World War I

Introduction

General Theme: World War I

Subject: World History

Participants: Ninth Grade Honors Students

When: Periods 3,4,6,7 starting in late November

Location: Fairborn High School, Fairborn, OH

Duration: This unit will take up one full class period (approximately fifty minutes) every day for twenty days (three weeks), ending with a unit exam and a debriefing session.

Unit Objective

Students will know, understand, and be able to explain the main causes to World War I, how the war spread, the new types of warfare and technology, such as chemical and trench warfare, total warfare and how the war was “won,” and the effects of World War I on Europe and the rest of the world during and after the war.ODE Standards: History, Geography, & PsychologyNCSS Standards: I, II, III, V, VI, VII, VIII, IX, X

Content

Causes of World War I in Europe:

To introduce the unit students will discuss what they already know about World War I (WWI). Students will discuss anything they may have heard or learned from other teachers, movies, parents, etc. Students, along with a partner, will then research (using their textbooks) any efforts at peace in Europe, such as the Olympic games, Nobel Peace Prize, and the Hague Tribunal. Next, students will be given a lecture indicating the main causes of World War I, starting with the unification of Germany. This will be done with guided notes that the students will need to fill-in during the lecture. The notes will discuss the MAIN theory as to why the war began; militarism, alliances, imperialism, and nationalism will all be examined closely. The concept of alliances will be brought to life for the students using a Great Powers Game that forces students to build up militaries, colonies, and create alliances to gain more power for their own country before war breaks out. This will help students realize how easily war can happen after alliances start forming. The immediate cause to WWI, the assassination of Archduke Franz Ferdinand of Austria-Hungary and his wife, and the ultimatum sent by Austria-Hungary to Serbia will be discussed. At this point students will be shown (in the notes) how war between Austria-Hungary and Serbia spread to engulf the world. Spread of War:

This section focuses on how the war went from being between Austria-Hungary and Serbia to the Central Powers versus the Allied Powers. Students will see how the alliance system pulls in other countries; Serbia relied on Russia, who relied on France; Austria-Hungary relied on Germany. Also, students will see how other countries were pulled into the war; Britain came in to protect the neutrality of Belgium, the United States were pulled in because of Germany’s unrestricted submarine warfare, and the Ottoman Empire was honoring alliances. In this section, students will also look at the Schlieffen Plan and how it failed to prevent a two-front war and resulted in Britain joining in the fight. A New Kind of Warfare

In this section students will be introduced to the various new methods of fighting a war. Each weapon or form of warfare will be discussed utilizing pictures and videos to help make the concept clear. Trench warfare will be the main focus for this section; students will learn about why trench warfare was used, the conditions in the trenches, and how these trenches created the stalemate that prevented either side from making any significant territorial gains. Chemical warfare will also be discussed, focusing mainly on the effects. Different weaponry will be examined; tanks, machine guns, aircraft, and submarines. Students will be exposed to the term “unrestricted warfare” with regards to submarines and how the actions of the Germans eventually brought the United States into the war. Total War, Winning the War

In this section, students will focus mainly on how each country used total war in an effort to win the war. They will become familiar with propaganda and how it was used to influence attitudes, along with women’s role in the war. Students will only briefly discuss the Russian Revolution as it will be covered more in depth in the following unit. Lastly, in this section, students will learn what caused the end of the war; the counter-offensive that pushed the Germans back across France and Belgium causing the new German government to agree to end the fighting. Creating Peace?

Students at this point will learn how the war ended, but conflict remained. The Central Powers felt that they had not lost the war, but had agreed to stop fighting, yet they were being blamed and coerced into signing treaties that in no way benefited them. The Paris Peace Conference focused mainly on the United States, France, and Britain; France and Britain united in blaming Germany for all the damages done. While the League of Nations was created at this Conference, the United States never joined, thoroughly weakening the Conferences power. Students will learn about the Treaty of Versailles and the harsh consequences and limitations put into place for Germany. At this point students will compare and contrast European maps, one prior to WWI, and one after WWI. Students will also look at both the immediate and long-term effects of the war on Europe and the world. Key Terms

Militarism EntenteUltimatum MobilizeNeutrality PropagandaAtrocity ArmisticeReparations Mandate

Procedures

The following activities will help enhance student knowledge of the material that will be presented to them. These activities will also help accomplish the objectives as mentioned before.

Day One:* What do you already know?

*Activity 1:* In order to find out what the students already know about WWI, it is important to ask prompting questions.

1. What do you already know?2. Where did you learn the information you already have (movies, books, family members)?

* Activity 2: - Have students write five things in their notebooks that they think they know about WWI. Give students approximately 5 minutes to properly reflect on what they know. (2 points) - Discuss. Allow all students the opportunity to participate and share what they have written.

* NCSS Standards: I, II, III, V, VI, VII* Activity 3, Partner Activity

* Allow students to pick one partner. Have each student copy down the following chart into their notebooks. Use either a transparency or a Smart Board to project the table. Each group needs to come up with four reasons for each category and copy it into their own notebook. Give students approximately 10-15 minutes to fill out the table. The table will remain in their notebooks, but will be checked at the end of the period before they leave (5 points).

EFFORTS AT PEACE FORCES FOR WAR

*NCSS Standards: I, II, III, V, VI, X * Activity 4, Guided notes

* Students are given a note sheet to fill in as notes are projected. Notes will probably not be finished before the end of the period. A copy of the guided notes is provided below. The topic for the notes is Causes of World War I: Road to War and The War Spreads*NCSS Standards: II, III, V, VI

Causes of World War I

Road to War

- German unification

- ____________________________________ comes to power- Britain realization

- _____________________________________________

_____________________________________________-M A I N

- M = ______________________- A = _______________________- I = _______________________- N= _______________________

- Militarism

- naval race between ____________________ & _________________

- arms race

- led to rising suspicions among countries

- Alliances

- Germany under Bismark: ________________________________

- included Germany, Austria-Hungary, & Italy

- would become known as ___________________________

- France wanted a stronger power to come to its aid

- alliance with _____________________________________

- creates an ____________ with Britain

- France, Britain, & Russia would become known as

________________________________________________

- Imperialism

- Everyone wants a piece of _________________

- causes conflict between France and Germany

- Moroccan Crises

- Britain & France want Germany to stay out of Morocco

- Germany sends gunboats to Morocco ports to intimidate

France

- British & French hostility towards Germany

______________

- Nationalism

- leading cause of ________________________________________

- each country proud of accomplishments

- Pan-Slavism

- Russia: wants to protect all _________________

- All Slavic people share a ____________________________

-Serbia: promotes a Southern Slavic nation

- feared by: ___________________&____________________

-Balkan Wars

- fighting among __________________&_________________

- European countries start to get involved

- Balkans = “_______________________________________”

- could set off war

- The Immediate Cause

- assassination of _________________________________________

__________________________________ of Austria-Hungary while

in Bosnia

- The Ultimatum

-Austria-Hungary sent ___________________ an ultimatum

- Serbia: agrees to all but one

- July 28, 1914: Austria-Hungary declares war on Serbia

- The War Spreads

- Austria-Hungary relies on long-time ally: ________________

- Serbia relies on ________________________

- Russia begins to mobilize. Result: ________________

____________________________________________

- Russia turns to _____________________

- France backs Russia. Result: _____________________

_____________________________________________

- Fall of the Schlieffen Plan

- ___________________wanted to avoid a 2 front war

- The Plan

- take out ________________ quickly before

______________ mobilizes

- must go through ________________ to get to France

- The Problem

- ______________ had guaranteed Belgium neutrality

-__________________________________________

-Germany invaded Belgium. Result: _____________

__________________________________________

- Russia mobilized faster than Germany thought they

could

-Result: two front war for Germany

* Homework: * Students need to define the vocabulary words in the chapter and read the first two sections of the chapter

Day Two* Check vocabulary (10 points).* Notes, continued. * Activity 5, Great Powers Game (will last 2 – 2 ½ days).

* Students will get in groups of 3 or 4 and will become one of the major countries involved in WWI. They will have to build up their armies, navies, colonies, industry, and gain strong allies. Each team will continue to do this until they either reach the year 1920, or war breaks out. Students will, after the game has reached the end and a winner declared, will answer the following debriefing questions in their notebook (10 points):

1. How did it feel to build your empire? How did the smaller countries feel about how it turned out? Which countries had the advantage at the beginning of the game and why? How did you empire compare to the real one that your country actually gained?

2. In the long run what was more important to buy, armies, navies, industry, or colonies? Why?

3. What did you do well? What do you wish you had done differently?

4. How successful were your alliances? Did they help you or hurt you? Could they be trusted? Why or why not?

5. If there were wars how did they compare to the real WWI? How would the world be different today if the war had turned out differently than it did?

*NCSS Standards: III, V, VI, IX

Day 3 & 4* Continue Great Powers game* Homework, Day Four:

* Students need to read sections 3 and 4 in the chapter.

Day 5*Activity 6, Cartoon Analysis

* “Who killed the peace of Europe?” The following cartoon will be projected up on the Smart Board (or on a white board using a transparency) for the students to see. The students will be given about two or three minutes to study the picture. After they have been given that time, post the following question.

1. What point is the cartoon making about events leading up to the war?

As a class, answer the following questions, but also have students write the questions and answers into their notebooks (4 points).

1. Who was blaming who?2. Who was being blamed the most?3. Who wasn’t accepting or pointing out blame?4. What does the large hand in the corner imply?5. From which country do you think this cartoon originated? (Hint: it’s not necessarily a European country)

*NCSS Standards: III, V, VI, IX

* Activity 7, Guided notes* Students are given a note sheet to fill in as notes are projected. A copy of the guided notes is provided below. The topic of the notes is A New Kind of Warfare. Pictures will be provided on the notes to illustrate the weaponry and the horrific conditions. *NCSS Standards: II, III, VIII

A New Kind of Warfare

- ____________warfare

- Britain & France dig down into the ground for winter

- trenches: a _____________________________________________

- linked bunkers, communication, etc.

- not a fun place to be:

(keeping guard) (going into “no-man’s

land”)

(trench foot) (keeping low)

- causes ________________

- __________________________________________________

- _______________Warfare

- Germany began using _____________________________

- soon after, so did everybody else

- Effects: ___________________________________________

___________________________________________

- Drawback: ________________________________________

(wearing gas masks for protection) (poison gas blowing over the enemy)

- A first hand account of being gassed:

“I suppose I resembled a kind of fish with my mouth open gasping for air. It seemed as if my lungs were gradually shutting up and my heart pounded away in my ears like the beat of a drum… To get air into my lungs was real agony.”

- William Pressy, quoted in People at War 1914-1918

- _____________

- made to travel over ground obstacles

- mounted with ________________________

- problems: ___________________________________________

- ____________________ guns

- rapid fire of bullets rather than one bullet at a time

- able to kill and wound enemy soldiers faster and more efficiently

- ____________________

- airplanes: used mainly in one-on-one fights

- zeppelins: gas-filled balloons used by Germany to drop bombs on

Britain

- _____________________ warfare

- German U-boats launched missiles to destroy Allied ships

- _______________________________________________

- attacked all ships

- sank the ________________________

- brought U.S. into the war

Day 6* Activity 8, Poem Analysis

* Connections to Literature. Students will be given a copy of and will read the following poem by Wilfred Owen, an English poet, as a primary source. The poem details the violence and terror that accompanied the soldiers in the war. Students will then answer the following questions in their notebooks (6 points):

1. How does Owen describe life at the front?

2. Why does he describe the death of a soldier in such vivid detail?3. What effect do you think he hoped to achieve by repeating the Latin quotation: “Dulce et decorum est” at the tend of thepoem?

*NCSS Standards: I, III

Wilfred Owen

Dulce Et Decorum Est

Bent double, like old beggars under sacks,Knock-kneed, coughing like hags, we cursed through sludge,Till on the haunting flares we turned our backsAnd towards our distant rest began to trudge.Men marched asleep. Many had lost their bootsBut limped on, blood-shod. All went lame; all blind;Drunk with fatigue; deaf even to the hootsOf disappointed shells that dropped behind.

GAS! Gas! Quick, boys!-- An ecstasy of fumbling,Fitting the clumsy helmets just in time;But someone still was yelling out and stumblingAnd floundering like a man in fire or lime.--Dim, through the misty panes and thick green lightAs under a green sea, I saw him drowning.

In all my dreams, before my helpless sight,He plunges at me, guttering, choking, drowning.

If in some smothering dreams you too could paceBehind the wagon that we flung him in,And watch the white eyes writhing in his face,His hanging face, like a devil's sick of sin;If you could hear, at every jolt, the bloodCome gargling from the froth-corrupted lungs,Obscene as cancer, bitter as the cudOf vile, incurable sores on innocent tongues,--My friend, you would not tell with such high zestTo children ardent for some desperate glory,The old Lie: Dulce et decorum estPro patria mori.

* Activity 9, Student Poem* After reading the poem by Wilfred Owen, and using the knowledge gained from reading sections 3 and 4 of the chapter, students will spend the rest of the period writing their own poem about war. It will

be a free-write poem, that does not need to rhyme, and it can be any length. It must, however, be appropriate to the time period. (10 points)*NCSS Standards: I, III

Day 7* Collect Poems.* Activity 10, War Correspondent (25 points)

* Ask students to imagine that they are war correspondents working for the Dayton Daily News. Have each student write a news article about one particular aspect of the fighting in World War I. Students might write about trench warfare, the use of submarines, dogfights in the air, gas warfare, the massive number of casualties, the global nature of the war, etc. Advise students to make use of other resources besides their textbook. Students will read their articles to the class. Students need to have a one page, three-columned layout article that includes facts, pictures, and a section entitled, “Author’s Opinion.”

* Students will have the entire class to brainstorm, research their topic, and begin writing a rough draft. At least half of the rough draft must be done by the next day so that students can use time in the computer lab efficiently (the rough draft will count for 5 out of the 25 total points). * Students will be provided with outside resources and books (see Student Resources below for a list of recommended books).

*NCSS Standards: III, V, VI, VII, VIII

Day 8 * Activity 10, continued.

* Check off that each student has completed at least half the rough draft.* Students will be in the computer lab doing final research for the project. Students will only have the one day in the computer lab; if they do not finish, passes can be written so they can return to the computer lab during their lunch or study hall. Otherwise, the project must be completed at home.

Day 9* Activity 10, continued.

* Students will present their articles. Using an Elmo (checked out from the media center; if no Elmo is available, just have the student hold the article up for other students to see) have the students showcase their article and explain a little about what they wrote. It’s not necessary for the students to read word-for-word what they wrote;

just a brief synopsis will suffice. Collect the articles after each presentation. (The presentation will count for 5 of the 25 total points for the project).

* Activity 11, The war outside Western Europe. *To illustrate how countries outside of Western Europe were involved in the war (truly making it a WORLD war) clips from the movie, Galipoli, will be shown. Focus will be on enlistment, training, and several fighting scenes that illustrate the soldiers increasing despair and desolation. After watching these clips students will then write three journal entries in their notebooks answering the following question. They must provide reasons for each. (5 points) This may run over into Day 10.

1. Enlistment: how did you feel to be enlisted? 2. Training: did you start having any doubts? 3. Fighting in Galipoli: Did you change your mind? Now how do you feel?

*NCSS Standards: I, III, V

Day 10* Finish up Galipoli and questions. At this point, all unfinished journal entries will be homework due the next day. * Activity 12, Guided Notes

* Students are given a note sheet to fill in as notes are projected. A copy of the guided notes is provided below. The topic of the notes is Total War & Winning the War. *NCSS: III, VI, VI, VIII

Total War & Winning the War

- Total War

- __________________

- means: the draft imposed

- all young men must be ready to fight for their country

- ______________________ used to control public opinion

- meant to rally the country against the enemy

- Example of German propaganda against Britain:

“Hate by water and hate by land;Hate of the head and hate of the hand;We love as one, we hate as one;We have one foe and one alone – ENGLAND!”

- Ernst Lissauer, “Hymn of Hate”

- Winning the war

- minor setback: Russian Revolution (to be continued next unit!! )

- U.S. enters the war

- German submarines sink ______________________

- problem because: _______________________

- Cultural ties to Europe

- Zimmerman note

- Germany to _________: fight against the U.S. and we’ll

get you back Texas!!!

- U.S. arrival boosts __________________________

- Germany’s downfall

- huge offensive exhausted German troops

- ____________________________ pushed them back

- German uprisings against the Kaiser

- ____________________ steps down

- “War cannot be won”

- new German government signs an _________________

- November 11, 1918 Great War comes to an end

- “Stabbed in the back” theory

- Germans felt that they didn’t lose the war

- they were __________________ by German

Jews & Socialists (IMPORTANT

IMPLICATIONS FOR THE FUTURE!!!)

* Activity 13, Forms of Propaganda* For the rest of the time period students will observe and discuss various forms of propaganda (posters and photographs) used during World War I for both sides of the war. A few examples are shown below. *NCSS Standards: III, V, VI, X

Day 11-14* Collect Galipoli journal entries.

*Activity 14, Video* Students will watch All Quiet on the Western Front. On day 13, while still watching the movie, students will begin working on a visual representation of the war. Students can create any visual representation they choose: picture, diorama, a pop-up book, etc. The representation must show, accurately, an aspect of World War I, whether it be trench warfare, a particular battle, recruitment stations, training camps, etc. Students will have all of Days 13 and 14 in class to work on the visual representations, and Day 15 to work on it at home. They will be due on Day 16. (25 points) *Day 14 homework: Read section 5 of the chapter*NCSS Standards: I, II, III, V, VI

Day 15*Activity 15, Guided Notes

* Students are given a note sheet to fill in as notes are projected. A copy of the guided notes is provided below. The topic of the notes is Creating Peace? *NCSS Standards: II, III, V, VI, IX, X

Creating Peace?

- The Results of War

- war and worldwide _______________ combined killed almost

______ MILLION people!!

- loss of leadership, population, and optimism

- hard to recover from that

- Paris Peace Conference

- dominated by the Big 3: ____________________,

___________________, & ________________________

- Britain & France out for German blood!

- League of Nations formed

- Russia & U.S. never joined

- Treaty of Versailles

- Germany blamed

- huge __________________

- limited __________________

- stripped of ___________________ & ___________________

- HUGE slap in the face for Germany

- Why? they felt they didn’t LOSE the war

- Other effects

- New Nations emerge

- pieces of _______________, ___________________, &

________________________________ broken up to create

new countries

- Bye-Bye _______________________________!!!!

- U.S. = ______________________________

- economic downturn

- __________________________

- Rise of fascism: Hello Mussolini!

- World War II here we come….

* Activity 16, Comparing maps* Students will compare and contrast maps of Europe before 1914 and Europe after 1919. In their notebooks, they will need to list 5 differences between the two maps, and 5 similarities. (5 points). *NCSS Standards: III, IX1914:

1919:

Day 16

* Collect visual representations of war. * Student notebooks will be collected to check all the work that has been done over the entire unit. All items within the notebook will, combined, total to be worth 67 points. * Students will then spend the rest of the class period playing the review game, Jeopardy. Categories for Jeopardy will include

- Causes of the War- Spread of War- New Kind of Warfare- Totally Winning the War- Results of the War- What now? (A random category)

* Homework: STUDY!!!

Day 17* World War I Unit Test (Standard)

* This test will be the exact same test that all World History classes at Fairborn High School take. This test will include a variety of multiple-choice, short answer, and extended response questions. These types of questions are very similar to those on the Ohio Graduation Test; this will help students familiarize themselves with the OGT format. The test will be worth 50 points.

Day 18-19* World War I Unit Test (Honors)

* This portion of the test will only be given to the Honors students and will be all ID’s, short answer, and essay questions. These questions are very similar to college level testing questions and will help students familiarize themselves with college testing formats. The test will be worth 50 points.

Day 20*Debriefing

* Students will be able to use this day to clear up any questions and concerns. Students can also use this time to discuss questions from the tests. At this time, expand student thinking by asking them “What if…?” questions that will force them to think on a more critical level. What if Germany had not invaded Belgium?What if Russia hadn’t mobilized fast enough?What if the Russian revolution had taken place before the war broke out? What if the U.S. never joined in the war?

Assessment

Points available for this unit: 227. They are listed below:

*Notebook: (67 points)- Must contain: What do you know? (2 points)

Chart (5 points) 4 sets of notes (20 points) Vocabulary (10 points) Great Power Game Responses (10 points) Cartoon Analysis (4 points) Poem Analysis (6 points) 3 Journal Entries (5 points) Map comparison (5 points)

* Student Poem (10 points)- Criteria: Student must show that he/she put thought and effort into the poem

* War Correspondent Article (25 points)- Must contain: Rough Draft (at least half complete) (5 points) Presentation (5 points)

Article: (15 points) 1 image (3 points) Spelling & Grammar (4 points) Good, solid facts (5 points) Author’s opinion section (3 points)

*Visual Representation of War (25 points)- Must include: Color, creativity, solid facts

* World War I Unit Test (Standard) (50 points)- Will include: 18 multiple choice questions (2 points each)

2 short answer questions (3 points each) 1 extended response question (8 points)

- See below for sample questions

* World War I Unit Test (Honors) (50 points) - Will include: 5 Identifications (4 points each)

3 Short Answer questions (5 points each) 2 Extended response questions (10 points each)

- See below for sample questions

Standard Unit Test Sample Questions

Multiple Choice Questions:1. Which country was NOT part of the Central Powers?

a. Germanyb. Austria-Hungaryc. Ottoman Empired. France

2. Whose assassination was the immediate cause of the war?a. Archduke Franz Ferdinandb. Woodrow Wilsonc. Wilhelm IId. Wilfred Owen

3. What was the leading cause of international tension among European powers?

a. Imperialismb. Alliancesc. Nationalismd. Tarrifs

Short Answer:1. Explain the M A I N theory?

Extended Response:1. Explain three different ways World War I used technology to fight a different kind of warfare?

Honors Unit Test Sample Questions

Identifications: Shlieffen PlanTotal War

Short Answer Questions:1. How did feelings of young enlisted men change from the time they

enlisted to the time they were fighting?

Extended Response: 1. World War I was the “war to end all wars” yet only twenty years

after the war came to an end, a second world war broke out. Using

a five paragraph paper format, explain (in detail) how World War I and its effects caused World War II.

Intervention/Adaptations for students with special/individual needs

All activities can be modified easily to aid students with mild to moderate special/individual needs. For writing activities that are done in class, students will be given the questions/guidelines the day before to allow them to prepare for the following day. Extra time will be given on both tests and if, need be, an intervention specialist can assist the student by reading the questions out loud. Guided notes are given in order to help students who cannot keep up with standard note taking. Extra time will be provided for all reading and writing activities and assignments.

Teacher Resources Ellis, E. G. & Esler, A. (2003). World History: Connections to Today. New

Jersey: Prentice Hall.

This is a twenty-four chapter textbook broken down into five main units, starting off with the Early Modern Times (1300-1800), Enlightenment and Revolution (1707-1850), Industrialism and a New Global Age (1800-1914), World Wars and Revolution (1910-1955), and finally the World Today (1945-Present). Each chapter is complete with student activities, primary sources, pictures, and information vital to each time period. The chapter used for this particular resource unit was 14, Unit 4.

Mosier, J. (2001). The Myth of the Great War: A New Military History of World War I. HarperCollins.

Based on a decade of research in French and German archives, The Myth of the Great War reveals what actually happened on the battlefield as opposed to what French and British commanders and governments claimed. John Mosier, who visited all major battlefields, describes and analyzes campaigns routinely neglected or ignored and shows why conventional accounts of such major battles as Verdun are incorrect. He explains how German weapons, tactics, training, and leadership were consistently superior and why their losses were one-half to one-third less than those of the Allies. Mosier also discusses the major military leaders on both sides -- Joffre, Petain, Foch, Gallieni, French, Haig, Wilson, yon Moltke, Ludendorff, von Falkenhayn, von Mudra, Pershing, and others. Provocative, controversial, and extensively researched, The Myth of the Great War is an absorbing and valuable new assessment of the military realities of World War I.

Class notes, HST 103, Wright State University, Dr. Carol Engelhardt- Herringer, Topic: World War I

Notes taken describing, in depth, the causes of World War I, new warfare, specific battles, and the attempt at peace.HST 103 Modern Europe: The 19th-20th CenturiesAn examination of the nature and consequences of modernization—its failures, accomplishments, and problems, with special attention to the phenomena that shaped the Western world of the 19th and 20th centuries.

Class powerpoint notes, HST 103, Wright State University, Dr. Carol Engelhardt-Herringer, Topic: Unification of Germany

Notes taken describing how the unification of Germany helped lead up to World War I. HST 103 Modern Europe: The 19th-20th CenturiesAn examination of the nature and consequences of modernization—its failures, accomplishments, and problems, with special attention to the phenomena that shaped the Western world of the 19th and 20th centuries.

Class notes, Social Studies Intervention, Fairborn High School, Ailene Stormer

Class notes distributed in the Social Studies Intervention class offered at Fairborn High School.Social Studies Intervention This class is intended for those students who have not yet passed the 10th grade Ohio Graduation Test. This class will prepare students for the test by covering knowledge that must be known for the test, test-taking strategies, and simulated testing experiences. Topics covered will range from the Enlightenment, to World War I, to apartheid.

Di Giacomo, Richard. (2003). Short Role-Playing Simulations for World History Classrooms. San Jose: Magnifico Publications.

This book is an exciting collection of role-playing simulations for social studies classrooms. Although most of the simulations are written for world and U.S. history, some of them would work equally as well in economic or government classes. All of these simulations have been play tested in classes ranging from junior high to high school and at ability levels ranging from sheltered classes to honors. The specific simulation used from this book is the Great Powers Game; in this game students are grouped and are designated as a specific country. Each

country is given specific advantages at the beginning of the game (military, colonies, industry, etc.). The object of the game is to create alliances, and build up your power, wealth, and influence until a war breaks out. At that point, students will see how easy war can break out and how quickly those alliances can fail.

Websites:

- linkstolearning.com

This website is a link to other websites that provide lesson plans, information, and activities for social studies classes, grades nine through twelve. Teachers are able to choose which state they live in to properly align websites with state standards. Used in class to find lesson plans, activities, and information for students.

Analyzing Visual Primary Sources: World History- socialstudies.com

These lively and engaging PowerPoint® presentations help teachers walk students step by step through the process of analyzing and interpreting photographs, posters, political cartoons, period illustrations, and other types of visual primary sources. Introductory slides place each source in historical context; subsequent slides combine animations that break down each source into its constituent parts with guided discussion questions that get students to consider things like point of view, intended audience, and historical impact and relevance. Notes pages provide historical background and suggested interpretations of each source. Each presentation also comes with extra primary source images (included on the same CD as the PowerPoint®) for students to analyze on their own. Grades 9–12. Social Studies School Service. ©2007.

World War I and Its Aftermath (video)- unitedstreaming.com

What were the events that led to this conflict, and how did the world change as a result? Four segments explain the political setting, strategies, and realities of "The War to End All Wars.” Rise of Nationalism — Traces the growth of nationalism in the early 1900s by focusing on oppression in Czarist Russia.

World War I — Explores the causes of "The Great War" and what life was like for a solider fighting in the trenches. Death from Above: The Red Baron — Documents scientists' use of forensic evidence and detective work to determine who shot down the German flying ace. Communism and the Soviet Union — Explores the fall of czarist Russia toward the end of WWI, and the birth of Communism. Archival images and modern-day research form a compelling account of how soldiers, citizens, and nations fared during the war and its aftermath.For this unit only the segment World War I was used.

- historyteacher.net

This website provides links to other websites that provide lesson plans, information, and activities for social studies classes, grades nine through twelve.

PH @ School- http://www.phschool.com/atschool/worldhistory/ModEra_2003/ Teacher_Area/WHME_T_CHAP14_index.html

This online resource compliments the textbook with enrichment ideas and activities. For this unit the Take It To The Net section will be utilized.

1914-1918: The World At War - http://www.pptpalooza.net/

This powerpoint focuses on the world at war. It reviews the causes of the war and provides detailed maps of Europe along with photographs of world leaders at the time. The powerpoint goes into great detail of the recruitment process all over the world and also various home-front efforts.

DVD’s- Galipoli

The story of a group of young Australian men who leave their various backgrounds behind and sign up to join the ANZACs in World War I. They are sent to Gallipoli, where they encounter the might of the Turkish army. Written by Murray Chapman

- All Quiet on the Western Front

This is an English language film (made in America) adapted from a novel by German author Erich Maria Remarque. The film follows a group of German schoolboys, talked into enlisting at the beginning of World War 1 by their jingoistic teacher. The story is told entirely through the experiences of the young German recruits and highlights the tragedy of war through the eyes of individuals. As the boys witness death and mutilation all around them, any preconceptions about "the enemy" and the "rights and wrongs" of the conflict disappear, leaving them angry and bewildered. This is highlighted in the scene where Paul mortally wounds a French soldier and then weeps bitterly as he fights to save his life while trapped in a shell crater with the body. The film is not about heroism but about drudgery and futility and the gulf between the concept of war and the actuality. Written by Michele Wilkinson

Student ResourcesEllis, E. G. & Esler, A. (2003). World History: Connections to Today. New

Jersey: Prentice Hall.

This is a twenty-four chapter textbook broken down into five main units, starting off with the Early Modern Times (1300-1800), Enlightenment and Revolution (1707-1850), Industrialism and a New Global Age (1800-1914), World Wars and Revolution (1910-1955), and finally the World Today (1945-Present). Each

chapter is complete with student activities, primary sources, pictures, and information vital to each time period. The chapter used for this particular resource unit was 14, Unit 4.

DVD’s

- Galipoli

The story of a group of young Australian men who leave their various backgrounds behind and sign up to join the ANZACs in World War I. They are sent to Gallipoli, where they encounter the might of the Turkish army. Written by Murray Chapman

- All Quiet on the Western Front

This is an English language film (made in America) adapted from a novel by German author Erich Maria Remarque. The film follows a group of German schoolboys, talked into enlisting at the beginning of World War 1 by their jingoistic teacher. The story is told entirely through the experiences of the young German recruits and highlights the tragedy of war through the eyes of individuals. As the boys witness death and mutilation all around them, any preconceptions about "the enemy" and the "rights and wrongs" of the conflict disappear, leaving them angry and bewildered. This is highlighted in the scene where Paul mortally wounds a French soldier and then weeps bitterly as he fights to save his life while trapped in a shell crater with the body. The film is not about heroism but about drudgery and futility and the gulf between the concept of war and the actuality. Written by Michele Wilkinson

Poem: Dulce et Decorum Est, by Wilfred Owen

The massive destruction and brutality of World War I overwhelmed the sensibilities of writers who viewed the conflict firsthand. One such writer was Wilfred Owen, and English poet who shared his experiences in order to reveal the senseless nature of modern warfare. In his poem “Dulce et Decorum Est,” found in many anthologies of English literature, Owen describes grueling marches, harsh conditions on the front, and the terror of a gas attack. His vivid, detailed account of violence and death nullifies patriotic sentiments about the glory of dying for one’s country. He emphasizes the conflict between reality and idealism by repeating the Latin saying “Sweet and becoming it is to die for one’s country.”

World War I ImagesWorld War I- wikipedia.org/wiki/World_war_i

This website contains several photographs of the various new styles of warfare including trench and naval. It also contains photographs of the people involved. These pictures will enhance student understanding of the material because they will be able to see, visually, how life was during this time period for the soldiers.

Ellis, J. (1989). Eye Deep in Hell: Trench Warfare in World War I. JHU Press.

Millions of men lived in the trenches during World War I. More than six million died there. In "Eye-Deep in Hell, " the author of the widely acclaimed "Social History of the Machine Gun" explores this unique and terrifying world - the rituals of battle, the habits of daily life, and the constant struggle of men to find meaning amid excruciating boredom and the specter of impending death.

Bull, Dr. S. (2002). World War I Trench Warfare (2nd Ed.). Osprey Publishing.

The years from 1914 to 1918 saw a whole series of complex and very rapid changes in infantry tactics, which fundamentally altered the way wars had been fought for 150 years. This second volume concentrates on the men who fought in such important battles as those of Ypres and the Somme.

Tarrant, V.E. (1989). The U-Boat Offensive, 1914-1945. Naval Institute Press.

This study traces the evolution of U-boat strategy and tactics through both world wars, clearly defines eleven phases of strategy employed by the German naval high command, and analyzes the basic facets of each phase.

Maps, The First World War- http://www.nationalarchives.gov.uk/pathways/firstworldwar/maps/ europe1919.htm

This website depicts maps of Europe and the Ottoman Empire before, during, and after World War I.

Classic American Political Cartoons- socialstudies.com

A selection of historic cartoons, most from the 20th century. Analysis of the cartoons can provide insight into the mood and behavior of the American people during various periods. The majority focus on the post-World War II period, including such topics as inflation, depression, spying, assassinations, Vietnam, presidents, Watergate, gun control, air pollution, and the H-bomb. Artists include such Pulitzer Prize-winners as Herblock, Mauldin, and Conrad. Printed on 11”x14” heavy glossy stock. Documentary Photo Aids.