Transcript File

World War I: 1914-1919
The Causes and Consequences:
Unpacking what really happened
Guiding Question for Big Project
• What really happened to cause World War I
and therefore what are the true
consequences?
– Did these keep true with the Treaty of Versailles?
Big Project Guidelines
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Every Individual will:
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Choose a nation/country involved in World
War I, the Paris Peace Conference, and the
Treaty of Versailles (must have all three in
some aspect for project to be complete)
Cover this nations:
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Leadership/allies
Policies/actions
Treaty of Versailles—decisions/consequences
From information gathered, from a
presentation and a paper (the presentation
will be a collaboration if two individuals have
chosen the same country/nation)
The guiding questions to be used is “What
really happened to start World War I and
therefore, what are the consequences?”
regarding the chosen country/nation
No Length requirement will be used for the
paper, but it must be at least 2 pages 12 point
font and double spaced (with an outline)
The presentation will have a maximum limit
of ten minutes though to be able to work
through all the presentations
• Total Points: 250
– Evaluations will go as
followed:
• Leadership/allies
evidience50 pts
• Policies/Action
evidence50 pts
• Treaty of Versailles80
pts
• Grammatical
Errors/Organization of
Paper25 pts
• Presentation 45 pts.
Journal Entries
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Minimum of 3 entries (Max of 9, i.e. one for each lesson)
First Entry Second Part of Pretest
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Second Entry Middle of Unite either after lesson four or five
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This entry should demonstrate confidence in knowledge gained on World War I [what was learned or how
your thoughts changed]; self evaluation on your project and presentation; feedback on other students
presentations—which you learned the most from and others which you felt could improve
Overall thoughts on the lesson
Optional Entries Beyond 3 required entries
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No guiding question, just need in at least 1 pg (written) show new knowledge gained or new aspects gained,
AND any new thoughts on World War I
Also information on the progress for the Big Project including what your thoughts are so far not limited to
successes/difficulties and direction taken for project
Third Entry End of Unit after Presentations
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Answer Question: “What does World War I mean to you as a student? To your family? To the United States?
To the International Stage?”
Answers not limited to Question may go beyond if necessary, just demonstrate what you know and feel is
important for me to know about World War I
No extra credit given for entries; may reflect in final grade receive for effort; promptly returned with
feedback; opportunities for asking questions about project; opportunities for asking questions about unit
FEEDBACK:
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Based on grammatical errors, thoughtfulness, general inquiries, evidence supported conclusions, depth of
questions asked; Scores will be out of 25 points (5 points per each area)
Pre-Test
• Purpose:
– This will be used to allow those individuals who demonstrate an
appropriate prior understanding of the events of World War I to
use the class time in a more useful manner
– To demonstrate appropriate prior understanding an individual
must score 85% on part 1 of the pretest and 20 out of 25 points
in the first journal entry
– If demonstrated the individuals will use lessons four and five to
work on their Big Projects and will give presentations towards
the beginning of lesson nine
– Students will know scores by beginning of lesson two—during
their brief conferences on choices of country/nation
– Upon completion of the multiple choice section please
complete the first journal entry and turn it in promptly
Lesson One
EARLY 1900S WORLD POLITICS
Reading Assignment
• In groups of three, read your assigned section
of the article Causes of World War 1
– Be prepared to share important points
– Share any information which was confusing or you
felt to be interesting
– Prepare 1 guiding discussion question to
submitted to the instructor
– (The divisions of the article will vary depending on
the size of the class)
World Leaders (i.e. Power holders) and
Alliances
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Great Britain
Germany
Austro-Hungary—Archduke Franz Ferdinand
Russia—Tsar Nicholas II
France
United States—Woodrow Wilson
Activity
• From the reading as a group—please come up
with as many of the pre-World War 1 existing
alliances, the memberships, and terms of the
alliances
• Write all answers on the board
Power Struggles
• Great Britain—strongest navy and army in
world
• Germany—close second on continent placing
pressure on Great Britain
– U-boats
Quiz for next lesson
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This will be a map quiz, to check that when
you are talking or learning about a nation in
the World War I unit that you understand its
location
Please know all of the nations of Europe
however only 10 will be on the quiz
Spelling will count as well
Quiz will be at the very beginning of the
lessons
Here is a link to a map of Europe in 1914
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http://images.google.com/imgres?imgurl=htt
p://www.nationalarchives.gov.uk/pathways/fi
rstworldwar/maps/map_images/Europe1914.
gif&imgrefurl=http://www.nationalarchives.g
ov.uk/pathways/firstworldwar/maps/europe1
914.htm&usg=__PURD4BYgha1TQYx0bEczpb7Tp4=&h=529&w=560&sz=32&h
l=en&start=2&um=1&itbs=1&tbnid=vqWq7G
oQ47Oc6M:&tbnh=126&tbnw=133&prev=/im
ages%3Fq%3DMap%2Bof%2BEurope%2Bin%2
B1914%26um%3D1%26hl%3Den%26sa%3DN
%26rlz%3D1T4HPNN_enUS315US315%26tbs
%3Disch:1
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The nations of Europe include and are not
limited to:
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Russia
England/Great Britain
Belgium
Austro-Hungary
Germany
France
Spain
Portugal
Serbia
Italy
Switzerland
Netherlands
Luxembourg
Bulgaria
Romania
Lesson Two
UNITED STATES PLACE IN COMPETITION
FOR WORLD POWER:
NEUTRALITY AND LEGALITY
Map Quiz
• Format—The students will receive a blank
map of Europe with ten countries labeled
– There will be four different formats the students
will not know this however
– There will be ten randomly selected countries
– The scores will be graded out of ten
– This is to assess their geographical knowledge, Its
imperative that students understand the locations
of the countries that they are studying
Guiding Questions for Lesson:
• Did neutrality exist in a fair and equal form?
• Can neutrality be legally practiced in times of
international crisis?
• What does the term neutrality mean?
Groupwork
• Groups of 3 will read through each of the
follow excerpts of President Wilson’s
declaration of neutrality.
• Discuss and record what each section’s
meaning is and its basis
August 1914
• President Wilson declaration of United States’
neutrality
– Excerpts from the declaration:
• “The people of the United States are drawn from many
nations, and chiefly from the nations now at war. It is
natural and inevitable that there should be the utmost
variety of sympathy and desire among them with regard to
the issues and circumstances of the conflict”
• “The United States must be neutral in fact, as well as in
name, during these days that are to try men's souls. We
must be impartial in thought, as well as action, must put a
curb upon our sentiments, as well as upon every transaction
that might be construed as a preference of one party to the
struggle before another”
More Excerpts
• I venture, therefore, my fellow countrymen, to speak a solemn
word of warning to you against that deepest, most subtle, most
essential breach of neutrality which may spring out of partisanship,
out of passionately taking sides.
• Some will wish one nation, others another, to succeed in the
momentous struggle. It will be easy to excite passion and difficult
to allay it. Those responsible for exciting it will assume a heavy
responsibility, responsibility for no less a thing than that the people
of the United States, whose love of their country and whose loyalty
to its government should unite them as Americans all, bound in
honour and affection to think first of her and her interests, may be
divided in camps of hostile opinion, hot against each other, involved
in the war itself in impulse and opinion if not in action.
Questions for Declaration of Neutrality
• What can be drawn from President Wilson’s
statement?
• What can be drawn from his speech about the
intentions of the United States or the role the
United States will play?
Germany U-boat Policies
• Naval blockade
• Post-Lusitania—not attacking passenger ships
Warnings to the Germans
• 1st warning—February 10, 1915
Assignment
• By the next lesson, please make your decision
on the nation you wish to research for your
Big Project
– Please also have an idea of the direction you wish
to take with the project and a basic thesis
Lesson Three
WORK DAY—PROJECTS AND
INTERVIEWS
Work Day Parameters
• Must have permission to use
Library/Computer Lab
• Outline must be finished by end of Lesson
Four
• Must confirm country/nation with instructor
• Free range for sources to be used
• Use time wisely—remember instructor has
final judgment on use of time
Due at end of day
• 1 interview with Instructor for intent of
project
• 1 paragraph proposal and evidence of basic
outline started
Lesson Four
WHAT REALLY HAPPENED? PART 1
JUNE 28, 1914, LUSITANIA
Political Cartoon
June 28, 1914
• Archduke Ferdinand and Wife
– Gavrilo Princip
– Sarajevo, Bosnia
• Steps to Ultimatum
– Securing Germany support
– Delivering Ultimatum—eliminating anti-Austrian
propaganda on own or allow Austro-Hungarian
effort to eliminate propaganda
Contents of the Ultimatum
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The Royal Serbian Government shall further undertake:
(1) To suppress any publication which incites to hatred and
contempt of the Austro-Hungarian Monarchy and the general
tendency of which is directed against its territorial integrity;
(2) To dissolve immediately the society styled "Narodna
Odbrana," to confiscate all its means of propaganda, and to
proceed in the same manner against other societies and their
branches in Serbia which engage in propaganda against the
Austro-Hungarian Monarchy. The Royal Government shall
take the necessary measures to prevent the societies
dissolved from continuing their activity under another name
and form;
(3) To eliminate without delay from public instruction in
Serbia, both as regards the teaching body and also as regards
the methods of instruction, everything that serves, or might
serve, to foment the propaganda against Austria-Hungary;
(4) To remove from the military service, and from the
administration in general, all officers and functionaries guilty
of propaganda against the Austro-Hungarian Monarchy
whose names and deeds the Austro-Hungarian Government
reserve to themselves the right of communicating to the
Royal Government;
(5) To accept the collaboration in Serbia of representatives of
the Austro-Hungarian Government for the suppression of the
subversive movement directed against the territorial integrity
of the Monarchy;
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(6) To take judicial proceedings against accessories to the plot
of the 28th of June who are on Serbian territory; delegates of
the Austro-Hungarian Government will take part in the
investigation relating thereto;
(7) To proceed without delay to the arrest of Major Voija
Tankositch and of the individual named Milan Ciganovitch, a
Serbian State employee, who have been compromised by the
results of the magisterial inquiry at Serajevo;
(8) To prevent by effective measures the cooperation of the
Serbian authorities in the illicit traffic in arms and explosives
across the frontier, to dismiss and punish severely the
officials of the frontier service at Shabatz Loznica guilty of
having assisted the perpetrators of the Serajevo crime by
facilitating their passage across the frontier;
(9) To furnish the Imperial and Royal Government with
explanations regarding the unjustifiable utterances of high
Serbian officials, both in Serbia and abroad, who,
notwithstanding their official position, have not hesitated
since the crime of the 28th of June to express themselves in
interviews in terms of hostility to the Austro-Hungarian
Government; and, finally,
(10) To notify the Imperial and Royal Government without
delay of the execution of the measures comprised under the
preceding heads.
The Austro-Hungarian Government expect the reply of the
Royal Government at the latest by 5 o'clock on Saturday
evening the 25th of July.
Reactions to Ultimatum
• Serbia enlisting Russian assistance
• Russia’s grievances with Germany
• July 28, 1914Austria-Hungary declaration of war
against Serbia
• August 1, 1914 German declaration of war on Russia
• August 3, 1914 German declaration of war on France
• August 6, 1914 Austria-Hungary declaration of war
on Russia
• Violation of Belgium’s neutrality Great Britain in the
war
Political Cartoon
May 7, 1915
• Sinking of Lusitania
– Almost 1200 civilians die (128 Americans)
• Official Reactions
– Great Britain
– Germany
– United States
• President Wilson
• Secretary of State Bryan
Where to go from this point
• Hypotheses
– What do you think will happen?
– What should the United States do?
Assignment/Handout
• http://www.pbs.org/greatwar/resources/hand
out1.pdf
• Fill out at least 4 boxes in the handout from
information gained in the previous 3 lessons
• Due at the beginning of the next lesson
• Be prepared to formulate YOUR OWN opinion
and answer to the question “What started
World War I?”
Lesson Five
WHAT REALLY HAPPENED? PART 2
ZIMMERMAN TELEGRAM, U-BOATS
October 15, 1916
• Germany resumes U-boat usages despite US
declarations violation of the Sussex Pledge
– “search and destroy”
– Officially broken promise on January 31, 1917
Unrestricted U-boat warfare
– German announcement
• “Neutral ships navigating these blockade zones do so at their
own risk”
• Results: February 3, 1917 US severs relations with
Germany
Important clause from German
Announcement
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Sailing of regular American passenger steamers may continue undisturbed after
February 1, 1917, if:
(A) The port of destination is Falmouth.
(B) Sailing to or coming from that port course is taken via the Scilly Islands and a
point 50 degrees north, 20 degrees west.
(C) The steamers are marked in the following way, which must not be allowed to
other vessels in American ports: On ship's hull and superstructure three vertical
stripes one metre wide, each to be painted alternately white and red. Each mast
should show a large flag checkered white and red, and the stern the American
national flag. Care should be taken that, during dark, national flag and painted
marks are easily recognizable from a distance, and that the boats are well lighted
throughout.
(D) One steamer a week sails in each direction with arrival at Falmouth on Sunday
and departure from Falmouth on Wednesday.
(E) United States Government guarantees that no contraband (according to
German contraband list) is carried by those steamers.
Zimmerman Telegram
• Released to US on February 24, 1917 by Great
Britain
• Contained a message to Mexico from Germany
• Communication between foreign ministers of
Germany and Mexico
• Concessions in United States promised to Mexico
if it joined the German sides in the war effort
• American press notified on March 1
• Played role in United States’ entrance into World
War I
Contents of the Telegram
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To the German Minister to Mexico
Berlin, January 19, 1917
On the first of February we intend to begin submarine warfare unrestricted. In spite of this, it
is our intention to endeavour to keep neutral the United States of America.
If this attempt is not successful, we propose an alliance on the following basis with Mexico:
That we shall make war together and together make peace. We shall give general financial
support, and it is understood that Mexico is to reconquer the lost territory in New Mexico,
Texas, and Arizona. The details are left to you for settlement...
You are instructed to inform the President of Mexico of the above in the greatest confidence
as soon as it is certain that there will be an outbreak of war with the United States and
suggest that the President of Mexico, on his own initiative, should communicate with Japan
suggesting adherence at once to this plan; at the same time, offer to mediate between
Germany and Japan.
Please call to the attention of the President of Mexico that the employment of ruthless
submarine warfare now promises to compel England to make peace in a few months.
Zimmermann
(Secretary of State)
Presidential Proclamation 1364
• April 6, 1917  US President Wilson declares
War on Germany
• Speech
Lesson Six
WORK DAY—PROJECTS AND
INTERVIEWS
Work Day Parameters
• Second Journal Entry must be handed in
within the first 10 minutes of the class period
• Half of day allowed for library/computer use—
must ask permission
• Slip grading your self out of 10 points on the
effort spent towards project
• Group/Individual presentation outlines due at
beginning of lesson seven
Interviews
• A second interview not taking more than 4
minutes will occur
• In alphabetical order
• REASON: to have a face to face, one on one
update of progress or difficulties on the Big
Project
– Also to help student keep on track
Due at the end of the Day
• Journal entry #2
• Rough Draft of big project paper including
works cited—may be written or typed
– Even both, I just need to keep track on who is
doing what and this is a great opportunity for
feedback!!
• Rough Draft of the presentation
Lesson Seven
WAS PEACE TRULY ACHIEVED?
THE CONSEQUENCES OF THE TREATY OF
VERSAILLES
Background Information
• An armistice was signed on November 11, 1918 to create a cease
fire
– This would be the end of World War I
– TRIVIA fact: the armistice signed on November 11 was signed at the
11th hour and the 11th minute and was used to commemorate a
veteran’s holiday in the United States (always on November 11)
• Armistice only between the Germans and the Allied powers, other
central nations had formulated their own armistices
• Armistice process initiated in October of 1918
• Signed at 5 a.m. on 11.11.1918 but took effect six hours later
• Wilson need for the abdication of Kaiser Wilhelm II, (Germany)
stood in way of peace process
• Armistice was considered the peace treaty until the official Treaty
of Versailles was signed
Armistice Terms
• required the Germans to evacuate Germanoccupied territories on the Western Front within
two weeks
• Allied forces were to occupy the left bank of the
Rhine within a month, and a neutral zone
established on the right bank
• Germany also had to face major reductions in its
military supplies
– (Germany viewed terms as punitive)
• If any German violated the armistice, hostility
would resume in no less than 48 hours
Treaty of Versailles
• Treaty of Versailles content:
– Fifteen topics (Including the covenant to the League of Nations)
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Political clauses for Europe
German Rights and Interests Outside Germany
Military, Naval and Air Clauses
Prisoners of War and Graves
Penalties
Reparations
Financial Clauses
Economic Clauses
Aerial Navigation
Ports, Waterways and Railways
Labour
Procedure
Guarantees
Miscellaneous Provisions
Question for Thought
• Were there any commonalities between the
Treaty of Versailles and the Armistice signed
by Germany and the Allied powers?
• Are these commonalities fair or justified?
Activity—Group work
• In groups of two or three (individuals whom
you have not worked with)
– Go through the assigned portion of the treaty
• Evaluate the “fairness” of the section
• Evaluate the justifications
• Predict consequences
– Formulate a poster which conveys the important
points of the treaty which you were assigned.
– This poster should be done to promote the Treaty
itself
Homework
• Please read the following document
– Wilson’s 14 points
• Fill out the associated graphic organizer
• Also read the following reactions to President
Wilson’s 14 points
– British Foreign Secretary Arthur Balfour
– German Count Georg von Hertling
• In a short paragraph discuss the similarities
and differences of the two reactions
Lesson Eight
IS THE UNITED STATES TO BLAME?
WILSON’S FOURTEEN POINTS AND THE
LEAGUE OF NATIONS
Wilson’s speech
• The final point—most important
– League of Nations
• Covenant of the League of Nations
– Major organizational points
• Advantages
• Disadvantages
• Link-http://www.firstworldwar.com/source/fourteenp
oints.htm
Wilson’s points 1 through 5
• What occurrences during the war are the basis
for the first five points?
• Are these points justified?
• Do any one of the points stand out
significantly?
• Are any of the points based in the delayed
United States entrance?
Wilson’s points 6 through 10
• Have all the countries involved had their
needs met?
• Are the circumstances requested justified?
• Do you agree with the points placed forward
by President Wilson?
• Are the settlement proposals in line with the
causes of the “War to end all wars”?
Wilson’s points 11 through 14
• Why are these four points very significant?
• What does it mean to have a “general
association of nations”?
• Given the condition of international politics in
1918, was a League of Nations possible?
• Are these four points justified in relation to
the occurrences of World War 1?
Reactions to Wilson’s 14 points
• British reactions
• German reactions
– Similarities
– Differences
– Justifications
Domestic Reactions to Wilson’s 14
points/Treaty of Versailles
• Since the United States’ failed to join/ratify the
League of Nation’s covenant, it failed to ratify the
Treaty of Versailles
– Impacts:
• Formation of individual treaties with each nation of the
Central Powers
• Link to the Treaty of Versailles—for use in Big
Project
http://www.firstworldwar.com/source/versailles.
htm
Unanswered Questions
• Now is the time to ask any questions which
still remain…
Lesson Nine
PRESENTATIONS
This slide in the class would
be used to list the order of
the presentations and the
students nations/countries
From PBS.org on War Without an End
The Great War had been the worst disaster in history. Nine
million soldiers were killed. Four empires had collapsed and
large parts of France, Belgium and Russia lay devastated.
The old order had been decimated and a new one was
taking shape -- and this struggle would prove even bloodier
than the war itself.
Millions of people - military and civilian - in every
combatant nation had to cope with the war experience and
its aftermath. Some people tried not to remember the war,
while others built monuments to those who had died.
Many went to the grave burdened by the unanswered
question: "What did it all mean?“
Groupthink
• From what you have learned, the
presentations, and reading the last passage
from PBS.org, answer the question
– What did it all mean?
Final Journal Entry
• Please complete the final journal entry at this
time
• Include any information you deem relevant
• Also include recommendations for improvement
of the Unit or what should stay the same
• With submission of the journal entry, please
include all other journal entries, final paper, final
updated outline of presentation, and any
important unit work for a complete portfolio in
your record