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Abstract
Students who have difficulty visualizing the setting of WWI will
benefit from this activity. Students will identify and label the
nations, battlefields, general movement of German troops through
Belgium, and the location of both fronts. They will have the ability
to comprehend how formidable Germany was. It fought a two-front war
for four years and nearly won, if not for the entry of the United
States in 1917.
Lesson fundamental understandings:
Essential
Questions: Students will understand:
What
significance does geography play in warfare? How does technology
impact territorial acquisitions in any war? Is territorial control
as important in modern times as it was in former periods in
history?
Essential Questions:
1. How do political
boundaries change as a result of warfare?
2. How do alliances
determine the extent of warfare?
3. What means does a government
utilize to aide in the human adaptation to a changed environment?
Standards
National Standards Standard 2:
Historical Comprehension: The student thinks chronologically. G.The
students will be able to draw upon data in historical maps in order
to obtain or clarify information on the geographic setting in which
the historical event occurred, its relative and absolute location,
the distances and directions involved, the natural and man-made
features of the place, and critical relationships in the spatial
distributions of those features and historical event occurring
there.
State Standards Standard 2.0: History
Skills: Students will use social studies vocabulary and concepts to
engage in inquiry, in research, in analysis, and in decision making.
History 2.12.3 Analyze and inter-pret historical content from
informational tools, including: · charts · diagrams · graphs · maps
· political cartoons · photographs · tables 7.12.17 Describe the
causes, course, character and effects of World War I, including:
Imperialism, weapons/tactics 8.12.6 Describe the causes, course and
effects of WWII, including the legacy of WWI. VISUAL ARTS: Knowledge
Content Standard 1.0: Students know and apply visual arts media,
techniques, and processes. 1.12.3 Create works of art that
demonstrate an understanding of a variety of media, tools,
techniques, and processes (e.g. traditional and emerging
technologies). 2.12.4 Create artworks that manipulate visual
characteristics to convey complex ideas. 5.12.3 Examine and evaluate
a variety of techniques for communicating meanings, ideas,
attitudes, views, and intentions.
Lesson
Prerequisite Skills
This is lesson #3 of 6. 1. Students should have a basic
understanding of map reading. 2. Students should have a basic
understanding of how to read and create a map key. 3. Students will
also be able to review spelling and abbreviation skills in the
required for map labeling. 4. If the instructor is utilizing
Internet resources the student should have basic computer skills
also.
Teacher
Information/Situations/Setting/Time Time: The students
will be given 1 day to complete the assignment.
Setting: A
regular classroom environment is all that is
necessary.
Materials: textbook worksheet map (blank) Note: Each
instructor must create a listing of battlefields, color coding for
Central and Allied nations, etc. to coordinate with the assigned
text.
Enrichment activity: The Western front
Time: The
activity will take 1 day.
Setting: A regular classroom
environment; place desks in groups of four.
Grouping: Students
will be placed in groups of four.
Materials: Provide 1 box of
sand per group. (Box tops from school-supplied paper boxes are
excellent for the project). Sand can be obtained from school track
and field area. Students will be asked to supply plastic soldiers
and military equipment purchased from local toy stores.
Assessment
Any outline map may be used to complete this activity. A possible
rubric for this activity would include the following items:
Map
Skills Rubric: Labeling; 1-10 pts., Color Coding; 1-10 pts.,
Accuracy; 1-10 pts., Legend; 1-10 pts. (Extra category- Neatness;
1-10 pts.
Total points possible: 50
Student Activity/Tasks Using an outline
map of Europe representing the years 1914-1918, students should
include the following information on their map:
all countries
outlined in Europe:
Norway, Sweden, Russia,Germany,
Austria-Hungary,Ottoman Empire,Greece, Bulgaria, Serbia, Bosnia,
Romania, Italy, France, Switzerland, Belgium, Netherlands,
Luxemburg,Spain, Portugal, Great Britain, Ireland, Denmark,
Africa.
Water Sources:
Mediterranean Sea, Black Sea, Atlantic
Ocean, Somme River, Baltic Sea, Rhine River, Danube River, North
Sea.
Important Locations:
Sarajevo,the Dardanelles,
Tannenberg, Caproetto, Gallipoli, Verdun, Ypres,and an arrow that
indicates movement of the Schlieffen plan.
After completing their
outline map students should compare a map of Europe in the 1920's.
Answer the following question: "What differences are there in your
map and the map of Europe in the 1920's?"
Note to the
instructor:
Ideally the map should include key battles,
countries, political boundaries, water sources, and color coding to
signify alliances.
Enrichment/Alternate Activity:
The following activities have been field tested and found to
better enable students to visualize the cause and effect
relationships of "trenchwarfare" and it's destructive long lasting
effect on societies that utilize it. 1. Create a three dimensional
sandbox with military figures and artillery to re-create
trenchwarfare. 2.The students can better understand trench warfare
and the area called "No Man's Land" if they build a three
dimensional model of the Western Front. See the (A materials list
for this activity is outlined above). Showing a video clip from the
movie, All Quiet on the Western Front is useful for visual
referencing of trench warfare.
Cross-Curricular:
English/Language Arts Architecture/Engineering Art (color coding,
color representation) Math (scale dimensions)
Technology
Requirements/Tools/Materials
Required list for regular activity:
colored pencils, magic
markers, blank maps, teacher-generated direction sheet for the
map
Materials list for enrichment activity:
Provide 1 box
of sand per group. Box tops from school-supplied paper boxes are
excellent for the project. Sand can be obtained from school track
and field area. Students will be asked to supply plastic soldiers
and military equipment purchased from local toy stores.
Acknowledgements:
Suggested text: The American Nation, Prentice Hall, c. 1998.
Video: All Quiet on the Western Front, 1979 color version.
map sections
www.historychannel.com
Additional Resources
Main
URL:
Related Lessons
Related Resources
Copyright © 1997-2003
Career Connection to Teaching with Technology
USDOE Technology Innovation Challenge Grant
Marshall Ransom, Project Manager
All rights reserved.
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