RESEARCH your Oral History EraEvent and write a 2paragraph researchbased summary with 2 sources save file do NOT print yet HW Complete World War I Socratic Circle preparations questions 13 ID: 749729
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Slide1
Monday, October 19, 2015
RESEARCH your Oral History Era/Event
and write a
2-paragraph, research-based summary
with 2+
sources
(
save file, do
NOT
print yet!)
HW
: Complete World War I Socratic Circle preparations (questions 1-3)
Finish Ch. 22-25 summary notes
(plus Ch. 11 section for your assigned chapter)
“Lost Battalion” worksheet
(MOST of the 21?s OR a thoughtful 2-day summary & reaction)Slide2
Tuesday, October 20, 2015
HW:
OHP research and interview planningLATE World War I “stuff?”
*Socratic
Cirle
Prep (ques. 1-3) “filled?”…15 points (25 total)
Did you complete ALL History Alive! Ch. 22-25?
...20 points
“The Lost Battalion” movie reflection...15 points
Socratic Circle Performances begin Monday, 10/26/15!Slide3
5 minutes
EndSlide4
5 minutes
End
Maj. Charles
Whittlesey
I hope you value and appreciate the historical significance of “The Lost Battalion,” and I hope you enjoyed the “trench day” simulation.
Do you have any feedback or suggestions for the 9
th
Grade Social Studies department?Slide5
Lenape Trench Day
vs.
“The Lost Battalion”Slide6
Trench DaySlide7
3 minute trench warfare (no narration)
Teacher talk "trench warfare"
SommeSlide8
Socratic-like Circle Preparations
1. HIGHLIGHT chapter, then WRITE & EXPLAIN your “decision” (ANSWER) to the focus question.
Ch. 22: Neutrality to War (p. 283-291)
“Was it in the US national interest to stay neutral or
declare
war in 1917?”
Ch. 23: Course & Conduct of the War (p. 293-301)
“How was World War I different from
previous
wars?”
Ch. 24: The Home Front (p. 303-313)
“How did Americans on the home front support or
oppose
WW I?”
Ch. 25: Versailles: Ratify or Reject? (p. 315-323)
“Should the US have ratified or rejected Treaty
of
Versailles?"
1. My
initial response &
reasoning
interpretations
, opinions, & ideas:
What do you THINK is the “RIGHT” answer to the question? WHY?
Do
you have examples and explanations for your
written answer
?
2
. What issues, concepts, conflicts, or debatable topics do you wish to DISCUSS?
List
??s
What do you want to TALK about? What questions will you ask your inner circle peers?
3a.
CausesEffects (Past, Present, and/or Future) 3b. Applications for Today & TomorrowExamples/events (stimuli) & HOW they changed life? What “life lessons” (+ or -) or conclusions do you observe? Slide9Slide10
Use
articles
to help you with 3a & 3b
http://articles.mcall.com/2014-07-21/opinion/mc-world-war-i-anniversary-lessons-largay-yv-0722-20140721_1_black-soldiers-great-war-wwi
http://articles.mcall.com/2014-06-25/opinion/mc-lessons-wwi-fisher-yv--20140625_1_self-determination-world-war-i-yugoslaviaSlide11Slide12
Completing your Alive! Chapter Reflection
4. What NEW ideas, insights, opinions, points of view, “facts” or perspectives did your peers share?
-Are multiple perspectives & opposing points of view
described in writing
?
5. What did you DISCERN,
or perceive to be “true,”
as a result of your Socratic-Circle performance?
EXPLAIN
Did you show
written
evidence of growth and/or a deepening of thought?
Have
you shown what you LEARNED from Socratic-like Circle?
Your
chapter “preparation & reflection” is worth 20 major points
!
DUE
the day after you “perform” in the inner
circle
Self-evaluate on
your ACADEMIC CONVERSATION place mat:
How well did you do?
6=below basic EFFORT
and
CONTRIBUTIONS
7=basic EFFORT
and/or
CONTRIBUTIONS
8=proficient EFFORT
and
CONTRIBUTIONS
9/10=advanced CONTRIBUTIONS
and
EFFECTIVENESS!
Slide13
Thursday, October 22, 2015
1) Complete
preliminary RESEARCH
summary
*
with 4+ sources…
2) Enhance interview script to 10+ questions
*Include questions AFTER research summary & documented sources
3) WATCH final
video from Robinson SHARES: Conducting the InterviewVisit
Schoolwires and Create/Join BrainPop!U.S. History II…mrobinso73
HW: Print TWO copies of OHP research & interview questionsSlide14
Friday, October 23, 2015
1) Collaboration Day (2 copies of research
* & interview*
)
10 OHP core assessment points? (10 minor points EACH)
2) Explore World War I:
BranipPop
and Ch. 22-25 Focus Questions
HW: Prepare for Socratic Circle: READ Ch. 22 (Ch. 11, Sec. 1)Slide15
Components of the OHP PRODUCT
Introduction (give detailed background info of the time period: Cold War, WW II, 1950’s culture, Vietnam, etc. …
include timelines, maps, images, video clips, etc.)
I. Body: Explain person’s experiences related to your time period (era or event) in detail
(results of most of your interview questions should be included)
II. Comparison Section: Compare the interview information to your own knowledge of the time period, including as much historical detail as possible (cited sources!) (Demonstrate understanding of interviewee’s experience in historical context)
V. Conclusion: Summarize the effect that the era or event had on your interviewee’s life
(Write a thank you letter to you interviewee &
consider sharing a copy of your product)
Monday through Thursday (research & interview prep)
Friday is Collaboration
Day
PRINT
two copies
of file
containing RESEARCH
summary (
3+ sources of
minimum
5
req’d
.)
and
6+ interview questions (of 10-15 ? script)
Interview “season” opens next week!
Interview should be “done”
no later than 11/22!
OHP product due on or before Tuesday, 12/1!Slide16
Socratic-like Circle
An informal discussion arrangement with a small inner CIRCLE of students, surrounded by the rest of the remaining class.
ALL students should be prepared to enter the INNER circle and participate by asking
and/or
answering questions
, while the larger population also participates by
observing & taking “note”
of what is being discussedPrepare by reviewing & organizing notes, re-reading texts, watching videos, etc…THINK about what you want to say and LISTEN to what is being said by your fellow “student teachers.”
*Planning WORKSHEET (questions 1-3) should be “FILLED” by Tuesday, 10/20!
Socratic Circle Performances begin Monday, 10/26/15!Slide17
Academic Conversation Placemat with PromptsSlide18
The First World War:
The Great War? War to End All Wars?
Chapters 22-25 History Alive!, Ch. 11 Americans
History Alive!
Ch
. 22: From Neutrality to War
p
. 283-291“Was it in the national interest of the US to stay neutral or declare war in 1917?”Ch. 23: Course & Conduct of the War p. 293-301 “How was World War I different from previous wars?”
Ch. 24: The Home Front p. 303-313 “How did Americans on the home front support or oppose WW I?”Ch. 25: The Treaty of Versailles: Ratify or Reject? p. 315-323
“Should the US have ratified or rejected the Treaty of Versailles?”The Americans, Ch. 11Section 1: World War I Begins
p. 372-380Section 2: American Power Tips the Balance p. 381-387Section 3: The War at Home p. 388-397Section 4: Wilson Fights for Peace p. 398-403Slide19
Socratic-like Circle
Scoring Rubric
(40
major points)
Content
10/9 -displays an extensive command of accurate historic information
-examples, elaborations, connections, & comparisons are detailed & relevant
-analysis of issues and events, plus their effects, show a high level of thought/insight
Speaking & Listening Skills
10/9 -contributions are delivered with highly effective volume & clarity
- eye contact & body language show engagement & active listening
-verbal contributions reflect awareness of others’ points of view
Preparation & Reflection
10/9 -extensive written evidence of planning in anticipation of performance
-multiple perspectives & opposing points of view are considered & addressed
- comments (written or verbal) show growth and/or a deepening of thought
FYI
: “Advanced” criteria & points are given as a “target.”
Proficient (8/7) or basic scores (6) will be applied when inside circle performance exhibits effort, but does not demonstrate mastery of all of the expectations for each scoring category.Slide20
Create a “research file” today!
Open ROBINSON Shares folder and find OHP research WORD file
Collect images & text as you VISIT these websites*…collect things that might be HELPFUL for OHP
Textbooks?
History Alive!
and/or
The AmericansReliable & suggested sites…Schoolwires *
Lenape Library research databases *ABC-CLIO most .org, .edu, and .
gov sites are OK! *
http://www.history.com/ *Flow of History
*CHECK OUT THESE THREE today!Copy, paste, and SAVE “anything” that looks useful or interesting
HUNT & GATHER…then write a 2-paragraph research summary, including
two specific
sources, TODAY! Slide21
OPEN Robinson “Shares” Folder
:
OHP Preliminary research and planning file
ADD your name OHP & Period # and SAVE file TODAY!
SAVE this file to your network space AND your
flashdrive
TODAY with your name, OHP & Period
#
This file will include
at least two carefully TYPED paragraphs about your era or event. (cite sources…NoodleTools
?)LATER this week (WED-THUR), you will ADD interview questions and MORE research sources (5+ by the end of the project).
The file with 6-10+ interview questions, plus 3 or more research sources will be PRINTED and READY for Collaboration Day
on Friday, 10/23.-Period 6 will have alternative date(s)Slide22
What is Oral History?
http://
youtu.be/6sOmEpj2STM (For HOME use ONLY)ALL the videos are saved in OHP file in Robinson SHARES folder
You will WATCH them all eventually, but review
the first THREE now (if necessary).
ONLY watch the other videos about interview questions & conducting the interview
IF your research summary is done well.Slide23
Preparing for the interview and doing individual research
http://youtu.be/MYx326QU_ooSlide24
Writing Interview Questions and a Script for the Interview
http://
youtu.be/9RjxqXAT9JcSlide25
Conducting the Interview
http://youtu.be/p1zinUXYEKsSlide26
Event
Situation
Choice
Person
Reason
Means
Present
What is?
Where / When is?
Which did?
Who is?
Why is?
How is?
Past
What did?
Where / When did?
Which did
Who did?
Why did?
How did?
Possibility
What can?
Where / When can?
Which can?
Who can?
Why can?
How can?
Probability
What would?
Where / When would?
Which would?
Who would?
Why would?
How would?
Prediction
What will?
Where / When will?
Which will?
Who will?
Why will?
How will?
Imagination
What might?
Where / When might?
Which might?
Who might?
Why might?How might?
Weiderhold’s Question Matrixhttp://www.ltag.education.tas.gov.au/effectteach/Thinking/matrix.htmThe Question Matrix is a set of 36 question starters that ask what,
where, which, who,
why and how. The questions in the top rows of the matrix are knowledge and information questions. The lower rows are questions that require analysis, synthesis and evaluation.C:\Documents and Settings\Educator\My Documents\ICTPD\Questioning\
Weiderhold Question Matrix.docSlide27
Q-Matrix
Event
Person/Group Reasons
Results
What is ...? Who is...? Why is...? How is...?
What did...? Who did...? Why did...? How did...?
What will...? Who will...? Why will...? How will...?What might...? Who might...? Why might...? How might...?Slide28
Research & Interview Script REMINDERS
All questions should be short, easy-to-understand, open-ended, & neutral
(AVOID one-word answer ?s, leading questions, or overly complex ?s)
2-3 “intro” questions…
biographical
?s…do NOT start with a historical question!
You MUST include 2+ questions that are
based directly on your research!(Advanced OHP products have at least 5
direct quotes/comparisons (person’s testimonyresearch)6-8 “body” questions about the historical era or event are expectedArrange ALL questions in chronological order
2-3 “thought” questions are required (compare to today?)ASK, “What would you like my classmates to remember about this event/era?”10-15 TOTAL questions…SEND to interviewee BEFORE interview…ADD topic and person’s nameSlide29
Sample Interview Script
Who is this person?
Please state your name, hometown, and date of birth. Introduce yourself & BRIEFLY describe your biographical information.
Why did you choose to join West Point and the army?
How did your training prepare you for the coming conflict in the Middle East?Slide30
Sample Interview Script
Why is this person an “expert,” or at least a good “witness” for your era or event?
Describe your first memory of when heard about the
conflict
in the
Mideast
that led to the 1
st Gulf War?EXPLAIN whether you believed at the time that the US would become involved in the conflict.During the 1st
Gulf War, what was your rank and job?What kind of combat did you experience during the war?Slide31
Sample Interview Script
Why is this person an “expert,” or at least a good “witness” for your era or event?
SECOND SET of “meaty” questions…
What
was the most important military action in your mind that you took part of?
What events in the war stand out as the most significant to you?
Did you earn any honors, and if so, why?
How did mass media and the news portray and react to the 1st Gulf War?Slide32
Sample Interview Script
What “lasting impressions or impacts” are there related to his/her experience?
Conclusions & Closure
How
has the 1
st
Gulf War impacted your life since?
How do you believe the United States has been impacted since the 1st Gulf War?If a situation like the 1st Gulf War or the events leading up to it occurred, how do you believe the US would react now?Could you please summarize the overall experience of the 1st Gulf War? Slide33Slide34
Friday, October 23, 2015
1) Collaboration Day (2 copies of research
* & interview*
)
10 OHP core assessment points? (10 minor points EACH)
2) Explore World War I:
BranipPop
and Ch. 22-25 Focus Questions
HW: Prepare for Socratic Circle: READ Ch. 22 (Ch. 11, Sec. 1)Slide35
Student actively works with peers and contributes to their success
.
Complete the “collaboration checklist” based on your partner’s OHP work that is
observed
.
You
will receive
*
written
feedback on the form at the end of class.*Staple to
your partner’s work & be prepared to share & discuss “later.”Slide36
OHP Collaboration
Objectives
Students will explore & discuss the following:
How
do my questions and progress compare to my peers?
How
can
we improve our OHP work?Requirements research summary with documented sources (3-5+)
interview script with 10-15 questionsEvaluationProductive & respectful participation EARN up to 10 pts toward FINAL OHP grade IF BOTH requirements are
complete (checkpoint is 10 points EACH for 1st m.p.)
(MAKE-UP session required if absent!)
Collaboration Student
actively works with peers and contributes to their success.
10-9
Student
collaborates with peers but has minimal impact on their success.
8-7
Student
has minimal collaboration with peers.
6
Student
does not collaborate with anyone.
5-0
_____/
10 pointsSlide37
Criteria
Advanced
Proficient
Basic
Below Basic
Interviewee’s
experience
Demonstrates sophisticated understanding of interviewee’s experience in historical context
.
-Highly informative & engaging retelling of interviewee’s story
35-32
Demonstrates understanding of interviewee’s experience in historical context.
-Informative & engaging
retelling of interviewee’s story
31-25
Demonstrates limited understanding of interviewee’s experience in historical context.
-Attempts
to retell interviewee’s story (minimally engaging and/or informative)
24-20
Demonstrates little to no understanding of interviewee’s experience in historical context.
-Inadequate and/or ineffective retelling of interviewee’s story
19-0
_____/
35 points
Student
Research
Demonstrates sophisticated understanding of the historical time period.
Uses 5 or more sources.
Multiple citations in MLA format
-Excellent analysis
of research
compared to participant’s testimony (displays
many insightful “connections”)
35-32
Demonstrates understanding of the historical time period.
Uses 3 – 4 sources
Citations in MLA format
-Analysis
of research
compared to participant’s testimony is satisfactory (displays insightful several “connections”) 31-25Demonstrates limited understanding of the historical time period.
Uses 2 sourcesMaterial is cited -Inadequate
analysis of research & participant’s testimony (displays few insightful “connections”) 24-20Demonstrates little to no understanding of the historical time period. Uses 1 source There are no citations
-Little or no analysis of research or participant’s testimony (displays no meaningful “connections”)19-0
_____/35 points Collaboration Student actively works with peers and contributes to their success.
10-9 Student collaborates with peers but has minimal impact on their success. 8-7Student has minimal collaboration with peers. 6
Student does not collaborate with anyone. 5-0 _____/10 points
ProductMedia chosen is highly effective in engaging and connecting to audience. 10-9Media chosen is effective in engaging and connecting to audience.
8-7Media chosen is somewhat effective in engaging and connecting to audience. 6Media chosen is ineffective in engaging and connecting to audience.
5-0 _____/10 points Conventions Questions, bibliography, and product show evident control of grammar, mechanics, and spelling 10-9Questions, bibliography, and product show sufficient control of grammar, mechanics, and spelling. 8-7
Questions, bibliography and product show limited control of grammar, mechanics, and spelling. 6Questions, bibliography, and product show minimal control of grammar, mechanics, and spelling. 5-0
/
points
Comments:
Total: ______/100
Very nicely done! A well-deserved advanced rating
Good overall effort…more research and/or interview analysis needed, but still high proficient work
Acceptable product, but research and/or interview analysis needed much more attention/effort (SCL is recommended….submit enhanced work within 10 days)
INCOMPLETE product! Research and interview analysis are inadequate SCL is HIGHLY RECOMMENDED
Slide38
1.
Examine (& discuss)
your RESEARCH.
Adequate & cited sources? Evidence of understanding?
2.
Examine (& discuss)
your
TYPED interview
script/questions..
Who is he/she interviewing? What is the topic/inquiry?
3. Enhance, rewrite, reorder, & PRACTICE interview questions.
(Role play…ASK & RESPOND)
What “other” questions does he/she need (3 types)? Techniques
?
4. Discuss interview plans, equipment, project format ????
When is (was) the interview? Follow up if “done?”
What equipment/technology will you use?
What will your final OHP look like?
Describe
the product being
planned.
Contact Mr. R if you have any questions or concerns!
COLLABORATION Checklist
My Partner:
Era or Event
:
My Name
:
Regarding OHP, I feel my partner is…Slide39
1.
Examine (& discuss) RESEARCH.
2
.
Examine (& discuss)
your
TYPED
interview
script/questions.
3. Enhance, rewrite, reorder, & PRACTICE interview questions.
4. Discuss interview plans, equipment, project format ????
Contact
Mr. R if you have any questions or concerns!
COLLABORATION Checklist
My Partner:
Era or Event
:
My Name
:
Regarding OHP, I feel my partner is…Slide40
1.
EXAMINE (& later discuss)
your RESEARCH.
Adequate & cited
sources (5+)?
Evidence of understanding?
Write
QUICKLY!
Helpful feedback! Constructive criticism?
COLLABORATION Checklist
Is there a “Noodle Tools” bibliography/works cited yet?Do he/she seem very
knowledgeable about the era/event?Slide41
2.
EXAMINE (& later) discuss
your
TYPED
interview
script/questions.
Who is he/she interviewing? What is the topic/inquiry?
QUIET review,
FAST written feedback (Corrections? Suggestions?)
COLLABORATION Checklist
Do the questions make sense?Are they short and open-ended?
Does the interview script capture enough of WHO the person IS?
Does the interview script capture WHY he or she is being interviewed?Slide42
Research & Interview Script REMINDERS
All questions should be short, easy-to-understand, open-ended, & neutral
(AVOID one-word answer ?s, leading questions, or overly complex ?s)
2-3 “intro” questions…
biographical
?s…do NOT start with a historical question!
You MUST include 2+ questions that are
based directly on your research!(Advanced OHP products have at least 5
direct quotes/comparisons (person’s testimonyresearch)6-8 “body” questions about the historical era or event are expectedArrange ALL questions in chronological order
2-3 “thought” questions are required (compare to today?)ASK, “What would you like my classmates to remember about this event/era?”10-15 TOTAL questions…SEND to interviewee BEFORE interview…ADD topic and person’s nameSlide43
3. Enhance, rewrite, reorder, & PRACTICE interview questions.
(
Role play
…ASK & RESPOND)
What “other” questions does he/she need (3 types)? Techniques?
etc
Contact Mr. R if you have any
questions!
COLLABORATION Checklist
How good is your partner as an interviewer?
What can be done to ENHANCE the OHP interview for the historical subject and the student?
Props? Visuals? Memory clues or “cues?” Pictures? OTHER?Slide44
4. Discuss interview plans, equipment, project format ????
When is (was) the interview? Follow up if “done?”
What equipment/technology will you use?
What will your final OHP look like?
Describe the product being planned
Contact Mr. R if you have any concerns
COLLABORATION Checklist
How would you describe his or her PLAN for blending the historic evidence with the interviewee’s testimony?
How can you use the rubric to enhance your final product?Slide45
“The difference was in the questions they asked, and specifically
how
they asked them. “Kevin: What led you into entrepreneurship? Was it something that you always knew that you wanted to be, an entrepreneur on your own? Or did you stumble into it?
Charlie:
What are you doing in terms of planetary exploration
?
Kevin:
Where do you come up with your best ideas? Are you on vacation, or do you wake up in the middle of the night and draw things down?Charlie: How did you go about the design?
Kevin: When did you decide to get into computers and technology? Did you start coding? Or was it a lot of...?Charlie: What do you think?Can you guess which interview went better?Slide46
https://www.linkedin.com/pulse/20131218030745-7374576-this-post-will-make-you-a-more-effective-communicator-in-90-seconds
“The
#1 tip for asking better questions? Cut them off at the question mark
.”
http://foundation.bz/20/Slide47
World War I: The War to End All Wars?
Our goal is to DISCERN the TRUTH!Slide48Slide49
History Alive!Ch. 22-25
Introductions
& Summaries
Ch. 22: From Neutrality to War
p.
283
-
291“Was it in the national interest of the US to stay neutral or declare war in 1917?”Ch. 23: Course & Conduct of the War p.
293-301“How was World War I different from previous wars?” Ch. 24: The Home Front p.
303-313“How did Americans on the home front support or oppose WW I?” Ch. 25: The Treaty of Versailles: Ratify or Reject?
p. 315-323“Should the US have ratified or rejected the Treaty of Versailles?”Slide50
The First World War
Chapter 11, plus
Chapters 22-25 Alive!
DIRECTIONS:
For each section of the Americans, list at least one significant note (conclusion, summary, collection of facts, example, etc.) for each subheading. Also, generate at least 1 thought-provoking & debatable question.
Section 1: World War I Begins p. 372-380
Section 2: American Power Tips the Balance p. 381-387Section 3: The War at Home p. 388-397
Section 4: Wilson Fights for Peace p. 398-403 For each chapter in History Alive!, contemplate the "focus question" & prepare to discuss in Socratic Circle.Ch. 22: From Neutrality to War p. 283-291
“Was it in the national interest of the US to stay neutral or declare war in 1917?”Ch. 23: Course & Conduct of the War p. 293-301 “How was World War I different from previous wars?”Ch. 24: The Home Front p. 303-313
“How did Americans on the home front support or oppose WW I?”Ch. 25: The Treaty of Versailles: Ratify or Reject? p. 315-323 “Should the US have ratified or rejected the Treaty of Versailles?”Slide51
Ch. 11: The First World Warp. 370-407
Section 1: World War I Begins
p. 372-380
Section 2: American Power Tips the Balance
p. 381-387
Section 3: The War at Home
p. 388-397
Section 4: Wilson Fights for Peace p. 398-403Slide52
Socratic-like Circle
An informal discussion arrangement with a small inner CIRCLE of students, surrounded by the rest of the remaining class.
ALL students should be prepared to enter the INNER circle and participate by asking
and/or
answering questions
, while the larger population also participates by
observing & taking “note”
of what is being discussedPrepare by reviewing & organizing notes, re-reading texts, watching videos, etc…THINK about what you want to say and LISTEN to what is being said by your fellow “student teachers.”Slide53Slide54
History Alive!
Introductions
& SummariesCh. 22: From Neutrality to War
p.
283
-
291
“Was it in the national interest of the US to stay neutral or declare war in 1917?”Slide55
Alive!
, p. 284Slide56
By late November 1914, the war reached a stalemate. The lines of battle stretched across Belgium and northeastern France to the border of Switzerland. Month by month, casualties mounted in what, to many Americans, looked like senseless slaughter.
Alive!
, p. 285 Slide57
The
Lusitania
, a British passenger ship, sank near Ireland after being torpedoed by a German U-boat. Of the 1,198 people who died, 128 were American. The American public was outraged, and the incident helped strengthen American support for the Allies. Alive!, p. 286-287Slide58
Woodrow Wilson (Democrat)
Peacemaker?
In 1916, Woodrow Wilson ran for reelection against the Republican presidential candidate, Charles Evans Hughes. The Democrats did their best to portray Hughes as eager to go to war. Full-page ads in newspapers read, “If you want war, vote for Hughes! If you want peace with honor, vote for Wilson.” Alive!
, 288Slide59
The Zimmermann Note stirs ups Anti-German Feelings (
February 1917). Britain had gotten hold of a note sent in code by the German foreign minister, Arthur Zimmermann, to the German minister in Mexico. Zimmermann suggested that if the United States entered the war, Mexico and Germany should become allies. Germany would then help Mexico regain "lost territory in New Mexico, Texas, and Arizona." The
Zimmermann note was a coded telegram that German foreign minister Arthur Zimmermann sent to the German minister in Mexico proposing that if the United States entered the war, Mexico and Germany should become allies; it helped influence the United States to declare war on Germany five weeks later. It created a sensation in the United States and stirred anti-German feeling across the nation.
Alive!
, p. 290Slide60
History Alive!
Introductions
& SummariesCh. 23: Course & Conduct of the War
p.
293
-
301
“How was World War I different from previous wars?”Slide61
World War I: Course & Conduct
More than 2 million Americans served in Europe during World War I. Eager to promote democracy around the world, many entered the war with great enthusiasm. But their first taste of battle left them more realistic about the horrors of war.
Alive!
, p. 293Slide62
Alive!, p. 295
World War I began on two main battlefronts. The western front stretched across Belgium and northern France. The eastern front spread across much of present-day Poland. Russia’s withdrawal from the war in early 1918 closed down the eastern front. Slide63
In 1883, American inventor Hiram Maxim developed the first entirely automatic machine gun to become widely used by both the Allies and the Central powers. The new weapon’s heavy firepower made mass assaults across open ground suicidal. As a result, both sides retreated into a vast network of trenches to fight a defensive war.Slide64
In World War I, typical frontline trenches were 6 to 8 feet deep and wide enough for two people to stand side by side. Short trenches connected the front lines to the others. Each trench system had kitchens, bathrooms, supply rooms, and more. However, living in and doing combat from the trenches was not pleasant. Nurses, such as those in the photograph below, provided medical care under difficult conditions. Slide65
World War I was the first war in which planes were used as weapons. Early in the war, when enemy planes met, pilots exchanged smiles and waves. Soon they were throwing bricks and grenades or shooting pistols at one another. Once guns were mounted on planes, the era of air combat began.
Both the Allies and the Central powers developed new weapons in hopes of breaking the deadlock in the trenches. In April 1915, the Germans first released poison gas over Allied lines. The fumes caused vomiting and suffocation. Both sides soon developed gas masks to protect troops from such attacks. Slide66
The Meuse-Argonne Offensive was the last major battle of World War I. More than a million American troops helped the Allies capture the railroad that served as Germany’s main supply line to France. With defeat all but certain, Germans demanded an end to the fighting. Kaiser Wilhelm abandoned his throne and fled to the Netherlands as the German government agreed to a truce. Slide67Slide68
Ch. 24: The Home Front
p.
303-313“How did Americans on the home front support or oppose WW I?”Slide69
Espionage & Sedition Acts?Schenk v. United States
Posters discouraged Americans from speaking out against the war. People who did speak out risked being branded as disloyal. Slide70
Ch. 25: The Treaty of Versailles: Ratify or Reject? p.
315
-323
In 1918, huge crowds greeted President Woodrow Wilson (on the left) as a hero. He offered hope to millions who had been left deeply disillusioned by the war.
Should the US have ratified or rejected the Treaty of Versailles?Slide71Slide72
What was the reaction to Wilson’s “14 Points,” especially the “League of Nations?” p. 317Slide73
In this cartoon, Woodrow Wilson is shown leaving Congress to seek public support for the League of Nations. The president’s speaking tour of the country was cut short when he suffered a collapse. Slide74
Treaty of Versailles
: a peace treaty signed by the Allied powers and Germany on June 18, 1919, at the Paris peace conference at the Palace of Versailles in France; it assigned Germany responsibility for the war, required Germany to pay reparations to the Allied countries, reduced Germany's territory, and included the covenant for the League of Nations. June 18, 1919.Slide75
Ch. 11: First World WarHistory Alive! Ch. 22-25
1. The factors that led to war in Europe were nationalism, imperialism, militarism, and a system of alliances that made an attack on one nation a conflict that involved many interlinked allies.
2. The United States tried to remain neutral in World War I, but emotional and economic ties to Great Britain gradually moved it to the side of the Allies. German submarine attacks convinced Wilson to declare war.
3. At home during the war, production increased, and so did union membership. Many women entered industry, and thousands of African Americans moved from the South to the North seeking jobs and an end to segregation.
4. Many Americans objected to the Treaty of Versailles because it seemed to betray the high principles Wilson had announced. Many disliked the idea of a League of Nations, fearing it would involve the United States in foreign conflicts.Slide76
American neutrality could not keep the United States from the road to world war. Dramatic footage, photographs and interviews illuminate significant events during this time, such as the formation of the War Industries Board, the Great Migration, the Espionage and Sedition Acts, the American Expeditionary Force in Europe and President Wilson's Fourteen Points. The Strikes of 1919, the Red Scare and the Palmer Raids are also covered.
http://safari.bucksiu.org/?a=26168&d=01933AA Slide77
The Great War
From Safari Montage Slide78
The Great War
From Safari Montage Slide79
The Great War
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The Great War
From Safari Montage Slide81
TIMELINE
1914—Archduke Franz Ferdinand is assassinated; World War I begins.
1915—British passenger liner Lusitania is sunk.
1916—Woodrow Wilson is reelected president of the United States.
1917—President Wilson asks for a declaration of war against Germany.
1917—The Espionage Act is passed.
1918—The Sedition Act is passed.
1918—World War I ends.1918—An influenza pandemic kills millions worldwide.
1919—Major race riots occur in American cities.1919—Numerous labor strikes impact the nation1920—The Nineteenth Amendment is ratified.Slide82Slide83Slide84Slide85Slide86Slide87Slide88Slide89Slide90Slide91Slide92