1. Activating Strategy
Instructional Approach(s): Students work in pairs to compare the map of Europe in 1914 to the map of Europe in The teacher can give students a copy of the activating strategy [linked on the curriculum map] or have students compare the maps from the slide.

2. Based on our activating strategy, we know there were significant changes in Europe following What happened?
Instructional Approach(s): The teacher should present the information on the slide and pose the question to the class for responses.

3. World War I
Instructional Approach(s): Introductory Slide

4. Essential Question: How did World War I change Europe and the world?
Instructional Approach(s): The teacher should introduce the essential question.

5. Standards:
SS6H7a.Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, worldwide depression, and the rise of Nazism
SS6H6d. Explain the impact of European building in Africa and Asia on the outbreak of WWI.
Instructional Approach(s): The teacher should introduce the standards that align to the essential question.

6. Causes of World War I
Instructional Approach(s): Transition slide for the Causes of World War I. The quote is just additional introduction and does not necessarily need to be addressed. However, the teacher may want to ask students what is meant by the quote and how it summarizes World War I.
"The Great War was without precedent ... never had so many nations taken up arms at a single time. Never had the battlefield been so vast…never had the fighting been so gruesome..." 6

7. Causes of World War I Activity
Instructional Approach(s): The teacher should facilitate the Causes of World War I Activity [linked on the curriculum map]. Students work in groups to analyze political cartoons to determine the causes of World War I. Groups can be student selected or teacher selected [and differentiated if needed]. 7

8. Use the MAIN Graphic Organizer to take notes
Instructional Approach(s): The teacher should give each student a copy of the MAIN Causes of World War I Graphic Organizer [linked on the curriculum map] to record important information during the lesson.

9. Causes of World War I
Militarism – building up armed forces, getting ready for war
Alliances – agreements or promises to defend and help another country
Imperialism – trying to build up an empire (powerful country that controls several less powerful countries
Nationalism – having pride in your country, willing to defend it
Instructional Approach(s): The teacher should present the MAIN Causes of World War I while the students record the information on their graphic organizer. Once students have recorded the information, revisit the Causes of World War I Activity and have students identify which political cartoon illustrates which MAIN cause. The students can write the MAIN Cause on their activity sheet.

10. Militarism
Countries had built strong armies and navies to defend their own countries and their colonies. Tensions built as countries watched each other build up military power.
Instructional Approach(s): The teacher should present the information on the slide while the students record any important information on their graphic organizer. The teacher should use the political cartoons [from the Causes of World War I Activity] to illustrate the MAIN cause.

11. Can you think of any recent examples of militarism?
Instructional Approach(s): The teacher should pose the question to the class. The teacher can ask for volunteer responses. In recent years, there have been a few examples of Militarism such as: Russia and Ukraine, ISIS (the teacher may want to point out that ISIS is not a country, but rather a terrorist organization).

12. Alliances
European countries had joined alliances to better protect themselves. If one member was attacked, the others were obligated to help that country.
Instructional Approach(s): The teacher should present the information on the slide while the students record any important information on their graphic organizer. The teacher should use the political cartoons [from the Causes of World War I Activity] to illustrate the MAIN cause. 12

13. How could Germany’s location in Europe be a problem for them?
Instructional Approach(s): The teacher should pose the question to the class and discuss student responses briefly. When ready, click to the next slide to discuss the answer.

14. To solve its problem, Germany and other countries formed alliances.
Germany’s problem was that it was in the middle of Europe. Being in the middle made it vulnerable if it came to war.
Instructional Approach(s): The teacher should present the information on the slide.
To solve its problem, Germany and other countries formed alliances.

15. By 1914, Europe was divided into two massive alliances.
Instructional Approach(s): The teacher should present the information on the slide.

16. Distributed Summarizing
With a seat partner, discuss a time in your life when an alliance (with a friend, family member, or someone else) has caused problems.
Instructional Approach(s): Have students turn to a partner and discuss the question on the slide. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses.

17. How do you think empire building affected the relationships between European countries?
Earlier you learned that the countries of Portugal, Spain, England, and France led exploration and colonization movements and built individual empires across the world.
Instructional Approach(s): The teacher should present the animated slide (opening statement fades out on click while a question appears shortly after). The teacher should pose the question to the class and ask for volunteer responses or call on a few students to respond. When ready, click to the next slide to discuss the answer.

18. Empire building (Colonialism) in the late 19th century caused competition for raw materials, a market for their products, and cheap labor.
A tense environment of fierce rivalries developed between European powers over their colonial territories, and they built up strong armies and navies to protect their interests which led to our next MAIN cause of WWI.
Instructional Approach(s): The teacher should present the information on the slide. The students will record information for their graphic organizer on the next slide.

19. Imperialism
Rivalries developed as countries tried to grab colonies. Conflicts had occurred over control of colonies in Africa and Asia. European countries resented and distrusted each other.
Instructional Approach(s): The teacher should present the information on the slide while the students record any important information on their graphic organizer. The teacher should use the political cartoons [from the Causes of World War I Activity] to illustrate the MAIN cause. 19

20. Nationalism
Pride in one’s country; nations sought their own interests over others. Many groups wanted to be free from the control of other nations.
Instructional Approach(s): The teacher should present the information on the slide while the students record any important information on their graphic organizer. The teacher should use the political cartoons [from the Causes of World War I Activity] to illustrate the MAIN cause. 20

21. What sparked it all? http://www.youtube.com/watch?v=njINCi9iIrA
Instructional Approach(s): Slides are optional slides because the students do not have to know what “sparked” the war or the major events and “Powers”. The standard focuses on how World War I affected Europe. However, it may be useful to give students a brief overview of the war to help them better understand the affect of it.

22. The events that followed…
And so the war begins!
Germany declared war on France
Germany declared war on Russia
Russia sent troops to defend Serbia
Austria-Hungary declared war on Serbia
Instructional Approach(s): Optional slide to illustrate the events that led to the start of the war.

23. The Central powers The Allied Powers
Austria-Hungary Germany Turkey (Ottoman Empire)
The Allied Powers
Russia France United Kingdom Italy United States
Instructional Approach(s): Optional slide indicating the two sides of the war and the countries fighting for each side.

24. Instructional Approach(s): Optional slide to illustrate the two sides and European countries that fought during World War I.

25. Some of the Technological Advances from WWI
Aircraft
Machine Gun
Tank
Flamethrower
Instructional Approach(s): Additional information just to indicate some of the advances from WWI that impacted not just Europe but the world.

26. Distributed Summarizing
Could World War I have been prevented? Why or why not? Would we have had the technological advances without WWI?
Instructional Approach(s): Have students turn to a partner and discuss the question on the slide. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses.

27. Causes of World War I Imperialism Militarism Nationalism Alliances
agreements or promises to defend and help another country
trying to build up an empire (powerful country that controls several less powerful countries
building up armed forces, getting ready for war
having pride in your country, willing to defend it
Instructional Approach(s): The teacher should use the questions on the slide as a formative assessment or just a ticket out the door to make sure the majority of students understand the four main causes of World War I. The standard does not include the causes of World War I so differentiation may not be needed until the developments following World War I are covered.

28. Slides 27-34 can be used for Review of the MAIN causes of WWI
If review is unnecessary, go to Slide 35

29. Building up of armed forces Getting ready for war
Militarism
Building up of armed forces Getting ready for war

30. Agreements or promises to defend and help another country.
Alliances
Agreements or promises to defend and help another country.

31. Imperialism
Trying to build up an empire and control more land Powerful country that controls several less powerful countries

32. Nationalism
Having strong (fierce) pride in your country Willing to defend your country no matter the cost

33. Alliances

34. Militarism

35. Nationalism

36. Imperialism

37. Major Developments Following World War I
Instructional Approach(s): Transition slide to the next major concept of the lesson.

38. Use the Major Developments in Europe Following WWI Timeline
Instructional Approach(s): The teacher should give each student a copy of the Major Developments in Europe Following WWI [linked on the resource page] to record important information during the lesson.

39. Cartoon Video Clip about the Russian Revolution
Instructional Approach(s): The teacher should show the short video clip about the Russian Revolution.

40. Why did the Russian Revolution occur?
For many years before World War I, Russian citizens had suffered under the rule of Tsar (leader) Nicholas II.
The ruling class held the country’s wealth, and the people barely had enough food to eat.
Russia fought on the side of the Allies in World War I and suffered terrible losses.
By 1917, Russians were tired of food shortages, freezing from coal shortages, and exhausted by war.
Instructional Approach(s): The teacher should present the information on the slide. The students should record the underlined information on the appropriate section on their timeline. Students are not expected to know the exact date. The students should just know how the events unfolded through the years.

41. What happened to Russia after the Russian Revolution?
Workers united against the Russian ruler, overthrew the monarchy, and killed Nicholas and his family.
A revolutionary group seized power and established the Soviet Union as a communist country.
Instructional Approach(s): The teacher should present the information from the slide. The students do not need to record any information on their timeline.

42. Distributed Summarizing
With a partner, describe in your own words the Russian Revolution and how it changed Russia.
Instructional Approach(s): Have students turn to a partner and discuss the question on the slide. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses.

43. The War is Over!
The Treaty of Versailles officially ended World War I. What is a treaty?
Instructional Approach(s): The teacher should present the information on the slide and pose the question to the class. Synonyms for treaty: agreement, contract, deal, pledge, etc.

44. Examining the Treaty of Versailles Activity
In small groups, students will examine components of the real treaty to determine the actual decisions that were made. Other groups will examine Germany’s response to the treaty.
Instructional Approach(s): The teacher will facilitate the Treaty of Versailles Activity [linked on the curriculum map] where students analyze and write about the requirements and significance of the Treaty of Versailles.

45. Examining the Treaty of Versailles Activity
If you could use one word to describe the Treaty of Versailles, what would the word be and why? Share your word with an elbow partner. Do you agree with the Treaty of Versailles? Explain why. Share your thoughts with an elbow partner.
Instructional Approach(s): Have students turn to a partner and discuss the question on the slide. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses.

46. Treaty of Versailles Requirements (add requirements of the treaty to the Major Developments sheet)
It forced Germany to accept responsibility for causing the war
It required Germany to pay reparations (payments) to other countries for their losses and damage
It required Germany to give up 1 million square miles of land (size of Alaska and Texas combined) much of which was rich in natural resources (Why does this matter?)
It required Germany to limit its armed forces
Instructional Approach(s): The teacher will present the information on the slide while the students write the important information on the Major Developments in Europe After WWI sheet [linked on the curriculum map]

47. Treaty of Versailles Effects (add requirements of the treaty to the Major Developments sheet)
Germans greatly resented the restrictions put on it by the Treaty of Versailles.
Germans began to rise up in protest as economic conditions worsened.
Germany also became isolated from and distrusted by other countries.
Instructional Approach(s): The teacher will present the information on the slide while the students write the important information on the Major Developments in Europe After WWI sheet [linked on the curriculum map]

48. Indemnity means reparation or payment.
Look at the political cartoons below. With an elbow partner, discuss how these represent the Treaty of Versailles.
Instructional Approach(s): Have students turn to a partner and discuss the question on the slide. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses.
Indemnity means reparation or payment.

49. Treaty of Versailles Copy & Continue
Writing Assignment
Instructional Approach(s): Optional writing task where students complete a Writing to Win Strategy called Copy & Continue on the Treaty of Versailles [linked on the curriculum map].

50. The World After World War I
Instructional Approach(s): The teacher will facilitate a Word Splash with students brainstorming what they think the world was like after World War I. This discussion should lead to soldiers coming back with no jobs available; European cities damaged because of war; nations had war debt to repay. Ask questions such as what about Germany and their economy; what about other countries that lost land, did this impact them; what happened to cities during the war and how would this impact them after the war ended

51. After World War I
After World War I, the world economy slipped into a worldwide depression.
A depression is a time where business is bad and people lose their jobs.
Soldiers came home needing jobs, but there were not enough. Unemployment skyrocketed. (Listen to “Stony Broke in No Man’s Land”)
Instructional Approach(s): The teacher should present the information to the class while the students add important information to Major Developments sheet [linked on the curriculum map].

52. Worldwide depression
European countries were in bad shape because they had suffered great loss of life and property damage.
Additionally, European countries had borrowed money to pay for war costs and now had no money to repay their debts.
Countries experienced Inflation where their money couldn’t buy as much as it used to buy because it had lost value. How did that affect people?
In 1929, the stock market crash in the United States crippled the already struggling economies.
Instructional Approach(s): The teacher should present the information to the class while the students add important information to Major Developments sheet [linked on the curriculum map].

53. After WWI and Worldwide Depression
Industry, shipping, and trade between countries were affected
Unrest and nationalism grew, people wanted strong leadership to make their countries rich and powerful again
Instructional Approach(s): The teacher should present the information to the class while the students add important information to Major Developments sheet. You may want to do the Germany After World War I handouts before moving to the rise of Nazism.

54. Why do you think the German people followed Hitler?
Image you are living in Germany after World War I. The world is in the middle of a depression. You do not have enough food, you do not have a job, and you do not believe the leaders of your country can improve the situation. On top of that, your country, the place where you were born and have lived all of your life is being blamed and punished for World War I.
Now, read Adolf Hitler’s speech on the Treaty of Versailles in 1923.
Instructional Approach(s): The teacher should present the information on the slide and then pose the question to the class. Students may respond with a lot of reasons, but point out that Germans were very unhappy with their lives and Hitler came along with promises to make things better and restore Germany to its glory. Hitler was also a very persuasive speaker.
Watch a video clip of Hitler delivering a speech years later.
Why do you think the German people followed Hitler?

55. Rise of Nazism Background:
The democratic government in Germany after World War I (Weimar Republic) faced major problems
A political party called the Nazi Party attracted the attention of dissatisfied Germans
The Nazi Party’s leader, Adolf Hitler, described ideas to strengthen Germany
Hitler also believed that Aryans (Germans) were the “master race”; he had racist feelings about Jews, Slavs, gypsies, and blacks
The Nazi Party believed in a strong central government controlled by the military and run by a dictator
Instructional Approach(s): The teacher should present the information to the class while the students add important information to Major Developments sheet [linked on the curriculum map].

56. Why Nazism grew
Nazis offered solutions for Germany’s economic problems
Nazis appealed to German nationalism by calling for a larger military and an increase in German territory (violation of Treaty of Versailles)
Nazis united Germans against Jews by blaming them for the problems
Nazis assured Germans they could protect them from enemies
Nazis organized groups to threaten anyone who opposed them so few spoke out
Instructional Approach(s): The teacher should present the information to the class while the students add important information to Major Developments sheet [linked on the curriculum map].

57. Distributed Summarizing:
The political cartoon shows Adolf Hitler “climbing out” of the Treaty of Versailles.
Turn to a seat partner and discuss what is meant by the cartoon.
Instructional Approach(s): Have students turn to a partner and discuss the question on the slide. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses.

58. Listen to the National Public Radio story about Germany making its last reparation payment in September 2010.
Instructional Approach(s): This is optional information for the lesson that the teacher may want to use.

59. Summarizing Strategy
Imagine that you are living in Europe during the 1900s, but you have other family members living on another continent. Write a postcard to your relatives describing the events that you have witnessed from 1913 to Include World War I and its MAIN causes, the Russian Revolution, economic depression, and the rise of Nazism.
Instructional Approach(s): Each student should complete the summarizer. The teacher should use the summarizer to determine the level of student mastery and if differentiation is needed.