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Abstract
Students will see how the turn of the century brought political
upheaval throughout the world. Remembering the horrors of war, the
United States refused, initially, to take part in the war and chose
to enjoy the privilege of selling armaments to both sides. However,
after students review the events that unfolded they will be
convinced W. Wilson could no longer avoid war. The lessons of war
made lasting impressions on both civilians and soldiers in World War
I. Physical and psychological destruction rendered millions
incapable of functioning in a world turned upside down. Harding's
"normalcy" was a gross miscalculation of what lifestyles would be
like for the next twenty years. The events of the Great War and
reactions to the end result enabled fascism to gain a stranglehold
on the world and lead to yet another world-wide war.
This unit
focuses on using a PowerPoint slide presentation as a guide.
Students are given direct instruction and participate in a variety
of tasks including vocabulary, timeline, geography, political
cartooning, propaganda, medical diagnosis scavenger hunt. All
activities encourage the use of technology.
Invitation/Fundamental Understandings:
Essential
Questions:
Knowledge and skills: Fundamental
Understanding:
The students should know that warfare leads to
consequences more than acquiring or losing territory. Casualties can
cause economic upheaval and social disorder in a nation, long after
the war is over. The devastating effects of losing a war also cause
psychological trauma for a nation, as well as for its individuals.
How the nation and its citizens respond in world affairs after such
trauma can lead to more horrendous events such as another war.
Essential Questions:
1. How do alliances determine
the extent of warfare?
2. How did familial ties (royal families)
contribute to warfare in much of European history, including
WWI?
3. What impact did the media have on gaining public support
for the war?
4. Does the media have the same impact today as in
WWI or is the public less gullible than in the years,
1914-1918?
5. How did the provisions of the Treaty of Versailles
contribute to events in WWII?
6. How was Germany's treatment in
the Versailles treaty used by Hitler in his quest for world
domination?
7. What are the costs of warfare and what
generalizations can be made about war?
8. How did WWI change
American society?
9. How did WWI change U.S. participation in
world affairs?
10.How do political boundaries change as a result
of war?
11.What means does a government utilize to aide in the
human adaptation to a changed environment?
What Students
should know:
- By 1900, imperialism had been a driving force
in world affairs for around 200 years.
-Europe dominated most of
the globe economically, politically and militarily at the turn of
the 20th century.
-the U.S.A. was determined to become an
imperial power but saw itself as a "big brother" to struggling new
democratic nations in Latin America.
-intense rivalry existed
between European powers in 1900.
What students will
learn:
-WWI resulted in a restructuring of nation boundaries in
Europe and ended the imperial powers of Austria-Hungary and
Turkey.
-the war led to the Bolshevik Revolution in Russia and
the end of the Romanov dynasty.
-WWI devastated the world
economy; especially in Germany.
-the provisions of the Treaty of
Versailles significantly altered relations between the winning
powers and losers; Hitler used the treaty to gain German support for
his military goals in WWII.
-the U.S. became a reluctant
participant in European affairs via Wilson's 14 Points; U.S.
involvement significantly increased in foreign affairs throughout
the 20th century after WWI.
-propaganda is a powerful national
tool in waging war.
What should students be able to
do?
1. Identify the events which led to the eruption of "The
Great War".
2. Provide analysis of the positive and negative
effects of warfare.
3. Investigate the differing facets of "The
Great War",through various technology tools.
4. Utilize primary
and secondary resources to strengthen an understanding in the
influence of "The Great War" on world politics, technology,
economics, and advances toward the modern era.
Standards
National Standards National History
Standard
National History Standard 5: The student engages in
historical issues-analysis and decision-making, elements D and
F
Era 7 - The Emergence of Modern America
(1890-1930)
Standard 21:Understands the changing role of the U.S.
in world affairs through World War I
Level 4 (Grade
9-12)1.Understands U.S. foreign policy and involvement in
foreign
countries in the early 20th century
2.Understands the
causes, course, and impact of World War I prior to U.S. entry (e.g.,
motivations of leading world powers, the relative success of nations
in mobilizing their resources and populations, the relative success
of their propaganda campaigns to influence neutral nations, the
successes of military strategies,the general spirit of
disillusionment)
3.Understands how the home front influenced
and was influenced by U.S. involvement in World War I (e.g., the
impact of public opinion and government policies on constitutional
interpretation and civil liberties, the
events of Wilson's second
term; the role of various organizations in the mobilization effort;
the "Great Migration" of African Americans to northern
cities)
4.Understands influences on the outcome of World War
I(e.g., how point six of the Fourteen Points deals specifically with
Russia, the effectiveness of the Versailles
Treaty)
National Technology Standards
By
the end of the 12th grade students will be able to:
Standard 5:
Use technology tools and resources for managing and communicating
personal-professional information (3,4).
Standard 7:
Routinely and efficiently use online information resources to meet
needs for collaboration, research, publications, communications, and
productivity. (4,5,6).
Standard 10: Collaborate with peers,
experts, and others to contribute to a content-related knowledge
base by using technology to compile, synthesize, produce, and
disseminate information, models, and other creative works.
(4,5,6)
National English Standards:
Standard 3:
Students apply a wide range of strategies to comprehend, interpret,
evaluate, and appreciate texts.
State Standards 1. Explain the sequence
and relationship of events on tiered time lines. His (History
1.12.2).
2. Students will use social studies vocabulary and
concepts to engage in inquiry, in research, in analysis, and in
decision making.(History 2.0).
3. Describe the causes course,
character and effects of World War I, including: Imperialism ,arms
race and alliances, nationalism, weapons, tactics, Fourteen Points,
Treaty of Versailles (History 7.12.17).
4. Describe the causes
and effects of the Russian Revolution (History 7.12.18).
5.
Discuss the effects on society of new technologies of this era
including communication, transportation and manufacturing (History
8.12.3).
6. Describe the causes of World War II by examining the
legacy of WWI (History 8.12.6).
7. Analyze and give examples of
the expansion of the national government through the application of
the enumerated and implied powers. (Civics 2.12.3).
8. Describe
the creation of laws through the legislative process (Civics
2.12.2).
9. Describe the process by which public policy is
formed and carried out (Civics 4.12.6).
10.Identify an
historical event or cultural influence as portrayed in literature.
(Lang. Arts 3.4.3).
11. Locate figurative language including
simile, metaphor and personification in text. (Lang. Arts 3.4.5).
12. Identify author's purposes for writing (Lang. Arts 4.4.5).
13. Utilize problem-solving processes through the use of
resources to reach a desired outcome. (Tech. 12.1).
Workforce Competencies: 1.INFORMATION
MANAGERS (3.1)Students locate, comprehend, interpret, evaluate,
maintain, and apply information, concepts, and ideas found in
literature, the arts, symbols, recordings, video and other graphic
displays, and computer files in order to perform tasks and/or for
enjoyment.
2.NUMERIC PROBLEM SOLVERS (3.3)Students use numeric
operations and concepts to describe, analyze,
disaggregate,communicate, synthesize numeric data, and to identify
and solve problems.
3.EFFECTIVE LEADERS (3.9)Students establish
credibility with their colleagues through competence and
integrity,and help their peers achieve their goals by communicating
their feelings and ideas to justify or successfully negotiate a
position, which advances goal attainment.
4.CULTURALLY SENSITIVE
LEADERS (3.10)Students appreciate their own culture and the cultures
of others, understand the concerns and perspectives of members of
other ethnic and gender groups, reject the stereotype of themselves
and others, and seek out and utilize the views of persons from
diverse ethnic, social and educational backgrounds.
5.RESOURCE
MANAGERS (3.6)Students appropriately allocate time, money,
materials, and other resources.
Unit of Practice
Relevance:
The Great War had a profound influence on our global society. The
war changed boundaries, changed methods of warfare, established
alliances beyond familial ties, created new global leaders, changed
foreign policy in the United States which was more complex and
participatory. The Great War set the stage for future warfare both
positively and negatively. The Great War ushered in the modern
world. The Great War will aide student's understanding of twentieth
century politics, and foreign policy.
Context
The previous unit in class covered Imperialism and United States
Expansionism. Even though the nation experienced a temporary and
active role in world affairs, the country returned to its
traditional stance of isolationism. Sixty yers before, the Union
endured four years of internal, bloody warfare. The lessons learned
from the Civil War were that of active avoidance, not active
involvement. Students shall have the ability to access the internet,
read text at a high school reading level and reached the maturity
level of being able to draw conclusions and recognize fallacies in
thinking.
Assessment
Pretest to find students prior knowledge in regards to The Great
War. Pretest will be in the form of a dialectical journal. Students
will be asked to describe the influence The Great War had on world
affairs.
Formative Evaluation:
1.
Student-created political cartoons and other propaganda sources to
illustrate the power and influence of the media-could use printshop
or other draw/paint programs as well as web sources as
examples.
2.Role play- in lively class discussion about the
problems encountered at the Versailles Conference and how decisions
made after World War I led to another worldwide conflict later in
the century(World War II Sept. 1, 1939) and, use critical thinking
skills to evaluate the positive and negative consequences of
warfare.
3. Reading primary and secondary sources to identify
changing global perspectives.
4. Student-created model of trench
warfare; could use sand box with military action figures or draw a
scene with the use of computer draw/paint
software.
Summative Evaluation:
1. Content
-related short answer test.
2. Projects: Desktop-published,
annotated timeline with dates and descriptors of pictures and events
represented.
3. Utilize selected web sources to complete medical
charts on fictitous patients.
4. Projects (group):
Desktop-published workbook on World War 1 with news articles,
pictures, visual representation and cartooning, and group's
editorial commentary.
Components:
Day 1-3: Powerpoint presentation, interactive slides, poetry,
pictures and timeline events
Day 4-6: Patient diagnoses,
statistical analysis of war casualties, predicting outcome of heavy
casualties
Day 7-8: political cartoon analyses from WWI
Day
9-10: Treaty of Versailles debate
Day 10: Conclusion of unit:
evaluating the war
Components of the unit:
The unit
including activities will take approximately 11 days.The following
is a suggested outline. Download the PowerPoint, The Great War.
After the download has been completed familiarize yourself with the
content of the PowerPoint presentation.
Day One: Present
slides 1-4. These slides provide an introduction to the unit and the
unit objectives. On slide four students will be presented with 23
vocabulary terms which they will need to define. (See lesson:
vocabulary building)
Day Two: Present slides 5-6.
Students will be given specific dates that they will need to utilize
in order to create a chronological time line. (See lesson: Timeline
Construction)
Day Three: Present slides 7-9. Students
will be introduced to the complicated web of players involved in the
war. (See lesson: What it means to be an ally-a cooperative learning
activity)
Day Four: Present slides 10-11. Students will
be introduced to the geography of the war. (See lesson: Map Skills)
Day Five and Six: Present slides 12-13. Students will be
presented statisical information (graph) of the casualties of WW1.
Students will also be asked to research the Medical front of WW1.
(See lesson: The Medical Front)
Day Seven: Present slides
14-16. Students will have the opportunity to visualize the effects
of human carnage. Students will be introduced to a mathematical
calculation of human carnage (slide 14) as well as pictures of the
war (slide 15). The final slide provides the definition of "Total
War". This slide sets students up for an important aspect of "Total
War" presented the following day-Propaganda. Discussion on this day
should be centered on the photos.
Day Eight: Present
slides 17-22. Students will be introduced to the concept of
propaganda. after today's lesson students will understand that we
are all influenced by propaganda daily, it affects our every move.
On slide 22 students are given an assignment which should be
collected the following day. (See lesson: Selling Warfare)
Day Nine: Present slides 23-25. Students will participate
in the discussion of today's slides which address the turn the war
takes when the United States becomes involved. On slide 23 students
will have the opportunity to listen to a primary source (Senator
Warren G. Harding) on the necessity for Americans to "awaken" and
support the war effort and to protect their national identity of
"democracy". This primary source provides the central theme for the
United States involvement in WW1. Instructors may facilitate further
understanding by assigning additional readings provided by the
instructor.
Day Ten: Present slide 26. On this day
students will participate in a cooperative learning activity. The
slide explains the activity. The slide has the "Mission Impossible"
sound track attached. Students are taking a mission to the Treaty of
Versailles table. Unlike the original "Big Four" we have allowed
Germany to participate at the bargaining table.
Day
Eleven: Present slide 27-28. The students will individually be
able to evaluate the pros and cons of warfare, based upon the events
and consequences of the Great War.
Additional Resources
Main
URL:
Related Resources
World War One PowerPoint Presentation
Related Lessons
Copyright © 1997-2003
Career Connection to Teaching with Technology
USDOE Technology Innovation Challenge Grant
Marshall Ransom, Project Manager
All rights reserved.
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