LESSON 1

Title of Lesson:  Chapter 14 Lesson 2: World War I, Video Interaction

Central Focus: The student’s essential question for this lesson segment is what factors caused
world war one to be the most devastating war in history up to this point and how did the
problem resolve. Students will explore different factors leading to WWI and the development of
new fighting strategies and technologies involved in total warfare. Explain their language
function for this segment. Students will justify their reasons for each cause of WWI and give
evidence to amplify their answers.
Lesson Summary:
 Students will watch videos about Trench Warfare, Advancing Aviation, New
Technologies, and Propaganda (1914-1918)
 Students will watch these videos as they fill out their own notes highlighting key points.
 Following each video, students will lead a discussion about different factors of each
video that relate to previous notes, outstanding points, and predicting further
advancements in the war. 
Grade Level: 9
Subject: Modern World History
Length of Time: 45 minutes
District, State, National Standards Covered: 
 13. The causes of World War I included militarism, imperialism, nationalism and
alliances.
Vocabulary:
 Propaganda
 Trench Warfare
 Total War
 War of Attrition
 Interrupter- Engineering done to planes made to let machine guns shoot through
propellers
Lesson Objectives: 
 Students will identify key points in each video.
 Students will relate those points to previous lessons.
 Students will lead/guide a discussion about those points.
 Students will predict the way the war will turn following what we have covered (1914-
1915).
Materials Needed: 
 Students individual Chromebooks
 Google Slides Presentation (with 5 YouTube videos)
 Individually Outlined Notes
Procedures:
Lesson Opening (Anticipatory Set): 
Opening Question
 What are some key turning points that we have already discussed changing throughout
WWI?
 Possible answers- Changing technologies, the importance of propaganda, introduction
of air warfare, trench warfare, etc. 
Body of Lesson (Modeling): 
Guided Practice
 We will watch each video as a class. As students give some of their key notes, I will
expand upon those.
1. Trench Warfare
2. Life in the Trenches
3. Air Warfare
4. New WWI Technologies
5. WWI Propaganda
Independent Practice: 
 Students individually taking their own notes, and participating in a self-lead discussion.
Closing: 
 Students will submit their notes.
Assessment and Evaluation: 
 Students will turn in their notes to assess that they’re following along with the videos.
The student lead discussion will show their comprehension and connection to prior
knowledge.

Differentiation: 
 Students who struggle will be key points of each video to listen out for (big details) and
to expand on minor details surrounding the main idea.
Technology: 
 Students will use individual Chromebooks
 Google slides presentation (with 5 YouTube videos)
1. Trench Warfare- https://www.youtube.com/watch?v=CgykKEhfEok
2. Life Trench Warfare- https://www.youtube.com/watch?v=_G4ZY66BG38
3. Planes- https://www.youtube.com/watch?v=JbVZGLI8izk
4. Advancing Technologies- https://www.youtube.com/watch?
v=k7v3cq1ZJjM
5. Propaganda- https://www.youtube.com/watch?v=3t_Gwo3M-uc
 Google Docs notes
 LESSON 2

Title of Lesson:  Chapter 14 Lesson 2: World War I, Propaganda Highlights

Central Focus: The student’s essential question for this lesson segment is what factors caused
world war one to be the most devastating war in history up to this point and how did the
problem resolve. Students will explore different factors leading to WWI and the development of
new fighting strategies and technologies involved in total warfare. Explain their language
function for this segment. Students will justify their reasons for each cause of WWI and give
evidence to amplify their answers.
Lesson Summary:
Grade Level: 9
Subject: Modern World History
Length of Time: 25 minutes

District, State, National Standards Covered: 

 13. The causes of World War I included militarism, imperialism, nationalism and
alliances.
Vocabulary:
 Propaganda
 Bandwagon
 Glittering Generalities
 Name Calling
 Plain Folk
 Snob Appeal
 Transfer
 Testimonial
Lesson Objectives:
 Students will describe each propaganda tactic in their own words.
 Students will compare WWI propaganda to today’s propaganda.

Materials Needed: 
 Individual Chromebooks
 Propaganda Google Slides
 Presentation TV

Procedures:
Lesson Opening (Anticipatory Set): 
Opening Question
 What Have We learned about WWI propaganda so far?
Body of Lesson (Modeling): 
Guided Practice
 I will guide students through a Google Slides presentation about different types of
propaganda used in WWI posters. It will start with how propaganda is used today
and transfer into examples of posters for each type of propaganda.
1. Propaganda Today
2. Bandwagon
 3. Testimonial
4. Generalities
5. Name Calling
6. Plain Folk
7. Snob Appeal
8. Transfer
Independent Practice: 
 Students will write a definition of each propaganda tactic in their own words.
 Students will then look at different examples of propaganda posters and identify
the type of propaganda tactic that is used in the poster, this will be done through
class interaction.
Closing: 
 Students will examine propaganda posters and debate what the propaganda
poster is trying to accomplish, who the target audience is, and what tactic is
used.

Assessment and Evaluation: 

 Formative- I will require that each student participate in the debate to gauge
whether I need to spend more time on certain types of propaganda over others.
Differentiation: 
 Students who struggle will be given the list of propaganda tactic for discussion so they
can recognize rather than having to recall fresh information.

Technology: 
 Individual Chromebooks
 Propaganda Google Slides
 Presentation TV
 LESSON 3

Title of Lesson:  Chapter 14 Lesson 2: World War I, Propaganda Posters

Central Focus: The student’s essential question for this lesson segment is what factors caused
world war one to be the most devastating war in history up to this point and how did the
problem resolve. Students will explore different factors leading to WWI and the development of
new fighting strategies and technologies involved in total warfare. Explain their language
function for this segment. Students will justify their reasons for each cause of WWI and give
evidence to amplify their answers.
Lesson Summary:
Grade Level: 9
Subject: Modern World History
Length of Time: 25 minutes

District, State, National Standards Covered: 

 13. The causes of World War I included militarism, imperialism, nationalism and
alliances.
Vocabulary:
 Propaganda
 Bandwagon
 Glittering Generalities
 Name Calling
 Plain Folk
 Snob Appeal
 Transfer
 Testimonial
Lesson Objectives:
 Students will review the propaganda tactics discussed in the previous lesson.
 Students will create their own propaganda poster.
 Students will use the rubric to guide their poster and essay.

Materials Needed: 
 Individual Chromebooks
 Propaganda Google Slides
 Presentation TV
 Propaganda Poster Project Assignment Sheet

Procedures:
Lesson Opening (Anticipatory Set): 
Opening Question
 What Have We learned about WWI propaganda so far?
Body of Lesson (Modeling): 
Guided Practice
 I will show students a poster that I had created through an online source.
  Students will examine the purpose of the poster or the message it is giving, the
target audience, and the propaganda tactic being used.
 I will introduce the propaganda poster project. I will explain a rubric that students
will be graded on will with on their posters and essays.
Independent Practice: 
 Students will then look at different examples of propaganda posters and
identify the type of propaganda tactic that is used in the poster, this will be
done through class interaction.
Closing: 
 Students will work independently to create their own propaganda posters.

Assessment and Evaluation: 

 Students will turn in their posters with a 250-word essay explaining the message
their poster is making, what propaganda tactic they used, who their target
audience is, and an explanation of what is happening in their poster.
Differentiation: 
 Students will be given the option to work on a poster through Google Slides, on paper, or
Canva.com

Technology: 
 Individual Chromebooks
 Propaganda Google Slides
 Presentation TV
 Propaganda Poster Project Assignment Sheet (Google Docs)
 Google Slides/ Canva.com