2021-2022
04/03/2022 - 04/09/2022
Mr. Salber
Monday
04/04/2022
9th Grade World History
Learning Objectives
Upon completion of this
lesson, students will be able
to:
define 'propaganda'
list different types of
propaganda
explain how propaganda was
used during WWI
Direct Instruction
http://study.com/academy/
lesson/wwi-propaganda-
posters-and-other-
techniques.html
Instructions
Begin by drawing ten short
horizontal lines side-by-side
on the board.
Divide students into several
groups as you explain to the
class that they will be
participating in a game of
Hangman to reveal the topic
of the lesson.
Invite the groups to take turns
guessing letters, one at a
time, in an effort to fill in the
blanks on the board and
reveal the term (propaganda).
Each time a group guesses
incorrectly, a part of the
Hangman is drawn. If they
get a letter correct, it is filled
in on the board and the group
gets another turn.
Once the term 'propaganda'
Tuesday
04/05/2022
9th Grade World History
Learning Objectives
Upon completion of this
lesson, students will be able
to:
Cite evidence when
answering questions about
World War I and its
consequences.
Summarize the ramifications
of the Great War.
Direct Instruction
Why was World War I called
the 'War to End All Wars'?
http://study.com/academy/
lesson/consequences-of-
world-war-i-around-the-
world.html
Vocabulary
allies
Article 231
consequences
German Reich
hyperinflation
Japanese Invasion of
Manchuria
National Socialist Germany
Workers Party (Nazi)
reparations
Roaring Twenties
Russian Revolution
territorial concessions
Treaty of Versailles
truce
unfathomable
Weimar Republic
Wednesday
04/06/2022
9th Grade World History
Learning Objectives
After students have covered
the two lessons related to this
lesson plan they should be
able to:
Describe why the League of
Nations was formed and the
role of the League of Nations
during its brief existence
Identify the major members of
the League of Nations
Understand why the League
of Nations no longer exists
Direct Instruction
http://study.com/academy/
lesson/the-league-of-nations-
definition-members-
failure.html
http://study.com/academy/
lesson/end-of-wwi-the-treaty-
of-versailles-the-league-of-
nations.html
Instructions & Discussion
Questions
Begin this lesson by
discussing the following
questions:
Who fought during World War
I?
How did World War I
ultimately end? Who won?
Have you ever heard of the
League of Nations? Does it
exist to this day?
Guided Practice
Page 1 of 6
Thursday
04/07/2022
9th Grade World History
Learning Objectives
By the end of this lesson,
students should be able to do
the following:
understand the difference
between Wilson's plan for
peace and the desires of the
British and French
recall the major points of the
Treaty of Versailles
analyze how resentment over
the treaty lead to future
unrest in Germany
Direct Instruction
Instructions
Show your class the video
lesson End of WWI: The
Treaty of Versailles & the
League of Nations, stopping
the video at the following
times for discussion:
2:18 - Why did each of the
Big Three want their
respective demands? Which
of the Big Three do you think
is going to get elbowed out of
negotiations? Why?
3:43 - What is the ultimate
goal of the terms of the treaty
with regard to Germany?
How does this help to limit
German power in the future?
4:55 - What do you think
would have happened if had
Germany not signed the
treaty? If you had been a
Friday
04/08/2022
9th Grade World History
Learning Objectives
Upon completion of this
lesson, students will be able
to:
define 'revolution'
list the events that led up to
the 1905 Russian Revolution
explain Tsar Nicholas II's role
in the 1905 Russian
Revolution
discuss the aftermath of the
1905 Russian Revolution
Direct Instruction
Instructions
Begin by asking the class to
define the word 'revolution'.
Have students take turns
sharing their definitions with
the class as you write
common themes on the
board.
http://study.com/academy/
lesson/1905-russian-
revolution-causes-
consequences.html
Guided Practice
Instructions
Begin by asking the class to
define the word 'revolution'.
Have students take turns
sharing their definitions with
the class as you write
common themes on the
board.
Pass out the paper copies of
Week View
2021-2022
Mr. Salber
has been revealed, ask
students to take turns trying
to define it.
Pass out the paper copies of
the text lesson, one for each
student.
Ask the students to read the
introduction and 'What is
Propaganda?' section of the
text lesson.
How did we do in our
definitions of propaganda?
What are the most common
subjects of propaganda?
What types of things can
serve as propaganda?
Which types of propaganda
are used most often?
How long has propaganda
been used?
Guided Practice
Tell the students to read the
'Types of World War I
Propaganda Posters' section
of the text lesson.
What is nationalism?
What role did nationalism
play in WWI propaganda?
How was racism incorporated
to WWI propaganda?
What is a Hun?
How did WWI propaganda
incite anger and hatred
among American citizens?
Can propaganda be positive?
If so, how?
What positive themes were
used in WWI propaganda?
How did WWI propaganda
attempt to appeal to women?
Guided Practice
Video & Discussion
Questions
Pre-teach vocabulary words
to students.
Hand out the lesson,
Consequences of World War
I Around the World and read
the sections 'The War to End
All Wars' and 'Post-World
War I Europe,' then discuss:
Why was World War I called
the 'War to End All Wars'?
Why do some historians
consider World War I and
World War II to be the same
war?
What was the purpose of
Article 231 of the Treaty of
Versailles?
What significant territorial
concession was Germany
forced to make as a result of
Article 231?
How did the German
government change
immediately following the
war?
How did the Weimar Republic
lead to the rise of the Nazi
party?
Describe the economic
effects of the Treaty of
Versailles on Germany?
Describe the effects of the
war on France.
How did Russia change after
the war?
Who rose to power in Italy
after the war?
Students should then
independently read the
lessons The League of
Nations: Definition, Members
& Failure and End of WWI:
the Treaty of Versailles & the
League of Nations. They
should take notes on what
they've learned as well. This
will prepare them for the
videos and class discussion
during the videos.
You may want to assign
these readings as homework
and continue with the rest of
the lesson the next time the
class meets.
Continue this lesson by
playing the End of WWI: the
Treaty of Versailles & the
League of Nations lesson
first. Pause the video for
discussion at the following
timestamps and then resume
play until the next timestamp.
Pause at 0:48.
Describe the concept of an
armistice for students
How long did WWI last?
How did WWI affect people's
lives?
Pause at 2:18.
What was the goal of the
Paris Peace Conference?
What was the name of the
treaty of this conference?
Who were the Big Four? Why
did Italy drop out to leave the
Big Three?
What were the opinions of the
Big Three leaders about how
Page 2 of 6
German having been forced
to live under this treaty, how
do you think you would have
responded?
Guided Practice
Extensions
Have students write a letter
from the perspective of
Wilson, Lloyd George, or
Clemenceau, or even the
German delegation,
highlighting points of concern
about the treaty. From the
Anglo-French perspective,
make them about why the
treaty must be so strict.
Ask students to further
research the Fourteen Points,
then ask if they would have
really made a difference.
Notes
http://docs.google.com/
presentation/d/
1jafBzVq3kffgrTVSopWmv7
WJ4yIjdiC4daKJathCaKM/
edit#slide=id.gef060ab4a_0_
52
http://docs.google.com/
document/d/
1XmdzxxW93dK_BQMB_D3
CDQ6UDttLs0VqUh_KnQ-
iBco/edit
http://study.com/academy/
lesson/end-of-wwi-the-treaty-
of-versailles-the-league-of-
nations.html
04/03/2022 - 04/09/2022
the text lesson now, one per
student.
Instruct the class to read the
'Powerful but Not Popular'
section of the text lesson.
The text lesson defines a
revolution as 'a change of
government by force'. Does
this match the definitions we
offered in class?
What is a 'tsar'?
Have the class read the
'Falling Apart' section of the
text lesson now.
How many of you had heard
of 'Bloody Sunday' before
today?
Were the tsar's soldiers
justified in their actions on
Bloody Sunday? Why or why
not?
Have the class read the
'Reactions' section of the text
lesson.
How did the people of
Russia's reactions to Bloody
Sunday impact the tsar and
his family?
Tell the class to read the rest
of the text lesson now.
Were Tsar Nicholas II's
responses to the citizens
effective in squelching the
revolution? Why or why not?
Could the 1905 Russian
Revolution have been
prevented? If so, how?
Review key points from the
text lesson with the class
now.
Pass out the worksheet to the
Week View
2021-2022
Mr. Salber
What is the Homefront and
how did it factor into WWI
propaganda?
Have the class read the
remainder of the text lesson.
How were music and film
used as propaganda during
WWI?
Review key facts about
propaganda with the class
before continuing.
Distribute the worksheet to
the students.
Invite students to gather in
small groups to work together
to complete the worksheet.
When each group has
finished the worksheet,
review each question and
answer with the class.
Independent Practice
Activity
Have students remain in their
groups.
Give each group several
examples of the WWI print
propaganda.
Ask the groups to work
together to analyze the
propaganda, addressing each
of the following questions for
each piece:
What imagery is used?
What is the tone of the
propaganda?
What is the message of the
propaganda?
Why does this qualify as
propaganda?
When the groups have
Read the remainder of the
lesson, then discuss:
Compare the effects of the
war on the United States
compared to Europe and
Asia.
Why was Japan unhappy with
the terms of the Treaty of
Versailles?
Describe the Japanese
Invasion of Manchuria.
Pass out the printable
worksheet. Have students
complete the questions
independently, then check
the answers together.
Independent Practice
Activities
Materials: Copies of lesson,
sticky notes, access to
research materials, paper,
pens, poster board, markers,
construction paper, tape
Vocabulary Jeopardy
Prepare a grid from sticky
notes that is 3 columns wide
and 5 rows long. Label the
rows: $100, $200, $300,
$400, and $500. Label the
columns: A, B, C. On the
sticky notes, write the
definitions of each vocabulary
word. Easier words will go
towards the top of the grid
and become progressively
more difficult towards the
bottom rows. Cover the
definitions with another sticky
note so that students cannot
see them.
04/03/2022 - 04/09/2022
Germany should be dealt class, one copy per student.
with? Instruct the students to work
Pause at 3:42. independently to complete
Call on various students to the worksheet.
describe each of the bolded When all students have
provisions in this section. Ask finished the worksheet,
each student for their opinion review each question and
on how they would feel about answer with the class as
this provision had they been students self-check their
a German at the time and papers.
had they been from an allied Independent Practice
nation at the time.
Activity
Pause at 4:56.
Divide the students into pairs.
Describe the German
Give each pair one of the
viewpoint on the 'War Guilt
photocopies of a historical
Clause'. Why did Germans
document from Bloody
feel the war was not entirely
Sunday.
their fault?
Instruct the pairs to work
Where and when was the
together to analyze the
Treaty of Versailles signed?
document and respond to the
Briefly describe for students
following questions:
how this treaty eventually
What is the tone of the
helped lead to WWII.
document?
After finishing this video, test
Who is the author or
the students' understanding
publisher of the document?
of the material with the lesson
What does it teach you about
quiz. Discuss the questions
Bloody Sunday?
and answers for added
Does the information
benefit.
provided in the document
Once the prior lesson has
align with that presented in
been completed, proceed to
the text lesson? If so, how? If
watching the lesson on The
not, why?
League of Nations: Definition,
Is Tsar Nicholas II mentioned
Members & Failure. Again,
in the document? If so, how is
pause the video for
he portrayed?
discussion at the following
How does this document
timestamps and then resume
relate to the 1905 Russian
play until the next timestamp
Revolution?
comes up.
When all pairs have finished
Pause at 1:33.
their analysis and responses,
Discuss when WWI occurred,
Page 3 of 6 Week View
2021-2022
Mr. Salber
completed their analysis of
the propaganda, have them
take turns sharing their
examples and analysis with
the class.
When all groups have
presented, ask the class to
imagine that their class is in a
race with an imaginary rival
class for the title of 'Best
Class in the School'. With this
idea in mind, ask each
student to create an example
of propaganda that might be
used to sway the race using
the paper and markers.
When all students have
completed their examples of
propaganda, hang them
throughout the classroom and
invite students to move about
to view them.
http://docs.google.com/
presentation/d/
1HCz63IdrFzWfLd6BgjbnLca
LZKVrSdbf9zyh5-Nfu2I/
edit#slide=id.g3254d451a9_0
_12
http://docs.google.com/
presentation/d/
1sg9_JD6VrTqdwy-
jPGiIH2pRisVGYCYU_fMuQ
B8b8qM/edit#slide=id.p
Homework
Extensions
Ask students to research and
report on enlistment and
recruitment practices during
Divide the class into four
teams. The teams take turns
choosing a definition from the
grid. For example, 'A for
$300.' The teacher reads the
definition and the student
provides the word that
matches it. If the team
correctly identifies the word,
they will receive the point
value of the definition.
Poster
Keeping the same groups,
allow first place to choose a
country, and so on through
the groups. They can choose
from: Japan, Italy, France, or
Russia.
Have groups research the
following information about
how their country was
affected by the war:
Casualties
Economy
Politics/Government
Have the groups create a
poster about their country to
showcase the effects of the
war.
Allow the groups to present to
the class.
04/03/2022 - 04/09/2022
when it ended, and its toll on have them take turns sharing
human life their documents and analysis
Why did Wilson and others with the class.
believe the Great War could What can we learn about the
end all wars? 1905 Russian Revolution
Pause at 3:17. from these documents?
What was Wilson's plan Homework
called? What was its
Extensions
purpose?
Show the class a
What was the purpose of the
documentary about the 1905
League of Nations?
Russian Revolution.
Who comprised the General
Have the class research and
Assembly?
report on the life and reign of
Who joined the League of
Tsar Nicholas II.
Nations?
Pause at 4:32.
Discuss the many problems
the League of Nations had
right from the start
Pause at 6:00.
Why weren't Germany and
Russia a part of the League
of Nations?
Why did the U.S. fail to join
the League of Nations? Why
was this a big blow to the
organization?
Pause at 7:47.
Describe for students how
and why the League of
Nations failed to stop the rise
of Adolf Hitler and the
commencement of World War
II.
Did the League of Nations
play any role in World War II?
Once you've finished this
video and its lesson
summary, move on to this
lesson's quiz. Don't forget to
Page 4 of 6 Week View
2021-2022
04/03/2022 - 04/09/2022
Mr. Salber

WWI. go over the questions and

Use a world map to illustrate
the system of alliances that
existed during WWI.
answers with the students.
Independent Practice
Activity
In this activity, your class will
form a 'League of Students'.
1. Each student should take
out a piece of paper and write
out a detailed description of
something they would like to
change. It could be anything,
serious or fun. However, the
description should be detailed
and read like a small piece of
legislation.
Example of what not to write:
All apples should be red in
color
Example of what to write:
Apples should be banned
from the United States
starting on 01/01/2025
2. After they've written out
their 'legislation', they need to
stand up in front of the class
and read it to the League of
Students, giving a very brief
explanation of why they feel
this legislation is important.
They should then write out
their legislation on the board.
3. Once all of the students
have completed step 2, the
class should vote on which
legislation to adopt. The vote
must be unanimous, just like
in the League of Nations.
This activity should give
students a sense of how

Page 5 of 6 Week View

2021-2022
04/03/2022 - 04/09/2022
Mr. Salber

difficult it is to pass anything

under such a strict
environment and a better
understanding of one of the
reasons for why the League
of Nations failed.

Page 6 of 6 Week View