Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Michael Vander Wal

Date 5/2/2017 Subject/ Topic/ Theme: World History/WWI/Origins of WWI Grade: 10th

I. Objectives
How does this lesson connect to the unit plan?
This lessons covers background knowledge students will need to know in order to understand the actual events of WWI, and how
nationalism and imperialism indirectly caused the war.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
Identify Gavrilo Princip, his motivation for killing Franz Ferdinand, and the Black Hand U
Understand the major power alliances, and which nation belonged to which alliance U
Understand the Austrian ultimatum, and why Serbia could not comply An x
Familiarity with massive arms buildups in Europe (Dreadnaughts) U
Analyze the goals of Schlieffen Plan and Plan 17 An
Evaluate the inevitability of the war. E
Common Core standards (or GLCEs if not available in Common Core) addressed: Analyzing the causes of the war including
nationalism, industrialization, disputes over territory, systems of alliances, imperialism, and militarism
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Students must have a small amount of familiarity with European geography.
knowledge and skills.

Pre-assessment (for learning): Ask students at beginning of class what comes to mind when WWI is mentioned.
I will be able to gauge their general knowledge of the topic based on their responses

Formative (for learning): Periodically ask students what they would do in a given diplomatic situation. Force
Outline assessment them to interact with the content through constant questions.
activities
(applicable to this lesson) Formative (as learning):

Summative (of learning):

What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide Multiple Means of
Representation
Provide options for perception-
making information perceptible
The lecture will have pictures on
the screen, words on the screen, and
me talking about the topic.
Provide Multiple Means of Action
and Expression
Provide options for physical action-
increase options for interaction
Students will be encouraged to
raise hands at any time for
questions, and asked questions
dealing with the analysis of
political situations.
Provide Multiple Means of
Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Animations and pictures during
certain Power Point slides, short
video on assassination of Franz
Ferdinand

Compare Serbia to modern Syrian

Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide options for expression and
communication- increase medium
of expression
Learners will have a provided note
sheet, or be allowed to take their
own notes.
conflict.
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, mastery-
oriented feedback

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 Provide options for comprehension- Provide options for executive Provide options for self-regulation-
activate, apply & highlight functions- coordinate short & long expectations, personal skills and
term goals, monitor progress, and strategies, self-assessment &
modify strategies reflection

After the piece on the Balkans,

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?
the students will give thumbs
up or thumbs down on
whether they understand all of
the events
Learners will need a note sheet that I have made covering the topics of the day. Students will also have
their books for the final short activity. I will need the projector, my hand written notes, my powerpoint
slides

The students will be circled around the room, facing me, with the projector in the center.
How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
5 1.I will pass around a WWI German belt buckle 1. Students will hopefully be curious about the
mins Motivation that my great grandfather got from his time serving writing on the buckle, and engaged with the piece
(opening/ in World War I. I will explain Gott Mit Uns, and of history.
introduction/ its significance.
5mins
engagement) 2. Students will play one round of Diplomacy
online so they can better understand the shifting
alliances
(http://www.playdiplomacy.com/games.php)

35 Power Point and notes:
mins -Politics among great powers: Central Powers and
Entente
-Naval arms race between Germany and Britain
-Political situation in Balkans: Serbia ascendant
(Pan Slavism), breakup of Ottoman Empire,
Austrian annexation of Bosnia. Compare Serbia to
Trumps intervention in Syria.
-Black Hand, Gavrilo Princip, the assassination of
Development Franz Ferdinand, Russia guarantees Serbia
(the largest -Austrian ultimatum and Serbian response
component or -Germany guarantees Austria
main body of -Schlieffen Plan and Plan XVII, and invasion of
the lesson) Belgium
-Austria invades Serbia, Russia invades Austria
(German ultimatum to Russia) Germany invades
neutral Belgium and France, France invades
Germany, and Britain declares war on Germany
(violation of Belgian neutrality)
Students will be taking notes throughout (either on
provided sheet, or on their own paper)
Questions during lecture:
Why did Britain think they needed a large navy?
Why did Britain think a navy was a luxury for
Germany?
Does the Black Hand sound like a quality non-
profit organization to you? If you had to guess,
what type of organization would it be?
What problems do you see with the Schlieffen
Plan
How would you respond to the ultimatum as the
leader of Serbia?
Why couldnt Serbia comply with the ultimatum?
(or could they?)

Can you think of any way this conflict could have

been avoided? Was it inevitable?

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5 Stress that virtually every politician and military Students will look at the total losses, and hopefully
Closure
mins commander on both sides thought the war would be shocked at the huge loss of life
(conclusion,
take only six weeks. Tell them to turn to page 655
culmination,
in books to see total war losses for all sides
wrap-up)

HW: Read and annotate Jankowski and Hochschild

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I was able to, again, teach this lesson a three times, but the lesson pretty much went the same for every class.
The first time I taught the lessons, the students seemed to be very engaged with the topic, and that engagement
continued throughout the next few lessons I taught. I think I was able to keep the attention of 7th hour this
time, but I have no idea what was different about this day. It may have had something to do with the fact that
it wasnt Friday, but I dont know for sure. I also think I was able to effectively relate nationalism and
imperialism (from the previous lesson) into the fact based lecture on how WWI started.
For these students, I did end up deciding to not go with giving them as note sheet. Theyve never been given a
note sheet for this class before, and would most likely be confused as to why they were getting one now. I
would have, however, given a different class with different norms a note sheet.
I also regret not being able to gauge the students learning at the end of class in a more effective way. If I had
more time, I would have had theme write something on a sheet of paper as a ticket out of the door. There also
looked like a lot of notes being taken for the days class, so the students who didnt participate much in class
hopefully got the gist of what was being taught.

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