Seth Johnson

EDUU 551
Template for Lesson Plan Integrating Technology
Lesson Title:

World War I
The realities of War

Grade Level or Age

Group:
Subject:
Academic Content
Standard:

Tenth (10th)

Learning Objective:
(Must be measurable
through assessment)

Students will learn about the realities of trench

warfare during World War I through the involved
countries participation in the Battle of Somme.
Students will be able to analyze the military
decisions leaders took and geographic factors, both
positive and negative. Students will develop an
awareness of military technology and strategies
used by various countries. Through these factors
students will gain a greater understanding of the
realities of warfare during World War I.
Materials:
Students will need notebook paper and/or a
pen and/or pencil.
Students will be given three maps of Europe.
The teacher will need a projector, computer
and/or tablet with internet access.
Seven balled up sheets of black construction
paper per student
Five balled up sheets of brown construction
paper per four students
Three balled up sheets of yellow construction
paper
Materials and/or Software:
http://www.classzone.com/cz/books/amer_hist
_present
resources/htmls/animations/trench_anim/ah23
_anim_trenchwar.html
This is a direct link to an interactive webpage

Materials and
Technology
(Content-rich Curriculum
Website or Software)

World History
10.5 Students analyze the causes of the First
World War.
2. Examine the principle battle theater, major turning
points, and the importance of geographic factors in
military decisions and outcomes (e.g., topography,
waterways, distance, and climate).

Space:
Time:
Overall Description of
Activity:

1. Anticipatory Set:
How do you get them
interested?

that describes different military aspects of

World War I. It includes actual videos and a
narrator. The students may choose a desired
topic and learn more about it.
One class period
One (1) hour
This is the last lesson in a culmination of lectures
and projects on World War I. By this time, the
students should be familiar with the history of the
war, countries involved, major battles, turning
points, and weapons technology.
As the last task before the Unit Exam on World War
I, the students will use their knowledge to
participate in a simulated part of trench warfare.
Students will answer questions the teacher asks
about the unit: for every correct answer the group
will receive one black ball representing ammunition.
Once a group has answered three consecutive
questions, the group will be given a brown ball
representing artillery shells. Once five consecutive
questions have been answered, the group will
receive a yellow ball representing mustard gas.
Once all of the ammunition has been dispersed, the
teacher will give the order to begin the simulation.
Students will launch their ammunition, artillery, or
mustard gas while being directed by the teacher
who will serve as the commanding officer. While the
simulation is taking place, the teacher will play the
sounds from the above link. Once the sounds have
stopped, the first round of three is over (lasting
approximately three to seven minutes). Once three
rounds have been completed, the teacher will pose
questions to the students about their feeling of
being in the trenches, losing a fellow soldier,
having the fear of being hit, their groups strategy,
etc. This simulation as a whole will last for
approximately 21 to 35 minutes. The rest of the
class time will be used to analyze the positives and
negatives of the Allies and Central powers weapons
technology and mapping out trenches and major
battles of the war.
The classroom desks will already be set in a style
fashioned to a World War I trench on both sides of
the room, with a no mans land in the middle.
As students enter the room, the teacher will line
them up in the front and back of the room, brief

2. The Instruction:
(Teacher
Procedure)
Describe your
step by step
procedure.
What will you do
and say?

them on trench warfare and have them watch the

video of the battle of Somme, so they can see the
realities of trench warfare.
The teacher will then describe the mission to each
group and have them take their position on either
trench.
1. As students enter the room the teacher will
divide them into two groups representing the
Allies and Central powers.
2. Once the teacher has divided the class into
the two Powers, the briefing will take place. It
will consist of a short World War I video with
the teacher narrating on the realities of
fighting in the trenches. The teacher will also
list the instructions for the simulation that will
take place.
3. Once the briefing is over, the teacher will have
the students take their trenches.
4. Before the simulation begins, the students will
answer predetermined questions chosen from
the unit so the groups can earn their
ammunition.
5. For every correct answer the group will receive
one black ball representing ammunition, for
every three a brown ball representing artillery
shells, and for every five a yellow ball
representing mustard gas.
6. The teacher will describe the rules of using
each of the items of ammunition.
If youre hit by a black ball, then you fall
to the ground and are out for the round
until the teacher can access the
damage.
Whenever a brown ball lands or hits the
closest three or four students are out for
the round until the teacher can access
the damage.
Whenever a yellow ball lands or hits the
closest four to five students are out for
the round until the teacher can access
the damage.
7. Once all the ammunition has been given to
the groups, the teacher will begin the
PowerPoint where the sounds of battle are
heard. When the sounds stop the round is

3. Guided Practice:
(Student Tasks)
What will the
students do?

over.
8. At the end of the round the teacher will assess
the damage inflicted on both sides and
will/can choose students that were wounded
to continue into the next round.
9. The ammunition that the students possess at
the end of round one is the ammunition they
will use during round two.
10.
The teacher will start the PowerPoint
again and the students will participate in
trench warfare while the PowerPoint plays.
11.
The teacher will access the students
again and will/can chose the ones that will
participate in the next round.
12.
The teacher will start the PowerPoint
once more and the students will participate in
trench warfare while the PowerPoint plays.
13.
At the end of the third round, the
teacher will access the survivors and
determine the winner of the trench warfare
game.
14.
The teacher will then ask the following
questions:
Feelings about being in the trenches?
How was it losing a fellow soldier?
Were you in fear of being hit?
Were you in fear of being sent over the
top?
What was your groups strategy?
Etc.
15.
Once the questions have been
answered, the teacher will go over the
PowerPoint with the students.
16.
Once the PowerPoint is complete, the
teacher will use the rest of the class period to
answer any questions about the unit. If its
determined that too many students are off
task, the teacher can begin a discussion about
any of the covered topics within the unit or
have the students use their maps to map the
trenches and major battles or the war.
Students will participate in their groups
question and answer phase to receive their
groups ammunition.
Students will participate in their groups

4. Assessment:
What will students say
or do to show you
objectives were met?

5. Closure:
How will you help
students make a
transition to the next

simulation of trench warfare.

Students will answer the questions posed to
them about their experiences within the
trenches and what it may have been for a real
soldier during that time.
Students will then participate in an interactive
PowerPoint presentation by choosing the
topics and answering any and all question
presented.
Students will use this time to ask any
questions or express concerns before the unit
exam is given the following class period.
Following the trench warfare simulation, the
students will participate in a question and
answer session with the teacher. The teacher
can determine their comprehension of the unit
based on their answers.
The teacher will use any and all class
discussions to determine student
comprehension of the material presented
within the unit.
Following the trench warfare simulation, the
students will participate in a comprehensive
unit exam the following class period.
The unit exam will consist of multiple
choice questions, fill in the blank,
matching questions, and identifying
questions. There will be one short essay
where students will analyze a certain
aspect of World War I. The second essay
will be a long essay where students will
describe a certain aspect of the war
itself.
After grading the tests, the teacher will assess
student comprehension of the material and
determine if more time is needed within the
subject, either blended within another lesson,
or included in another lesson.
The teacher will also answer any and all
question on the test and review all answers to
the test question.
After the unit exam, the teacher will go through it
and answer any and all questions the students may
have in regards to the topic. Students will be able to
ask any questions concerning the lessons covered

activity?

Reflection:
How will your
assessment guide
your teaching
practice?
Is there a better
way to teach this
material?

within the lectures, and the exam. As the unit has

come to a close, the teacher will transition the class
through the end of the war and into the peace years
describing the outcomes of the war and the effects
the war has had on politics, government, warfare,
and the economy.
If its determined that too many students havent
developed an in-depth, clear comprehension of the
material, Ill present the material again choosing
either a blended method, inclusion within other
lessons, or reteach the entire unit again if required.
I believe that there is always a better way to teach
every subject. The lesson plan described above, will
actively involve the students into the concepts of
World War I and will allow them to experience a
simulation of trench warfare along with
reemphasizing material already covered throughout
the unit. This lesson plan uses both hands-on
teaching and a presentation method to engage the
students within the subject matter.