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© Teacher Created Materials, Inc. A-1 #2690 World War I Era

Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-2Interdisciplinary and Integrated Learning—Active Learning—Cooperative Learning—Inquiry-Based Learning—Assessment and Evaluation—Preparation for the Workplace—HowThis Affects Students’ Lives—Curriculum Standards—How the Book Is Organized

Correlation of Activities to NCSS Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-1

Management and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-1Background Information for the Time Period—Suggested Schedule Using 45-MinutePeriods—Young-Adult Reading (Literature Circles, Management Tips, Young-AdultLiterature List—Journal Writing)—Suggested Resources for the Teacher (Books, Art, Music,Technology: Websites, Videos, CD-ROM)

Simulations and Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-1Unit I: The Spanish-American War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-2

Unit II: The Panama Canal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-23

Unit III: World War I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-32

Student Handbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E-iStudent Handbook—Level A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EA-1

Student Handbook—Level B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EB-1

Overhead Transparencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . F-1

Online Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-1

Appendices and Bonus Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H-1Appendix A: Reproducibles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H-3

Appendix B: Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H-45

Rubric Bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I-1

Multimedia Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . J-1

Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . K-1

Bonus Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L-1

#2690 World War I Era A-4 © Teacher Created Materials, Inc.

Introduction

➢ Curriculum StandardsAll of the activities in this book have been developed and correlated to meet the recommendationscontained in Expectations of Excellence, Curriculum Standards for Social Studies, developed by theNational Council for the Social Studies, 1998. The standards that apply to specific activities in thebook are listed in Section B. The numbers and letters represent the corresponding national standards.Each activity listed is annotated. In this way a teacher can see how the activities meet the nationalcurriculum standards.

➢ How the Book Is OrganizedEach of the notebooks in this series is organized in a user-friendly format with 12 sections.

Section A introduces the teacher to the specific book and provides an overview of theExploring History series.

Section B outlines the ways in which specific activities meet the curriculum standardspublished by the National Council for the Social Studies (NCSS). For easy reference,page numbers follow each description.

Section C provides general background for the teacher and includes helpful materialabout scheduling activities in the classroom. Relevant resources to enhance andsupplement the unit are provided here. Among the resources that may be included ineach book are topic-related books for teachers and students, videos, period art, music,dance, and Internet resources.

Section D gives necessary background information for each simulation and activity, aswell as directions for implementing the activities in the classroom and using the materialsin the student handbooks. A list of applicable curriculum standards precedes each activity.

Section E houses the student handbooks. Each handbook includes information pagesand reproducible activity sheets to be completed by students as they work through thesimulations. The Level A (grades 5–8) and Level B (grades 8 and up) handbooks areready to use and have been prepared so that the teacher can pull out and reproduce theappropriate units. Both levels essentially include the same materials and lessons, withvariations in difficulty level of content, format, and vocabulary. The activities in thehandbooks are used with the lessons in the Simulations and Activities teacher section,where they are listed as EA (refers to Level A handbook) and EB (refers to Level Bhandbook) and followed by the appropriate page numbers.

Section F provides the teacher and students with overhead transparencies of key worksheets, charts, and other materials that might serve as focal points of a lesson, review, orpresentation.

Section G connects the classroom with the Internet. The lessons and activities enrichthe unit and give students the opportunity to share their experiences with other studentsaround the world.

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© Teacher Created Materials, Inc. A-5 #2690 World War I Era

Introduction

➢ How the Book Is Organized (cont.)

Section H is divided into two parts. Appendix A contains reproducible pages forimplementing and managing the units in Section D. Appendix B is the answer key forobjective activities.

Section I introduces teachers to a rubric bank and suggests ways to implement andcustomize the 100 plus criteria to create rubrics that serve the needs of students as theycomplete the activities. The rubric bank is included on the Assessment CD as aMicrosoft Word® document so that teachers can cut and paste the criteria to createpersonalized rubrics. Teachers and students can use the supplementary guide tonegotiate and develop criteria for the activities in the book. The rubric bank can also beused as an evaluation tool in other subjects or projects.

Section J contains the User’s Guide for the Multimedia Resources CD. The guideincludes information about using the viewer program, ideas on how to use the collectionin the classroom, and thumbnail photo images, clip art, and documents for quickreference.

Section K was created to assist teachers with the assessment process. Included in thissection are multiple choice and essay quizzes as well as a final test. Schedule testing tomeet your particular classroom needs. The assessments are also available on theAssessment CD as Microsoft Word documents. Teachers can edit and revise thesedocuments to better meet their needs or to more accurately assess the content that wascovered within their classrooms.

Section L provides teachers and students with handy manipulatives to be used withspecific activities or as motivational tools throughout the unit. The bonus items mayinclude maps, charts, activity cards, games, or information cards. Many of the bonusitems can be adapted for use with extension activities you may wish to include.

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Table of Contents and

Introduction

Correlation of Activitiesto NCSS Standards

Management and

Resources

Simulations and

Activities

Student Handbooks

OverheadTransparencies

Online Connections Appendices

I J K LRubric Bank

MultimediaResources Assessments Bonus Items

Correlation of Activities to NCSS Standards

Standard IV: Individual Development and Identity

h. Work independently and cooperatively to accomplish goals.

1. The Art of Writing Articles (D-5)

2. Lobbyist Hearing: Do We Go to War with Spain? (D-12)

3. Ten Commandments of Free Men (D-20)

4. Cartoons of U.S. as an Expansionist Nation (D-21)

5. Panama Canal Magnetic Debate (D-28)

6. World War I Play (D-39)

7. The Trenches (D-42)

8. Comparison of Wilson’s Fourteen Points and the Treaty of Versailles (D-54)

9. Chart Comparing Wilson’s Fourteen Points and the Treaty of Versailles (EA-49 and EB-49)

1. Every student in the class will write his or her own yellow press article for a tabloid newspaper. Thewriting of the article is an independent work project, yet each group can work cooperatively to gatherinformation, do the research, and supply the drawings and details.

2. The students can all work cooperatively within their groups, researching the issue of war with Spain,but for the lobbyist hearing they work independently and must present the point of view they wereassigned. On the day of the hearing, some of the students will be assigned the chore of being membersof the congressional committee.

3. Each student in the class has the student handbook and fills in the comparative chart of TenCommandments of Free Men and the American Bill of Rights. This can be done as a brainstormingsession in the cooperative groups, but each student will be responsible for answering the questions onthe two individual pages.

4. Working cooperatively in their groups, the students can brainstorm the various meanings of theillustrations and political cartoons that appeared in the Hearst and Pulitzer newspapers during the periodleading up to the Spanish-American War in 1898. Working independently, they create their owncartoons, showing the pros and cons of the United States as an “expansionist,” or imperialist, power.

#2690 World War I Era B-20 © Teacher Created Materials, Inc.

Correlation of Activities to NCSS Standards

Standard IV: Individual Development and Identity

h. Work independently and cooperatively to accomplish goals. (cont.)

5. The entire class is assigned the task of researching the acquisition of the Panama Canal, namely themethods and means that were employed to acquire the Canal Zone. The debate will focus on PresidentTheodore Roosevelt, the Panamanian revolutionaries, and the treaty that was eventually negotiated andapproved by the United States Senate. Some of the students will support the methods employed by thepresident, others will be opposed, and the rest of the class will work independently to assess thearguments and decide how they will vote on the issue.

6. The play dealing with the First World War affords an excellent opportunity for the class to workcooperatively in acting out all the episodes that brought about the war and America’s entry into theconflict. The students can work independently to research the causes of the war and to gatherinformation about the various roles they are assigned in the play.

7. Working cooperatively and independently, the students research the topic of trench warfare in theFirst World War. The class can be assigned to read Erick Maria Remarque’s great novel, All Quiet onthe Western Front, or view the classic film version starring Lew Ayres. The Stanley Kubrick film Paths of Glory, starring Kirk Douglas and Adolph Menjou, is especially visually brutal in portraying thecallousness of some field commanders and the general staff, the suffering of the ordinary fighting man,and the misery and harsh reality of trench warfare.

8. In this activity, students work together to compare and contrast Wilson’s idealistic vision with thereality of the Treaty of Versailles. The document that was placed before the German representativeswas not negotiable; the Germans were told to sign, or else the Allied armies would march and invadethe heartland of Germany. Woodrow Wilson was an idealist and a visionary, but his plan did little tosatisfy Lloyd George, Georges Clemenceau, or Vittorio Orlando, who were interested only in revenge,restitution, and reparations.

9. Working with the chart provided in the student’s handbook, the class will compare all of WoodrowWilson’s pertinent Fourteen Points, and what was actually stipulated in the Treaty of Versailles. Itbecomes apparent that the Allies—Lloyd George, Georges Clemenceau, and Vittorio Orlando—werenot interested in applying the Fourteen Points to any lasting settlement. They created a harsh treaty thatdid little to create a lasting peace and gave the world a respite of only 20 years before the Second WorldWar broke out.

© Teacher Created Materials, Inc. B-21 #2690 World War I Era

#2690 World War I Era C-12 © Teacher Created Materials, Inc.

Young-Adult Reading

➢ Management Tips

Here are a few pointers for helping your students:

1. If you plan on meeting in literature circles once a week, assign a certain number ofpages to be read for that week. Give students a schedule for the month ahead of time.

2. Assign an open-ended question in advance and have students write their own responsesbefore they meet in groups. Vary the question each week.

3. At the end of the period, have the groups report what they shared in their literaturegroup with the rest of the class.

➢ Young-Adult Literature List Adventure, some say, is where you find it. To many, it involves visiting other times and otherplaces. History by its very nature is the raw stuff of adventure, providing facts and structurefor stories that are gripping, exotic, and filled with excitement and roller-coaster emotions.To explore the wild events of the past, to relive the accomplishments, struggles anddisappointments of other people in other times enlarges us as human beings. Theseexperiences are of special importance to emerging young adults who are just beginning theirown personal adventure of expanding growth and life-reviews. At this time when they areespecially thirsty for answers to fears and uncertainties, sometimes questions they arereluctant to ask, they can share their uncertainties, puzzlement, and growing curiosities withthe parallel concerns of other youth who appear as characters in stories from another time andplace. These characters serve to reassure the young adolescents that their feelings andquestions are universal, that they are not strange or alone. They become validated asvaluable, genuine members in the family of humans. The young-adult literature selectionsthat are listed on page C-13 are primarily stories about war—war and its effects on the peoplecaught up in combat and also its corollary effects on those in the home front. The terrifyingand distorting results of actual warfare on combatants have corresponding echo-effects on allthe persons connected with those combatants—parents, brothers, sisters, cousins, and friends.The young people caught up in this worldwide turmoil are forced to come to grips withkaleidoscopic emotions that have lifelong shaping power on their existence. Young readerscome to identify with these characters and to share in the adventures of action and emotion.As the characters in these stories grow in understanding and wisdom, so do the readersthrough the high magic of imagination that informs literature of quality. The history ofpeople’s growth and experience is thus internalized and made personal in a way that textbookreading often is unable to accomplish.

In every story, students must explore their own emotions and inner feelings in order to knowtheir own weaknesses and strengths so that they are able to survive. These are stories thatdeal with the ultimate triumph—young people exploring who and what they are and diggingdown into mental and physical reserves to fight against the odds that confront them. Thesestories illuminate the nature of history on two distinct levels. First of all, it becomes anadventure of searching into and beyond unfamiliar times and places. Second, it also becomesthe search by youth to find their place in the order of the world around them.

Management and Resources

© Teacher Created Materials, Inc. C-13 #2690 World War I Era

Young-Adult Reading

Management and Resources

*Average Reading Level (Key: E = EASY, grades 4–6; A = AVERAGE, grades 6–8; D = DIFFICULT, grades 8–10)

ARL* Book/Publisher Information Book Summary

AFarmer, Penelope. CharlotteSometimes. Yearling Books, 1987.174 pp.

A girl changes places in time with anothergirl, who is living at a boarding school inEngland during World War I.

ETaylor, Sydney. Ella of All of a KindFamily. Taylor Productions, 1978.133 pp.

When Jules comes to see Ella after his returnfrom the war, she finds it hard to be alonewith him.

ECorcoran, Barbara. The Private Warof Lillian Adams. Simon & SchusterChildren’s, 1989. 166 pp.

Lillian has to adjust to a small town in fifthgrade, and she suspects some people ofbeing spies.

A Voight, Cynthia. Tree by Leaf.Aladdin Paperbacks, 1988. 192 pp.

Clothilde, a 12-year-old girl, learns to readjustto her father returning from WWI with hisdisfigured face and helps him adjust as well.

ARostkowski, Margaret. After theDancing Days. Harper Trophy,1986. 217 pp.

Thirteen-year-old Annie is forced to redefinethe word “hero” after a forbidden friendshipwith a badly disfigured WWI soldier.

A Seredy, Kate. The Good Master.Viking Press, 1986. 196 pp.

During WWI, a young boy and his cousinget to know each other in rural Hungary.

AThesman, Jean. The Ornament Tree. Houghton Mifflin, 1996. 240pp.

Fourteen-year-old Bonnie is an orphan whorelocates to Seattle to be with her relatives whenshe learns of their distribution of materials onbirth control and the suffrage movement.

DRemarque, Erich Maria. All Quieton the Western Front. FawcettBooks, 1958. 248 pp.

This is the story of experiences ofbewildered German soldiers fighting andsuffering during WWI.

➢ Journal WritingThroughout the unit, each student is to keep a journal. Establish a buddy system in theclassroom and have the pair write letters to one another on their reflections of the classroomexperience as well as their independent reading. Encourage students to use multi-modal journalwriting, where they can write, draft diagrams, draw pictures, design and draw tables of simplestatistics, or even paste pictures or small collectibles onto the pages. Every day or so, givestudents a minute or two to exchange letters. For homework, they respond to the letters and toadd new thoughts. From time to time, the teacher should randomly collect the letters forassessment. The collection of letters should be combined with the student handbook at the endof the unit. Refer to the schedule for letter-writing topics.

World War I

Wilson’s Fourteen Points and the Treaty of Versailles: BackgroundPresident Woodrow Wilson addressed a joint session of Congress on January 8, 1918. In this addresshe stated his “Fourteen Points,” a plan he considered to offer the best opportunity for peace after WorldWar I. Wilson’s speech exemplified his visionary idealism and his practical politics. If taken as astatement of America’s war aims, Wilson was letting the world know that the United States would notbe a party to a narrow, vengeful peace settlement. He was providing the belligerent nations with atemplate for an actual peace accord, and he specifically sought to encourage Germany and her allies toend the war and the horrid bloodshed.

By the end of the summer in 1918, Germany and the Central Powers were war-weary and exhausted.Germany’s great offensives launched in 1918 did not result in the hoped-for and long-anticipatedvictory and breakthrough on the western front. German armies were in disarray and in full retreat allalong the front. Panic seized the German Military High Command, and it urgently called upon thegovernment to come to terms with the Allies. The Germans asked for an armistice and a peacesettlement based on Wilson’s “Fourteen Points.” The fourteen points are outlined in the studenthandbook on pages EA-46 through EA-48 and EB-46 through EB-48.

The Treaty of Versailles was totally the work of the Allied governments. At first, most of the work wasdone by the Committee of Ten, consisting of the diplomats, delegates, and representatives of England,France, Italy, the United States, and Japan. Too many leaks to the press resulted in the work beinghandled by the great statesmen. What finally emerged as the Treaty of Versailles was the particularcreation of the “Big Four”—Lloyd George of England, Georges Clemenceau of France, VittorioOrlando of Italy, and Woodrow Wilson of the United States. The major powers made the decisions, andvarious committees that dealt within specified areas were given the task of fashioning the text andlanguage for inclusion in the treaty.

The Germans were not present as the treaty was put together, and there were no negotiations. Afterseveral months work, the treaty was presented to the Germans, who were summoned to Versailles to gettheir first glimpse of the document. Georges Clemenceau, the French premier who was called “TheTiger,” addressed the German delegation and referred to the procedure as a settling of accounts. It wasexactly that. If the intention was to bring lasting peace to Europe, the great statesmen assembled inParis missed the mark and instead succeeded in laying the groundwork for the next war, which came 20years later. The Germans were given the document (actually a small volume) and told to sign or theAllied armies would invade Germany.

The statesmen at Versailles lost sight of their major objective: to fashion a lasting peace settlement thatwould endure for future generations. Too many secret treaties had been made, binding the Alliedpartners to fight the war to a finish, and these agreements took precedence over everything else.Woodrow Wilson was the idealist, and he tried to hold the Allies to implementing his Fourteen Points,but his partners were practical realists and adroit politicians. Woodrow Wilson was determined to havehis League of Nations, and his allies were just as determined that the promises made in the secrettreaties would be kept. Lloyd George had just been reelected, and his political plank had been “MakeGermany Pay!”

#2690 World War I Era D-52 © Teacher Created Materials, Inc.

Simulations and Activities

© Teacher Created Materials, Inc. D-53 #2690 World War I Era

World War I

Wilson’s Fourteen Points and The Treaty of Versailles: Background (cont.)

Georges Clemenceau was determined that France have revenge, and he wanted a Germany that wouldnever again threaten the French nation. He would do everything at the peace conference to secure theborders of France. The Italians and Vittorio Orlando wanted whatever they could get from theAustrians and what had been promised in the secret Treaty of London, namely the lands of Trentino,Istria and Trieste, Dalmatia, Cisalpine Tyrol, and the Dodecanese Islands.

The Allied Powers placed the blame for the war squarely on the Germans. They wanted to makecertain that a thorough accounting was made and that Germany paid for the four years of horror. Thevictors sat down as if at a feast, and they gorged themselves on the spoils of war at the expense ofGermany and the other Central Powers.

Other peace settlements were made later between the nations that had waged war against each other.Much could have been accomplished at Versailles, but it remains a lost opportunity.

More than 70 delegates from 27 nations attended the deliberations at Versailles. Everyone wantedsomething, and by the time the diplomats and delegates were finished they had a blueprint for anotherworld war. Woodrow Wilson’s “Fourteen Points” could have been the groundwork for a lasting peace.Instead, the Treaty of Versailles made possible the rise of Adolf Hitler in Germany. The leaders whogathered in Paris to make a peace settlement lost sight of their mission, and in so doing, pawned thelives of a future generation.


II. Time, Continuity, and Changed. Identify and use processes important to reconstructing and reinterpreting the past,

such as using a variety of sources, providing, validating, and weighing evidencefor claims, checking credibility of sources, and searching for causality.

IV. Individual Development and Identityh. Work independently and cooperatively to accomplish goals.

VI. Power, Authority, and Governancei. Give examples and explain how governments attempt to achieve their stated ideals

at home and abroad.

VIII. Science, Technology, and Societye. Seek reasonable and ethical solutions to problems that arise when scientific

advancements and social norms or values come into conflict.

IX. Global Connectionsb. Analyze examples of conflict, cooperation, and interdependence among groups,

societies, and nations.

f. Demonstrate understanding of concerns, standards, issues, and conflicts related touniversal human rights.

g. Identify and describe the roles of international and multinational organizations.

X. Civic Ideals and Practicesa. Examine the origins and continuing influence of key ideals of the democratic

republican form of government, such as individual human dignity, liberty, justice,equality, and the rule of law.

j. Examine strategies designed to strengthen the “common good,” which consider arange of options for citizen action.

World War I

Activity I: Comparison of Wilson’s Fourteen Points and the Treaty ofVersailles

On the chart that appears on student handbook pages EA-49 and EB-49, have each pair of students inthe cooperative group examine Wilson’s Fourteen Points and fill in whether or not the Treaty ofVersailles followed his suggestions (see answer key on page H-50). Use the student handbook pagesEA-46 through EA-48 and EB-46 through EB-48 that give background information and list thepunishments placed on Germany and the other Central Powers to fill in the right side of the page. Oncethey finish their task, the paired students within each cooperative group share the results with oneanother.

#2690 World War I Era D-54 © Teacher Created Materials, Inc.


Wilson’s Fourteen Points Treaty of Versailles

#13 Free and independent Poland withaccess to the sea

Created an independent Poland fromGerman and Polish territory; Danzig

was made a “Free City” with a corridorto the sea.

#2690 World War I Era EA-46 © Teacher Created Materials, Inc.

Wilson’s Fourteen Points and the Treaty of Versailles

In a January 8, 1918, address before a joint session ofCongress, President Woodrow Wilson outlined “FourteenPoints” that he felt offered the best chance for an end tothe fighting and bringing peace to Europe. At the sametime, the Fourteen Points were a statement of America’speace goals, that the United States would not plan a peaceagreement that only wanted to punish other countries andget revenge. Wilson was making suggestions that couldbring peace to the warring nations, and he wasencouraging Germany and her allies to end the fighting.

Germany Seeks a TruceBy the end of the summer in 1918, Germany and the Central Powers were exhausted and onthe edge of total defeat. The German military attacks of 1918 were all stopped, andeverywhere along the front the Allied armies were moving forward. German armies werefalling apart, and soldiers were in full retreat back toward Germany’s frontiers. Panic seizedthe German military leaders, and they demanded that their government ask the Allies for atruce and a peace based on Wilson’s Fourteen Points.

Germany Settles Its AccountThe Treaty of Versailles was totally the work of the Allied governments. Germany was notinvited to the peace table, and there would be no talking about compromises. Lloyd Georgeof England, Georges Clemenceau of France, Vittorio Orlando of Italy, and Woodrow Wilson ofthe United States, helped by special committees, shaped the final peace agreement. TheAllies wanted to make Germany pay for the horrible war that took over Europe and the world.It was a way of making the Germans pay for what had happened. The Germans were giventhe treaty and were told to sign within a few days or the Allied armies, filled with Americans,would invade Germany.

The ResultMany of Wilson’s Fourteen Points were forgotten or simply ignored in the course of makingthe peace agreement. There were simply too many secret agreements, and it was “pay up”time. Woodrow Wilson was the dreamer and wanted a perfect peace; all the others wererealistic with their feet planted solidly on the ground. Wilson got his League of Nations, and itbecame a part of the Treaty of Versailles, but all the rest of his ideas were ignored, and thewinners busily re-drew the map of Europe. Some people at the meeting to make peacealready knew that the agreement they created at Versailles would lead to another war. Theembarrassment of Germany later made it possible for Adolf Hitler to come into power.

Student Handbook—Level A

THEEMBARRASSMENTOF GERMANYMADE POSSIBLETHE RISE OFADOLF HITLER.

© Teacher Created Materials, Inc. EA-47 #2690 World War I Era

Germany’s Punishment Under the Treaty of Versailles


Punishments Imposed on Germany Alone1. Germany, by signing the treaty, will say it is responsible for starting the war.

2. Germany agrees to turn over the Kaiser and other national leaders as war criminals,to be held for trial.

3. The German Army is cut to 100,000 men, with 1,000 officers as staff.

4. No Air Force

5. No Navy

✦✦6. The right bank of the Rhine will be a “De-militarized Zone” thirty miles deep.

7. Poland is given access to the sea.

8. Danzig is made a “Free City,” and a strip of land is given to Poland, separating EastPrussia from the rest of Germany, placing several hundred thousand Germans inPolish territory.

9. In the Rhineland, three Rhine River crossings will be occupied by French/Alliedtroops; Cologne for five years, Koblenz for ten years, and Mainz for 15 years.

10. The Kiel Canal will be opened to all of the nations.

✦✦11. German rivers will be made international property for any nation to use.

12. Germany agrees to pay for all civilian damage suffered by Allied people in the war.

13. Civilian damage payments are still being worked out at the time of the signing andwere not made final, but by May 1, 1921, a $5 billion down payment had to bemade.

14. When the Germans sign the treaty, they are signing a “blank check.” (A final bill of$36 billion is finally worked out but never collected.)

15. In the settlement, Germany loses all its colonies in Africa, Asia, and the Pacific.Japan gets the Pacific Islands and England gets the African colonies.

✦✦16. The Saar basin, Germany’s richest and major source of coal, is turned over to the

control of France, as are the coal mines, for a period of 15 years.

17. Germany loses the valuable Silesian coal fields, which are given to Poland.

18. Alsace-Lorraine is returned to France.

#2690 World War I Era EA-48 © Teacher Created Materials, Inc.

Germany’s Punishment Under the Treaty of Versailles


Punishments Imposed on the Central Powers19. A League of Nations will be created, but Germany will not be allowed to join for nine

years.

20. Germany will pull out of Russian territory.

21. German troops will pull out of Belgium and give back its freedom and independence.

22. The Austria-Hungarian Empire will pay the highest price and is totally torn apart. In1914, the Kingdom of Hungary has 18 million people and a territory that covers283,000 square kilometers. The Hungarians will lose two-thirds of their land, andten million citizens will become citizens of other countries.

23. Austria will lose all of its seaports on the Adriatic. Large areas of land are to begiven up to Italy, including the southern Tyrol (with a quarter million Germans).

24. The Slavic populations of the Austria-Hungarian Empire are to be set free. TheCzechs and Slovaks, as promised for putting armies in the field and fightingalongside the Allies, will be given their own nation, Czechoslovakia (along with threemillion Germans and several hundred thousand Hungarians). Serbia, together withCroatia, Slovenia, Bosnia-Herzegovina, Montenegro, and Macedonia, will becomethe new Yugoslavia.

✦✦25. Poland once again will become a nation. But in giving the Poles access to the sea,

the Allied Powers will make Danzig a “free city” and create a strip of land that putshundreds of thousands of Germans under Polish rule. East Prussia will beseparated from the rest of Germany.

26. Finland will become a separate nation; and Estonia, Latvia, and Lithuania will begiven independence from Russian rule.

27. Romania will be given the most land by getting Transylvania from Bulgaria andHungary. The Romanians will also occupy and take over Bessarabia.

28. The Ottoman Empire will be broken apart. Anatolia will become the homeland of theTurks, and other areas will be given independence—Saudi Arabia, Iraq, Syria, etc.

© Teacher Created Materials, Inc. EA-49 #2690 World War I Era

Comparison Chart: Wilson’s Fourteen Points and the Treaty of


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he

Trea

ty o

f V

ersa

illes

1.N

o m

ore

secr

et t

reat

ies

and

secr

et a

gree

men

ts;

all d

iscu

ssio

nsan

d ag

reem

ents

don

e in

the

ope

n.

2.F

reed

om o

f th

e se

as f

or a

ll na

tions

of

the

wor

ld.

3.F

ree

trad

e th

roug

hout

the

wor

ld a

nd n

o m

ore

trad

e ba

rrie

rs.

4.N

o m

ore

arm

s ra

ce;

redu

ce m

ilita

ry w

eapo

ns a

mon

g th

e w

orld

’sna

tions

.

5.A

ll cl

aim

s on

col

onie

s sh

ould

be

settl

ed f

airly

and

rea

sona

bly.

6.T

he G

erm

ans

shou

ld p

ull o

ut o

f co

nque

red

Rus

sian

ter

ritor

y;R

ussi

a m

ust

be a

llow

ed t

o de

cide

its

own

natio

nal f

utur

e.

7.G

erm

any

shou

ld p

ull o

ut o

f B

elgi

um.

The

nat

ion

shou

ld b

e fr

eean

d in

depe

nden

t.

8.G

erm

any

shou

ld p

ull o

ut o

f F

renc

h te

rrito

ry a

nd r

etur

n A

lsac

e-Lo

rrai

ne t

o F

ranc

e.

9.A

ustr

ia s

houl

d pu

ll ou

t of

Ita

lian

land

, an

d fr

ontie

rs w

ill b

ede

cide

d ac

cord

ing

to t

he n

atio

nalit

y of

the

peo

ple

who

live

the

re.

10.

Cre

ate

self-

rule

for

the

Slo

vak

peop

le o

f Aus

tria

-Hun

gary

(Cze

chs,

Slo

vaks

, C

roat

s, S

love

nes,

Bos

nian

s, e

tc.)

.

11.

Ger

man

y sh

ould

pul

l out

of

Rom

ania

, S

erbi

a; S

erbi

a w

ill b

egi

ven

acce

ss t

o th

e se

a.

12.

Sel

f-ru

le to

min

ority

peo

ple

unde

r Tu

rkis

h ru

le; f

ree

and

safe

pass

age

thro

ugh

the

Dar

dane

lles,

an

inte

rnat

iona

l wat

erw

ay, f

oral

l.

13.

Afr

ee a

nd in

depe

nden

t P

olan

d w

ith a

cces

s to

the

sea

.

14.

The

cre

atio

n of

a g

ener

al f

riend

ship

of

natio

ns,

boun

d by

cove

nant

s (“

agre

emen

ts”)

: th

e Le

ague

of

Nat

ions

.

Answer Key

Pages EA-49 and EB-49

#2690 World War I Era H-50 © Teacher Created Materials, Inc.

Appendices Appendix B

Wils

on

’s F

ou

rtee

n P

oin

tsT

he

Trea

ty o

f V

ersa

illes

1.N

o m

ore

secr

et tr

eatie

s an

d se

cret

agr

eem

ents

; all

nego

tiatio

ns a

ndag

reem

ents

don

e in

the

open

.

2.Fr

eedo

m o

f th

e se

as f

or a

ll na

tions

of

the

wor

ld.

3.Fr

ee tr

ade

thro

ugho

ut th

e w

orld

and

rem

oval

of

trad

e ba

rrie

rs.

4.N

o m

ore

arm

s ra

ce; r

educ

tion

of m

ilita

ry w

eapo

ns a

mon

g th

ew

orld

’s n

atio

ns.

5.A

ll cl

aim

s on

col

onie

s sh

ould

be

settl

ed f

airl

y an

d re

ason

ably

.

6.T

he G

erm

ans

shou

ld p

ull o

ut o

f co

nque

red

Rus

sian

terr

itory

; Rus

sia

mus

t be

allo

wed

to d

eter

min

e he

r ow

n na

tiona

l des

tiny.

7.G

erm

any

shou

ld p

ull o

ut o

f B

elgi

um.

The

nat

ion

shou

ld b

e fr

ee a

ndin

depe

nden

t.

8.G

erm

any

shou

ld p

ull o

ut o

f Fr

ench

terr

itory

and

ret

urn

Als

ace-

Lor

rain

e to

Fra

nce.

9.A

ustr

ia s

houl

d pu

ll ou

t of

Ital

ian

land

,and

fro

ntie

rs w

ill b

ere

adju

sted

acc

ordi

ng to

the

natio

nalit

y of

the

peop

le w

ho li

ve th

ere.

10.

Cre

ate

self

-rul

e fo

r th

e Sl

ovak

peo

ple

of A

ustr

ia-H

unga

ry (

Cze

chs,

Slov

aks,

Cro

ats,

Slov

enes

,Bos

nian

s,et

c.).

11.

Ger

man

y sh

ould

pul

l out

of

Rom

ania

,Ser

bia;

Ser

bia

will

be

give

nac

cess

to th

e se

a.

12.

Self

-rul

e to

min

ority

peo

ple

unde

r T

urki

sh r

ule;

fre

e an

d sa

fepa

ssag

e th

roug

h th

e D

arda

nelle

s,an

inte

rnat

iona

l wat

erw

ay,f

or a

ll.

13.

A f

ree

and

inde

pend

ent P

olan

d,w

ith a

cces

s to

the

sea.

14.

The

cre

atio

n of

a g

ener

al a

ssoc

iatio

n of

nat

ions

,bou

nd b

y co

vena

nts

(“ag

reem

ents

”):t

he L

eagu

e of

Nat

ions

.

7,24

.Pol

and

and

Yug

osla

via

are

give

n ac

cess

to th

e se

a.

10.

The

Kie

l Can

al is

ope

n to

all

natio

ns.

2,3,

4.G

erm

any’

s ar

my

was

red

uced

to 1

00,0

00 m

en,w

ith 1

,000

off

icer

s as

“adm

inis

trat

ive

staf

f.”N

o N

avy.

No

Air

For

ce.

15.

In th

e se

ttlem

ent,

Ger

man

y lo

ses

all h

er c

olon

ies

in A

fric

a,A

sia,

and

Paci

fic.

Jap

an ta

kes

Paci

fic

Isla

nds;

Eng

land

,all

Afr

ican

col

onie

s.

20,2

6.R

ussi

an te

rrito

ry w

as e

vacu

ated

; Fin

land

giv

en in

depe

nden

ce,a

ndth

e B

altic

sta

tes—

Lat

via,

Lith

uani

a,an

d E

ston

ia—

as w

ell.

21.

Onc

e th

e G

erm

an tr

oops

eva

cuat

ed B

elgi

um,i

ts f

orm

er b

ound

arie

sw

ere

rest

ored

,as

wel

l as

its s

over

eign

ty.

18.

Ger

man

troo

ps e

vacu

ated

all

Fren

ch te

rrito

ry; A

lsac

e-L

orra

ine

was

retu

rned

to F

ranc

e.

23.

Ital

y’s

fron

tiers

wer

e ad

just

ed in

the

nort

h; I

taly

is g

iven

Tre

ntin

o,an

d th

e so

uthe

rn T

yrol

.

24.

Cze

chos

lova

kia

is c

reat

ed; S

lavs

,Cro

ats,

Slov

enes

,Bos

nian

s,M

onte

negr

ins,

Mac

edon

ians

,joi

n Se

rbia

to f

orm

Yug

osla

via.

24.

Cre

ated

Yug

osla

via,

with

acc

ess

to th

e se

a; R

oman

ia g

ets

Tra

nsyl

vani

a &

terr

itori

es a

t the

exp

ense

of

Bul

gari

a an

d H

unga

ry.

28.

Tur

ks g

et A

nato

lia a

s a

hom

elan

d; o

ther

Mid

dle

Eas

tern

terr

itori

esar

e gi

ven

inde

pend

ence

,nam

ely

Saud

i Ara

bia,

Iraq

,Syr

ia,e

tc.

25.

A f

ree

and

inde

pend

ent P

olan

d is

cre

ated

,with

a “

corr

idor

”th

roug

hE

ast P

russ

ia g

ivin

g th

e Po

les

acce

ss to

the

sea.

19.

A L

eagu

e of

Nat

ions

was

cre

ated

,but

all

of th

e w

orld

’s n

atio

ns w

ere

not m

embe

rs—

i.e.,

Ger

man

y,R

ussi

a,th

e U

nite

d St

ates

.

© Teacher Created Materials, Inc. K-9 #2690 World War I Era

World War I Quiz

Part I1. The immediate cause of World War I was the

a. sinking of the Lusitania.b. assassination of Archduke Franz Ferdinand of Austria.c. naval blockade of Britain.d. invasion of Belgium.

2. The underlying causes of World War I include all of the following except:a. nationalismb. imperialismc. militarismd. the spread of communism

3. For three years following the Battle of the Marne in 1914, the war was fought across an elaboratenetwork of deep trenches. Trenches a. provided some protection from flying bullets and artillery shells.b. served as headquarters and first-aid stations.c. served as storage areas.d. all of the above.

4. New technology and more deadly weapons accounted for the terrible slaughter during World War I.What were these new weapons? a. improved cannons, machine guns and larger shells for artilleryb. poison gasc. armored tanks, airplanes, submarines (known as U-boats)d. all of the above

5. The United States remained neutral until 1917. Which president of the United States tried to endthe war by negotiating “peace without victory” between the two groups?a. Herbert Hooverb. Woodrow Wilsonc. Calvin Coolidged. Teddy Roosevelt

6. The major event that caused the United States to enter World War 1 was:a. the sinking of the Lusitania with a loss of many lives.b. the use of poison gas by Germany in World War 1.c. the use of tanks and heavy artillery shells for the first time in war.d. the final reason was the famous “Zimmerman Note” that asked Mexico to declare war on the U.S.

7. In the Zimmermann telegram, German Foreign Minister Arthur Zimmermann announced theresumption of unrestricted submarine warfare and a. apologized for the sinking of the Lusitania. b. declared war on France. c. proposed an alliance with Mexico against the United States. d. asked the United States to negotiate a peace treaty.

8. The Treaty of Versailles punished Germany by taking away land, reducing the military, anda. installing a communist government.b. helping Austria-Hungary.c. limiting the number of factories it could build.d. making it pay reparations to Allied nations.

Assessments

World War I Quiz

Part II

Allied and Neutral Ships Lost During the War

#2690 World War I Era K-10 © Teacher Created Materials, Inc.

Assessments

In their efforts to prevent supplies and war materials from reaching the British, the Germans engaged inunrestricted naval warfare. Their targets were not limited to military vessels. In spite of protests byneutral nations, noncombatant passenger and cargo ships became targets. The chart above shows thenumber of vessels lost by the 28 Allied Powers and neutral nations.

9. Complete the chart by calculating the total number of vessels lost between 1914 and 1918 to eachtype of enemy action and the overall total of ships lost between 1914 and 1918.

10. a. In which year were surface ships the greatest threat? __________________________________

b. What caused the least number of losses? ____________________________________________

c. What posed the greatest threat to shipping?__________________________________________

11. Briefly compare and contrast the effectiveness of the actions taken by Germany, basing youranswer on the information in the chart. _______________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

To submarines

To surface ships

To mines

To aircraft

Total

1914 1915 1916 1917 1918

3 396 964 2,439 1,035

55 23 32 64 3

42 97 161 170 27

0 0 0 3 1

Total1914–1918

© Teacher Created Materials, Inc. K-11 #2690 World War I Era

World War I Quiz

Essay QuestionNeutral nations and the Allied powers claimed that Germany violated international law because shipswere attacked without warning, and noncombatants did not have an opportunity to seek safety. Basedon the information above and what you have learned about the Great War in this unit of study, discussthe role of Germany’s U-boats in the war. Were they used defensively or offensively? How did theyinfluence President Wilson’s decision to enter the war?

____________________________________________________________________________________

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____________________________________________________________________________________

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Assessments

© Teacher Created Materials, Inc. G-1 #2690 World War I Era

Section Table of Contents

Teachers Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-3

Lesson 1: Challenges of a Modern Wonder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-5Overview and Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-5

Time Required, Materials, and Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-6

Process and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-7

Activity A: The Challenges of the Land . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-7

Activity B: The Challenges of Building . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-8

Activity C: The Human Dimension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-9

Lesson 1 Evaluations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-10

Lesson 2: The Passage of Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-11Overview and Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-11

Time Required, Materials, and Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-11

Process and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-12

Activity A: A Different Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-12

Activity B: Life in 1900—Why or Why Not? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-13

Activity C: The Base of Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-14

Lesson 2 Evaluations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-14Project Evaluation Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-15

Class Discussion Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-16

Follow-Up and Extensions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-17

Student Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-19

(Note: For student pages referenced in the teacher’s guide, use the student page numbers listed at thetop of each student page.)

Lesson 1: Challenges of a Modern Wonder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-21Map of Panama: The Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-21

Building the Panama Canal: The Challenge (Data Collection Sheet) . . . . . . . . . . . . . . . . . . . . . G-22

Building the Panama Canal: The Human Dimension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-23

A Letter Home. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-24

A Letter Home Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-25

Lesson 2: The Passage of Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-26A Different Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-26

Then and Now . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-27

The 1900 House. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-28

The Base of Power: Discussion Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-29

Online Connections


Challenges of a Modern Wonder

Overview and PurposeThe Panama Canal has been called one of the greatest engineering achievements of the modern age.

The activities in this lesson will give students the opportunity to further explore the construction of thecanal from a variety of viewpoints. Students will take the role of museum curators who are asked toassemble a display on the Challenges of Building the Panama Canal. They will go beyond the politicsto examine the geography of the region, the engineering problems raised by the design of the canal andthe human face of the Panama Canal’s construction.

The geography of the area was characterized by an isthmus only 50 miles wide at its narrowest point,impenetrable jungle, deep swamps, torrential rains, hot sun, debilitating humidity, pestilence,mountains, and some of the most geologically complex land formations in the world. In the shortdistance between Colon and Panama City alone, there were six major faults and five major volcaniccores. The flooding of the Chagres River, after only two days of rain in 1903, caused the river to rise to60 feet above sea level at Gamboa (normally only 40 feet above sea level) and increase its dischargerate ten times to 31,000 cubic feet per second.

The engineering problems caused by the geography of Panama were enormous. The first workersappeared there in 1881; the first ship did not go through the canal until August 15, 1914—33 yearslater. At the peak of construction, almost 19,000 workers were employed. The largest dam of its timewas built there. Over 100 steam shovels (the largest weighing 95 tons) worked ten hours a day, sixdays a week to load 4,000 to 6,000 cubic yards of dirt and blasted rock. It took more than nine years ofalmost non-stop labor to create the nine-mile long Culebra Cut, connecting Gatun Lake with the PedroMiguel Locks across Panama’s continental divide. To this day, the Culebra Cut, the Cucaracha slide,and the massive concrete locks are engineering marvels viewed by awed tourists to the area.

The human dimension of the Panama Canal construction cannot be measured without considering theterrible cost in backbreaking labor and, of course, the devastating loss of thousands of lives to thedreaded yellow fever and malaria. Fever, sickness, and physical debilitation were part and parcel of lifein the tropics at that time.

The construction of this epic project has many lessons for students in terms of the challenges overcome,the lessons learned, and the long-term impact of this monumental undertaking. Students will be able toextend the explorations begun in this lesson to look at other topics, such as the development of theinterstate highway system or the building of the International Space Station.

Teacher’s Guide: Lesson 1 Online Connections


The Passage of Time

Overview and Purpose At the beginning of the 20th Century, the United States emerged as a world power. No one who wasalive at that time could have predicted the changes that would occur in the subsequent 100 years. Thesweeping changes in the balance of world power alone have been astonishing. Once dominated byWestern colonialism, all of Africa’s nations are now independent. The Russian empire has moved fromautocratic czarism through despotic Soviet communism to 15 different states practicing some form ofdemocratic capitalism. The collapse of the Soviet empire has left the United States as the mostpowerful nation in the world, scientifically, economically, and politically. World population has almostquadrupled. Life expectancy in developed nations has risen from the mid 40s into the mid 70s. Socialstandards, scientific advances, technological developments, and political upheaval have combined tochange the face of the planet. Probably more than any other nation, the United States has benefitedfrom the developments of the past century.

In this lesson, students will examine information about society at the beginning of the 20th century.They will be able to compare this information with data that reflects conditions at the beginning of the21st century.

Students will also be asked to identify elements that allowed the United States to become a worldpower. They will also identify elements that have allowed the United States to retain this position andto provide examples in a variety of areas.

Time Requiredapproximately 6–8 class periods (45 minutes each)

Materials• minimum of 8 computers (32 students) with full Internet access including a browser

• AppleWorks or similar integrated program, such as Microsoft PowerPoint (optional)

• presentation equipment (i.e., overhead projector, computer)

Objectives• As a basis for understanding the growth of the United States as a

world power, students will explore life at the beginning of the 20thcentury in a variety of areas.

• Students will compare and contrast life at the beginning of the 20thcentury with life at the beginning of the 21st century.

• Students will debate the advantages and disadvantages of life onehundred years ago vs. life in today’s world. Students will developevidence to support their positions.

• Finally, students will explore factors that make the United States aworld power in 1900. They will contrast these factors with factorstoday that allow the United States to continue to dominate worldpolitics.

Teacher’s Guide: Lesson 2 Online Connections

table of contents - teachercreatedmaterials.com · section d gives necessary background information...

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