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Direct Instruction: students should be provided with information concerning the context and initial events of World War I. Direct instruction should also incorporate check for understanding questions and videos, graphics, pictures to further illustrate the content (Association of American Educators, 2017).

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Lecture-Discussion: after direct teach, students should be asked and should answer questions concerning the initial conflicts of World War I, how and why the underlying tensions in Europe led to World War I, how the conflict could have been avoided, what aggressive actions Germany took at the beginning of the conflict (which resulted in them receiving most of the blame at the war's conclusion), and how the secret alliance system fueled the war. As stated by Nyomen et al., the lecture discussion strategy is most effectively used to "make the [relationship between topics] explicit and clear (2017). Using this instructional strategy will allow the teacher to assess the knowledge gained during direct instruction and allow students to engage in advanced, critical thinking engagement with the content material.

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Project-Based Learning: students should take their attained knowledge (through direct instruction and lecture-discussion) and apply that knowledge to their individual or group project (see Module 3 for complete project description).

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Direct Instruction Guided Notes: students will be provided with guided notes to complete during the direct instruction portion of the lesson. These notes can be used later on both the formative assessment (project) and as preparation for any summative assessment.

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In-class discussion of M.A.I.N (A): this mnemonic device will help students remember that the MAIN causes of World War I were militarism, the alliance system, imperialism, and nationalism, and that the main catalyst for the outbreak of WWI was the assassination of Archduke Franz Ferdinand.

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Think-pair-share/buzz session (combination): students will form small groups of two to three.  Each group will be assigned a different question (from the list of questions in Instructional Strategies 2), discuss with their group and then give their thoughts to the entire class.  This will (hopefully) spark a fuller discussion on the established desired results (TEKS). (Knapen, 2018)

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Project-based learning (part 1): students should form their groups based on they type of project they would like to complete (please see Module 3 for complete list of project options). After choosing their group and their project, students should begin to apply their knowledge gained through the direct instruction and lecture-discussion to demonstrate their understanding of the established desired results.

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Embedded assessment: during the course of the project, the teacher will give each group an additional embedded assessment to further gauge their understanding of the established desired results.  This embedded assessment will function in conjunction with close monitoring of each groups' progress and each individual group members' contribution to the project. (Flatt, 2014).

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Student-generated discussion questions: after completing the project, what other questions do students should apply their knowledge of the causes and outbreak of WWI to their existing knowledge of World War II and form discussion questions based on cause and effect. How did the events of WWI lead to WWII? This will (hopefully) serve as context and a pre-assessment for the next two units on the worldwide depression and rise of extremism prior to World War II.

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The formative assessment will be the completed group project, combined with the teacher-monitored progress and the embedded assessment.

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Association of American Educators (2017).  Direct Strategies for Direct Instruction.  Retrieved from https://www.aaeteachers.org/index.php/blog/1794-direct-strategies-for-direct-instruction on June 22, 2021.

Flatt, C.R. (2014).  “Building Formative Assessments into Game-Based Learning.”  Edutopia.  Retrieved from https://www.edutopia.org/video/building-formative-assessment-game-based-learning on June 22, 2021

Knapen, R. (2018).  20 interactive teaching activities for in the interactive classroom.  Bookwidgets Teacher Blog.  Retrieved from https://www.bookwidgets.com/blog/2018/06/20-interactive-teaching-activities-for-in-the-interactive-classroom on June 22, 2021.

Nyoman, M.I, Degeng, S, Arhana I.W., and Setyosa, P (2017).  “The Effective Instructional Methods (Lecture Discussion versus Group Discussion) and Teaching Talent on Teacher Trainees Student Learning Outcomes.” Journal of Education and Practice, vol. 8, no. 9.