Outline for World War I WEBQUEST

Maureen McNulty-Stephens May 26, 2016

Outline for World War I WEBQUEST Based on Bloom’s Taxonomy

I. INTRODUCTION – You and your classmates have been chosen for an academic mission – becoming experts on World War I. To reach your destination, primary sources need a place in your education. You will become true 21st century intellectuals by using primary sources to broaden your knowledge and deepen your thinking skills. This means you need to become familiar with the millions of primary sources available to you. With its vast array of these sources, the Library of Congress has offered to help you reach your goal.

As a part of 21st century, you also need to be able to use the technology available to you. Even though you have your Mac Book Airs to help you, there are apps, websites, and software to help too. Because of this – computer class has become the principal venue for accomplishing your mission.

Therefore, away we go as we take your textbook knowledge and leave it in the dust for a while. Now, go ahead and click on the link below to find out your specific task.

II. TASK – The job you are about to undertake is one that will take you all of this quarter in computer class. However, occasionally we will need to use one of your other classes.

Specifically, you will be looking over a variety of activities all related to World War I. Each of these activities requires different skills. You are expected to choose any three of these activities. Although there is a folder for each activity, most of what you need can be found on Google Classroom or in your Google Drive.

In addition, there is at least one video and/or web site on each of the activity pages. You should watch any video matched with your activity and look over any web pages. III. BLOOM’S TAXONOMY – Based on a World War I web quest I found, I chose to break down this web quest’s activities according to Bloom’s Taxonomy – a means to look at the way knowledge is presented and assessed in any education setting.

a.) Remembering – recall of information b.) Understanding – explain different concepts or ideas c.) Applying – take prior knowledge of war and then apply it into familiar situations d.) Analyzing – break information into parts for understanding and a knowledge of relationships e.) Evaluating – justifying decisions made during a time like the war and its outcomes f.) Creating – generate a new idea, product, or way of viewing

IV. ACTIVITIES FOR EACH LEVEL OF KNOWLEDGE -

a.) Remembering   Create a Timeline - And away we go! Your first choice could entail creating a timeline of major events that occurred during World War I. You will most likely find the web site link within this activity’s file quite necessary. You might also find that choosing only six dates to be quite overwhelming. Therefore, I have given you the assist by choosing the events for you.

However, you must be able to identify and describe each event – hence the need for the website. Then, you will be using one of the graphic capabilities of Word to create the timeline. To add depth to your timeline, add the images I have given you.

1.) Students will watch the video and explore the website they will be using. 2.) The student choosing this activity will first access the images associated with this timeline activity either through their Google Drive or by picking up a labeled folder. (All activities will have their materials accessible both online and offline.) Students will study these images and try to make calculated guesses as to their origins. They will also type up a rough draft with descriptions of the events. 3.) After identifying the images’ significance, they will use Word’s graphic capabilities (i.e. Smart Art, text boxes, a table, or shapes) to create a timeline. Finally, they will incorporate both text and image descriptors into the timeline.

Library of Congress & Other Primary Source Links: http://www.loc.gov/pictures/item/2016645730/; http://www.loc.gov/pictures/item/acd1996004677/PP/; http://www.archives.gov/historical-docs/todays-doc/?dod-date=108; http://digitalvaults.org/record/929.html Web Page: http://www.pbs.org/greatwar/timeline/time_1914.html VIDEO: https://www.youtube.com/watch?v=YXqppJ-L88U  Where is Ypres? – Major Battlefields - What do you know about the battles of World War I? There was the Eastern Front and the Western Front, but these were not the only places troops fought. As Africa, the Middle East, and parts of Asia also become involved, this was truly a global conflict.

Being able to locate some of the most famous battle sites of this war will help you remember their context. To complete this activity, you will use your knowledge of Google Maps. But, before that, you will study some World War I maps that include the Library of Congress’ collections. This will aid you in locating key battlefields I have chosen.

1.) The students will start by watching the suggested video. 2.) They will then research the following battles using the suggested website. (This exercise will focus on the European battles especially the ones on the Western Front.)

a.) Second Battle of Ypres – (April 1915) b.) Second Battle of the Marne – (July 1918) c.) Battle of Somme – (July 1916) d.) Battle of Verdun – (February 1916) e.) Battle of Tannenberg – (August 1914) f.) Battle of Lodz – (June 1916)

They will type up brief descriptions of these battles including the following information: when was the battle fought, on which front was it fought, and in which country, which nation-states fought in the battle, what was the outcome of the battle, and a couple of interesting facts.

3.) Next, they will study the maps associated with these battles. 4.) In conclusion, they will move on to Google Maps (My Maps). They will include a title on a map and place markers on all the locations listed.

Library of Congress Links: https://www.loc.gov/resource/g5701s.ct004276/; https://www.loc.gov/resource/g5701s.ct004277/ https://www.loc.gov/collections/world-war-i-rotogravures/articles-and- essays/military-technology-in-world-war-i/ Web Page: http://www.firstworldwar.com (rest of URL) VIDEO: https://www.youtube.com/watch?v=UamKIlTsKgA

b.) Understanding   Technology in the Great War - Like any war, lots of new technology was produced during World War I. Some of it was created specifically for war purposes; other existing technology was retooled for the purpose of battle.

In this activity, you will be using the additional sources I have given you to research what type of technology was used during this conflict. You will use this research to write a paragraph about each image found on a PowerPoint devoted to this topic. Your final product will be your own version of Technology in the Great War.

1.) After watching the video, students will read over the web page from the Library of Congress site and the www.mapsoftheworld.com site. 2.) They will then go to their Google Drives and look at the technology PowerPoint. 3.) Using keywords and other Internet search skills, they will not only identify all of the technology on the PowerPoint but describe all of it and tell why each example was important during the war.

Library of Congress Link: https://www.loc.gov/collections/world-war-i- rotogravures/articles-and-essays/military-technology-in-world-war-i/ Web Page: http://www.mapsofworld.com/world-war-i/technology.html VIDEO: https://www.youtube.com/watch?v=4bmPvB15aYU

 The Impact of the Zimmermann Telegram - World War I was a global event yet the United States did not enter it until 1917. What could cause the United States to stop putting off the inevitable? Many say it was the Zimmermann Telegram. For this activity, you will read some historic newspaper articles from the Library of Congress’ Chronicling America collection. Then, you will pretend you lived during 1917. As part of your early 20th century experience, you will write a letter to an editor explaining why the Zimmermann Telegram was grounds for entering the war.

1.) Students will watch two videos for this activity. 2.) Students will look at the version of this telegram that was in code and then the one that was translated. 3.) Then, they will go to the Library of Congress’ Chronicling America collection (Recommended Topics). They will choose from the different newspaper accounts on the Zimmermann Telegram incident and study one of the front pages. 4.) They will then pretend that it is 1917 and they are writing a letter to this newspaper’s editor.

Library of Congress and Other Primary Source Links: http://www.loc.gov/rr/news/topics/zimmerman.html https://catalog.archives.gov/id/302025 VIDEO: https://www.khanacademy.org/humanities/us-history/rise-to-world- power/us-in-wwi/v/zimmermann-telegram

c.) Applying 

 Veteran’s Voices - Part of the Library of Congress website is devoted to saving the written and spoken words of our country’s veterans. The written sources include those soldiers who fought in World War I. On the Internet and on the Library of Congress website, one can also find the spoken words from a few of these men.

After reading and listening to some of these examples, you will write a mock interview between a journalist and a veteran of WWI. Recruit one of your classmates to play one of these roles and then create a podcast as you record this interview.

1.) Students will begin by watching two of the three videos with veteran interviews. The longer video is only if they want to gather more information. They will also read over the Carpenter diary of a veteran’s time in the service. The other link gives students a sense of the moment in the form of a handwriting diary sample. They can also gather other information about World War I vets interviewed for this project using the search tool. (Students can use the search tool for look for other examples.) 2.) Using the knowledge they gathered while watching and reading these sources, students will type up a mock interview between a journalist and a veteran of WWI. 3.) Students will ask one of their classmates to join them as they create a podcast of this interview. This can be accessed through the app Garage Band.

Library of Congress Link: https://memory.loc.gov/diglib/vhp/story/loc.natlib.afc2001001.00225/#vhp:offici al http://www.loc.gov/teachers/classroommaterials/primarysourcesets/veterans/pd f/carpenterdiary.pdf VIDEO: https://www.youtube.com/watch?v=lfqTWur1EPI https://www.youtube.com/watch?v=lMLRqqBzz_Q (longer video) https://www.youtube.com/watch?v=UkeIvw-NsvQ  A Great Loss of Life - An unimaginable number of soldiers lost their lives during this war. Your task for this activity is to deal with these numbers. You will be given a website link that gives you reliable data on casualties. It will include the number of men lost in each of the countries between 1914- 1918.

You will then enter this data into a spreadsheet file and create graphs using the numbers. Finally, you will write a couple of paragraphs discussing this data and any patterns you find in it.

1.) Students will watch the three videos on the large number of casualties during World War I. They will also read the Library of Congress rotogravure on the topic. This piece contains the numbers that they will use for the rest of the activity. 2.) Transferring the numbers to a spreadsheet file, students will be able to work with the data. To enable this process, students will also create graphs to crush the numbers and allow trends to emerge. 3.) Finally, students will type up a couple of paragraphs noting the patterns they might notice in these numbers/graphs.

Library of Congress Link: https://www.loc.gov/collections/world-war-i- rotogravures/articles-and-essays/events-and-statistics/mobilized-strength-and- casualty-losses/ VIDEO: https://www.youtube.com/watch?v=QJdjPBwhGOQ https://www.youtube.com/watch?v=NEAeuQHVz1A https://www.youtube.com/watch?v=kOf8fU9iduA d.) Analyzing 

 Propaganda on a Poster - Without television, radio, or the Internet, motivation to support the war needed to be thought-provoking and eye- catching. Propaganda art with its mostly colorful images and provocative sayings certainly provided both Central and Allied Powers the means to get people’s attention.

In this activity’s description, you will find links to six images of WWI propaganda art from the United States. You will use a National Archives worksheet to study these images. In conclusion, you will create an online quiz (Quizlet.com) for fellow students to take.

1.) Students will view three videos on World War I’s propaganda art. 2.) They will then study the images of propaganda art that has been shared with them in a couple of places. 3.) Next, they will complete a National Archives activity on propaganda and World War I. 4.) Finally, they will use the website Quizlet.com to create a quiz about the images and WWI propaganda art in general. This quiz should focus on analysis skills and knowledge. (See the file describing software, apps, and website on the lesson plan.)

Library of Congress Links: https://memory.loc.gov/ammem/awhhtml/awpnp6/index.html VIDEOS: https://www.youtube.com/watch?v=ZxMhgncLxKY https://www.youtube.com/watch?v=3t_Gwo3M-uc https://www.youtube.com/watch?v=87tygi7wySI PDF Link: http://www.archives.gov/education/lessons/worksheets/poster_analysis_workshe et.pdf  They Sank the Lusitania! - Although there was tremendous anger among Americans when the Germans sunk the RMS Lusitania on May 7th 1915, they still lacked consensus about entering the war.

If you choose this activity, you will be returning to the Library of Congress’ Chronicling America collection. You will then peruse the different accounts of the Lusitania’s sinking.

As far as the computer piece, you will take any notes you took and create a Prezi noting this event’s important aspects.

1.) There is just one video for this activity. 2.) Students will access the Chronicling America collection and its Recommended Topics again. This time, of course, they will look at newspaper coverage of the sinking of the Lusitania. After choosing one of the newspaper’s front pages to study, they will take notes for the next step. 3.) They will distill these notes down to key concepts associated with the sinking of the Lusitania and use them in a Prezi. (See the file on the lesson plan describing software, apps, and website.)

Library of Congress Links: http://www.loc.gov/pictures/resource/cai.2a14497/; http://chroniclingamerica.loc.gov/lccn/sn83030214/1915-05-08/ed-1/seq-1/ VIDEO: https://www.youtube.com/watch?v=87tygi7wySI e.) Evaluating 

 What Do You See? The Visual Arts of World War I - Even though modernism predates World War I, this period certainly did much to change not only this art movement but also much of culture. From the realists to the beginnings of Dadaism, there were a variety of perspectives that crowded the art world of 1914-1918.

Part of this activity will be completed by the whole class – viewing a PowerPoint filled with art pieces* influenced by WWI and listening to your art teacher lecture on it. If you choose this activity, you will be taking notes and saving multimedia files with the help of the Evernote app. Your final product will be an essay.

1.) As indicated above, parts of this activity will be completed with whole class instruction. One of these pieces is the viewing of the video. Looking over the website is optional. 2.) Students will then sit in on their art teacher’s lecture on this topic. Using the Evernote app, students who have chosen this activity will take notes and save any multimedia files they encounter in their research including the PowerPoint. (See lesson plan file describing software, apps, and website for more information on Evernote.) 3.) Finally, students will write an essay on how WWI art demonstrated the viewpoints of artists.

Art Links: (See the PowerPoint used in this activity to view any sources of images.) Web Link: http://madefrom.com/history/world-war-one/painting/ VIDEO: https://www.youtube.com/watch?v=CHNuHsZ59rg

* I believe all of the images I used in this PowerPoint would be considered images of primary sources. I made sure to check if each of the artists had a direction connection to the war. Each of them did something for the war effort from working for the government painting battle scenes to painting from the personal experiences of their direct involvement.  Mr. Wilson’s 14 Points to Peace - Before attending the Paris Peace Conference, President Woodrow Wilson presented his ideas to Congress on January 8, 1918. His ultimate goal was a fair and peaceful world and he referred to his ideas as his “Fourteen Points.”

Did you choose this activity? Then, you will start by filling out a graphic organizer. You will use it to work with primary sources related to these “Fourteen Points.” With the help of a partner, you will use Google Doc’s sharing capabilities to bring your ideas into paragraph form. The purpose of this writing will be to judge the strength of Wilson’s statements.

1.) Students doing this activity will have a variety of sources to better understand the ideas shaping Wilson’s “Fourteen Points.” There is a Youtube video, an image of his original rough draft (in shorthand), and a couple of Library of Congress links. 2.) After studying Wilson’s ideas on peace and justice, students will fill out a graphic organizer to help them write about them. 3.) Students should use a partner for this activity to fulfill the computer piece. Using a Google Doc, these pairs of students will type up an essay which judges the strength of Wilson’s “Fourteen Points.” The rationale of having pairs of students do this assignment is to use the sharing capability of Google Docs.

Library of Congress Link: http://memory.loc.gov/cgi-bin/query/h? ammem/mcc:@field%28DOCID+@lit%28mcc/057%29%29 https://www.loc.gov/item/2009631633/ https://www.loc.gov/collections/world-war-i-rotogravures/articles-and- essays/events-and-statistics/wilsons-fourteen-points/ VIDEO: https://www.youtube.com/watch?v=XMElagkUBmY Web Link: http://www.archives.gov/historical-docs/todays-doc/?dod-date=108 f.) Creating 

 Let Me See the Artist in You - World War I changed the worldview of many people especially those who were artists. Has your study of this period affected your historical view?

If you choose this activity, I am looking for the aspiring artists out there. We will make use of the art used in activity #9’s PowerPoint to feed your artistic soul.

This activity means creating a painting of what your personal view of WWI is or even just war in general. If you do choose to do this activity, you will be expected to use the graphic capabilities of the i-Pad.

1.) Students might want to view activity #9’s video again but there are also two videos dedicated to just this activity. 2.) Students will want to then return to the art PowerPoint used in activity #9. They will look for inspiration to create their own art. 3.) As suggested in the web quest, they will use this inspiration to create their own painting. This art should reflect either their view of World War I or their view of war in general. 4.) For this activity, students will use Word 365’s draw function and a stylus to create their image. For extra credit in computer and/or art, they can use more traditional media once they have finished on the i-Pads.

Library of Congress and Other Related Primary Source Links: (See activity #9 entitled What Do You See?...) VIDEO: https://www.youtube.com/watch?v=aqeeb6P1j_w&list=PL5B80F33C27AFBA46 ; https://www.youtube.com/watch? v=XVMtFAdADg&index=3&list=PL5B80F33C27AFBA46  Now, What Were the M.A.I.N. Causes of WWI? - —A common way for social studies teachers to help students remember the causes of World War I is to use the acronym M.A.I.N. This stands for “militarism – alliances – imperialism – nationalism.”

You will receive links to images and/or hard copy versions of these images from the Library of Congress to study. They represent the four ideas of what caused WWI. Match them correctly and then choose one image to use with the primary source analysis tool. Finally, you will re-create one of these images using people and props. To do this, you will use the Photo Booth app to preserve this setting.

1.) Students will watch the suggested video to better understand the acronym M.A.I.N. and how it is used in relationship to World War I’s causes. 2.) They will then view the four Library of Congress images chosen to reflect this acronym. They will do their best to match each image with one of the acronym’s words. 3.) For the computer piece, they will choose one of the images to re-create. Students have the option of choosing another Library of Congress image from the website. Whatever the case, they will use the i-Pad’s Photo Booth to take a picture of their re-creation.

Library of Congress Links: https://www.loc.gov/item/2010716580/; https://www.loc.gov/resource/sn78004456/1914-11-08/ed-1/? q=&sp=1&st=single; https://www.loc.gov/item/2010651234/; http://www.loc.gov/pictures/item/2011647625/ VIDEO: https://www.youtube.com/watch?v=tletwavDMgM