6. World War I

Essential Question(s):
1.  How do interacting cultures create changes in society, political systems, and economic systems?
2.  How do political systems change as a result of migration, trade, and war?
3.  How did social and political reforms affect, impact, or alter existing social and political systems? 
Learning Target(s):
1.  Students will be able to identify and explain the major causes of World War I.
2.  Students will be able to identify and describe the accomplishments of major leaders in WWI.
3.  Students will assess the outcomes of WWI and how they lay a foundation for WWII.

Activity #1:
  1. Students will complete a viewing guide on the film, "America in the 21st Century: World War I - The War in Europe."
  2. A copy of the viewing guide and the film can be found in the Notes and Activities.
  1. Students will participate in a class lecture/discussion on the causes and effects of World War I.
Activity #3:

1. Students will complete a document-based activity on the "Underlying Causes of World War I."
2. Creating a document analysis chart, students will analyze the different documents in the packet.
3. Once the students have completed the document analysis, they will write an essay explaining the underlying causes of World War I.

Activity #4:
  1. Upon completion of the lecture/discussion, students will complete the reflection questions below:
a. Create a graphic organizer that illustrates the causes and effects of World War I.
b. Select one of the causes and explain, in detail, how it contributed to the start of World War I.
c. Why did the United States of America, initially, remain neutral in the war?
d. How did America's neutrality impact the war effort in Europe, Africa, and Asia?
e. What events brought the United States into the war?
f. How did the United States prepare for war? at home? in Europe?
g. World War I, is often called the first "Modern War," "A New Kind of War," or "The
War to End All Wars."  Which title is the best? Give evidence to support your 

Activity #4:

  1. Students will listen to the song "Christmas Bells - Snoopy v. Red Baron."
  2. Students will then read the play "The Christmas Truce" with students taking on the roles in the play.
  3. Upon completing the play, students will answer the following reflection questions:
    1. How does the play describe the war on the front lines?
    2. What was "no-man's land?"
    3. Both the song and the play tell a story. Why did the author name the play "The Christmas Truce?"
    4. What historical event is celebrated in both this song and play?
    5. Using the map, which countries made up the Allied Powers? Central Powers? Neutral Powers?
    6. Why might it have been difficult for countries like Switzerland to remain neutral?
    7. The timeline illustrates key events in World War I. Why did the United States become involved in the war?
    8. How did the allied powers manage to win the war?
Activity 5.  War Propaganda
  1. The teacher will give each student a notecard.
  2. On the notecard, they are to create a picture promoting the war. Their picture can be from the perspective of an allied, central, or neutral power.
  3. Go to http://www.ww1-propaganda-cards.com/ for inspiration and ideas.

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