Lesson Plan - Franklin College

Mr. Kyle Buresh
Lesson Plan 1
Subject: _World History – WWI Causes & Key terms
Date: ____________________
Grade level: ___9 th & 10th___
Time started: ___8:30_______________ Time ended: ___9:15____________
Essential Question: What classifies WWI as a world war?
Standards:
-8.1- Trace and explain the causes, major events and global consequences of World War I.
-8.5- Explain the origins and purposes of international alliances in the context of World War I
and World War II.
-9.1- Identify patterns of historical change and duration and construct a representation that
illustrates continuity and change.
-9.3-Investigate and interpret multiple causation in analyzing historical actions, and analyze
cause-and-effect relationships.
Objectives: -The student’s will define key terms from the early period of WWI.
-The student’s will analyze the four main causes of WWI and how each of the causes of WWI
contributed to the conflicts in Europe.
Introductory Approach (Classroom management and opening set):
- The teacher will review the previous unit (Industrial Revolution) with the students. Then the
teacher will tell the students that the class will begin a new unit over WWI. The teacher will tell
the students that they will start the class with some important vocabulary that is necessary to
understand how and why WWI began. The teacher will then tell the classroom that they will
discuss the four main causes of WWI.
Lesson Development/Activities:
-The students will complete a vocabulary worksheet that includes the key words the students
need to know in order to understand the events and concepts that shaped the beginning of WWI
(Appendix 1.1).
-A different student in the class will be picked to say what they wrote down for one of the
vocabulary terms and the teacher will make sure the students understand the vocabulary terms.
Different students will be called on for each key term.
-The students will take notes over the teacher’s lecture about the main causes of WWI and the
teacher will lead an in class discussion with the students over the reasoning of each country to
enter the war.
-The students will then complete a worksheet over how each of the four main causes of WWI
contributed to the conflicts of Europe (Appendix 1.2)
Summary/Closure:
The teacher will tell the students that they must finish up the worksheet for class tomorrow. The
teacher will then go over the four main causes of WWI and tell the students that tomorrow we
will start the beginning of WWI and look specifically at the Allies and Central Powers.

Description of meeting the needs of multiple learning styles:
-Intrapersonal- Independent writing of the vocabulary terms and comprehension of what they
read and write by themselves
-Interpersonal- Students had to discuss the vocabulary words and were called on the say the
definition out loud in the classroom. Also, students discussed the causes of WWI and each
country’s reason for becoming involved in the war with the teacher and other students.
-Linguistic- Students will read vocabulary words and write down the definitions on a worksheet.
Modifications for students with special needs:
-Students with special needs will have to write the word instead of the definition when students
do the worksheet of key terms. It is their sheltered vocabulary list.
Formative Assessment:
-Vocabulary worksheet focusing on the key terms of the buildup to WWI and the main
causes for the war.
-Worksheet that has the students describe how each underlying cause of the war
contributed to the conflicts in Europe.

Appendix 1.1 Name: ___________________
Alliance-
Nationalism-
Militarism-
Imperialism-
Triple Alliance-
Triple Entente-
Road to WWI Vocabulary 10 pts possible
Archduke Francis Ferdinand-

Appendix 1.2 ROOTS OF THE WAR
DIRECTIONS: Complete the chart below filling in each section to describe how
each underlying cause of the war contributed to the conflicts in Europe.
12 pts possible
nationalism
imperialism
militarism
military
alliances

Mr. Kyle Buresh
Lesson Plan 2
Date: ____________________
Subject: _World History – WWI Powers and Early battles Grade level: ___9 th & 10 th ___
Time started: ____8:30_________________ Time ended: _____9:15_______
Essential Question: What classifies WWI as a world war?
Standards:
-8.1- Trace and explain the causes, major events and global consequences of World War I.
-8.5- Explain the origins and purposes of international alliances in the context of World War I
and World War II.
-9.1- Identify patterns of historical change and duration and construct a representation that
illustrates continuity and change.
-9.2-Locate and analyze primary sources and secondary sources related to an event or issue of
the past.
Objectives: -The students will analyze a map which separates the Allied and Central Powers.
-The students will identify which country was associated with which power and which countries
were neutral.
-Students will evaluate the early battles of WWI, the differences of war on the Eastern and
Western front, and trench warfare.
Introductory Approach (Classroom management and opening set):
-Bell Ringer- The students will write down the four main causes of WWI and the two alliances
that were in place. The teacher will then tell the students they will be talking about the Central &
Allied powers, the early battles of WWI, and the different types of war on the Western front and
Eastern front.
Lesson Development/Activities: -The students will have a map activity that asks them questions
about the Central powers, Allied powers, and Neutral countries (Appendix 2.1).
-The students will keep their handouts out while they take notes on a PowerPoint explaining the
Central powers, Allied powers, and Neutral countries. The PowerPoint will also cover the early
battles of WWI, the differences between war on the Western and Eastern front, and the
importance of trench warfare.
-The students will complete another map worksheet that will help them review the information
from today’s lesson (Appendix 2.2).
Summary/Closure:
-The teacher will explain to the students that they must hand in the map worksheet about the
early battles of the war at the beginning of class tomorrow. After the lesson, the teacher will
give the students a question to think about, ―What classifies WWI a world war?‖ The teacher
will then tell the students that tomorrow we will be doing stations around the room learning
about the weaponry and new technology that came about in WWI.

Description of meeting the needs of multiple learning styles:
-Visual- The student’s will see maps of Europe at the beginning of the war in 1914 and see what
countries are Allied, Central, or Neutral in WWI. The students will also see various visuals on
the PowerPoint slides.
-Intrapersonal- The students will complete worksheets on their own by reading and coming up
with their own answers to the questions.
-Linguistic- The students will have to read and write their answers while the worksheet and talk
when asked by the teacher during the lecture.
Modifications for students with special needs:
-Students with special needs will receive slides from the PowerPoint and have them to write
notes next to the slide were on so they can have the slides and their notes to further help them. I
will also assist them with the worksheets.
Formative Assessment: -Map worksheet over the Central powers, Allied Powers, and Neutrals.-
Map worksheet and questions over early battles, East/Western front differences, and trench
warfare.

Appendix 2.1 Allied & Central Powers 10 pts possible
1) Who were the Allied powers?
2) Who were the Central powers?
3) What countries remained neutral?
4) What advantage did the Allied powers have in their positioning being between some of
the Central powers (Germany, Austria-Hungary)

Appendix 2.2 WWI Early Wars 10 pts possible
1) Which countries did the Central powers offensive move to?
2) Which countries did the Allied powers offenses move to?
3) What is H.G. Wells saying about new war technology when he says, ―Now, there does
not appear the slightest hope of any invention that will make war more conclusive or less
destructive; there is, however, the clearest prospect in many directions that it may be
more destructive and less conclusive. It will be dreadfuller and bitterer: its horrors will
be less and less forgivable.‖
-H.G. Wells, ―Civilization at the Breaking Point,‖ New York Times, May 27, 1915
4) In a paragraph, explain what trench warfare is and why they were used in the war?
5) In a paragraph, explain the differences between war on the Western Front and war on the
Eastern front?

Mr. Kyle Buresh
Lesson Plan 3
Date: ____________________
Subject: _World History- WWI – Weapons & Technology Grade level: ___9 th & 10th___
Time started: ___8:30__________________ Time ended: ____9:15___________
Essential Question: What classifies WWI as a world war?
Standards:
-8.1- Trace and explain the causes, major events and global consequences of World War I.
-8.5- Explain the origins and purposes of international alliances in the context of World War I
and World War II.
Objectives: -The students will examine different types of weaponry used during WWI.
-The students will identify the new technology that changed the tactics of war.
Introductory Approach (Classroom management and opening set):
- The teacher will give the students a bell ringer from the question asked at the end of the
previous day, ―What allows WWI to be classified as a world war?‖ The students will write their
answers on paper and put it in their class binders. The teacher will tell the students that we will
be doing stations around the room examining different forms of weapons and technologies that
were used during WWI and how they impacted the war so much.
Lesson Development/Activities:
-The teacher will split the students up into groups of four that will rotate from a pod of four
desks to the next pod of four desks and so on. The groups will determined by numbering
students while in their original desks. The students will take notes individually but discuss each
weapon or piece of technology together. Information will come from http://www.greatwindmill.com/WWI.php.
-Each station will contain photographs of each weapon or piece of technology and have a
description of that weapon and other facts (Appendix 3.1)
-The teacher will tell the students to write down three interesting facts about each weapon or
piece of technology; (What countries used it? When it was invented? Another interesting fact).
-The teacher will tell the students to rotate counterclockwise and they will have four minutes at
each station before he/she tells them to move to the next station to take notes.
Summary/Closure: -The teacher will tell the students to go back to their seats after the last
stations time is up. The teacher will ask the students which weapon or piece of technology
interested them the most and why. The teacher will have the students provide responses aloud.
The teacher will then talk about what made some of these weapons and technologies so
interesting for the time they were invented and used. Lastly, the teacher will tell the students that
tomorrow they will be looking at the American entrance into WWI.

Description of meeting the needs of multiple learning styles:
-Interpersonal- The students have to work in groups to get the facts they need for their notes.
Students will have to communicate with one another.
-Linguistic- Students will have to read the information about each weapon or piece of technology
and determine what is important for them to write down in their notes.
-Visual- Students will look at the weapons and piece of technology at each station they take
notes on in order for them to see what it looks like.
-Kinesthetic- Students will move around the room from one station to another.
Modifications for students with special needs:
-The teacher will pair up a student with special needs with one who is successful in the
classroom so they can help that person. The teacher will be walking around the stations during
the class period as well so he/she can help anyone who needs any assistance at all.
Formative Assessment: -Students notes that will be checked in their binders once every week.
-Teacher observation during the group stations.

Mr. Kyle Buresh
Lesson Plan 4
Date: ____________________
Subject: _World History – A World War-U.S. Entrance Grade level: ___9 th & 10th___
Time started: ___8:30_______________ Time ended: ___9:15____________
Essential Question: What classifies WWI as a world war?
Standards:
-8.1- Trace and explain the causes, major events and global consequences of World War I.
-8.5- Explain the origins and purposes of international alliances in the context of World War I
and World War II.
Objectives: -The students will analyze a primary document.
-The students will evaluate Wilson’s decision to enter WWI.
-The students will reproduce what they have learned by taking a quiz.
Introductory Approach (Classroom management and opening set):
-The teacher will begin the class asking a few brief questions about the weapons and technology
that the students took notes on the previous lesson. The teacher will then tell the classroom that
they will be looking at the decision of Wilson to enter WWI.
Lesson Development/Activities:
- The students will answer two questions after they analyze a primary source from their textbook
of a picture of a book cover about the sinking of the Lusitania on page 766. The students will
read a short summary about the sinking of the Lusitania before they answer the questions.
-The students will then read an article from an internet source about the reasons that the U.S.
entered the war and write down all the different causes on their own pieces of paper (Appendix
4.1). The students will put their answers in their notebook to use as notes.
-The students will then take a quiz over the material that they have learned up to this point over
WWI (Appendix 4.2).
Summary/Closure:
The teacher will recap the day’s lesson before the students take the quiz. The teacher will
explain that the importance of the reasons that the U.S. joined the war and stress the decision that
Wilson made. The students will then end the class by taking a quiz over the material they have
previously learned about WWI. The students will turn in their finished quizzes before the end of
class.
Description of meeting the needs of multiple learning styles:
-Linguistic- The students will study a primary document and interpret its meaning. The students
will read an online article about the reasons the U.S. entered the war.
-Visual- The students will study a picture from the primary document and interpret it.
-Intrapersonal- The students will write down the main reasons that the U.S. entered the war
individually.

Modifications for students with special needs:
The students with special needs will be able to use their vocabulary and key terms list for their
quiz.
Formative Assessment:
-The students will answer two questions over a primary document from page 766 in the
textbook. The students will keep their answers in their classroom binders
-The students will write down the main causes for the U.S. entering into WWI and keep them in
their binders.
-The students will take a quiz over the material they have previously learned about WWI.

Appendix 4.1 U.S. Entrance into WWI
This entry is a subentry of World War I (1914 – 18).
Like the origins of World War I itself, the causes of U.S. entry on 6 April 1917 have been
much debated. The 1930s emphasis on economic motivations—the desire of American
munitions makers and financers to protect their stake in the Allied victory—has been
superseded by two new interpretations. One, a broad view enunciated first by historians
William Appleman Williams and N. Gordon Levin, emphasizes the desire of President
Woodrow Wilson and many among America's economic and foreign policy elites to ensure
a liberal, capitalist world order in contrast to reactionary militarism and colonialism or
widespread revolution and communism. The other reflects a greater focus on Wilson's
decision making and is put forward by Arthur S. Link, Ernest May, Robert H. Ferrell, and
Thomas J. Knock. They emphasize variously the strategic situation of the United States as
the leading neutral industrial and financial power; and the influence upon Wilson of the
German submarine warfare, the predominantly pro‐British attitude of American elites, and
the president's own appropriation of the leadership of the liberal movement toward a just
and lasting peace based upon a league of nations.
In 1914, Wilson proclaimed U.S. neutrality in keeping with American tradition. He was also
aware of the great divisions over the war: although perhaps a bare majority of Americans
favored Britain, nearly as many were hostile to the Allies because of ethnic loyalties or
suspicions of Britain, the world's most powerful empire and financial center, or hostility
toward czarist Russia with its autocracy and pogroms.
Both Germany and Britain violated U.S. neutral maritime rights, as Wilson strictly defined
them, but German submarine warfare seemed more ruthless, particularly with the sinking of
the Lusitania, a British passenger liner, in 1915. American trade with the Allies tripled to $3
billion a year between 1914 and 1916 and helped economic recovery in the United States.
Pro‐British elites and the urban press increasingly emphasized German immorality—the
invasion of neutral Belgium and alleged atrocities there and later the barbarity of sub marine
warfare. Seeking to avoid being drawn into the war but also insisting on Americans' right to
aid the Allies, Wilson held Germany to ―strict accountability‖ for its submarine warfare, and
for a while caused Berlin to restrict its U‐boats.
After his reelection in 1916, Wilson offered to mediate a peace; but both sides refused.
Berlin then decided on unrestricted submarine warfare, beginning 1 February 1917, to starve
Britain into terms. Wilson severed diplomatic relations on 3 February. American public
opinion was also inflamed by the Zimmermann note, in which Germany sought a military

alliance with Mexico against the United States. When submarines sank three American
merchant ships, Wilson abandoned temporary armed neutrality and decided to take the
United States into the war, in part because his strict accountability policy had failed and in
part because he wanted the United States to help shape a treaty for peace.
In his powerful war message of 2 April 1917, Wilson condemned the German submarine
campaign as ―warfare against mankind,‖ and urged Americans to fight, in his famous
phrase, to make the world ―safe for democracy.‖ By a vote of 82–6 in the Senate (4 April)
and 373–50 in the House (6 April), Congress adopted a resolution declaring that a state of
war existed between the United States and Germany.
[See also Germany, U.S. Military Involvement in.]
Bibliography
William Appleman Williams, The Tragedy of American Diplomacy, 1959.
Ernest R. May, The World War and American Isolation, 1914–1917, 1959.
Arthur S. Link, Wilson: Campaigns for Progressivism and Peace, 1916–1917, 1965.
N. Gordon Levin, Jr., Woodrow Wilson and World Politics: America's Response to War
and Revolution, 1968.
Ross Gregory, The Origins of American Intervention in the First World War, 1971.
Robert H. Ferrell, Woodrow Wilson and World War I, 1917–1921, 1985.
Thomas J. Knock, To End All Wars: Woodrow Wilson and the Quest for a New World
Order, 1992
http://www.answers.com/topic/world-war-i-1914-18-causes-of-u-s-entry

Appendix 4.2 Name:________________________
WWI-Quiz
Circle the letter of the correct answer on each question. Each question will be worth 2 points.
The quiz is out of 20 points.
1. Which countries formed the Triple Entente?
a. France, U.S.A., Great Britain
b. France, Russia, Italy
c. France, Great Britain, and Russia
2. Which countries formed the Triple Alliance?
a. Italy, Austria-Hungary, France
b. Italy, Austria-Hungary, Germany
c. Italy, Russia, U.S.A.,
3. People were proud of their countries and prepared to fight to defend them. This is called:
a. Imperialism
b. Nationalism
c. Militarism
4. Early on in the war, the western front battles primarily consisted of……
a. mobile battles
b. trench warfare
c. battles on the water
5. War on the eastern front was extremely different than on the western front as it consisted
primarily of….
a. mobile battles
b. trench warfare
c. battles on the water
6. This form of weapon caused blisters, blindness, choked and killed its victims. It was first
used by the German forces.
a. tanks
b. gas
c. machine guns
7. These weapons were used during WWI.
a. machine guns
b. nuclear bombs
c. airplanes
8. The German sinking of this British ship led to the U.S. entering the war.
a. USS Ulysses
b. Lusitania
c. a British submarine
9. Another reason the U.S. entered the war was because of a diplomatic proposal from the
German empire to Mexico to make war against the U.S.
a. Wilson’s 14 Points
b. Zimmerman Telegram
c. Lusitania
10. In two sentences explain what classifies WWI as a world war?

Mr. Kyle Buresh
Lesson Plan 5
Date: ____________________
Subject: _World History – WWI Society & End of War Grade level: ___9 th & 10th___
Time started: ___8:30_______________ Time ended: ___9:15____________
Essential Question: What classifies WWI as a world war?
Standards:
-8.1- Trace and explain the causes, major events and global consequences of World War I.
-8.5- Explain the origins and purposes of international alliances in the context of World War I
and World War II.
Objectives: -The students will analyze public opinion, total war, and women during WWI.
- The students will list the reasons for the end of the war.
Introductory Approach (Classroom management and opening set):
The students will be handed back their graded quizzes from the previous day. The teacher will
go over the quiz and explain the answers to the class. The teacher will then tell the students that
they will be looking at society during WWI.
Lesson Development/Activities:
-The students will answer two questions over the influenza epidemic in 1918 from the textbook
(page 768). The students will complete a short reading then answer the questions and put their
answers in their classroom binders.
-The students will read page 768-769 over manipulation of public opinion, total war, and
women. Once the students are done reading they will team up with the person next to them to
take notes over the most important facts and concepts that they read about.
-The teacher will go over these notes with the students so they have all the important information
that they should have.
-The students will then read page 778-780. When the students finish the reading they will pair
up with the person behind them and take notes over the main facts and concepts from what they
have read.
-The teacher will go over the student’s notes with them so they have all the important
information they need.
Summary/Closure:
The teacher will go over the main points talked about during the class period. The teacher will
ask the students if there are any questions and if so the teacher will answer them. The teacher
will then tell the students that tomorrow they will continue to look at the end of the war moving
into the aftermath of the war and what the legacies of the war were.
Description of meeting the needs of multiple learning styles:
-For the students with ADHD I will shorten the reading for them so they will be able to maintain
their focus. I will also give the students with special needs a sheltered vocabulary list of words
from the reading.

Modifications for students with special needs:
-Interpersonal- The students will take notes with a partner. The students will discuss their notes
with the teacher.
-Intrapersonal- The students will read by themselves.
-Linguistic- The students will read and take notes.
Formative Assessment:
-The students will answer two questions from their textbook (page 768) about the influenza
epidemic of 1918
-The students will take notes that will be put in their classroom binders. The teacher will look at
the binders at the end of each week.

Mr. Kyle Buresh
Lesson Plan 6
Subject: _World History – Legacies of the War
Date: ____________________
Grade level: ___9 th & 10th___
Time started: ___8:30_______________ Time ended: ___9:15____________
Essential Question: What classifies WWI as a world war?
Standards:
-8.1- Trace and explain the causes, major events and global consequences of World War I.
-8.5- Explain the origins and purposes of international alliances in the context of World War I
and World War II.
-9.1- Identify patterns of historical change and duration and construct a representation that
illustrates continuity and change.
-9.2- Locate and analyze primary sources and secondary sources related to an event or issue of
the past.
Objectives: -The students will interpret a graph of statistics related to WWI.
-The students will list and analyze the peace settlements resulting of the war.
-The students will examine the legacies of the war that affected the world after the war.
Introductory Approach (Classroom management and opening set):
-The students will pick up a worksheet from the first desk in the room when they get into the
classroom to start on immediately. The teacher will then interrupt the students working on their
worksheet and ask what were the reasons for the end of the war, which they learned about in the
previous lesson. After the students answer the question, the teacher will tell the students that
today they will be learning about the effects of WWI statistically, the peace settlements, and the
legacies of the war.
Lesson Development/Activities:
-The students will complete a worksheet about the statistics related to the war (Appendix 6.1).
The students will analyze a chart of statistics and answer questions about the worksheet. The
teacher will go over the worksheet with the students in class.
-The students will then watch a short video from YouTube about the Treaty of Versailles.
http://www.answers.com/topic/world-war-i-1914-18-causes-of-u-s-entry
-The students will take notes in groups by doing stations over the peace settlements including:
Wilson’s Fourteen Points, The Paris Peace Conference, and the Treaty of Versailles. The
students will also take notes over the legacies of the war. The students will take notes by being
split up into groups of four. The desks will be in pods of four and the students will rotate around
the room from one station to another in order to get all the notes and learn about all of the
important facts and concepts. (Appendix 6.2).
-The teacher will discuss the notes with the students to make sure they have all the important
facts and concepts that they need to have in their notes.
-For homework, the students will complete a two paragraph writing prompt that asks the students
what makes WWI a world war after looking at the peace settlements and legacy of the war?

Summary/Closure:
-The teacher will go over the important facts from the day’s lesson. The teacher will ask various
questions to get the students involved in the summary. The teacher will then explain how
significant the legacies of the war were toward the future. The teacher will then tell the students
that tomorrow they will be doing a project over the whole unit so far.
Description of meeting the needs of multiple learning styles:
-Interpersonal- The students will work with other students to take notes.
-Intrapersonal- The students will complete a worksheet over important statistics of WWI by
themselves
-Linguistic- The students will have to read and write at numerous times during the lesson and
for homework.
-Visual- The students will watch a video over the Treaty of Versailles.
-Kinesthetic- The students will move around the room while doing stations for notes.
Modifications for students with special needs:
-For students with special needs I will give the students a sheltered vocabulary list for the
reading they are doing. The students will also be given a sheltered vocabulary list for the
worksheets they are doing.
Formative Assessment:
-The students will complete a worksheet over statistics related to WWI (Appendix 6.1).
-The students will take notes during their stations that they will put in their classroom binders,
which will be checked at the end of every week.
-The students will complete a writing prompt for homework that asks them what makes WWI a
world war in terms of the peace settlements and legacies of the war in two paragraphs.

Appendix 6.1
Statistics related to the First World War
Nation Total Number
of servicemen
engaged in the
war.
Number of
deaths.
Number of
soldiers
wounded.
Number of men
taken prisoner
or reported
missing.
Austria 7,800,000 1,200,000 3,620,000 2,200,000
Britain (inc
Empire)
8,904,467 908,371 2,090,212 191,652
France 8,410,000 1,357,800 4,266,000 537,000
Germany 11,000,000 1,773,700 4,216,058 1,152,800
Italy 5,615,000 650,000 947,000 600,000
Russia 12,000,000 1,700,000 4,950,000 2,500,000
Turkey 2,850,000 325,000 400,000 250,000
United States 4,355,000 126,000 234,300 4,500
Answer the following questions: 10 possible points
1. Which country had the most soldiers in World War One?
2. Which country had the least soldiers in World War One?
3. Which country had the highest number of deaths?
4. Which country had the least number of deaths
5. Draw a graph on the back of your paper to show the numbers of soldiers of each country
and the numbers of deaths.
12,000,000
10,000,000
8,000,000
6,000,000
4,000,000
2,000,000
0
2002 www.historyonthenet.co.uk
Number of Soldiers Number of Deaths
Austria
Britain
France
Germany
Italy
Russia
Turkey
USA
Example

Appendix 6.2
Woodrow Wilson, The Fourteen Points (1918)
Part of an 1918 address to Congress, Wilsonís Fourteen Points were fourteen aims he hoped
would result from World War I. Clearly one goal of the points was to address many of the
factors that promoted the beginning of the World War in Europe and to establish a basis for a
more peaceful world; in this sense Wilson hoped World War I would be a "war to end all war."
Many of the other points concern territorial adjustments based on the principle of national selfdetermination.
The fourteenth point called for the creation of a League of Nations. As you read,
think about how one might view Wilsonís goals for World War I as progressive.
I. Open covenants of peace, openly arrived at, after which there shall be no private international
understandings of any kind... diplomacy shall proceed always frankly and in the public view.
II. Absolute freedom of navigation upon the seas... alike in peace and war....
III. The removal... of all economic barriers and the establishment of an equality of trade
conditions among all the nations.
IV. Adequate guarantees... that national armaments will be reduced to the lowest point
consistent with domestic safety.
V. A free, open-minded, and absolutely impartial adjustment of all colonial claims, based upon a
strict observance of the principle that in determining all such questions of sovereignty the
interests of the populations concerned must have equal weight with the equitable claims of the
government whose title is to be determined....
VI. The evacuation of all Russian territory and such a settlement of all question affecting Russia
as will secure the best and freest cooperation of the other nations of the world in obtaining for
her an... opportunity for the independent determination of her own political development....
VII. Belgium... must be evacuated and restored, without any attempt to limit the sovereignty
which she enjoys....
VIII. All French territory should be freed and the invaded portions restored, and the wrong done
to France by Prussia [Germany] in 1871 in the matter of Alsace-Lorraine, which has unsettled
the peace of the world for nearly fifty years, should be righted....
IX. A readjustment of the frontiers of Italy... along clearly recognizable lines of nationality.
X. The peoples of Austria-Hungary, whose place among the nations we wish to see safeguarded
and assured, should be accorded the freest opportunity of autonomous development.

XI. Rumania, Serbia and Montenegro should be evacuated; occupied territory restored... the
relations of the several Balkan states to one another determined by friendly consul along
historically established lines of allegiance and nationality; and international guarantees of the
political and economic independence and territorial integrity of the several Balkan states....
XII. The Turkish portions of the Ottoman Empire should be assured a secure sovereignty, but the
other nationalities which are now under Turkish rule should be assured an undoubted security of
life and an absolutely unmolested opportunity of autonomous development....
XIII. An independent Polish state should be erected which should include the territories
inhabited by indisputably Polish populations... whose political and economic independence and
territorial integrity should be guaranteed....
XIV. A general association of nations must be formed under specific covenant for the purpose of
affording mutual guarantees of political independence and territorial integrity to great and small
states alike.
http://www.pinzler.com/ushistory/fourpointssupp.html

Paris Peace Conference
When the Armistice was signed on 11th November, 1918, it was
agreed that there would be a Peace Conference held in Paris to
discuss the post-war world. Opened on 12th January 1919,
meetings were held at various locations in and around Paris until
20th January, 1920.
Leaders of 32 states representing about 75% of the world's
population, attended. However, negotiations were dominated by
the five major powers responsible for defeating the Central
Powers: the United States, Britain, France, Italy and Japan.
Important figures in these negotiations included Georges
Clemenceau (France) David Lloyd George (Britain), Vittorio
Orlando (Italy), and Woodrow Wilson (United States).
Eventually five treaties emerged from the Conference that dealt
with the defeated powers. The five treaties were named after the
Paris suburbs of Versailles (Germany), St Germain (Austria),
Trianon (Hungary), Neuilly (Bulgaria) and Serves (Turkey).
These treaties imposed territorial losses, financial liabilities and
military restrictions on all members of the Central Powers.
http://www.spartacus.schoolnet.co.uk/FWWparis.htm

TREATY OF VERSAILLES
Eventually five treaties emerged from the Conference that dealt with the defeated powers. The
five treaties were named after the Paris suburbs of Versailles (Germany), St Germain (Austria),
Trianon (Hungary), Neuilly (Bulgaria) and Serves (Turkey).
The main terms of the Versailles Treaty were:
The surrender of all German colonies overseas as League of Nations mandates;
The return of Alsace-Lorraine to France;
Cession of Eupen-Malmedy to Belgium, Memel to Lithuania, the Hultschin district to
Czechoslovakia;
Most of the province of Posen, and also most of West Prussia to Poland;
A part of industrial Upper Silesia to Poland;
A plebiscite to be held in another part of Upper Silesia to decide whether it should
become a part of Poland, stay with Germany or be split between the two countries:
Danzig to become a free city;
Plebiscite to be held in Northern Schleswig to settle the Danish-German frontier;
occupation of and special status for the Saar under French control;
Demilitarization and a fifteen-year occupation of the Rhineland;
An acceptance of Germany's guilt in causing the war;
German reparations of £6,600 million;
A ban on the union of Germany and Austria;
Provision for the trial of the former Kaiser and about 885 others for war crimes;
Limitation of Germany's army to 100,000 men with no conscription, no tanks, no heavy
artillery, no poison-gas supplies, no aircraft and no airships;
The limitation of the German Navy to vessels under 10,000 tons, with no submarines.
Germany was invited to comment but not allowed to negotiate the treaty at all and signed under
protest. Whenever they tried to query any detail they were told that they had started the war and
had no right to complain about anything in the treaty.
This Treaty was designed to make Germany pay for the war that it had allegedly started. Another
aim was to weaken Germany.
All German overseas possessions were over handed to the allies as League of Nations Mandates,
the primary benefactors being the British and French, although the Japanese were allowed to
keep several islands they had taken from Germany in the Pacific. Second, the Rhineland was
demilitarized, and Germany was forbidden to have troops there. In fact, Germany was forbidden
from rearming itself beyond defensive purposes.
Alsace-Lorraine was returned to France; large tracts of Western Prussia and the province of
Posen were restored to the newly created Poland; East Prussia was separated rest of Germany by
what came to be known as the Polish Corridor. Germany was also forced to pay exorbitant
reparations to Britain, France, Belgium, the US and Japan. The Treaty did also established a
League of Nations to mediate international conflicts and enforce international law, but the
Europeans had little desire for mediation and America just wanted to get out of European affairs.
www.spartacus.schoolnet.co.uk/FWWversailles.htm

Legacies of WWI
1) German and Russian empires lost a lot of their territory
2) New nation-states were born including Poland, Finland , Estonia, and Latvia
emerged.
3) The Ottoman Empire was broken up.
4) Europe faced problems with new countries, socially, and ethnically among
the people.
5) Germans have a great deal of resentment
German attitudes
Although all Germans were determined to see a revision of the treaty eventually, and to return to
something like the frontiers of 1913, it would be a mistake to imagine that the Treaty of
Versailles was the direct cause of World War II.
By 1925 the way was certainly open for a peaceful renegotiation of the peace settlement, but
Adolf Hitler - who by this time was exploiting the economic, social and political crises of the
Weimar Republic on his way to becoming chancellor in January 1933 - had an insatiable desire
for conquest that could not be saved by such means.
This offered a golden opportunity for Germany to make a second bid for European domination.
His fury, at first, was directed against the democratic parties in the Reichstag - whom he called
the 'November criminals', and whom he regarded as having stabbed Germany in the back when
they accepted the humiliating terms of the Peace of Versailles - rather than towards Lloyd
George and Clemenceau, who were the principal architects of the settlement.
Hitler constantly harped on the theme that the Weimar Republic was born of a self-inflicted
defeat, and thus had no legitimacy. His ferocious attacks on the Treaty of Versailles, one of the
most effective of his ideological weapons, were thus directed against the Republic that he was
determined to destroy.
The principal weakness of the Treaty of Versailles was that it was harsh enough to incense all
Germans, while Germany was in a stronger position than in 1913, since it was now surrounded
by weak and divided states and the Ententes of 1914 had fallen apart. This offered a golden
opportunity for Germany to make a second bid for European domination.
http://www.bbc.co.uk/history/worldwars/wwone/war_end_01.shtml

Mr. Kyle Buresh
Lesson Plan 7
Subject: _World History –WWI Collage
Date: ____________________
Grade level: ___9 th & 10th___
Time started: ___8:30_______________ Time ended: ___9:15____________
Essential Question: What classifies WWI as a world war?
Standards:
-8.1- Trace and explain the causes, major events and global consequences of World War I.
-8.5- Explain the origins and purposes of international alliances in the context of World War I
and World War II.
-9.1- Identify patterns of historical change and duration and construct a representation that
illustrates continuity and change.
Objectives: -The students will recall previous knowledge over the entire WWI unit.
-The students will create a collage over the most important topics from WWI.
Introductory Approach (Classroom management and opening set):
-The teacher will collect the students writing prompts at the beginning of the class. The teacher
will then go on to explain some of the reasons that the students could have wrote about for what
classifies WWI as a world war in terms of the peace settlements and legacies of the war. The
teacher will ask the students what they wrote about and why. The teacher will then tell the
students that they will be doing a collage over WWI.
Lesson Development/Activities:
-The teacher will pass out the WWI collage handout directions to every student in the classroom
(Appendix 7.1). The teacher will read the handout with the students so they all can be clear with
what to do.
-The teacher will then show the students examples of the project and ask the students if they
have any questions about what to do.
-The students will begin working on the collage and will have two class periods to complete the
collage.
-If the students complete their collage in class and there is still time left in the class period they
should begin studying for their quiz that will cover the content from after the last quiz they took.
Summary/Closure:
-The teacher will ask the students if they have any further questions about their collage. The
teacher will tell the students that they will continue to work on their collages tomorrow in class
and will be due the day after tomorrow. If they do not finish tomorrow they will have to take it
home to finish it because it will be due.
Description of meeting the needs of multiple learning styles:
-Visual-Spatial- The students will be drawing on paper to make their collage.
-Intrapersonal- The students will complete the collage on their own and show their creativity.
-Linguistic- The students will use the key words/topics to complete their collage.

Modifications for students with special needs:
-The students who have special needs will not have to have all of the topics on their collage.
They will only have to have nationalism, alliances, the Zimmerman Telegram, machine guns or
tanks, and airplanes on their collage.
Formative Assessment:
-The students will complete a collage over the main topics in WWI.
-The student’s effort will be observed by the teacher in the classroom.

Appendix 7.1
WWI Collage
This assignment is designed to illustrate the many parts of WWI. It is intended to be a collage.
Therefore, there should be no organization or structure to it. The images and pictures can be
organized randomly and haphazardly. Everything listed below needs to be included on the
collage to receive the full credit of 30 points. Here is what NEEDS to be included:
1. Imperialism
2. Nationalism
3. Militarism
4. Alliances
5. Sinking of the Lusitania
6. Zimmerman Telegram
7. U Boats
8. Trench Warfare
9. Airplanes
10. Machine guns OR tanks (you may do both if you want to)
You also need to include the outlines of Europe and North and South America—(especially
taking the Zimmerman Telegram into consideration). I have examples that you may look at to get
ideas if you are confused. I need to see that you have spent time and effort on your collage. The
collage needs to be completely colored (The entire page).
Hint: The pictures DO NOT necessarily have to be people. For example, with alliances, one way
to portray this would be having two hands shaking with the sleeves reading ―Austria-Hungary
and Germany‖ or the ―U.S. and Great Britain.‖ Nationalism could be shown by drawing one of
the countries flag’s with a heart around it.
Points out of 30
-Completion----------5 pts
-Creativity----------5 pts
-Met requirements of everything-----------10 pts
that needs to be portrayed on collage
-Colored------------10 pts
Total-------30 pts

Mr. Kyle Buresh
Lesson Plan 8
Date: ____________________
Subject: _World History –Review and Test over WWI Grade level: ___9 th & 10th___
Time started: ___8:30_______________ Time ended: ___9:15____________
Essential Question: What classifies WWI as a world war?
Standards:
-8.1- Trace and explain the causes, major events and global consequences of World War I.
-8.5- Explain the origins and purposes of international alliances in the context of World War I
and World War II.
-9.1- Identify patterns of historical change and duration and construct a representation that
illustrates continuity and change.
Objectives: -The students will recall what they have learned while studying for their test and
taking their test.
-The students will evaluate why WWI is considered a world war for the essay on their quiz.
Introductory Approach (Classroom management and opening set):
-The teacher will collect the student’s collages over WWI. The teacher will then tell the students
that they will be taking their final quiz over WWI but will have a little time to study.
Lesson Development/Activities:
-The teacher will tell the student to take out their classroom binders to study for their quiz over
society during the war, end of the war, the peace settlements, and legacies of the war. The
teacher will give the students ten minutes to study.
-After ten minutes the teacher will ask the students if they have any questions about anything and
the teacher will answer the questions the students ask.
-The teacher will then pass out the quiz and give the students their instructions.
-The students will complete their tests and hand them when they finish. They will have at least a
half hour to complete the quiz (Appendix 8.1).
Summary/Closure:
-Some students will be finishing up their quiz, but the teacher will talk to them with about a
minute or two left in class about their collages that they turned in that day and tell them that
tomorrow we will start our Risk game that relates to WWI.
Description of meeting the needs of multiple learning styles:
-Intrapersonal- The students will study by themselves at the beginning of the period
-Linguistic- The students will read and write during their quiz.
Modifications for students with special needs:
-Students with special needs will be given a modified test that takes away one of the choices
from the multiple choice question. Also, for their essay they will only have to list two reasons
for why WWI is considered a world war.
Formative Assessment:
-The students will be taking a quiz over society during the war, end of the war, peace
settlements, and legacies of the war (Appendix 8.1)

Appendix 8.1
WWI Quiz 2
Students should circle the letter of the correct answer. The quiz will be out of 30 points. The
first ten questions will be two points each and the final question will be worth ten points.
1. In the fall of 1918, just as WWI was winding down in Europe, a deadly____________ killed
and effected many different people.
a. black plague
b. influenza epidemic
c. cancer
2. ___________ took over jobs for men that were involved in the war.
a. children
b. students
c. women
3. German general who led German troops during the Second Battle of the Marne and Second
Battle of the Somme.
a. Clemenceau
b. Ludendorf
c. Ebert
4. The new government in Germany, a democratic republic signed an_____________ November
11, 1918.
a. Wilson’s 14 Points
b. Treaty of Versailles
c. armistice
5. Wilson’s Fourteen Points outlined goals for how the world should be after the war. Which of
these are goals of his Fourteen Points?
a. make the world more peaceful
b. stipulations of territorial adjustments
c. establish a League of Nations
d. all of the above
6. These countries were all involved in the Paris Peace Conference EXCEPT_____________.
a. U.S.A
b. Germany
c. Great Britain
d. Italy

7. Which of these are terms from the Treaty of Versailles?
a. The surrender of all German colonies overseas as League of Nations mandates
b. The entire war was blamed on Germany
c. a and b
d. The German army was able to reorganize
8. This empire was broken up as a result of WWI.
a. Roman Empire
b. Ottoman Empire
c. Russian Empire
9. Which of these were considered legacies of the war?
a. Germany and Russia lost a lot of their territory
b. New nation-states emerged including Poland, Finland, Estonia, and Latvia
c. Germans have a great deal of resentment
d. all of the above
10. Why does WWI classify as a world war in regards to the peace settlements and legacies of
the war? Write in sentence form and include at least three reasons and write in the space below.
10 pts possible