The United States of America
WWI
Centennial
WWI a hundred years later and we still remember the “Great War” and
its lasting impact on our world culture and lives.
Miami-Dade County Public Schools
Department of Social Sciences
THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA
Ms. Perla Tabares Hantman, Chair
Dr. Martin S. Karp, Vice-Chair
Dr. Dorothy Bendross-Mindingall
Ms. Susie V. Castillo
Mr. Carlos L. Curbelo
Dr. Lawrence S. Feldman
Dr. Wilbert “Tee” Holloway
Dr. Marta Pérez
Ms. Raquel A. Regalado
Julian Lafaurie
Student Advisor
Mr. Alberto M. Carvalho
Superintendent of Schools
Mrs. Maria L. Izquierdo, Chief Academic Officer
Office of Academics and Transformation
Dr. Maria P. de Armas, Assistant Superintendent
Curriculum and Instruction, K-12 Core Curriculum
Mr. Robert C. Brazofsky, Executive Director
Department of Social Sciences
Content
 An Overview of the Causes and Effects of WWI
 WWI Centennial Commission

Web Links - Additional Background Information on WWI
 Web Links-Lesson Plans and Classroom Activities
 Specific Florida Standards and Benchmarks Addressed
Overview of WWI
European tensions were trigged by the assassination of Archduke Franz
Ferdinand, the heir to the throne of the Austro-Hungarian Empire which
leads Germany to invade Belgium and France. World War I officially will
begin on July 28, 1914 when Austria-Hungry declared war on Serbia. The
world’s first real global conflict, the “Great War” as it was called placed
the Central Powers of Germany, Austria-Hungary and the Ottoman
Empire against the Allied Forces of Great Britain the United States, France,
Russia, Italy and Japan. The United States tried to remain neutral
throughout the conflict but, several events will force the nation into the
War. Events leading to U.S. intervention in the war: the sinking of the
Lusitania, a British passenger liner; unrestricted German submarine
warfare; and the Zimmerman note, which revealed a German plot to
provoke Mexico to war against the United States. Millions of American
men were drafted, and congress created a War Industries Board to
coordinate production and a National War Labor Board to unify labor
policy. World War I destroyed four empires-German, Austro-Hungarian,
Ottoman, and Romanov and created more world conflicts like colonial
revolts in the Middle East and Vietnam. 65 million troops were mobilized
during the war, 8 million troops died and 21 million troops were wounded.
58,000 British soldiers were lost on first day at the Battle of the Somme.
New battle techniques like trench warfare, chemical weapons and machine
guns made the losses even greater. By 1918, German Citizens were striking
and demonstrating against the war. The British navy blocked German
Ports, which meant that thousands of Germans were starving and the
economy was collapsing. In addition, the Germany navy suffered a major
mutiny. After the German Emperor Kaiser Wilhelm II abdicated on
November 9th 1918, the leaders of both sides met at Compiegne, France.
The Peace Armistice was on November 11th. In 1919, the Treaty of
Versailles officially ended the War. The Treaty required that Germany
accept full responsibility for causing the war; make reparations to some
Allied countries, surrender some of its territory to neighboring countries,
surrender its African colonies; and limit the size of its military.
Adapted from:
Kidskonnect-Overview of WWI
Kidzworld-Overview of WWI
Socialstudiesforkids-Overview of WWI
100 Years Ago
World War I—called the "Great War" until the world learned that there would be more than one such
war in the twentieth century—was the first total war of the modern period. The participants, unprepared
for the long and bloody conflict that ensued after the summer of 1914, scrambled to mobilize their
manpower and industry to prosecute the war. All searched for a decisive military victory. Instead,
dramatic and largely unforeseen changes in warfare quickly followed one another, in the end altering
both Europe and the larger Western culture that it represented. Although the bloody conflict finally
ended with an armistice in November 1918, it cast a long politico-military shadow over the decades that
followed.
The United States reluctantly entered Europe's "Great War" and tipped the balance to Allied victory. In
part the nation was responding to threats to its own economic and diplomatic interests. But it also wanted,
in the words of President Woodrow Wilson, to "make the world safe for democracy." The United States
emerged from the war a significant, but reluctant, world power.
Under unprecedented government direction, American industry mobilized to produce weapons,
equipment, munitions, and supplies. Nearly one million women joined the workforce. Hundreds of
thousands of African Americans from the South migrated north to work in factories.
Two million Americans volunteered for the army, and nearly three million were drafted. More than
350,000 African Americans served, in segregated units.
For the first time, women were in the ranks, nearly 13,000 in the navy as Yeoman (F) (for female) and in the
marines. More than 20,000 women served in the Army and Navy Nurse Corps. The first contingent of the
American Expeditionary Force (AEF), commanded by General John J. Pershing reached France in June,
but it took time to assemble, train, and equipped a fighting force. By spring 1918, the AEF was ready, first
blunting a German offensive at Belleau Wood. The Americans entered a war that was deadlocked.
Opposing armies were dug in, facing each other in trenches that ran nearly 500 miles across
northern France—the notorious western front. Almost three years of horrific fighting resulted in huge
losses, but no discernable advantage for either side. American involvement in the war was decisive.
Within eighteen months, the sheer number of American "doughboys" added to the lines ended more than
three years of stalemate. Germany agreed to an armistice on November 11, 1918.
Two million men in the American Expeditionary Force went to France. Some 1,261 combat veterans—and
their commander, General Pershing—were awarded the Distinguished Service Cross, the nation's secondhighest award for extraordinary heroism. Sixty-nine American civilians also received the award.
To learn even more about the Great War, click on the "History" button on the front page.
Link: World War I Centennial
One Century later a panel discussion of enduring the influence of the “Great War” the panel welcomed a
public audience and the event was webcast live to the nation on the World War One Centennial
Commission web site.
Web Links - Additional Background Information on WWI
More on WWI the “Great War” and its lasting impact on our world culture and lives can be found on the
following websites:
Brain Pop
Animated video for students with complete explanation of: On how
technological advances, trench warfare and other new war tactics caused
immense tragedy and how the outcome of the war still affects our lives today.
In addition, the site has student activities and interactive quizzes on WWI.
Brain Pop
Nationl On this site you can find primary sources, interactive photos,
WWI WWI time-line and online database. -National WWI Museum
Museum
Watch View twelve videos on WWI: World War I an overview, Weapon innovations,
And
End of WWI, American Military Forces, German Military Forces, WWI
Learn Veterans. Lusitania, Causes of World War I, Battle of Jutland, Trench Warfare, and
USA Participation in WWI, WWI Peace Treaties, and World War I -Watch
and Learn
WWI This site has firsthand accounts of life and death during the
Document
First World War. Primary Sources, like letters from soldiers and government
Archives
reports -WWI Document Archive
The History
On the History Channel site you can find videos, documentaries and lesson
Channel plans on WWI. -The History Channel
Shmoop On Shmoop you can find an Analytical overview, timeline, leaders of the war and
student activities and lessons -Shmoop
In addition:
You can find new science and technology developed by scientist during
WWI-Shmoop Science and Technology
How
On this site you will find information on the sinking of the Lusitania one of
Stuff
the causes of United States involvement in WWI. It also, covers some of the
Works major concepts and events related to the start of the First World War. It has a
featured video on the Battle of Belleau Wood the battle took place in June
and was the second important engagement by the United States troops in
World War I. -How Stuff Works
Ncpedia On this site you can find information about technological advances during WWI and
how those advances still affect us today. -Ncpedia
Links to Lesson Plans and Classroom Activities
1. Teaching with Documents the Lesson Plan: The Zimmermann
Telegram: In this lesson students will learn how to decode a
message, will cover geography, and will understand the influence
of the Zimmermann telegram over U.S. involvement in WWI. In
addition, they will answer two essential questions using the
information from the Zimmermann Telegram. The students will
understand what geographical advantages Germany would have
gained by having Mexico join them in the war effort and Japans
role in the issue.
2. The Legacy of the Great War: In this lesson students will learn how
the map of Europe changed as a result of the end of World War I
and the signing of the Versailles Treaty. Students will investigate
how the re-drawing of the map of Europe by the Big Four helped
sow the seeds for the rise of Adolf Hitler and after the Allied
victory in World War II, led to the Cold War. They will learn how
the end of the Cold War led to a period of “ethnic cleansing” and
realignment of various groups in central and Eastern Europe in the
1990s and they will speculate on the future of political systems and
national alignment in Europe in the early part of the 21st Century.
3. World War I: What Are We Fighting For Over There?: In this
lesson student will be able to utilize varied primary sources to
develop a cohesive, comprehensive and historically accurate
picture of the World War I era; analyze the historical impact of
World War I on the U.S. home front. Students will be able to
answer the following essential questions: What can be learned
about the American character from the manner, by which the
United States mobilized, prepared and participated in a world
war? Were the political and military goals of the Great War worth
the staggering loss of human life and social disruption? And how
does the unfolding of World War I foreshadow the role of the
United States as a prominent world power of the twentieth
century?
NGSSS-SS Benchmarks/Florida Standards for 9th grade Supported by the Lessons
Florida Standards Focus Standard:
LAFS.910.WSHT.1.2 Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
Content Benchmarks:
SS.912.W.6.4: Describe the 19th and early 20th century social and political reforms and reform
movements and their effects in Africa, Asia, Europe, the United States, Caribbean, and Latin America.
SS.912.W.6.5: Summarize the causes, key events, and effects of the unification of Italy and Germany.
SS.912.W.6.6: Analyze the causes and effects of imperialism.
SS.912.W.7.1: Analyze the causes of World War I including the formation of European alliances and the
roles of imperialism, nationalism, and militarism.
SS.912.G.2.1: Identify the physical characteristics and the human characteristics that define and
differentiate regions.
SS.912.G.2.2: Describe the factors and processes that contribute to the differences between developing
and developed regions of the world.
SS.912.G.2.3: Use geographic terms and tools to analyze case studies of regional issues in different parts of
the world that have critical economic, physical, or political ramifications.
SS.912.G.4.1: Interpret population growth and other demographic data for any given place.
SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull factors contributing to human
migration within and among places.
SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration both on the place of origin
and destination, including border areas.
SS.912.G.4.7: Use geographic terms and tools to explain cultural diffusion throughout places, regions, and
the world
SS.912.G.4.9: Use political maps to describe the change in boundaries and governments within continents
over time.
SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the
preservation and diffusion of culture.
SS.912.W.1.1: Use timelines to establish cause and affect relationships of historical events.
SS.912.W.1.6: Evaluate the role of history in shaping identity and character
Skill Benchmarks:
SS.912.G.1.1: Design Maps using a variety of technologies based on descriptive data to explain physical
and cultural attributes of major world regions.
SS.912.G.1.2: Use spatial perspective and appropriate geographic terms and tools, including the Six
Essential Elements, as organizational schema to describe any given place.
SS.912.G.1.3: Employ applicable units of measurement and scale to solve simple locational problems using
maps and globes.
SS.912.H.1.3: Relate works in the arts to various cultures.
SS.912.W.1.2: Compare time measurement systems used by different cultures.
SS.912.W.1.3: Interpret and evaluate primary and secondary sources.
SS.912.W.1.4: Explain how historians use historical inquiry and other sciences to understand the past.
SS.912.W.1.5: Compare conflicting interpretations or schools of thought about world events and
individual contributions to history (historiography).
NGSSS-SS Benchmarks/Florida Standards for 11th grade Supported by the Lessons
Florida Standards:
LAFS.1112.RH.3.7 Integrate and evaluate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Content Benchmarks:
SS.912.A.4.5: Examine causes, course, and consequences of United States involvement in World War I.
SS.912.A.4.6: Examine how the United States government prepared the nation for war with war measures
(Selective Service Act, War Industries Board, war bonds, Espionage Act, Sedition Act and Committee of
Public Information).
SS.912.A.4.7: Examine the impact of airplanes, battleships, new weaponry and chemical warfare in
creating new war strategies (trench warfare, convoys).
SS.912.A.4.8: Compare the experiences Americans (African Americans, Hispanics, Asians, women,
conscientious objectors) had while serving in Europe
SS.912.A.4.9: Compare how the war impacted German Americans, Asian Americans, African Americans,
Hispanic Americans, Jewish Americans, Native Americans, women, and dissenters in the United States.
SS.912.A.4.10: Examine the provisions of the Treaty of Versailles and the failure of the United States to
support the League of Nations.
SS.912.A.4.11: Examine key events and peoples in Florida history as they relate to United States history
Skill Benchmarks:
SS.912.A.1.1: Describe the importance of historiography, which includes how historical knowledge is
obtained and transmitted, when interpreting events in history.
SS.912.A.1.2: Utilize a variety of primary and secondary sources to identify author, historical significance,
audience, and authenticity to understand a historical period.
SS.912.A.1.3: Utilize timelines to identify the time sequence of historical data.
SS.912.A.1.4: Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be
used to interpret the significance of time periods and events.
SS.912.A.1.5: Evaluate the validity, reliability, bias, and authenticity of current events and Internet
resources.
SS.912.A.1.6: Use case studies to explore social, political, legal, and economic relationships in history.
SS.912.A.1.7: Describe various socio-cultural aspects of American life including arts, artifacts, literature,
education, and publications.
SS.912.G.1.2: Use spatial perspective and appropriate geographic terms and tools, including the Six
Essential Elements, as organizational schema to describe any place.
SS.912.G.1.3: Employ applicable units of measurement and scale to solve simple local and national
problems using maps.
SS.912.G.2.1: Identify the physical characteristics and the human characteristics that define and
differentiate regions.
SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull factors contributing to human
migration within and among places.
SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration both on the place of origin
and destination, including border areas.
SS.912.H.1.1: Relate works in the arts (architecture, dance, music, theatre, and visual arts) of varying styles
and genre according to the periods in which they were created.
SS.912.H.1.3: Relate works in the arts to various cultures.
The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment
and educational programs/activities and strives affirmatively to provide equal opportunity for all as
required by:
Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or
national origin.
Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the
basis of race, color, religion, gender, or national origin.
Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.
Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the
basis of age with respect to individuals who are at least 40.
The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to
women and men performing substantially equal work in the same establishment.
Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.
Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with
disabilities in employment, public service, public accommodations and telecommunications.
The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12
weeks of unpaid, job-protected leave to "eligible" employees for certain family and medical reasons.
The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of
pregnancy, childbirth, or related medical conditions.
Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national
origin, marital status, or handicap against a student or employee.
Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination
because of race, color, religion, sex, national origin, age, handicap, or marital status.
Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - Prohibits discrimination
against employees or applicants because of genetic information.
Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section
295.07 (Florida Statutes), which stipulate categorical preferences for employment.
In Addition:
School Board Policies 1362, 3362, 4362, and 5517 - Prohibit harassment and/or discrimination against
students, employees, or applicants on the basis of sex, race, color, ethnic or national origin, religion,
marital status, disability, genetic information, age, political beliefs, sexual orientation, gender, gender
identification, social and family background, linguistic preference, pregnancy, and any other legally
prohibited basis. Retaliation for engaging in a protected activity is also prohibited.
Rev. (05-12)