WORLD WAR I HOMEPAGE

TABLE OF CONTENTS

WORLD WAR I RESOURCES

World War I Glossary
World War I Photo Gallery
World War I Timeline
World War I Videos

OVERVIEW

World War I did not start off with the name "World War I."  It had other names like, "The Great War" and "The War to End All Wars."  No one knew that this war would not be the greatest of wars or a war that ended all wars.  It was quite the contrary.  World War I was just the beginning of a bigger and far greater war that would come to be known as World War II.  In the PBS documentary, The Great War, And the Shaping of the 20th Century, Jay Winter, a historian with Cambridge University is quoted as saying, "The Great War was without precedent ... never had so many nations taken up arms at a single time. Never had the battlefield been so vast… never had the fighting been so gruesome..."  It was the first man-made, world-wide catastrophe.  World War I introduced new types of warfare including chemical warfare, air warfare, submarine warfare, and new military strategies.  It began as a result of rivalries between European nations to have the most power and influence.  It ended because the United States had had enough.  America had to make the world safe for democracy!

UNIT MISSION

The unit mission is the overall big picture students should know by the end of the lesson.  It is presented as a multifaceted essential question.  Students are presented with the question in the introduction lesson and are assessed at the end of the unit based upon their ability to fully answer the question.
  • What was World War I? What caused it?  How was is fought?  How did it end?  What was the Impact?

LESSON MISSIONS

Lesson Missions are targets or benchmarks that students must attain in order to meet the Unit Mission.  They are the components of the Unit Mission and are the major points the student must address in answering the Unit Mission Essential Question at the end of the Unit.
Introduction Lesson
  • I can describe how different points of view can lead to conflicts and wars.
Lesson 1:  Causes of World War I
  • I can explain the causes of World War I.
  • I can describe important conflicts and events that led to World War I.
Lesson 2:  Players in World War I
  • I can identify on a map the major nations involved in World War I.
  • I can describe the way each major nation was involved in World War I.
Lesson 3:  Fighting in World War I
  • I can list and describe the major theaters of World War I.
  • I can analyze the weapons and military strategies used in World War I and they way they impacted modern warfare.
  • I can describe major military roles in fighting World War I.
  • Describe the nature of fighting in World War I.
Lesson 4:  The U.S. Enters World War I
  • ​I can explain America’s foreign and domestic policies prior to W.W.I.
  • I can explain why America stayed neutral in the beginning of World War I.
  • I can explain why America entered World War I.
  • I can explain how and why American propaganda was used during the war and its effects.
  • I can explain how American involvement impacted the course of World War I.
Lesson 5:  The Homefront During World War I
  • I can explain how civilians at home contributed to the war effort.
  • I can describe the role of military on the home front. 
  • I can identify military bases of Alabama and describe their strategic placement.
Lesson 6:  The End of World War I
  • I can explain the events that led to the end of World War I. 
  • I can describe the destruction and casualties involved in fighting World War I.
  • I can compare and contrast Wilson’s Fourteen Points with the Versailles peace treaty.
  • ​I can explain American arguments for and against joining the League of Nations.
Lesson 7:  The Aftermath of World War I
  • I can explain how the Treaty of Versailles set the stage for World War II.
  • I can describe the Spanish Flu Pandemic of 1918.
  • I can explain why America turned back to isolationism after World War I.
  • I can evaluate the way America was perceived by other nations after World War I.
  • I can evaluate the impact of World War I on America and the world.

AL STATE STANDARDS

This unit is designed so that sixth grade students at Moody Middle School can meet: Social Studies, Technology, Literacy, and Character Development Standards outlined in the 2010 Alabama Social Studies Course of Study; social studies content and skills outlined in the National Curriculum Standards for the Social Studies; and technology skills standards outlined by the International Society for Technology Education.  Student mastery of these standards will prepare students for state standardized testing and move them closer in being Career or College Ready by graduation.  The standards addressed in this unit are listed and described below.
Alabama Social Studies Course of Study 6th Grade Standard 3:
Identify causes and consequences of World War I and reasons for the United States’ entry into the war.
  • Identify how the sinking of the Lusitania, the Zimmerman Note, alliances, imperialism, militarism and nationalism led to U.S. entry into WWI.
  • Describe the various roles of military and civilians in WWI.
  • Explain Woodrow Wilson and Archduke Franz Ferdinand and their association to WWI.
  • Analyze machine guns, tanks, submarines, airplanes, poison gas, and gas masks and their contributions to advancing modern warfare during WWI.
  • Use map skills to locate key countries involved in WWI and boundary changes post WWI.
  • Explain reactions to the Treaty of Versailles, League of Nations and the Red Scare pertaining to the intensification of isolationism in the United States after WWI.
  • Recognize military bases of Alabama and their strategic placement.
Alabama Reading Standards for Literacy in History/Social Studies 6–8: 
Key Ideas and Details
  • Standard 6-8.1:  Cite specific textual evidence to support analysis of primary and secondary sources.
  • Standard 6-8.2:  Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions
  • Standard 6-8.3:  Identify key steps in a text’s description of a process related to history/social studies
Craft and Structure
  • Standard 6-8.4:  Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
  • Standard 6-8.5:  Describe how a text presents information (e.g., sequentially, comparatively, causally).
  • Standard 6-8.6:  Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas
  • Standard 6-8.7:  Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts
  • Standard 6-8.8:  Distinguish among fact, opinion, and reasoned judgment in a text.
  • Standard 6-8.9:  Analyze the relationship between a primary and secondary source on the same topic.
Range of Reading and Level of Text Complexity
  • Standard 6-8.10:  Read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.
Alabama Standards for Language in History/Social Studies Grade 6: 
  • Standard 6-8.1:  Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • Standard 6-8.2:  Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • Standard 6-8.3:  Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • Standard 6-8.4:  Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
  • Standard 6-8.5:  Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  • Standard 6-8.6:  Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Alabama Reading Standards for Writing in History/Social Studies 6–8: 
​Text Types and Purposes
  • Standard 6-8.1:  Write arguments focused on discipline-specific content.
  • Standard 6-8.2:  Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
  • Standard 6-8.3:  Incorporate narrative accounts into analyses of individuals or events of historical import. 
Production and Distribution of Writing
  • Standard 6-8.4:  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Standard 6-8.5:  With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
  • Standard 6-8.6:  Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
Research to Build and Present Knowledge
  • Standard 6-8.7:  Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
  • Standard 6-8.8:  Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
  • Standard 6-8.9:  Draw evidence from informational texts to support analysis reflection, and research.
Range of Writing 
  • Standard 6-8.10:  Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Alabama Standards for Speaking in History/Social Studies Grade 6: 
  • Standard 6.1:  Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
  • Standard 6.2:  Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
  • Standard 6.3:  Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
  • Standard 6.4:  Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
  • Standard 6.5:  Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
  • Standard 6.6:  Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
ISTE Standards for Technology 
Standard 1:  Creativity and innovation:  
​Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
  • Apply existing knowledge to generate new ideas, products, or processes
  • Create original works as a means of personal or group expressions
  • Use models and simulations to explore complex systems and issues
  • Identify trends and forecast possibilities
Standard 2:  Communication and collaboration:
​Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
  • Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
  • ​Communicate information and ideas effectively to multiple audiences using a variety of media and formats
  • Develop cultural understanding and global awareness by engaging with learners of other cultures
  • Contribute to project teams to produce original works or solve problems
Standard 3:  Research and information fluency:
Students apply digital tools to gather, evaluate, and use information.
  • Plan strategies to guide inquiry
  • ​Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
  • Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
  • Process data and report results
Standard 4:  Critical thinking, problem solving, and decision making:
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. 
  • Identify and define authentic problems and significant questions for investigation
  • Plan and manage activities to develop a solution or complete a project
  • Collect and analyze data to identify solutions and/or make informed decisions
  • Use multiple processes and diverse perspectives to explore alternative solutions
Standard 5:  Digital citizenship:
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
  • Advocate and practice safe, legal, and responsible use of information and technology
  • Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity​
  • Demonstrate personal responsibility for lifelong learning
  • Exhibit leadership for digital citizenship
​Standard 6:  Technology operations and concepts:
Students demonstrate a sound understanding of technology concepts, systems, and operations.
  • Understand and use technology systems
  • Select and use applications effectively and productively
  • Troubleshoot systems and applications
  • Transfer current knowledge to learning of new technologies
National Curriculum Standards for Social Studies Themes 
  • Theme 1- Culture: The learner will participate in experiences that provide for the study of culture and cultural diversity.
  • Theme 2 - Time, Continuity, and Change: The learner will participate in experiences that provide for the study of the past and its legacy.
  • Theme 3 - People, Places, and Environments: The learner will participate in experiences that provide for the study of people, places, and environments.
  • Theme 4 - Individual, Development and Identity: The learner will participate in experiences that provide for the study of individual
  • Social Education, development, and identity.
  • Theme 5 - Individuals, Groups, and Institutions:  The learner will participate in experiences that provide for the study of inter- actions among individuals, groups, and institutions.
  • Theme 6 - Power, Authority, and Governance:  The learner will participate in experiences that provide for the study of how people create, interact with, and change structures of power, author- ity, and governance;
  • Theme 7 - Production, Distribution, and Consumption: The learner will participate in experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services;
  • Theme 8 - Science, Technology, and Society: The learner will participate in experiences that provide for the study of relationships among science, technology, and society
  • Theme 9 - Global Connections: The learner will participate in experiences that provide for the study of global connections and interdependence
  • Theme 10 - Civic Ideals and Practices: The learner will participate in experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic
National Curriculum Standards for Social Studies Skills 
Skill 1 - Literacy Skills: 
  • Listens, read, write, and speak with comprehension and clarity
  • Define and apply discipline-based conceptual vocabulary
  • Describe people, places, and events, and the connections between and among them  
  • Arrange events in chronological sequence  
  • Differentiate fact from opinion
  • Determine an author’s purpose
  • Determine and analyze similarities and differences
  • Analyze cause and effect relationships
  • Explore complex patterns, interactions and relationships
  • Differentiate between and among various options   
  • Develop an ability to use and apply abstract principles
  • Explore and/or observe, identify, and analyze how individuals and/or institutions relate to one another
  • Locate, analyze, critique, and use appropriate resources and data 
  • Evaluate sources for validity and credibility and to detect bias, propaganda, and censorship
  • Use a wide variety of media to access, analyze, evaluate, and create messages and reports
  • Investigate, interpret, and analyze multiple historical and contemporary sources and viewpoints
  • Articulate and construct reasoned arguments from diverse perspectives and frames of reference
  • Present solutions to problems by analyzing conflicts and evaluating persistent issue 
Skill 2 - Critical Thinking Skills with Research, Information, and Technology
Locate Information
  •  Use library, online, or other search tools to locate sources
  •   Use key words, tables, indexes, and bibliographies to locate information
  •   Use sources of information in the community 
Explore Information 
  • Use relevant parts of a text, document, visual, electronic, or audio source
  • Conduct interviews of individuals in the community
  • Evaluate sources of information – print, visual, electronic, audio
  • Use maps, globes, graphic, representation and tools and geographic information systems
  • Interpret the social and political message of cartoons
  • Interpret history through artifacts 
​Organize Information in Usable Forms
  • Construct outlines
  • Make summaries
  • Compile bibliographies
  • Prepare other products that organize information 
​Use Computer-Based Technology and Media/Communication Technology
  • Operate input devices 
  • Operate other media/communication technology
  • Operate appropriate multimedia sources for directed and independent learning activities
  • Use internet based information networks
  • Utilize tools and resources to manage and communicate information including correspondence, finances, data, charts, and
  • graphics
  • Use online information resources and communities to meet the need for collaboration, research, publications and communication
  • Use tools for research, information analysis, problem-solving, and decision making in learning 
Interpret Information
  • State relationships between categories of information
  • Draw inference from factual material
  • Predict likely outcomes based on factual information
  • Recognize and interpret different points of view  Recognize instances in which more than one interpretation is valid
  • Transfer knowledge into new contexts 
Analyze Information
  • Form a simple organization of key ideas related to a topic
  • Separate a topic into major components according to appropriate criteria
  • Examine relationships between and among elements of a topic critically
  • Detect bias in data presented in various forms
  • Compare and contrast the credibility of differing ideas, elements, or accounts 
Synthesize Information
  • Propose a new plan of operation, system, or scheme based on available data
  • Reinterpret events by related knowledge from several disciplines
  • Present information extracted from one format in a different format, e.g., print to visual
  • Communicate concisely both orally and in writing 
Evaluate Information
  • Determine whether or not sources are valid and credible
  • Estimate the adequacy of the information
  • Test the validity of the information, using such criteria as source, objectivity, technical correctness, and currency
  • Understand legal/ethical issues related to access and use of information 
Skill 3 - Research Strategies: 
Before 
  • Reviewing vocabulary that will be encountered in the reading  
  • Connecting to students’ prior knowledge
  • Making predictions about what the text might say   
  • Identifying text features including headings, charts/graphs/tables, illustrations, and maps   
  • Setting targets or objectives
During 
  • Drawing a non-linguistic representation or image
  • Asking questions about key ideas
  • Identifying unfamiliar ideas, concepts  or words to work with later
  • Using questions, cues, and advance organizers ​
After
  • Summarizing and note-taking
  • Comparing notes with those of other students
  • Providing substantive homework and practice
  • Reinforcing effort and providing recognition​ 
Skill 4 - Learning Strategies: 
Decision-Making
  • Identify a situation in which a decision is required
  • Secure need factual information relevant to making the decision
  • Identify alternative courses of action, and predict likely consequences of each
  • Define the criteria to be met for one of the alternatives to emerge as the best alternative
  • Make decisions based on the criteria and the data obtained
  • Take action to implement the decisions
  • Examine and evaluate consequences
​Inquiry Learning
  • Be curious, and ask powerful and complex questions
  • Observe, investigate, and explore to develop understanding
  • Organize, create, and communicate ideas and results
  • Discuss, connect, and/or compare with other works
  • Reflect to monitor progress, and self-evaluate 
Issue Analysis
  • Define the issue and identify key opposing positions
  • Find and present information support each position
  • Determine conflicting values or beliefs
  • Defend and justify a position
  • Summarize an opposing position
  • State ways to persuade others to adopt your position
Problem-based learning
  • Introduce and discuss a real-world problem
  • Collaboratively, determine what is known and what must be learned
  • Develop and articulate a problem statement
  • Identify possible solutions
  • Research, analyze, and resolve   
  • Present solutions and supporting documentation 
Service/Community Learning
  • Prepare – involve stakeholders in developing the project
  • Collaborate – build partnerships and gather support
  • Integrate – connect with academic skills and content
  • Service – contribute skills and talents to make the community a better place
  • Reflect – relive or recapture the service to develop new understandings
  • Celebrate – honor and renew the commitment of those involved 
Skill 5 - Personal Interaction and Civic Engagement Strategies: ​
Personal
  • Exhibit honesty and integrity
  • Convey creativity and ingenuity
  • Communicate personal beliefs, feelings, and convictions
  • Demonstrate self-direction when working towards and accomplishing personal goals
  • Demonstrate flexibility as goals and situations change  
  • Adjust personal behavior to fit the dynamics of various groups and situations
  • Respect and be tolerate of others’ beliefs, feelings and convictions
​Collaborative  
  • Contribute to the development of a supportive climate in a group
  • Participate in making rules and guidelines for group activities
  • Assist in setting, working towards, and accomplishing common goals for a group
  • Participate in delegating duties, organizing, planning, making decisions, and taking action in group settings
  • Participate in persuading, compromising, debating, and negotiating in the resolution of conflicts and differences
  • Utilize diverse perspectives and skills to accomplish common goals
​Civic Engagement
  • Understand the fundamental process of democracy   
  • Identify and understand public and community issues
  • Dialogue with others who have different perspectives
  • Participate in communities through organizations working to address and array of cultural, social, political, and religious interests and beliefs
  • Act to accomplish public purposes through group problem solving, public speaking, petitioning and protesting, and voting
  • Exhibit moral and civic virtues such as concern for the rights and welfare of others, social responsibility, tolerance and respect, and belief in the capacity to make a difference.​
Social Studies Skills Addressed
  • History Content and Skills
  • Geography Skills
  • Government and Civics Content and Skills
  • Economics Content and Skills
  • Cultural Content and Skills
Cross Curricular Integration
Life Skills and Character Development Skills:  
  • The learner will work with consumer materials. 
  • The learner will work with graphic organizers.
  • The learner will work with public documents.
  • The learner will work with map skills.
  • The learner will interact with material and ideas within popular culture.
  • The learner will engage in time management skills.
Reading and Language Arts Skills:
  • The learner will work with nonfiction texts.
  • The learner will work with informational texts.
  • The learner will interact with different view points and cultural points of view.
  • The learner will interact with author's point of view and author's message.
  • The learner will work with bias in reading a variety of literature types.  
​Math Skills:
  • The learner will work with coordinate planes.
  • The learner will work with perimeter and area.
  • The learner will work with adding and subtracting large numbers.
  • The learner will work with percentages.
  • The learner will work with graph and charts.
​Science Skills:
  • The learner will evaluate epidemics and pandemics.
  • The learner will evaluate natural disasters and catastrophic events.
  • The learner will evaluate people's impact on the environment and the environment's impact on people.
  • The learner will analyze how new and developing technology works.
  • The learner will interact with life sciences.
  • The learner will interact with physical sciences.
  • The learner will participate in research of important scientists and their contributions.
​Technology Skills:
  • The learner will use computers.
  • The learner will use the internet. 
  • The learner will use a classroom learning platform.
  • The learner will interact with computer software.
  • The learner will create using various types technology.
  • The learner will communicate using various types of technology.
  • ​The learner will practice safe usage of the internet.​
Fine Arts Skills:
  • The learner will interact with music from different time periods.
  • The learner will analyze fine art, political cartoons, and photography.
  • The learner will interact with dance and other artistic forms of expression from different time periods.
  • The learner will analyze the history of art, music, and dance.
  • The learner will create using various artistic modes.
  • The learner will evaluate the social, political, and economic issues expressed in different artistic forms.
​Communication and Collaboration Skills:
  • The learner will use communication skills to collaborate with peers in small and large groups.
  • The learner will work with peers to evaluate issues.
  • The learner will collaborate with peers to solve problems.
  • The learner will negotiate agreements and solutions when having differences in opinions.
  • The learner will collaborate with peers to complete tasks.
  • The learner will communicate with the instructor and peers using technology.
  • The learner will present and communicate information to the class.
  • The learner will participate in socratic method discussions.
  • The learner will participate in class debates.
  • The learner will contribute to casual class discussion.
  • The learner will apply common etiquette in communication of different types.
  • The learner will work with groups to breakdown tasks into small chunks.
Standards Sources​
Click on the links below to go to the standards webpages.