UNIT+8+--+THE+GREAT+WAR?

Unit Objectives:

 * The causes and global consequences of World War I
 * Analyze the relative importance of economic and political rivalries, ethnic and ideological conflicts, militarism, and imperialism as underlying causes of the war.
 * Analyze the degree to which class and other social conflicts in Europe contributed to the outbreak of war.
 * Evaluate ways in which popular faith in science, technology, and material progress affected attitudes toward war among European states.
 * Analyze the precipitating causes of the war and the factors that produced military stalemate.
 * The student understands the global scope, outcome, and human costs of the war.
 * Analyze the role of nationalism and propaganda in mobilizing civilian populations in support of “total war.”
 * Explain how massive industrial production and innovations in military technology affected strategy, tactics, and the scale and duration of the war.
 * Explain how colonial peoples contributed to the war effort of both the Allies and the Central Powers by providing military forces and supplies.
 * Analyze how the Russian Revolution and the entry of the United States affected the course and outcome of the war.
 * Assess the short-term demographic, social, economic, and environmental consequences of the war’s unprecedented violence and destruction.

Simulation Reflection
Thinking back to the simulation, reflect on the following questions:

1. Was it easy being a diplomat when first creating alliances? 2. How did your alliances change (either for the better or the worse)? 3. What types of strategies did you use to achieve your goals? 4. Did you ever have to break promises or were you always true to your word?

As the idea of sovereign nation states started to gain hold of the European continent, it became clear that a balance of power needed to be established. There was significant instability in Europe with the differing political ideologies, competition for imperialized land, a race to become more industrialized, and distrust amongst the major powers of the region. Times were changing and even though diplomacy had been around for thousands of years, alliance strategy was of the utmost importance. Europe learned this the hard way with the outbreak of The Crimean War in 1853. Turkey knew that if it provoked a war with Russia, Great Britain and France would come to Turkey's aid based on the alliance treaties in place, even though Great Britain and France wanted nothing to do with this conflict. In an industrialized age, the potential consequences of war were so dire.

World War One (WWI), or The Great War, would change world history forever. The consequences of the war were so massive it not only impacted Europe but about every corner of the world. It was so devastating that the time after WWI is known to historians as the "Broken World." We will study this in the upcoming weeks. With that being said, let us now focus on what caused WWI. For analytical purposes, it would be great if WWI was caused by a couple of events, but this simply is not the case. The causes of WWI are many and in some cases quite complicated. Today, we will go ahead and start exploring what the world looked like just before WWI and discover the reason why WWI took place.



[| http://www.firstworldwar.com/origins/causes.htm] [| http://www.pvhs.chico.k12.ca.us/~bsilva/projects/great_war/causes.htm] This is a Word document that has both articles in it.
 * Homework:** Please read the articles below and complete The Great War Cause and Effect Worksheet attached below.



Think-Pair-Share Causes of WWI
At the beginning of class today you will be broken up into groups of 2-3. You will compare and contrast your "Cause of WWI Worksheet" with the others in your group. While you are comparing notes, discuss what you have learned. Your goal is to come up with the most "interesting" or most important cause of WWI and justify to your group why you believe so. Remember that when you are discussing your ideas, make sure to develop higher thinking questions for each other. Again, we want you to think as deeply as possible.

Prioritizing Causes of WWI
As a team, you will then pick three potential causes after your discussion. You must rank your causes 1-3, one being the highest, based on your group's discussion. The criteria for ranking can be either most interesting or most important. Your teacher will come around and assign each group one of the discussed causes of WWI.

Cause Timelines of WWI
You will now conduct research for your cause with the goal of creating a thesis about your cause. You will eventually create a timeline that will help support your thesis. Although there are multiple causes of WWI, you need to separate your cause into its own story and analyze its importance with supporting facts and events that you can plug into your timeline. Sources that you may use include:


 * Your Textbook
 * ABC-CLIO
 * Websites:
 * [| http://www.bbc.co.uk/history/worldwars/wwone/]
 * [| http://www.firstworldwar.com/]
 * [| http://www.eyewitnesstohistory.com/w1frm.htm]
 * [| http://www.lib.msu.edu/sowards/balkan/lect15.htm]
 * Or any others that you find interesting, but please make sure that they are credible. Ask your teachers if you are unsure about any source.

After research is done, we will develop a web-based timeline. This timeline will need to include important dates with an explanation of why each situation matters to the build-up of WWI. Students need to provide visuals or other forms of media within their timelines. The video gives a quick tutorial on how this particular web-based program works. [| http://www.xtimeline.com/]


 * Homework:** Complete your Timeline Galleries. Next class we will explore the timelines in a gallery form (much like the industrial revolution photo gallery from last semester). Post your work in your team links here:

WORLD HISTORY BRIGHTMAN B WORLD HISTORY BRIGHTMAN D

Timeline Gallery
Today, we will examine all the major causes of World War I through the timelines you created over the weekend. Students need to have an understanding of the major events that contributed to each of the causes and be able to discuss these events knowledgeably in a discussion setting. Please set up your timelines in a gallery so that students can enjoy and learn from them. Take notes because they will come in handy for the next activity. Also challenge yourselves to rerank the causes of World War I based on what you learn today.

Discussing the Outbreak of World War I
What was the most important cause in the outbreak of World War I? When discussing this complex question, I challenge you to defend other causes than the one you worked on over the weekend based on what you learned from your reading and the timeline gallery. I look forward to a fruitful discussion.

Living World War I--A Jigsaw Project
As always, we need to examine the course of World War I. With any military conflict, there is a conglomeration of strategy, troops, weapons, and mayhem. The following animation will let you see geographically how the war progressed and some of the major battles that took place on the Western Front.

[|Western Front Animation]

Now that you have the geography down, let's take a look at footage from the time period. You will be able to see the mobilization of troops and the impact technology had on this "modern" war. What do you think about the images you see?



Let's get a sense of what it must have been like to live this war firsthand using a strategy that I have used successfully with other classes. Starting with our next unit, you will each have the opportunity to captivate the class on the day's learning objectives. Your first opportunity to do this will take place on Thursday (B) and Friday (D). Your group will be given a topic, and you will be challenged to lead the class on some type of experiential activity that will allow them to see firsthand what it was like to experience that aspect of World War I. I challenge you to be as creative as possible when planning these experiences. Here are the ground rules:

1. Everyone in your group must contribute to your captivation station. 2. Your captivation station cannot last longer than 10 minutes. 3. You must incorporate technology meaningfully into your activity. See the assignment sheet for ideas. 4. Students must be actively involved in your captivation station.

If you meet all those requirements and effectively engage the class, you will be successful. Good luck! I look forward to experiencing your work!






 * Topics:**

[|Life in the Trenches] (scroll down to "The Trenches")

Total War and the Strategy behind World War I

Technology and Weapons of Warfare

[|World War I Art]

[|World War I Poetry]

[|World War I Propaganda]

The following references may continue to be useful to you as you work on this project:


 * Your Textbook
 * ABC-CLIO
 * Websites:
 * [| http://www.bbc.co.uk/history/worldwars/wwone/]
 * [| http://www.firstworldwar.com/]
 * [| http://www.eyewitnesstohistory.com/w1frm.htm]
 * [| http://www.lib.msu.edu/sowards/balkan/lect15.htm]
 * http://www.fordham.edu/halsall/mod/modsbook38.html#The%20War
 * Or any others that you find interesting, but please make sure that they are credible. Ask your teachers if you are unsure about any source.


 * Putting YouTube clips into iMovie:**
 * 1) Download [|youtube video grabber]
 * 2) Paste url into grabber
 * 3) Convert to quicktime
 * 4) Import to iMovie


 * Homework:** Read p. 367-372 in //MWH//; Begin preparing Captivation Station ideas. You will have the next class period to work with your team on this assignment.

WORLD HISTORY BRIGHTMAN B WORLD HISTORY BRIGHTMAN D

[|Captivation Survey B]


 * Homework for 3/2-3:** Read Chapter 8 in your //Imperialism// textbook to learn about the global impact of World War I. What made this truly a global affair? Take notes on your reading and be ready to discuss it in the next class.

Sub Plan for Mr. Feller 2/27

 * Attendance:** Please take attendance based on the sheet left on my desk.


 * Preparation:** Students will be presenting Captivation Stations today (see project description above). Students may have 10 minutes at the beginning of class to prepare their presentations. They may want to use the projector, which is great, but they will need you to turn it on at the beginning of class so that it's warmed up and ready to go for them. The cables are on the podium ready for their use.


 * Captivation Stations:** Students should present in the order of their topics as listed in the project description and have a strict **10-minute time limit**:


 * 1) Life in the Trenches
 * 2) Total War
 * 3) Technology and the Weapons of War
 * 4) WWI Art
 * 5) WWI Poetry
 * 6) WWI Propaganda

After each presentation, ask students to assess the presentation on the SurveyMonkey survey below. Teams may assess themselves on this survey. Please assess the students using this survey and just write your name after your comments, so I know it's you when I track them later.

[|Captivation Survey D]


 * Homework for 3/2-3:** Read Chapter 8 in your //Imperialism// textbook to learn about the global impact of World War I. What made this truly a global affair? Take notes on your reading and be ready to discuss it in the next class.

Visualizing the Global Impact of WWI
1. Discuss last night's reading and check notes.

2. Using an atlas, highlighter, and a blank world map, you will review your reading to visually show whether World War I was global or not. Take notes on your map discussing the impact of World War I on each region. Be prepared to share your work.

WWI Imperialism Reading Notes Example

WWI Countries Involved in Conflict 

RAFTing WWI
3. During the next step, you will create what is known as a RAFT. "What is a RAFT you ask?," well it will be a lot like the "Ant Farm Diaries" that we used during the French Revolution but not quite as complex. The term RAFT is an acronym that stands for:


 * R= Role of the writer:** What is the writer's role? Examples: reporter, observer, victim, eyewitness, etc.
 * A= Audience:** Who will be reading this writing? Examples: yourself, foreign leader, parents, friends, the community, the enemy, etc.
 * F= Format:** What is the best way to present this writing? Examples: diary entry, letter, peom (I know you love that one!), a report, etc.
 * T= Topic:** Who or what is the subject matter of this writing? Hmmm, let's think of something good. How about WWI and non-European countries?

(a) For the first step of this assignment, you must decide on each part of the RAFT. Your character must be from the reading that you have just completed. Write down your ideas for the RAFT (example below), and present it to your teacher. He will either approve it or tell you to go back to the drawing board. Examples would look like:

R= Ottoman Empire Soldier A= Australian Soldier F= Letter in a Bottle T= The Holy Land and what it means to me! at the Battle of Gallipoli

(b) Once your teacher has approved your RAFT get to work. This will be due at the beginning of next class.

 * Homework:** Finish WWI RAFT and post by next class.

WORLD HISTORY BRIGHTMAN B WORLD HISTORY BRIGHTMAN D

RAFT Peer-Editing
Writing is always a work in progress. Exchange RAFTs in your teams and give feedback to each other using the Discussion tab. I will be giving random feedback during this time. Tonight, I expect you to take your team's feedback into consideration and submit your final draft on the wiki. Finally, I expect you to print out your final draft and submit it for assessment at the beginning of next class. We will create a RAFT Hall of Fame so that we can show off the best ones from all classes.

Treaty of Versailles Simulation
Treaty of Versailles Demands & Concessions B Treaty of Versailles Demands & Concessions D




 * Homework:** Post and print final RAFT draft for submission; Read //MWH// p. 373-377 & 380-383.

Finish Treaty of Versailles Simulation
Write your assigned articles of the peace treaty and let's vote on a final draft.

Treaty of Versailles Draft B Treaty of Versailles Draft D

The Real Treaty of Versailles

 * Compare and contrast [|Woodrow Wilson's Fourteen Points] and the [|Treaty of Versailles].
 * What positive elements do you see in the treaty? negative elements?
 * Do you think the Treaty of Versailles had the capability to create peace in Europe?
 * Why is the Treaty of Versailles often labeled “a flawed peace?”


 * Homework:** Review readings from //MWH// p. 373-377 & 380-383. Study for **Nationalism and World War I Test 3/11 (B) and 3/12 (D).**

Mapquest
Check out the following maps of Europe before and after World War I and find **five differences** between the maps. [|Europe before WWI] [|Europe after WWI]

Behind the Numbers
The following PowerPoint presentation demonstrates the destructive impact on the lives of everyone involved in World War I. Pay special attention to slide 3 and examine the number of casualties each country sustained from the war.




 * 1) What results do you see from the war based on these slides?
 * 2) What impact do you think the war had on European society?
 * 3) Does this change your perception of war?

Test Review

 * Nationalism and World War I Study Guide**