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Book V: World War I to Great Depression
Unit 1: World War I
Lesson 1: Causes of World War I
Topic Overview:
The assassination of Archduke Franz Ferdinand may have been a public cause
of World War I, but the nations of Europe were already on the path to war for more
complex reasons. Imperialism, Militarism, Nationalism, and a complex system of
alliances all greatly contributed to the outbreak of WWI.
Activity Overview:
In this recreation simulation students will simulate the inflammatory political
activity that led to WW I led to the so-called “Great War.” They will do activities that
symbolize militarism, alliances, imperialism, and nationalism.
Germany
France
Teacher
Russia
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Objectives:
1. Students will be able to define nationalism, imperialism, militarism and alliances as
causes of WW I.
2. Students will be able to recognize the global political conditions that led to WW I.
Setup:
1. Arrange 3 stations for 3 teams.
2. At each country’s station place a roll of tape, a pair of scissors for each student,
markers, the country flag, scrap paper, and a device to play CD’s.
3. Label the classroom walls with the included region titles (one name to a wall): Africa,
Asia, Middle East, and South Pacific.
4. Make a score board grid for team points on the board or an overhead transprency.
5. Cut out the Alliances Cards.
Materials:
1. 3 CD players
2. 3 rolls of tape
3. 6 sets of colored pencils or markers
4. Large pile of scrap paper
5. World War I Causes Worksheet and Key (p. 7-8)
6. Geographic Region Titles (p.9-10)
7. Alliance Cards (p.11)
8. Country flags (p.12-14)
9. Imperialism Overhead (p.15)
10. National Anthem CD’s (addendum)
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Activity in Detail:
1. Divide the class evenly into three teams: Germany, France, and Russia. Have them
each report to their respective stations.
2. Explain to students that they will be recreating the events that led to WW I by acting
as a country and engaging in 3 competitions.
3. Competition 1: Nationalism
The team who can sing or hum their anthem the loudest wins.
a. Students begin memorizing their country’s national anthem so that they can
sing or hum it in competition. They only need to learn the first few seconds of
their anthem.
b. Give the teams 2-3 minutes to practice their anthems.
c. Each group will probably try to play their CD louder than the other groups.
Allow this to encourage participation. Help them bolster the “nationalistic”
saying things such as, “France sounds pretty good.”
d. Hold the competition with groups singing simultaneously.
e. Award points to the best team: 1st - 5, 2nd - 3, 3rd - 1.
4. Competition 2: Imperialism
Part 1: The team that can make the most flags in 2 minutes and can claim the most
geographic regions on the walls with their flags wins (e.g. win two out of four
geographic regions). You may put your flag on top of another country’s flag.
a. Students make as many color replicas of their country flag as possible. One
flag is a ¼ of a piece of paper.
b. Call out current leaders during the competition. For example: “Germany has
more flags in Africa,” and “France is leading in the South Pacific!”
c. Call out remaining time in this competition periodically. Allow students to tear
down flags of other countries or try to block others from putting up their flags,
although do not share this idea out loud (remember that the overall goal of
this activity is to build frustration between countries.
d. Keep the competition close by secretly equalizing the score so that all teams
are motivated to continue.
e. Award points. Split points in case of a tie: 1st - 5, 2nd - 3, 3rd - 1.
5. Competition 3: Militarism
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This competition has two parts. Simultaneously, the group that can create the
most armies and the longest connected strip of paper in 2 minutes wins.
Points
will be awarded separately to the winner of both competitions.
a. Armies and the long strip of paper are made from their flags taped on the
walls. One army is a thumb-sized ball of paper made from their flags. The
long strip of paper must be connected with tape and each piece of paper must
touch.
b. While students are producing armies, go to each group and read their
Alliance Card to them in a secretive huddle. Quickly explain that role.
c. After 2 minutes, have group members count their own armies while other
group members bring the long strips to the front of the room to compare.
d. Ask each team to report their total number of armies. Record these numbers
on the chalkboard. Students may lie, and that can be debriefed as
propaganda at the end. Award points.
e. Choose the longest strip and award points.
6. Remind students about the Alliance Cards.
7. Announce the overall winner. This will start the “war.” Control the chaos as papers
(armies) fly.
8. For clean-up, award participation points for a 1 minute classroom clean-up.
9. Begin the debriefing process by handing out the WW I Causes Worksheet.
Debriefing:
1. Explain that the goal of the competition was to create frustration and animosity
among teams.
2. Help students complete columns 1 and 2 on the Worksheets.
3. Use the following dialogue to discuss how each cause could lead to war:
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a. Nationalism:

How would other countries respond to a country that said it is “#1?”

What might countries do to prove their superiority?

How in this activity did you try to prove you were superior?
b. Imperialism:

What happened when you tried to take over the same areas?

Explain that the race for territory occurred worldwide.

Show the Imperialism Overhead.
c. Militarism:

How does having a large military affect the balance of power?

What could one do with a large army?

Explain that many European countries tried to increase their military strength
by fielding large armies and producing powerful weapons, such as Germany’s
“Big Bertha” cannon.
d. Alliances:

What happened in class when one country started to throw their paper?

Explain to students that frustration increased as the system of alliances
became increasingly more complex. The explosive situation was set ablaze
with a spark that started a chain reaction of conflict. The spark was the
assassination of Archduke Franz Ferdinand.
4. Show that the 4 causes comprise the acronym “MAIN.”
Assessment:
1. World War I Causes Worksheet
2. Essay Question: What were the causes of WWI?
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World War I Causes Worksheet
Causes of
WW I
Definitions
Class Activity
How could this
lead to war?
Nationalism
Imperialism
Militarism
Alliances
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World War I Causes Worksheet Key
Causes of
Definitions
Class Activity
WW I
Nationalism
How could this
lead to war?
Devotion to the
Sang your
Each country
interests of one’s
country’s
wants to be
nation or having
national
better than each
pride in one’s
anthem
other
One nation taking
Put flags on
Nations will clash
over a weaker
geographic areas over dominance
country
Imperialism
nation to exercise
of lucrative areas
control over it
Militarism
Alliances
Aggressive military
Made paper balls Desire to use
preparation;
and a large strip
army to spread
exalting the military
of paper to
nationalistic
ideal: building a
symbolize
ideals
military culture
military buildup
A close association
Agreed to help
If only two
of nations or other
another country
countries start
groups, formed to
in counterattack
fighting, many
advance common
with paper balls
are pulled in as
interests or causes
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Geographic Region Titles
AFRICA
___________
MIDDLE
EAST
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Geographic Region Titles
SOUTH
PACIFIC
___________
ASIA
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Alliance Cards
CARD 1: GERMANY
After the teacher announces the overall winner, gather all
your armies and throw them at the French team.
____________________________________________________________
CARD 2: RUSSIA
If you see France attack Germany, throw all your armies at
the German team.
____________________________________________________________
CARD 3: FRANCE
If you are attacked by the German team, retaliate by
throwing all your armies at them.
_______________________________________
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France
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WW I Russia
(for this flag students only have to copy, the yellow, white, blue, and red parts)
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WW I Germany
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Imperialism Overhead
© 2000, W. W. Norton & Company, used with permission.
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