Embedded Files
Unit Era: 1914 to 1924
Unit VII
Essential Question: Is war inevitable?VII.A Students will analyze how regional tensions and interregional competition led to World War One by:
- VII.A.1: Evaluating how growing tensions among rival European states and empires, compounded by nationalism, militarism, imperial competition, and alliance systems led to the outbreak of war.
VII.B Students will describe the global scope and human costs of World War One by:
- VII.B.1: Assessing the effectiveness of the major strategies and turning points of the war.
- VII.B.2: Analyzing how scientific and technological inventions impacted civilian populations and military personnel.
- VII.B.3: Analyzing the effect of the media to promote ideologies through propaganda on the war.
- VII.B.4: Evaluating the contributions to, and impact of World War I on, colonial peoples in South Asia, Africa, and the Middle East.
- VII.B.5: Evaluating the experience of the Armenian people within the Ottoman Empire.
- VII.B.6: Assessing the global effects of the influenza pandemic.
- VII.B.7: Explaining the domestic and international causes of the Russian Revolutions and its impact on World War One.
I. MW22 [ Notes ] World War IAssigned Readings
Assigned Readings
Make sure you know the vocabulary terms on the right, as you may be quizzed on them this week.
- Militarism
- Mobilize
- Neutrality
- Stalemate
- U-boat
- Total War
- Fourteen Points
- Pandemic
- Reparation
- Mandate
IV. MW22 [ Extra Credit ] Advertisement - MP3MP3 EC | Advertisement
MP3 EC | Advertisement
IV. MW05 [ Handout ] Student Choice BoardStudent Choice Board
Student Choice Board
Monday: Student Choice Day
Units VI and VIIMonday: Student Choice Day
Opener: Overview | Student Choice Day(s)
Opener: Overview | Student Choice Day(s)
On Student Choice Days you decide how best to utilize your time related to the class. Consider:
Finalizing The Previous Unit | submit work from the previous unit by the end of the class.
After today it will only be valued at 1 point.
Beginning to Work on the Current Unit | Get a head start on the work for the current unit.
Recovery a Test | After completing the Recovery Handout, you may recover a previous test from the MP.
Lesson: Select an Activity from the Student Choice Board
Lesson: Select an Activity from the Student Choice Board
See the Student Choice Board (left) if you want more information about today's activity
Closing: Reminder | The Work from Last Unit is Due By The End of Class
Closing: Reminder | The Work from Last Unit is Due By The End of Class
Today marks the last day in which you can turn in the work from the previous unit for partial credit.
If you turn in an assignment from the last unit after today it will be marked as a "1/x" where "x" is equal to the value of the assignment. In other words, you will earn 1 point to illustrate that you turned in the assignment, albeit after it was directly relevant to the learning taking place.
MW22 Notes | World War I
MW22 Notes | World War I
1.A MW22 [ Classwork ] WW1 Poetry - Document AnalysisOpener | WWI Media
Opener | WWI Media
Tuesday: WWI | Origins and Strategies
MSDE III.A.1 | Evaluate how growing tensions among rival European states and empires, compounded by nationalism, militarism, imperial competition, and alliance systems led to the outbreak of warMSDE III.A.2 | Assess the effectiveness of the major strategies and turning points of the war Tuesday: WWI | Origins and Strategies
Opener: Literary Analysis | Over There v. Dulce et Decorum Est
Opener: Literary Analysis | Over There v. Dulce et Decorum Est
Compare the views expressed in the song "Over There" by George Cohan vs. the poem "Dulce et Decorum" by Wilfred Owen
Lesson: World War I: Origins and Strategies
Lesson: World War I: Origins and Strategies
I. Notes: World War I: Origins and Strategies
Closing: Establishing a Claim | German War Guilt
Closing: Establishing a Claim | German War Guilt
Choose whether or not you think Germany deserves the primary blame for starting World War I. Provide one piece of historical evidence to support your claim
Resources | World War I (1914 to 1918)
Resources | World War I (1914 to 1918)
Gassed by John S. Sargent (1919)
Gassed by John S. Sargent (1919)
Destroy This Made Brute - Enlist by Harry R. Hopps (1917)
Destroy This Made Brute - Enlist by Harry R. Hopps (1917)
Wednesday: WWI | End and Aftermath
MSDE III.A.5 | Evaluate the contributions to, and impact of World War I on, colonial peoples in South Asia, Africa, and the Middle East MSDE III.A.6 | Evaluate the experience of the Armenian people within the Ottoman EmpireWednesday: WWI | End and Aftermath
Opener: Great Race | Propaganda Posters of World War I
Opener: Great Race | Propaganda Posters of World War I
Identify the country responsible for creating the propaganda poster.
Lesson: World War I: End and Aftermath
Lesson: World War I: End and Aftermath
I. Notes: World War I: End and Aftermath
Closing: Establishing an Argument | The War Guilt Clause
Closing: Establishing an Argument | The War Guilt Clause
"The Allied and Associated Governments affirm and Germany accepts the responsibility of Germany and her allies for causing all the loss and damage to which the Allied and Associated Governments and their nationals have been subjected as a consequence of the war imposed upon them by the aggression of Germany and her allies." -Article 231 of the Versailles Treaty-
Do you think the the War Guilt Clause (Article 231) made World War II inevitable? Explain
Resources | The Civilian Sector of World War I
Resources | The Civilian Sector of World War I
Thursday: Civilians and War
MSDE III.A.3 | Analyze how scientific and technological inventions impacted civilian populations and military personnelMSDE III.A.4 | Analyze the effect of media to promote ideologies through propaganda on the warThursday: Civilians and War
Opener: Vocabulary Quiz | World War I
Opener: Vocabulary Quiz | World War I
Complete the vocabulary quiz based on the words from this week's readings. In the event that you did not do well you are welcome to earn the points back by submitting definitions for the vocabulary terms using the Frayer Model (click for example).
Lesson: Civilians and War
Lesson: Civilians and War
I. Worksheet: Complete the "World War I Propaganda Posters" assignment.'
II. Extension: How did the US government get its citizens to buy into World War I?
What were the Four Minute Men? Why is it important that they were volunteers and not paid?
How significant were posters in fostering the US war effort?
What happened to people who did not support the war effort?
How did US propaganda influence other countries?
What is the difference between propaganda in WWI and today?
Closing: Discussion | What makes effective propaganda?
Closing: Discussion | What makes effective propaganda?
Consider the following tactics:
linking a person to a negative symbol
Using emotional appeals
Connecting a person to the positive or negative qualities of another
Highlighting the fame and fortune, or lack of such, of a individual
A bandwagon approach that connects individuals to a larger proportion of the population
Resources | World War I beyond Europe
Resources | World War I beyond Europe
[YouTube] CCWH 2.09 - How WWI Began
[YouTube] Extra Credits - 1918 Flu Pandemic
Essential Question(s) 1890 to 1994
Essential Question(s) 1890 to 1994
Is War Inevitable?
Is War Inevitable?
MSDE Objective(s) | Students will analyze how regional tensions and interregional competition led to World War One by:
III.A.1 | Evaluating how growing tensions among rival European states and empires, compounded by nationalism, militarism, imperial competition, and alliance systems led to the outbreak of war (CDI, GOV)
III.A.2 | Assessing the effectiveness of the major strategies and turning points of the war (1, 3).
III.A.3 | Analyzing how scientific and technological inventions impacted civilian populations and military personnel (1, 3).
III.A.4 | Analyzing the effect of media to promote ideologies through propaganda on the war (3).
III.A.5 | Evaluating the contributions to, and impact of World War I on, colonial peoples in South Asia, Africa, and the Middle East (3).
III.A.6 | Evaluating the experience of the Armenian people within the Ottoman Empire (2, 3).
III.A.7 | Assessing the global effects of the influenza pandemic (1).
III.A.8 | Explaining the domestic and international causes of the Russian Revolutions and its impact on World War One (3, 4, and 5).
Essential Question(s) 1890 to 1994
Essential Question(s) 1890 to 1994
Unit VII
Lesson 1: World War I BeginsUnit VII
- L.G.1: I can describe how imperialism, nationalism, and militarism pushed Europe closer to war.
- L.G.2: I can identify the key event that sparked World War I.
- L.G.3: I can trace how the alliance system drew nations into the war.
Lesson 2: Fighting the Great War
- L.G.1: I understand how trench warfare led to a stalemate on the Western Front.
- L.G.2: I can identify and describe the impact of modern military technology on the fighting.
- L.G.3: I can outline the course of the war on multiple European fronts.
- L.G.4: I can explain how World War I was global conflict.
Lesson 3: World War I Ends
- L.G.1: I can describe how World War I became a total war.
- L.G.2: I can explain how U.S. entry into the war led to an Allied victory.
- L.G.3: I can list the effects of World War I in terms of financial costs, high casualty rates, and political impact.
- L.G.4: I can describe the issues at the Paris Peace Conference and the impact of Woodrow Wilson’s Fourteen Points.
- L.G.5: I can summarize the terms and impact of the Treaty of Versailles.
Chart | Influenza vs. COVID
Chart | Influenza vs. COVID
MW22 [ Worksheet ] Influenza Pandemic - Developing a Claim (III.A.7)WKST | Influenza Pandemic
WKST | Influenza Pandemic
Street Conductor in Seattle (1918)
Street Conductor in Seattle (1918)
Friday: The Influenza Pandemic
III.A.7 | Assess the global effects of the influenza pandemicFriday: The Influenza Pandemic
Opener: Image Analysis | Influenza vs. COVID
Opener: Image Analysis | Influenza vs. COVID
How did the Influenza Pandemic of 1918-1919 compare to the COVID outbreak of 2020?
Lesson: The Influenza Pandemic of 1918-1919
Lesson: The Influenza Pandemic of 1918-1919
I. Worksheet: Using the primary source documents, complete the "Did the people and government provide an effective response to the Influenza Pandemic 1918-1919" worksheet
Closing: Discussion | Was the Government's Response Effective?
Closing: Discussion | Was the Government's Response Effective?
Students discuss their responses to the essential question of the effectiveness of the response to the Influenza Pandemic.
Resources | Plagues and Pandemics (1918 to the Present)
Resources | Plagues and Pandemics (1918 to the Present)
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