Goals & Objectives
Goal: Using primary sources students will analyze the effect that WWI had on the people of Europe as the war progressed.
Objective: Students will create a comparison chart that shows the reactions to WWI from the different sources viewpoints.
Objective: Students will create a comparison chart that shows the reactions to WWI from the different sources viewpoints.
California State Content Standards
10.5.4: Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort.
Common Core Literacy Standards
CCSS.ELA-LITERACY.WHST.9-10.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
CCSS.ELA-LITERACY.RH.9-10.9
Compare and contrast treatments of the same topic in several primary and secondary sources.
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
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 did WWI affect the people (soldiers and civilians) according to where they lived, age, social status, and connection to the war?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge)
Student will view the YouTube video Extra Credit History: The Seminal Tragedy: part 2, which is a reintroduction to the event that sparked the beginning of the war. This video will help to accesses prior knowledge that had been covered in the previous lessons as well as set the emotional tone for the readings. As the students watch the video they will need to write down any new information that they get from the video to add to their notes. After completing the video we will as a class discuss any information that the student have written down. If no students volunteer I will start of the discussion with my own points that I found important to get the ball rolling.
Vocabulary (Content Language Development)
Trenches, Artillery, Boches, Fatherland, Habsburg, Zapper
Content Delivery (Method of Instruction)
Students will work on this activity in groups of four to do a jigsaw activity. Each will student from the group will take on one primary source and become an expert for their group. They will be given copies of the primary source documents from the book Intimate Voices. The text contains a collection of different personal letters and diaries of people who experienced the Great War in some capacity. The text the students will be focusing on will consist of the journal of a French boy, age ten, whose village has been invaded by the Germans, a German girl, age twelve, who lives near the Russian boarder, an Italian soldier fighting the Austrians in the Alps, and an Austrian soldier fighting the Italians in the Alps. The students will also be given a comparison worksheet to record their findings from the text. As a class we will go through one of the primary sources so the students have an understanding of what to be looking for in the text. After completing the work as a class the students will begin their learning through exploration by examining the text. While students are working I will be walking the room helping any students who need it.
Student Engagement (Critical Thinking & Student Activities)
Students will need to first do a close reading of their chosen text, marking any information that they knew already, something that surprised them, something that they learned, or something that confused them, or any combination like that. After completing the first read through the students will then begin to pick apart letters and journal entries to find the information need to complete the activity. Once they are finished with their second read through they will discuss as a group the information found in their primary source. This activity will continue for the rest of the period until it is time for the lesson closure.
Lesson Closure
After the students have complete the analysis of the journal entries they will need to reflect on feelings of the authors. As a class we will discuss each of the sources and answer the some of the question on the comparison worksheet. Students will also be encouraged to share anything in the source that they found interesting so we can talk about it as a class. Finally we will do a personal reflection of the information covered during the class on the back of the worksheet.
Assessments (Formative & Summative)
This lesson will have a summative assessment represented by the comparison worksheet. Students will be graded on the accurate completeness of the assignment as well as thoroughness of their summary. All of the questions on the worksheet must be answered with accurate information pulled from the text. An informal summative assessment will also be in the opening and closing activity. Students sharing out their findings and recording from the movie and the primary sources.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Students who are EL’s will be allowed to use a translation dictionary so that they can better understand the text. Also they will be encouraged to work in partners so that they can receive help from a classmate. Finally they will also be given translation notes of foreign words on their copies of the text to help remove a learning barrier. Striving readers will be given extra time to complete the assignment allowing them to work at their own pace. Special needs students will also be encouraged to work with a partner to help them with their learning. They will also receive a copy of the text with translation notes as well as be given more time to complete the assignment.
Resources (Books, Websites, Handouts, Materials)
Intimate Voices, YouTube: Extra Credit History: The Seminal Tragedy: Part 2, comparison worksheet