Causes of World War I

Introduction

WebQuest: Causes of World War I

Topic

The first world war began in August 1914, after the assassination of the Austrian archduke, Franz Ferdinand and his wife on the 28th of June, 1914 by a Bosnian revolutionary, Gavrilo Princip. However, this event simply set off declarations of war. The actual causes of the world war I are more complicated .

In this Web Quest you will discover:

  • The four major causes of world war I.
  • Life in the Trenches.

World War I forever changed the face of warfare. New technology yielded millions of casualties. The conditions in the trenches created untold hardships on the men who had to endure them. People on the home front were subjected to shortages and hardships as the emergence of Total War infiltrated all aspects of their life.

Objective:

The purpose of this lesson is to introduce the students to the hardships both on the front lines and at home during World War I.

• Students will be able to summarize the causes, events, and effects of WWI

• The students will be able to describe the new technology of weaponry

• The students will be able to summarize hardships on the home front felt through total war

• The students will be able to explain the development of trench warfare

Materials Required: Computer Lab, Internet, WebQuest Handouts, White Board/Markers, extra pencils.

Please click on the "Task" tab to continue.

Task

You will analyse a series of websites containing information on the factors leading to the war and how life in the trench was. You will work in groups of four and complete all the web quest activities.

On completion of all the worksheets, you will discuss your discoveries and research with the class, which will be followed by a class test.

Task 1: Video depicting scenes of trench warfare.

Click on the link to access the video: (1) http://www.dailymotion.com/video/x4ttgw_ww1-hell-in-the-trenches_people  

Task 2: In groups, identify and describe the four major causes of World War I:

(a) Click on the links to review the information:

            http://www.historyonthenet.com/WW1/causes.htm

                https://www.youtube.com/watch?v=j8HmPNgOC2Q

(b) Complete the Quiz on World War I.

(c) Write a description of Each Cause:

               1. Nationalism                                                                                                                   

               2. Imperialism                                                                                                                   

               3. Militarism                                                                                                                      

               4. Alliances                                                                                                                        

(d) GERMANY

  • Germany wanted to build up her empire. This is known as                                                             
  • Germany also built up her armed forces. This is known as                                                              

(e) BRITAIN

As Britain had the most powerful navy in the World she was worried about other countries building up their armed forces. We could call this a worry about                                            . Britain, Germany and other countries were keen to have large empires.

(f) EUROPE: European people were very proud of their countries and would defend their country as well as they could. This is called                                       .

Task 3:

A. In your own words, answer the following questions on a separate individual worksheet.(Do not discuss with your group).

(1) Which countries were bound to each other by the (i)  Triple Alliance   (ii)  Triple Entente

(2) How did imperialism contribute towards Germany’s increasing anger with Britain and France?

(3) Why was nationalism an important factor?

(4) Describe the part played by Germany in increasing European militarism.

Task 4: Cartoon Analysis. Answer the questions below individually on a separate sheet.

(1) The conflict in Europe seemed to be between which two nations?

(2) Why did the other nations become involved?  Was this a good or a bad thing?  Explain.

Task 5:

(1) Click on the link to access the video : http://www.history.com/videos/bet-you-didnt-know-trench-warfare#bet-you-didnt-know-trench-warfare

(2) Click on the link to review information on "What  is a Trench?" http://www.historyonthenet.com/ww1/trenches.htm

Task 6: Complete the following Trench definitions activity by matching the words on the left with the definitions on the right. (See worksheet).

Task 7: Click on "Life in the Trenches" on the history on the net website. Read the information provided and complete the worksheet. Imagine that you are a soldier fighting in the trenches. Write a letter home describing the conditions in the trenches.

Task 8: Test your Knowledge by undertaking the quick quiz on Trenches and answer the following questions individually on a separate sheet of paper.

(1)  List something you found in the trench warfare.

(2) Why do you think countries continued to fight instead of ending the war early?

(3) Life in the trenches caused soldiers to feel a combination of boredom and terror. If you were in a trench, how would you combat these feelings?

Process

Please follow these steps below and complete your WebQuest.

Step 1: Please forms groups of four. Ensure each student has received the Web Quest pack.

Step 2: At the start of your quest, ensure that you have a paper ready to take notes and information that you will find on the website that I provide you.  Please write your name and class on these papers and keep them, as you will have to hand them in at the end of the quest along with your worksheets. Please note that you may gather information from other educational websites, but please ensure that you cite all your work.

Step 3: Once all members of your group have completed the worksheets, discuss your findings. What were the major factors that contributed to this war? What is a trench and how was the life in the trench? Please ensure that you complete all sections of the worksheet. If you complete the answers after or during the discussion, please use a different coloured pen.

Step 4: On a separate sheet of paper, please write your name and answer the questions on your individual activity. Please do not discuss this activity with your group.

Step 5: Assemble all your worksheets, including the sheets of paper you took down your notes and hand it in.

 

Use these internet links for your research:

(1) First world war

http://www.firstworldwar.com/features/trenchlife.htm

(2) The Trenches

http://www.historylearningsite.co.uk/memories_from_the_trenches.htm

(3) The trench warfare defined

http://www.britannica.com/EBchecked/topic/604210/trench-warfare

(4) The trench experience

http://www.schoolhistory.co.uk/gcselinks/wars/firstwwlinks/trenchwarfare.html

Evaluation

Assessment:

Students will be assessed based upon their participation in the classroom activity and discussion. Students will be assessed based upon the completion of the WebQuest Role Representation Sheets and Group worksheet with an emphasis on the following criteria: Portion of the Project -Research Notes -Acitivity Sheets -Final Analysis -Structure.

EVALUATION/ RUBRIC

            This Web Quest has been completed both individually and with group members. The chart below will help calculate your grades.

            Strictly follow the instructions as noted on the "task" and "process" section of your Web Quest.  You will be assessed based on the following guidelines:

Total Marks 45 Research notes 10    A thorough written record of websites researched.5      A partial list of random websites researched.0-5   No or little evidence of research Structure 15    Has no more than 5 spelling/ grammar mistakes. Neatly presented with evidence of effort.10    Has no more than 10 spelling/grammar mistakes. Design is flawed, but workable.0-5  There are many spelling/ grammar mistakes. Workbook looks rushed and is not legible.Final analysis 20   Has thoroughly answered all questions on the worksheet and attempted all questions posed during the formative assessment.15   Answers most questions in the worksheet and attempted some questions posed during the formative assessment.0-5  Fails to answer questions and leaves blanks.

Conclusion

You have now successfully completed your Web Quest! 

By participating in this webQuest, you have learnt about all the major factors that led to the First World War in 1914. You have discovered how life in the trench was for soldiers during the war. The difficulties and sacrifices they had to face. Aftter this war, some soldiers faced psychological issues, some were disabled, they lost their limbs. Others, didn't even return home. 

Reflection: Think about the soldiers who fought the ward sacrificing everything. How do you think life in the trench was for the soldiers? Imagine yourself in such a situation. How would you cope n those disturbing conditions?

Credits
  1. Bet You Didn't Know: Trench Warfare. (2014). Retrieved May 20, 2015, from History.com:             http://www.history.com/videos/bet-you-didnt-know-trench-warfare#bet-you…- know-trench-warfare

  2. Duffy, M. (2009, August 22). Feature Articles - Life in the Trenches. Retrieved May 21,2015, from First World war: http://www.firstworldwar.com/features/trenchlife.htm

  3. Lawrence, G.-M. (n.d.). 10 Photos Of Life In The Trenches. Retrieved May 22, 2015, from Imperial War Museums: http://www.iwm.org.uk/history/10-photos-of-life-in-the- trenches

  4. Museum, Auckland. (2014, June 30). Fast Facts - World War One: Trench Life. Retrieved May 21, 2015, from You tube: https://www.youtube.com/watch?v=j8HmPNgOC2Q

  5. Nigro, M. (n.d.). World War I WebQuest. Retrieved May 19, 2015, from Monroe fordham:             http://www.monroefordham.org/docs/LessonPlan6

  6. SoulCircus83. (2014, March 28). (WW1) Life in the Trenches. Retrieved May 21, 2015, from Youtube: https://www.youtube.com/watch?v=YGNqY9mjdpU

  7. Trench Warfare. (2003, April 12). Retrieved May 22, 2015, from SchoolHistory.co.uk:             http://www.schoolhistory.co.uk/gcselinks/wars/firstwwlinks/trenchwarfar…

  8. Trench warfare. (2015). Retrieved May 21, 2015, from Encyclopædia Britannica:             http://www.britannica.com/EBchecked/topic/604210/trench-warfare

  9. Trueman, C. (2014). Memories from the trenches. Retrieved May 22, 2015, from HistoryLearningSite.co.uk:             http://www.historylearningsite.co.uk/memories_from_the_trenches.htm

  10. World War One - What is a Trench? (2014, May 8). Retrieved May 20, 2015, from History on the Net: http://www.historyonthenet.com/ww1/trenches.htm

Teacher Page

                    This lesson sequence is on Year 9 History, Causes of World War I. This sequence is constructed as a Web Quest. By incorporating a Web Quest in the lesson plan, students will be able to develop their ICT skills and enhance their learning. Students have been introduced to World War I in their previous lesson. In this activity, they will investigate and analyse the major causes of war, the Triple Alliance and the Triple Entente. 

                      The lessons are arranged in a sequence to assist the students through different stages of their learning. Each lesson is set for 60 minutes in total. In lesson set 1, students will focus on the four major causes of  the World War I, the great powers, the Triple Alliance and the Triple Entente. They will complete tasks 1, 2, 3 and 4. Students will work collaboratively in groups of four. The lesson set 2 focuses on Trenches and the life in the Trench. Students must complete tasks 5, 6 and 7. In  lesson set 3, all students will have an opportunity to complete the worksheets. In lesson set 4, students will submit all the worksheets for assessment by the teacher. In this lesson, they will have an opportunity to reflect on their learning through class discussion. A formative assessment will also be conducted in this lesson. 

Special accommodation for children with a learning disability, special needs and gifted: Extended time will be allocated for kids with a learning disability and special needs. The gifted and talented may wish to extend their research by viewing a primary source footage on World war I- Life in the Trenches:

https://www.youtube.com/watch?v=YGNqY9mjdpU

Objectives

  • Students will summarize the causes, events, and effects of World War I.
  • Students will be able to describe the new technology of weaponry.
  • Students will be able to summarize military events on the Western front.
  • Students will be able to explain the development of trench warfare.

Key Skills:

  • Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164).
  • Use historical terms and concepts (ACHHS165)
  • Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS166)
  • Identify and locate relevant sources, using ICT and other methods (ACHHS168)
  • Evaluate the reliability and usefulness of primary and secondary sources (ACHHS171)
  • Identify and analyse different historical interpretations (including their own) (ACHHS173)
  • Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175).

Key Inquiry Questions:

    1. What are the four major causes of World War I?
    2. Which countries were bound by the Triple Alliance and the Triple Entete?

    General Capabilities:

    • Literacy
    • Critical and Creative thinking
    • Personal and Social capability
    • Ethical understanding.
    • ICT capabilities

     

    Achievement Standards:

                Students will analyse the causes and effects of events and developments and make judgments about their importance. They explain the motives and actions of people at the time. Students explain the significance of these events and developments over the short and long term. They explain different interpretations of the past. When researching, students develop different kinds of questions to frame an historical inquiry. They interpret, process, analyse and organise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students examine sources to compare different points of view. When evaluating these sources, they analyse  origin and purpose, and draw conclusions about their usefulness. They develop their own interpretations about the past.