2. My Idiosyncrasies and Teaching Method You will see the following a lot -- TTYN: Talk To Your Neighbor or in other words, an opportunity to incorporate cooperative learning Do Now’s: Every class period begins with some type of “Do Now” If I have given homework (usually reading), I will assess what was learned. If the class period revolves around an activity, the Do Now will set up what we are about to learn. Common Core: I believe all of lessons and activities align with the Common Core. Quizzes and Tests: You are on your own. I generally structure my exams after NYS Regents. In other words, a little bit of everything, which includes a major writing element. Unit exams generally take two days. The second day will feature the writing element. Quizzes – Always involves some type of literacy activity such as mini DBQ’s, short-answer response, thesis statements, etc….

3. What to expect during this unit  To learn about the events leading up to World War I  To learn about World War I  To learn about the results of the war  DBQ Practice  Plenty of group work  Maybe a surprise quiz or two  Unit Test

4. What passing-bells for these who die as cattle? Only the monstrous anger of the guns. Only the stuttering rifles' rapid rattle Can patter out 3 their hasty orisons. 4 No mockeries 5 now for them; no prayers nor bells; Nor any voice of mourning save the choirs, – The shrill, demented 6 choirs of wailing shells; And bugles 7 calling for them from sad shires. 8 What candles 9 may be held to speed them all? Not in the hands of boys but in their eyes Shall shine the holy glimmers of goodbyes. The pallor 10 of girls' brows shall be their pall; Their flowers the tenderness of patient minds, And each slow dusk 11 a drawing-down of blinds - Wilfred Owens What passing-bells for these who die as cattle? Only the monstrous anger of the guns. Only the stuttering rifles' rapid rattle Can patter out 3 their hasty orisons. 4 No mockeries 5 now for them; no prayers nor bells; Nor any voice of mourning save the choirs, – The shrill, demented 6 choirs of wailing shells; And bugles 7 calling for them from sad shires. 8 What candles 9 may be held to speed them all? Not in the hands of boys but in their eyes Shall shine the holy glimmers of goodbyes. The pallor 10 of girls' brows shall be their pall; Their flowers the tenderness of patient minds, And each slow dusk 11 a drawing-down of blinds - Wilfred Owens TTYN: What is the author of the poem trying to tell us?

5. What I Know about WWI What I Learned about WWI What I Want to Learn about WWI K-W-L World War I - TTYN

6. Causes of World War 1  War Guilt Question  Rise in Nationalism  Imperialism and International Rivalry  Internal Stability  Complex Alliance System  Assassination of Franz Ferdinand  German Blank Check and Quick Mobilization

7. Activity  Learning Stations: Causes of World War I LESSON TITLE: Causes of WWI SUBJECT/GRADE LEVEL: Global Studies II TIME PERIOD: Two Class Periods STUDENTS WILL BE ABLE TO:  Students will be able to Identify and describe the events that caused the start of World War I MATERIALS: Do-now question, Primary Source Reading, Learning Stations Material, PowerPoint, 3-2-1Organizer WARM-UP: 1. Do Now: - Describe why the assassination of the Archduke is considered a trigger to the start of WWI

8. Activity  Learning Stations: Causes of World War I 2. Big Group Discussion: -Students and teacher will work cooperatively responding to previous night’s primary source reading on the assassination of the Archduke Franz Ferdinand. 3. Small Group Activity: - Working in small groups, students will rotate through Learning Stations examining the four primary causes associated with the start of WWI in Europe. 4. Big Group Discussion: - Utilizing the WWI PowerPoint, the students and teacher will examine their interpretations regarding what was during learned during the Learning Station Activity. 5. Assessment: Students will complete a 3-2-1 Graphic Organizer

9. Activity  Learning Stations: Causes of World War I BRIEF DESCRIPTIONS OF THE LESSON/ACTIVITY: Begin class with an anticipatory set to encourage students to call upon what was learned from the previous night’s reading and corresponding summary statement from the article, The Killing of the Archduke. Next, working in small groups, each group will analyze primary and secondary source material while rotating through four stations, which examines the primary causes of WWI. Next, in a big group format, the students and teacher will examine a teacher-designed PowerPoint that highlights the primary causes of the start of WWI. Finally, in an effort to measure student assessment, the students will complete a 3-2-1 Graphic Organizer.

10. Timeline Notice How the U.S. responds to the start of the war

11. War Guilt Question  Few issues in modern history have received as much attention as assigning responsibility for the outbreak of the World War in 1914.  Leaders reacted to events instead of proactively managing the crisis  Austrians, Hungarians and Serbs made important decisions early in the crisis, they consistently avoided compromise and risked war  There was plenty of time for calculation, caution and decision.  Who chose to risk war, and why?  Let the dominos fall

12. Rise in Nationalism TTYN: Describe nationalism How nationalism was a long-term cause of WWI  Germany was extremely proud of the military power that they had become after the Franco-Prussian War.  As a new unified nation after January of 1871, the Germans felt nearly unstoppable as a world power.  The French on the other hand had been embarrassed by the Germans and found it necessary to regain their pride.

13. How nationalism was a long-term cause of WWI  Feelings of resentment led to the massive militarism between Germany and France  Growth of Pan-Slavism and the unification of all Slavic peoples  Protected by Russia, the areas around Serbia became very unstable.  The Serbians were prepared to create their own independent Slavic state supported by the Russians.  This will lead to what we call the “Balkan Powder Keg” or an area in the Balkans that would only take a minor issue to explode into full on war Rise in Nationalism

14. The Trigger: Serbian Nationalism The Archduke Franz Ferdinand and his wife, Sophie, assassinated in Sarajevo on June 28th, 1914 by young Bosnian terrorist Gabrillo Princip. Assassination of Franz Ferdinand

15. Turning Points  Two crucial events which made 1917 a turning point in world history were the US entry into the war and the Russian withdrawal from the war  Ludendorff's Spring Offensive and the Allied Response MobilizedKilledWounded British Empire8 900 0001 000 0002 000 000 France8 400 0001 360 0004 000 000 Russia12 000 0001 700 0005 000 000 USA1 750 00080 000180 000 Italy5 600 000460 000900 000 Germany11 000 0001 800 0004 200 000 Austria-Hungary7 800 0001 200 0003 000 000 Turkey2 850 000650 000950 000

16. Technology World War I is significant because it marked the debut of many new types of weapons and was the first major war to “benefit” from technological advances in radio, electrical power, and other technologies TTYN: How might technology change or influence war?

22. The War to End All Wars  Fourteen Points  Reduce Armaments  The Paris Peace Settlement  Association of Nations  Popular Determination  Versailles Treaty  War Guilt Clause  Reparations  Weak League of Nations

23. Readings & Resources

24. Trench Warfare Resources Use your split note-taking skills! Audio http://www.collectionscanada.gc.ca/first-world-war/interviews/025015-1510-e.html