Defining US: The American Experience FCPS Teaching American History Grant Subject: US/VA History Grade: 11 Prepared by: Nora Bowers and Jennifer Saunders School: Interagency Alternative Schools
Title: Prelude to War Instructional Time: 1 Block (90 minutes)
PART I: CONTEXT
1. Essential Learning: Students will understand that there are many causes of war. Students will understand that it is hard to remain isolated from world events.
2. Virginia Standards of Learning (SOL) Standard 9: The student will demonstrate knowledge of the emerging role of the Untied States in World Affairs and key domestic events after 1890 by: b) Evaluating the United States involvement in World War I
3. Fairfax County Program of Studies Benchmark 9:2 The student analyzes and examines of World War I. A. Examine the importance of nationalism militarism, imperialism, and alliances as underlying causes of World War I (1914 Germany and Austria-Hungry went to war with Britain, France, and Russia)
4. National History Standard: Historical analysis and interpretation- including the ability to compare and contrast different experiences, beliefs, motives, traditions, hopes, and fears of people from various groups and backgrounds, and at various times in the past and present; to analyze how these different motives, interests, beliefs, hopes, and fears influenced people’s behaviors; to compare the different perspectives included in different stories about historical people and events; to compare historical fiction and documentary sources about a particular era or event; and to analyze the historical accuracy of fictional accounts.
5. Learning Strategy Objectives Making Predictions-students will examine events and make predictions about the outcomes of these events that eventually lead to World War I. 6. Connection to TAH grant:
Pedagogy: Using Primary Resources for Instruction (New York Times Article, Photograph of Franz Ferdinand and wife Sophie-used as a “hook” to generate interest in lesson)
Content: Using Internet Resources, Teacher Created Materials
PART II:
Assessment Informal: Prediction Activity Class Participation Class Notes Formal: Written Response to Questions Concerning the New York Times Article
Instructional Strategies
1. As the class enters the room had them a picture of a bomb and a picture of Franz Ferdinand and his wife Sophie. Ask the class to quickly take a guess/respond to the following questions: (see Student Handout #1)
Franz Ferdinand/Sophie photograph Do you know who the individuals are in the photograph? Do you know where they are? Do you know what they are doing?
Bomb picture Do you think it is a complicated process to make a bomb? Does this process take time? What is required to ignite it?
2. Ask the students to set aside the pictures and that they will be referred to later in the lesson. The previous unit addressed imperialism and the United States emerging as a world power. Briefly have the class review the connection between industrialism and imperialism. Discuss / review what the consequences might be of becoming a world power along with expanding trade with other nations. (no longer isolated, for economical reasons can be pulled into other nations conflicts, other nations view you as a potential military partner/asset)
3. Next have students work in pairs/groups (depending on your class size) to complete the following activity. The students will be given Student Handout #2which has several statements concerning the events that lead to World War I. After the students discuss each statement with their partner they are to write down a prediction that they feel will be a result of the event/action described. Then the students are to look through the pile of cards that you provide (see Teacher Handout #1 / Outcome Card List) to find a statement they feel is similar/coincides with their prediction a place the letter of that card next to their prediction. (be sure to tell the class that the letters do not denote order, they are randomly assigned) The students are to leave the class note section blank. The teacher can demonstrate by completing the activity for the first statement. Teacher Handout #2 lists the statements and the outcome cards that match those statements.
4. When the groups have completed this task, the teacher can ask for different groups to volunteer to read each statement, explain their prediction, and which card they selected. This can lead to a brief teacher lecture and class discussion of each event that lead to the outbreak of World War I. The class can take further notes in the class note section of the worksheet if their predictions were incorrect or not complete. They can also use the outcome card for reference as they are taking notes. (This helps special education students with auditory processing deficits)
5. Discuss what the terms militarism and nationalism mean. (these are also on the Student Handout #2) Have students continue examine the statements and outcomes after the discussion and decide which statements are associated with imperialism, nationalism, and militarism. Have the class discuss which events were examples of each concept.
6. Have students look at the two pictures you handed out at the beginning of class. Give more information on the assassination of Franz Ferdinand and his wife Sophie. The class will be interested to know that picture was taken hours before the assassination. Ask the class to make an analogy between the bomb and the outbreak of World War I.
7. Homework assignment: Students will be asked to read an excerpt from the New York Times front page on June 28, 1914. A reproduction of the front page can be found in the Teacher Created Materials Primary Resources Box for World War I. The accompanying workbook has an excerpt from the article that can be photocopied and distributed. (order information: http://www.teachercreated.com/prisources/) Another option is to search the archives on The New York Times on the web and purchase the article. (http://www.nytimes.com/ref/membercenter/nytarchive.html)
Questions for students to consider:
1. Where did the New York Times receive the article from? 2. Why was this article placed on the front page? 3. What do you think the American public’s reaction will be to this article? 4. What do you think Woodrow Wilson’s reaction was to the events taking place in Europe? Materials/Resources to be used:
Photograph of Franz Ferdinand and his wife Sophie, Clip Art of Bomb (Student Handout #1) Student Prediction/Note-taking Worksheet (Student Handout #2) Sets of Outcome Cards (see Teacher Handout #1 -need index cards to affix choices to) Teacher Notes for Discussion (Teacher Handout #2) Excerpt from New York Times (can be found in Teacher Created Materials Primary Resource Box for World War I Era) Map from time period (for reference-optional)
Differentiation:
Gifted and Talented Handout the Prediction Sheet and have them make predictions without the aid of the outcome cards. Instead of reading an editorial, have the students write a letter to the editor that demonstrates what they believe is the United States public reaction to the outbreak of war in Europe
Special Education Allow the students to use the outcome cards without making a prediction first if this proves to be a difficult task. Put list of statements and correct outcomes on an overhead to accompany the lecture/discussion. Worksheet is provided to aid with class notes
ESOL Pictures can be used throughout the lesson to assist with concepts/vocabulary that is difficult to understand or may be unfamiliar. Worksheet can be provided to aid with class notes
Attachments: See following pages TEACHER HANDOUT #1 OUTCOME CARD LIST
Cut each choice out separately and affix to note cards. Make one set per student group.
B. Tensions grew among the colonizing nations.
H. Different nationality groups wanted to form independent nations by joining with similar groups in other nations.
D. Serbia, a Balkan nation on Austria- Hungary’s border, felt threatened and called on Russia for help.
I. Arms race generated mistrust and helped military leaders achieve more power.
F. France and Russia agreed to help each other if either became involved in war with Germany or Austria-Hungary. France also arranged a separate partnership with Great Britain. G. Austria-Hungary declared war on Serbia.
E. Germany backed Austria-Hungary, insisted Russia halt threatening acts, and demanded that France remain neutral.
C. Germany declares war on France and Russia.
A. Great Britain enters the war against Germany. TEACHER HANDOUT #2 NOTES FOR LESSON/ MATCHING OF STATEMENTS AND OUTCOME CARDS
Europe became industrialized and nations sought to establish empires.
OUTCOME CARD B. Tensions grew among the colonizing nations
Much of Central and Eastern Europe ruled by empires that included several nationality groups.
OUTCOME CARD H. These different nationality groups wanted to form independent nations by joining with similar groups in other nations
Austria-Hungary annexed two Balkan territories, Bosnia and Herzegovina.
OUTCOME CARD D. Serbia, a Balkan nation on Austria-Hungary’s border, felt threatened and called on Russia for help.
Instability and complex rivalries led to an arms race in Europe
OUTCOME CARD I. Arms race generated mistrust and helped military leaders achieve more power.
Triple alliance is formed by Germany, Austria-Hungary, and Italy
OUTCOME CARD F. France and Russia agreed to help each other if either became involved in war with Germany or Austria-Hungary. France also arranged a separate partnership with Great Britain.
Archduke Franz Ferdinand, heir to the throne of Austria-Hungary, was assassinated by Slavic nationalist, Gavrilo Princip.
OUTCOME CARD G. Austria-Hungary declared war on Serbia.
Russia, in attempt to defend itself as a European power, defended Serbia.
OUTCOME CARD E. Germany backed Austria-Hungary, and insisted Russian halt its threatening acts. Germany also demanded that France remain neutral.
Russia and France reject Germany’s demands.
OUTCOME CARD C. Germany declares war on France and Germany.
German army crosses through neutral Belgium.
OUTCOME CARD A. Great Britain enters the war against Germany. Student Handout #1
Do you know who the individuals are in the photograph? Take a guess.
Do you know where they are?
What do they appear to be are doing?
Photograph copied from: http://www.spartacus.schoolnet.co.uk/FWWarchduke.htm Do you think it is a complicated process to make a bomb?
Does this process take time?
What is required to ignite it? Student Handout #2 PREDICTION ACTIVITY WORLD WAR I
SETTING THE STAGE FOR WAR
1. In the late 1800s Europe became industrialized and nations sought to establish empires.
Your prediction:
Outcome Card: ____
Class notes:
2. Much of Central and Eastern Europe was ruled by empires that included several nationality groups.
Your prediction:
Outcome Card: ____
Class notes:
3. Austria-Hungary annexed two Balkan territories, Bosnia and Herzegovina.
Your prediction:
Outcome Card: ____
Class notes: 4. Instability and complex rivalries led to an arms race in Europe
Your prediction:
Outcome Card: ____
Class notes:
ALLIANCES
1. Triple alliance is formed by Germany, Austria-Hungary, and Italy
Your prediction:
Outcome Card: ____
Class notes:
WAR BEGINS
1. Archduke Franz Ferdinand, heir to the throne of Austria-Hungary, was assassinated by Slavic nationalist, Gavrilo Princip.
Your prediction:
Outcome Card: ____
Class notes: 2. Russia, in attempt to defend itself as a European power, defended Serbia.
Your prediction:
Outcome Card: ____
Class notes:
3. Russia and France reject Germany’s demands.
Your prediction:
Outcome Card: ____
Class notes:
3. German army crosses through neutral Belgium.
Your prediction:
Outcome Card: ____
Class notes: CLASS NOTES:
Examples of militarism:
Examples of nationalism:
Examples of imperialism: Annotated Bibliography
Books:
Bragdon, Henry W., Samuel P. McCutchen, Donald A. Ritchie; History of a Free Nation; Gelncoe/McGraw Hill; 1998
This book is the textbook we use in most Fairfax County Public Schools for US and Virginia History instruction. This is helpful for background knowledge and understanding of the key points discussed in this lesson plans. The prediction activity was based on information from the text.
Internet Sites: http://www.spartacus.schoolnet.co.uk/FWWarchduke.htm
This website is rich with primary resource information. We used it to find the picture of Franz Ferdinand and his wife Sophie. http://www.nytimes.com/ref/membercenter/nytarchive.html
You can find any New York Times articles after 1851; however, you must purchase the article. The article announcing the assassination of Franz Ferdinand and his wife Sophie can be used to discuss America’s reaction to the outbreak of war in Europe. (Date: June 28,1914)
Teaching Materials: http://www.teachercreated.com/prisources/
Teacher Created Materials produce primary resource boxes for many time periods/specific topic areas with regard to US/VA History. Each box contains reproductions of primary resources, a CD, and a workbook with lesson plan ideas. The World War I Primary Resource box contained an excerpt from the New York Times article that was used for the homework assignment in this lesson.