The Great War: World War I Then and Now

Week 3 World War I Today: 100 Years of Study, Lesson 13, 14, 15
Lesson Title: In-Class Project
Grade Level: 12 Time/Duration: 90 mins.
Lesson Overview: This lesson will be a three day web project in which students will be
researching a topic of their choice to complete an assignment of their choice that will be
differentiated to their various learning styles. Websites such as the Library of Congress and the
National Archives will be utilized to ensure that students find accurate and engaging primary
texts, but the choice of topic and what research to use will be completely up to them. They will
choose a topic and A) locate at least one primary and one secondary source pertaining to that
topic that they will use information from to inform their project, and B) investigate ways that
perception and study of their topic has changed over the past 100 years, paying particular
attention to sites such as the BBCs World War I pages, which are illustrating how historical
study of World War I has changed in the past 100 years.
Standard(s): While requiring students to draw upon the various standards covered throughout
the unit, this lesson will specifically require students to work with CCSS reading and research
skills for 12th grade History students, such as:

CCSS.ELA-Literacy.RH.11-12.1: Cite specific textual evidence to support analysis of

primary and secondary sources, connecting insights gained from specific details to an
understanding of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.2: Determine the central ideas or information of a
primary or secondary source; provide an accurate summary that makes clear the
relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.6: Evaluate authors' differing points of view on the same
historical event or issue by assessing the authors' claims, reasoning, and evidence.
CCSS.ELA-Literacy.RH.11-12.7: Integrate and evaluate multiple sources of information
presented in diverse formats and media (e.g., visually, quantitatively, as well as in words)
in order to address a question or solve a problem.
CCSS.ELA-Literacy.RH.11-12.8: Evaluate an author's premises, claims, and evidence
by corroborating or challenging them with other information.
CCSS.ELA-Literacy.RH.11-12.9: Integrate information from diverse sources, both
primary and secondary, into a coherent understanding of an idea or event, noting
discrepancies among sources.

These standards can be found here: http://www.corestandards.org/ELA-Literacy/RH/11-12/.

Color Key:
Web Resources
Lecture Types
Instructional Models/Strategies/Pedagogical Resources
Primary Sources

Essential Questions:
What was World War I?
What was the perception of World War I in the early 20th century?
What is the perception of World War I today?
How has available information and time altered our perception of World War I? Or has it?
What has been learned from this unit?
Instructional Objectives:
1. Students will complete a research project there will be several types of which they can
choose one and will utilize primary sources to further inform their understanding of the
war and their topic of choice. In conjunction with this goal, they will also be asked to
consider, based on any research they find, how the study of their topic has changed in the
past 100 years if at all.
2. Students will locate and utilize primary sources.
3. Students will be able to tell the difference between primary and secondary sources.
Academic Vocabulary:
Annotated Bibliography
Primary Source
Secondary Source
Synthesize

Introduction:

Take class to the Computer Lab.

Lesson Sequence:

Class Activity students will be taken the library/computer lab where they will perform
research on some aspect of World War I that they are interested in. They will also be
required to comment on, if applicable, how study of their chosen topic has changed over
the past 100 years. Using the documents they find, they will be required to complete a
project that will serve as an assessment of what theyve learned for the entire unit. The
project will be differentiated to fit the interests and skill levels of the students, but each
student will still be required to use at least five sources three primary and two
secondary and to provide bibliographies regardless of which option they choose.
Students can either: Write a research paper or annotated bibliography that consolidates
and utilizes the primary and secondary sources they have found (reading/visual learning
styles), write and deliver a presentation of their research findings (auditory/visual
learning styles), draw a mind map/graphic organizer that follows the path of their
research with a short written description of their process (visual learning style), or build a
diorama using research to ensure accuracy of some aspect of the war (such as a
battlefield, field hospital, trench, etc.) with a written description of their process that
shows which parts of the diorama were informed by the research and how (kinesthetic

learning style). Students will be given three class periods to work on this project (both
the research portion and the actual project portion) so that the teacher can help them
and because not all students have internet access or programs like Microsoft Office at
home.
Closure:

Have students bring their things with them to the computer lab if space allows so that
they can leave directly from the lab and each minute can be spent working on their
projects rather than traveling back to the classroom.

Extension/Enrichment/Re-teach:
Extension: Students will be asked to extend their understanding of the information learned in
the unit numerous times as they complete the final project. Not only will they need to
illustrate an understanding of the content, but they will also need to illustrate an
understanding of how research is performed, recorded, and presented.
Enrichment: The lesson and project are designed so that students with various learning styles
will be able to engage with the content in a way that they feel comfortable. Graphic
organizers will be utilized as necessary. The project is differentiated so that students can
choose a project that fits their particular learning style and interests. Those with learning and
other disabilities can be accommodated as necessary with various aids and additional help.
Re-teach: Re-teaching will take place as necessary. The teacher will always be available as
students work on their project to answer any and all questions or to aid in the acquisition of
research or new information.
Evaluation/Assessment:
Students will be given a Summative Assessment based on the outcome of their projects,
which will be judged by the included project rubrics. Informal Formative Assessments will
continue to take place as the teacher monitors the students work and their levels of
engagement during the three-day period given to students to complete this assignment.
Instructional Materials/Resources/Equipment:

Computer lab
Graphic organizers, such as a web diagrams or content mappers, for those who would like
to use them.
White Board, markers, etc.