I distributed this graphic organizer to some students as a review aid for tomorrow's WWI test. I'd filled in some causes and some effects; I'd post them here, but I left the master copy at school. Sorry.
P.S. You have a test on World War I tomorrow.The only way you don't know this is if you haven't been to school in a week or you wear earplugs to class. But consider this your disclaimer.
Showing posts with label WWI. Show all posts
Showing posts with label WWI. Show all posts
Tuesday, March 10, 2009
Classwork for Tuesday 3/10/2009
Do Whatcha Know!
In November 1918, Germany, Austria-Hungary and the Ottoman Empire surrendered to the Allies. The Great War had lasted four years, and involved more than 30 nations. Twenty six millions people were killed; 10 million were homeless. $350 billion of damage had been done.
1. Who do you think should pay for the damage?
When Woodrow Wilson met with “the Big Four” – the leaders of France, Britain and Italy, plus Wilson – called for “a peace without victors,” that treated the losers fairly.
2. Think about why each nation got involved in the war and how it affected them. How do you think the rest of the Big Four felt about that? Why?
Intro to New Material
Students will work together and use pages 417-421 of their textbooks to complete a graphic organizer showing the following:
Wilson’s 14 Points
Provisions:
Weaknesses:
Opposition – who? why?
League of Nations
Provisions:
Weaknesses:
Opposition – who? why?
Treaty of Versailles
Provisions:
Weaknesses:
Opposition – who? why?
Guided Practice
Use the double-bubble graphic organizer to compare and contrast characteristics of the Treaty of Versailles and the Fourteen Points. Similarities go in the two boxes in the center; differences go in the three boxes on the right and left.
Independent Practice
If you were a member of Congress in 1919, which plan for peace would you most likely vote for?
A. Give two good reasons for why you’d vote for that one.
B. Give two good reasons for why you’d vote against the other.
Learning Log
What was the effect of the Treaty of Versailles’ war-guilt clause on Germany?
How do you think this will affect Germany’s future?
In November 1918, Germany, Austria-Hungary and the Ottoman Empire surrendered to the Allies. The Great War had lasted four years, and involved more than 30 nations. Twenty six millions people were killed; 10 million were homeless. $350 billion of damage had been done.
1. Who do you think should pay for the damage?
When Woodrow Wilson met with “the Big Four” – the leaders of France, Britain and Italy, plus Wilson – called for “a peace without victors,” that treated the losers fairly.
2. Think about why each nation got involved in the war and how it affected them. How do you think the rest of the Big Four felt about that? Why?
Intro to New Material
Students will work together and use pages 417-421 of their textbooks to complete a graphic organizer showing the following:
Wilson’s 14 Points
Provisions:
Weaknesses:
Opposition – who? why?
League of Nations
Provisions:
Weaknesses:
Opposition – who? why?
Treaty of Versailles
Provisions:
Weaknesses:
Opposition – who? why?
Guided Practice
Use the double-bubble graphic organizer to compare and contrast characteristics of the Treaty of Versailles and the Fourteen Points. Similarities go in the two boxes in the center; differences go in the three boxes on the right and left.
Independent Practice
If you were a member of Congress in 1919, which plan for peace would you most likely vote for?
A. Give two good reasons for why you’d vote for that one.
B. Give two good reasons for why you’d vote against the other.
Learning Log
What was the effect of the Treaty of Versailles’ war-guilt clause on Germany?
How do you think this will affect Germany’s future?
Monday, March 9, 2009
Classwork for Monday 3/9/2009
Do Whatcha Know!
From its start in 1914, most Americans opposed U.S. involvement in World War I; even though they thought Germany was a bully, it just wasn’t their problem. But in 1916, Germany announced that it would begin to sink any ships entering the water around Britain, its enemy. Four American ships (and others carrying Americans, like the Lusitania) were sunk. Germany also sent a telegram to Mexico, called the Zimmerman note. This note asked for a German-Mexican alliance, and promised that if the U.S. entered the war, Germany would help Mexico get back Texas, New Mexico and Arizona.
1. What do you think the United States will do?
2. What do you think should happen next?
Intro to New Material
• Together, students who support the war will read the sections “American Military Mobilization” and “American Success in Combat” from page 402 to page 406. They will answer the following questions in their own words as they read:
1. How did the U.S. raise an army for WWI?
2. What four steps did the U.S. government take to quickly build a navy?
3. How did the U.S. help the Allies win?
• Together, students who oppose the war will read the sections “Selling the War” and “Attacks on Civil Liberties” from page 411 to page 414. They will answer the following questions in their own words as they read:
1. How did the U.S. government finance the war?
2. What methods did the Committee of Public Information use to make the war more popular?
3. What was the original purpose of the Espionage and Sedition Act?
Guided Practice
• Students who support the war will summarize problems Americans faced as they prepared for and participated in WWI.
• Students who oppose the war will summarize the ways the U.S. got Americans to support the war.
Independent Practice
Students will return to their assigned seats, and teach their classmates what they learned in small groups. Students will take notes on what their classmates teach them, which will serve as evidence of the exchange of ideas.
Learning Log
Draw a cartoon showing
1. Why the U.S. got involved in World War I
2. How the U.S. fared in World War I
3. How the U.S. dealt with anti-war protesters
From its start in 1914, most Americans opposed U.S. involvement in World War I; even though they thought Germany was a bully, it just wasn’t their problem. But in 1916, Germany announced that it would begin to sink any ships entering the water around Britain, its enemy. Four American ships (and others carrying Americans, like the Lusitania) were sunk. Germany also sent a telegram to Mexico, called the Zimmerman note. This note asked for a German-Mexican alliance, and promised that if the U.S. entered the war, Germany would help Mexico get back Texas, New Mexico and Arizona.
1. What do you think the United States will do?
2. What do you think should happen next?
Intro to New Material
• Together, students who support the war will read the sections “American Military Mobilization” and “American Success in Combat” from page 402 to page 406. They will answer the following questions in their own words as they read:
1. How did the U.S. raise an army for WWI?
2. What four steps did the U.S. government take to quickly build a navy?
3. How did the U.S. help the Allies win?
• Together, students who oppose the war will read the sections “Selling the War” and “Attacks on Civil Liberties” from page 411 to page 414. They will answer the following questions in their own words as they read:
1. How did the U.S. government finance the war?
2. What methods did the Committee of Public Information use to make the war more popular?
3. What was the original purpose of the Espionage and Sedition Act?
Guided Practice
• Students who support the war will summarize problems Americans faced as they prepared for and participated in WWI.
• Students who oppose the war will summarize the ways the U.S. got Americans to support the war.
Independent Practice
Students will return to their assigned seats, and teach their classmates what they learned in small groups. Students will take notes on what their classmates teach them, which will serve as evidence of the exchange of ideas.
Learning Log
Draw a cartoon showing
1. Why the U.S. got involved in World War I
2. How the U.S. fared in World War I
3. How the U.S. dealt with anti-war protesters
Friday, March 6, 2009
Classwork for Friday 3/6/2009
Battles of World War I
Do Whatcha Know!
What do you think caused devastation like this? What kind of impact do you think it had on the people walking in the photo?
Intro to New Material
By 1916, the war is deadlocked
-Fighting takes place along borders of Germany
--Eastern Front: German-Russian border
--Western Front: German-Belgian and German-French borders
Three of the bloodiest battles in history are on Western Front
-Battle of Verdun (France)
--Germany vs. France, Feb-Dec 1916
-Battle of the Somme (France)
--England & France vs. Germany, July-Nov 1916
-3rd Battle of Ypres (Belgium)
--England & France & colonies vs. Germany, June-Sep 1917
Create a chart with 4 columns and 9 rows. In the first column will go prompts for details about each battle:
* where the battle occurred,
* who was involved,
* when it occurred,
* what led to its occurrence,
* battle conditions, such as the weather.
* how many casualties,
* types of weapons used,
* the end result of the war (who "won" the battle and its effect on everything around it, including civilians).
In the second, third, and fourth columns, you will fill in this information about the Battle of Verdun, the Battle of the Somme, and the Third Battle of Ypres.
Guided Practice
Use your notes to fill in the first three rows of your chart: where the battle occurred, who was involved, and when it occurred.
Independent Practice
Conduct Internet research to complete the rest of the chart. Use the PBS Great War site to help you begin.
Learning Log
By 1917, who was winning the Great War? What was the cost of this victory? What do you think will happen next?
Do Whatcha Know!
What do you think caused devastation like this? What kind of impact do you think it had on the people walking in the photo?
Intro to New Material
By 1916, the war is deadlocked
-Fighting takes place along borders of Germany
--Eastern Front: German-Russian border
--Western Front: German-Belgian and German-French borders
Three of the bloodiest battles in history are on Western Front
-Battle of Verdun (France)
--Germany vs. France, Feb-Dec 1916
-Battle of the Somme (France)
--England & France vs. Germany, July-Nov 1916
-3rd Battle of Ypres (Belgium)
--England & France & colonies vs. Germany, June-Sep 1917
Create a chart with 4 columns and 9 rows. In the first column will go prompts for details about each battle:
* where the battle occurred,
* who was involved,
* when it occurred,
* what led to its occurrence,
* battle conditions, such as the weather.
* how many casualties,
* types of weapons used,
* the end result of the war (who "won" the battle and its effect on everything around it, including civilians).
In the second, third, and fourth columns, you will fill in this information about the Battle of Verdun, the Battle of the Somme, and the Third Battle of Ypres.
Guided Practice
Use your notes to fill in the first three rows of your chart: where the battle occurred, who was involved, and when it occurred.
Independent Practice
Conduct Internet research to complete the rest of the chart. Use the PBS Great War site to help you begin.
Learning Log
By 1917, who was winning the Great War? What was the cost of this victory? What do you think will happen next?
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