Grades 9-12: A Fire Waiting to be Lit—The Bosnian Crisis of 1908
Rating: 
http://www.crf-usa.org/resources/a-fire-waiting-to-be-lit-the-origins-of-world-war-i
Common Core Standards
Grade 9-10 Standards:
Literacy in History/Social Studies
Reading
Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author's claims.
Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
Writing
Literacy.W.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.
Speaking and Listening
Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Literacy.SL.9-10.1(a) Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Literacy.SL.9-10.1(b) Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
Literacy.SL.9-10.1(c) Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Literacy.SL.9-10.1(d) Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Grade 11-12 Standards:
Literacy in History/Social Studies
Reading
Literacy.RH.11.12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Literacy.RH.11.12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Literacy.RH.11-12.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Writing
Literacy.W.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.
Speaking and Listening
Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Literacy.SL.11-12.1(a) Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Literacy.SL11.12.1(b) Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Literacy.SL.11.12.1(c) Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Literacy.SL.11-12.1(d) Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media(e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Literacy.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Description of Lesson
This Grades 9-12 lesson titled “A Fire Waiting to be Lit: The Origins of World War I—The Bosnian Crisis of 1908” is from The Constitutional Rights Foundation. It is part of a lesson set that uses the lead article, “A Fire Waiting to be Lit: The Origins of World War I” to provide necessary background information. Working in small groups, students draw evidence using selected primary and secondary source materials to develop a point of view in order to articulate a plan of action on a major world event to a wider audience. They prepare presentations to the class citing the pros and cons of their group’s plan, giving reasons and citing evidence from source material.
Cautions
Connecticut teachers should be aware that the Common Core Standards listed above have been updated to conform to the Literacy in History/Social Studies Standards for high school students. Teachers should preview the Lesson Webcast provided prior to starting this activity. The lesson as described is part of a set of activities that can be used together as a unit or as a stand-alone lesson to complement an existing unit. To meet the varied needs of students, supports and modifications may be needed. The plan as written does not include an aligned rubric or assessment guidelines to provide sufficient guidance for interpreting student performance of the targeted Common Core State Standards.
Rationale for Selection
This lesson plan is a useful example of how to integrate literacy with history content. It provides students with an authentic learning task that cultivates interest and engagement in reading and speaking. All materials needed for the lesson as described are included. An enrichment activity on WWI cartoons and an enrichment resource of WWI music are also provided.