Plan de leçon 1

• CV
• Dépliant
• Entrevue
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• Passeport
• Plan d’action
• Plan de leçon 1
• Plan de leçon 2
• Réchauffement
• Vie en français

Class
Histoire Mondiale 3231

Date
October 26 – October 30, 2009

Total Classes
3

Unit
World War I, Lesson 1 of 5

General Curriculum Outcomes

• It is expected that students will develop an understanding of historical events that are the result of a combination of factors: political, social, intellectual, religious, and economic.
• Retrieving, analyzing, evaluating and synthesizing information relevant to 20th century history through listening, reading, viewing, and interviewing.
• Detecting cause and effect relationships.

Specific Curriculum Outcome

• Students will be expected to draw upon primary and/or secondary sources to demonstrate an understanding of the causes of World War I.

Overview

Students can find dates, names, and even opinions and historical reports, as needed, on the Internet. As such, we can move on to a deeper understanding of the causes of the First World War. In cooperation with students’ French 3202 classes, they will produce a series of blog posts, in the form of periodic (approximately weekly) newspaper columns, detailing the beginning of a war that did not exist but that could have been technically feasible. Through this task, they will not only develop an understanding of the mechanics of diplomacy and war but acquire a deeper knowledge of the cause and effect relationships and perceptual issues related to military and diplomatic history. This segment of the unit is planned for three 75-minute class blocks. It is intended that work not completed within the classroom setting be prepared for the following class.

Lesson

• Introduction to the relatively undisputed facts of the beginning of World War I. This is accomplished through the use of a worksheet that was provided at the end of the previous class for at-home research. Through the online class forum, students will already have completed these questions as a group and discussed the answers. It can be assumed that relative, if not necessarily complete, comprehension of the knowledge is already present. The worksheet is comprised of 30 questions, each assigned to a student at random (first, by selection of the students, then assigned, if students do not wish to choose). The class may work together as a group and, once the questions have been completed, they can be read by everyone. I will only intervene in this discussion if the answer is blatantly incorrect and no other students solve the problem before confusion is likely to set in. Under normal circumstances, this series of questions would form an appendix but it may be useful to include the questions here. The time that is required to discuss these questions may vary but should be no longer than 35 minutes.

1. What was the trigger for the beginning of World War I?
2. Who was Archduke Franz Ferdinand?
3. What was the Black Hand?
4. Who were the Entente Powers?
5. Who were the Central Powers?
6. What were the 19 declarations of war to take place in 1914?
7. What was the stated reason for Austria-Hungary to declare war on Serbia?
8. What is a military alliance?
9. What is the relationship between England and Germany in 1914?
10. What is the relationship between England and France in 1914?
11. What is the relationship between Germany and Austria-Hungary in 1914?
12. What is the relationship between France and Serbia in 1914?
13. What is the relationship between Russia and England in 1914?
14. Who ruled Russia at the beginning of WWI?
15. Who was Lenin?
16. What is Bolshevism?
17. What is a Tsar?
18. Who was Bismarck?
19. Why were the French afraid of the Germans in 1914?
20. Why were the Germans afraid of the French in 1914?
21. What is a military alliance?
22. What is the difference between occupation and invasion?
23. What is sovereignty?
24. What was the July Ultimatum?
25. What is Young Bosnia?
26. When did the United States enter WWI?
27. Why did the Russian Revolution happen in 1917 and not 1914?
28. What technology was new in 1914 since the last major European war?
29. What was the previous major European war?
30. Why did it take so long from the first declaration of war for WWI to begin?

• Group Exercise, Stage 1 – Planning
  • Students may divide themselves into groups of 3-4.
  • The first stage is to discuss within the groups a plan for a particular version of 1914 reality to be reported.
  • This plan should take the form of a list of events and be refined into weekly (approximately) articles. Each article should be between half a page and a page and there should be between 8 and 12 articles per group member, as a starting concept.
  • There are no guidelines for what is acceptable and unacceptable at this stage, only that the finished product should be defensible by the group to the rest of the class, once it is completed, as if it were the reality of the situation.
  • These guides are to be submitted at the end of the class with several sentences about each proposed article. I will collect them and have comments to the students by the evening of the first class so that the next piece may begin in earnest online without delay.
• Group Exercise, Stage 2 – Construction
  • In groups, students will expand on the sentences that were constructed in the previous class. This will likely already have begun online several days earlier and the in-class writing time is given as a chance for students to discuss with each other, other groups, and with me, so as to have face-to-face time to work out the details, glitches, and potential pitfalls of artificial history.
  • These articles are to be stored online for comment and revision as soon as possible and individually, during the course of the project. I will wait to comment until at least a good portion of the articles are prepared. I will invite community experts to participate in the discussion at some point but the first discussion will be limited to class participants only.
• Group Exercise, Stage 3 – Preparation for Defense
  • The following segment of the unit will be presentations and defenses. This will be set up in the form of an inquiry board with an audience. If possible, I will construct each inquiry with a mixture of students, teachers, and community members, preferably instructors of history from the local university. The final component of this segment is to prepare for this by compiling relevant research and asking questions of other groups, based on the completed articles. This can take place once the first few articles for each group are complete but should have at least 30 minutes devoted to it as a more intensive study at the end of the third class of the segment.

Evaluation Summary

• Evaluation will be continuous. Online discussions and work in progress will be available for the whole class to see and comment on. I will carefully monitor the progress and offer individual, private suggestions for improvement and help with the material as necessary. Formal assessment will come in the form of the final product – the articles themselves.
• Assessment will spill over into the next segment of the unit, when the material is defended.
• Students are expected to maintain a class journal throughout the semester and the reflections therein will also comprise part of the evaluation during this segment.
• Self-evaluation will be completed by private discussions with each student as to their participation in the groups and the other group members’ roles. This will be taken seriously, mixed with my own observations and ad-hoc discussions with the students involved in any issues.
• The work of the group is the work of the group as a whole. Articles are the responsibility of the whole group. There will be a group grade given for the material submitted and a participation grade that makes up part of the semester’s participation grade assessed individually.
• Once the work has been graded, further improvements may be made to the articles to improve the grade and may be evaluated on request at any time during the course.