World War IWorld War IChapter 8, Section 1Chapter 8, Section 1

• Lesson 1: The Road to WarLesson 1: The Road to War

Activity 1:Activity 1:

• Take notes as we discuss some long-Take notes as we discuss some long-term causes of WWI and the spark term causes of WWI and the spark that ignited the war.that ignited the war.

A. Nationalism-A. Nationalism-

• The feeling that a specific nation, The feeling that a specific nation, language, or culture is superior to all language, or culture is superior to all othersothers

• - unified a number of people with German - unified a number of people with German background into the German Empirebackground into the German Empire

• - Austria-Hungary- very large empire - Austria-Hungary- very large empire which included people of many which included people of many nationalities and languagesnationalities and languages

• - some of these people did not want to be - some of these people did not want to be ruled by Austria-Hungaryruled by Austria-Hungary

B. ImperialismB. Imperialism

• - European nations competed to gain - European nations competed to gain territories and build overseas territories and build overseas empiresempires

• - late 1880s, Britain was the world’s - late 1880s, Britain was the world’s largest imperial powerlargest imperial power

• - France, Germany, Italy, and Russia - France, Germany, Italy, and Russia wanted to create similar empireswanted to create similar empires

C. Militarism-C. Militarism-

• A policy of aggressive military A policy of aggressive military preparednesspreparedness

• - European nations built larger - European nations built larger militaries than ever beforemilitaries than ever before

• - Germany created the most - Germany created the most powerful army in powerful army in Europe and built a Europe and built a navy to rival Britainnavy to rival Britain

MilitarismMilitarism• Triple Alliance (would later become the Central Triple Alliance (would later become the Central

Powers with Ottoman Empire and Bulgaria)Powers with Ottoman Empire and Bulgaria)

• - Italy, Germany, Austria-Hungary- Italy, Germany, Austria-Hungary

• Triple Entente (would later become the Allies Triple Entente (would later become the Allies with U.S. and Italy)with U.S. and Italy)

• - France, Russia, Britain- France, Russia, Britain

• - European leaders thought that no - European leaders thought that no country would start a war without a real country would start a war without a real advantageadvantage

• These treaties bound the great powers to These treaties bound the great powers to come to come to each other’s aid in the event of an each other’s aid in the event of an attack. This created a fragile balance of attack. This created a fragile balance of power.power.

Activity 2:Activity 2:• Label all countries and bodies of Label all countries and bodies of

water on the map using your book. water on the map using your book. Create a key and use different colors Create a key and use different colors to label the Allies and Central to label the Allies and Central Powers. Powers.

• On the back of your map, use the On the back of your map, use the Section “War Breaks Out” on page Section “War Breaks Out” on page 232-235 to explain the early major 232-235 to explain the early major battles of the war.battles of the war.

World War IWorld War IChapter 8, Section 2Chapter 8, Section 2

• Lesson 2: A New Lesson 2: A New Kind of WarKind of War

• How did WWI How did WWI change the ways change the ways wars were fought?wars were fought?

Activity 1:Activity 1:

• How do you feel How do you feel knowing that at any knowing that at any second a soldier could second a soldier could jump into your trench jump into your trench and try to kill you? and try to kill you? What will you do if What will you do if someone jumps in? someone jumps in? How are you preparing How are you preparing yourself mentally and yourself mentally and physically?physically?

Activity 2:Activity 2:

• The gas mask you The gas mask you have to wear have to wear makes you feel makes you feel claustrophobic. claustrophobic. What can you do to What can you do to overcome the overcome the feeling? The soldier feeling? The soldier next to you dies. next to you dies. What are you going What are you going to do with the to do with the body?body?

Activity 3:Activity 3:

• What can you do to What can you do to get rid of the rats? get rid of the rats? Your ration for the Your ration for the day is a tin of ham day is a tin of ham and a piece of and a piece of bread that a rat has bread that a rat has nibbled on. How nibbled on. How will you eat your will you eat your food so that it lasts food so that it lasts for an entire day?for an entire day?

Activity 4:Activity 4:

• What do you do to What do you do to keep from getting keep from getting bored? Your bored? Your uniform is wet uniform is wet because you have because you have been sitting in a been sitting in a puddle. What will puddle. What will you do to get more you do to get more comfortable?comfortable?

Activity 5:Activity 5:

• You have a moment to write a letter You have a moment to write a letter to your family. Make a list of the to your family. Make a list of the things that you want to tell them things that you want to tell them about what is going on. Will you tell about what is going on. Will you tell them everything that you are feeling them everything that you are feeling or thinking? Why or why not?or thinking? Why or why not?

• Then, write your letter to your familyThen, write your letter to your family

Activity 5:Activity 5:• As the captain, it As the captain, it

is your job to is your job to reassure your reassure your men. How will men. How will you inspire you inspire confidence in confidence in your troops so your troops so that they will that they will keep fighting?keep fighting?

World War IWorld War ITrench WarfareTrench Warfare• Do the following for each of the Do the following for each of the

slidesslides

• Facts aboutFacts about Journal EntriesJournal Entries

Trench warfareTrench warfare

World War IWorld War IChapter 8, Section 2Chapter 8, Section 2

• Lesson: 3 America Enters the WarLesson: 3 America Enters the War

Activity 1:Activity 1:

• Create a time-line of events that led Create a time-line of events that led to the U.S. declaring war. List all to the U.S. declaring war. List all reasons that impacted the decision reasons that impacted the decision of the U.S. to enter the war.of the U.S. to enter the war.

Activity 2Activity 2

• Imagine you are President Wilson Imagine you are President Wilson addressing Congress and asking addressing Congress and asking them for a declaration of war. Write them for a declaration of war. Write a one-page speech which explains a one-page speech which explains the reasons why the U.S. attempted the reasons why the U.S. attempted to remain neutral, and why now it is to remain neutral, and why now it is necessary for the U.S. to enter the necessary for the U.S. to enter the war. Use your book in section 2 to war. Use your book in section 2 to find specifics to use in your speech. find specifics to use in your speech.

Activity:Activity:

• Read about “New weapons” and on Read about “New weapons” and on pp 236-237 and create a T-chart pp 236-237 and create a T-chart which explains each weapon and which explains each weapon and how it affected the strategy and the how it affected the strategy and the fighting in WWI.fighting in WWI.

World War IWorld War IChapter 8, Section 3Chapter 8, Section 3

• Lesson 4: Americans in World War ILesson 4: Americans in World War I

• Challenge: What are the objectives Challenge: What are the objectives of war propaganda, and what tools of war propaganda, and what tools are used to accomplish these goals? are used to accomplish these goals?

• Activity 1: HandoutActivity 1: Handout

• Card/CountryCard/Country

• Objectives of PosterObjectives of Poster Propaganda Propaganda Tools Tools Used in Used in PosterPoster

• A.A.

World War IWorld War IChapter 8, Section 3/4Chapter 8, Section 3/4

• Lesson 5: Moving Towards PeaceLesson 5: Moving Towards Peace

• Should individual freedom of speech Should individual freedom of speech be limited during wartime?be limited during wartime?

Activity 1:Activity 1:

• Read pp 252. Answer the question:Read pp 252. Answer the question:

• Should individual freedom of speech Should individual freedom of speech be limited during wartime?be limited during wartime?

Activity 2: Class NotesActivity 2: Class NotesPresident Wilson: President Wilson:

• Wilson thought international disputes should Wilson thought international disputes should be resolved through negotiation and be resolved through negotiation and compromise, not war.compromise, not war.

• - called for “peace without victory”- called for “peace without victory”• - didn’t want to punish Germany too - didn’t want to punish Germany too

harshlyharshly• - wanted to end secret agreements- wanted to end secret agreements• - freedom of the seas for all nations- freedom of the seas for all nations• - free trade among nations- free trade among nations• - people should have freedom to create - people should have freedom to create

their own governments (self-determination)their own governments (self-determination)• - wanted to establish a “League of - wanted to establish a “League of

Nations” to Nations” to ensure peaceensure peace

The European Powers The European Powers

• The European Powers wanted Germany to take The European Powers wanted Germany to take responsibility and be punished for the war.responsibility and be punished for the war.

• - wanted Germany to pay reparations - wanted Germany to pay reparations (payment) for (payment) for all war damageall war damage

• - wanted Germany to admit total blame for - wanted Germany to admit total blame for the warthe war

• - wanted to limit the size of Germany’s - wanted to limit the size of Germany’s armies and armies and take possession of their naval fleettake possession of their naval fleet

• - wanted to divide up Germany’s colonial - wanted to divide up Germany’s colonial possessionspossessions

• - wanted to establish independent nations - wanted to establish independent nations out of out of Austro-Hungarian empire (self-Austro-Hungarian empire (self-determination)determination)

• - wanted to create buffer zones between - wanted to create buffer zones between Germany Germany and France (Rhineland) Germany and France (Rhineland) Germany could have not could have not troops in this areatroops in this area

World War IWorld War IChapter 8, Section 4Chapter 8, Section 4

• Lesson 6: The Treaty of VersaillesLesson 6: The Treaty of Versailles

• Challenge: What is the difference Challenge: What is the difference between what the European Powers between what the European Powers and President Wilson wanted in the and President Wilson wanted in the peace treaty?peace treaty?

• What was the impact of World War I What was the impact of World War I on the U.S. and the world? on the U.S. and the world?

Activity 2Activity 2

• Read about the Major Provisions of Read about the Major Provisions of the Treaty of Versailles using your the Treaty of Versailles using your handout and pg 256 in your book. handout and pg 256 in your book. Then, explain which side, Wilson or Then, explain which side, Wilson or European powers, had more of their European powers, had more of their demands met. Use specific demands met. Use specific examples to explain.examples to explain.

Activity 3Activity 3

• Create a chart which identifies the Create a chart which identifies the impact of World War I on the U.S and impact of World War I on the U.S and the world in each of the following the world in each of the following areas:areas:

• (use pg 258-259 in your book)(use pg 258-259 in your book)

• PoliticalPolitical EconomicEconomic SocialSocial EuropeEurope

Activity 4: Activity 4:

• Read perspectives on Trench Warfare Read perspectives on Trench Warfare on pg 260-261. Answer questions 1-on pg 260-261. Answer questions 1-3 in your notebook.3 in your notebook.