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The Great War: World War I Then and Now

Week 2 Endings and Innocence Lost, Lesson 9


Lesson Title: Wars End: The 11th Hour of the 11th Day of the 11th Month 1918
Grade Level: 12 Time/Duration: 90 mins.
Lesson Overview: The first half of this lesson will be devoted to a Responsive Lecture that
students have previously submitted questions for. These questions and any additional questions
that come out of them will be covered. The second half the of the lecture will cover the end of
the war, including armistice, how the war ended, the signing of the Versailles Treaties, who was
involved with the signing of the various treaties and the role that the end of the war played in
future events, such as the boom of the 1920s, the Great Depression of the 1930s, and the start of
World War II.
Standard(s): Tennessee US.29, W.30, W.31, W.32, W.37.
Color Key:
Web Resources
Lecture Types
Instructional Models/Strategies/Pedagogical Resources
Primary Sources
Essential Questions:
What aspects of what has been previously discussed do students not understand? What do
they understand well?
When did the war end?
What happened when the war ended?
Who was involved with the peace treaty? Who was not involved with the peace treaty?
Why?
What were the Fourteen Points? How did they influence current global politics?
In what ways did the end of the war and the Treaty of Versailles effect future events? In
what ways did they set the field for future economic troubles and future conflicts? How?
Instructional Objectives:
1. Students will play a part in their own learning by asking questions and engaging with
content.
2. Students will discuss the end of the war.
3. Students will draw conclusions about how the end of the war influenced future events.
Academic Vocabulary:
Armistice
David Lloyd George
Georges Clemenceau
Fourteen Points
Hall of Mirrors

Treaty of Brest-Litovsk
Versailles Treaty
Woodrow Wilson

Introduction:

Bell Ringer: Pre-screened questions to be asked and answered in the responsive lecture
will be projected on the board and students will be asked to write down any additional
questions that they would like to ask. (~10 mins.)

Lesson Sequence:

Spend the first 1/3 to 1/2 of the class completing a Responsive Lecture. Project a list of
the green-lighted questions that the students turned in the previous day and let them
choose which ones to answer. This Responsive Lecture will serve as a recap of all that
they have learned so far and will give them the opportunity to reconcile any lingering
questions and review for the upcoming class project. While questions were initially
screened to provide order to the process, be flexible and allow students to ask additional
questions, whether they pertain to the green-lighted questions or not, and be willing to tell
them that you dont know the answer to something but will get back to them if necessary,
or look the answer up right there in the classroom if time permits (which will model a
very important concept that even teachers are still students). (25-45 mins.)
The last 2/3 to 1/2 of the class period (depending on how much time is spent with the
Responsive Lecture) will be devoted to a guided lecture/discussion about the end of the
war. Topics include: Who surrendered first, why the axis powers were forced to
surrender, and the signing of the Versailles Treaty and its conditions. (45-55 mins.)

Closure:

Wrap Up answer any additional questions and assign homework. (10 mins.)
Homework Students will be asked to record their thoughts as to how they think the way
World War I ended may have affected future events in their journals.

Extension/Enrichment/Re-teach:
Extension: Students will be asked to extend their understanding of the information multiple
times throughout the lecture as they consider questions posed by the teacher, their own
questions, and the questions of others. Students will also be required to extend the historical
information they are learning to their own lives in personal and meaningful ways.
Enrichment: This lesson is designed so that students will have a direct role to play in their
own learning by providing questions and engaging in the responsive lecture. Because
students get to form their own questions based on their own understanding or lack of
understanding, all levels of students can and will be accommodated.
Re-teach: Re-teaching will take place every day at the start of the lecture, following the bell
ringer, so that students will be reminded of what was discussed the previous day. It will also
take place throughout the lesson where appropriate and necessary.

Evaluation/Assessment:
Informal Formative Assessments will take place throughout the lecture. As students
engage with the presented material through open discussion with the teacher and other
students and through specific questions asked throughout the lecture their responses,
participation, and engagement levels will be assessed by the teacher.
Summative assessments will also take place at the end of the week when their responses to
the homework that was recorded in their journals will be reviewed and graded.
Instructional Materials/Resources/Equipment:

Computer, premade PowerPoint with pre-screened questions for the Responsive Lecture,
internet access, speakers.
Compare and Contrast sheet, or other graphic organizers, such as a web diagrams or
content mappers.
White Board, markers, etc.