NCSS Theme # 10 Lesson Plan: Civic Ideals and Practices

Lesson Title: Citizen's responsibilities in the time of war.

Lesson Author: Robert Atkinson, Ansis Nudiens

Key Curriculum Words: Country, Nation, Rights, Responsibilities, Law, War.

Grade Level: 12

Time Allotted: 90 minutes

Purpose
The purpose of this lesson is to consolidate students knowledge and understanding on
WWI and its impact on society in Europe and U.S. As well, the purpose is to develop
understanding of idea of patriotism, heroism, self-sacrifice and citizens duty during the
war, using book All Quiet on the Western Front (1929) by Erich Maria Remarque.
Background/Context
This lesson will be aimed to address the SOL requirements for CE.3, section c and
WHII 10, section a and b. It was designed for a 12 grade World history class and is
intended to help students to understand the responsibilities and duties of citizens during
the war. Also this lesson tends to explain emotional and moral dilemmas that citizens
have to face executing their duty to their country.

Key Concepts:
Citizens Duty;
Patriotism;
Nationalism;
Citizenship;
SOL Objective (Essential Knowledge and Skills)
CE.3c The student will demonstrate knowledge of citizenship and the rights, duties, and
responsibilities of citizens by
c) Describing the duties of citizenship, including obeying the laws, paying taxes,
defending the nation, and serving in court.
WHII.10a, b The student will demonstrate knowledge of the worldwide impact of World
War I by
a) Explaining economic causes, political causes, and major events and identifying major
leaders of the war, with emphasis on Woodrow Wilson and Kaiser Wilhelm II;
b) Explaining the outcomes and global effect of the war and the Treaty of Versailles.
NCSS Theme
The lesson will be focused on NCSS Standard number 10, which is Civic Ideals and
Practices.
NCSS Indicators
guide learner efforts to identify, analyze, interpret, and evaluate sources and
examples of citizens rights and responsibilities;
facilitate learner efforts to locate, access, analyze, organize, synthesize, evaluate,
and apply information about selected public issues identifying, describing, and
evaluating multiple points of view;
help learners to analyze and evaluate the influence of various forms of citizen
action on public policy;
guide learners as they evaluate the effectiveness of public opinion in influencing
and shaping public policy development and decision-making;

Guiding Questions
What are citizens rights and responsibilities?

How war (WWI) affects people? Does war creates new responsibilities?

What kind of moral dilemmas are faced to citizens during the war?

The Days Big Question
What does concept Citizens Duty means, and what is the difference between this duty
during war and peace? Why is there such a difference?

Lesson Objectives
1. Students will demonstrate their understanding of the wars great impact on societies
morality using the book All Quiet on the Western Front (1929), by Erich Maria
Remarque.
2. Students will be able to define idea Citizens Duty, using the book All Quiet on the
Western Front (1929), by Erich Maria Remarque, textbook and their prior knowledge.
Assessments
1. Using the book All Quiet on the Western Front (1929), by Erich Maria Remarque
students will fill out the frame (Appendix 10a) depicting essential ideas of the book. It is
important to asses if student understand and are able to explain correlation between
history of WWI and events from the book.
2. Using the book Quiet on the Western Front (1929), by Erich Maria Remarque and
textbook students will discuss theoretic responsibilities of citizens and how to bring
theory into real life. Here is very crucial to determine if students understand and are able
to explain the moral problems, which arise during the war. As well, during the group
discussion students should be able to explain idea of being a citizen and what kind of
rights and responsibilities it guarantees.
Materials
Remarque, E., M. All Quiet on the Western Front, 1929.
Textbooks, or books from the library about WWI
Internet access
Powerpoint
Overhead Projector
Marker for whiteboard
Whiteboard




Just Do It! (15 minutes)
Students will take the time to write a journal entry, where they each list the 5 significant
incidents episodes of WWI, which shows the actions of patriotism, heroism and self-
sacrifice. These events will be drawn from prior knowledge and not researched. We will
then write these moments down on the whiteboard and discuss them. Why did they
choose this event? What events are popular among the students? This is based on prior
knowledge
Activities (65 minutes)
Frame(30 minutes) (Appendix 10a) Students will be assigned to read book All Quiet
on the Western Front (1929), by Erich Maria Remarque. In the classroom students will
use their knowledge on book to fill out the frame.
Instructions
1. Students individually fill out the frame, using the book (10 min.).
2. After filling frames, students discuss their answers in pairs (5 min.).
3. After brief discussion in pairs, students share their ideas in class (15 min.).
Group discussion (35 minutes) (Appendix 10b) Students in groups discuss and answer
questions using book All Quiet on the Western Front (1929), by Erich Maria Remarque.
Instructions
1. Students will be divided into 5 groups (3 5 students each group).
2. Each group will be assigned to one question (Appendix 10b) to answer and
discuss in group, writing down this answer on poster (10 min.)
3. Each group presents their answers (10 min.)
4. After each presentation groups write down their general conclusions, from all
presentations (5 min.)
5. Final discussion groups share their ideas and conclusions. (10 min.)

Closure (10 minutes)
Students will fill out an exit slip (Appendix 10c), where they indicate the ways how WWI
affected society in Europe and U.S., as well shows their understanding of citizens
responsibilities during the time of peace and war. This assessment will be formative and
they will hand it in as they leave. The exit slip assessment is designed show student
understanding of the SOL standard CE.3c and WHII.10.a-b as well as the lesson
objectives, which are also based on this SOL standard.



Diverse Learner Accommodations
Students will start by learning the basic information on their own and it will build
toward more complex thinking and understanding. This will help slow learners
We will be discussing everything the individual students do as a group, so
everybody is on the same page
Both audial and visual learners will be helped, because there are charts that help
put things into context for visual learners, and discussion to help visual learners
IEPs that require students to get extra time on assignments will not be necessary,
as these assignments are not for grades, and it is expected that some students will
not finish. The discussion at the end of each section will allow for these students
to learn the required information, regardless of whether or not they have finished.


















Group 1
What are citizens rights and responsibilities? What does it means to be a good citizen?
Please give at least 3 examples!

Group 2
What is patriotism? What defines it? Please give at least 3 examples!

Group 3
Why does each citizen have a certain responsibility to their country? What defines the
relationship between country and the individual?

Group 4
What is the criterion that defines an individuals connection to a certain country? Are
those criterions strong enough to demand responsibilities the individual?

Group 5
Why do people go to war? Do the duties one has to the state conflict with the moral
duties we all have to humanity? How do you solve this dilemma?









Exit Slip

Please give 3 examples of patriotic actions during the WWI!










Please explain (in two sentences) main citizens responsibilities!

a) During the war



b) During the peace



Please give an example of moral dilemmas that citizens have to face during the WWI!