SS.912.A.4.5: Examine causes, course, and consequences of United States involvement in World War I.

SS.912.A.4.6: Examine how the United States government prepared the nation for war with war
measures (Selective Service Act, War Industries Board, war bonds, Espionage Act, Sedition Act,
Committee of Public Information).
SS.912.A.4.7: Examine the impact of airplanes, battleships, new weaponry and chemical warfare in
creating new war strategies (trench warfare, convoys).
CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and
secondary sources, connecting insights gained from specific details to an understanding of the text as a
whole.
CCSS.ELA-LITERACY.RH.11-12.2: Determine the central ideas or information of a primary or secondary
source; provide an accurate summary that makes clear the relationships among the key details and
ideas.
CCSS.ELA-LITERACY.RH.11-12.3: Evaluate various explanations for actions or events and determine
which explanation best accords with textual evidence, acknowledging where the text leaves matters
uncertain.
Lesson Module
Monday:
Isolationism
Objectives Students should gain an understanding for the reluctance of the United
States to go to war.
Materials Analysis Worksheet
Internet access
Paper and pencil
Procedures For this assignment complete two analysis sheets, one for each song. Then
discuss as a group why you think the songs were written. Would the songs
be considered primary or secondary sources (you need to explain your
reasoning).
As a group answer these questions on a separate piece of paper:
Do you think that the songs were influenced by the times in which they
were written?
How does "I Didn't Raise My Boy to be a Solder" make you feel about war?
What about "The Green Fields of France?"
Based on the album cover for "I Didn't Raise My Boy to be a Solder" do you
think that this was a popular feeling in America?
If time permits discuss as a group why you think America would be so
antiwar and yet participate in World War One a few years later?
What feelings of war are embodied in "The Green Fields of France" that
may have been felt during the early nineteen hundreds, what feelings
might have come from the time period in which the song was written?
Evaluation and
Assessment
Students will be graded on the completion of the Worksheets and the
questions written on the separate sheet of paper
ESOL Accommodations ESOL students will be able to use a translation dictionary or a translated
version of the lyrics. Also group participation will help them to complete
the assignment with the aid of their classmates.
Resources http://www.ushistory.org/us/45.asp

Lesson Module
Tuesday:

Objectives Students will use analysis techniques to gain a better understanding of why
the United States went to war based on the decoding of the Zimmerman
Telegram
Materials Zimmermann telegram (both coded and decoded versions)
Analysis worksheets
Paper and pencil
Procedures For this assignment you will need to complete two analysis worksheets,
one for each of the documents below. After you analyze the documents
individually, get together with your assigned group and discuss your
findings, as a group examine the website linked below. Then as a group you
need to come up with three questions that are unanswered by the
documents (write these on the back of your analysis worksheets). You will
be sharing these questions with the class and as a class we will work
together to answer the questions. Your grade will be based on completion
of the analysis worksheets as well as participation in the discussion.
Evaluation and
Assessment
Students will be graded based on completion of analysis worksheets and
questions written on the analysis worksheets
ESOL Accommodations ESOL Students can use a translation dictionary to help understand the
assignment or a translated version of the document.
Resources http://www.archives.gov/education/lessons/zimmermann/
http://www.history.com/this-day-in-history/zimmermann-telegram-
published-in-united-states
http://www.pbs.org/lostliners/lusitania.html

Lesson Module
Wednesday:

Objectives To use multiple perspectives in order to better understand what life in the
trenches was like for a World War One soldier.
Materials Internet access
Paper and pencil
Procedures For this assignment you will need to click on the link below to access
veterans histories. Once on the page you will need to pick three veterans
and read at least three pages of their diaries/memoirs. You may use a
document analysis sheet if you need help, but it is not necessary to
complete one. Once you pick your three veterans, create three columns
and write their names down at the top of each column. You will need to
provide a three sentence summary of what you read from each veteran.
For your assignment you will be writing a letter to someone back home
describing the conditions you face as a soldier during World War One. Your
letter needs to be three to five paragraphs and can cover a various number
of topics, but needs to draw on information from the veterans letters (you
can alter their stories, but make sure to note which veteran and what page
of their diary that you got the story from). If time permits share your letter
with a classmate, how do your letters differ? How do the experiences of
the soldiers differ?
Evaluation and
Assessment
Students will be graded based on the rubric on the webpage
ESOL Accommodations ESOL students can use a translator dictionary and may be given extra time
in order to complete the assignment.
Resources http://www.firstworldwar.com/features/trenchlife.htm
http://www.historylearningsite.co.uk/life_trenches.htm
http://www.bbc.co.uk/guides/z3kgjxs

Lesson Module
Thursday:
Trench Cake
Objectives Students should gain an understanding of what rationing was like and how it
affected the soldiers and civilians during WWI
Materials Primary Source Analysis Sheet
Recipes
Fruit Cake made from the recipes
Internet access (if not possible just print a copy of the recipes or project them)
Procedures Students will be divided into groups of three.
Each student will then be given the worksheet (link found on webpage
under Thursdays lesson).
If this is the students first time using an analysis tool then a guide can be
found on website by clicking analysis tool button.
Students should read instructions provided on the website and then begin
the analysis process by examining the two recipes
During this time students should complete their worksheet individually.
Students should then discuss with their group what they found interesting
about the recipes and what they wrote on their worksheets.
During this time students can be tasting the two different cakes.
On the back of their work sheet students should jot down a few thoughts
about the cake tasting experience.
Next the students should work as a group to answer the three questions
on the website. They need to write this down on a piece of paper, it will be
part of their grade for the day.
Finally the groups will present their findings orally to the class. During this
time the teacher can answer any questions or guide students to resources
which may better help them understand.

Evaluation and
Assessment
Each student will need to turn in a completed worksheet with a description of the
tasting experience on the back. Each group needs to turn in a piece of paper on
which the three questions have been answered. Students will receive grades based
on completion of these two assignments.
ESOL
Accommodatio
ns
ESOL students will be given translated versions of the documents but will be asked
to complete the English worksheet, they will also be allowed to use a translation
dictionary to help them complete the worksheet in English and the small group
setting may allow the student to speak up more because they are not talking to the
whole class.
Resources Rationing in Britain during World War One
http://www.iwm.org.uk/history/rationing-and-food-shortages-during-the-first-
world-war
http://www.bbc.co.uk/history/trail/wars_conflict/home_front/the_home_front_0
9.shtml


Lesson Module Friday:
Objectives Students will discuss chemical warfare during WWI by evaluating a
photograph to determine the big picture.
Materials Photograph
Paper and pencil
Procedures Each group will be receiving a photograph. You need to examine the
photograph as a group, each person needs to do an observe reflect
question chart. As a group come up with three possibilities of what the
photo is of and what evidence in the photo supports your findings (this
needs to be written on a separate sheet of paper). You will be sharing your
findings with the class. Then we will piece together the photos as a class.
During this time you can brainstorm as a class about what the picture is
showing. Your grade will depend on completion of the orq chart and your
participation in the group and class discussions.
Evaluation and
Assessment
Students will be evaluated by the chart they complete and the questions
they come up with as a group.
ESOL
Accommodations
ESOL student can use a translation dictionary to complete their chart if
necessary.
Resources http://www.firstworldwar.com/features/chemical_warfare.htm
http://www.firstworldwar.com/weaponry/gas.htm
http://www.historylearningsite.co.uk/poison_gas_and_world_war_one.htm