Name: Nick OKeefe

Date and time that the lesson will be taught: January 2nd, 2017 1st period

Name of Class: World History

Lesson Title: The Start of the War to End All Wars

Curriculum Framework Unit and Item:

- Unit 8: Crisis and Achievement 1900-1945

o 8.3: Examine causes leading up to the outbreak of World War I and World War II
from multiple perspectives.
o 8.4: Analyze short- and long-term outcomes of World War I and World War II from
multiple perspectives.

- Chapter 28, Section 1

Objectives: The learners will be able to..

1. Determine the causes leading up to the outbreak of World War I

2. Visualize the alarming rate in which World War I started
3. List the Allied & Central Powers

Materials and equipment needed for lesson:

- PowerPoint
- Guided Notes
- Timeline Worksheet
- WWI Worksheet
- Smartboard to illustrate military maneuvers

Introduction to the Lesson: Allotted time: 10

- For the introduction to class to my class today I will be introducing Fermis Paradox to my
students. Fermis Paradox states: That there is a certain point every civilization comes to
where they have the technology/power to destroy themselves. This point is called the great
filter. When a civilization gets to the great filter, they have two options. The first option is the
civilization learns to coexist with technology/power that can destroy the world and the second
option is the civilization cannot exist with the technology/power and the civilization ends up
not existing at all. Fermis Paradox states that most civilizations do not end up existing. The
paradox was thought up to explain for the lack of life in the galaxy. The reason I am using it
as an introduction is because I believe that our civilization reached this great filter with WWI.
WWI used artillery like never before and was the first war to use chemical warfare in mass
quantity. I want my students to have a sense of fear during this introduction.

- Following the Fermis Paradox discussion we will be recapping the Franz Ferdinand
assassination: Who was FF? Why was he shot? Who shot him? Where was he shot? What do
you think the effects of his death will be?
Content to be presented in lesson: Allotted time: 25 min

- The content I will present in class will be the timeline in which WWI happened and the
introduction of the Schlieffen plan.

o The timeline:
June 28th, 1914 Assassination of Franz Ferdinand
July 23rd, 1914 Austria-Hungary issues an ultimatum on Serbia
July 28th, 1914 Austria-Hungary declares war on Serbia
July 30th, 1914 Russia mobilizes their troops against Austria-Hungary &
Germany
July 31st, 1914 Germany issues an ultimatum on Russia & France
August 1st, 1914 Germany declares war on Russia & demands passage
through Belgium
August 3rd, 1914 Germany declares war on France & Belgium. Germany
invades Belgium
August 4th, 1914 Great Britain declares war on Germany

I will be stressing to my students that after the first declaration of war, it only
took a week for the whole European continent to be engulfed in war. I will
ask my students what were you doing a week ago so they can realize how
short of a time that was.

o The Schlieffen plan:

I will be introducing the first military battle plan used in WWI, the Schlieffen
plan. The smartboard in the class will have the map of Europe on it so, as a
class we can draw in the military maneuvers by both sides and visualize
where this was taking place in the world.

Now,AlfredvonSchlieffendesignedtheplanbutitwasHelmuthvon
Moltkewhoimplementedtheplan.Now,theSchlieffenPlanisanamazing
militarygamblesthatcanhelpGermanywinthewar.Itinvolvestaking
troupesfromallareaswhereyoumayhavetofightandstickingthemon
whatwewillcalltheheadofthesledgehammer.Thesuperiorityinnumbers
attheheadofthesledgehammerwillcrusheverythingandthenyoucan
swingitaroundandtrapalltheFrencharmieswhoarewaitingtofightatthe
Germanborder.So,nowthatyouknowhowtheplanworks.Whereisthe
headofthesledgehammercomingfrom?Belgium.TheGermanarmyis
goingtocomefromaboveandthencollapsedownonalltheFrenchsoldiers
below.Now,cananyoneinferwhyGermanyisgoingtotakethisgamble?
Welltheyarefightingawarontwofronts.OnonefronttheyhavetheFrench
andontheothertheyhaveRussia.NowwheredoyouthinkRussiaisgoing
tostrikefirst,doesanyonewanttocomepointtoitonthemap?Yes,andthat
isactuallywherePrussiausedtobe,KaiserWilhelmsancestralhome.And
wheredoyouthinkFranceisgoingtoattack?Rememberthe3rdwar
Bismarckstarted?ItwasagainsttheFrenchandGermanytooksomeofthe
Frenchlandawayrighthere.SoGermanyhastobecarefulandtimethis
 perfectlysotheydontgetcrushedbybotharmies.Thesledgehammeris
racingagainsttheclock.CanitsuccessfullydeliverablowtotheFrench
armybeforetheRussiansandtheFrenchhitthemwhereithurts?Whats
funnyaboutthisisSchlieffencreatesthisplan,thisgamble,buthedoesnt
havetoimplementit.So,whatdoeshehavetolose?WellMoltkeistheone
gambling,everythingisrelyingonhim.SowhenMoltkedoesit,ishe
doesntputasmanytroupesascalledforattheheadofthesledgehammer
andwellseewhathappensnextclass.

GooutsideandusetheswingingofthedoortosymbolizetheSchlieffen
Plan.UseCesarastheFrenchArmy

Learning activities:

- PowerPoint, Guided Notes, Class Discussion, Smartboard presentation, Door analogy, WWI
Worksheet

Summary of information in lesson: Allotted time: 10

- The closure of the lesson, the students will be filling out a worksheet that covers the basic
details of WWI. The worksheet will be something the students can reference to during the
length of this unit. The worksheet will cover; Why was WWI started? Who made up the
Allied Powers? Who made up the Central Powers?

Evaluation/assessment of student learning:

- I will be able to assess my students learning through questioning during our class discussion,
their timeline worksheet, and their WWI basic knowledge worksheet.

Accommodations:

- No accommodations needed at this time

References:

- Farah, M., & Karls, A. B. (2001). World history: The human experience. New York, NY:
Glencoe/McGraw-Hill.