Through a Soldier’s Eyes—A Closer Look at WWI
Mallori Demildt
Prairie High School
Spring 2010
Detail from a letter by Dennis J Sullivan, 1918.
Dennis Sullivan Collection (AFC/2001/001/28523),
Veterans History Project, American Folklife Center,
Library of Congress.
http://lcweb2.loc.gov/natlib/afc2001001/service/28523/ph0001001b.jpg
“The most persistent sound which reverberates through man's history is the beating of war drums.”
~Arthur Koestler, Janus: A Summing Up. War has been a part of human history for thousands of years and
is still a force in the world today. While weapons and tactics may change, there are always brave men and
women who fight and sacrifice their very lives for their nations. What is war like for the average citizen
soldier? How can a civilian cope with the horrors of war? In this unit students will examine World War I
from the perspective of a civilian soldier from a European nation. They will analyze the reasons these men
went to war and how they were forever changed by their time as soldiers.
Overview/ Materials/LOC Resources/Standards/Procedures/Evaluation/Rubric/Handouts/Extension
Overview
Objectives
Back to Navigation Bar
Students will:
 Describe how international rivalries and nationalism
pushed Europe toward war.
 Explain how the assassination in Sarajevo led to the
start of WWI.
 Describe how technology made WWI different from
earlier wars.
 Analyze different types of propaganda and create a
poster that encourages someone from your selected
nation to help with the war effort.
 Explain why a stalemate developed on the Western
Front.
 Describe the importance of the battles of the Marne,
Verdun, Somme, and the Gallipoli campaign.
 Compare and contrast fighting on the Eastern and
Western Fronts.
 Describe how WWI became a total war and how life
changed for both the soldiers and those on the home
front.
Teaching with Primary Sources
Illinois State University

Recommended time frame
Grade level
Curriculum fit
Materials
Analyze the impact the Russian Revolution had on
WWI.
 Analyze the cause and effects of American entry
into WWI.
 Analyze the cost of WWI in terms of money and
lives lost.
 Describe the issues faced by the delegates to the
Paris Peace Conference and examine the goals of
each nation who fought in the war.
 Explain why many people were dissatisfied with the
Treaty of Versailles.
 Develop a map, propaganda poster, and journal that
reflect the experience of a soldier from a European
nation in World War I using the information
gathered throughout this unit.
10 days (plus 2 days for a video at the end if desired)
10
This is a short unit on World War I. The culminating
assessment of this unit will be a journal project that
incorporates the information learned throughout this
process.
Photo analysis worksheet
Political Cartoon analysis worksheet
Document analysis worksheet
Journal rubric and project sheets
WWI map
WWI video
Paper, colored pencils
Access to computers
Iowa Core Curriculum Learning Standards Back to Navigation
Bar
Iowa Core Curriculum—Social Studies
Understand cause-and-effect relationships and other
historical thinking skills in order to interpret events
and issues.



Interpret actions taken, analyze impact
experienced, and evaluate decisions made in
history in the context in which they occurred.
Determine the validity and accuracy of primary
sources and secondary sources and evaluate
them for bias.
Predict how different decisions might have
impacted the outcome of an event.
Teaching with Primary Sources
Illinois State University
Understand the role of innovation on the development
and interaction of societies.

Identify major technological advancements and
evaluate their impact on social, political, and
historical events.
Understand how and why people create, maintain, or
change systems of power, authority, and governance.


Procedures
Explore how government has reacted to
problems in the past, such as social,
environmental, political, and/or economic issues
and how the government’s actions affected
individuals.
Evaluate how individuals influenced government
actions in past events.
Back to Navigation Bar


Day 1–Introduction to the project
Today students will begin their study of WWI. We
will begin by brainstorming the causes and major
people of WWI (which the kids should know a little
about). We will discuss why they know very little
about the causes of WWI. We will then go over the
main causes of WWI and discuss the spark (the
assassination of Franz Ferdinand) that led to the
conflict. We will describe how some of the major
players were pulled into the war. At this point the
students will receive the journal project and rubric,
and will be assigned to a country. If there are a few
minutes left, they may begin working on their first
entry.
Day 2–WWI Recruits
Today we will discuss how and why soldiers entered
this conflict. We will examine 2 pieces of World
War I propaganda and complete the political cartoon
analysis form. We will discuss what makes a
“good” piece of propaganda and where they have
seen propaganda in their modern lives (commercials,
etc.). They will use the remaining time to look up
more WWI propaganda posters online and then
design their own poster and answer the questions
from the project sheet.
Teaching with Primary Sources
Illinois State University




Day 3–WWI Weapons
Today students will look at the new weaponry that
forever changed the way war was fought. Students
will begin by brainstorming what types of weapons
they had in WWI. They will then do part of a
webquest to search for weapons that were used in
this time period. They will share the information
with the class. After this we will look at some
primary source pictures of WWI weapons and the
devastation that they caused. How would you feel if
you were a soldier having to use these weapons on
other people? How would you feel when you saw
the devastation these weapons were causing all
around you? Students will then have some time to
write in their journals.
Day 4–Life in the Trenches
Today students will look at what life was like in the
trenches. First, we will discuss why we had to fight
in trenches on the Western Front (because of the
new military technology). Students will then do a
scavenger hunt for information about WWI trenches
posted around the room. (Included are the questions
for the hunt and some of the resources posted
gathered from www.schoolhistory.co.uk.) After
they have completed their hunt, we will discuss what
conditions were like in the trenches. Next, the class
will be broken into groups of 3–4 students, and they
will be given WWI journals from the resource list to
read and summarize. They will then share an
experience from their reading with the class.
Day 5–Battles
Today the students will begin looking at some of the
major battles of WWI. They will do this by using
the battle webquest located on the other side of the
weapons webquest sheet. When they have finished,
we will discuss the events and impact of these
battles and map them on our WWI maps. Students
will have some time to work on their journals.
Day 6–The Eastern Front and Russian
Revolution
Today we will discuss the war on the Eastern Front.
First, we will discuss the conditions in Russia prior
to WWI. Next, we will look at the failed Gallipoli
campaign and Germany’s advance into Russia. We
will then discuss the rise of Bolshevism and watch a
Teaching with Primary Sources
Illinois State University




short video clip (from DE Streaming) on Rasputin
and the Romanov family. Finally, we will explain
how the Russian Revolution changed the Russian
people and hurt the Allied cause.
Day 7–U.S. Enters WWI
Today students will examine why the U.S. chose to
enter this conflict. We will first brainstorm why
Wilson would not want to enter this conflict. Next,
we will look at some of the events that drew the U.S.
into the war. Students will use the document
analysis worksheet to analyze the newspaper articles
about the sinking of the Lusitania and the burial of
66 Lusitania victims. How would this make
Americans feel about the Germans? Next we will
analyze the Zimmermann telegram, also using the
analysis worksheet. How would this telegram push
the U.S. toward war? We will then watch a video
from DE Streaming called “WWI—The War in
Europe” to see what impact American soldiers and
supplies had on the war effort.
Day 8–The Armistice and End of the War
Today students will examine Wilson’s Fourteen
Points and the Treaty of Versailles. Students will
first brainstorm how the leaders from the major
countries of Europe would want the Treaty to be
written. The students will break into small groups
and write a short paragraph explaining what
provisions their nation feels should be in the treaty.
We will share these with the class and then look at
the actual goals of the major nations involved in
WWI. We will then examine Wilson’s Fourteen
Points and some provisions of the Treaty of
Versailles. We will analyze why these 2 documents
are so different—why was Wilson willing to
compromise his beliefs?
Day 9–Aftermath of WWI
Today we will look at the impact WWI had on the
world. We will first examine the impact it had on
Germany by viewing some political cartoons and
analyzing them as a group. Next, we will look at the
financial and human cost of the war. We will end
by discussing what we should learn from this
conflict.
Day 10–Finish, Edit, and Turn in Journals
Today students will complete their journals and
Teaching with Primary Sources
Illinois State University
share them with their classmates. When they have
finished this, we will turn in the journals and begin
watching the movie “The Lost Battalion” to see how
close their journals actually were to life on the front.
Evaluation
Back to Navigation Bar
These students will be evaluated both formatively and
summatively. The formative assessments will be the
weapons and battle webquests, the Trench scavenger
hunt worksheet, and the analysis worksheets that the
students will fill out together in groups. The summative
assessment will be the student’s journal project that will
be graded on the rubric.
Extension
Back to Navigation Bar
As an extension, have students look at an aspect of the
war on the home front in the country they were assigned
to. What was life like for those left behind as the
soldiers went off to war? After researching this topic,
the student will write a letter from a person on the home
front to the soldier in their journal. This letter should
incorporate information about what women and children
were doing to help the war effort, morale at home,
shortages, and any other topic the student may find
interesting. To point them on their way, the students
might start at the BBC and look at British History—
Home Front: World War I
http://www.bbc.co.uk/history/british/britain_wwone/ or
home front information on WWI at firstworldwar.com
http://www.firstworldwar.com/photos/homefront.htm.
Teaching with Primary Sources
Illinois State University
Primary Resources from the Library of Congress
Back to Navigation Bar
Image
Description
The sinking of
the Lusitania in
1915.
The Lusitania
aftermath.
Burying the
remains of
passengers of
the Lusitania–66
coffins were
buried in one
huge grave.
Citation
URL
The war of the nations:
portfolio in rotogravure
etching: compiled from the
mid-week pictorial,
New York: New York
Times Co., 1919. From
the Library of Congress,
Rotogravure collection.
sgpwar 19191231
http://hdl.loc.gov/loc.gdc/s
gpwar.19191231
http://memory.loc.gov/cgibin/np_item.pl?collection=s
gproto&agg=sgpwar&iss=1
9191231&page=342
Excerpt from New York
Times, May 30, 1915,
New York: May 30, 1915
From the Library of
Congress, Rotogravure
collection.
sgpnyt 19150530
http://hdl.loc.gov/loc.gdc/s
gpnyt.19150530
http://memory.loc.gov/cgibin/np_item.pl?collection=s
gproto&agg=sgpnyt&iss=19
150530&page=7
Teaching with Primary Sources
Illinois State University
Newspaper
article about the
new weaponry
in use during
World War I.
The war of the nations:
portfolio in rotogravure
etchings: compiled from
the mid-week pictorial.
New York: New York
Times Co., 1919. Call
Number D522 .W28 1919
Repository: Library of
Congress, Serials and
Government Publications
Division, Washington,
D.C. 20540
http://memory.loc.gov/cgibin/np_item.pl?collection=s
gproto&agg=sgpwar&iss=1
9191231&page=163
Poster showing a
Red Cross nurse
and a heavily
bandaged man.
What are you doing to
help? Join your American
Red Cross Creator(s):
Grant, Gordon, 18751962, Date
Created/Published: [1919].
Library of Congress Prints
and Photographs Division
Washington, D.C. 20540
USA
http://lcweb2.loc.gov/service
/pnp/cph/3g00000/3g07000/
3g07700/3g07706r.jpg
U.S. Army
recruiting poster
showing a
soldier standing
next to an
American flag
and blowing a
bugle.
The call to duty
Join the Army for home
and country.
Created/Published: [New
York]: Published by
Recruiting Committee of
the Mayor's Committee on
National Defence, [1917]
Repository: Library of
Congress Prints and
Photographs Division
Washington, D.C. 20540
USA
http://lcweb2.loc.gov/service
/pnp/cph/3g00000/3g07000/
3g07500/3g07565r.jpg
Teaching with Primary Sources
Illinois State University
Red Cross
recruitment
poster showing a
nurse on a
battlefield with a
wounded soldier
appealing to a
nurse seated at a
desk; in the
background,
soldiers charge
into battle.
If I fail he dies
Work for the Red Cross
Creator(s): McCoy, Arthur
G. Created/Published:
Duluth: J.J. LeTourneau
Printing Co., c1918.
Repository: Library of
Congress Prints and
Photographs Division
Washington, D.C. 20540
USA
http://lcweb2.loc.gov/service
/pnp/cph/3g00000/3g07000/
3g07700/3g07767r.jpg
Poster showing a
woman
clutching an
infant as a
German soldier
with bloody
hands
approaches.
Hun or home? Buy more
Liberty Bonds
Creator(s): Raleigh,
Henry, 1880–1945
Created/Published:
Chicago: Edwards &
Deutsch Litho. Co., [1918]
Call Number: POS - US
.R35, no. 2 (C size) [P&P]
Repository: Library of
Congress Prints and
Photographs Division
Washington, D.C. 20540
USA
The war of the nations:
portfolio in rotogravure
etchings: compiled from
the mid-week pictorial,
Created/Published: New
York: New York Times,
Co., 1919. Call Number
D522 .W28 1919.
Repository Library of
Congress, Serials and
Government Publications
Division, Washington,
D.C. 20540
http://lcweb2.loc.gov/service
/pnp/cph/3g10000/3g10000/
3g10300/3g10331r.jpg
Monster Guns in
use by American
forces in the
Argonne.
http://memory.loc.gov/cgibin/np_item.pl?collection=s
gproto&agg=sgpwar&iss=1
9191231&page=187
Teaching with Primary Sources
Illinois State University
8-page article
with pictures of
WWI
destruction in
Europe.
Excerpt from New York
Times, October 4, 1914.
Created/Published: New
York: October 4, 1914.
Repository Library of
Congress, Serials and
Government Publications
Division, Washington,
D.C. 20540
http://hdl.loc.gov/loc.gdc/sg
pnyt.19141004
Exhibit poster
showing two
scenes in which
men with double
leg amputations
are being taught
to walk with
prostheses.
Learning to walk for the
second time Date
Created/Published: 1919.
Reproduction Number:
LC-USZC4-7372 Call
Number: POS - WWI US, no. 34 (C size) [P&P]
Repository: Library of
Congress Prints and
Photographs Division
Washington, D.C. 20540
USA
http://lcweb2.loc.gov/service
/pnp/cph/3g00000/3g07000/
3g07300/3g07372r.jpg
1-page handout
about British
Army uniforms
in WWI.
Soldier’s Equipment
submitted by Miss
Boughey
and housed at
http://www.schoolhistory.c
o.uk/gcselinks/wars/firstw
wlinks/trenches_worksheet
s.shtml
http://www.schoolhistory.co
.uk/gcselinks/wars/firstwwli
nks/worksheets/soldiersequi
pment.pdf
Teaching with Primary Sources
Illinois State University
2-page resource
about military
divisions in
England during
WWI.
Soldiers in WWI submitted
by Mr. Davies to
http://www.schoolhistory.c
o.uk/gcselinks/wars/firstw
wlinks/trenches_worksheet
s.shtml
http://www.schoolhistory.co
.uk/gcselinks/wars/firstwwli
nks/worksheets/wwisoldier.
pdf
Resource
describing how
trenches were
constructed.
Trench Warfare in the
First World War
How the trench system
was organized. Submitted
by Mr. Moorhouse to
http://www.schoolhistory.c
o.uk/gcselinks/wars/firstw
wlinks/trenches_worksheet
s.shtml
Body Lice submitted by
Mr. RJ Huggins to
http://www.schoolhistory.c
o.uk/gcselinks/wars/firstw
wlinks/trenches_worksheet
s.shtml
Trench Rats submitted by
Mr. RJ Huggins to
http://www.schoolhistory.c
o.uk/gcselinks/wars/firstw
wlinks/trenches_worksheet
s.shtml
http://www.schoolhistory.co
.uk/gcselinks/wars/firstwwli
nks/worksheets/trencheshigh
er.pdf
2-page resource
with personal
accounts about
lice in the
trenches.
2-page resource
with personal
accounts about
rats in the
trenches during
WWI.
http://www.schoolhistory.co
.uk/gcselinks/wars/firstwwli
nks/worksheets/bodylice.pdf
http://www.schoolhistory.co
.uk/gcselinks/wars/firstwwli
nks/worksheets/trenchrats.pd
f
Teaching with Primary Sources
Illinois State University
President Woodrow
Wilson's Fourteen
Points (1918)
WWI Outline
Map for the
Journal Project.
European Alliances
submitted by Mr. RJ
Huggins to
http://www.schoolhistory.c
o.uk/gcselinks/wars/firstw
wlinks/trenches_worksheet
s.shtml
http://www.schoolhistory.co
.uk/gcselinks/wars/firstwwli
nks/causes_worksheets.shtm
l
Zimmermann
Note.
Zimmermann Telegram as
Received by the German
Ambassador to Mexico,
01/19/1917
Record Group 59: General
Records of the Department
of State, 1756–1979
National Archives and
Records Administration
ARC Identifier 302025
http://www.archives.gov/edu
cation/lessons/zimmermann/
images/coded-message-l.jpg
Translated
Zimmermann
Note.
Zimmermann Telegram Decoded Message Record
Group 59: General
Records of the Department
of State, 1756–1979
National Archives and
Records Administration
ARC Identifier 302022
http://www.archives.gov/edu
cation/lessons/zimmermann/
images/decoded-messagel.jpg
President
Wilson’s
Fourteen-Point
speech to
Congress. Click
on Transcript to
read the section
in the middle.
President Wilson's
Message to Congress,
January 8, 1918; Records
of the United States
Senate; Record Group 46;
Records of the United
States Senate; National
Archives
http://www.ourdocuments.g
ov/doc.php?flash=old&doc=
62#
Teaching with Primary Sources
Illinois State University
Modern History
Sourcebook:
Treaty of Versailles,
June 28, 1919
Selected
passages from
the Treaty of
Versailles.
From The Treaty of
Versailles and After:
Annotations of the Text of
the Treaty (Washington,
D.C.: Government
Printing Office, 1944),
Part of the Internet
Modern History
Sourcebook. (c)Paul
Halsall Aug 1997
halsall@murray.fordham.
edu
http://www.fordham.edu/hal
sall/mod/1919versailles.html
Political Cartoon
showing how
Germany was
impacted by the
Treaty of
Versailles.
Cartoon Artist: Low,
David (1891–1963)
Published: The Star, 24
Jan 1921. British Cartoon
Archive, University of
Kent Reference number:
LSE6501
http://www.cartoons.ac.uk/b
rowse/cartoon_item/anytext
=david%20low%20unlimite
d%20indemnity?page=1
Political Cartoon
about Germany
and reparations.
Cartoon Artist: Low,
David (1891–1963)
Published: The Star, 27
Jan 1921 British Cartoon
Archive, University of
Kent Reference number:
LSE6497
http://www.cartoons.ac.uk/re
cordimage/standard/LSE6497
Teaching with Primary Sources
Illinois State University
Audio interview
of a soldier
being shelled
and getting
wounded in
France.
Diary of soldier
Harry Frieman
of his life at
training and in
World War I.
Audio interview excerpts
of Arnold Stephen Hoke,
“Arnold Stephen Hoke is
Wounded.” Part of the
Veteran’s History Project
at the Library of Congress
http://lcweb2.loc.gov/digli
b/vhpstories/loc.natlib.afc20010
01.31638/#vhp:clip.
Typescript diary of Harry
Frieman, part of the
Veteran’s History Project
at the Library of Congress
http://lcweb2.loc.gov/digli
b/vhpstories/loc.natlib.afc20010
01.23600/
http://lcweb2.loc.gov/diglib/
vhpstories/loc.natlib.afc2001001
.31638/audio?ID=d5109e98
3
http://lcweb2.loc.gov/diglib/
vhpstories/loc.natlib.afc2001001
.23600/
Teaching with Primary Sources
Illinois State University
Rubric
Back to Navigation Bar
World War I Journal Rubric
Map Labeled, Colored, with Numbers
5
3
0
Appearance—well designed, graphic, color
5
3
1
Thoroughly answers questions on the back
5
3
1
Propaganda Poster
Journal
Length/
5
3
1
Each entry over ½ page, in
Each entry ½ page,
Entries less than ½
entries in correct
page, not in correct
shows a logical thought
order, but
order, and show no
progression
information is
logical pattern
Organization the correct order, and
disconnected
Spelling/
Entries have no
Entries have 1 to 2
Entries have many
Grammar
spelling/grammar errors
errors per entry
spelling and
grammatical errors
Creativity
Entries have many details
Entries have only a
Entries don’t show
and descriptive elements
few details and
any creative thought
covers only basic
and have few details
information
Content-
All information is correct
Most information
Many historical
Worth 15
and thorough. Lists specific
correct, has few
errors and no
points
historical events and WWI
references to
references to
features (weapons,
historical events and
weapons, people, etc.
alliances, people)
WWI features
Teaching with Primary Sources
Illinois State University
Score
Handouts
Back to Navigation Bar
WWI Journal Project
Instructions: For this project you will write a war journal from the perspective of a soldier from a nation that fought
in World War I. You will write a series of 6 journal entries that will be at least ½ page each. Each of the entries
must be dated in the margin, and they should also include a location of where the soldier is fighting. You will also
include a map that will show where you traveled throughout the war. Lastly, you will include a propaganda poster
that encourages people in your country to help the war effort. All of these items should be stapled together, with the
grading rubric on the top. This project will be due on _____________.
You will write from the perspective of a soldier from: __________________________
You will write journal entries about the following events:
1.
2.
3.
4.
5.
6.
An entry from just before the war began. Include background information about your character. Who is he? Does he
have a family? How old is he? How does your character feel about the tension in Europe? (You may discuss the
assassination of Franz Ferdinand in your entry if you wish.)
An entry on why you entered the war. Was your nation taken over by another power? Are you allied with another
nation? Also describe one form of propaganda that influenced you to become a soldier.
An entry on trench warfare. Using a specific battle, describe what life was like in the trenches. What kind of weapons
were being used? How did you sleep? How did you eat? Did you see others getting killed? How did that affect you?
How do you feel about the war now? (This will be closer to a page.)
An entry from when the U.S. entered the war. How do you feel about the U.S. entering the war? Will it help or hurt
your side? (This will be more of a paragraph than ½ page.)
An entry on the end of the war. Where were you when you heard about the armistice? How did it make you feel?
What do you plan to do when you get home?
An entry on the Treaty of Versailles. How do you feel about this treaty? Do you feel it was fair? Do you want to
punish Germany, or do you want to forgive them?
For the Propaganda Poster:
Design a poster that encourages people to support the war effort. This poster can either encourage men to
enlist as soldiers or can tell women and children what they can do to support the war. This must have a slogan, a
graphic, and specific things people can do to help. This may be done on the computer or drawn by hand. On the back
of your poster, please address the following questions:
1.
2.
3.
4.
Describe the symbols used in this poster.
What basic value(s) is this poster trying to portray?
Define your feelings and impressions when you view this poster.
How effective is this poster?
For the Map:
Label all of the countries on your map. Next, shade in all of the countries that were in the Triple Entente,
and, in a different color, shade in the countries in the Triple Alliance. (For the country that switches sides, color it
with both colors.) As you write your journal entries, put a number on the map showing where your character is
during each entry (for instance, for entry 1, write a 1 on the map where your person lives). After you have all 6
numbers, connect them starting at 1 and going through number 6.
Teaching with Primary Sources
Illinois State University
Name ________________
Period________
World War I Trenches Scavenger Hunt
1. What were methods used to remove lice?
2. a. What did the army do to try to stop the soldiers from getting lice?
b. Why didn’t it work?
3. What were symptoms of trench fever?
4. What was another name for lice hunting?
5. What two things attracted rats to the trenches?
6. How many offspring can a pair of rats produce in a year?
7. Which part of the body would the rats eat first?
8. How did soldiers use bacon to bait rats?
9. How many men were evacuated for trench foot and rheumatism?
10. How many Allied casualties were actually sustained in the trenches?
11. How large could brown rats grow?
12. How long did it take to recover from Trench Fever?
13. What caused trench foot?
14. List the 4 stages of the trench cycle.
15. What was the morning hate?
16. Why was an unofficial truce adopted during breakfast?
17. Why was movement restricted until nightfall?
18. Name two tasks performed in No Man’s Land.
19. Name 4 things that contributed to the appalling smell of the trenches.
20. How many men were under the following units:
section under a lance corporal:
battalion under a major:
division under a major general:
21. Name 2 types of training given to soldiers in France.
22. Name 5 things placed in soldiers’ packs.
23. What was the minimum weight of these packs?
24. How many soldiers were in the frontline at any one time?
25. How many men were required to keep the Lewis gun in action?
26. The machine gun had the fire power of how many riflemen?
27. What were estaminets?
28. What was the only permitted address on letters and parcels?
29. Name 7 types of equipment soldiers had to use in the trenches and carry into battle.
World War I Webquest
You may use any useful website to help you answer these questions. Some of the dates will be different depending on which site you use—
just choose a set of dates from one of the websites.
Marne
Verdun
Somme
Gallipoli
Ypres
1.
1.
2.
2.
Dates
3.
Location
What
happened?
How many
dead/injured?
Why
important?
1.
1.
2.
2.
3.
New Technology in World War I
Research 4 new weapons used in WWI—read about how they were used and think about why they would be important to the war effort.
Weapon 1
Weapon 2
What is it?
How does it
work?
What battle
was it used
in?
Why was it
important?
What was “Big Bertha”? Who used it, and why was it so effective?
Weapon 3
Weapon 4
Additional Handouts
The following can be found at the National Archives:
1. Document Analysis Worksheet from the National Archives
http://www.archives.gov/education/lessons/worksheets/
2. Photograph Analysis Worksheet from the National Archives
http://www.archives.gov/education/lessons/worksheets/
3. Political Cartoon Analysis Worksheet from the National Archives
http://www.archives.gov/education/lessons/worksheets/