World War I – The Great War
US History II – 9-12
The purpose of this unit plan is to immerse students in the study of World War One within the World History curriculum. This will include experiencing the Great War
from the perspectives of the various stakeholders, including empires, countries, nations, political leaders, soldiers and civilians. Students will examine the ways in which
World War One changed the world geographically, economically, militarily, diplomatically, and politically. In addition, students will consider the nature of war and the
value of nationalism. The work in this unit will mostly focus on the causes and effects of World War I, per the Massachusetts state curriculum frameworks. Student
assessment will culminate in a simulation of the meeting at Versailles during which the treaty to end the war was designed.
It is assumed heading into this unit that students in world history courses will be knowledgeable about the concepts of imperialism and nationalism, as well as examples
of each. This unit is designed to provide students with the framework for understanding the most essential aspects of World War One through a world history lens,
keeping in mind that in most world history survey courses teachers will not have a great deal of time to allot to this topic. In the state frameworks, World War One is part
of the larger topic “The Great Wars: 1914-1945,” without its own designated heading.
Massachusetts Department of Elementary and Secondary Education
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Table of Contents
Unit Plan ……………………………………………………………………………………………..…………………………………………………..… p. 3
Lesson 1 …………………………………………………………………………………………………………………………..………….………….…. p. 9
Lesson 2 ………………………………………………………………………………………………………………………………..…….…………..… p. 13
Lesson 3 ………………………………………………………………………………………………………………………………………………….… p. 18
Resources and CEPA ………………………………………………………………..………………..……………………………………………….. p. 23
Massachusetts Department of Elementary and Secondary Education
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Stage 1 Desired Results
ESTABLISHED GOALS
Massachusetts History and Social Science
Curriculum Framework 2003:
WHII.17 Describe the relative importance of
economic and imperial competition, Balkan
nationalism, German militarism and aggression, and
the power vacuum in Europe due to the declining
power of the Russian, Austrian, and Ottoman
Empires in causing World War I. (H, E)
WHII.18 Summarize the major events and
consequences of World War I. (H, E)
A. physical and economic destruction
B. the League of Nations and attempts at
disarmament
C. the collapse of the Romanov dynasty and the
subsequent Bolshevik Revolution and Civil War in
Russia*
D. post-war economic and political instability in
Germany*
E. the Armenian genocide in Turkey*
F. the unprecedented loss of life from prolonged
trench warfare
*These standards will not be taught in detail in this unit,
but teachers should supplement content as they see fit.
Transfer
Students will be able to independently use their learning to…
1. Analyze and resolve conflicts in order to work and live cooperatively with others.
2. Critically appraise historical and contemporary claims and decisions.
UNDERSTANDINGS
Students will understand that…
Meaning
ESSENTIAL QUESTIONS:
1. International conflicts usually occur due to
multiple factors including some combination of
competition over resources, territorial disputes, and
divisions based on ideology, religion, ethnicity, and
national identity.
1. What is the value of war?
What’s worth fighting for?
War: Is it (ever) worth it?
2. Why do international conflicts occur?
3. How should nations seek to resolve international
2. War is difficult to assess and judgments about the conflict and how can they establish conditions for
lasting peace?
value of war are based on perspective.
3. Nations can seek to resolve conflict through
peaceful diplomacy and/or military engagement.
4. Lasting peace is difficult to attain, but the most
successful peace treaties are designed by all
stakeholders.
Massachusetts Department of Elementary and Secondary Education
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Massachusetts Curriculum Framework for
English Language Arts and Literacy, 2011:
SL.9-10.4 Present information, findings, and
supporting evidence clearly, concisely, and logically,
such that listeners can follow the line of reasoning
and the organization, development, substance, and
style are appropriate to purpose, audience, and
task.
RST.9-10.1 Cite specific textual evidence to support
analysis of primary and secondary sources,
attending to such features as the date and origin of
the information.
RST.9-10.2 Determine the central ideas or
information of a primary or secondary source;
provide an accurate summary of how key events or
ideas develop over the course of the text.
Students will know…
Acquisition
Students will be skilled at…
1. WWI was caused by imperialism, Balkan
nationalism, German militarism and aggression, and
attempts to preserve the imperial balance of power.
2. Industrial weaponry and trench warfare led to
unprecedented loss of life as well as physical and
economic destruction.
3. United States entry into WWI changed the
course of the war and led to a vital role for President
Wilson in brokering the peace.
1. Analyzing primary sources to identify main ideas,
and recognize perspective and purpose.
2. Using context clues to sequence historical
events.
3. Assuming a historical perspective and making
relevant arguments.
4. Germany eventually sought an armistice due to
the strains of protracted warfare and the promise of
a balanced peace as outlined in Wilson’s 14 Points
proposal.
5. The Treaty of Versailles brought a contentious
end to WWI, especially in Germany, thus sowing the
seeds of World War II.
6. Key Terms: Central Powers, Allied Powers,
Schlieffen Plan, Western/Eastern Front, unrestricted
submarine warfare, trench warfare, total war,
stalemate, armistice, diplomacy, Woodrow Wilson,
14 Points, Treaty of Versailles, League of Nations
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Stage 2 - Evidence
Evaluative Criteria
Historically Accurate
Well Crafted
Revealing and informative
Good Detail
Mechanically sound
Historically Accurate
Well Crafted
Revealing and informative
Good Detail
Mechanically sound
Assessment Evidence
CURRICULUM EMBEDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS):
Students will take on various perspectives and “recreate” the meeting at Versailles to determine the end of
war treaty. In groups of four, students will assume one of four perspectives from the “Big Four” who met at
Versailles and outlined most of the final treaty. Students will prepare context appropriate talking points,
meet and discuss those points, and draft a treaty. Students will then compare their treaty to the actual
treaty and reflect on the similarities and differences. GRASPS.
See CEPA (PT) document for more details.
OTHER EVIDENCE:
1. Product of “Matrix” choice of assignments from Causes lesson.
2. Write a diary entry or poem from the perspective of a soldier OR B. Create an image that captures the
nature of the warfare, new technologies and soldier experience of WWI. ***dependent upon lesson
development
3. Create a timeline that captures the key steps leading to U.S. entry into WWI.
4. Create a political cartoon arguing for German surrender in 1918.***dependent upon lesson
development
5. APPARTS chart analysis of Wilson’s 14 Points.
6. Test/Quiz: Key vocabulary and events of WWI
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Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
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




Pre-assessment, Preview & Introduction
Causes of WWI
Nature of the warfare / scope & scale
U.S. entry into war and effect
Factors that led to German surrender
14 Points
Paris Peace Conference simulation
1.
Pre-assessment, preview & introduction, including initial answers to essential questions as well a look at the final task (see more detailed lesson plan):
 War: What is it good for?
o Lyrics: http://www.oldielyrics.com/lyrics/edwin_starr/war.html
o Song with video of lyrics: http://www.youtube.com/watch?v=-dKAX7Jp8wo&feature=endscreen&NR=1
 Students engage in a competition and the winning team gets to decide class seating / homework duties / class chores duties and then reflect on the idea of the winners
determining the peace treaty.
 Practice perspective activity (use celebrities or something). Can combine with A by doing a charades activity…
 Students answer essential Qs.
 Students define academic vocab for the unit (treaty/diplomacy/etc) and attempt to define “world war” and discuss connections to today.
2.
Causes of WWI lesson (see more detailed lesson plan):
 Crime scene opener – brainstorm the process of crime solving, connect to the “clues of history” and figuring out the past
 Analysis of WWI “crime scene” evidence: WWI casualty chart, political cartoon of alliances, political cartoon of powder keg, map of the world in 1914, chart of military
spending in the years leading up to 1914
 Explanation of 4 MAIN (militarism, alliances, imperialism, nationalism) background causes of WWI
 Three minute pause: recap causes, consider blame, reference evidence
 Consider primary sources and their value
 Analysis of two more primary sources: newspaper article (British report on assassination of Franz Ferdinand) and diplomatic cable (British response to German violation
of Belgian neutrality)
 Identification of the declarations of war by the major European belligerents
 “Matrix” choice of assignments – short essay, radio broadcast, political cartoon, timeline
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3.
a.
b.
c.
Lesson on the weapons of WWI and the nature of the warfare (choose from the options below, all are not necessary):
 Using a map of Europe in 1914, have the students draw and label the following front lines: Western Front, Eastern Front, Italian Front and Turkish Front (TR:
http://www.pbs.org/greatwar/maps/index.html)
 Present the Schlieffen Plan as act of German Aggression (TR: http://www.historylearningsite.co.uk/schlieffen_plan.htm and/or
http://www.firstworldwar.com/features/plans.htm)
 Analyze an image of a WWI battlefield and trench and lead a discussion about the development of this style of warfare. Have students predict the positive and negative
effects of fighting in a trench (TR: http://www.pbs.org/greatwar/)
 Students examine images and readings related to the technology and weaponry used to fight WWI. Also includes images and writings depicting life in the trenches. (TR:
http://www.pbs.org/greatwar/) and the mechanics of “going over the top” and actually fighting in the trenches (TR: http://www.pbs.org/greatwar)
 Read poem depicting life in the trenches (Dolce Et Decorum Est, Flanders Field) (TR:http://www.pbs.org/greatwar/chapters/ch4_voices2.htmland/orpart or all of Chapter
6 of “All Quiet on the Western Front” and/or show scenes from Gallipoli
 Present the lack of progress countries made on the front lines between 1914 and 1917. Introduce the following key terms: Stalemate and War of Attrition.
 Have students mark on their maps the movement of the front lines between 1914 and 1917, before the US entry into the war.
 Students will analyze a piece of government propaganda and discuss how the use of propaganda led to a total war (TR:
http://www.firstworldwar.com/posters/index.htm).
Assessment: Students write a diary entry or poem from the point of view of a soldier fighting in the trenches during WWI (must use key terms and must reference propaganda).
Optional Assessment: Writing Prompt: If you were an 18 year old ______ (insert nationality (ex: German)), just out of high school, would you volunteer to go fight in WWI? Why or
why not?
*Revisit Essential Questions at this point? ( at teacher discretion)
4.
Lesson on United States entry into World War I (see more detailed lesson plan)
 Neutrality opener: is it smart policy to stay neutral during fights?
 Primary source analysis reintroduction and analysis of Wilson quote A
 Skills of paraphrasing and sequencing
 Paraphrasing of quotes
 Sequencing of quotes
 Observation of other groups’ sequencing and reevaluation of own
 Correct sequencing identified and reviewed
 Deeper inquiry into one quote/step
 Timeline summation of steps to war for the U.S.
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5.
6.
7.
8.
9.
Lesson on the end of WWI - (TR: http://www.pbs.org/greatwar/chapters/ch3_collapse.html)
 U.S. impact – morale and military
 Have students mark on their maps the movement of the front lines between 1917 – 1918 (TR: http://www.pbs.org/greatwar/). 2nd battle of the Marne
 Another look at chart of casualties
 Analyze an image of Ypres before and after the war
 Close reading of Wilson’s 14 Points and estimated reaction from German (and other) perspectives (see more detailed lesson plan)
CEPA (PT): Simulation of Paris Peace Conference negotiations among the Big Four (see more detailed lesson plan)
 Analysis of the image of the Big Four at the Paris Peace Conference as an introduction to the CEPA Big Four negotiation simulation.
 CEPA simulation
 Comparison of CEPA work to actual clauses of the Treaty of Versailles
Outcomes of WWI and the unit
 Revisit Essential Qs
 Reflect on knowledge
 Reflect on skills
Additional reading: The Armenian Genocide: (TR:http://news.bbc.co.uk/2/hi/6045182.stm)
 Task: Students will write a letter to their Senator under the imagined scenario that the U.S. is on the verge of entering another multinational war. What is your advice
based on the evidence of WWI?
 Task: In small groups (3-5), students will choose one essential question from the unit and create a persuasive product arguing the group’s answer to that question.
Choices may include a poster, a flier, a pamphlet, a podcast…
 Task: In small groups (3-5), students will create a newspaper or conduct a newscast on the Great War using the GRASPS framework. This project will include a
message from their government, a news article on the signing of the Treaty of Versailles, an editorial from the point of view of their newspaper or station, and the
following interviews:
o A Soldier and his family
o A Military General
o A Leader of a nation
Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe Used with Permission
July 2012
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Lesson 1 – Is War Ever Worth It?
Brief Overview: Introduction to World War I vocabulary, key understandings and political figures.
Prior Knowledge Required: Review of unit goals and vocabulary handout
Estimated Time: 60-90 minutes
Resources for Lesson: One-page unit goals handout, vocabulary handout.
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Content Area/Course: US History II
Unit: WWI – The Great War
Time (minutes): 60-90
Lesson: Is war ever worth it?
Overview: Introduction and pre-assessment.
By the end of this lesson students will know and be able to:
1. Thoughtfully discuss the unit’s essential questions and key understandings.
2. Define and accurately use some of the foundational vocabulary needed for
discussing World War One in an academic manner.
3. Engage in a study of World War One with a solid understanding of what the unit is
all about and where the unit is heading.
Essential Question(s) addressed in this lesson:
1. What is the value of war? What’s worth fighting for? War: Is it (ever) worth it?
2. Why do international conflicts occur?
3. How should nations seek to resolve conflict and how can they establish conditions
for a lasting peace?
Standard(s)/Unit Goal(s) to be addressed in this lesson (type each
stardard/goal exactly as written in the framework):
WHII.17 Describe the relative importance of economic and imperial competition,
Balkan nationalism, German militarism and aggression, and the power vacuum in
Europe due to the declining power of the Russian, Austrian, and Ottoman Empires in
causing World War I. (H, E)
WHII.18 Summarize the major events and consequences of World War I. (H, E)
A. physical and economic destruction
B. the League of Nations and attempts at disarmament
C. the collapse of the Romanov dynasty and the subsequent Bolshevik Revolution
and Civil War in Russia*
D. post-war economic and political instability in Germany*
Massachusetts Department of Elementary and Secondary Education
E. the Armenian genocide in Turkey *
F. the unprecedented loss of life from prolonged trench warfare
*These standards will not be taught in detail in this unit, but teachers should supplement
content as they see fit.
SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely,
and logically, such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
RST.9-10.1 Cite specific textual evidence to support analysis of primary and
secondary sources, attending to such features as the date and origin of the
information.
RST.9-10.2 Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of how key events or ideas develop over the
course of the text.
Instructional Resources/Tools (list all materials needed for this lesson):
1. One-Page Unit Goals handout
2. Pre-assessment and initial vocabulary handout
Anticipated Student Preconceptions/Misconceptions
Students may have stronger background knowledge about World War Two and
confuse the two world wars. Students might lack basic vocabulary needed to
understand key concepts (see pre-assessment and initial vocab. handout).
Instructional Tips/Strategies/Suggestions:
1A is an optional activity if teachers want to bring more visuals into the introduction.
Teacher may also decide to only use one or two of the images provided or to find
others. Also, if the provided images are indeed used, the teacher will need to be
prepared for the possibility of having to guide students in the analytical thinking
necessary to connect these images (esp. the maps) to the essential questions.
Pre-Assessment
Initial answers to unit’s essential questions.
Completion and revisions of pre-assessment and initial vocabulary work.
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Lesson Sequence
1. Play song “War” written by Norman Whitfield and Barrett Strong, performed by
Edwin Starr (originally written about the Vietnam War):
http://www.youtube.com/watch?v=-dKAX7Jp8wo&feature=endscreen&NR=1
Ask students to interpret the message of the song and to respond with their opinions.
Introduce Essential Question #1.
1A. Optional: show images of WWI positive and negative outcomes:
Devastation:
a. http://www.flandersfieldsmusic.com/images/ww1photos_clip_image001.jpg
(death in the trenches)
b. http://www.museumsyndicate.com/images/3/27727.jpg
(destruction in Ypres, Belgium)
c. http://3.bp.blogspot.com/-0iUvyfhQE_I/TpAx9Obp9I/AAAAAAAATXQ/aYI8CLEAv7c/s400/wwi-picture-4.jpg
(machine guns and gas masks)
Positives:
a.
http://2.bp.blogspot.com/_J9WU85iRdtM/SQmtVcWBeI/AAAAAAAAFV0/ungfG4NCJaY/s400/Armisticio+de+la+I+Guerra+Mundial
.jpg
(war over – newspaper headlines)
b.
http://www.nationalarchives.gov.uk/pathways/firstworldwar/maps/map_imag
es/Europe1914.gif
(map of Europe 1914)
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c.
http://www.nationalarchives.gov.uk/pathways/firstworldwar/maps/map_imag
es/Europe1918.gif
(map of Europe 1919)
Can also use:
http://news.bbc.co.uk/2/shared/spl/hi/europe/04/changing_borders/html/1900.stm
(interactive map of Europe – many phases, the long view of the map of Europe 19002000)
2. Introduce the other Essential Questions for the unit, ask students to give their initial
answer to each in writing. Students then pair-share answers and teacher leads brief
whole class discussion, letting students know that these questions will be returned to
multiple times during the unit.
3. Students then read and mark up the Goals handout that gives an overview of all
the key aspects of the unit in terms of skills, questions to consider, understandings,
knowledge, and assessments.
4. Students have the opportunity to ask the teacher questions about the unit.
Teachers can highlight aspects as they see fit, but should make sure that all students
see and understand the final assessment (peace conference simulation) that will be
the culmination of the unit.
5. Students take 10 multiple choice question Pre-assessment (see attached).
6. Students complete 10 term Initial Vocabulary chart. HW: Teachers may choose to
use this as an in-class activity or may choose to have students complete the
vocabulary work as HW.
7. Students practice perspective taking: have each student write down the name of a
famous contemporary person on a small piece of paper and put those papers in a
“hat”. Have students form groups of four, then have each student pick a name out of
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the hat. Students must take on the persona of that person and get one of their group
members to accurately guess who they are portraying.
Discuss perspective taking / role playing and revisit the planned CEPA.
Extended Learning/Practice (homework)
Student writing assignment:
1. Make historical inferences and predictions about World War One.
2. Summarize what is understood about the unit already, where it is heading, and
what will be expected of them.
Review outcomes of this lesson:
1. Basics about WWI
2. Important initial vocabulary
3. Overall goals for the unit
4. Focus on perspective taking and role playing
Preview outcomes for the next lesson:
Specific causes of WWI
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Lesson 2 – Causes of WWI
Brief Overview: This lesson delves deeper into the causes of WWI
Prior Knowledge Required: Students should have an understanding of the events that occurred before 1914.
Importantly, students should have studied the development of nationalism (especially Italian and German Unification),
the industrial revolution and Imperialism in Africa. Students should also have a background in dealing with primary and
secondary sources and know the difference between the two.
Estimated Time: 2-3 hours
Resources for Lesson (located in Resources section):
Document 1, Document 2, Document 3, Document 4, Document 5, Document 6, Frayer Model, Organizer, Choice Matrix
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Content Area/Course: US History II
Cite Specific textual evidence to support analysis of primary and secondary sources,
Unit: WWI – The Great War
attending to such features and the date and origin of the information
Time: 2-3 hours total
Determine the central ideas or information of a primary or secondary source; provide
Lesson: Causes of WWI
an accurate summary of how key events or ideas develop over the course of the text.
By the end of this lesson students will know and be able to:
Use primary and secondary sources to develop an argument on the primary causes
of WWI. Students will be able to describe and analyze the causes of the First World
War.
Define the, following terms Militarism, Alliances, Imperialism, Nationalism.
Demonstrate ability to analyze primary sources in order to establish factors leading to
the First World War.
Cite textual evidence to support a claim.
Compare the point of view of two or more authors for how they treat the same or
similar topics, including which details they include and emphasize in their respective
accounts
Write arguments focused on discipline-specific content
Instructional Resources/Tools (list all materials needed for this lesson):
Students would benefit from having access to some of the following:
Smart board, Projector
Laptop/ PC access
Provide an accurate summary of an event.
Anticipated Student Preconceptions/Misconceptions
Essential Question(s) addressed in this lesson:
Background knowledge: Students may have weaknesses in their general content
knowledge leading up to the events of 1914 – Especially the importance of the
Balkans and the Ottoman Empire’s decline.
During the lesson:
Vocabulary.
How to analyze primary/ secondary sources.
Identifying Point of View/ Bias
Why do nations wage war?
Is war ever inevitable?
What is the best source of information about the past?
Standard(s)/Unit Goal(s) to be addressed in this lesson (type each
stardard/goal exactly as written in the framework):
WHII.17 Describe the relative importance of economic and imperial competition,
Instructional Tips/Strategies/Suggestions:
Balkan nationalism, German militarism and aggression and the power vacuum in
Students who need some extra scaffolding could be provided with the following
prompts:
Europe due to the declining power of the Russian, Austrian, and Ottoman Empires in
1. Immediate actions at the crime scene
causing World War I
2. Actions to find the perpetrator
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3. Actions to understand motives and confirm perpetrator
4. Details you will need to collect for a successful prosecution
This activity can be supported with a discussion on the job of a historian and the
different ways we can learn about the past.
Students should also have a background in dealing with primary and secondary
sources. Importantly students should know the difference between the two.
Information for Teacher:
For students who would benefit from more pointed/ framed focus on the table
consider the questions below:
This lesson is likely to need multiple class periods to complete, depending on the
length of class periods at given schools, teachers should be prepared with planned
cutoff points for each day and, perhaps, homework assignments to continue or build
on the overall lesson
1. Which 2 countries mobilized the largest armies?
Lesson Sequence:
2. Which 2 countries suffered the most deaths?
Do Now / hook
Teacher should provide the students with the following scenario
You are a homicide detective in NY City and have just arrived at a murder scene. You
are tasked with investigating the crime, finding the guilty party, establishing a motive
and building a case so that a guilty verdict can be achieved in court. List the steps
you would have to take in order to achieve each of these goals.
3. The chart refers to the “British Empire” - What does this mean?
4. Why can this be considered a crime scene?
Also teachers can use an edited version on the document showing only 6 countries.
To accommodate all learners groups should be balanced by the teacher.
Struggling learners can be given a copy of appendix 1. This will provide an outline for
the initial report.
Accelerated students can be guided to the following website where they can research
numerous diplomatic cables leading up to, and following the outbreak of war in 1914.
http://net.lib.byu.edu/estu/wwi/1914m/gooch/300-320.htm
Students could be given an organizer (attached) as needed.
Pre-Assessment
How do we investigate the past?
What students need to know and are able to do coming into this lesson
(including language needs):
Students should have an understanding of the events that occurred before 1914.
Importantly, students should have studied the development of nationalism (especially
Italian and German Unification), the industrial revolution and Imperialism in Africa.
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Opening
Teachers should present the following as the “crime scene.”
In the same way that detectives investigate and solve crimes, historians investigate
our past and resolve questions of cause and effect. In this unit you will be playing the
role of a detective charged with investigating the crime of WWI, determining
responsibility, motive and building a case against the accused.
Step 1: Crime Scene
You have arrived at the crime scene. Your first job is to understand exactly what it is
that you see. Your crime scene can be found here:
http://www.pbs.org/greatwar/resources/casdeath_pop.html
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To analyze the crime scene students should analyze the WWI Casualty and Death
Chart. (Document 1) Students can use any number of strategies to help them
understand the data contained in the table.
Teachers can choose to model analysis of this document. Students will work in
groups for the second set of documents then by themselves for the eye-witness
reports and the secondary sources. This will fit nicely with the Gradual release
framework
Step 2: Clues at the Crime Scene
Using Think/Write/Pair/Share protocol students will answer the following question
What are the clues of history? How can we learn about the past?
Students will be split into groups (ideally 4 students in a group). The group’s task is to
examine the clues and write an initial report from the “Crime Scene”. The report
should present ONLY “facts” that the students can extract from the clues.
The clues are attached to the end of this lesson. They are marked documents 2 – 4.
Document 2: Political Cartoon
Document 3: Map of the world in 1914
Document 4: Chart of military spending up to 1914
Students can use marking up the text/ document strategies to help them with their
analysis.
Step 2: Background Research
Students should research the background causes of WWI
Students can use almost any World or U.S. history textbook to do this. Students
should have notes on the following:




Militarism/ Arms racing
Alliances
Imperialism
Nations
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*Presenting the causes in this order allows for students to remember the acronym,
the MAIN causes of the first world war.
The chart below is just one way students could organize their notes.
Cause
Definition
Characteristics / Details
Militarism
Alliances
Imperialism
Nationalism
3 minute Pause: What factors led to the outbreak of the First World War? Who if
anyone is to blame? Why? – Use Evidence from the text
Eye-witnesses
1. Define - Eye-witness
2. Assess - the strengths and weaknesses of a report from an eye witness?
These questions will serve as a launching point on the definition and value of primary
sources to historians.
There are two documents that will serve as eye-witness accounts as to the causes of
WW1
Document 5: Guardian Newspaper 1914
Document 6 Diplomatic cable(s)
3 minute pause – What factors led to the outbreak of the First World War? Who if
anyone is to blame? Why? – Use Evidence from the text. Did your views change from
reading the previous documents? Why? Why not?
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Step 4: Chronology: Outbreak of WWI
Students should use their textbook, or an online resource to construct a basic
chronology of the outbreak of WWI. Students should try to focus on declarations of
war.
Each term could be defined by using a frayer model (attached).
Formative assessment:
Teacher to “Check –in” throughout the course of the lesson.
3 minute pause – What factors led to the crime of WWI? Who if anyone is to blame?
Why? (Must cite evidence from 2 or more of the documents.)
Summative Assessment: Choice Matrix (attached)
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Lesson 3 – US Entry into WWI
Brief Overview: This lesson explores why the US entered into WWI using primary source document analysis and
student inquiry.
Prior Knowledge Required: Students should be familiar with the causes of WWI, the two sides fighting each other, and
the nature of the warfare. Students should also have at least a brief familiarity with the fact that the United States had
not declared its full entry into World War One before 1917.
Estimated Time: 2-3 hours. This lesson is likely to need multiple class periods to complete, depending on the length of
class periods at given schools, teachers should be prepared with planned cutoff points for each day and, perhaps,
homework assignments to continue or build on the overall lesson.
Resources for Lesson: Quote documents (6) at the end of the unit. Vocabulary list. Links provided within the lesson
sequence.
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Content Area/Course: US History II
Unit: WWI – The Great War
Instructional Resources/Tools (list all materials needed for this lesson):

Time: 2-3 hours total
Lesson: US Entry into WWI
Overview: Students will use primary source documents to explore why, how and
when the US entered into WWI, and create a timeline of events.
By the end of this lesson students will know and be able to:
1. Identify and explain the steps leading to U.S. entry into World War One.
2. Analyze and evaluate the decision by the United States government to declare war
on Germany and enter WWI.
3. Determine sequencing based on historical analysis and context clues.
Essential Question(s) addressed in this lesson:
Does war bring about progress?
Standard(s)/Unit Goal(s) to be addressed in this lesson:
WHII.17 Describe the relative importance of economic and imperial competition,
Balkan nationalism, German militarism and aggression, and the power vacuum in
Europe due to the declining power of the Russian, Austrian, and Ottoman Empires in
causing World War I. (H, E)
WHII.18 Summarize the major events and consequences of World War I. (H, E)
A. physical and economic destruction
B. the League of Nations and attempts at disarmament
C. the collapse of the Romanov dynasty and the subsequent Bolshevik Revolution
and Civil War in Russia*
D. post-war economic and political instability in Germany*
E. the Armenian genocide in Turkey*
F. the unprecedented loss of life from prolonged trench warfare
*These standards will not be taught in detail in this unit, but teachers should supplement
content as they see fit.
Massachusetts Department of Elementary and Secondary Education



Primary source quotes (excerpts) – see provided documents – there are 6
versions of this document:
o Version 1 – More Quotes, Longer Excerpts - key with quotes dated
and in chronological order, with source info and with key for
Version 1A
o Version 1A – More Quotes, Longer Excerpts – no dates or sources,
Jumbled order for sequencing work
o Version 2 – More Quotes, Shorter Excerpts - key with quotes dated
and in chronological order, with source info and with key for
Version 2A
o Version 2A - More Quotes, Shorter Excerpts – no dates or sources,
Jumbled order for sequencing work
o Version 3 – Fewer Quotes, Longer Excerpts - key with quotes
dated and in chronological order, with source info and with key for
Version 3A
o Version 3A – Fewer Quotes, Longer Excerpts - no dates or
sources, Jumbled order for sequencing work
Vocabulary list – see document provided
http://www.youtube.com/watch?v=tP8p1uD3-Cg - 7:30 min video,
discusses American neutrality early on…only use first 4:45
http://www.youtube.com/watch?v=x_FAOk4uMp8&feature=fvwrel - 10
min History channel video on “Secrets of WWI” focused on US
involvement, though told by a British narrator - can start this first part (its
1 of 5) at 1:30 - which discussed the need for US help in 1917 - but SHOULD
start at 3:30 which starts w Princip assassination of Ferdinand or could also
just play 8:15 to 9:33 for American neutrality but with economic ties to
allies...
Anticipated Student Preconceptions/Misconceptions:
Background knowledge: Students may not have strong background knowledge about
the relationship between the U.S. and Mexico – including the Mexican-American War
and American intervention in the Mexican Revolution. Students may not have strong
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background knowledge in terms of different types of government and economic
systems that would shed light on U.S. ties to the Allies during WWI.
During the lesson: Students’ greatest struggles will likely come when attempting to
decode the formal, sophisticated language of some of the primary source quotes
used. Strategies are provided for how to combat this issue.
Instructional Tips/Strategies/Suggestions:
Students should be familiar with the causes of WWI, the two sides fighting each
other, and the nature of the warfare. Students should also have at least a brief
familiarity with the fact that the United States had not declared its full entry into World
War One before 1917.
*This lesson will come in toward the middle of the overall unit, in between looking at
the nature of warfare during WWI and the key reasons that Germany sought an
armistice in 1918, one of which was the impact that the United States had on the
course of the war.
What students need to know and are able to do coming into this lesson
(including language needs):
Students should be familiar with the causes of WWI, the two sides fighting each
other, and the nature of the warfare. Students should also have at least a brief
familiarity with the fact that the United States had not declared its full entry into World
War One before 1917.
*This lesson will come in toward the middle of the overall unit, in between looking at
the nature of warfare during WWI and the key reasons that Germany sought an
armistice in 1918, one of which was the impact that the United States had on the
course of the war.
Information for Teacher:
Time spent on #s 3, 4, 6, & will depend on the skill level of the students and how
much prior work has been done in terms of analyzing primary sources, including
documents, quotes or speech excerpts
Massachusetts Department of Elementary and Secondary Education
#5 is optional and may help auditory learners, ELLs, and other students that might
need more support to complete this activity.
#6 May be modified to include dates and have the overall focus of this lesson be
changed to only analysis of the primary source quote excerpts and not focus on
figuring out sequencing
#6 There are different versions of the quote excerpts available and then there is a
second version of each with the quotes “jumbled” out of sequence:
1&1A. More quotes (13 (A-M)) and longer excerpts
2&2A. More quotes (13 (A-M)) and shorter excerpts
3&3A. Fewer quotes (7 (A-G)) and longer excerpts
Teachers may choose which set to use. See accompanying documents.
#6 Teachers may also provide visual representations of the main idea for 5 or 6 of the
quotes/steps to war for ELLs or other students in need of visual support. Teachers
may also consider using computer program (Microsoft Word?) to read some or all
quotes to students,or teacher may read some quotes and/or have students read
some quotes aloud.
#16: Timeline creation: Students will create a visual timeline to summarize and
synthesize what they have learned. Some available resources:
 How to create a timeline in Microsoft Word 2010:
http://www.microsoft.com/education/en-us/teachers/how-to/Pages/creatingtimeline.aspx
 Time-toast - free online timeline builder
http://www.timetoast.com/
 Dipity – free online timeline builder
http://www.dipity.com/
OR, students may, of course, create their timelines “the old-fashioned way”
Lesson Sequence
1. Opener: Is staying neutral during fights a smart policy? Explain your answer
thoroughly. Think-write-pair-share. Follow up: Was the United States being
smart by staying neutral during World War I? Think-write-pair, then perhaps
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take some responses whole-class, but allow this question to linger and
revisit it when appropriate.
2. Show 1914 Wilson quote on neutrality – quote A from accompanying
document – and have students read and paraphrase its main idea. Wait to
discuss.
3. Introduce lesson; using quotes to understand the process by which America
went from declaring neutrality to declaring war during WWI. Tell students
that they will be presented with other quotes to analyze, but that these
quotes will not be in chronological order – that part of this lesson’s work is to
develop deeper analytic skills in terms of being able to infer sequence.
Reference specific lesson objectives.
4. Model analysis of Wilson quote from 1914 speech to Congress (quote A) or
show exemplar student analysis. Students re-read the quote and edit their
original attempt to paraphrase. Students pair-share this work and then class
agrees on paraphrasing of Wilson quote. Conclude with brief class
discussions of American neutrality at the start of WWI (content) and the
process of paraphrasing and sequencing quotes, including how they will go
about the identification of confusing or new vocabulary, use of context clues,
etc. (skill)
5. Optional: show the first 4:45 of the following video that gives an overview of
the steps to U.S. entry, which would help the students be better prepared for
quote activity: http://www.youtube.com/watch?v=tP8p1uD3-Cg
6. Students are provided with additional quotes ((B-M) or (B-G)) – without
dates attached (ideally, but not necessarily) – and instructed to first only
focus on paraphrasing each one to garner understanding of the main idea.
Students attempt this individually. Then students pair up to share their work
on the quotes – students should be instructed to start by discussing those
which they had the most trouble deciphering. Pairs can then become fours
at teacher discretion.
7. Teacher leads brief whole class discussion, checking in with pairs/fours to
assess and confirm understanding of quotes, especially most challenging
ones (perhaps those that are originally labeled B, F, G, H, I, K in the key for
longer list)
Massachusetts Department of Elementary and Secondary Education
8. Students then return to pairs (different pairs at teacher discretion) in order to
attempt sequencing. Attempt to come to consensus on a sequence for the
quotes, given that A is #1.
9. Pairs then become fours (different groupings at teacher discretion) and try to
agree on sequence.
10. Carousel activity: fours use poster/easel paper to post their sequences
(using #s and letters, for example: 1.A, 2.F, etc) around the room for other
groups to visit – one student from each group stays by their group list in
order to explain the group rationale while all others circulate to view other
lists. This position can be rotated so that all students get a chance to walk
around and talk to other groups.
11. Students return to their groups of four and have 5-10 minutes to reconsider
and edit their sequence – can use books, internet, phones; any resources.
12. Brief debriefing on the process: how do we feel about our lists right now?
How did the process go? Class discussion of the process – positives,
challenges, etc. Teacher may choose to have students reflect in their
notebooks.
13. Return to the content: Teacher brings up one group’s sequence poster to the
front of the room or positions self near one and leads an attempt at a class
consensus of the sequence, while discussing the historical steps that led the
U.S. into WWI. Teacher ensures that all students make note of the correct
sequence in their notes – presenting the exact dates at the end for students
to attach to each.
14. Students reread the quotes in correct sequence in order to get a good feel
for the actual course of events. In two to three paragraphs, students then
summarize the steps that brought the U.S. into WWI and may be asked to
evaluate American leadership throughout the process from neutrality to the
declaration of war and the decision to declare war. Students should also be
asked to revisit the Opener on neutrality.
15. In their groups of four, students then each choose one quote that they will
look further into in an inquiry-based investigation. Can share conclusions
from these investigations the next day.
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16. Formative assessment: Timeline creation: students will summarize and
synthesize their new knowledge by creating a visual timeline of the key
steps that led the U.S. from neutrality to war during World War I.
Preview outcomes for the next lesson:
This lesson will then lead to a look at the impact of the U.S. on the fighting of WWI
and the reasons that Germany soon sought the armistice that ended the warfare.
*see additional materials for more information
Summative Assessment:
Formative assessment:
Timeline: students will create a timeline capturing the key steps leading the United
States from declaring neutrality in 1914 to declaring war in 1917.
*See accompanying directions, rubric, and resources.
Each activity should have some scaffolding involved in order to check for student
understanding. Students will be assessed based on individual work, contributions to
pairs and small groups, and whole class discussions. Class and home work should
also be collected to check for understanding.
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Lesson Resources
&
Curriculum Embedded Performance Assessments (CEPA)
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Name ________________________________
Date _______________ Period ___
World War One: Unit Goals
 Transfer skills: Students will be able to independently use their learning to…
T1. Analyze and resolve conflicts in order to work and live cooperatively with others.
T2. Critically appraise historical and contemporary claims and decisions.
 Essential Questions: Students will keep considering…
Q1. What is the value of war?
 What’s worth fighting for?
 War: is it (ever) worth it?
Q2. Why do international conflicts occur?
Q3. How should nations seek to resolve international conflict and how can they establish conditions for lasting peace?
 Understandings: Students will understand that:
U1. International conflicts usually occur due to multiple factors including some combination of competition over
resources, territorial disputes, and divisions based on ideology, religion, ethnicity, and national identity.
U2. War is difficult to assess and judgments about the value of war are based on perspective.
U3. Nations can seek to resolve conflict through peaceful diplomacy and/or military engagement.
U4. Lasting peace is difficult to attain, but the most successful peace treaties are designed by all stakeholders.
 Knowledge: Students will know that…
K1. WWI was caused by imperialism, Balkan nationalism, German militarism and aggression, and attempts to preserve
the imperial balance of power.
K2. Industrial weaponry and trench warfare led to unprecedented loss of life as well as physical and economic
destruction.
K3. United States entry into WWI changed the course of the war and led to a vital role for President Wilson in brokering
the peace.
K4. Germany eventually sought an armistice due to the strains of protracted warfare and the promise of a balanced
peace as outlined in Wilson’s 14 Points proposal.
K5. The Treaty of Versailles brought a contentious end to WWI, especially in Germany, thus sowing the seeds of World
War II.
K5. Key Terms: Central Powers, Allied Powers, Schlieffen Plan, Western/Eastern Front, unrestricted submarine warfare,
trench warfare, total war, stalemate, armistice, diplomacy, Woodrow Wilson, 14 Points, Treaty of Versailles, League of
Nations
 Skills: Students will be skilled at…
S1. Analyzing primary sources to identify main ideas, and recognize perspective and purpose.
S2. Using context clues to sequence historical events.
S3. Assuming a historical perspective and making relevant arguments.
 Assessment: Students will show their learning by…
A1. Writing an essay, creating a radio broadcast, drawing a political cartoon or creating a timeline about the causes of
WWI.
A2. Writing a journal entry or letter home from the perspective of a soldier during WWI.
A3. Creating a timeline explaining the steps that led the United States to enter WWI.
A4. Completing an APPARTS chart analyzing Woodrow Wilson’s 14 Points Speech.
A5. Participating in a simulation of the Paris Peace Conference by taking on a historical perspective and engaging in
negotiations.
Massachusetts Department of Elementary and Secondary Education
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WWI Vocabulary
1. Nationalism: pride in one’s country
2. Militarism (arms race): a competition between countries to see who can
create the most powerful weapons.
3. System of Alliances: when many alliances are made at the same time.
4. Imperialism: building an empire by taking over other countries.
5. Colonies: a country or a region whose government is controlled by another
distant country.
6. Empire: a group of nations, territories or people ruled by a single authority,
especially an emperor or empress
7. Trigger: an event that creates an immediate reaction.
8. Cause: an event or events that over time lead to a reaction.
9. Alliance: an agreement between countries to help each other in time of
need.
Massachusetts Department of Elementary and Secondary Education
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Document 1: The Crime Scene
One way to understand the violence and slaughter that occurred in the Great War is to examine the number of casualties and deaths. Exact figures are still in dispute,
because of different definitions used each category, the questionable accuracy of the recording system used and the loss or destruction of a number of official
documents. The data in the tables below reflect numbers from several sources and are consistent with most experts' current estimates.
Country
Total Mobilized Forces
Killed
Wounded
Prisoners and Missing
Total Casualties
Casualties as % of
Forces
ALLIED AND ASSOCIATED POWERS
Russia
12,000,000
1,700,000
4,950,000
2,500,000
9,150,000
76.3
British Empire
8,904,467
908,371
2,090,212
191,652
3,190,235
35.8
France
8,410,000
1,357,800
4,266,000
537,000
6,160,800
73.3
Italy
5,615,000
650,000
947,000
600,000
2,197,000
39.1
United States
4,355,000
116,516
204,002
4,500
323,018
7.1
Japan
800,000
300
907
3
1,210
0.2
Romania
750,000
335,706
120,000
80,000
535,706
71.4
Serbia
707,343
45,000
133,148
152,958
331,106
46.8
Belgium
267,000
13,716
44,686
34,659
93,061
34.9
Greece
230,000
5,000
21,000
1,000
27,000
11.7
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Portugal
100,000
7,222
13,751
12,318
33,291
33.3
50,000
3,000
10,000
7,000
20,000
40.0
42,188,810
5,142,631
12,800,706
4,121,090
22,062,427
52.3
11,000,000
1,773,700
4,216,058
1,152,800
7,142,558
64.9
Austria-Hungary
7,800,000
1,200,000
3,620,000
2,200,000
7,020,000
90.0
Turkey
2,850,000
325,000
400,000
250,000
975,000
34.2
Bulgaria
1,200,000
87,500
152,390
27,029
266,919
22.2
TOTAL
22,850,000
3,386,200
8,388,448
3,629,829
15,404,477
67.4
GRAND TOTAL
65,038,810
8,528,831
21,189,154
7,750,919
37,466,904
57.5
Montenegro
TOTAL
ALLIED AND ASSOCIATED POWERS
Germany
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Document 2
Massachusetts Department of Elementary and Secondary Education
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Document 3
Massachusetts Department of Elementary and Secondary Education
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Document 4
Per Capita Expenditures of the Great Powers on Armaments in U.S. Dollars
1870
1880
1890
1900
1910
1914
Great
Britain
3.54
3.46
3.84
12.60
7.29
8.23
France
2.92
4.02
4.66
5.21
6.47
7.07
Russia
1.28
1.50
1.26
1.44
2.32
3.44
Germany
1.28
2.16
2.80
4.06
4.06
8.19
AustriaHungary
1.08
1.70
1.50
1.46
1.68
3.10
Italy
1.38
1.74
2.52
2.34
3.36
3.16
Source: From Europe, 1815-1914, by Gordon A. Craig, 1966.
Massachusetts Department of Elementary and Secondary Education
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Eye Witness Accounts/ Primary Source Documents
Document 5
Clips of a News report from The Guardian newspaper originally published Monday 29th June 1914
“The Austrian Royal house has had enough tragedies in its history, and fate might well have spared it another. It was not to be. The Archduke Francis
Ferdinand, nephew of the Emperor Francis Joseph, and heir to the throne, has been most cruelly murdered at Sarajevo, and his wife, the Duchess
Hohenberg, has shared his fate. Two attempts were made on their lives in the course of the day - a fact that would seem to point to some conspiracy.
What its motives may have been we do not know, nor do they greatly matter. Had the Archduke been a cruel tyrant, and had the records of Austrian
rule in Bosnia been as bad as they have in fact been good, the murder would still have been an abominable crime. “
Document 6
Diplomatic Cable from Sir F. Villers (British minister in Belgium) to Sir Edward Grey (British Foreign Secretary)
(35938) No. 654.
Sir F. Villiers to Sir Edward Grey.
Brussels, August 4, 1914.
D. August 4, 4 P.M.
Tel. (No. 29.)
R. August 5, 12:50 A.M.
I have just received from Minister for Foreign Affairs a note of which following is a literal translation:
"Belgian Government regret to have to inform His Majesty's Government that this morning armed forces of Germany penetrated into Belgian
territory in violation of engagements assumed by treaty. Belgian Government are firmly resolved to resist by all means in their power. Belgium
appeals to Great Britain and France and Russia to co-operate, as guarantors, in defence of her territory.
"There would be concerted and common action with the object of resisting the forcible measures employed by Germany against Belgium and at the
same time of guarding the maintenance for future of the independence and integrity of Belgium.
"Belgium is happy to be able to declare that she will assume defence of her fortified places."
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Massachusetts Department of Elementary and Secondary Education
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Organizer for Lesson 2
Event
Date
Assassination of Archduke Franz Ferdinand
Austria-Hungary declares war on Serbia
Germany declares war on Russia
Germany declares war on France
German Troops enter Belgium
Britain declares war on Germany
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Choice Matrix Assessment (Lesson Two)
Choose 1 (or 2) of the assessments listed below.
Write a short persuasive essay where you
identify the primary cause of WWI. This can
also include identifying a person or nation
that is responsible.
Draw a political cartoon that
represents the causes of WWI. Your
cartoon should include a caption
and a title.
Write and deliver a 5 minute radio
broadcast given to the American public
explaining why war has broken out in
Europe
Develop your chronology of the
events leading up to the outbreak of
WWI into a full time-line with a
description and image for each
event. In your timeline identify which
reason you believe is the most
important factor leading to WWI
Massachusetts Department of Elementary and Secondary Education
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WWI Lesson – US Entry into the War - Difficult Vocabulary from Primary Source
Excerpts
1. neutrality – the policy of not choosing a side during a conflict
2. impartiality – remaining without allegiance to any group
3. curb – slow or limit
4. sentiments - feelings
5. construed - understood
6. merchant vessel – vehicle used for trade
7. belligerent - fighter
8. armament - weapon
9. culminated - resulted
10. solemn - sad
11. diplomatic – part of negotiations between nations
12. vanquished – conquer or control
13. humiliation - embarrassment
14. duress – stress or strain
15. succor - assistance
16. autocracy – controlled by one ruler
Massachusetts Department of Elementary and Secondary Education
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Version 1 (p 1 of 2) – KEY – correct order with dates & sources attached
WWI Quotes: U.S. entry into the war – more quotes, longer excerpts – KEY – correct order with dates
This is Version 1 – may be used as a teacher key for sequencing activity or may be used for students if teacher is
choosing to only work on quote analysis and not sequencing.
If teacher chooses to work on sequencing, use Version 1A with students, and here is the key for version 1A
(jumbled quotes – see version 1A):
1.A (was A), 2.K (B), 3.D (C), 4.G (D), 5.C (E), 6.H (F), 7.B (G), 8.K (H), 9.E (I), 10.L (J), 11.I (K), 12.M (L), 13.F (M)
A. President Wilson to Congress, August 19, 1914: Every man who really loves America will act and speak in the true spirit of
neutrality, which is the spirit of impartiality and fairness and friendliness to all concerned...The United States must be neutral
in fact, as well as in name, during these days that are to try men's souls. We must be impartial in thought, as well as action,
must put a curb upon our sentiments, as well as upon every transaction that might be construed as a preference of one party
to the struggle before another.
http://wwi.lib.byu.edu/index.php/President_Wilson%27s_Declaration_of_Neutrality
B. U.S. Department of State declaration, Sept 19, 1914: A. A merchant vessel of belligerent nationality may carry an armament
and ammunition for the sole purpose of defense without acquiring the character of a ship of war.
http://wwi.lib.byu.edu/index.php/The_US_Statement_on_the_Status_of_Armed_Merchant_Vessels,
C. German declaration, Feb 4, 1915: All the waters surrounding Great Britain and Ireland, including the whole of the English
Channel, are hereby declared to be a war zone. From February 18 onwards every enemy merchant vessel found within this
war zone will be destroyed without it always being possible to avoid danger to the crews and passengers.
http://www.firstworldwar.com/source/germanadmiraltydeclaration.htm
D. President Wilson declaration, Feb 10, 1915: If the commanders of German vessels of war should act upon the presumption
that the flag of the United States was not being used in good faith and should destroy on the high seas an American vessel or
the lives of American citizens, it would be difficult for the Government of the United States to view the act in any other light
than as an indefensible violation of neutral rights.
http://www.firstworldwar.com/source/wilsonwarningfeb1915.htm
E. U.S. Secretary of State William Jennings Bryan to Germany, May 13, 1915: In view of recent acts of the German authorities in
violation of American rights on the high seas which culminated in the torpedoing and sinking of the British steamship Lusitania
on May 7, 1915, by which over 100 American citizens lost their lives, it is clearly wise and desirable that the government of the
United States and the Imperial German government should come to a clear and full understanding as to the grave situation
which has resulted.
http://www.firstworldwar.com/source/bryanlusitaniaprotest.htm
F. President Wilson to Congress, April 19, 1916: ...despite the solemn protest of this Government, the commanders of German
undersea vessels have attacked merchant ships with greater and greater activity, not only upon the high seas surrounding
Great Britain and Ireland, but wherever they could encounter them, in a way that has grown more and more ruthless...unless
the Imperial German Government should now immediately declare and effect an abandonment of its present methods of
warfare against passenger and freight-carrying vessels, this Government can have no choice but to sever diplomatic relations
with the Government of the German Empire altogether.
http://www.firstworldwar.com/source/uboat1916_wilsonspeeech.htm
G. Zimmerman telegram, Germany to Mexico, January 19, 1917: ...we propose an alliance on the following basis with Mexico:
That we shall make war together and together make peace. We shall give general financial support, and it is understood that
Mexico is to reconquer the lost territory in New Mexico, Texas, and Arizona.
http://www.firstworldwar.com/source/zimmermann.htm
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Version 1 (p 2 of 2) – KEY – correct order with dates & sources attached
H. President Wilson to the U.S. Senate, January 22, 1917: ...it must be a peace without victory...Victory would mean peace
forced upon the loser, a victor's terms imposed upon the vanquished. It would be accepted in humiliation, under duress, at an
intolerable sacrifice, and would leave a sting, a resentment...Only a peace between equals can last.
http://www.firstworldwar.com/source/peacewithoutvictory.htm
I. President Wilson 2nd Inaugural Address, March 4, 1917: We have been obliged to arm ourselves to make good our claim to a
certain minimum of right and of freedom of action. We stand firm in armed neutrality since it seems that in no other way we
can demonstrate what it is we insist upon and cannot forget. We may even be drawn on, by circumstances, not by our own
purpose or desire, to a more active assertion of our rights as we see them and a more immediate association with the great
struggle itself.
http://www.firstworldwar.com/source/wilson1917inauguration.htm
J. President Wilson to Congress, April 2, 1917: With a profound sense of the solemn and even tragic character of the step I am
taking and of the grave responsibilities which it involves, but in unhesitating obedience to what I deem my constitutional duty,
I advise that the Congress declare the recent course of the Imperial German Government to be in fact nothing less than war
against the government and people of the United States; that it formally accept the status of belligerent which has thus been
thrust upon it; and that it take immediate steps not only to put the country in a more thorough state of defense but also to
exert all its power and employ all its resources to bring the Government of the German Empire to terms and end the war.
http://www.firstworldwar.com/source/usawardeclaration.htm
K. U.S. Congressional declaration, April 6, 1917: Whereas the Imperial German Government has committed repeated acts of
war against the Government and the people of the United States of America; Therefore be it Resolved by the Senate and the
House of Representatives of the United States of America in Congress Assembled, that the state of war between the United
States and the Imperial German Government which has thus been thrust upon the United States is hereby formally declared;
and that the President be, and he is hereby, authorized and directed to employ the entire naval and military forces of the
United States and the resources of the Government to carry on war against the Imperial German Government; and to bring the
conflict to a successful termination all of the resources of the country are hereby pledged by the Congress of the United States.
http://www.firstworldwar.com/source/usofficialawardeclaration.htm
L. British Prime Minister David Lloyd George to the American Club of London, April 12, 1917: I am glad not merely because of
the stupendous resources which this great nation will bring to the succor of the alliance, but I rejoice as a democrat that the
advent of the United States into this war gives the final stamp and seal to the character of the conflict as a struggle against
military autocracy throughout the world. That was the note that ran through the great deliverance of President Wilson. The
United States of America have the noble tradition, never broken, of having never engaged in war except for liberty. And this is
the greatest struggle for liberty that they have ever embarked upon. I am not at all surprised, when one recalls the wars of the
past, that America took its time to make up its mind about the character of this struggle...But I don't mind saying that I rejoice
even more in the knowledge that America is going to win the right to be at the conference table when the terms of peace are
being discussed. That conference will settle the destiny of nations - the course of human life - for God knows how many ages.
It would have been tragic for mankind if America had not been there, and there with all the influence, all the power, and the
right which she has now won by flinging herself into this great struggle. I can see peace coming now - not a peace which will be
the beginning of war; not a peace which will be an endless preparation for strife and bloodshed; but a real peace.
http://www.firstworldwar.com/source/usawar_lloydgeorge.htm
M. President Wilson to the American public, April 15, 1918: The entrance of our own beloved country into the grim and terrible
war for democracy and human rights which has shaken the world creates so many problems of national life and action which
call for immediate consideration...There is not a single selfish element, so far as I can see, in the cause we are fighting for. We
are fighting for what we believe and wish to be the rights of mankind and for the future peace and security of the world. To do
this great thing worthily and successfully we must devote ourselves to the service without regard to profit or material
advantage and with an energy and intelligence that will rise to the level of the enterprise itself.
http://www.firstworldwar.com/source/doyourbit.htm
Massachusetts Department of Elementary and Secondary Education
Page 37 of 78
Version 1A – Jumbled quotes (p 1 of 2)
WWI Quotes: U.S. entry into the war
A. President Wilson to Congress: Every man who really loves America will act and speak in the true spirit of
neutrality, which is the spirit of impartiality and fairness and friendliness to all concerned...The United States must
be neutral in fact, as well as in name, during these days that are to try men's souls. We must be impartial in
thought, as well as action, must put a curb upon our sentiments, as well as upon every transaction that might be
construed as a preference of one party to the struggle before another.
(August 19, 1914)
***The rest of these quotes/excerpts are now “jumbled” out of order without dates attached***
B. Zimmerman telegram, Germany to Mexico: ...we propose an alliance on the following basis with Mexico: That we
shall make war together and together make peace. We shall give general financial support, and it is understood
that Mexico is to reconquer the lost territory in New Mexico, Texas, and Arizona.
C. U.S. Secretary of State William Jennings Bryan to Germany: In view of recent acts of the German authorities in
violation of American rights on the high seas which culminated in the torpedoing and sinking of the British
steamship Lusitania on May 7, 1915, by which over 100 American citizens lost their lives, it is clearly wise and
desirable that the government of the United States and the Imperial German government should come to a clear
and full understanding as to the grave situation which has resulted.
D. German declaration: All the waters surrounding Great Britain and Ireland, including the whole of the English
Channel, are hereby declared to be a war zone. From February 18 onwards every enemy merchant vessel found
within this war zone will be destroyed without it always being possible to avoid danger to the crews and
passengers.
E. President Wilson’s 2nd Inaugural Address: We have been obliged to arm ourselves to make good our claim to a
certain minimum of right and of freedom of action. We stand firm in armed neutrality since it seems that in no
other way we can demonstrate what it is we insist upon and cannot forget. We may even be drawn on, by
circumstances, not by our own purpose or desire, to a more active assertion of our rights as we see them and a
more immediate association with the great struggle itself.
F. President Wilson to the American public: The entrance of our own beloved country into the grim and terrible war
for democracy and human rights which has shaken the world creates so many problems of national life and action
which call for immediate consideration...There is not a single selfish element, so far as I can see, in the cause we are
fighting for. We are fighting for what we believe and wish to be the rights of mankind and for the future peace and
security of the world. To do this great thing worthily and successfully we must devote ourselves to the service
without regard to profit or material advantage and with an energy and intelligence that will rise to the level of the
enterprise itself.
G. President Wilson declaration: If the commanders of German vessels of war should act upon the presumption
that the flag of the United States was not being used in good faith and should destroy on the high seas an American
vessel or the lives of American citizens, it would be difficult for the Government of the United States to view the act
in any other light than as an indefensible violation of neutral rights.
H. President Wilson to Congress: ...despite the solemn protest of this Government, the commanders of German
undersea vessels have attacked merchant ships with greater and greater activity, not only upon the high seas
surrounding Great Britain and Ireland, but wherever they could encounter them, in a way that has grown more and
more ruthless...unless the Imperial German Government should now immediately declare and effect an
abandonment of its present methods of warfare against passenger and freight-carrying vessels, this Government
can have no choice but to sever diplomatic relations with the Government of the German Empire altogether.
Massachusetts Department of Elementary and Secondary Education
Page 38 of 78
Version 1A – Jumbled quotes (p 2 of 2)
I. U.S. Congressional declaration: Whereas the Imperial German Government has committed repeated acts of war
against the Government and the people of the United States of America; Therefore be it Resolved by the Senate
and the House of Representatives of the United States of America in Congress Assembled, that the state of war
between the United States and the Imperial German Government which has thus been thrust upon the United
States is hereby formally declared; and that the President be, and he is hereby, authorized and directed to employ
the entire naval and military forces of the United States and the resources of the Government to carry on war
against the Imperial German Government; and to bring the conflict to a successful termination all of the resources
of the country are hereby pledged by the Congress of the United States.
J. U.S. Department of State declaration: A merchant vessel of belligerent nationality may carry an armament and
ammunition for the sole purpose of defense without acquiring the character of a ship of war.
K. President Wilson to the U.S. Senate: ...it must be a peace without victory...Victory would mean peace forced
upon the loser, a victor's terms imposed upon the vanquished. It would be accepted in humiliation, under duress,
at an intolerable sacrifice, and would leave a sting, a resentment...Only a peace between equals can last.
L. President Wilson to Congress: With a profound sense of the solemn and even tragical character of the step I am
taking and of the grave responsibilities which it involves, but in unhesitating obedience to what I deem my
constitutional duty, I advise that the Congress declare the recent course of the Imperial German Government to be
in fact nothing less than war against the government and people of the United States; that it formally accept the
status of belligerent which has thus been thrust upon it; and that it take immediate steps not only to put the
country in a more thorough state of defense but also to exert all its power and employ all its resources to bring the
Government of the German Empire to terms and end the war.
M. British Prime Minister David Lloyd George to the American Club of London: I am glad not merely because of the
stupendous resources which this great nation will bring to the succour of the alliance, but I rejoice as a democrat
that the advent of the United States into this war gives the final stamp and seal to the character of the conflict as a
struggle against military autocracy throughout the world. That was the note that ran through the great deliverance
of President Wilson. The United States of America have the noble tradition, never broken, of having never engaged
in war except for liberty. And this is the greatest struggle for liberty that they have ever embarked upon. I am not
at all surprised, when one recalls the wars of the past, that America took its time to make up its mind about the
character of this struggle...But I don't mind saying that I rejoice even more in the knowledge that America is going
to win the right to be at the conference table when the terms of peace are being discussed. That conference will
settle the destiny of nations - the course of human life - for God knows how many ages. It would have been tragic
for mankind if America had not been there, and there with all the influence, all the power, and the right which she
has now won by flinging herself into this great struggle. I can see peace coming now - not a peace which will be the
beginning of war; not a peace which will be an endless preparation for strife and bloodshed; but a real peace.
Massachusetts Department of Elementary and Secondary Education
Page 39 of 78
Version 2 (p 1 of 2) – KEY – correct order with dates & sources attached
WWI Quotes: U.S. entry into the war – more quotes, shorter excerpts – KEY – correct order with dates
This is Version 2 – more quotes, shorter excerpts – may be used as a teacher key for sequencing activity or may be
used for students if teacher is choosing to only work on quote analysis and not sequencing.
If teacher chooses to work on sequencing, use Version 2A with students, and here is the key for version 2A
(jumbled quotes – see version 2A):
1.A (was A), 2.K (B), 3.D (C), 4.G (D), 5.C (E), 6.H (F), 7.B (G), 8.K (H), 9.E (I), 10.L (J), 11.I (K), 12.M (L), 13.F (M)
A. Wilson, to Congress, August 19, 1914: Every man who really loves America will act and speak in the true spirit of
neutrality, which is the spirit of impartiality and fairness and friendliness to all concerned.
http://wwi.lib.byu.edu/index.php/President_Wilson%27s_Declaration_of_Neutrality
B. U.S. Dept of State declaration, Sept 19, 1914: A. A merchant vessel of belligerent nationality may carry an
armament and ammunition for the sole purpose of defense without acquiring the character of a ship of war.
http://wwi.lib.byu.edu/index.php/The_US_Statement_on_the_Status_of_Armed_Merchant_Vessels,
C. German declaration, Feb 4, 1915: All the waters surrounding Great Britain and Ireland, including the whole of the
English Channel, are hereby declared to be a war zone.
http://www.firstworldwar.com/source/germanadmiraltydeclaration.htm
D. Wilson declaration, Feb 10, 1915: If the commanders of German vessels of war…should destroy on the high seas
an American vessel or the lives of American citizens, it would be difficult for the Government of the United States
to view the act in any other light than as an indefensible violation of neutral rights.
http://www.firstworldwar.com/source/wilsonwarningfeb1915.htm
E. U.S. Secretary of State William Jennings Bryan to Germany, May 13, 1915: …the torpedoing and sinking of the
British steamship Lusitania on May 7, 1915, by which over 100 American citizens lost their lives, it is clear…that the
government of the United States and the Imperial German government should come to a clear and full
understanding as to the grave situation which has resulted.
http://www.firstworldwar.com/source/bryanlusitaniaprotest.htm
F. Wilson to Congress, April 19, 1916: ...unless the Imperial German Government should now immediately
declare…an abandonment of its present methods of warfare against passenger and freight-carrying vessels, this
Government can have no choice but to sever diplomatic relations with the Government of the German Empire
altogether.
http://www.firstworldwar.com/source/uboat1916_wilsonspeeech.htm
G. Zimmerman telegram, Germany to Mexico, January 19, 1917: ...we propose an alliance on the following basis
with Mexico: That we shall make war together and together make peace. We shall give general financial support,
and it is understood that Mexico is to reconquer the lost territory in New Mexico, Texas, and Arizona.
http://www.firstworldwar.com/source/zimmermann.htm
H. Wilson to the U.S. Senate, January 22, 1917: ...it must be a peace without victory...Victory would mean peace
forced upon the loser, a victor's terms imposed upon the vanquished...Only a peace between equals can last.
http://www.firstworldwar.com/source/peacewithoutvictory.htm
Massachusetts Department of Elementary and Secondary Education
Page 40 of 78
Version 2 (p 2 of 2) – KEY – correct order with dates & sources attached
I. Wilson 2nd Inaugural Address, March 4, 1917: We have been obliged to arm ourselves…We stand firm in armed
neutrality…We may even be drawn on…to a more active assertion of our rights as we see them and a more
immediate association with the great struggle itself.
http://www.firstworldwar.com/source/wilson1917inauguration.htm
J. Wilson to Congress, April 2, 1917: …I advise that the Congress declare the recent course of the Imperial German
Government to be in fact nothing less than war against the government and people of the United States; that it
formally accept the status of belligerent which has thus been thrust upon it; and that it take immediate steps not
only to put the country in a more thorough state of defence but also to exert all its power and employ all its
resources to bring the Government of the German Empire to terms and end the war.
http://www.firstworldwar.com/source/usawardeclaration.htm
K. Congressional declaration, April 6, 1917: Whereas the Imperial German Government has committed repeated
acts of war against the Government and the people of the United States of America; Therefore be it Resolved…that
the state of war between the United States and the Imperial German Government which has thus been thrust upon
the United States is hereby formally declared…
http://www.firstworldwar.com/source/usofficialawardeclaration.htm
L. British PM David Lloyd George to the American Club of London, April 12, 1917: I am not at all surprised, when
one recalls the wars of the past, that America took its time to make up its mind about the character of this
struggle...But I don't mind saying that I rejoice even more in the knowledge that America is going to win the right to
be at the conference table when the terms of peace are being discussed.
http://www.firstworldwar.com/source/usawar_lloydgeorge.htm
M. Wilson to the American public, April 15, 1918: The entrance of our own beloved country into the grim and
terrible war for democracy and human rights which has shaken the world creates so many problems of national life
and action which call for immediate consideration...We are fighting for what we believe and wish to be the rights of
mankind and for the future peace and security of the world. http://www.firstworldwar.com/source/doyourbit.htm
Massachusetts Department of Elementary and Secondary Education
Page 41 of 78
Version 2A – Jumbled quotes (p 1 of 2)
WWI Quotes: U.S. entry into the war
A. President Wilson to Congress: Every man who really loves America will act and speak in the true spirit of
neutrality, which is the spirit of impartiality and fairness and friendliness to all concerned.
(August 19, 1914)
***The rest of these quotes/excerpts are now “jumbled” out of order without dates attached***
B. Zimmerman telegram, Germany to Mexico: ...we propose an alliance on the following basis with Mexico: That we
shall make war together and together make peace. We shall give general financial support, and it is understood
that Mexico is to reconquer the lost territory in New Mexico, Texas, and Arizona.
C. U.S. Secretary of State William Jennings Bryan to Germany: …the torpedoing and sinking of the British steamship
Lusitania on May 7, 1915, by which over 100 American citizens lost their lives, it is clear…that the government of
the United States and the Imperial German government should come to a clear and full understanding as to the
grave situation which has resulted.
D. German declaration: All the waters surrounding Great Britain and Ireland, including the whole of the English
Channel, are hereby declared to be a war zone.
E. President Wilson 2nd Inaugural Address: We have been obliged to arm ourselves…We stand firm in armed
neutrality…We may even be drawn on…to a more active assertion of our rights as we see them and a more
immediate association with the great struggle itself.
F. President Wilson to the American public: The entrance of our own beloved country into the grim and terrible war
for democracy and human rights which has shaken the world creates so many problems of national life and action
which call for immediate consideration...We are fighting for what we believe and wish to be the rights of mankind
and for the future peace and security of the world.
G. President Wilson declaration: If the commanders of German vessels of war…should destroy on the high seas an
American vessel or the lives of American citizens, it would be difficult for the Government of the United States to
view the act in any other light than as an indefensible violation of neutral rights.
H. President Wilson to Congress: ...unless the Imperial German Government should now immediately declare…an
abandonment of its present methods of warfare against passenger and freight-carrying vessels, this Government
can have no choice but to sever diplomatic relations with the Government of the German Empire altogether.
I. U.S. Congressional declaration: Whereas the Imperial German Government has committed repeated acts of war
against the Government and the people of the United States of America; Therefore be it Resolved…that the state of
war between the United States and the Imperial German Government which has thus been thrust upon the United
States is hereby formally declared…
J. U.S. Department of State declaration: A. A merchant vessel of belligerent nationality may carry an armament and
ammunition for the sole purpose of defense without acquiring the character of a ship of war.
K. President Wilson to the U.S. Senate: ...it must be a peace without victory...Victory would mean peace forced
upon the loser, a victor's terms imposed upon the vanquished...Only a peace between equals can last.
Massachusetts Department of Elementary and Secondary Education
Page 42 of 78
Version 2A – Jumbled quotes (p 2 of 2)
L. President Wilson to Congress: …I advise that the Congress declare the recent course of the Imperial German
Government to be in fact nothing less than war against the government and people of the United States; that it
formally accept the status of belligerent which has thus been thrust upon it; and that it take immediate steps not
only to put the country in a more thorough state of defense but also to exert all its power and employ all its
resources to bring the Government of the German Empire to terms and end the war.
M. British Prime Minister David Lloyd George to the American Club of London: I am not at all surprised, when one
recalls the wars of the past, that America took its time to make up its mind about the character of this struggle...But
I don't mind saying that I rejoice even more in the knowledge that America is going to win the right to be at the
conference table when the terms of peace are being discussed.
Massachusetts Department of Elementary and Secondary Education
Page 43 of 78
Version 3 – KEY – correct order with dates and sources (p 1 of 1)
WWI Quotes: U.S. entry into the war – fewer quotes, longer excerpts – KEY – correct order
This is Version 3 – fewer quotes, longer excerpts – may be used as a teacher key for sequencing activity or may be used for students if
teacher is choosing to only work on quote analysis and not sequencing.
If teacher chooses to work on sequencing, use Version 3A with students, and here is the key for version 3A (jumbled quotes – see version
3A):
1.A (was A), 2.D (B), 3.G (C), 4.F (D), 5.C (E), 6.B (F), 7.E (G)
A. President Wilson to Congress, August 19, 1914: Every man who really loves America will act and speak in the true spirit of neutrality, which
is the spirit of impartiality and fairness and friendliness to all concerned...The United States must be neutral in fact, as well as in name, during
these days that are to try men's souls. We must be impartial in thought, as well as action, must put a curb upon our sentiments, as well as
upon every transaction that might be construed as a preference of one party to the struggle before another.
http://wwi.lib.byu.edu/index.php/President_Wilson%27s_Declaration_of_Neutrality
B. German declaration, Feb 4, 1915: All the waters surrounding Great Britain and Ireland, including the whole of the English Channel, are
hereby declared to be a war zone. From February 18 onwards every enemy merchant vessel found within this war zone will be destroyed
without it always being possible to avoid danger to the crews and passengers.
http://www.firstworldwar.com/source/germanadmiraltydeclaration.htm
C. U.S. Secretary of State William Jennings Bryan to Germany, May 13, 1915: In view of recent acts of the German authorities in violation of
American rights on the high seas which culminated in the torpedoing and sinking of the British steamship Lusitania on May 7, 1915, by which
over 100 American citizens lost their lives, it is clearly wise and desirable that the government of the United States and the Imperial German
government should come to a clear and full understanding as to the grave situation which has resulted.
http://www.firstworldwar.com/source/bryanlusitaniaprotest.htm
D. Zimmerman telegram, Germany to Mexico, January 19, 1917: ...we propose an alliance on the following basis with Mexico: That we shall
make war together and together make peace. We shall give general financial support, and it is understood that Mexico is to reconquer the
lost territory in New Mexico, Texas, and Arizona.
http://www.firstworldwar.com/source/zimmermann.htm
E. President Wilson to Congress, April 2, 1917: With a profound sense of the solemn and even tragical character of the step I am taking and of
the grave responsibilities which it involves, but in unhesitating obedience to what I deem my constitutional duty, I advise that the Congress
declare the recent course of the Imperial German Government to be in fact nothing less than war against the government and people of the
United States; that it formally accept the status of belligerent which has thus been thrust upon it; and that it take immediate steps not only
to put the country in a more thorough state of defence but also to exert all its power and employ all its resources to bring the Government of
the German Empire to terms and end the war.
http://www.firstworldwar.com/source/usawardeclaration.htm
F. Congressional declaration, April 6, 1917: Whereas the Imperial German Government has committed repeated acts of war against the
Government and the people of the United States of America; Therefore be it Resolved by the Senate and the House of Representatives of the
United States of America in Congress Assembled, that the state of war between the United States and the Imperial German Government
which has thus been thrust upon the United States is hereby formally declared; and that the President be, and he is hereby, authorized and
directed to employ the entire naval and military forces of the United States and the resources of the Government to carry on war against the
Imperial German Government; and to bring the conflict to a successful termination all of the resources of the country are hereby pledged by
the Congress of the United States.
http://www.firstworldwar.com/source/usofficialawardeclaration.htm
G. British Prime Minister David Lloyd George to the American Club of London, April 12, 1917: I am glad not merely because of the stupendous
resources which this great nation will bring to the succour of the alliance, but I rejoice as a democrat that the advent of the United States into
this war gives the final stamp and seal to the character of the conflict as a struggle against military autocracy throughout the world. That was
the note that ran through the great deliverance of President Wilson. The United States of America have the noble tradition, never broken, of
having never engaged in war except for liberty. And this is the greatest struggle for liberty that they have ever embarked upon. I am not at
all surprised, when one recalls the wars of the past, that America took its time to make up its mind about the character of this struggle...But I
don't mind saying that I rejoice even more in the knowledge that America is going to win the right to be at the conference table when the
terms of peace are being discussed. That conference will settle the destiny of nations - the course of human life - for God knows how many
ages. It would have been tragic for mankind if America had not been there, and there with all the influence, all the power, and the right
which she has now won by flinging herself into this great struggle. I can see peace coming now - not a peace which will be the beginning of
war; not a peace which will be an endless preparation for strife and bloodshed; but a real peace.
http://www.firstworldwar.com/source/usawar_lloydgeorge.htm
Massachusetts Department of Elementary and Secondary Education
Page 44 of 78
Version 3A – Jumbled quotes (p 1 of 1)
WWI Quotes: U.S. entry into the war
A. President Wilson to Congress: Every man who really loves America will act and speak in the true spirit of neutrality, which is the spirit of
impartiality and fairness and friendliness to all concerned...The United States must be neutral in fact, as well as in name, during these days
that are to try men's souls. We must be impartial in thought, as well as action, must put a curb upon our sentiments, as well as upon every
transaction that might be construed as a preference of one party to the struggle before another.
(August 19, 1914)
***The rest of these quotes/excerpts are now “jumbled” out of order without dates attached***
B. Congressional declaration: Whereas the Imperial German Government has committed repeated acts of war against the Government and
the people of the United States of America; Therefore be it Resolved by the Senate and the House of Representatives of the United States of
America in Congress Assembled, that the state of war between the United States and the Imperial German Government which has thus been
thrust upon the United States is hereby formally declared; and that the President be, and he is hereby, authorized and directed to employ
the entire naval and military forces of the United States and the resources of the Government to carry on war against the Imperial German
Government; and to bring the conflict to a successful termination all of the resources of the country are hereby pledged by the Congress of
the United States.
C. President Wilson to Congress: With a profound sense of the solemn and even tragical character of the step I am taking and of the grave
responsibilities which it involves, but in unhesitating obedience to what I deem my constitutional duty, I advise that the Congress declare the
recent course of the Imperial German Government to be in fact nothing less than war against the government and people of the United
States; that it formally accept the status of belligerent which has thus been thrust upon it; and that it take immediate steps not only to put
the country in a more thorough state of defense but also to exert all its power and employ all its resources to bring the Government of the
German Empire to terms and end the war.
D. German declaration: All the waters surrounding Great Britain and Ireland, including the whole of the English Channel, are hereby declared
to be a war zone. From February 18 onwards every enemy merchant vessel found within this war zone will be destroyed without it always
being possible to avoid danger to the crews and passengers.
E. British Prime Minister David Lloyd George to the American Club of London: I am glad not merely because of the stupendous resources
which this great nation will bring to the succour of the alliance, but I rejoice as a democrat that the advent of the United States into this war
gives the final stamp and seal to the character of the conflict as a struggle against military autocracy throughout the world. That was the note
that ran through the great deliverance of President Wilson. The United States of America have the noble tradition, never broken, of having
never engaged in war except for liberty. And this is the greatest struggle for liberty that they have ever embarked upon. I am not at all
surprised, when one recalls the wars of the past, that America took its time to make up its mind about the character of this struggle...But I
don't mind saying that I rejoice even more in the knowledge that America is going to win the right to be at the conference table when the
terms of peace are being discussed. That conference will settle the destiny of nations - the course of human life - for God knows how many
ages. It would have been tragic for mankind if America had not been there, and there with all the influence, all the power, and the right
which she has now won by flinging herself into this great struggle. I can see peace coming now - not a peace which will be the beginning of
war; not a peace which will be an endless preparation for strife and bloodshed; but a real peace.
F. Zimmerman telegram, Germany to Mexico: ...we propose an alliance on the following basis with Mexico: That we shall make war together
and together make peace. We shall give general financial support, and it is understood that Mexico is to reconquer the lost territory in New
Mexico, Texas, and Arizona.
G. U.S. Secretary of State William Jennings Bryan to Germany: In view of recent acts of the German authorities in violation of American rights
on the high seas which culminated in the torpedoing and sinking of the British steamship Lusitania on May 7, 1915, by which over 100
American citizens lost their lives, it is clearly wise and desirable that the government of the United States and the Imperial German
government should come to a clear and full understanding as to the grave situation which has resulted.
Massachusetts Department of Elementary and Secondary Education
Page 45 of 78
Treaty of Versailles, June 28, 1919
p. 1 of 2
On June 28,1919, the Allied powers presented the Treaty of Versailles to Germany for signature. There
were 440 articles; the following are the key territorial and political clauses.
The Covenant of the League of Nations:
The high contracting parties, in order to promote international co-operation and to achieve international peace and
security by the acceptance of obligations not to resort to war by the prescription of open, just and honorable relations
between nations by the firm establishment of the understandings of international law as the actual rule of conduct
among Governments, and by the maintenance of justice and a scrupulous respect for all treaty obligations in the
dealings of organized peoples with one another Agree to this Covenant of the League of Nations…
Article 3. The Assembly shall consist of Representatives of the Members of the League. The Assembly shall meet at
stated intervals and from time to time as occasion may require at the Seat of the League or at such other place as may
be decided upon. The Assembly may deal at its meetings with any matter within the sphere of action of the League or
affecting the peace of the world. At meetings of the Assembly each Member of the League shall have one vote, and
may not have more than three Representatives.
Article 8. The Members of the League recognize that the maintenance of peace requires the reduction of national
armaments to the lowest point consistent with national safety and the enforcement by common action of international
obligations. The Council, taking account of the geographical situation and circumstances of each State, shall
formulate plans for such reduction for the consideration and action of the several Governments. Such plans shall be
subject to reconsideration and revision at least every ten years. After these plans shall have been adopted by the
several Governments, the limits of armaments therein fixed shall not be exceeded without the concurrence of the
Council. The Members of the League agree that the manufacture by private enterprise of munitions and implements
of war is open to grave objections. The Council shall advise how the evil effects attendant upon such manufacture
can be prevented, due regard being had to the necessities of those Members of the League which are not able to
manufacture the munitions and implements of war necessary for their safety. The Members of the League undertake
to interchange full and frank information as to the scale of their armaments, their military, naval, and air programs
and the condition of such of their industries as are adaptable to war-like purposes.
Other key provisions of the Treaty:
Article 22. Certain communities formerly belonging to the Turkish Empire have reached a stage of development
where their existence as independent nations can be provisionally recognized subject to the rendering of
administrative advice and assistance by a Mandatory [i.e., a Western power] until such time as they are able to stand
alone. The wishes of these communities must be a principal consideration in the selection of the Mandatory.
Article 42. Germany is forbidden to maintain or construct any fortifications either on the left bank of the Rhine or on
the right bank to the west of a line drawn 50 kilometers to the East of the Rhine.
Article 45. As compensation for the destruction of the coal mines in the north of France and as part payment towards
the total reparation due from Germany for the damage resulting from the war, Germany cedes to France in full and
absolute possession, with exclusive right of exploitation, unencumbered and free from all debts and charges of any
kind, the coal mines situated in the Saar Basin....
Article 49. Germany renounces in favor of the League of Nations, in the capacity of trustee, the government of the
territory defined above.
At the end of fifteen years from the coming into force of the present Treaty the inhabitants of the said territory shall
be called upon to indicate the sovereignty under which they desire to be placed.
Massachusetts Department of Elementary and Secondary Education
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Treaty of Versailles p. 2 of 2
AlsaceLorraine. The High Contracting Parties, recognizing the moral obligation to redress the wrong done by
Germany in 1871 both to the rights of France and to the wishes of the population of Alsace and Lorraine, which were
separated from their country in spite of the solemn protest of their representatives at the Assembly of Bordeaux,
agree upon the following....
Article 51. The territories which were ceded to Germany in accordance with the Preliminaries of Peace signed at
Versailles on February 26, 1871, and the Treaty of Frankfort of May 10, 1871, are restored to French sovereignty as
from the date of the Armistice of November 11, 1918.
The provisions of the Treaties establishing the delimitation of the frontiers before 1871 shall be restored.
Article 119. Germany renounces in favor of the Principal Allied and Associated Powers all her rights and titles over
her overseas possessions.
Article 156. Germany renounces, in favor of Japan, all her rights, title and privileges . . . which she acquired in virtue
of` the Treaty concluded by her with China on March 6, 1898, and of all other arrangements relative to the Province
of Shantung.
Article 159. The German military forces shall be demobilized and reduced as prescribed hereinafter
Article 160. By a date which must not be later than March 31, 1920, the German Army must not comprise more than
seven divisions of infantry and three divisions of cavalry.
After that date the total number of effectives in the Army of the States constituting Germany must not exceed
100,000 men, including officers and establishments of depots. The Army shall be devoted exclusively to the
maintenance of order within the territory and to the control of the frontiers.
The total effective strength of officers, including the personnel of staffs, whatever their composition, must not exceed
four thousand....
Article 231. The Allied and Associated Governments affirm and Germany accepts the responsibility of Germany and
her allies for causing all the loss and damage to which the Allied and Associated Governments and their nationals
have been subjected as a consequence of the war imposed upon them by the aggression of Germany and her allies.
Article 232. The Allied and Associated Governments recognize that the resources of Germany are not adequate, after
taking into account permanent diminutions of such resources which will result from other provisions of the present
Treaty, to make complete reparation for all such loss and damage.
The Allied and Associated Governments, however, require, and Germany undertakes, that she will make
compensation for all damage done to the civilian population of the Allied and Associated Powers and to their
property during the period of the belligerency of each as an Allied or Associated Power against Germany.
From The Treaty of Versailles and After: Annotations of the Text of the Treaty
(Washington, D.C.: Government Printing Office, 1944)
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The Fourteen Points Page 1 of 3
President Woodrow Wilson – The Fourteen Points - January 8, 1918 address to the U.S. Congress
Gentlemen of the Congress:
Once more, as repeatedly before, the spokesmen of the Central Empires have indicated their desire to discuss
the objects of the war and the possible basis of a general peace. Parleys have been in progress between
Russian representatives and representatives of the Central Powers for the purpose of ascertaining whether it
may be possible to extend these parleys into a general conference with regard to terms of peace and
settlement…
It will be our wish and purpose that the processes of peace, when they are begun, shall be absolutely open and
that they shall involve and permit henceforth no secret understandings of any kind. The day of conquest and
aggrandizement is gone by; so is also the day of secret covenants entered into in the interest of particular
governments and likely at some unlooked-for moment to upset the peace of the world. It is this happy fact,
now clear to the view of every public man whose thoughts do not still linger in an age that is dead and gone,
which makes it possible for every nation whose purposes are consistent with justice and the peace of the world
to avow nor or at any other time the objects it has in view.
We entered this war because violations of right had occurred which touched us to the quick and made the life
of our own people impossible unless they were corrected and the world secure once for all against their
recurrence. What we demand in this war, therefore, is nothing peculiar to ourselves. It is that the world be
made fit and safe to live in; and particularly that it be made safe for every peace-loving nation which, like our
own, wishes to live its own life, determine its own institutions, be assured of justice and fair dealing by the
other peoples of the world as against force and selfish aggression. All the peoples of the world are in effect
partners in this interest, and for our own part we see very clearly that unless justice be done to others it will
not be done to us. The program of the world's peace, therefore, is our program; and that program, the only
possible program, as we see it, is this:
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 for the enforcement of international
covenants.
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 and associating themselves for its maintenance.
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
Massachusetts Department of Elementary and Secondary Education
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The Fourteen Points Page 2 of 3
policy and assure her of a sincere welcome into the society of free nations under institutions of her own
choosing; and, more than a welcome, assistance also of every kind that she may need and may herself desire.
The treatment accorded Russia by her sister nations in the months to come will be the acid test of their good
will, of their comprehension of her needs as distinguished from their own interests, and of their intelligent and
unselfish sympathy.
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. No other single act will serve as this will
serve to restore confidence among the nations in the laws which they have themselves set and determined for
the government of their relations with one another. Without this healing act the whole structure and validity of
international law is forever impaired.
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 to autonomous development.
XI. Rumania, Serbia, and Montenegro should be evacuated; 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
friendly 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 portion 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.
In regard to these essential rectifications of wrong and assertions of right we feel ourselves to be intimate
partners of all the governments and peoples associated together against the Imperialists. We cannot be
separated in interest or divided in purpose. We stand together until the end. For such arrangements and
covenants we are willing to fight and to continue to fight until they are achieved; but only because we wish the
right to prevail and desire a just and stable peace such as can be secured only by removing the chief
provocations to war, which this program does remove. We have no jealousy of German greatness, and there is
nothing in this program that impairs it. We grudge her no achievement or distinction of learning or of pacific
enterprise such as have made her record very bright and very enviable. We do not wish to injure her or to block
in any way her legitimate influence or power. We do not wish to fight her either with arms or with hostile
arrangements of trade if she is willing to associate herself with us and the other peace- loving nations of the
Massachusetts Department of Elementary and Secondary Education
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The Fourteen Points Page 3 of 3
world in covenants of justice and law and fair dealing. We wish her only to accept a place of equality among
the peoples of the world, -- the new world in which we now live, -- instead of a place of mastery.
Neither do we presume to suggest to her any alteration or modification of her institutions. But it is necessary,
we must frankly say, and necessary as a preliminary to any intelligent dealings with her on our part, that we
should know whom her spokesmen speak for when they speak to us, whether for the Reichstag majority or for
the military party and the men whose creed is imperial domination.
We have spoken now, surely, in terms too concrete to admit of any further doubt or question. An evident
principle runs through the whole program I have outlined. It is the principle of justice to all peoples and
nationalities, and their right to live on equal terms of liberty and safety with one another, whether they be
strong or weak.
Unless this principle be made its foundation no part of the structure of international justice can stand. The
people of the United States could act upon no other principle; and to the vindication of this principle they are
ready to devote their lives, their honor, and everything they possess. The moral climax of this the culminating
and final war for human liberty has come, and they are ready to put their own strength, their own highest
purpose, their own integrity and devotion to the test.
Massachusetts Department of Elementary and Secondary Education
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Sources
http://www.markville.ss.yrdsb.edu.on.ca/history/history/chc_ohasst_chainoffriendship_files/image002.jpg
http://people.hofstra.edu/alan_j_singer/DBQs/DBQ10-CausesofWorldWarI.pdf
http://freepages.military.rootsweb.ancestry.com/~worldwarone/WWI/TheGeographyOfTheGreatWar/images/Figure9
-Page11.jpg
http://www.guardian.co.uk/theguardian/1914/jun/29/fromthearchive?INTCMP=ILCNETTXT3487 )
http://net.lib.byu.edu/estu/wwi/1914m/gooch/300-320.htm
Historians:
Robert Wohl University of California
"A vital nation was a nation that was growing in size, and the way that nations grew in size in
the last decade of the 19th Century was through the creation of empire.
http://www.pbs.org/greatwar/historian/hist_wohl_01_need.html
Jay Winter Cambridge University: Great Overviews
http://www.pbs.org/greatwar/historian/hist_winter_01_1900.html
Paul Fussell U Penn
"Except for the American Civil War, which contained most of the disillusions that the Great
War revealed, war still had a heroic and noble connotation.
http://www.pbs.org/greatwar/historian/hist_fussell_02_heroic.html
Norman Stone Oxford University
"The Germans, in a way, were absolutely right in 1914, when they said: 'If we challenge Russia later, we'll be
beaten. Even if it's 1917, we'll be beaten. But, we've just got a chance to beat them in 1914, so let's do it now.'
That calculation's going on in the Germans' brains.
http://www.pbs.org/greatwar/historian/hist_stone_01_russia.html
Wolfgang Mommsen
"The invasion of Belgium was considered an essential element of the
German war plan; a very speedy defeat of all resistance in the first
days seemed to be imperative.
http://www.pbs.org/greatwar/historian/hist_mommsen_01_advance.html
Massachusetts Department of Elementary and Secondary Education
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Curriculum-Embedded Performance Assessment (CEPA) (PT)
Grade and Content Area
 Grade Level: -12
 Content Area: World History II

Massachusetts History and Social Science Curriculum Framework Learning Standard
WHII.18 Summarize the major events and consequences of World War I. (H, E)
Materials Required for CEPA Activities
Student handouts 1 + 2 (attached)
1. Rubrics (attached)
2. Clipboard
3. Guides/ protocols for student run discussions
Credits/Resources
http://www.boardworks.co.uk/media/a093e997/4a.%20The%20Treaty%20of%20Versailles%20_part%201_%20Worksheets.pdf
http://www.cyberlearning-world.com/lessons/ushistory/treaty_of_versailles_simulation.htm
Activities Use the GRASP model to describe each activity in enough detail to allow consistent replication across classrooms. For formative components, provide general guidance
for evaluating student performance and identifying student needs.
Goal: To negotiate and create a Peace Treaty to end the Great War 1914-1919
Role: Woodrow Wilson, Georges Clemenceau, David Lloyd George, or Orlando Vittorio
Audience: Other nations attending the Paris Peace Conference.
Situation: It is 1919 and your committee has met in Versailles, France, to discuss the fate of Germany following the First World War. Your committee is responsible for producing
and outlining a Peace Treaty.
Product Performance and Purpose: Your will simulate the creation of a treaty while staying “in character’ for your assigned delegate. You will then produce and sign a Treaty,
present it to other groups in the class, then individually reflect on the outcomes of the actual conference.
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Directions and Handouts for Students
Opener:
Using Think/ Write/ Pair/ Share protocol students should answer the question below

What factors influence the Point of View of a given person?
Student responses could include
Age, Race, Gender, Belief system, Religion, Nationality, Personal experiences, Time of writing, Purpose of writing, Relationship to th eperson/ event being discussed.
Introduction
Teachers should present students with an overview of the Performance Assessment and distribute rubrics etc.
Simulation: Assigning Roles and Preparation
Students will be assigned a character for the Paris Peace Conference
I.
II.
III.
IV.
Woodrow Wilson
Georges Clemenceau
David Lloyd George
Orlando Vittorio
Students will individually brainstorm details on their character.
Characters will meet in expert groups and share initial details.
As characters meet in “expert” groups, the teacher should circulate the groups checking in for understanding.
Students will then receive a handout outlining discussion points for the Paris Peace Conference. Individually students will brainstorm how their character would respond to each of
the issues to be included in the Treaty.
(See Student Handout #1)
Students will share their choices in expert groups and discuss any differences.
When students have completed handout #1 and discussed in expert groups, students will compose their opening statements for their mini simulations. Students should target
between 2-4 minutes for an opening statement.
Massachusetts Department of Elementary and Secondary Education
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For their opening statements students should consider including the following






A brief introduction of who you are and the country you represent
Why your country became involved in the First World War
How the First World War affected your country
Statistics to back up your country’s experience
What your country believes should be done to address the causes of the First World War and to prevent future wars.
What your country would like to accomplish at the Peace Conference
Students should go back to Maps, Tables, Charts and Primary Sources that they have used throughout the Unit. Students should be able to reference these sources to support any
claims made in their opening statement.
Simulation: Mini Conferences.
Students will meet in groups of 4 to simulate the Paris Peace Conference and to create their own version of the Treaty of Versailles. Students will use a blank copy of handout #2 to
draft their treaty.
Each mini conference should seek agreement on each of the issues (It is important that students are reminded to “stay in character” throughout the entire course of the simulation.)
While students are in conference teacher(s) should circulate the room listen to student conversation and using it to help inform grade. – Clip boarding with Rubric for Group
Discussion element of assessment.
Presentation of Work and Reflection
At the end of the mini-simulation each group will have time (to be determined by teacher) to present their treaty. Teacher will hand students a copy of an edited version of the Treaty
which reflects the choices made at the actual Paris Peace Conference.
Students will then be required to complete the final performance task of the Unit/ Assessment.
 Was the Treaty of Versailles a fair peace treaty?
Students should consider the following:
Did the Treaty of Versailles reflect the ideals of the 14 points?
Was the assignment of guilt to Germany justified given what you know about the causes of the war?
Should Germany have been allowed to attend and participate in the peace process?
What is the best way to bring an end to a war?
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Student Handout: Issues to be discussed at the Conference and options for action
Issue
League of Nations
Option 1
Given the Destruction created by the fighting of
the Great War the committee agrees to create an
organization to prevent future wars.
Given the actions of the Central powers, Germany
and it’s allies are barred from membership of this
organization.
War Guilt
Who is responsible for
the “crime” of the First
World War
Military Reductions
Poland and
Czechoslovakia
Option 3
Given the Destruction created by the fighting An organization to prevent future wars is not
of the Great War the committee agrees to
necessary.
create an organization to prevent future
wars.
EVERY nation has the right to be a member
of this organization
Germany. Germany should be held accountable
for all damage to the civilian population of the
Allies. Germany should pay reparations of $31.5
billion.
Germany. Germany should pay $2 billion to
France
Not one country can be held responsible for
the Great War. Germany should not be
forced to pay for any damages.
Germany’s military should be limited in the
following ways
Germany’s military should be limited in the
following ways
Germany’s military should be limited in the
following ways
Total military personnel should not exceed
100,000
- A ban on conscription
- A ban on the import and export of weapons
- No more than 36 naval ships
- No Submarines permitted
- Poisoned gas, armed aircraft, and tanks
prohibited
Germany’s colonies should be given the right to
govern themselves.
-
-
Colonies
Option 2
Allow Poland to remain under the Control of
Germany and Czechoslovakia remains under the
control of Austria
Military reduced to 250,000
A ban on conscription
No more than 50 naval ships
-
A ban on conscription
Germany’s colonies should be split between
Britain and France.
Germany’s colonies should be left under the
control of a league of nations for a period of
15 years then awarded independence.
Both Poland and Czechoslovakia are made
independent nations
Both Poland and Czechoslovakia should be
left under the control of a league of nations
for a period of 15 years then awarded
independence
Teacher notes: Actual decisions made at the Paris Peace Conference
Massachusetts Department of Elementary and Secondary Education
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Issue
League of Nations
Option 1
Given the Destruction created by the fighting of the
Great War the committee agrees to create an
organization to prevent future wars.
Given the actions of the Central powers, Germany
and it’s allies are barred from membership of this
organization.
War Guilt
Who is responsible for
the “crime” of the First
World War
Military Reductions
Poland and
Czechoslovakia
Given the Destruction created by the
fighting of the Great War the committee
agrees to create an organization to
prevent future wars.
Option 3
An organization to prevent future wars is
not necessary.
EVERY nation has the right to be a
member of this organization
Germany. Germany should be held accountable for
all damage to the civilian population of the Allies.
Germany should pay reparations of $31.5 billion.
Germany. Germany should pay $2 billion
to France
Not one country can be held responsible
for the Great War. Germany should not be
forced to pay for any damages.
Germany’s military should be limited in the
following ways
Germany’s military should be limited in
the following ways
Germany’s military should be limited in
the following ways
Total military personnel should not exceed
100,000
- A ban on conscription
- A ban on the import and export of weapons
- No more than 36 naval ships
- No Submarines permitted
- Poisoned gas, armed aircraft, and tanks
prohibited
Germany’s colonies should be given the right to govern
themselves.
-
-
Colonies
Option 2
Allow Poland to remain under the Control of Germany
and Czechoslovakia remains under the control of
Austria
Massachusetts Department of Elementary and Secondary Education
Military reduced to 250,000
A ban on conscription
No more than 50 naval ships
-
A ban on conscription
Germany’s colonies should be split
between Britain and France.
Germany’s colonies should be left under
the control of a league of nations for a
period of 15 years then awarded
independence.
Both Poland and Czechoslovakia are
made independent nations
Both Poland and Czechoslovakia should
be left under the control of a league of
nations for a period of 15 years then
awarded independence
Page 56 of 78
Student Handout 2: Actions to be taken.
Issue
Action(s)
Justification
League of Nations
War Guilt
Who is responsible for
the “crime” of the First
World War
Military Reductions
-
Colonies
Poland and
Czechoslovakia
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Criteria for Evaluating Student Products and Performances
Formative Assessments
1. “Expert group” Activity
Students should contribute to their group’s discussion
Students should seek to find options that are in the manner and interests of their assigned characters.
2. Opening Statement
Opening statements should demonstrate an understanding of the assigned character’s background and goals
Opening statements should reflect the use of outside research and work from previous lessons in the Unit
3. Mini Simulation
Students should represent their character in an accurate manner.
Students should allow every member of the committee time to speak and support their arguments
Students should reach consensus through negotiation or voting and produce a complete Treaty which is signed by every delegate.
Massachusetts Department of Elementary and Secondary Education
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Possible rubric for discussion element of simulation
Score Rubric
Description
4
Student is prepared with notes
Student contributes multiple times to the discussion
Student builds upon the speaker before him/her
Student cites appropriate and relevant information from notes and research
Student demonstrates that he/she is prepared and engaged
Student listens attentively to other speakers
Student encourages others to participate
3
Student is prepared with notes
Student contributes more than once to the discussion
Student builds upon the speaker before them
Student provides examples from notes and research
Student demonstrates preparation
2
Student contributes more than once to the discussion
Student listens attentively to other speakers
1
Student contributes once to the discussion
Student listens to other speakers
0
Student does not contribute
Massachusetts Department of Elementary and Secondary Education
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Summative Assessment - Was the Treaty of Versailles a fair peace treaty
Criteria
4
3
2
1
0
Thesis Statement
Identifies their position in a clear,
articulate thesis statement. (firm
opinion)
Identifies their position in a clear,
articulate thesis statement. (clear
opinion)
Writer may not provide a clear
thesis statement.
Writer may not provide a thesis
statement
Writer does not provide a
thesis statement
Quality of Response
Writer responds effectively,
accurately and insightfully to all
parts of the question.
Writer responds accurately to all
important parts of the question.
Writer responds to some but not
all parts of the question.
No response or response is
completely incorrect.
Writer demonstrates a sufficient
understanding of the topic
Writer attempts to demonstrate
an understanding of the topic
Writer misunderstands most of
the question or does not respond
to the prompts.
Writer provides relevant details as
evidence to support his/her answer
Writer provides some relevant
details as evidence to support
his/her answer.
Writer demonstrates clear
understanding of the topic
Writer provides a brief conclusion
to connect the response.
Evidence and
Supporting Details
Writer provides carefully chosen,
relevant details as evidence to
support his/her answer.
Writer integrates evidence into the
text of the response.
Writer may not effectively integrate
evidence.
Writer does not provide details
or details are not relevant to
support his/her answer.
Writer does not provide
evidence or evidence is not
relevant to the prompt.
▪Writer may not integrate
evidence.
Analysis of Evidence
Writer effectively analyzes his/her
evidence and demonstrates its
relevance to the thesis.
Writer provides analysis of
evidence and attempts to
demonstrate its relevance to the
thesis.
Writer attempts to connect
evidence to his/her response, but
evidence may not be relevant.
Writer does not provide analysis
or explanation of his/her evidence.
Conventions
Writer has control of conventions.
Writer may have some problems
with conventions.
Writer may have some
problems with conventions.
Writer may have some
problems with conventions.
Few errors in spelling, punctuation,
sentence structure, and
paragraphing
Errors do distract the reader, but
do not interfere in
understanding of the response.
Errors that interfere in the
understanding of the response
Relatively free of errors in
spelling, punctuation, sentence
structure, and paragraphing
SCORE
20 =
4
15 =
Massachusetts Department of Elementary and Secondary Education
3
10 =
2
Page 60 of 78
5=
1
Station 1: The Machine Gun
Above: An illustration of later model
19th century Gatling gun. It was a
multi-barreled rotary machine gun
fired via a manual crank.
(Wikipedia.org)
Right: A Vickers machine gun with
crew wearing gas masks during
World War I. (Wikipedia.org)
British Vickers machine gun crew on the Western Front. (Wikipedia.org)
The Gatling gun, patented in 1861 by Richard Jordan Gatling, was the first to offer controlled, sequential automatic
fire with automatic loading. The design's key features were machine loading of prepared cartridges and a handoperated crank for sequential high-speed firing. It first saw very limited action in the American Civil War and was
subsequently improved.
The first true machine gun was invented in 1881 by Hiram Maxim. Maxim's gun was widely adopted and derivative
designs were used on all sides during the First World War, most famously - during stalemate at The battle of the
Somme. The design required fewer crew, was lighter, and more usable than earlier Gatling guns. (Wikipedia.org).
Machine guns were so effective at stopping enemy advances that soldiers on both sides had to dig trenches in order
to avoid getting killed. This meant that quick advances across enemy territory became nearly impossible.
Massachusetts Department of Elementary and Secondary Education
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Station 2: Airplanes
Battle between German and French pilots.
( 9 October 1914 )
Will Longstaff painting, War planes of the
Australian Flying Corps, 1918-1919
The first airplane was flown in Kitty Hawk, North Carolina in 1903 by Orville and Wilber Wright. Air warfare
came into being at the end of 1914, with the adoption of the machine gun. In the early stages of the war
reconnaissance planes, used for observation of enemy troop movements and of artillery fire, used to come into close
confrontation with each other. Although these aircraft were unarmed, battle was joined, using whatever weapons
were to hand, such as pistols and rifles. 1
Soon after, some planes had machine guns mounted in the observer's seat, which typically fired rearward or to the
side. When a French pilot, Roland Garros, bolted steel deflectors to his propeller, which permitted him to fire a
machine gun through it, the airplane became an offensive weapon. Then Tony Fokker, a Dutch airplane builder and
entrepreneur working for the Germans, installed interrupter gear, permitting a machine gun to fire through the prop
with much more reliability.2
1
2
Angelucci, Enzo. Illustrated Encyclopedia of Military Aircraft. Edison: Chartwell Books, 2001.
http://www.acepilots.com/wwi/main.html
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Station 3: Submarines
The first Royal Navy submarine was developed by John P. Holland and was launched in 1902. At this time France
led the world in the design and construction of steam-powered underwater boats. However, after 1905, Germany
began to develop a submarine with real fighting qualities. In 1913 Germany produced its first diesel-powered
Unterseeboot (U-boat).
By the outbreak of the First World War Germany had 10 diesel-powered U-boats (17 more under construction). The
German Navy also had 30 petrol-powered submarines. Britain had 55 submarines whereas the French had 77.
Although submarines were slow, fragile and able to dive for only a couple of hours at a time, with torpedoes they
posed a serious threat to other ships.
During the First World War Britain lost 54 submarines but by 1918 had 137 in service with another 78 under
construction. The German Navy had 134 operational U-boats and these managed to sink 192 boats, killing more
than 5,400 people.
Perhaps the most important U-Boat attack of World War I was the attack on the HMS Lusitania in May 1915 killed
1,924 people (including 114 Americans). At the time of the attack, America had not yet entered the war. Most
Americans had been against the idea of going to war, but the sinking of the Lustitania changed many people’s
minds towards going to war.
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Station 4: Chemical Weapons (Poison Gas)
A poison gas attack
Australian infantrymen in 1917
British soldiers injured from a poison gas attack
All information from the History Learning Site (http://www.historylearningsite.co.uk/)
Poison gas was probably the most feared of all weapons in World War One. Poison gas was indiscriminate and
could be used on the trenches even when no attack was going on. Whereas the machine gun killed more soldiers
overall during the war, death was frequently instant or not drawn out and soldiers could find some shelter in
bomb/shell craters from gunfire. A poison gas attack meant soldiers having to put on crude gas masks and if these
were unsuccessful, an attack could leave a victim in agony for days and weeks before he finally succumbed to his
injuries.
The use of poison gas (chlorine) after trench warfare had literally dug in, when all sides involved in the conflict
looked for any way possible to bring movement back into their campaigns. Poison gas was used for the first time at
the Second Battle of Ypres on 22 April 1915. French sentries noticed a yellow-green cloud moving towards them.
They thought that it was a smokescreen to disguise the movement forwards of German troops. As such, all troops in
the area were ordered to the firing line of their trench - right in the path of the chlorine. Its impact was immediate
and devastating. The French fled in terror. Their reaction created an opportunity for the Germans to advance
unhindered into the strategically important Ypres salient. But even the Germans were unprepared and surprised by
the impact of chlorine and they failed to follow up the success of the chlorine attack.
Massachusetts Department of Elementary and Secondary Education
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Station 5: Tanks
British Mark I tank, Somme,
25 September 1916
A damaged German tank
Renault FT17; Known as the Mosquito. One of the most successful
World War 1 tanks. It was the first of the classic tank designs which featured
a turret with a 360-degree traverse. Over 3000 were built during the war.
During World War I (1914-1918) the British invented and implemented the first working tank. The name tank came
when the British shipped them to battle's in crates marked "tanks" trying to cover up what they really were. The first
battle in which tanks were implemented was the Battle of the Somme, on September 15, 1916, when the British used
49 tanks with disappointing results. Little more than a year later, however, in November 1917, 400 British tanks
penetrated German lines near Cambrai, capturing 8000 of the enemy and 100 guns.
Year
1916
1917
1918
UK
150
1,277
1,391
Tank Production 1916-18
France
Germany
800
4,000
20
Massachusetts Department of Elementary and Secondary Education
Italy
6
USA
84
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New Technology
Stations
Name:
Period:
Date:
Going from station to station, please answer the following questions completely. To get full credit for each
question you must give full and complete answers and write full sentences.
Station 1: the Machine Gun
1.) When was it invented?
________________________________________________________________________
2.) What earlier invention did it improve on?
________________________________________________________________________
3.) How did the machine gun affect the way World War I was fought? Explain.
________________________________________________________________________
________________________________________________________________________
Station 2: Airplanes
1.) When was it invented?
________________________________________________________________________
2.) How did both the Allies and the Central Powers initially use airplanes during the war?
________________________________________________________________________
3.) What great innovation(s) came about that made the airplane an effective weapon? Explain
________________________________________________________________________
________________________________________________________________________
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Station 3: Submarines
1.) Which of the major warring countries first had effective submarines?
________________________________________________________________________
2.) How did the submarine influence America’s decision to enter World War I? Explain.
__________________________________________________________________________________
______________________________________________________________
Station 4: Chemical Weapons (Poison Gas)
1.) How effective was this weapon the first time it was used? Explain.
__________________________________________________________________________________
______________________________________________________________
2.) From what you have read, why do you think that chemical weapons are now banned by international
law?
________________________________________________________________________
Station 5: Tanks
1.) Which country was responsible for the development of the modern tank?
________________________________________________________________________
2.) According to the table, which country had the greatest numbers?
________________________________________________________________________
3.) According to the pictures, how did the French have the most advanced tank? Explain.
__________________________________________________________________________________
______________________________________________________________
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Massachusetts Department of Elementary and Secondary Education
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Massachusetts Department of Elementary and Secondary Education
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Massachusetts Department of Elementary and Secondary Education
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Massachusetts Department of Elementary and Secondary Education
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WWI Propaganda Stations
Directions: There are 8 propaganda posters stationed around the room. With your group, move from station
to station. Answer the following questions as you look at each poster.
Poster 1:
1. Describe it (what is the message):
_________________________________________________________________________________________
___________________________________________________________________
2. To whom do you think this poster is addressed?
_________________________________________________________________________________________
___________________________________________________________________
3. What is the persuasive point of this poster?
_________________________________________________________________________________________
___________________________________________________________________
4. To what emotions do you think the artist is trying to appeal?
_________________________________________________________________________________________
___________________________________________________________________
5. Do you think this poster is successful or unsuccessful at getting its message across?
_________________________________________________________________________________________
___________________________________________________________________
Poster 2:
1. Describe it (what is the message):
_________________________________________________________________________________________
___________________________________________________________________
2. To whom do you think this poster is addressed?
_________________________________________________________________________________________
___________________________________________________________________
3. What is the persuasive point of this poster?
_________________________________________________________________________________________
___________________________________________________________________
4. To what emotions do you think the artist is trying to appeal?
_________________________________________________________________________________________
___________________________________________________________________
5. Do you think this poster is successful or unsuccessful at getting its message across?
_________________________________________________________________________________________
___________________________________________________________________
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Poster 3:
1. Describe it (what is the message):
_________________________________________________________________________________________
___________________________________________________________________
2. To whom do you think this poster is addressed?
_________________________________________________________________________________________
___________________________________________________________________
3. What is the persuasive point of this poster?
_________________________________________________________________________________________
___________________________________________________________________
4. To what emotions do you think the artist is trying to appeal?
_________________________________________________________________________________________
___________________________________________________________________
5. Do you think this poster is successful or unsuccessful at getting its message across?
_________________________________________________________________________________________
___________________________________________________________________
Poster 4:
1. Describe it (what is the message):
_________________________________________________________________________________________
___________________________________________________________________
2. To whom do you think this poster is addressed?
_________________________________________________________________________________________
___________________________________________________________________
3. What is the persuasive point of this poster?
_________________________________________________________________________________________
___________________________________________________________________
4. To what emotions do you think the artist is trying to appeal?
_________________________________________________________________________________________
___________________________________________________________________
5. Do you think this poster is successful or unsuccessful at getting its message across?
_________________________________________________________________________________________
___________________________________________________________________
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Poster 5:
1. Describe it (what is the message):
_________________________________________________________________________________________
___________________________________________________________________
2. To whom do you think this poster is addressed?
_________________________________________________________________________________________
___________________________________________________________________
3. What is the persuasive point of this poster?
_________________________________________________________________________________________
___________________________________________________________________
4. To what emotions do you think the artist is trying to appeal?
_________________________________________________________________________________________
___________________________________________________________________
5. Do you think this poster is successful or unsuccessful at getting its message across?
_________________________________________________________________________________________
___________________________________________________________________
Poster 6:
1. Describe it (what is the message):
_________________________________________________________________________________________
___________________________________________________________________
2. To whom do you think this poster is addressed?
_________________________________________________________________________________________
___________________________________________________________________
3. What is the persuasive point of this poster?
_________________________________________________________________________________________
___________________________________________________________________
4. To what emotions do you think the artist is trying to appeal?
_________________________________________________________________________________________
___________________________________________________________________
5. Do you think this poster is successful or unsuccessful at getting its message across?
_________________________________________________________________________________________
___________________________________________________________________
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Poster 7:
1. Describe it (what is the message):
_________________________________________________________________________________________
___________________________________________________________________
2. To whom do you think this poster is addressed?
_________________________________________________________________________________________
___________________________________________________________________
3. What is the persuasive point of this poster?
_________________________________________________________________________________________
___________________________________________________________________
4. To what emotions do you think the artist is trying to appeal?
_________________________________________________________________________________________
___________________________________________________________________
5. Do you think this poster is successful or unsuccessful at getting its message across?
_________________________________________________________________________________________
___________________________________________________________________
Poster 8:
1. Describe it (what is the message):
_________________________________________________________________________________________
___________________________________________________________________
2. To whom do you think this poster is addressed?
_________________________________________________________________________________________
___________________________________________________________________
3. What is the persuasive point of this poster?
_________________________________________________________________________________________
___________________________________________________________________
4. To what emotions do you think the artist is trying to appeal?
_________________________________________________________________________________________
___________________________________________________________________
5. Do you think this poster is successful or unsuccessful at getting its message across?
_________________________________________________________________________________________
___________________________________________________________________
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