The July Crisis: Can You Stop the Great War?

from SCORE H/SS!

http://rims.k12.ca.us/activity/july-crisis/index.html

Description: The date is June 28, 1914. Archduke Franz Ferdinand , heir to the Autro-Hungarian Empire, has just been assassinated by a Serbian nationaist named Gravrilo Princep. The Austrian Government has sent the government of Serbia an ultimatum demanding things with which that country does not feel it can comply. Europe is poised on the brink of war. As a member of the diplomatic team, can you stop this terrible conflict from becoming the first worldwide war? Standards 10.5.1, 11.4.5

Author: Madeline Antilla, Arcadia High School

Lesson ID: 1046

Alliance Game 1918

http://www.col-ed.org/cur/sst/sst218.txt

Description: After students have completed the Alliance simulation game, they will understand how alliances made before WWI influenced the makeup of the war and its outcome. This lesson is not attractively displayed on the web, but it is a very useful one to introduce the study of world War I in Europe for the classroom with limited technology. Standard 10.5.1

Author: Ellen Thrash, Bedford Junior High School

Lesson ID: 46

Complex Conflict in Europe: World War I Beginnings and the Balkan Situation Today Beginnings and the Balkan Situation Today

http://catalog.socialstudies.com/c/@gV9QLG3X0SR4I/Pages/article.html?article@ww1a

Description: The causes of World War I are very complex and have been discussed and debated by historians throughout the 20th century. How and why did the assassination of an Archduke lead to a global conflict? What did tensions in the Balkans have to do with the rest of Europe and the world? Does the current conflict in the Balkans bear resemblance to the conflict in that region at the beginning of World War I? You'll investigate the answers to these questions in this activity. Standards 10.5.1, and 11.4.5

Author: , Social Studies School Service

Lesson ID: 249

Critical Inquiry of Propaganda Posters from World War I

http://www.learnnc.org/lessons/paulettewscott12212004086

Description: Students examine posters from WW I to determine the uses of propaganda. The posters reflect economics, patriotism, environmental issues, recruitment, fear, and investment in World War I on the U.S. home front. Students should learn that posters do not always carry a simple message, but can be subtle and aggressive and that governments use posters in varying ways. Standards 10.5.1 and 11.4.5

Author: Paulette Scott, University of North Carolina

Lesson ID: 1346

Herbert Hoover: Iowa Farm Boy and Humanitarian

http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/34hoover/34hoover.htm

Description: Herbert Hoover's handling of the public relief following the economic collapse in 1929 was challenged by his critics. However, his skill and compassion in helping to feed the starving children in Europe during World War I earned him the honorary title "Great Humanitarian." When America entered the war, he returned home to make sure that both civilians and soldiers in the U.S. had enough to eat. Why were those experiences so different?

Author: Pat Wheeler, Herbert Hoover National Historical Site

Lesson ID: 494

How Did the War Affect Civilians in Britain 1914-1918?

http://learningcurve.pro.gov.uk/britain1906-18/g5/gallery5.htm

Description: In August 1914 Britain went to war against Germany. In the next four years Britain created an army of millions through voluntary and compulsory enlistment, saw government control of food and essential industries, and developed an economy totally geared to the demands of war. In this British Archives gallery, investigate the impact of this change on ordinary people and their lives during the war. Use the sources and information in the case studies to write some summary reports on the impact of the war on civilians. Standards 10.5.1 and 10.5.4

Author: National Archives of Great Britain

Lesson ID: 528

How Effective Was Propaganda in Britain in the 1914-1918 War?

http://learningcurve.pro.gov.uk/britain1906-18/g6/gallery6.htm

Description: Soon after war broke out in 1914, the British government realised that this new war would have many fronts. One of these fronts was public opinion - without the support of the people there was no way to win the war. Investigate how and why the British government invested a huge amount of time, money and effort into getting across its message to its own people and people outside Britain. Consider how effective the government's efforts were. Standard 10.5.1

Author: National Archives of Great Britain

Lesson ID: 530

Letters Back Home: A Soldier's Perspective on World War I

http://www.learnnc.org/lessons/ggray912004652

Description: World War I traumatized many of the soldiers that participated in the war. It had a lasting effect on the political, economic, social, and cultural lives of Americans during the 1920?s. By reading letters that one soldier wrote to his family back home. Students can gain insight into the reasons why the "Great War" had such a profound impact on the United States in years foolowing the war. Standards 10.5.4 and 11.4.5

Author: George Gray, University of North Carolina

Lesson ID: 1350

Outbreak of World War One, The

http://www.spartacus.schoolnet.co.uk/A4FWW.htm

Description: Follow the links to embedded web resources and fill in details of what Sir Edward Grey could have done to have avoided war. Historians believe that there were several reasons for the outbreak of war during the summer of 1914. Select five factors from a given list that you think were the most important reasons for the war breaking out. Standard 10.5.1

Author: Spartacus Educational, United Kingdom

Lesson ID: 1061

The French Army Mutinies of World War I

http://www.crf-usa.org/bria/bria17_3.htm

Description: Allied and German armies in World War I fought to a standstill for three years. In 1917, many units in the exhausted French Army mutinied and refused to fight. The French military had to quickly find a way to discipline tens of thousands of soldiers and also persuade them to fight again. After reading an article by the Constitutional Rights Foundation on this discipline action, participate in a class debate on the following topics: Is it just to punish some members of a group when all are guilty? How about punishing all when only a few are guilty? Then review several historical cases and decide whether group punishment is just. Standards 10.5.4 and 10.5.5

Author: Bill of Rights in Action, Constitutional Rights Foundation

Lesson ID: 1032