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9 lessons found; showing 10 per page, sorted by Title...
Showing Grade 11, Unit 4b, World War I and the U.S.
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Paris Peace Conference: Writing a Treaty to End World War I

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Description: Step back in time to assume roles as experts from countries that participated in World War I. These experts will meet both in expert groups and with their respective country representatives to determine what terms, in four specific areas, should be included in the treaty which will formally end the war. Next, they must decide as countries whether they will sign the treaty they have negotiated. At the conclusion of the unit, compare your treaty twith the real Treaty of Versailles to determine which treaty would most likely ensure long lasting peace in Europe. Standards 10.5.1, 11.4.5

Author: Georgette Wilbur Niles, Chico High School,

Lesson ID: 803

The July Crisis: Can You Stop the Great War?

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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

African-American Soldiers After World War I: Had Race Relations Changed?

Description: Despite institutionalized prejudice, hundreds of thousands of African Americans fought in the U.S. military during World War I. Even as most African Americans did not reap the benefits of American democracy?so central to the rhetoric of World War I?many still chose to support a nation that denied them full citizenship. What were their experiences back home when the war was over? In this Natioanl Endowment for the Humanities lesson, students view archival photographs, combine their efforts to comb through a database of more than 2,000 archival newspaper accounts about race relations in the United States, and read newspaper articles written from different points of view about post-war riots in Chicago. Standard 11.4.5 and 11.5.2

Author: EDSITEment

Lesson ID: 1524

Critical Inquiry of Propaganda Posters from World War I

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

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

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

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

Photographs of the 369th Infantry and African Americans during World War I

Description: This lessons relates to the powers of Congress to raise and support armies in Article I, Section 8 , and to citizens' rights to equal protection of the laws in the 14th Amendment, Section 1 . Examine the photographs using the Photograph Analysis Worksheet. Why do you think the photographs of the 369th Infantry were taken? What strikes you as unusual or significant about them? Who took these photographs and for what purposes? The photographic record of World War I was compiled by three categories of photographers: official, press, and amateur. How would photographs taken in each of these categories have differed? Why? Do you have family photographs of war veterans? Would they be of historical significance? What would make them so? Standard 11.4.5, 12.2.1, 12.4.1 and 12.4.2

Author: Joan Brodsky Schur, Village Community School

Lesson ID: 815

World War 1 WebQuest

Description: What is it like to be in a conflict

Author: Barry Sovel, Casa Grande High School

Lesson ID: 1292

Zimmermann Telegram, The

Description: Students develop a U.S. response to submarine warfare during the early years of World War I following the decipher of the Zimmerman Telegram. This activity uses the original coded and uncoded primary source document from the National Archives. Standard 10.5.1

Author: National Archives

Lesson ID: 1091

9 lessons found; showing 10 per page, sorted by Title...
Showing Grade 11, Unit 4b, World War I and the U.S.
<-- Previous | Next -->

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