Early 20th Century
Historical Questions for Unit 6- The Early 20th Century
1. What events caused the Great War?
2. Describe how the Allies won WWI.
3. How did the Treaty of Versailles lead to future conflicts?
4. What made the 1920's the "Roaring Twenties"?
Vocabulary
The vocabulary assignment for this unit will be to write the definitions of the following:
1. Central Powers
2. Allied Powers
3. Neutrality
4. Zimmermann Telegram
5. League of Nations
6. 19th Amendment
7. Consumer goods
8. Credit
9. Interest
10. Prohibition
The Great War
February 2nd - 6th we will be looking at the causes of World War I. Students will examine the spark that ignited this conflict (assassination of Archduke Franz Ferdinand) and understand the escalation of events that led to the great industrial powers of Europe going to war. We will examine the telegrams that were exchanged between Kaiser Wilhelm II of Germany and the Czar Nicholas II of Russia to gain and understanding of the inability of the governments involved to act diplomatically to prevent the war. Students will also create a map of the two powers (Allied and Central) to understand which countries were on which side.
1. What events caused the Great War?
2. Describe how the Allies won WWI.
3. How did the Treaty of Versailles lead to future conflicts?
4. What made the 1920's the "Roaring Twenties"?
Vocabulary
The vocabulary assignment for this unit will be to write the definitions of the following:
1. Central Powers
2. Allied Powers
3. Neutrality
4. Zimmermann Telegram
5. League of Nations
6. 19th Amendment
7. Consumer goods
8. Credit
9. Interest
10. Prohibition
The Great War
February 2nd - 6th we will be looking at the causes of World War I. Students will examine the spark that ignited this conflict (assassination of Archduke Franz Ferdinand) and understand the escalation of events that led to the great industrial powers of Europe going to war. We will examine the telegrams that were exchanged between Kaiser Wilhelm II of Germany and the Czar Nicholas II of Russia to gain and understanding of the inability of the governments involved to act diplomatically to prevent the war. Students will also create a map of the two powers (Allied and Central) to understand which countries were on which side.
America Joins the Fight
February 6th-13th we will be examining how America was brought into the conflict. We will look at propaganda posters and patriotic songs of the time period to gain an understanding of what it was like in America during war time. We will also examine the horrors of trench warfare, and learn about the introduction of new weapons of war, like the airplane.
February 6th-13th we will be examining how America was brought into the conflict. We will look at propaganda posters and patriotic songs of the time period to gain an understanding of what it was like in America during war time. We will also examine the horrors of trench warfare, and learn about the introduction of new weapons of war, like the airplane.
PROPAGANDA
Assignment: Design and create your own WW1 propaganda poster
Propaganda definitions:
1.information, ideas, or rumors deliberately spread widely to help or harm a person, group,movement, institution, nation,
2. the deliberate spreading of such information,rumors, etc.
3. the particular doctrines or principles propagated by an organization or movement.
During WWI, nations needed everyone on board in order to make the war effort successful. Propaganda was used in all different formats, by all governments, in order to persuaded the people to do what it took to win. Here are some interesting examples of posters and songs
Assignment: Design and create your own WW1 propaganda poster
Propaganda definitions:
1.information, ideas, or rumors deliberately spread widely to help or harm a person, group,movement, institution, nation,
2. the deliberate spreading of such information,rumors, etc.
3. the particular doctrines or principles propagated by an organization or movement.
During WWI, nations needed everyone on board in order to make the war effort successful. Propaganda was used in all different formats, by all governments, in order to persuaded the people to do what it took to win. Here are some interesting examples of posters and songs
The Zimmerman Telegram
Below is a copy of the Zimmerman telegram, the message sent to the Mexican government by the German Foreign Minister. Analyze this document by answering the following questions:
1. What will Germany be doing that may bring America into the war?
2. What does the German Foreign Minister propose to do?
3. Why would the Germans want to involve Japan?
4. What explanation does the Foreign Minister give as to why they are choosing this dangerous course of action?
5. Imagine that you are the President of the United States, and draft a brief response to this telegram and explain how America should react
Below is a copy of the Zimmerman telegram, the message sent to the Mexican government by the German Foreign Minister. Analyze this document by answering the following questions:
1. What will Germany be doing that may bring America into the war?
2. What does the German Foreign Minister propose to do?
3. Why would the Germans want to involve Japan?
4. What explanation does the Foreign Minister give as to why they are choosing this dangerous course of action?
5. Imagine that you are the President of the United States, and draft a brief response to this telegram and explain how America should react
The Cost of War
There are many different costs that a society must pay when it goes to war. The chart below describes two types of costs; casualties and money. Examine this chart and create two sets of graphs. The first set will be a pair of bar graphs, one for the Allies (Russia, Britain, France, Italy and the US) and one for the Central Powers (Germany, Austria-Hungary, Turkey, and Bulgaria). Each bar graph should show total mobilized, killed, wounded, and prisoners/missing in action. Your second graph will be a bar graph showing how much money each country spent on the war.
There are many different costs that a society must pay when it goes to war. The chart below describes two types of costs; casualties and money. Examine this chart and create two sets of graphs. The first set will be a pair of bar graphs, one for the Allies (Russia, Britain, France, Italy and the US) and one for the Central Powers (Germany, Austria-Hungary, Turkey, and Bulgaria). Each bar graph should show total mobilized, killed, wounded, and prisoners/missing in action. Your second graph will be a bar graph showing how much money each country spent on the war.
Life in the Trenches Historical Narrative
Students will take their information about trench warfare, World War I weapons, and the examples from letters below to construct a historical narrative of an American soldier "over there". This narrative needs to discuss what life was like in the trenches and the different weapons the soldiers faced. Should be at least ten (10) sentences. This will be due by Friday (2/13/15)
Excerpts from letters and other documents
"The soldiers at the front need more rest. While in the trenches the water is over our knees most of the time. The war is going to last some time yet, and might be another twelve months before it is over. The war has only just begun and its going to be a war of exhaustion. After the regular armies have done their work it means that all the young lads at home being trained and disciplined and will take our place in the field. The sooner people understand this, the better, it will be for the nation."
Private H. F. Leppard in a letter to his mother on December 19th, 1914
"We have just come out of the trenches after being in for six days and up to our waists in water. While we were in the trenches one of the Germans came over to our trench for a cigarette and then back again, and he was not fired at. We and the Germans started walking about in the open between the two trenches, repairing them, and there was no firing at all. I think they are all getting fed up with it."
Private Stanley Terry in a letter to his family in November, 1915
"We started away just after dawn from our camp and I think it was about an hour later that we encountered the enemy. They were on the opposite side of the valley and as we came over the brow of the hill they opened on us with rifle fire and shrapnel from about 900 yards. We lost three officers and about 100 men killed and wounded in that half hour. I do not want any more days like that one. (this section censored) Anyway we drove the Germans back and held them there for eight days. I cannot tell you all I should like to, as it would never reach you." Private James Mitchell in a letter to his father on October 17th, 1914
"I have not written to you for a long time, but I have thought of you … It is, indeed, not so simple a matter to write from the war, really from the war; and what you read … in the papers usually lack of understanding that does not allow a man to get hold of the war, to breathe it in although he is living in the midst of it. The further I penetrate its true inwardness the more I see the hopelessness of making it comprehensive for those who only understand life in the terms of peacetime, and apply these same ideas to war in spite of themselves. They only think that they understand it. It is as if fishes living in water would have a clear conception of what living in the air is like. When one is hauled out on to dry land and dies in the air, then he will know something about it. So it is with the war. Feeling deeply about it, one becomes less able to talk about it every day. Not because one understands it less each day, but because one grasps it better. But it is a silent teacher, and he who learns becomes silent too."
Rudolf Binding, letter (April, 1915)
"Towards morning, while it is still dark, there is some excitement. Through the entrance rushes in a swarm of fleeing rats that try to storm the walls. Torches light up the confusion. Everyone yells and curses and slaughters. The madness and despair of many hours unloads itself in this outburst. Faces are distorted, arms strike out, the beasts scream; we stop just in time to avoid attacking one another.”
Erich Remarque, All Quiet on the Western Front
Students will take their information about trench warfare, World War I weapons, and the examples from letters below to construct a historical narrative of an American soldier "over there". This narrative needs to discuss what life was like in the trenches and the different weapons the soldiers faced. Should be at least ten (10) sentences. This will be due by Friday (2/13/15)
Excerpts from letters and other documents
"The soldiers at the front need more rest. While in the trenches the water is over our knees most of the time. The war is going to last some time yet, and might be another twelve months before it is over. The war has only just begun and its going to be a war of exhaustion. After the regular armies have done their work it means that all the young lads at home being trained and disciplined and will take our place in the field. The sooner people understand this, the better, it will be for the nation."
Private H. F. Leppard in a letter to his mother on December 19th, 1914
"We have just come out of the trenches after being in for six days and up to our waists in water. While we were in the trenches one of the Germans came over to our trench for a cigarette and then back again, and he was not fired at. We and the Germans started walking about in the open between the two trenches, repairing them, and there was no firing at all. I think they are all getting fed up with it."
Private Stanley Terry in a letter to his family in November, 1915
"We started away just after dawn from our camp and I think it was about an hour later that we encountered the enemy. They were on the opposite side of the valley and as we came over the brow of the hill they opened on us with rifle fire and shrapnel from about 900 yards. We lost three officers and about 100 men killed and wounded in that half hour. I do not want any more days like that one. (this section censored) Anyway we drove the Germans back and held them there for eight days. I cannot tell you all I should like to, as it would never reach you." Private James Mitchell in a letter to his father on October 17th, 1914
"I have not written to you for a long time, but I have thought of you … It is, indeed, not so simple a matter to write from the war, really from the war; and what you read … in the papers usually lack of understanding that does not allow a man to get hold of the war, to breathe it in although he is living in the midst of it. The further I penetrate its true inwardness the more I see the hopelessness of making it comprehensive for those who only understand life in the terms of peacetime, and apply these same ideas to war in spite of themselves. They only think that they understand it. It is as if fishes living in water would have a clear conception of what living in the air is like. When one is hauled out on to dry land and dies in the air, then he will know something about it. So it is with the war. Feeling deeply about it, one becomes less able to talk about it every day. Not because one understands it less each day, but because one grasps it better. But it is a silent teacher, and he who learns becomes silent too."
Rudolf Binding, letter (April, 1915)
"Towards morning, while it is still dark, there is some excitement. Through the entrance rushes in a swarm of fleeing rats that try to storm the walls. Torches light up the confusion. Everyone yells and curses and slaughters. The madness and despair of many hours unloads itself in this outburst. Faces are distorted, arms strike out, the beasts scream; we stop just in time to avoid attacking one another.”
Erich Remarque, All Quiet on the Western Front
The Treaty of Versailles
This week Feb 23rd-27th we will examine the Treaty of Versailles. Students will represent a major power at the Paris Peace Conference and compete in a simulation with the other powers to create a treaty to prevent another world war, but at the same time, serve the interests of their country. We will then examine the Spanish Influenza Pandemic of 1918-1919 and its impact on N.C. and the United States. We will then simulate the nature of infectious disease, by conducting an outbreak of our own, using an alkaline solution and pH indicator.
This week Feb 23rd-27th we will examine the Treaty of Versailles. Students will represent a major power at the Paris Peace Conference and compete in a simulation with the other powers to create a treaty to prevent another world war, but at the same time, serve the interests of their country. We will then examine the Spanish Influenza Pandemic of 1918-1919 and its impact on N.C. and the United States. We will then simulate the nature of infectious disease, by conducting an outbreak of our own, using an alkaline solution and pH indicator.
The Paris Peace Conference Simulation
Why did the victors of the Great War create the Treaty of Versailles in such a way that would lead to future war. Students will work small groups representing France, Great Britain, and the United States, and they will basically bargain for different provisions to be placed into the treaty, each provision representing a number of points for the team. The group that earns the most points will receive a 100, the next highest will receive a 95, and the lowest will receive a 90.
Why did the victors of the Great War create the Treaty of Versailles in such a way that would lead to future war. Students will work small groups representing France, Great Britain, and the United States, and they will basically bargain for different provisions to be placed into the treaty, each provision representing a number of points for the team. The group that earns the most points will receive a 100, the next highest will receive a 95, and the lowest will receive a 90.
The Spanish Influenza Pandemic of 1918-1919
We will integrate some of the science curriculum by examining the nature of infectious disease, and examine the impact on U.S. and N.C. history. Students will look at a NC Digital textbook article about the outbreak of Spanish Flu in N.C. We will also examine the blues of Blind Willie Johnson with his song "Jesus is Coming Soon", with lyrics detailing the outbreak of Spanish Flu. Finally, we will simulate the nature of infectious disease by conducting a science lab, where students will transmit a "disease" between themselves in class using an alkaline solution. We will then map the spread of the disease, and make connections to modern epidemics and outbreaks.
We will integrate some of the science curriculum by examining the nature of infectious disease, and examine the impact on U.S. and N.C. history. Students will look at a NC Digital textbook article about the outbreak of Spanish Flu in N.C. We will also examine the blues of Blind Willie Johnson with his song "Jesus is Coming Soon", with lyrics detailing the outbreak of Spanish Flu. Finally, we will simulate the nature of infectious disease by conducting a science lab, where students will transmit a "disease" between themselves in class using an alkaline solution. We will then map the spread of the disease, and make connections to modern epidemics and outbreaks.
The Roaring Twenties
The week of March 9-13 we will look at the decade following the Great War; the Roaring Twenties. Our first topic will be the fight for women's right to vote (suffrage). Students will examine a musical parody that reenacts real events from women's suffrage. They will then analyze the real history behind the music video. We will then discuss the events that made the 1920's "roar". Consumerism, easy credit, pop culture, movies, the "Great Bambino" and the Scopes Monkey Trial are a few topics we will cover. We will wrap up the unit with our quiz and unit report towards the end of the week.
The week of March 9-13 we will look at the decade following the Great War; the Roaring Twenties. Our first topic will be the fight for women's right to vote (suffrage). Students will examine a musical parody that reenacts real events from women's suffrage. They will then analyze the real history behind the music video. We will then discuss the events that made the 1920's "roar". Consumerism, easy credit, pop culture, movies, the "Great Bambino" and the Scopes Monkey Trial are a few topics we will cover. We will wrap up the unit with our quiz and unit report towards the end of the week.
The Spanish Flu
Write down 10 facts about the impact of the Spanish Influenza Pandemic of 1918-1919
Write down 10 facts about the impact of the Spanish Influenza Pandemic of 1918-1919
women's_suffrage_and_bad_romance.pdf | |
File Size: | 919 kb |
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Women's Suffrage: A Bad Romance
After viewing the video, open the document below the video and answer the questions below. The questions correspond with the numbered segments.
1. What was the connection between the 18th Amendment, prohibiting alcohol, and the 19th Amendment, granting women suffrage?
2. Who founded the National Woman's Party and explain the significance of the tricolor flag?
3. Why did suffragists like Susan B. Anthony and Elizabeth Cady Stanton initially oppose the 15th Amendment?
4. Explain how the "suffragist mother" picture would hurt the chances of women getting to vote?
5. Why was Alice Paul force fed while in prison and what caused her arrest in the first place?
6. What point do you think the National American Woman Suffrage Association was trying to make when they held their protest parade the day before President Wilson's Inauguration?
7. According to the picture, who would support women against suffrage?
8. Describe President Wilson's actions toward the 19th Amendment.
9. Who were the "Silent Sentinels"?
10. What is your interpretation of the quote from Abigail Adams listed here?
11. Describe the "War of the Roses" in the context of women's suffrage.
After viewing the video, open the document below the video and answer the questions below. The questions correspond with the numbered segments.
1. What was the connection between the 18th Amendment, prohibiting alcohol, and the 19th Amendment, granting women suffrage?
2. Who founded the National Woman's Party and explain the significance of the tricolor flag?
3. Why did suffragists like Susan B. Anthony and Elizabeth Cady Stanton initially oppose the 15th Amendment?
4. Explain how the "suffragist mother" picture would hurt the chances of women getting to vote?
5. Why was Alice Paul force fed while in prison and what caused her arrest in the first place?
6. What point do you think the National American Woman Suffrage Association was trying to make when they held their protest parade the day before President Wilson's Inauguration?
7. According to the picture, who would support women against suffrage?
8. Describe President Wilson's actions toward the 19th Amendment.
9. Who were the "Silent Sentinels"?
10. What is your interpretation of the quote from Abigail Adams listed here?
11. Describe the "War of the Roses" in the context of women's suffrage.
The lamps are going out all over Europe: we shall not see them lit again in our life-time." - Edward Grey, British Foreign Secretary