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World War 1

World History Learning Module

Learning Module

Abstract

This learning module addresses the topic of World War I from the world perspective. This lesson is designed specifically for high school students, but could be adapted for middle school students, as well. Topics addressed in this learning module include: - Causes of WWI - How WWI began - Trench warfare - Advancements in weaponry and technology - The United States involvement in the war - Propaganda - Important battles of the war - Ending events of the war including the peace terms (specifically the Treaty of Versailles) - The global impact of the war

Keywords

war, militarism, alliances, imperialism, nationalism, trench warfare, propaganda, Treaty of Versailles

Introduction

This learning module addresses the topic of World War I from the world perspective.  This lesson is designed specifically for high school students, but could be adapted for middle school students, as well.  

Topics addressed in this learning module include: 

  • Causes of WWI
  • How WWI began
  • Trench warfare
  • Advancements in weaponry and technology
  • The United States involvement in the war
  • Propaganda
  • Important battles of the war
  • Ending events of the war including the peace terms (specifically the Treaty of Versailles)
  • The global impact of the war

Students will be expected to complete each learning module in this unit. as well as, any assigned activity throughout the module. 

Student activities include:

  • Comments related to teacher included material, including documents, videos, pictures, photographs, charts, diagrams, etc.
  • Original updates created by the student on a specific topic
  • Comments on peer updates throughout the learning module
  • One work that will be peer reviewed and allowed time for revision before submitting for publication 
  • Class survey completed through Google Forms

1. Causes of WWI

For The Student

BACKGROUND

World War I, also known as the Great War, was a worldwide conflict that was fought between 1914-1918. This conflict pinned the Allied Powers against the Central Powers. While many believed that this would be a short and manageable spat between countries in Europe, this war soon developed into a long and bloody battle that enveloped the entire world. In the end, this war created an astronomical amount of bloodshed, casualities, and destruction.

Make a comment addressing the following information:

  • What is a war?
  • Why do wars occur?
  • What impacts (positive and/or negative) do wars have on society?
  • Why should we study wars in history?

CAUSES OF WORLD WAR I

After making your update, read the handout and watch the following video explaining the four major causes of World War I. Make mental notes on the descriptions of each cause and how these relate to other events we have discussed thus far in this course. 

Media embedded September 24, 2016
WWI_20Causes_20Handout.pdf

WWI CAUSES SURVEY

After watching the above video, complete the WWI Causes Survey. 

For The Teacher

LEARNING STANDARDS:

  • SS.H.11.9-12. - Analyze multiple and complex causes and effects of events in the past. 
  • SS.H.12.9-12. - Analyze the geographic and cultural forces that have resulted in conflict and cooperation.
  • CCSS.ELA-LITERACY.RH.9-10.7 - Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
  • CCSS.ELA-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
  • CCSS.ELA-LITERACY.W.9-10.1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • CCSS.ELA-LITERACY.W.9-10.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 
  • CCSS.ELA-LITERACY.W.9-10.6 - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

LESSON OBJECTIVES:

  • Explain the term war 
  • Name and describe the causes of World War I
  • Analyze the events that lead up to World War I beginning

TEACHER RESOURCES:

  • Merriam-Webster Dictionary
  • https://www.youtube.com/watch?v=tletwavDMgM
  • Document Based Assessment for Global History Classes by J. Weston Walch Publishing, 1999
  • Google Forms

2. WWI Starts

For The Student

BACKGROUND

Now that we understand the events that will eventually cause World War I, we need to discuss HOW the war actually began. That spark that began WWI is the assassination of the Austrian Archduke Franz Ferdinand and his wife on July 28, 1914. 

Watch the video below to learn about this event and its impact. 

Media embedded September 24, 2016

 To help you understand how Europe became embedded in war, look at the diagram below that I have created. 

World War I Begins Chart

Make a comment addressing the following information:​

  • How quickly did European countries become part of World War I? 
  • What pattern do you see on why other countries became involved in the conflict? 
  • Why is the start of World War I referred to as a "domino effect"?

 

For The Teacher

LEARNING STANDARDS:

  • SS.H.1.9-12. - Evaluate how historical developments were shaped by time and place as well as broader historical contexts. 
  • SS.H.12.9-12. - Analyze the geographic and cultural forces that have resulted in conflict and cooperation.
  • CCSS.ELA-LITERACY.RH.9-10.3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
  • CCSS.ELA-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.
  • CCSS.ELA-LITERACY.W.9-10.2 - Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  • CCSS.ELA-LITERACY.W.9-10.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 
  • CCSS.ELA-LITERACY.W.9-10.6 - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

LESSON OBJECTIVES:

  • Explain the "spark" event that began World War I 
  • Analyze and describe how the causes of World War I lead to Europe becoming embedded in a war
  • Explain the term "domino effect" and how it relates to the beginning events of World War I

TEACHER RESOURCES:

  • https://www.youtube.com/watch?v=Cd2ch4XV84s
  • World History: Patterns of Interaction Textbook

3. Trench Warfare

For The Student

BACKGROUND

World War I is often described as a defensive war due to the military strategy of trench warfare. According to the Merriam-Webster dictionary, trench warfare can be described as "warfare in which the opposing forces attack and counterattack from a relatively permanent system of trenches protected by barbed-wire entanglements." 

Below is a diagram of how a trench was set up:

Below are two photographs of Allied trenches during WWI:

British Trench - France, July 1915
French Fighting in Trench

Read the handout and watch the video below describing what life was life was like living in the trenches:

Life_20in_20the_20Trenches.pdf
Media embedded September 24, 2016

TRENCH WARFARE UPDATE

Make an update of your own addressing at least 10 specific hardships that WWI soldiers faced due to trench warfare. 

For The Teacher

LEARNING STANDARDS:

  • SS.H.7.9-12. - Identify the role of individuals, groups, and institutions in people’s struggle for safety, freedom, equality, and justice
  • CCSS.ELA-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.
  • CCSS.ELA-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.
  • CCSS.ELA-LITERACY.RH.11-12.7 - Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
  • CCSS.ELA-LITERACY.W.9-10.2 - Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  • CCSS.ELA-LITERACY.W.9-10.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 
  • CCSS.ELA-LITERACY.W.9-10.6 - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

LESSON OBJECTIVES:

  • Describe the military strategy of trench warfare
  • Analyze the positive and negative effects of trench warfare

TEACHER RESOURCES:

  • Merriam-Webster Dictionary
  • https://www.youtube.com/watch?v=_G4ZY66BG38
  • Handout created from: http://www.firstworldwar.com/features/trenchlife.htm
  • Trench Diagram: http://wwitrenchwarfares.weebly.com/fire-step.html
  • Trench Photographs: https://en.wikipedia.org/wiki/Trench_warfare & http://www.firstworldwar.com/photos/graphics/cpe_french_firing_01.jpg

4. WWI Weaponry

For The Student

BACKGROUND

World War I changed the way that wars were fought. Soldiers were not professional trained militias. Instead, they were common, everyday people. This is also an age of drastic changes in the areas on weaponry, technology, and forms of communication. 

Click through the following PowerPoint slides describing some of these changes:

Soldiers_20_26_20Weapons_20of_20WWI.pdf

Next, go to the BBC World War 1 website. Click through all sections - weapons, war machines, communications, and technology.

WWI SOLDIER R.A.F.T. WRITING ACTIVITY

Step 1 - Create an update of 300 words or more using the following information to create a R.A.F.T. writing piece:

  • Role: WWI Soldier
  • Audience: Family Member/Friend at home
  • Format: Letter
  • Topic: Describe your daily life in a letter to home. You MUST include information that deals with both trench warfare and the new weaponry of the time. 

Step 2 - Respond to at least THREE updates following the guidelines below:

  • Letter format
  • Contain at least 100 words
  • Address specifics that were described in the soldier's letter

Use this rubric to help you! 

WWI_20Soldier_20RAFT_20Writing_20Rubric.pdf

 

For The Teacher

LEARNING STANDARDS:

  • SS.H.4.9-12. - Analyze how people and institutions have reacted to environmental, scientific, and technological challenges.
  • SS.H.7.9-12. - Identify the role of individuals, groups, and institutions in people’s struggle for safety, freedom, equality, and justice. 
  • CCSS.ELA-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.
  • CCSS.ELA-LITERACY.RH.11-12.7- Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
  • CCSS.ELA-LITERACY.W.9-10.3- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  • CCSS.ELA-LITERACY.W.9-10.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 

LESSON OBJECTIVES:

  • Explain how new ideas about warfare and technology influenced World War I
  • Describe new weaponry, technology, and communications developed during World War I
  • Explain warfare during World War I from a soldier's perspective 

TEACHER RESOURCES:

  • World History: Patterns of Interaction Textbook
  • http://www.bbc.co.uk/schools/0/ww1/25401269
  • Weapons Image: http://room11.patstuam.ie/blog/wp-content/uploads/2011/03/poster.gif

5. US Involvement

For The Student

BACKGROUND

When World War I began in 1914, United States President Woodrow Wilson immediately offered his plan to remain neutral in this conflict. This was a move that most Americans at the time favored. Even with the sinking of the Lusitania in 1915 that killed 124 Americans, the US stuck to their plan of neutrality. However, by 1917, America could no longer remain an outsider. With the discovery of the Zimmerman Telegram, the Germans declaring unrestricted submarine warfare, and the Russians withdrawing from the war, America was forced to get involved in the conflict. They formally joined the Allied Powers on April 6, 1917.

Read the following article on the events leading up to America entering World War I.

To understand America's efforts during World War I both abroad and at home, watch the following crash course video below. 

Media embedded September 24, 2016

Make a comment addressing the following information:

  • Overall, do you believe that America was better or worse off for entering World War I?
  • Why do you believe this? 
  • Make sure to cite at least FOUR specific reasons for your choice.

For The Teacher

LEARNING STANDARDS:

  • SS.H.1.9-12. - Evaluate how historical developments were shaped by time and place as well as broader historical contexts. 
  • SS.H.12.9-12. - Analyze the geographic and cultural forces that have resulted in conflict and cooperation.
  • CCSS.ELA-LITERACY.RH.9-10.3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
  • CCSS.ELA-LITERACY.W.9-10.2 - Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  • CCSS.ELA-LITERACY.W.9-10.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 
  • CCSS.ELA-LITERACY.W.9-10.6 - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

LESSON OBJECTIVES:

  • Describe America's policy of neutrality at the beginning of World War I
  • Explain the events leading up to America getting involved in World War I
  • Analyze the positive and negative impacts World War I had on the United States

TEACHER RESOURCES:

  • Article: https://history.state.gov/milestones/1914-1920/wwi
  • https://www.youtube.com/watch?v=y59wErqg4Xg

6. WWI Propaganda

For The Student

BACKGROUND

According to the Merriam-Webster dictionary, propaganda is described as "ideas, facts, or allegations spread deliberately to further one's cause or to damage an opposing cause." World War I was the first modern war in history that utilized the media to keep people informed about the status of the conflict. It was also the first time that governments employed agencies to create images and slogans to alter public opinion about the war efforts. 

Look at the following propaganda posters from World War I. Make mental notes of not only their message(s), but also what characterisitics they all have in common. 

British Propaganda
German Propaganda
US Propaganda

Common message - join the war effort 

All of the propaganda posters have several common characteristics:

  • Short slogan
  • Small amount of words
  • Large pictures 
  • Try to be persuasive 

WORLD WAR I PROPAGANDA POSTER ACTIVITY

Step 1 - Make an update by creating your own WWI propaganda poster - either computer generated or hand drawn. Attach your poster into Scholar as an image file. Follow the guidelines below:

  • Catchy slogan
  • Some sort of illustration(s) related to the slogan & appropriate for the time period
  • Is persuasive to the audience with a clear message
  • Be neat, colored, and easy to read
  • Use your creativity

Step 2 - Comment on THREE other student's updates by determing their poster's message. 

Before you begin your poster, you may want to view the following video on propaganda techniques with examples.

Media embedded September 24, 2016

 

For The Teacher

LEARNING STANDARDS:

  • SS.H.5.9-12. - Analyze the factors and historical context that influenced the perspectives of people during different historical eras. 
  • SS.H.9.9-12. - Analyze the relationship between historical sources and the secondary interpretations made from them. 
  • CCSS.ELA-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.
  • CCSS.ELA-LITERACY.RH.9-10.6- Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
  • CCSS.ELA-LITERACY.RH.11-12.7- Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
  • CCSS.ELA-LITERACY.W.9-10.3- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

LESSON OBJECTIVES:

  • Explain the term propaganda
  • Infer meanings behind propaganda from World War I, including symbolic meanings
  • Understand the techniques behind propaganda
  • Create historically accurate World War I propaganda

TEACHER RESOURCES:

  • Merriam-Webster Dictionary
  • World War I Propaganda Posters: http://www.ww1propaganda.com/world-war-1-posters/british-ww1-propaganda-posters?page=9 ,  http://www.ww1propaganda.com/world-war-1-posters/american-ww1-propaganda-posters?page=27 , & http://www.firstworldwar.com/posters/germany/slides/p_0002.jpg
  • https://www.youtube.com/watch?v=Pw8mQFCfGxE

7. Battles of WWI

For The Student

BACKGROUND

World War I was not called “The Great War” just for dramatic effect. Battles during this conflict occurred in places stretching from France to Russia, from Belgium to Saudi Arabia.

To review the events and battles of World War I, go to the BBC website and click through the interactive map. Make sure to click "launch the animation" to begin your journey through the war. 

WORLD WAR I BATTLE PROJECT

STEP ONE:

In Creator, you will be creating a work addressing one of the major battles of World War I. Make sure to follow the assignment rubric:

WWI_20Battle_20Project_20Rubric.pdf

 Below is the list of battles that you may choose from. Send me a message through Scholar on your top THREE choices - keeping in mind that you may not get those! I will message you back within 24 hours with your assigned battle. List of battles:

  • Battle at Verdun
  • Battle of the Marne
  • Battle of the Somme
  • Battle of Gallipoli
  • 3rd Battle of Ypres (aka Battle of Passchendale)
  • Battle of Tannenberg
  • Battle of Caporetto
  • Battle of Cambrai
  • Battle of the Piave River 

Address the following topics about your battle:

  • Name of the battle
  • Location of the battle
  • Participating countries
  • Types of weaponry used
  • Events that led upto the battle
  • Reasons explaining why the battle occured
  • Major generals involved
  • Kinds of battle strategies used
  • Abridged rundown of how the battle played out
  • Winner and how they won
  • Why this battle was important

Additional Requirements:

  • At least one map of the battle location
  • Minimum of four pictures (not including map and school appropriate)
  • Works cited included at the end 

STEP TWO:

Once your battle work is submitted, you will be required to peer-review at least TWO other student's works. You will need to make sure to utilize the rubric (attached above) when giving your comments and give specific constructive comments to help your peers enhance their work. You will have two days to complete this process from the 1st submission date. 

STEP THREE:

Once you have received your peer-reviewed comments, you will be allowed to make any adjustments on your battle work before you submit it for publication. This will be due one week from the 1st submission date. 

 

For The Teacher

LEARNING STANDARDS:

  • SS.H.9.9-12. - Analyze the relationship between historical sources and the secondary interpretations made from them. 
  • SS.H.11.9-12. - Analyze multiple and complex causes and effects of events in the past
  • CCSS.ELA-LITERACY.RH.9-10.7 - Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
  • CCSS.ELA-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.
  • CCSS.ELA-LITERACY.RH.11-12.7- Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
  • CCSS.ELA-LITERACY.W.11-12.2 - Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  • CCSS.ELA-LITERACY.W.11-12.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • CCSS.ELA-LITERACY.W.11-12.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 
  • CCSS.ELA-LITERACY.W.11-12.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • CCSS.ELA-LITERACY.W.11-12.8 - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
  • CCSS.ELA-LITERACY.W.11-12.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences

LESSON OBJECTIVES:

  • Understand various events and battles of WWI
  • Describe a specific battle of WWI 
  • Write a work on a specific WWI battle including various types of information,using written words, graphics, maps, videos, audio, etc.
  • Utilize various types of sources, including print, digital, and media, as well as, primary and secondary sources
  • Offer constructive comments to help other students enhance their Work
  • Learn the process of revising a draft

TEACHER RESOURCES:

  • Map: https://mastromaurowh.wikispaces.com/World+War+I?responseToken=1ed7ba29ea219d9c8f44deb1fe16be94
  • http://www.bbc.co.uk/history/worldwars/wwone/launch_ani_western_front.shtml

8. WWI Ends

For The Student

BACKGROUND

By late summer to early fall of 1918, things began to unravel for the Central Powers. In August to September 1918, the Allied Powers were able to push the Germans back towards their own border. By September, Bulgaria and the Ottoman Empire surrendered, which was followed by the break up of Austria-Hungary in October. With no allies left and morale low both at home and on the battle front, Germany surrendered, and a formal armistice was signed on November 11, 1918. However, the "war to end all wars" was not officially over until a series of peace treaties were signed in 1919. 

Watch the video below on the events that lead up to the end of World War I, as well as the major treaty that ended World War I - the Treaty of Versailles.

Media embedded September 25, 2016
Media embedded September 25, 2016

To understand the impacts of World War I, read the handout below. 

End_20_26_20Consequences_20of_20WWI_20Handout.pdf

Make an update addressing the following information:

  • Describe at least FIVE major problems with the peace terms that were established at the end of World War I.
  • Why do you think that these peace terms are often seen as a "temporary" fix? Cite at least THREE specific details to support answer.
  • Overall, do you believe that World War I had a positive or negative effect on the world? Why or why? Make sure your opinion is supported with historical facts learned throughout this module. 

For The Teacher

LEARNING STANDARDS:

  • SS.H.1.9-12. - Evaluate how historical developments were shaped by time and place as well as broader historical contexts. 
  • SS.H.10.9-12. - Analyze the causes and effects of global conflicts and economic crises.
  • CCSS.ELA-LITERACY.RH.9-10.3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
  • CCSS.ELA-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.
  • CCSS.ELA-LITERACY.RH.11-12.3 - Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
  • CCSS.ELA-LITERACY.W.11-12.1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • CCSS.ELA-LITERACY.W.11-12.2 - Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

LESSON OBJECTIVES:

  • Describe the ending events of World War I
  • Explain the peace process, including the terms of the Treaty of Versailles
  • Analyze and interpret the events of World War I and synthesize their global effects.

TEACHER RESOURCES:

  • https://www.youtube.com/watch?v=soFhWkxSZAY
  • https://www.youtube.com/watch?v=gKzZ1OwPXgk
  • World History: Patterns of Interaction Textbook
  • World History: A Human Journey Textbook