with the vocabulary.

Key Terms & Vocabulary:

Mobility
Disillusionment
Lost Generation
Gertrude Stein
Ernest Hemingway
F. Scott Fitzgerald
Propaganda
Industrialized
Art form
Nationalism
Authoritarianism
Central Powers
Allied Powers

Content Delivery (Method of Instruction) ‖ Time: 30 minutes

The method of instruction is a mixture of a presentation and independent work

accompanied by a handout packet. More specifically, the presentation is where the teacher
will walk through on the frameworks for analyzing primary sources by using the Six C’s
Primary Source Evaluation: Context, Citation, Content, Connections, Communication, and
Conclusions. Here it is important to note that this will be projected on the screen along with
the primary source, so students can follow along. Once the class completes one source
analysis together students will be directed to work independently to analyze other sources.
Here students are allowed to work with a partner if they choose to do so. During the
modeling, the teach will continue but have stops for clarification, questions, and critical
thinking questions to ensure students can shift to their own primary source analysis.
Notably, while the students are either working independently or with a partner the teacher
will be available for support throughout the classroom.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 40 minutes
The handout packet serves likes guided notes in a sense because they guide students through the
analysis and historical thinking skills since they will be filling them out along with the
exploration of primary sources. Moreover, students will be active and engage with the content
because the handout will include a graphic organizer, questions, and short responses. All the
information that is necessary to complete the handout will be included within the handout (unless
otherwise stated). Students will engage in critical thinking and activities by writing their
responses and sharing their reflections with their partner (when directed to do so within the
handout). At the conclusion of the lesson, students will reflect and their findings of sources in an
informal class discussion.

Lesson Closure ‖ Time: 10 minutes

The lesson closure will be dominated by students’ analysis in the form of an informal class
discussion facilitated by the teacher. Additionally, the teacher will pose a main critical
thinking question that summarizes the main idea of the content while at the same times
expending all students engaging as well as critical thinking. Before students share with the
class they will be given time to think independently and share their findings with their
partner. The transition will be provided by the teacher.

Assessments (Formative & Summative)

Entry Level Assessment: Students will fill out their graphic organizer in the handout
packet based on the information obtained from the short video clip shown in the beginning
of the lesson.

Formative Assessments: Throughout the primary source lesson plan students will be
presented with various formative assessments. The assessments will be in the handout
packet where there will be fill in the blanks, different level of critical questions and short
responses. Moreover, the teacher will model how to analyze one primary source using the
six C’s and students will follow. During this lecture portion of the lesson. The teacher will
stop several times to pose questions to the students. Additionally, the teacher will also for
student thoughts and critiques on the primary source. The rest of the class is an
independent format so students assess the primary sources independently. Here students
are given the option to work with their partner if desired to do so. At this time the teacher
will walk around the classroom to ensure students understand and answer any questions
that might arise.

Summative Assessment: The one summative assessment is where students will

individually write a response based on two primary sources to answer the final critical
thinking question at the conclusion of the handout. Additionally, the final question will also
be displayed on the board. Once students have sufficient time to respond there will be an
informal class discussion based on their responses. The assessment will indicate if the
students are able to critically evaluate primary sources and think about a topic in an
analytical level.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Accommodations for ELs: There will be accommodations of ELs so these students do not
solely rely on one type of text. Some of the variation of texts including reading, videos,
images, and writing to help them understand the content. Moreover, vocabulary and key
terms will be distinguished in the handout as guidance. Students will be reminded that
partner is acceptable if students desire to which will help with the English speaking and
writing skills.

Accommodations for Striving Readers: These students will be provided with the
necessary guidance in the handout packet to critically analyze primary sources. To be more
exact, there will be bolded terms to help them make connections which will aide them in
using correct vocabulary in context.

Accommodations for Students with Special Needs: The instruction is varied to meet the
needs of all students. There is a variation of texts such as videos, photographs, and written
texts to engage at all levels. During lecture, the teacher will model how to analyze a primary
source where everyone will follow. Additionally, during the independent analysis of other
primary sources students will be given the opportunity to work with a partner to have
productive discussions.

Resources (Books, Websites, Handouts, Materials)

Introduction Video on The Lost Generation Writers Explained
https://www.youtube.com/watch?v=GHgdb3_JHrs

Letter from British Letter in India

https://www.bl.uk/world-war-one/articles/news-from-the-front

Pablo Picasso Artwork of Gertrude Stein

https://www.metmuseum.org/art/collection/search/488221

The Sun Also Rises by Ernst Hemingway

Woodrow Wilson’s Peace Without Victory Speech from Power without Victory: Woodrow
Wilson and the American Internationalist Experiment