Ferdinand. The Moroccan Crises of 1905 and 1911 and their effects on the alliances

Change & Continuity Stratford School Academy Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) Key issue: Why were there two armed camps in Europe in 1914? 6 weeks Development of the Triple Alliance, Entente Cordiale and Anglo-Russian Agreement: Britain s emergence from splendid isolation Kaiser Wilhelm II s aims in foreign policy: Weltpolitik; a place in the sun ; attitudes Basic background including dates of the war and who was fighting who. Should be able to recall the assassination of Arch Duke Franz towards Great Britain; development of the Navy Ferdinand. The Moroccan Crises of 1905 and 1911 and their effects on the alliances Should understand the concept of an alliance. The Bosnian Crisis 1908 1909 and its effect on the alliances The arms race military and naval: why did countries increase the size of their armies? The Anglo-German Naval Race. Key issue: Why did war break out in 1914? Aims of Austria-Hungary and Serbia in the Balkans: the role of the Black Hand The assassination at Sarajevo: Gavrilo Princip; the response of Austria-Hungary; the ultimatum and Serbia s response The events leading to war; the role of the alliances in 1914 The Schlieffen Plan and its effects on the outbreak of war; its part in bringing about Great Britain s declaration of war on Germany Responsibility for the outbreak of war and the escalation of the conflict. Assessment points and tasks Mid unit -Week 4 10 mark question end of unit assessments - Week 8 practice exam HW and Knowledge tests throughout Written feedback points Week 4 and week 8 in line with assessment points I can identify a change or continuity without reason or justification I can identify a change and/or continuity without reason or justification I can identify several examples of change with a simple description I can identify several examples of change and/or continuity with a simple description I can describe examples of change and/or continuity without specifying time periods or comparison across time I can describe examples of change and/or continuity within a given time period I can describe examples of change and/or continuity across given time periods I can explain examples of changes and/or continuity within a given time period I can explain examples of changes and/or continuity across given time periods with justification I can analyse examples of changes and/or continuity and their impact across given time periods I can evaluate the impact and significance of changes and/or continuity across chosen time periods in depth I can evaluate rates of changes and/or continuity across several chosen time periods to justify impact in depth I can evaluate if/or at which point an event/change became inevitable I can evaluate whether change is always goof and the variable rate of change I can evaluate the impact of factors as accelerants for change e.g. war, individuals, science and technology Learning Outcomes (tested at the end and related to subject competences) Page 1 of 9

1. Why did the powers of Europe form into 2 armed camps by 1914? Name the countries that made up the two alliances and describe how the alliances came about Describe how the two alliances came about and explain how they increased tension in Europe Analyse to what extent the alliances were intended as defensive arrangements Teacher explains structure of the course how many units, how they will be assessed, which topics will be studied, when etc Recap prior knowledge of WW1: Students brainstorm in pairs Four students given board markers and asked to record an idea each on the board. They pass on their pens until most students have had a chance to participate. True/ false quiz using SMB Development of the Triple Alliance, Entente Cordiale and Anglo-Russian Agreement. Britain s emergence from splendid isolation. Exam practice 1a (describe) Ppt inc images of Wilhelm II Information sheet about foreign policy (in student Photos of European leaders Scissors and glue Sources A and B (in student Source analysis grid x2 Mark scheme (in student Homework task sheet (in student What can you see in the portraits of Wilhelm? Why do you think he has chosen to be portrayed in this way? Which photo do you think is the real Wilhelm? - Are there any details that are common to all 3 paintings? - How useful are these paintings as historical evidence? Whole class reading of information sheet about alliances. Annotate map of Europe with details about the alliances. Less able to focus on correctly identifying the two camps; middle ability to add details about individual alliances; more able to include information from before 1900 Complete grid summarising the concerns of the 6 main powers. Source work The Chain of Friendship. Complete source analysis grid then write a paragraph about it. Simplified grid for less able. Homework - exam practice: In 1914, two armed camps existed in Europe, the Triple Alliance and the alliances between Britain, France and Russia. Describe the main features of this alliance system. (question 1a from specimen paper). Differentiated success criteria on task sheet. Learning Triangle: Three things you have learnt today; two questions that you still have; one thing that would have made the lesson better 2. What did the leaders of Europe want from their foreign policy? Describe the aims of German foreign policy Explain the reasons behind Germany s aims. Assess why Germany s aims caused concern Show images of Wilhelm II. Class discussion of what they suggest about his character see differentiated Qs Kaiser Wilhelm II s aims in foreign policy: Weltpolitik; a place in the sun ; attitudes towards Great Britain; Exam practice 1b (interpretation) Ppt inc images of Wilhelm II Information sheet about foreign policy (in student Photos of European leaders Scissors and glue Sources A and B (in student Whole class reading of information sheet about foreign policy. Students highlight key words; check everyone understands the priorities of each power. Stick photos of European leaders into books. Label photos with details of what each country wanted Homework exam practice: Q1b from specimen paper. Email to teacher by the end of the weekend. Peer marking of paired writing Page 2 of 9

amongst other countries. Source analysis grid x2 Mark scheme (in student Homework task sheet (in student Source work study sources A and B (from Clare pp 8-9). Complete analysis grid. Simplified grid for less able. What can you see in the portraits of Wilhelm? Why do you think he has chosen to be portrayed in this way? Which photo do you think is the real Wilhelm? - Are there any details that are common to all 3 paintings? - How useful are these paintings as historical evidence? Show the class a sample mark scheme for the source question. Teacher modelling: how to answer a source question at GCSE (Source A gives a view of German foreign policy in the years leading up to World War One. Do you agree that the Kaiser was obsessed with becoming a world power?) Paired writing (using A3 paper to ensure that pupils work together): Source B gives a view of German foreign policy in the years leading up to World War One. Do you agree that the Kaiser had an aggressive approach to his European neighbours? 3. How did the arms race bring World War One closer? Describe what the arms race was. Explain why the arms race developed. Assess the reasons why it brought war closer. Look at arms race chart (McCabe p18, also on ppt). What conclusions can we draw from this? How useful are charts and statistics as historical evidence? More able can compare with how Walsh p10 presents the same info in a different fashion. The arms race military and naval: why did countries increase the size of their armies? The Anglo-German Naval Race. CA practice (historical enquiry) Ppt inc arms race chart (from McCabe p18) Alternative arms race chart (Walsh p10) Information sheet about arms race (in student Differentiated arms race source pack Computer room Homework task sheet (in student Return source HW (pupils should stick it into their books) what lessons can we draw from this? Stress the importance of acting upon feedback. Read the information on the arms race from the student booklet (labelled Week Three Reading). Group work historical enquiry: did the arms race bring WWI closer? Fill in grid on source material, answer Qs about the arms race and summarise findings on no more than 3 ppt slides (max 1 image and 2 bullet points per slide). Grouping by ability. Differentiated source packs and differentiated Qs about the arms race. Homework find out about the Morocco and Bosnian Crises. Stress that student s need to record what they have found out on a single index card and to bring it to the next lesson. They will be able to use the card (but no other resources) in a test on what they have learnt. Peer assessment (wwe ebi) of presentations using SMB. Pupils write down the verbal feedback which they receive. Page 3 of 9

4. What crises affected Europe 1905 1913? Why did these not result in war? D/E Describe each crisis clearly and explain how they caused tension in Europe B/C Write a clearly structured answer with lots of detail about the crises Look at alliance map of Europe why did tension erupt where it did? Check students have done their HW ten questions to check comprehension. Students can use their index cards to help them answer. Index cards SMB What was the arms race? C/D Why do you think the navy was so important to Britain? What reasons did the Germans give for the growth of their navy? C/D Do you agree with these reasons? Explain your answer - What evidence is there that the naval arms race increased tension between Germany and Britain? What do the sources tell you about Wilhelm s view of England? C/D Summarise the different German views about going to war. Can you pick out any interesting details from the pictures of the dreadnoughts? C/D What do these details tell you about the effectiveness of the dreadnoughts as warships? C/D What conclusions can you draw about the numbers of dreadnoughts built by Britain and Germany in the years leading up to 1914? - What were the powers on mainland Europe doing whilst Britain and Europe increased the size of their navies? - What do the sources tell you about the overall impact of the arms race? The Moroccan Crises of 1905 and 1911 and their effects on the alliances The Bosnian Crisis 1908 1909 and its effect on the alliances Exam practice 1c (comparison) Ppt Alliance map of Europe Less able to look at naval arms race only. More able to look for additional evidence online. Feedback presentations Complete crises grids 3 versions aimed at the 3 learning outcomes. Student booklets contain information for those who have not done their homework. SMB which crisis. (show students a number of descriptions on the ppt. They write down which crisis is being Homework redraft essays over summer holidays Peer assessment against studentfriendly mark scheme. Identify the grade at which your partner is currently working Page 4 of 9

A*/A Write a balanced, wellargued answer that makes good use of both crises HW check questions HW test page (in student Differentiated crises grids Information sheet about Moroccan and Bosnian Crises (in student SMB Information sheet on either/or questions (in student Student-friendly mark scheme (in student Homework task sheet (in student described) Select students to justify their views. Teacher explains how to tackle either/ or Qs Exam practice Which event caused the most tension between the Great Powers in Europe between the years 1905 11, Morocco or Bosnia? and give them 2 pieces of advice about how to improve. Students record the feedback they have received in the logs at the back of their exercise books. HW Check Qs Which European power controlled Morocco before 1905? Which country wanted to take control? C/D Why did Germany want to oppose the French in Morocco? C/D What did the Kaiser do in 1905? C/D What did the Kaiser say in his speech? C/D What happened at the conference in Algeciras, 1906? How did the First Moroccan Crisis affect the balance of power in Europe? C/D Why did the French army go to Morocco in 1911? C/D How did the Germans react? What was the impact of the Second Moroccan (Agadir) Crisis? What worried the Austro-Hungarian Empire in the Balkans? What was the status of Bosnia in 1908? What happened in 1908? C/D How did Serbia react to this? What was the impact of the Bosnian Crisis? SMB Qs Page 5 of 9

5. How did war break out? Why did a European war become a world war? Describe the assassination of Archduke Franz Ferdinand Explain how the assassination lead to a world war Evaluate the reasons why war didn t break out before 1914 Test to recap knowledge of long term causes of WW1 2 versions: multiple choice for less able; just questions for more able. F/E - Which country already had a lot of influence in North Africa? F/E Which country wanted to take over Bosnia? Which crisis brought England and France closer together? Which crisis involved Austria- Hungary Which crisis featured Germany trying to play a bigger role on the world stage? - Which crisis brought Europe the closest to war? Justify your answer. - Which crisis set up the most problems for Europe in the future? Justify your answer. Aims of Austria-Hungary and Serbia in the Balkans: the role of the Black Hand The assassination at Sarajevo: Gavrilo Princip; the response of Austria-Hungary; the ultimatum and Serbia s response The events leading to war; the role of the alliances in 1914 Ppt Recap test papers (x2) Days That Shook the World DVD DVD equipment, inc speakers Note-making page (in student Information sheet about the assassination (in student Homework task sheet F/G Which countries made up the Triple Alliance? F/G Which countries were known as the Triple Entente? D/E Which three leaders were related to each other? Watch episode from Days That Shook The World (The Assassination of Franz Ferdinand, season 1, episode 2) make notes in student booklet In groups, find a way to convey the following information: What happened in Sarajevo? How did this lead to war across Europe? How did this escalate to world war? Students should be encouraged to choose the media which suits them best options might include a piece of drama, freeze frames, posters, information booklets The 3 Qs become progressively more complex - less able will only manage the first two Qs; more able will combine a range of media W/C feedback focusing on how the assassination led to a world (rather than just European) war. Exam practice In 1911 the Black Hand Collect HW (redrafted essays on the Moroccan and Bosnian crises) Homework find out about the Schlieffen Plan (most able group also plan a SMB quiz to text the class understanding) Peer assess exam practice www ebi feedback. Page 6 of 9

6. Why did Britain go to war in 1914? Describe the Schlieffen Plan. Explain how the Schlieffen Plan contributed to Britain s decision to go to war in 1914. Evaluate the different long and short term causes of Britain s decision to go to war in 1914. Return HW from summer holidays (Moroccan and Bosnian crises) what lessons can we draw from this? NB the exam practice and this week s homework are designed to give intensive opportunities for pupils to use this feedback. Schlieffen Plan quiz conducted by most able group C/B What was Wilhelm II like? D/E Which country had a policy of Splendid Isolationism? D/E Which country wanted A Place In The Sun? C/B Why did France dislike Germany? A/A* What were the strengths and weaknesses of Russia? C/B What was main priority in Austria Hungary s foreign policy? D/E Which one of the six main powers was Serbia s greatest ally? A/A* Why were dreadnoughts such powerful ships? C/B Who won the naval arms race and by how many ships? D/E Which countries were brought closer together by the Moroccan Crises of 1905/6 and 1911? A/A* What was the outcome of the Bosnian Crisis of 1908-9? The Schlieffen Plan and its effects on the outbreak of war; its part in bringing about Great Britain s declaration of war on Germany Exam practice 1c (comparison) Ppt Information sheet about the Schlieffen Plan (in student Timeline content (x2) Blank timeline (in student Sample exam answer (in student Homework task sheet was formed in Serbia. By 1914 it had around 2500 members. Describe the part played by the Black Hand in the assassination of Franz Ferdinand in Sarajevo in 1914. Label events on timeline (3 versions with fewer events for less able, and no events for most able) If necessary, T/E: what was the Schlieffen Plan and why did it fail? Discuss in groups why did Britain get involved in the war? Feedback, focusing on Schlieffen Plan vulnerability of Channel coast, honouring Treaty of London, public opinion Arms race resentment/ fear of Germans End of Splendid Isolationism and development of Triple Entente Homework (exam practice 1c comparison): Which was the more important reason for the outbreak of the First World War in 1914: the Moroccan Crises of 1905 and 1911 or the assassination at Sarajevo in 1914? You must refer to both reasons when explaining your answer. Peer assess exam practice Recap what makes a good answer to the either/ or Q (using methodology from week 4) Page 7 of 9

Exam practice: Which was the more important cause of Great Britain s entry into World War I: the naval race with Germany, 1906 1914 or the Schlieffen Plan? 7 Was Germany most to blame for the war? Give a simple opinion as to whether Germany was to blame Look at both sides of the story and use historical evidence to back up your own opinion Analyse who, if anyone, was responsible for the war Brief teacher exposition the cost of WW1 Responsibility for the outbreak of war and the escalation of the conflict. WW1 images ppt Ppt 9 witness statements (in student Evidence table (in student What to revise (in student Homework task sheet - Who are you? - What is your view about the start of the war? C/D - What evidence do you have to support your view? C/D - Can we trust this witness? - In what way was the start of the war inevitable? Put Germany on trial (following Walsh pp. 12-13: allocate 9 students to play the various witnesses, complete table analysing their evidence, then role play the jury in reaching a verdict all resources are in the student Allocate more able pupils to more challenging witness roles see PowerPoint Individual writing: Was Germany most to blame for the war? Source work: Recap what makes a good answer to the source Q (using methodology from week 2) Exam practice: study Source G from page 13 of your student booklet. Source G suggests a reason why Britain should declare war on Germany in 1914. Do you agree that this was the main reason Britain went to war against Germany in 1914? (6 marks) Homework revise for end of unit test Self assess exam practice 8 How well can I perform in a Unit 1 exam? E 6 out of 20 C 10 out of 20 A 13 out of 20 Exam practice January 2011 unit 1 paper NB questions not differentiated for this lesson: Period 1: Final revision time in groups, make an A4 poster and presentation on your given topic. Present to the rest of the class: Red and orange Schlieffen Homework how and when did Russia leave the war? How did the other powers feel about Page 8 of 9

Describe the main events of the Second Moroccan Crisis which took place in 1911. Source A suggests a reason why Austria- Hungary should declare war on Serbia in 1914. Do you agree that this was the main reason Austria-Hungary went to war against Serbia in 1914? Which was the more important reason for Britain joining the war against Germany in 1914: the Entente Cordiale, 1904 the use of the Schlieffen Plan in 1914? Plan Yellow Second Moroccan Crisis Green Entente Cordiale Blue Austria s declaration of war on Serbia Purple Conrad von Hötzendorf Periods 2 and 3: January 2011 unit 1 paper 90 mins (emphasis is on technique not timing at this stage) Teacher marking using AQA mark scheme use data to set initial predicted grades and to revise seating plan this? Page 9 of 9