Transcript David Hampson & Mindy Piercey

WORLD WAR I
David Hampson, Mindy Piercey
Education 639
Table of Contents
Unit of World War I
 Materials
 History Standards
 People and Societies Standards
 Geography Standards
 Economics Standards
 Government Standards
Citizenship Rights and Responsibilities Standards
 Social Studies Skills and Methods Standards
 Science, Technology, and Society Standards
 Websites
 Activities
 Presentation Slides
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Unit 5
10th Grade American History
World War I
Materials
LCD Projector
Propaganda Posters
Worksheets
Textbook
Writing Utensils
Willing minds in which to mold
Web sites (will be provided in power point)
History Standards
Students will…..
Trace the development of the United States as a world power with an;
emphasis on:
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Decision to enter WWI
President Wilson’s Fourteen Points
Treaty of Versailles
United States decision of not participating in League of Nations
Social Factors between family members at home and soldiers over seas.
Different policies of Teddy Roosevelt and Woodrow Wilson
Propaganda from yellow journalism in United States
Relationship between United States with England, Germany, France
People and Societies Standards
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Students will…
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Explain the impact of the lives involved with the home
front
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Working conditions
Education
Propaganda (yellow journalism)
Explain the impact of the lives of soldiers fighting in
the Great War
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Trench Warfare
New technology
Letters home
Impact of the different battles
Geography Standards
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Students will…
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Explain how different technological advancements
effected communication between different regions
Describe the outcome of World War I with borders
between countries
Analyze the geographic processes that contributed to
the changes in American Society
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Industrialization and post-industrialization
Victory overseas
Economic Standards
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Evaluate the effects of trade and
interdependence on the economic system
of the United States
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Before and After World War I
Describe the effects that led to the Great
Depression
Government Standards
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Students will…
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Explain the reasons for the United States
entering the war
Describe the movement towards imperialism
before and after the war
Analyze the Fourteen Points and the League
of Nations
Citizens Rights and
Responsibilities Standards
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Students will…
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Describe how the media, public opinion, and
interest groups shaped government policy
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With an emphasis on…
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Military policy
Foreign affairs
Living conditions in the United States
Industrialization
 Unions
 Workers rights
 Business regulation
Citizens Rights Cond.
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Explain the considerations and criteria commonly
used in determining what limits should be placed
on specific rights including:
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Clear and Present Danger
Compelling Government interest
National security
Libel or Slander
Public Safety
Equal opportunity
Analyze conscientious objectors in World War I
Social Studies Skills and Methods
Standards
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Determine the credibility of sources by
considering the following…
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The qualifications of a writer
Agreement with other creditable sources
Recognition of stereotypes
Accuracy and consistency of sources
Circumstances in which the author prepared the
source
Analyze one or more issues and present a
persuasive argument to defend a position
Science Technology and Society
Standards
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Students will…
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Understand how to navigate through different
creditable sources on the Internet
Explain how the research topics given through
computer resources
Web Sites
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www.bbc.co.uk
www.iwmcollections.org
www.pbs.org
http://encarta.msn.com/encyclopedia_761
569981/World_War_I.html
www.whitehouse.gov/history/presidents.ht
ml
Student Activity #1
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Letter From the Front
Students will devise a letter as if they are writing on the front lines
of a battle
They will describe the conditions they are faced with on the front
lines
They will discuss their feelings and thoughts as if they actually
there.
After letter is complete they will be graded. Then based on reading
level the letters will be handed out to classmates.
Then students will respond to the letter as if they were responding
back to the soldier.
These letters should include life back at home and news from the
home front.
Activity #2
Propaganda Posters
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FIRST STUDENTS ARE INTRODUCED TO COMMON TOOLS OF
PROPAGANDISTS DURING WARTIME
THEN WORKING IN PAIRS( OR AS A CLASS) STUDENTS EXAMINE
EIGHT OR SO POSTERS FROM ENGLAND, GERMANY FRANCE AND
THE UNITES STATES
THEN WORKING IN PAIRS( OR AS A CLASS) STUDENTS EXAMINE EIGHT
OR SO POSTERS FROM ENGLAND, GERMANY FRANCE AND THE UNITES
STATES. FOR EACH POSTER STUDENTS DISCUSS AND RECORD THE
OBJECTIVE THEY THINK THE POSTER WAS DESIGNED TO ACHIEVE AND
THE TOOLS USED IN IT.
AFTERWARD STUDENTS VIEW SLIDES OF THE POSTERS AND SHARE
THEIR ANSWERS.
FINALLY THE TEACHER HOLDS A CLASS DECUSSION ABOUT THE
USES OF PROPAGANDA DURING WORLD WAR I AND TODAY.
Activity #3
Roosevelt V. Wilson
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COMPARE AND CONTRAST TEDDY ROSEVELT
AND WOODROW WILSON
10 WAYS THEY ARE ALIKE AND 10 WAYS THEY
ARE DIFFERENT
Conduct a discussion as a class as how each
point of view effected the United States policy in
WWI
Activity 4
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Map Activity
Students will receive a map containing
information of political boundaries.
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Students will color and highlight different
regions, and battles that took place during
WWI
Activity #5
THE SPIN DOCTORS
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SHOW HOW EACH SIDE INTERPRETED THE SAME
EVENT?
ASSASSINATION OF ARCHDUKE FERDINAND: ENGLAND
AND FRANCE VS. GERMANY
SINKING OF THE LUSITANIA: ENGLAND AND THE US
VS. GERMANY
THE RUSSIAN REVOLUTION: ENGLAND THE US VS.
GERMANY
TREATY OF VERSAILLES: ENGLAND AND THE US VS.
GERMANY
Activity #6
Writing Assignment
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Students will choose one key figure during World War I
and research that person then write a typed 3 page
paper about that person.
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Papers should be double spaced, twelve point fount, and cover
the life, actions taken during the of World War I, and issues
facing this person.
Once papers are completed there will be an in-class
discussion over the people that were covered in the
papers.
Activity # 7
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Students will research on the internet
different opinions for or against entering
the war
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Students will be divided in to two groups: One
for entering the war and one opposed to the
war
Each group will list important aspects of their
argument
Each group will debate one another over their
arguments
Presentation Slides
Theodore Roosevelt
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Born: In New York in 1859
Died: 1919 in New York
Career:
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Traveled in Europe during his
youth as well as studied at
Harvard and Columbia
focusing on politics.
He was a published author in
1882 with his book The Navel
War of 1812.
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He was a state legislator in
the early 1880’s for New York.
Police Commissioner in 1895
Roosevelt Continued
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Roosevelt was involved in many
cases as Assistant Secretary of the
Navy with United States
Immaterialism
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Famous for the charge of San Juan Hill
Well noted for his actions during the
war.
Became the youngest president at the
age of 43 when President McKinley
was assassinated in 1901.
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Raised support through propaganda
Called for a strong military
Wanted U.S. Expansion with
involvement in the Philippians as well
as Latin America.
Furthermore, during the SpanishAmerican War Roosevelt was a
lieutenant colonel with the Rough
Riders.
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During his term he was known as a “trust
buster”
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Also known for his “Big Stick” policy
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Breaking up companies that became too
powerful to increase competition
Having an imperialism view of the world
(expansion of territory)
Roosevelt wanted to expand the influence of
the United states by taking control of other
countries
Roosevelt would use Yellow Journalism in
order to promote his ideas and beliefs
Theodore Roosevelt believed that he
was a personal representative of the
people
Woodrow Wilson
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Born: In Virginia in 1856
Died: 1924 in Washington
D.C.
Career:
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Graduated from Princeton and
then when to the University of
Virginia Law School.
Finally Wilson ended his
education at John Hopkins
University and began a career
in academics.
Was a professor of political
science before he became
president of the University in
1902.
Wilson Continued
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Because of his influence, many
conservative democrats
considered him a potential U.S.
president.
Was Governor of New Jersey in
1910.
After serving as Governor, he
was nominated as the
democrat presidential
nominee.
Wilson desperately tried to
keep the United States out of
the War in Europe
Went by the campaign slogan
“He kept us out of War”
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Wilson for his first term tried
to keep the U.S. out of the
conflict in Europe however
with the sinking of the
Lusitania.
With Americans outraged
through Yellow Journalism,
movement for U.S.
involvement in the war was
pushed
During this time Wilson came
up with his Fourteen Points
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League of Nations was created
U.S. did not join the League
World War I
The players in the Great War
Great Britain
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Becomes involved in
August 4, 1914.
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Germany wants to move
through neutral Belgium for
placement of troops
Britain does not agree in this
movement and declares war
on Germany.
Britain wants to maintain their
world power and Germany
prevented that from
happening
British navy struggles against
German U-boats
Germany
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Becomes involved from the
start on June 28, 1914 with
the assassination of the
Archduke Ferdinand
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Allied with Austria-Hungry,
Germany defends them
against Russia
Germany ends up fighting a
two front war with Russia and
France (with the help of
Britain)
Germany has an advantage
with their U-boats
(submarines)
Austria-Hungary
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After the assassination of
Austrian Archduke Ferdinand,
Austria-Hungry blames Serbia
for the murder and declares
war
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Strengthened by Germany’s
support, Austria-Hungary attacks
Serbia
Because of this action Russia
comes to the support of Serbia
At the end of the war AustriaHungary is forced to split
Russia
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Because of Russia’s
involvement in the Ottoman
Empire they felt that they had
cause to intervene against
Austria-Hungary.
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Russia believed that Serbia was
their responsibility and therefore
should defend it.
Austria-Hungary felt this same
ideal and the conflict started
between the two countries.
Russia ends up dropping out of
the war because of the March
Revolution of 1917 (Russian
Revolution)
France
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Was invaded by Germany as it
was expanding its territory.
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August 3, 1917 Germany
Declares war on France
France and Germany fight a
war on the Western Front
which only moves back and
forth of about only a few
hundred miles both ways
Some of the most casualties
came from this area
Start of trench warfare and
the machine gun
United States
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Was the last major country to
join on April 6, 1917.
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After the sinking of the
Lusitania, the Americans
blamed the event on a
German U-boat
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Yellow Journalism helps
escalate public opinion on war
Come to the aid of Great
Britain and France (the Allied
powers)
Officially joined when
Germany declared unrestricted
sub warfare
Wilson’s Fourteen Points
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Peace should be obtained by
all means necessary (through
diplomacy)
Seas are open without
restriction
Open trade between nations
who agree to the Fourteen
Points (peaceful nations)
Nations must reduce amount
of weapons
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Points five through thirteen
gave governments
independence to make their
own choices about colonies
they controlled
The final point was about the
League of Nations.
League of Nations
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This concept was the most controversial, however, the
most important to Wilson
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Nations would band together in order to keep the peace in the
world and uphold international law
Congress was fearful of joining because they did not want to
lose the power to declare war on its own
In exchanged for the support of the Points, Wilson gave up the
idea of severely punishing Germany for their cause in the war
Countries in the League included Great Britain, France, Italy,
Canada, China, Japan, Brazil, Spain, Sweden, and many more
Because of the lack of the United States joining the League, had
little to no power
This idea of a joining of countries in order for peace inspired the
United Nations.
Treaty of Versailles
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Was the conclusion of the Great War
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Established the conditions and terms for the
restoration
Germany and Austria were declared responsible for
starting the war and needed to repay the Allies for
the damages (“War Guilt Clause”)
 Was signed June 28, 1919 (five years after the war
started)
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Yellow Journalism
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Given the name by the yellow ink that Joseph Pulitzer
used in the comics of his newspaper, New York World.
This was a way of exaggerating the news or making it
up without the facts.
Use of sensationalism and “scare headlines” in order to
increase circulation