WWI+Lessons

= Complete this study guide for the test on Thursday April 5th  = = = = = = = = Monday March 19th =

"Life in the Trenches" reading quiz on Edmodo

What does the word stalemate mean to you?

With a partner read Phase Two: Deadlock This is a PDF file, if you cannot open this file open this Word document Open a document (Word or OneNote) to take notes in and record what you think caused the stalemate.

As a class, list the causes of stalemate

For the remainder of class you are to conduct research on trench warfare and how the trenches were set up on each opposing side (the Allied forces made their trench system differently than the Central powers). In your group you must also formulate a plan to break the stalemate. You will use this information tomorrow in making the two trench systems and explaining your LOGICAL plan to Mrs. Grueb on how to break the stalemate. Use the resources listed below to help with your research: [] [] [] [] [] [] []

= Tuesday March 20th = Use your research from Monday on trench warfare to recreate (on a much smaller scale) the trench system for both the Allied and the Central Powers. Directions for making your models include:
 * Must show geographic features of the western front and where the trenches were located
 * Must show an example of Allied and Central powers trench systems and how they worked
 * Must show “No Man’s Land”
 * Must accurately describe life in the trenches
 * Must show how barbed wire was utilized
 * Must demonstrate a LOGICAL solution to end the stalemate
 * Must show understanding of who is allied with who and who is going to help/hurt you

Students who were absent from class today should draw their trench system on paper and explain, in paragraph form, how they would break the stalemate. = Wednesday March 21st = Bellringer

"World War I crossed boundaries across the globe, not sparing most in its wake, civilians and military alike. Total war may also best describe the spirit in which nations and their people battled. Nationalism is what drove the fight - people fought in World War I believing that victory for their own country was worth the cost. In this lesson, students will explore the devastation the war inflicted on millions of people around the world." (The Great War website)

Discuss: the Armenian genocide, total war, and women's contribution to the war effort. Assignment: the following Word document is also found on the server and is due tomoroow Thursday March 22nd.

= Thursday March 22nd = Discuss Wednesday's Mini Webquest worksheet. Today's lesson will take a look at 3 of the bloodiest battles of WWI- Verdun, Somme, and Ypres. (Animated maps from the Great War website) []

Each of you will join a group of 2-3 students. Each group will be assigned a battle. As a group you will assume the role of a journalist covering the battle. Each group will contribute a 300-word article to be published in the __WWI Times__ (edited and published by Mrs. Grueb for your reading). One person in your group should be nominated as editor. During class time today you must assist each other with researching your assigned battle using the sources listed below (you are not limited to these resources; you may use others). On Monday you will have the first 30 minutes of class to compile your articles and turn them in. The sources you use must be listed, a map depicting where the battle took place must be included, and absolutely NO PLAGIARISM is allowed! Articles should address the following topics:
 * where the battle occurred,
 * what led to its occurrence,
 * battle conditions, such as the weather.
 * who was involved
 * military tactics
 * how many casualties,
 * types of weapons used,
 * the end result of the battle (who "won" the battle and its effect on everything around it, including civilians)

Resources are listed below:

Battle of Verdun
[] [] [] [] [] [] []

Battle of the Somme
[] [] [] [] [] [] [] []

Battle of Ypres
[] [] [] [] []

= Monday March 26th = The first 30 minutes of class will be spent on compiling articles started on Thursday on the 3 bloodiest battles of the Great War. We have learned in lesson past that life in the trenches was far from ideal for the soldiers involved in WWI. What does mutiny mean? Does it have a positive or negative connotation? What about desertion? The BBC video "The Great War- Mutiny" will be shown in class with Mrs. Grueb pausing the video to ask pertinent questions which you will answer in your notes. If you are gone from class today the video can be found at [] See Public folder for questions.

= Tuesday March 27th = Discuss Monday's video. View the last 3 parts of the BBC video "The Great War- Mutiny" If you are gone from class today the videos can be found at the links below; see Public folder on server for questions. [] [] []

= Thursday March 29th =

= Monday April 2nd =

= Tuesday April 3rd = View the 4 parts of the BBC video "The Great War- Legacy". If you are gone from class today the links to the videos can be found below, see Mrs. Grueb for questions. [] [] [] []