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 Military Technology in World War I Alexandra I. Cruz Summer 2012 CIEP 475 Workshop-­‐ Teaching with Primary Sources Course LESSON PLAN Title: Military Technology in World War I: What kinds of military technology existed during WWI and what where their effects on the loss of lives during this war? Overview: During the World War I era (1914-­‐18), leading newspapers took advantage of a new printing process that dramatically altered their ability to reproduce images. Rotogravure printing, which produced richly detailed, high quality illustrations—even on inexpensive newsprint paper—was used to create vivid new pictorial sections. Publishers that could afford to invest in the new technology saw sharp increases both in readership and advertising revenue. The images in this collection track American sentiment about the war in Europe, week by week, before and after the United States became involved. Events of the war are detailed alongside society news and advertisements touting products of the day, creating a pictorial record of both the war effort and life at home. The collection includes an illustrated history of World War I selected from newspaper rotogravure sections that graphically documents the people, places, and events important to the war. This lesson will look at the military technology of World War I and its effects on the loss of lives. Students will be analyzing photos of three different types of technology used during World War I. The photos will be the only documents within this lesson that use an analysis form. Students will have already had experience in analyzing primary and secondary sources. This is a lesson within a unit of WWI. Students will have already had exposure to fundamental knowledge of World War I including reasons for why the war started, those involved, and the rising tensions in Europe. Objectives: •
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Students will be able to answer the question: What kinds of military technology existed during WWI and what where their effects on the loss of lives during this war? Students will be able to analyze both primary and secondary sources. Students will be able to think critically about events in history by analyzing pictures of WWI. Students will be able to evaluate pictures and make logical inferences regarding effects of technology in military during WWI. Students will be able to read and effectively analyze the increasing destruction caused by military technology during WWI. Students will be able to combine their reading and photo analysis into a comprehensive paper that describes at least two weapons used during WWI and their effects on the loss of lives. Standards (State and Common Core): Reading Standards for Literacy in History/Social Studies 6–12 Key Ideas and Details 1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Craft and Structure 4. Determine the meaning of symbols, key terms, and other domain-­‐specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. 5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. 6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. Time Required: 3 – 80 minutes class periods Recommended Grade Range (9-­‐12th grade, ages 14-­‐18) Student assessment will be based on sound analysis, individual effort, and a rubric of paper (Appendix 1,2, and 3). Assessment is worth 100 points. Subject/Topic World War I will be looked at through the lens of History and Language Arts. Preparation: Materials Used: 1. Background Essay: Library of Congress The Increasing Power of Destruction: Military Technology in World War I 2. Anticipation Guide (Readence, Bean, and Baldwin 1985) 3. Photo Analysis Form Evanston Township High School History Department and the Library of Congress | LOC.gov/teachers 4. The War of the Nations: Portfolio of Rotogravure Etchings, 526-­‐27 Chief Events of the War Timeline: 1914-­‐1919 5. World History: Patterns of Interaction Beck et al. 2007. World History: Patterns of Interaction. Orlando, FL: Houghton Mifflin Harcourt Publishing Co. pages 845-­‐849. Resources Used 1. The War of the Nations (New York), December 31, 1919 Insidious and Deadly Gas That Creeps Noiselessly Down Toward the Foe." War of the Nations, 210. 2. The War of the Nations (New York), December 31, 1919 "French, British, and German Types of Battle Tanks." War of the Nations, 167. 3. The War of the Nations (New York), December 31, 1919 "Huge siege guns of the Central Powers used in the smashing of forts." War of the Nations, 110. Fields for entering a Library of Congress item Title: Newspaper Pictorials: World War I Rotogravures URL: http://memory.loc.gov/ammem/collections/rotogravures/rotoevents1.html Author/Creator: Unknown Date: Unknown Procedure Day 1: •
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Day 2: Do Now or Bell Ringer: Anticipation Guide (Appendix 1) (5 minutes) Discussion on Anticipation Guide (15 minutes) Introduce background essays (documents 1 and 5), pictorial images (documents 2, 3, and 5), photo analysis forms packet (Appendix 2), and Timeline (document 4) (5 minutes) Background Essay – Read aloud and annotate as a class while demonstrating on Elmo (20 minutes) Students fill out preliminary analysis of document 2 independently – author of picture, date published, primary or secondary source, possible bias, etc. (5 minutes) Share out and fill in on ELMO (overhead) (5 minutes) Begin analysis of first picture (document 2) using photo analysis form. Have students look at questions and then answer them as a class. Teacher writes in student analysis on over head while students share out and write down other student’s analysis (20 minutes) Assign homework of analysis of second picture (document 3) using photo analysis form. Begin analyzing preliminary analysis of document 3 as a class – author of picture, date published, primary or secondary source, possible bias, etc. (5 minutes) •
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Do Now or Bell Ringer: Students will read through the timeline of WWI events(document 4) (5 minutes) Teacher writes in student’s analysis on over head while students share out and write down other student’s analysis done for homework on (document 3). (15 minutes) Students work with partners to analyze document 5 using photo analysis form (15 minutes. Whole class shares out and teacher writes in student’s analysis on overhead. (10 minutes) In partners, students then begin reading “Europe Plunges into War document 6. Rather than an analysis form, students are asked to take Cornell notes in their notebooks on this section of the book (Chapter 29, Section 2: pages 845-­‐849). ( 35 minutes) Day 3 •
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Do Now or Bell Ringer: Answer question #4 on page 849 on loose-­‐leaf paper (document 6). (5-­‐7 minutes) Class share out of question: What were some of the characteristics of trench warfare? (5 minutes) Teacher explains writing assignment and rubric for grading paper (Appendix 3 and 4) (20-­‐25 minutes) Students get the remainder of the period to begin structuring and writing paper using writing guide and teacher assistance (40-­‐45 minutes) Extension Ideas Discussion on observations and analysis will continue. Comparisons and connection activities may be made to have students apply their knowledge to the current day. CREDITS Designer(s) Alexandra I. Cruz Appendix 1 World War I Anticipation Guide 1. It is important that the United States builds a strong military in order to protect itself: Agree Disagree Why do you agree or disagree? 2. It is important that the United States continues to always keep up with new technology in weapons and military training. Agree Disagree Why do you agree or disagree? 3. It is important that all countries build a military to protect their own country in a time of war. Agree Disagree Why do you agree or disagree? 4. Any type of weapons should be used in the time of war in order to win. Agree Disagree Why do you agree or disagree? 5. It is often necessary to kill civilians during a time of war. Agree Disagree Why do you agree or disagree? Photo Document Analysis Form Document number or letter__________ Title of Document (if present) Date of Document Primary Source ______ Secondary Source ______ Appendix 2 Source (Where did the document come from?) Author of Document Possible Author Bias After looking at the photo document, fill in the columns below using the questions to help analyze each photo. What important facts can I learn from this document? What inferences can I make from this document? What reflections do I have How can I use this document in my essay? Describe what you see. What do you notice first?, What people and objects are shown?, How are they arranged?, What is the physical setting?, What, if any, words do you see?, What other details can you see? Questions to consider. Why do you think this image was made?, Who do you think was the audience for this image and why?, What tools were used to create this and why?, What can you learn from examining this image?, What’s missing from this image and why?, If someone made this today, what would be different?, What would be the same? Overall, what is the main idea of the document? Questions: What do you wonder about... who?, what?, when?, where?, why?, how? Document Analysis Sheet created by Evanston Township High School History Department and the Library of Congress | LOC.gov/teachers Photo Document Analysis Form Document number or letter__________ Title of Document (if present) Date of Document Primary Source ______ Secondary Source ______ Appendix 2 Source (Where did the document come from?) Author of Document Possible Author Bias After looking at the photo document, fill in the columns below using the questions to help analyze each photo. What important facts can I learn from this document? What inferences can I make from this document? What reflections do I have How can I use this document in my essay? Describe what you see. What do you notice first?, What people and objects are shown?, How are they arranged?, What is the physical setting?, What, if any, words do you see?, What other details can you see? Questions to consider. Why do you think this image was made?, Who do you think was the audience for this image and why?, What tools were used to create this and why?, What can you learn from examining this image?, What’s missing from this image and why?, If someone made this today, what would be different?, What would be the same? Overall, what is the main idea of the document? Questions: What do you wonder about... who?, what?, when?, where?, why?, how? Document Analysis Sheet created by Evanston Township High School History Department and the Library of Congress | LOC.gov/teachers Photo Document Analysis Form Document number or letter__________ Title of Document (if present) Date of Document Primary Source ______ Secondary Source ______ Appendix 2 Source (Where did the document come from?) Author of Document Possible Author Bias After looking at the photo document, fill in the columns below using the questions to help analyze each photo. What important facts can I learn from this document? What inferences can I make from this document? What reflections do I have How can I use this document in my essay? Describe what you see. What do you notice first?, What people and objects are shown?, How are they arranged?, What is the physical setting?, What, if any, words do you see?, What other details can you see? Questions to consider. Why do you think this image was made?, Who do you think was the audience for this image and why?, What tools were used to create this and why?, What can you learn from examining this image?, What’s missing from this image and why?, If someone made this today, what would be different?, What would be the same? Overall, what is the main idea of the document? Questions: What do you wonder about... who?, what?, when?, where?, why?, how? Document Analysis Sheet created by Evanston Township High School History Department and the Library of Congress | LOC.gov/teachers Document 1 The Increasing Power of Destruction: Military Technology in World War I World War I was less than one year old when British writer H. G. Wells lamented the fate of humanity at the hands of "man's increasing power of destruction" (H. G. Wells, "Civilization at the Breaking Point," New York Times, May 27, 1915, 2). Although considered a father of science fiction, Wells was observing something all too real—technology had changed the face of combat in World War I and ultimately accounted for an unprecedented loss of human life. Infantry warfare had depended upon hand-­‐to-­‐hand combat. World War I popularized the use of the machine gun—capable of bringing down row after row of soldiers from a distance on the battlefield. This weapon, along with barbed wire and mines, made movement across open land both difficult and dangerous. Thus trench warfare was born. The British introduced tanks in 1916; they were used with airplanes and artillery to advance the front. The advent of chemical warfare added to the soldier's perils. Sea and airborne weapons made killing from a distance more effective as well. Guns mounted on ships were able to strike targets up to twenty miles inland. The stealth and speed of German submarines gave Germany a considerable advantage in its dominance of the North Sea. Although airplanes were technologically crude, they offered a psychological advantage. Fighter pilot aces such as Manfred von Richthofen, Germany's "Red Baron," became celebrities and heroes, capturing the world's imagination with their daring and thrilling mid-­‐air maneuvers. Newspapers charted the public's reaction—horror and vengeance—to these technological advancements. A few weeks after the Germans first used poison gas in Ypres, Belgium, on April 22, 1915, a London newswire to the New York Times described the brutal details of the attack and the immediate effects on the soldiers, concluding: "It is without doubt the most awful form of scientific torture." Yet a Daily Chronicle [London] editorial urged Britain to retaliate with poison gas use of its own (quoted in New York Times, May 7, 1915, 2). In fact, Germany claimed that the Allies were already using mines charged with poison gas. So horrified were people by chemical warfare that the use of poison gases was banned for future wars, although not until 1925. When Germany's plan for a swift military victory, a blitzkrieg, went unrealized, the pace of war bogged down. Both sides tried to break this stalemate through the use of force. In previous wars, victory was achieved through territorial supremacy; in World War I it was accomplished by simply outlasting the opponent—a "war of attrition." Initially described at the onset of the fighting in April 1914 as a "splendid little war" that would be over by Christmas, the conflict lasted for more than four years and scarred an entire generation with its unprecedented brutality. Library of Congress: Newspaper Pictorials: World War I Rotogravures Document 2 "The Insidious and Deadly Gas That Creeps Noiselessly Down Toward the Foe." War of the N ations, 210 Document 3 "Huge siege guns of the Central Powers used in the smashing of forts." War of the Nations, 110. Document 4 Timeline of World War I June 28, 1914 July 28, 1914 Aug 1, 1914 Aug 3, 1914 Aug 4, 1914 Aug 10, 1914 Aug 12, 1914 Aug 23, 1914 Nov 5, 1914 Dec 24, 1914 May 23, 1915 April 6, 1916 Jan 12, 1919 May 7, 1919 June 28, 1919 Francis Ferdinand shot at Serajevo. Austria declared war on Serbia. Germany declared war on Russia Germany declared war on France Great Britain declared war on Germany France declared war on Austria Great Britain declared war on Austria Japan declared war on Germany Great Britain declared war on Turkey First air raid on England Italy declared war on Austria America declared war on Germany Peace Conference met at Paris Treaty delivered to German delegates Treaty signed at Versailles Document 5 "French, British, and German Types of Battle Tanks." War of the N ations, 167. Appendix 3 Military Technology in WWI: What kinds of military technology existed during WWI and what where their effects on the loss of lives during this war? Directions: Use the guide below to begin writing your paper. You will be writing a 4 paragraph paper answering the question “What kinds of military technology existed during WWI and what where their effects on the loss of lives during this war?” You must use (and cite) at least 2 primary sources and 1 secondary source to support your paper. Paragraph #1: Introduction •
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Grabber/Hook: (A sentence that is relevant to the essay and catches the reader’s attention) o This could be a sentence about WWI and the devastation caused by the weapons used during WWI. o This could also be a few sentences where you provide general historical information about WWI and the types of weapons used. Explain the purpose of the paper: To describe at least two “new” kinds of weapons used during WWI and their effects on the loss of lives within that war. Paragraph #2 Topic: Topic Sentence: Introduce the first weapon you will be describing in your paper. o
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Provide the reader with details about your weapon. Write about your weapon as if the reader never heard about it and is learning about it for the first time. Describe the kind of effects it caused during WWI. o This can include who invented it, what it looked like, how it was used, the types of effects it had during the war, why it was effective or not, how it impacted the loss of lives, etc. Provide a proper transition sentence for paragraph #3 by introducing the topic. Paragraph #3 Topic: Topic Sentence: Introduce the second weapon you will be describing in your paper. o
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Provide the reader with details about your weapon. Write about your weapon as if the reader never heard about it and is learning about it for the first time. Describe the kind of effects it caused during WWI. o This can include who invented it, what it looked like, how it was used, the types of effects it had during the war, why it was effective or not, how it impacted the loss of lives, etc. Provide a proper transition into the conclusion paragraph. Paragraph #4: Conclusion Conclusion: Sum up your paper by stating the main ideas you wrote about, along with a fresh insight or emphasis. •
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Briefly describe the main ideas of your paper -­‐types of weapons your wrote about-­‐ and the effects of their use. Give more outside information about WWI that further suppose the purpose of your paper (you can use another document to do this, but please cite). How to use each document in your paper: 1.
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Citation Ex: According to the author _______________ (document 2), who wrote “…….” Give a brief explanation or description of each document that you use. If you use direct language from a document, you MUST use quotes Analyze the document by providing your interpretation. This means you must examine -­‐ in detail-­‐ the constitution or structure of something in order to explain it. What your paper must look like: •
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Each document must be cited 3 documents must be used throughout your paper (2 primary and 1 secondary) You must have 4 paragraphs Make sure the paper is in 12-­‐point font, and in Times New Roman font. Include a proper left aligned heading on your paper. Make sure to have an appropriate title. Remember: writing is a process and continually builds off of things one learns. Therefore, 3 points will be deducted for the use of any of the following (up to 15 points total): •
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“Well”, “cuz”, “ya know”, “like” Contractions (ex. instead of writing “doesn’t” please write out “does not”) Ambiguous Pronoun references Spelling errors, especially in regards to confused pairs (they’re/their/there, it’s/its, you’re/your) Sentence Fragments Slang/Abbreviations unless used as part of dialogue (ex. St. for Street, IDK for I don’t know, LOL, etc.) Grammatical errors in which it is clear that proofreading did not take place (ex. Human beans) ANY HISTORICAL INACCURACIES I will not accept ANY plagiarized work. This means every single sentence must be in your own words!!! MAKE SURE YOU PROOFREAD YOUR WORK!!!!!!!!!!! Introduction: _________ Grabber/Hook: This could be a sentence about WWI and the devastation caused by the weapons used during WWI or general historical information about WWI and the types of weapons used _________Explained the purpose of the paper: To describe at least two “new” kinds of weapons used during WWI and their effects on the loss of lives within that war. Paragraph #2: Topic Sentence: Introduce the second weapon you will be describing in your paper:_______________________ o
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/25 /25 Provided the reader with details about weapon. Wrote about weapon as if the reader never heard about it and was learning about it for the first time. Described the kind of effects it caused during WWI. o This can include who invented it, what it looked like, how it was used, the types of effects it had during the war, why it was effective or not, how it impacted the loss of lives, etc. Document(s) used as evidence:_______ Paragraph #3: Topic Sentence: Introduce the second weapon you will be describing in your paper:_______________________ o
Appendix 4 /25 Provided the reader with details about weapon. Wrote about weapon as if the reader never heard about it and was learning about it for the first time. Described the kind of effects it caused during WWI. o This can include who invented it, what it looked like, how it was used, the types of effects it had during the war, why it was effective or not, how it impacted the loss of lives, etc. Document(s) used as evidence:_______ Conclusion: ________ Statement of main idea: types of weapons written about-­‐ and the effects of their use. ________Fresh insight or emphasis: Gives more outside information about WWI that further suppose the purpose of your paper. Retired list subtractions /25 -­‐ /0 Total Points /100