Angela Tzortzis
CIEP 475
WWI: “The War to End All Wars”
Unit Plan
Topic: WWI
Subject: Honors Western Civilizations
Grade Level: 10
Description of Unit: This unit will take students on a journey through “The War to End All Wars”. This will allow students to
explore the foundations of modern warfare as well as the psychological, ethical and political effects of this type of warfare.
They will be exposed to photographs and artifacts from the period in order to help gain a broader scope of knowledge in
regards to this conflict.
Background Knowledge: Before teaching these lessons, the students will already have background knowledge on the
popular revolutions that took place throughout Western Europe in 1848 including countries such as France, Italy, Austria
and Germany. They will also have a deep understanding of the key issues that plagued Europe at the turn of the 20th
century. These terms include nationalism, imperialism, and militarism. Students will also have a good understanding of how
to approach the study of primary sources as they will have been exposed to them in the 4 previous units of the course.
Main Goal/Essential Questions:
• Why was WWI referred to as “The War to End All Wars”?
• Who were the key players involved in the outbreak of war?
• What role did nationalism play in the outbreak of war?
• What role did imperialism play in the outbreak of war?
• What role did militarism play in the outbreak of war?
• What effect did the decisions made at Versailles effect future conflicts on the continent of Europe?
Lessons Included:
Lesson One: The Causes of World War One
Lesson Two: Battles and Introduction to Modern Warfare
Lesson Three: Propaganda of World War One
Lesson Four: Peace at Last?
Lesson One: The Causes of World War One
I.
Title: “The Causes of World War One: Through the Use of Maps”
II.
Essential Questions
• Who were the key players involved in the outbreak of war?
• What role did nationalism play in the outbreak of war?
• What role did imperialism play in the outbreak of war?
III.
Objective of the Lesson
In order to gain a clear understanding of the causes of World War One, students will first have to
understand the political, social, and economic climates in Europe at the turn of the century. By the end of
the lesson they will have a working definition of the militarism, imperialism, nationalism and will become
familiar with the names and faces that are associated with the outbreak of World War One.
IV.
Key Subject Area/Grade level to be addressed
This lesson and this entire unit are geared towards a sophomore level (10th grade) European History
course.
V.
Background information
Prior to our study of World War One students will have completed a mini-unit on the “ISMS”. In this unit we
explore concepts that play a major role in turn of the century Europe. These “ISMS” include the spread of
nationalism in Europe which ultimately resulted in popular revolutions throughout Europe in 1848. Similarly
students studied the spread of imperialism throughout Europe in the mid to late 19th century, as well as
socialism, capitalism, social Darwinism, and utilitarianism.
VI.
Primary Source Used in this Lesson
“Geographical fun : being humourous outlines of various countries, with an introduction and
descriptive lines / by "Aleph". “
BIBLIOGRAPHIC INFORMATION
Author: Harvey, William, 1796-1866.
Created/Published: London : Hodder and Stoughton, [1868?]
Subject: Caricature--Europe--Maps.
Medium: 1 atlas ([16] leaves) : 12 col. maps ; 28 cm.
Call Number: G1796.A6 H3 1868 Vault
Repository: Library of Congress Geography and Map Division Washington, D.C. 20540-4650 USA
Digital ID: g5701am gct00011 http://hdl.loc.gov/loc.gmd/g5701am.gct00011
VII.
Lesson Plan
Time Requirements: 2 class periods (42 minutes each)
Procedure:
• Begin with a review of how the students would define nationalism and imperialism.
• Continue with a discussion of what they can predict would be the cause of a conflict at the start of
the 20th century based on what we know about 19th century history and politics.
• Discuss some of the student’s responses making sure to list all of the terms that they remember as
well as the key players on the board.
•
•
•
•
VIII.
After reviewing the key terms, students will then turn their attention to the primary sources entitled
“Geographical fun : being humourous outlines of various countries, with an introduction and
descriptive lines / by "Aleph".
This source will provide students a sketch of the world as it looked in the decades leading up to
World War One. It is the job of the teacher to explain that most of what they will be looking at was
created by a 15 year old and is meant to provide a character sketch as well as a bit of prose about
each nation.
Students are to go over each of the documents and to fill out the attached worksheet entitled
“Skimming and Scanning”.
After reviewing all 12 maps, students will then discuss their “Final Thoughts” with the class.
Evaluation
• Students will be tested on the material covered in the lesson at the end of the unit.
• Students will have to write a response based on their results. This will require them to discuss the
possible consequences of nationalism and imperialism as well as the problem or dilemma that may
occur as a result.
Lesson Two: Industrialization and the Introduction to Modern Warfare
Ι.
Title: “Industrialization and the Introduction to Modern Warfare ”
ΙΙ.
Essential Questions
• Who were the key players involved in the outbreak of war?
• What role did militarism play in the outbreak of war?
• What role did industrialization play in the mechanization of modern warfare?
• Identify and describe the weapons that were introduced and used in World War One.
o What effect did these weapons have on the outcome of the war?
o What were the psychological effects of these weapons?
o Which nations developed each of these technologies?
o When and how were these technologies first used?
o What role did these weapons play in the stalemate that developed in World War One?
ΙΙΙ.
Objective of the Lesson
In order to gain a clear understanding of the effects of World War One, students must gain a deeper
understanding of the ways in which warfare changed in the earl 20th century. One such way was through
the mechanization or industrialization of modern warfare. Much of what shapes the century began with the
First World War. Many nations introduced new weapons to the battlefield and reshaped what it meant to
fight an opponent. Students will gain a great understanding of the industrialization of warfare as well as the
roles that militarism played in the War.
Ις.
Key Subject Area/Grade level to be addressed
This lesson and this entire unit are geared towards a sophomore level (10th grade) European History
course.
ς.
ςΙ.
Background information
Prior to our study of lesson two students will already have studied the causes of World War One in lesson
one as well as the Industrial Revolution (in a previous unit). They will have a good understanding of the
social, political and economic climate in Europe at the time of the Great War. Similarly, they will have a
greater understanding of the competition and militarism that developed on the continent at the turn of the
20th century. Within this framework, the students will know that the industrialization of warfare was
inevitable and the effects will have far reaching consequences.
ςΙΙ.
Primary Source Used in this Lesson
Chosen Sources: “The War of Nations” which is a collection of photos and etchings that were published in
the New York Times
BIBLIOGRAPHIC INFORMATION
Item Title: The war of the nations: portfolio in rotogravure etchings: compiled from the mid-week pictorial
Created/Published: New York : New York Times, Co., [1919]
Subject: New York-New York
Call Number: D522.W28 1919
Repository: Library of Congress, Serials and Government Publications Division, Washington, D.C. 20540
Digital ID: sgpwar 19191231 http://hdl.loc.gov/loc.gdc/sgpwar.19191231
ςΙΙΙ. Lesson Plan
Time Requirements: 1 class period (42 minutes)
Procedure:
• Begin with a brief review of a few key terms including: militarism, imperialism and industrialization.
These terms will set the stage for the activity that will begin the K-W-L.
• The above review should lead to a discussion about what the students already Know about the
new technologies that emerged at the turn of the 20th century.
o Students will be given a few minutes to write down their thoughts and ideas.
o Students will be reminded to think back their study of Victorian England and all of the
innovations that came about during the Industrial Revolution.
• Discussion of the Know
o Teacher will write student responses on the board and group the similarities into columns.
o Teacher will also ask the students to make predictions about the effects of the
technologies that they mention.
• What I Want to know….
o Students will be given a few minutes to write down their thoughts and ideas.
• Discussion of the Want to know
o Teacher will again lead the discussion and write all the key terms and questions on the
board.
• Use of primary Sources
o The teacher will use the primary sources as a teaching tool. The photos will be used as a
way for the teacher to introduce all of the following ideas to the class: trench warfare,
submarines, chlorine gas, machine guns, convoys, tanks, blockades, and dirigibles.
o After a long discussion, students will then be asked to fill out the final column.
• What I Learned….
o After they fill out this column, the teacher will have a discussion with the students about
their responses. The teacher will then make sure to go over all of the questions listed on
the board from the “What I Want to Know” column to make sure that all items have been
addressed.
• Exit Slip
o Students will have to answer the following question as an exit slip: “In your opinion, which
weapon introduced in World War One would have the most profound strategic impact on
the outcome of the War? Please give 2 reasons from today’s lesson to defend your
answer.”
ΙΞ.
Evaluation
• Students will be tested on the material covered in the lesson at the end of the unit.
• Students will have to complete an exit slip based on the lesson addressing the following question: “In
your opinion, which weapon introduced in World War One would have the most profound strategic
impact on the outcome of the War? Please give 2 reasons from today’s lesson to defend your answer.”
World War One: The Introduction to Modern Warfare
What I
Know….
What I
Want to Know….
What I
Learned…
Identify and describe what
you know about the new
military technologies that
emerged at the turn of the
20th century.
Chosen Sources: “The War of Nations” which is a collection of photos and etchings that were published in the
New York Times
Newspaper Date December 13, 1919
Item Title
The war of the nations : portfolio in rotogravure
etchings : compiled from the Mid-week pictorial,
Created/Published
New York : New York Times, Co., 1919.
Subjects
New York--New York
Call Number
D522 .W28 1919
Repository
Library of Congress, Serials and Government
Publications Division, Washington, D.C. 20540
Digital ID
sgpwar 19191231
http://hdl.loc.gov/loc.gdc/sgpwar.19191231
Image One (Page 364)
Image Two (Page 370)
Image Three (Page 365)
Image Four (Page 372)
Image 5 (Page 376)
Where to go for more on tanks, guns and gas:
http://memory.loc.gov/ammem/collections/rotogravures/rotomil.html
Lesson Three: Propaganda of World War One
I.
Title: “Propaganda of World War One”
II.
Essential Questions
• Why was there a need for propaganda in World War One?
• Why was World War One later referred to as “the war to end all wars”?
• What is “total war”? What effect did it have on the outcome of World War One?
• Who was the Hun?
• How was the enemy portrayed?
III.
Objective of the Lesson
Students will gain an understanding of the term “total war” as it was used in World War One. With the use of
propaganda in World War One, the governments of Europe were able to get all the citizens involved in the
campaign towards victory. Many of the posters forced the audience to form an emotional attachment to the war
effort.
IV.
Key Subject Area/Grade level to be addressed
This lesson and this entire unit are geared towards a sophomore level (10th grade) European History course.
V.
Background Information
Prior to the lesson students will have studied the causes of World War One. They will also have a vague
understanding of the economic, social and economic effects of war.
VI.
Primary Source Used in this Lesson
Chosen Sources: A variety of different propaganda posters that are readily available on the Library of Congress
website. The titles that will be included are listed below.
Source A: “Keep this hand of mercy at its work one hundred million dollars : War fund week”
http://www.loc.gov/pictures/resource/cph.3g07762/
Source B: “What in the end will settle this war? Trained men. It is your duty to become one”
http://www.loc.gov/pictures/resource/cph.3g10895/
Source C: “Your work means victory - build another one”
http://www.loc.gov/pictures/resource/cph.3g10140/
Source D: “Motherless, fatherless, starving”
http://www.loc.gov/pictures/resource/cph.3g09730/
Source E “Emprunt de la libération. On les a. Souscrivez á la London County & Westminster Bank”
http://www.loc.gov/pictures/item/99613761/
Source F: “Lest we perish Campaign for $30,000,000”
http://www.loc.gov/pictures/item/98503175/
VII.
Lesson Plan
Time Requirements: 1 class period (42 minutes)
Procedure:
• The class will begin with a brief review of the causes of World War One and the alliances that were formed in
the early 1900's.
• Introduce terms that will be relevant to the lesson including “Hun”, “total war” and “propaganda”.
•
•
•
•
VIII.
•
•
Pass out the graphic organizer for the assignment.
Have students define the vocabulary terms at the top of their sheet. They will need to refer back to those terms
throughout the lesson.
Begin showing the posters. In discussing each of the posters students will have to identify a few key factors
about each including the country of origin, the emotion the poster is trying to evoke, the overall message of the
poster and the focal point and perspective of the author.
Following the posters we will have a scored discussion on the effects of these posters and their predictions
about the political, social and psychological effects of the transition into “total war”.
Evaluation
Students will be tested on the material covered in the lesson at the end of the unit.
Students will have a scored discussion on their reactions to the content of the lesson.
Propaganda of World War One
Introduction: Each of the nations which participated in World War One from 1914-18 used propaganda
posters not only as a means of justifying involvement to their own populace, but also as a means of procuring
men, money and resources to sustain the military
Part One: Review
Key Players in World War One
o
o
Central Powers: __________________________________________
Allied Powers: ___________________________________________
Key Terms:
Propaganda: _______________________________________________________________________________
The “Hun” ________________________________________________________________________________
Total War__________________________________________________________________________________
Part Two: Primary Source Analysis
What is
the focal
point of
this
poster?
Poster #1
http://www.lo
c.gov/pictures/
resource/cph.3
g07762/
Poster #2
http://www.lo
c.gov/pictures/
resource/cph.3
g10895/
Poster #3
http://www.lo
c.gov/pictures/
resource/cph.3
g10140/
Poster #4
http://www.lo
c.gov/pictures/
resource/cph.3
g09730/
What
emotion(s
) is this
poster
trying to
evoke?
What title
would you
give to
this
poster?
What is
the
country of
origin?
Who is the
intended
audience?
What
problem is
this poster
trying to
solve?
In your
opinion, is
this an
effective
piece of
propagand
a? Why?
Why not?
Poster #5
http://www.lo
c.gov/pictures/
item/99613761
/
Poster #6
http://www.lo
c.gov/pictures/
item/98503175
/
Poster #7
http://www.lo
c.gov/pictures/
resource/ppm
sca.07746/
Poster #8
http://www.lo
c.gov/pictures/
resource/cph.3
g09851/
Part Three: Analysis
In your opinion, which posters do you feel were most effective at conveying their message to the
intended audience?
What effect do you think “total war” had on a country’s ability to admit defeat at the end of the war?
Lesson Four: Peace at Last?
I.
Title: “Peace at Last?”
II.
Essential Questions
• When did the War end?
• Who were the “Big Four”?
• What were Wilson’s hopes for the Treaty of Versailles?
• How was Germany treated as a result of the Treaty of Versailles?
• What effect did the Treaty of Versailles have on post-war Germany?
III.
Objective of the Lesson
Students will be able to judge the success or failure of the Treaty of Versailles after this lesson. The main objective
is for them to compare the goals of the Paris Peace Conference to the results that were achieved in 1919.
IV.
Key Subject Area/Grade level to be addressed
This lesson and this entire unit are geared towards a sophomore level (10th grade) European History course.
V.
Background Information
Students will have studied World War One and will have become acquainted with the “Big Four” prior to this lesson.
VI.
Primary Source Used in this Lesson
Source A: Signing of the Peace Treaty
http://www.loc.gov/rr/print/195_copr.html
Source B: There remains, then, only the fifteenth point
http://www.loc.gov/rr/print/res/111_cai.html
Source C: The lamb from the slaughter
http://www.loc.gov/pictures/item/acd1996000782/PP/
Source D: Woodrow Wilson pushing "foreign complications" boulder up a hill
http://www.loc.gov/pictures/item/acd1996000071/PP/
Source E: League of Nations now in session
http://www.loc.gov/pictures/item/acd1996000747/PP/
Source F: Story of the last seven years / Herblock.
http://www.loc.gov/rr/print/res/271_herb.html
VII.
Lesson Plan (2 Class periods)
Day One
• Students will begin by reviewing the names of the “Big Four” as well as the countries that they represent.
• Students will then break into groups and paraphrase Woodrow Wilson’s 14 Points.
• After this is completed we will come together as a class and compare the 14 Points to the Treaty of
Versailles.
• Ultimtely, this will lead to a discussion of what was achieved as a result of this Treaty as opposed to what
Wilson hoped to gain.
Day Two
• Political Cartoon Analysis
•
•
VIII.
Students will look at the photos from the era as well as the political cartoons presented and they will
have to fill out the graphic organizer they are given. The graphic organizer asks them to explain what
is going on as well as the tone and mood.
Finally students will have to draw conclusions about what they have seen.
Evaluation
• Students will be tested on the material covered in the lesson at the end of the unit.
• Students will have to complete a writing assignment at the end of this lesson. The assignment will ask
them to act as a reporter. The reporter is then to report back to the German people what is taking place at
Versailles as well as make predictions about what Versailles will mean to the people of Germany in the
years to come.
Lesson 4: Peace at Last?
THE FOURTEEN POINTS versus THE TREATY OF VERSAILLES
INTRODUCTION: When President Woodrow Wilson committed the United States forces to fighting in World War I, he wanted
the outcome to be a lasting peace in Europe. In January 1918, as the war still raged, Wilson spoke to Congress and
outlined his plan for peace—his famous Fourteen Points. By October of that year, the Germans appealed to Wilson for an
armistice based on the Fourteen Points.
Part One: Woodrow Wilson’s 14 Points compared to The Treaty of Versailles
Paraphrase each of the following clauses:
I. OPEN COVENANTS OF PEACE, OPENLY ARRIVED
AT, AFTER WHICH THERE SHALL BE NO PRIVATE
INTERNATIONAL UNDERSTANDINGS OF ANY KIND
BUT DIPLOMACY SHALL PROCEED ALWAYS
FRANKLY AND IN THE PUBLIC VIEW.
II. Absolute freedom of navigation upon the seas, outside
territorial waters, alike in peace and in war, except as the
seas may be closed in whole or in part by international
action. . . .
III. The removal, so far as possible, of all economic
barriers and the establishment of an equality of trade
conditions among all the nations consenting to the
peace…
IV. Adequate guarantees given and taken that national
armaments will be reduced to the lowest point consistent
with domestic safety.
V. A free, open-minded, and absolutely impartial
adjustment of all colonial claims, based upon a strict
observance of the principle that in determining all such
questions of sovereignty the interests of the populations
concerned must have equal weight with the equitable
claims of the government whose
title is to be determined.
VI. The evacuation of all Russian territory and such a
settlement of all questions affecting Russia as will secure
the best and freest cooperation of the other nations of the
world in obtaining for her an unhampered and
unembarrassed
opportunity for the independent determination of her own
political development and national policy…
VII. Belgium, the whole world will agree, must be
evacuated and restored, without any attempt to limit the
sovereignty which she enjoys in common with all other
free nations.
VIII. All French territory should be freed and the invaded
portions restored, and the wrong done to France by
Prussia in 1871 in the matter of Alsace- Lorraine, which
has unsettled the peace of the world for nearly fifty years,
should be righted, in order that peace may once more be
made secure in the interest of all.
IX. A readjustment of the frontiers of Italy should be
effected along clearly recognizable lines of nationality.
X. The peoples of Austria-Hungary, whose place among
the nations we wish to see safeguarded and assured,
should be accorded the freest opportunity of autonomous
development.
XI. Rumania, Serbia, and Montenegro should be
Serbiaevacuated; occupied territories restored; Serbia accorded
free and secure access to the sea; and the relations of
the several Balkan states to one another determined by
Balkansfriendly counsel along historically established lines of
allegiance and
nationality; and international guarantees of the political
and economic independence and territorial integrity of the
several Balkan states should be entered into.
XII. The Turkish portions of the present Ottoman Empire
should be assured a secure sovereignty, but the other
nationalities which are now under Turkish rule should be
assured an undoubted security of life and an absolutely
unmolested opportunity of autonomous development, and
the Dardanelles should be permanently opened as a free
passage to the ships and commerce of all nations under
international guarantees.
XIII. An independent Polish state should be erected which
should include the territories inhabited by indisputably
Polish populations, which should be assured a free and
secure access to the sea, and whose political and
economic
independence and territorial integrity should be
guaranteed by international covenant.
XIV. A general association of nations must be formed
under specific covenants for the purpose of affording
mutual guarantees of political independence and
3 important parts:
TurkeyOther parts of the Ottoman EmpireDardanelles-
territorial integrity to great and small states alike.
TREATY OF VERSAILLES
o Self-determination to the peoples of eastern and central Europe (break up the Austro-Hungarian Empire)
o Germany was forced to:
Reduce its army to 100,000 men and was not allowed to draft soldiers into the military
Reduce its navy to 6 warships and was not allowed to have any submarines
Destroy all of its air force
Give territory back that it had gained during the war
• Hand over all of its colonies
• Agree to pay all reparations to the Allies for all of the damage caused by the war
• Accept all of the blame for the war (the "War Guilt Clause")
•
Other new countries were created:
Poland, Lithuania, Latvia, Estonia and Finland were formed from land lost by Russia
Czechoslovakia and Hungary were formed out of the Austro-Hungarian Empire
• New German Government set up:
I.
Proportional representation
II.
Prevent Germany from becoming a dictatorship
III.
Led to the creation of more than thirty political parties
Ι.
ΙΙ.
•
Japan was able to keep all colonies seized from Germany during the war
Italy lost land on the Adriatic Coast to the new country of Yugoslavia
Creation of the League of Nations
14 Points & Treaty of Versailles
1. List 3 Similarities between the two plans:
A.
B.
C.
2. List 3 Differences between the two plans:
A.
B.
C.
3. Which plan do you feel is fairer and why?
4. What are some possible problems that could come out of the Treaty of Versailles?
Part Two: Primary Sources
• Open up the Power Point posted to my website
• Look at the sources and answer the questions.
Signing of the
Ξ.
Based on what you know about the peace process, who is present at the
Treaty of
conference?
Versailles
ΞΙ.
Who is excluded?
ΞΙΙ.
Image One
Do you foresee a problem?
•
Date of the source?
•
Title of the source?
•
What is the main theme?
•
What statement is being made about the Treaty of Versailles?
•
What do you believe is the “Fifteenth Point”?
Image Two
•
Date of the source?
•
Title of the source?
•
Why do you think this source is given the title “The lamb from the
slaughter”?
Image Three
Image Four
•
What is the main theme?
•
What statement is being made about the Treaty of Versailles?
•
Date of the source?
•
Title of the source?
•
What is the main theme?
•
What statement is being made about the Treaty of Versailles?
•
Who is the gentleman pushing the rock up the hill?
•
Date of the source?
•
Title of the source?
•
What is the main theme?
Image Five
•
What statement is being made about the League of Nations?
•
Based on the cartoon, do you believe the League of Nations was a success or failure?
•
Date of the source?
•
Title of the source?
•
What is the main theme?
•
What message is the author trying to send?
Part Three: Analysis
Answer the following question in paragraph form.
You are to act as a reporter who has been assigned to cover the Paris Peace Conference. Your role as a reporter is then
to report back to the German people on all of the following:
1. what is taking place at Versailles?
2. Can you make predictions about what Versailles will mean to the people of Germany in the years to come?
3. Use the primary sources as well as the documents we have reviewed in class as your evidence!
Lesson 4: Peace at Last?
THE FOURTEEN POINTS versus THE TREATY OF VERSAILLES
INTRODUCTION: When President Woodrow Wilson committed the United States forces to fighting in World War I, he wanted
the outcome to be a lasting peace in Europe. In January 1918, as the war still raged, Wilson spoke to Congress and
outlined his plan for peace—his famous Fourteen Points. By October of that year, the Germans appealed to Wilson for an
armistice based on the Fourteen Points.
Part One: Woodrow Wilson’s 14 Points compared to The Treaty of Versailles
Paraphrase each of the following clauses:
I. OPEN COVENANTS OF PEACE, OPENLY ARRIVED
AT, AFTER WHICH THERE SHALL BE NO PRIVATE
INTERNATIONAL UNDERSTANDINGS OF ANY KIND
BUT DIPLOMACY SHALL PROCEED ALWAYS
FRANKLY AND IN THE PUBLIC VIEW.
II. Absolute freedom of navigation upon the seas, outside
territorial waters, alike in peace and in war, except as the
seas may be closed in whole or in part by international
action. . . .
III. The removal, so far as possible, of all economic
barriers and the establishment of an equality of trade
conditions among all the nations consenting to the
peace…
IV. Adequate guarantees given and taken that national
armaments will be reduced to the lowest point consistent
with domestic safety.
V. A free, open-minded, and absolutely impartial
adjustment of all colonial claims, based upon a strict
observance of the principle that in determining all such
questions of sovereignty the interests of the populations
concerned must have equal weight with the equitable
claims of the government whose
title is to be determined.
VI. The evacuation of all Russian territory and such a
settlement of all questions affecting Russia as will secure
the best and freest cooperation of the other nations of the
world in obtaining for her an unhampered and
unembarrassed
opportunity for the independent determination of her own
political development and national policy…
VII. Belgium, the whole world will agree, must be
evacuated and restored, without any attempt to limit the
sovereignty which she enjoys in common with all other
free nations.
VIII. All French territory should be freed and the invaded
portions restored, and the wrong done to France by
Prussia in 1871 in the matter of Alsace- Lorraine, which
has unsettled the peace of the world for nearly fifty years,
should be righted, in order that peace may once more be
made secure in the interest of all.
IX. A readjustment of the frontiers of Italy should be
effected along clearly recognizable lines of nationality.
X. The peoples of Austria-Hungary, whose place among
the nations we wish to see safeguarded and assured,
should be accorded the freest opportunity of autonomous
development.
XI. Rumania, Serbia, and Montenegro should be
Serbiaevacuated; occupied territories restored; Serbia accorded
free and secure access to the sea; and the relations of
the several Balkan states to one another determined by
Balkansfriendly counsel along historically established lines of
allegiance and
nationality; and international guarantees of the political
and economic independence and territorial integrity of the
several Balkan states should be entered into.
XII. The Turkish portions of the present Ottoman Empire
should be assured a secure sovereignty, but the other
nationalities which are now under Turkish rule should be
assured an undoubted security of life and an absolutely
unmolested opportunity of autonomous development, and
the Dardanelles should be permanently opened as a free
passage to the ships and commerce of all nations under
international guarantees.
XIII. An independent Polish state should be erected which
should include the territories inhabited by indisputably
Polish populations, which should be assured a free and
secure access to the sea, and whose political and
economic
independence and territorial integrity should be
guaranteed by international covenant.
XIV. A general association of nations must be formed
under specific covenants for the purpose of affording
mutual guarantees of political independence and
territorial integrity to great and small states alike.
3 important parts:
TurkeyOther parts of the Ottoman EmpireDardanelles-
TREATY OF VERSAILLES
o Self-determination to the peoples of eastern and central Europe (break up the Austro-Hungarian Empire)
o Germany was forced to:
Reduce its army to 100,000 men and was not allowed to draft soldiers into the military
Reduce its navy to 6 warships and was not allowed to have any submarines
Destroy all of its air force
Give territory back that it had gained during the war
• Hand over all of its colonies
• Agree to pay all reparations to the Allies for all of the damage caused by the war
• Accept all of the blame for the war (the "War Guilt Clause")
•
Other new countries were created:
Poland, Lithuania, Latvia, Estonia and Finland were formed from land lost by Russia
Czechoslovakia and Hungary were formed out of the Austro-Hungarian Empire
• New German Government set up:
IV.
Proportional representation
V.
Prevent Germany from becoming a dictatorship
VI.
Led to the creation of more than thirty political parties
ΙΙΙ.
Ις.
•
Japan was able to keep all colonies seized from Germany during the war
Italy lost land on the Adriatic Coast to the new country of Yugoslavia
Creation of the League of Nations
14 Points & Treaty of Versailles
1. List 3 Similarities between the two plans:
A.
B.
C.
2. List 3 Differences between the two plans:
A.
B.
C.
3. Which plan do you feel is fairer and why?
4. What are some possible problems that could come out of the Treaty of Versailles?
Part Two: Primary Sources
• Open up the Power Point posted to my website
• Look at the sources and answer the questions.
Signing of the
ΞΙΙΙ. Based on what you know about the peace process, who is present at the
Treaty of
conference?
Versailles
ΞΙς. Who is excluded?
Ξς.
Image One
Do you foresee a problem?
•
Date of the source?
•
Title of the source?
•
What is the main theme?
•
What statement is being made about the Treaty of Versailles?
•
What do you believe is the “Fifteenth Point”?
Image Two
•
Date of the source?
•
Title of the source?
•
Why do you think this source is given the title “The lamb from the
slaughter”?
Image Three
Image Four
•
What is the main theme?
•
What statement is being made about the Treaty of Versailles?
•
Date of the source?
•
Title of the source?
•
What is the main theme?
•
What statement is being made about the Treaty of Versailles?
•
Who is the gentleman pushing the rock up the hill?
•
Date of the source?
•
Title of the source?
•
What is the main theme?
•
What statement is being made about the League of Nations?
Image Five
•
Based on the cartoon, do you believe the League of Nations was a success or failure?
•
Date of the source?
•
Title of the source?
•
What is the main theme?
•
What message is the author trying to send?
Part Three: Analysis
Answer the following question in paragraph form.
You are to act as a reporter who has been assigned to cover the Paris Peace Conference. Your role as a reporter is then
to report back to the German people on all of the following:
ñ what is taking place at Versailles?
ñ Can you make predictions about what Versailles will mean to the people of Germany in the years to come?
ñ Use the primary sources as well as the documents we have reviewed in class as your evidence!
World War One: The Introduction to Modern Warfare
What I
Know….
What I
Want to Know….
What I
Learned…
Identify and describe what you
know about the new military
technologies that emerged at
the turn of the 20th century.
Chosen Sources: “The War of Nations” which is a collection of photos and etchings that were published in the New York Times
Newspaper Date December 13, 1919
Item Title
The war of the nations : portfolio in rotogravure etchings : compiled from the
Mid-week pictorial,
Created/Published
New York : New York Times, Co., 1919.
Subjects
New York--New York
Call Number
D522 .W28 1919
Repository
Library of Congress, Serials and Government Publications Division,
Washington, D.C. 20540
Digital ID
sgpwar 19191231
http://hdl.loc.gov/loc.gdc/sgpwar.19191231
Image One (Page 364)
Image Two (Page 370)
Image Three (Page 365)
Image Four (Page 372)
Image 5 (Page 376)
Where to go for more on tanks, guns and gas: http://memory.loc.gov/ammem/collections/rotogravures/rotomil.html
Propaganda of World War One
Introduction: Each of the nations which participated in World War One from 1914-18 used propaganda
posters not only as a means of justifying involvement to their own populace, but also as a means of procuring
men, money and resources to sustain the military
Part One: Review
Key Players in World War One
•
•
Central Powers: __________________________________________
Allied Powers: ___________________________________________
Key Terms:
•
•
•
Propaganda: _______________________________________________________________________________
The “Hun” ________________________________________________________________________________
Total War__________________________________________________________________________________
Part Two: Primary Source Analysis
What is
the focal
point of
this
poster?
Poster #1
http://www.lo
c.gov/pictures/
resource/cph.3
g07762/
Poster #2
http://www.lo
c.gov/pictures/
resource/cph.3
g10895/
Poster #3
http://www.lo
c.gov/pictures/
resource/cph.3
g10140/
Poster #4
http://www.lo
c.gov/pictures/
resource/cph.3
g09730/
Poster #5
What
emotion(s)
is this
poster
trying to
evoke?
What title
would you
give to this
poster?
What is
the
country of
origin?
Who is the
intended
audience?
What
problem is
this poster
trying to
solve?
In your
opinion, is
this an
effective
piece of
propagand
a? Why?
Why not?
http://www.lo
c.gov/pictures/
item/99613761
/
Poster #6
http://www.lo
c.gov/pictures/
item/98503175
/
Poster #7
http://www.lo
c.gov/pictures/
resource/ppm
sca.07746/
Poster #8
http://www.lo
c.gov/pictures/
resource/cph.3
g09851/
Part Three: Analysis
In your opinion, which posters do you feel were most effective at conveying their message to the
intended audience?
What effect do you think “total war” had on a country’s ability to admit defeat at the end of the war?
Source: “Geographical fun : being humourous outlines of various countries, with an introduction and descriptive lines / by "Aleph". “
http://hdl.loc.gov/loc.gmd/g5701am.gct00011
Country
England
Scotland
First Impressions
Fast Facts
Final Thoughts
Ireland
France
Wales
Analysis: After filling out the above chart please fill out the following.
LOOKING AT OUR OPTIONS
Possible
Consequences
Problem
Option 1
Possible
Consequences
Possible
Consequences
Possible
Consequences
Option 2
Option 1
Option 4
Option 3
Possible
Consequences
Possible
Consequences
Possible
Consequences
Possible
Consequences