Aim: For students to understand how the first World War began, the key events, and the impact and legacy upon society.

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1 Scheme of Work: World War I Year 9 Aim: For students to understand how the first World War began, the key events, and the impact and legacy upon society. Citizenship links: What can cause wars; how people react to the outbreak of war; how society can cope with the impact and the legacy Levels: Level 4: To describe what caused WWI and the impact; to use key words in explanation; to use evidence to describe events Level 5: To explain the causes of WWI and to make links; to use key words in explanation; to use evidence to support arguments. Level 6: To evaluate the causes of WWI in order of importance; to use key words I explanation; to use evidence, question reliability of evidence. Where this unit fits in: This unit demonstrates how the 20 th Century began to change international relations and the world become more unstable. End of unit assessment: Students will undertake two written assessments, both focusing upon the application of evidence to long form answers. Students will be supported with key words and writing frames. Contribution to SMSC: Empathy: Students will consider how it felt to be a young soldier on the frontline Interpretation: To understand how events led to WWI and their importance Synthesis: To make links between WWI and current World situation to ascertain how events can lead to instability. Resources: Ppt, role play cards, group work, discussion panels, trump cards, differentiated worksheets Links to Future Learning: Students can investigate the role of soldiers in society both during and post war in more detail Students can investigate how one act can lead to global instability Students can consider the purpose of war and why people both support and object to it Students can consider the role of pacifism in today's society. Literacy is embedded in every lesson this takes the form of PEE paragraphs and key words.

2 Scheme of Work: World War I Year Group: Year 9 No. Lesson Title/Aim (Key Questions) 1. What happened in Sarajevo in 1914? Learning Objectives (Learning about / Learning from) All (level 4) to be able to describe how the Archduke Ferdinand was killed. Most (level 5) to be able to explain how the Archduke Ferdinand was killed using evidence. Some (level 6) to be able to make observations about why this assassination caused World War. Lesson Content- teaching activities Use of AFL Starter show students the picture of the Archduke and the duchess. What do you see? What guesses can you make? What other questions can you ask? Show students the two maps. What differences can they spot? Students need to think about why there are these differences, and what do they think they mean? Think, pair, share! Information time students are to beat the clock to find the answers to these questions: What happened on 28th June 1914? Who was the Archduke Ferdinand? Describe the 2 attempts to kill the Archduke in as much detail as possible. How was the Archduke killed and by who? How did all these events cause WW1? Next get into groups students are going to deliver this information in the form of a news broadcast. They need to assign the following roles: Broadcaster Interviewer Eyewitnesses Present to the class, with the rest of the group assessing their literacy, oracy, and explanation skills. Afl peer assessment Resources Ppt, group organisation, information sheets 2 Stars/1 Wish All (level 4) to be able to describe how the Archduke Ferdinand was killed. Most (level 5) to be able to explain how the Archduke Ferdinand was killed using evidence. Some (level 6) to be able to make observations about why this assassination caused World War. Curriculum Links LEA / Citizenship links Geography the links and movements between countries RE the ethics of war, conscientious objectors, reasons for protest Mathematics use of weapons and numbers; military strategy Key words Source Evidence Investigation Media/ICT Links Plenary what happened in 1914?

3 2. Why was Archduke Franz Ferdinand shot? All (level 4) to describe how the Archduke died and who Gavrillo Princip was. Most (level 5) to use a variety of sources to explain why Princip killed the Archduke. Some (level 6) to analyse why this murder caused war. Starter show the students the four pictures what is the link between them? Think, pair, share! Show the little clip from Blackadder. What can we learn from this about what people though caused the war? Next Source packs. In groups, students are to discuss and find the answers to the these sets of questions: Sources, group discussion, ppt Citi acts of terrorism and political assassination BV rule of law; tolerance What facts can you learn about the death of the Archduke? (level 3-4) What can you see? What happened? Where are the people? Who is being described? What do we learn about them? What can you infer about the reasons he was killed (level 5-6) Why do you think the Archduke was killed? Who killed him and how? Why did he get murdered in Sarajevo? Mini plenary ask the class focused questions to ascertain what knowledge they have learned. 2 Stars/1 Wish All (level 4) to describe how the Archduke died and who Gavrillo Princip was. Most (level 5) to use a variety of sources to explain why Princip killed the Archduke. Some (level 6) to analyse why this murder caused war. Next extension questions. Plenary why was the Archduke killed?

4 3. What were the main causes of World War I? (L4) To describe the causes of WW1 MOST (L5) To explain the causes with evidence. SOME (L6) To analyse why each example lead to war. Starter show the picture of the Sarajevo assassin. What do you know about this man? How is it important? How is it important in relation to WWI beginning? Next - Give these instructions to students. You should have already explained that the four key words are Militarism, Imperialism, Alliance, and Around the room there are 4 bases. At each base you must complete an activity to find out about each cause of WW1. You should move around the bases and complete the tasks. Complete as many tasks as possible in the time given. Once you are complete there is a bonus base task! You should allow the students at least 6 minutes to gather their information. Plenary triangle of importance. Students need to decide which is the most important to least important cause and then swap books. Peer assess what you think of each other s justifications. Ppt, carousel set up with worksheets/sourc es 2 Stars/ Wish L4) To describe the causes of WW1 MOST (L5) To explain the causes with evidence. SOME (L6) To analyse why each example lead to war. Citi impact of radicalism how does it motivate people? BV- tolerance, democracy, rule of law

5 4. What were the steps to War? 4- to describe the events leading to war. MOST (L5) to explain the events leading to war with examples. SOME (L6) to analyse who is most to blame for war. Starter watch the clip. Students need to think about how different countries were involved in the start of the war. Extn which country had the most important role? Next Pair work. Students are to complete the layer of inference, feeding information back to each other and discussing ideas. Feedback to class AfL peer assessment of each other s ideas. Questions to facilitate class discussion: What can we see? Who do the people represent? What guesses can we make about what is going on? Using knowledge from last lesson, why might the countries be hitting each other? What questions do we still need to ask? Ppt, source pack, pair work, story board plan 2 Stars/1 Wish 4- to describe the events leading to war. MOST (L5) to explain the events leading to war with examples. SOME (L6) to analyse who is most to blame for war. Citi What motivates disagreement? What can trigger retribution? BV- democracy, tolerance, rule of law Next story board of WWI. Working in groups, students are to put it in order of events, then move onto the Blame Game. G and T which were LONG term and which were SHORT term causes of WWI? Plenary Class quiz! Students are to write their own question about WWI, and ask the rest of the class.

6 5. Why would you join up? Everyone (level 4) to be able to describe reasons why men joined up. Most (level 5) to be able to explain a variety of reasons why men joined up. Some (level 6) to be able analyse what makes an effective propaganda poster. Starter in pairs, students are to study the Kitchener layer of influence poster. Next what things would persuade you to fight in a war? Make reference to current wars occurring round the world. What would persuade you to join up? Students are to discuss then feedback think, pair, share! Next source packs. Students need to bear in mind what reasons they would have to join up, and then get into their groups. They need to analyse the sources, considering these questions: Which are the most convincing? Which are the least convincing? Why? PEE paragraph write a paragraph explaining what made men join up. AfL peer assessment. Model sentence starters to help encourage. Plenary - why would you join up? Ppt, source packs, PEE paragraph structure 2 Stars/1 Wish Everyone (level 4) to be able to describe reasons why men joined up. Most (level 5) to be able to explain a variety of reasons why men joined up. Some (level 6) to be able analyse what makes an effective propaganda poster. Citi what influences you to do something? Look at media influences/propaganda BV- Tolerance, rule of law

7 6. What was conscription, and why was it needed? Everyone (level 4) to be able to describe conscription. Most (level 5) to be able to explain why men were conscripted and what people thought about it. Some (level 6) to be able to analyse the content of sources about reasons for joining up.. Starter have you ever been asked to do something you did not think was right, but had to do anyway? Students need to reflect upon this question, then feedback to the class. Next show the word conscription. What do you think it means? How is it related to the war? Explain to the students that many people had died during the war it was a necessity for more men to be recruited to join them. What problems could this cause? Discuss and feed back ABCD. Next levelled worksheets encourage students to push to aim for their highest level. Plenary why did people get conscripted, and how important was it? 2 Stars/1 Wish Everyone (level 4) to be able to describe conscription. Most (level 5) to be able to explain why men were conscripted and what people thought about it. Some (level 6) to be able to analyse the content of sources about reasons for joining up. Citi Are people forced to join the army today? Consider what situations may arise for this. BV Tolerance, rule of law

8 7. What was life like in the Trenches? Everyone (level 3-4) to list and describe some conditions. Most (level 5) to explain positives and negatives about trench life using examples. Some (level 6) to compare and analyse how bad conditions were. Starter show students the images of rotting feet, rats, and a bloke smoking a cigarette. What do these tell you about life in the trenches? What questions can you ask these about life in the trenches? What emotions do you feel when looking at these pictures? Next being in the trenches. Tell the students to imagine that they are there, in mud, little food. What emotions would they feel? Show the students the key four emotions: Fear Loneliness Friendship Discomfort In groups, they are to use the source packs to investigate and work out which source supports which idea. 2 Stars/1 Wish Everyone (level 3-4) to list and describe some conditions. Most (level 5) to explain positives and negatives about trench life using examples. Some (level 6) to compare and analyse how bad conditions were. Citi how do you cope in difficult situations? BV tolerance, justice PEE activity Write a letter home from the trenches in the role of your soldier. Explain: The conditions in the trenches, What the trenches are like, How you feel, What the best and worst things are. AfL peer assessment. Check that there are sentence starters to help scaffold the work. Plenary what was life like in the trenches?

9 8. What makes an effective trench? Everyone (level 3) to label parts of a trench. Most (level 4) to describe and design a trench. Some (level 5-6) to explain and analyse what was most important in the design of a trench. Starter show students the pictures of a trench. In pairs, they have to go and label it with their partner. Which parts do they think would be most effective at their job? Which least effective? Discuss and feed back. Next how can you design/build a trench? In pairs, students need to consider what you would need to make sure you are protected from enemy fire. Students are to get into groups. They have 15 minutes to design a trench. The following instructions must be given: You will need enough equipment for 2 trench lines using the space you have on your design worksheet. Record what you have bought on your worksheet and keep a track of your spending. You have only 600 shillings to spend! Extension: If you had 100 shillings more, what else would you buy? If you had 100 shillings less, what would you take away? Everyone (level 3) to label parts of a trench. Most (level 4) to describe and design a trench. Some (level 5-6) to explain and analyse what was most important in the design of a trench. Citi how can you survive in a dangerous situation? BV Tolerance, justice, AFl Use the examples to help students decide what would make an effective trench, and why. Peer assessment students are to trade trench pictures and see what could be improved to make them safer, and why. Next Trench battleships! For each machine gun you have you can fire 5 shots per gun. Tell your opponent the square you are aiming for and mark it on the other grid on your paper. The scoring: If you hit.. A Machine gun and fire-step = 25 points A sandbag 10 points Barbed wire - 5 points Latrine 5 points Periscope 5 points Dug out 20 points Duckboard 10 points Plenary What makes a good trench? Top 5 tips for a trench design.

10 9. Which was the deadliest weapon of WWI? List facts and describe the weapons of WWI (L3-4) Most Explain weapons of WWI using evidence (L5) Some Analyse which was the deadliest weapon of WWI (L6) Starter- make a list of weapons used in war. Consider what could be most effective and why. What are the most important weapons of war, and why? This can be used as an extension question. Main task making top trumps. To make top trumps cards Look carefully at the information you have been given. There are 10 major weapons of World War One Choose 6 you believe to be the most deadly Fill in the second box to state what weapon it is Then give the 5 categories a level from 1-10 for that weapon You have a maximum points allocation of 25 Extension: Draw a picture to symbolise that weapon List facts and describe the weapons of WWI (L3-4) Most Explain weapons of WWI using evidence (L5) Some Analyse which was the deadliest weapon of WWI (L6) Citi how fearful should we be of weapons? And why? BV tolerance Explanation to help rate your weapons: AfL peer assessment Pick your three deadliest weapons. Draw a triangle and put them in order 1 = most deadly 2 nd, 3 rd. Provide explanations and examples to support your choices. Analyse why your top 1 is more deadly than the others. Plenary which was the deadliest weapon?

11 10 What was it like Going Over the Top? 4 To describe what it was like to go over the top 5- to explain what it was like to go over the top 6 to evaluate the impact and effects of going over the top Starter show the clip of Blackadder attempting to avoid going Over The Top! Why might he have done that? What does the clip imply about what faced the young soldiers? Next Show students the picture of No Mans Land. How do you think you would feel as a young soldier having to go into this? Discuss and feedback. Next Put students into groups. Give them the information sheets about the harsh realities of going over the top. Then hand out the source packs. Students need to examine them, and discuss and answer the following questions: 1. What do the sources imply about going over the top? 2. Do you think they are accurate about what it was like? 3. How useful are they to Historians in helping us think about going over the top? 4 To describe what it was like to go over the top 5- to explain what it was like to go over the top 6 to evaluate the impact and effects of going over the top Citi how do child soldiers behave? Why do they fight? Do they have any idea why they are doing so? BV- Tolerance, fairness and justice PEE paragraph what was it like going over the top? Students need to answer this question using the evidence provided. AfL peer assessment Plenary what was it like going over the top?

12 11. Was the Battle of the Somme necessary? 4 to describe the Battle of the Somme 5 to explain the reasons for the Battle of the Somme 6 to evaluate the important of the Battle of the Somme Starter show students the source Gassed by John Singer Sargent. What does it tell you about the BoftS? Does it imply it was unnecessary? Discuss and feed back. Next give students the reasons for and against the Battle of the Somme. Which side has the most persuasive argument? Students need to make a decision and be prepared to discuss it. Next Source packs. What do they tell us about the Battle of the Somme? Do they tell us if the BoftS was important? Do they tell us if it were necessary? What was the reaction at home? Was the Battle needed? And how important was it? PEE students need to make a decision. Use evidence to support. Peer assessment for AfL. 4 to describe the Battle of the Somme 5 to explain the reasons for the Battle of the Somme 6 to evaluate the important of the Battle of the. Citi What justifies a war? Consider the ethics of conflict. BV democracy, tolerance Plenary was the BoftS really necessary?

13 12. What was the impact of World War I? Everyone (level 3-4) to describe the impact of war. Most (level 5) to explain, using examples, the impact of war. Some (level 6) evaluate why WW1 should be studied today. Starter show students the poem. What can we infer from this about the way people feel about World War I? Next brief explanation about the statistics of war why did it have such an impact? Next- video clip students are to watch and take note. Next structured tasks at levels. Students are to complete these. Everyone (level 3-4) to describe the impact of war. Most (level 5) to explain, using examples, the impact of war. Some (level 6) evaluate why WW1 should be studied today. Citi what is the impact of war? How do you think it impacts upon people? BV tolerance, rule of law AfL peer assessment.

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