Tyne Cot Commonwealth War Graves Cemetery and Memorial to the > Missing
Tyne Cot Commonwealth War Graves Cemetery and Memorial to the > Missing

Unit Objectives:

  • The causes and global consequences of World War I
  • Analyze the relative importance of economic and political rivalries, ethnic and ideological conflicts, militarism, and imperialism as underlying causes of the war.
  • Analyze the degree to which class and other social conflicts in Europe contributed to the outbreak of war.
  • Evaluate ways in which popular faith in science, technology, and material progress affected attitudes toward war among European states.
  • Analyze the precipitating causes of the war and the factors that produced military stalemate.
  • The student understands the global scope, outcome, and human costs of the war.
  • Analyze the role of nationalism and propaganda in mobilizing civilian populations in support of “total war.”
  • Explain how massive industrial production and innovations in military technology affected strategy, tactics, and the scale and duration of the war.
  • Explain how colonial peoples contributed to the war effort of both the Allies and the Central Powers by providing military forces and supplies.
  • Analyze how the Russian Revolution and the entry of the United States affected the course and outcome of the war.
  • Assess the short-term demographic, social, economic, and environmental consequences of the war’s unprecedented violence and destruction.

Class 29 A&D: 4/2, F: 4/3

  • Write essay in class

Class 28 A: 3/28, (D&F are shortened classes): 3/29

  • Planning

Class 27 A: 3/26, D&F: 3/27

  • Develop thesis statement, choose research to incorporate in essay, plan, prepare MLA format bibliography.
  • Last opportunity to research

Class 26 A: 3/15, D: 3/16, F: 3/26

  • Last full day of research

Class 25 A&D: 3/14, F: 3/15

  • Unit 5 test (will include multiple choice, matching and short answer questions)
  • In the library to research

Class 24 A: 3/12, D&F: 3/13

  • Complete Research Question planning sheet
  • Library research

Class 23 A: 3/7, D&F: 3/8

  • Complete group project. When you are done, and your research topic and question have been approved by Ms Boyle, you may go to the library to begin researching your essay.


How to cite sources

  1. You will use internal citations and a "Works Cited" page for ALL information which is not a) your own, or b) common knowledge.
  2. Internal citations should consist of the author's name and page number (if a print source), or the website publisher (eg. BBC, World History Foundation Collection) and date (if an online source).
  3. The "Works Cited" page should have ALL sources you consulted listed, in alphabetical order, by author or website publisher.
  4. Sources should NOT be numbered.
  5. Titles of books and websites should be correctly capitalized and italicized.
  6. Author's names should be cited with surname first: Boyle, R., Tweedledum, S. etc.
  7. For websites, you must include the URL, and the date you accessed the website, as well as the date the website was last updated (it should be down at the very bottom of the page). So there will be TWO dates in your citation.
  8. For print sources you need to include the city of publication (pick the one nearest to us if there are more than one), the name of the publisher, and the year of publication. You do NOT need the date you accessed it.
  9. Images need to be cited just like any other source, including the name of the creator (photographer, cartoonist, author of the article you got the chart or map from, etc.)


Class 22 A: 3/5, D: 3/6, F: 3/7


Research Essay Preparation

Stage 1: Developing your research question

1. Define your topic broadly (in this case, World War I)
2. Narrow your topic (decide WHAT about WWI interests you)
3. What question would you like to be able to answer? What is the VALUE to you of this question? How does it make studying WWI important to you?
4. Do you already know the answer to this question? If so, ask another question!
5. CAN this question be answered with a reasonable amount of research?
6. Has this question been asked before?

Stage 2: Finding the answer
1. What kind of sources would you need to look at to be able to answer this question? What questions do you need to answer BEFORE you can answer YOUR research question? This will determine what sources you will look at, and what you will try and find out FROM these sources.
2. Consider how you would get the WHOLE answer to the question (multiple perspectives).
3. Consider how you might get the most RELIABLE information (primary and secondary sources)
4. What is your ANSWER to your research question? This will be your thesis statement.
4. You are being required to access at least 2 internet sources and 1 print source. Which information would be best from each type? You may NOT use Wikipedia, Answers.com, About.com, blogs, student-made websites, Korean websites, or the textbook as your sources.
5. You are being asked to include one image which enhances your thesis. Consider what kind of images you have to choose from. What will you look for?

By the end of class today, you MUST have defined your (narrowed) topic and research question, and decided on at least 3 supporting questions you need to answer before you can come up with the answer to your research question.

Understanding WW I

For the rest of today's class, we are going to investigate WW I in detail.


A Block
D Block
F Block
1. World War & Total War
Jae An, Joonyon, Sunpyo
Jason, Raina, Jin, Lisa
Suji, Mina, Erin
2. Trench Warfare
Jennifer, Jae Hyun Park, Jack
Kate, Ethan, Vicky
Phillip A., Linda, Patricia
3. Major events, people and changes
Sarah, Cindy, Wonjune
Kevin, Kathryn, Chris, Jee
Vivian, Soo Jin, Julie
4. The Home Front
Danette, Eric, Amy, Joseph
Lizzie, Jessica, Justin
Peter, Sam, Patrick
5. Woman at war
Sundos, Stella, Catherine
Jane, Jasmine, Daphne
Amy, Ryan, Gloria
6. War in the air and the sea
Kaitlyn, Min, Hannah
Carol, Annie, Andres
Michael, Hye Rim

Go to the bottom of your page and you will see a grey box with questions that you answer by ticking the correct box. Complete all these questions, and you will be taken to the last page where the questions you must answer as a group are located. There may be 3 or 4 of these. DISCUSS your answers on a Todaysmeet forum, and upload it to the gallery page of one person in the group.

Class 21 A&D: 2/29, F: 3/5

Completing work not finished in class 20.

Class 20 A: 2/27, D&F: 2/28


"The lights are going out all over Europe. We shall not see them lit again in our lifetime."
Sir Edward Grey, June 1914


What does this video clip, and the map below, tell you about WW I?
World_War_1.gif
World_War_1.gif

Allies and Central Powers in the First World War. Based on Image:WWI.png
  • Dark green = Allies
  • Light green = Allied colonies, dominions, territories or occupied territory
  • Dark orange = Central powers
  • Light orange = Central powers' colonies or occupied territory
  • Grey = Neutral

trenches.jpg
trenches.jpg

trenches.jpg


New technologies unleashed unspeakable horror and misery for thousands and thousands of young men in the trenches and at sea - remember too that total war involves not just the front lines but also villages, farms, cities and CIVILIANS. Hard to imagine - let's look at a PHOTO ESSAY and try to get some perspective.
wwi-pictures-of-war keynote.key

It often happens, as we study history, that we forget that the things we are learning were actually experiences that real people lived. So what was it like to experience the First World War as a soldier? Let's look in detail at the experience of WW I from the British perspective.

Life on the battlefield - PRIMARY SOURCES (video and voices of veterans - live and diary)

  • "Over the Top" (an account of what it was like to fight in the trenches)
  • "Gas Attack" (an account of one of the most horrific parts of the war)

Life on the battlefield - SECONDARY SOURCES (books and movies abut the War)

Many books books have been written and movies made that have given different perspectives on the Great War as well. Let's watch the beginning clip from the 1979 version of the classic, All Quiet On the Western Front by, Erich Maria Remarque. This story revolves around the perspectives of a group of German friends who march off to war full of excitement and pride in the "fatherland', only to realize that war is not very exciting. As you watch, notice details including their uniforms, the weapons they are using and seeing and really listen to their dialogue.
"All Quiet on the Western Front" Part 1

Read these two famous World War I poems: Wilfred Owen's "Dulce et Decorum Est", and "In Flanders' Fields", by John McCrae.

WWI_cemetery.jpg
WWI_cemetery.jpg

In Flanders Fields
By: Lieutenant Colonel John McCrae, MD (1872-1918)
Canadian Army
In Flanders Fields the poppies blow
Between the crosses row on row,
That mark our place; and in the sky
The larks, still bravely singing, fly
Scarce heard amid the guns below.
We are the Dead. Short days ago
We lived, felt dawn, saw sunset glow,
Loved and were loved, and now we lie
In Flanders fields.
Take up our quarrel with the foe:
To you from failing hands we throw
The torch; be yours to hold it high.
If ye break faith with us who die
We shall not sleep, though poppies grow
In Flanders fields.**
In Flanders Field - Copy of Signed Original
In Flanders Field - Copy of Signed Original

In Flanders Field - Copy of Signed Original
Original poem the McCrae wrote beside his friend's grave

Going to War

As we explore the BBC's interactive WW I site (Chapter 1, Volunteering and Recruitment), answer these key questions orally, alternating with your partner:
1) What was the reaction in Britain to the declaration of war?
2) What might inspire you to answer the call of your nation and go to war?
3) How did the reality of war differ from the image presented to people before the war?
3) What is propaganda? How was it used in WW I?
4) Analyze the WW I propaganda posters. What image of war is presented? Is this the reality? Why would the government choose to present images of war that was different to the reality?

Then explore the other chapters individually.


Now you are ready for the writing assignment putting yourself into the boots of a soldier in the trenches. Use the handout given in class and compose a letter home detailing your experiences. You have the keynote, the movie clip and the portion from the book to help you!

Class 19 A: 2/23, D&F: 2/24


Let's see what your remember from last class!








  • MAIN Causes of WW I Debate

Compare THIS map of European Alliances

with THIS one:
NoLeviathanGrandMapBIG.jpg

Now compare this map of the Balkans to the map of European Alliances. Why might Serbia have staked a claim to Bosnia and Herzegovina? Why might Russia have been interested in helping further that claim? Why would Germany and Austria-Hungary have resisted any moves for Bosnian (used to mean Bosnia and Herzegovina) secession from Austria-Hungary?



Class 18 A: 2/21, D: 2/22, F: 2/23

As the idea of sovereign nation states started to gain hold of the European continent, it became clear that a new balance of power needed to be established. There was significant instability in Europe with the differing political ideologies, competition for imperialized land, a race to become more industrialized, and distrust amongst the major powers of the region. Times were changing and even though diplomacy had been around for thousands of years, alliance strategy was of the utmost importance. Europe learned this the hard way with the outbreak of the Crimean War in 1853. Turkey knew that if it provoked a war with Russia, Great Britain and France would come to Turkey's aid based on the alliance treaties in place, even though Great Britain and France wanted nothing to do with this conflict. In an industrialized age, the potential consequences of war were so dire.

World War One (WWI), or The Great War, would change world history forever. The consequences of the war were so massive it not only impacted Europe but about every corner of the world. It was so devastating that the time after WWI is known to historians as the "Broken World." We will study this in the upcoming weeks. With that being said, let us now focus on what caused WWI. For analytical purposes, it would be great if WWI was caused by a couple of events, but this simply is not the case. The causes of WWI are many and in some cases quite complicated. Today, we will go ahead and start exploring what the world looked like just before WWI and discover the reason why WWI took place.

A note about names: This war is called, and recognized by, any of the following names:
  • World War I
  • The First World War
  • The Great War
  • The War to End All Wars
  • WW I

It CANNOT be called
  • The First War
  • World War One
  • WW 1

It is interesting to not that the "First World War" was not ACTUALLY the FIRST "world war". That label would really have to go to the Seven Years War -- which was spilled over into North America (where it was called "The French and Indian War"), the West Indies, Europe... a lot of places all over the world!

So let's look at those MAIN causes again!

1) Militarism


2) The Alliance System


3) Imperialism


4) Nationalism