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World History 2, Quarter 2, Unit 2 of 3
Causes and Consequences of World War I
Overview
Overall days: 10
(1 day = 50-55 minutes)
Purpose
This unit introduces students to the causes, major events, and consequences of World War I. Students will
assume a bird’s-eye view of the war, investigating both its global scope and consequences and why
historians have described it as the first “total war.” Students will also explore the Russian Revolution of
1917, an event that reverberated across the 20th century.
Content to be learned
Processes to be used

Analyze the significance of international
rivalries and nationalism as causes of World
War I.


Explain why historians have characterized
World War I as both a “total war” and a
“global war.”
Differentiate between historical facts and
historical interpretations to explain the pattern
of alliances and rivalries in Europe before
World War I.

Interrogate historical data to define the concept
of World War I as a “total war.”

Draw upon visual, mathematical, and quantitative
data to illustrate the global scope of World War I
and its economic, political, and human costs.

Consider multiple perspectives to explain
major causes of the 1917 Russian Revolution.

Evaluate the implementation of decisions made
at the postwar Treaty of Versailles, including
the founding of the League of Nations.

Evaluate and account for the economic,
political, and human costs of World War I.

Analyze the causes of the 1917 Russian
Revolution and the goals of Lenin and the
Bolshevik Party.

Describe the principle features of the Treaty of
Versailles, including provision for the League
of Nations.
Essential questions students should be able to answer by end of unit

In what ways did the outbreak of World War I
demonstrate that nationalism could be both a
unifying and a divisive force?

How did Communist revolutionary forces
succeed in taking control of Russia and
bringing down the tsarist empire?

To what extent was World War I both a “global
war” and a “total war” in its scope and effects?

Why have historians argued that the Treaty of
Versailles “satisfied no one and settled
nothing”?
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
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World History 2, Quarter 2, Unit 2
Version 2
Causes and Consequences of World War I (10 days)
Written Curriculum
Grade-Span Expectations
C&G 5: As members of an interconnected world community, the choices we make impact others
locally, nationally, and globally.
C&G 5 (9-12) -3 Students demonstrate an understanding of how the choices we make impact and are
impacted by, an interconnected world by…
a. predicting outcomes and possible consequences of a conflict, event, or course of action
HP 2: History is a chronicle of human activities, diverse people, and the societies they form.
HP 2 (9-12) – 2 Students chronicle events and conditions by…
b. synthesizing information from multiple sources to formulate an historical interpretation (e.g.,
document-based questions, quantitative data, material artifacts of RI)
National Standards for History (World History, Grades 5–12)
Era 8: A Half-Century of Crisis and Achievement, 1900-1945
Standard 2 The causes and global consequences of World War I
2A The student understands the causes of World War I. Therefore, the student is able to

Analyze the relative importance of economic and political rivalries, ethnic and ideological conflicts,
militarism, and imperialism as underlying causes of the war. [Analyze multiple causation]

Analyze the precipitating causes of the war and the factors that produced military stalemate. [Analyze
cause-and-effect relationships]
2B The student understands the global scope, outcome, and human costs of the war. Therefore, the
student is able to

Describe the major turning points of the war and the principal theaters of conflict in Europe, the Middle
East, Sub-Saharan Africa, East Asia, and the South Pacific. [Interrogate historical data]

Analyze the role of nationalism and propaganda in mobilizing civilian populations in support of “total
war.” [Examine the influence of ideas]

Explain how massive industrial production and innovations in military technology affected strategy, tactics,
and the scale and duration of the war. [Analyze cause-and-effect relationships]

Explain how colonial peoples contributed to the war effort of both the Allies and the Central Powers by
providing military forces and supplies. [Evaluate the implementation of a decision]

Analyze how the Russian Revolution and the entry of the United States affected the course and outcome of
the war. [Analyze cause-and-effect relationships]

Assess the short-term demographic, social, economic, and environmental consequences of the war’s
unprecedented violence and destruction. [Formulate historical questions]
2C The student understands the causes and consequences of the Russian Revolution of 1917.
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
Explain the causes of the Russian Revolution of 1917 and analyze why the revolutionary government
progressed from moderate to radical. [Analyze multiple causation]

Explain Leninist political ideology and how the Bolsheviks adapted Marxist ideas to conditions peculiar to
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Causes and Consequences of World War I (10 days)
World History 2, Quarter 2, Unit 2
Version 2
Russia. [Interrogate historical data]
Standard 3: The search for peace and stability in the 1920s and 1930s.
3A The student understands postwar efforts to achieve lasting peace and social and economic
recovery. Therefore, the student is able to

Describe the conflicting aims and aspirations of the conferees at Versailles and analyze the responses of
major powers to the terms of the settlement. [Consider multiple perspectives]

Explain how the League of Nations was founded and assess its promise and limitations as a vehicle for
achieving lasting peace. [Analyze cause-and-effect relationships]
Common Core State Standards for Literacy in History/Social Studies
Writing
Research to Build and Present Knowledge
WHST.9-10.7
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
WHST.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a standard format for citation.
WHST.9-10.9
Draw evidence from informational texts to support analysis, reflection, and research.
Notes, Clarifications, and Prerequisites
In this unit, students will synthesize information from multiple sources in order to formulate historical
interpretations. Instruction should model taking information from multiple sources and formulating an
interpretation based on that information.
Students should receive reinforcement in understanding an interconnected world by having opportunities
to predict outcomes and consequences of a conflict.
These units include Common Core Literacy standards in reading and literacy and Historical Thinking
Standards. The impact on instruction of these new and additional standards is noted in the Planning and
Instructional Delivery Considerations and Assessment sections.
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
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World History 2, Quarter 2, Unit 2
Version 2
Causes and Consequences of World War I (10 days)
Taught Curriculum
Learning Objectives
Resources
Students will be able to:
World History, Pearson Prentice Hall, Teacher’s
Edition, 2011

Analyze how the European alliance system,
international rivalries, and nationalism pushed
Europe toward war. (4 days)

Explain how World War I became a “total war”
and a war of global scope. (1 day)

Assess and account for the economic, political,
and human costs of World War I. (1 day)


Investigate the causes of the 1917 Russian
Revolution and the goals of Lenin and the
Bolsheviks. (2 days)
Analyze and account for the stipulations of the
Treaty of Versailles and differing global
reactions to its terms. (2 days)

Chapter 22, Section 5 (pp. 690b, 710-717)

Chapter 26, Sections 1-5 (pp. 814a-849)
Witness History Audio CD, “Plight of Serfs”
Reading and Note Taking Guide (pp. 204, 205)
Chapter 26 Note-Taking Study Guide
(code nad-2607)
Color Transparency, Section 5 (136)
All-in-One Teaching Resources, Unit 5, Chapter
22, Section 5 (pp. 31-32)
Note-Taking Transparencies, Chapter 22, Section 5
(p. 155)
Assessment Rubrics (pp. 5, 10, 22)
World History for Us All

Landscape Teaching Unit 8.1: The Causes and
Consequences of World War I, Lessons 1–5

Landscape Teaching Unit 8.2: The Search for
Peace and Stability in the 1920s and 1930s,
Lesson 3
Facing History and Ourselves

Four Corner Debate activity,
http://www.facinghistory.org/resources/strategi
es/four-corners

The Versailles Treaty and Post-War Germany:
The Challenge of Defeat and Reconstruction,
http://www.facinghistory.org/resources/lessons
/the-versailles-treaty-post-war-g (You will need
log in information for this resource.)
“The Bolsheviks: Programme of the Russian Social
Democratic Labour Party (RSDLP), 1 August 1903,”
http://www.dur.ac.uk/a.k.harrington/sdprog.html.
Materials
Poster paper
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Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Causes and Consequences of World War I (10 days)
World History 2, Quarter 2, Unit 2
Version 2
Instructional Considerations
Key Vocabulary
absolutism
nationalism
alliances
proletariat
balance of power
radicals
conscription
reparations
duma
soviet
imperialism
trenches
militarism
Planning and Instructional Delivery Considerations
This unit introduces students to the causes, major events, and consequences of World War I. Students will
assume a bird’s-eye view of the war, investigating both its global scope and consequences and why
historians have described it as the first “total war.” Students will also explore the Russian Revolution of
1917, an event that reverberated across the 20th century.
These strategies ask students to investigate the causes, major events, and consequences of World War I as
a global event. Students also explore the Russian Revolution of 1917, an event that was deeply entangled
with the war. Students will address the historical skills of determining cause and effect and evaluate
changes and continuities over time.
The strategies listed below represent a menu of choices and possibilities to support each learning
objective. The following teaching strategies are aligned to the order of the learning objectives. Select
from the activities and readings in the Pearson text to provide students with background information and
critical thinking opportunities that align to the learning objectives. Use Pearson ancillary materials listed
in the Resources section to support student learning.

To ensure that students will be able to analyze how the European alliance system, international
rivalries, and nationalism pushed Europe toward war (4 days):
Split the class into groups of three or four. Assign one of the following to one or more of the groups:
(1) European alliance system, (2) international rivalries, and (3) nationalism. Have each group
research their topic and compile notes. Record or have a student come up to the board and write out
what each group’s reporter shares out about their topic. Bring all the parts together and have
volunteers explain how these topics all contributed to the Great War. Historical Thinking Standard
4: Historical research
View with students slides 1–12 from the PowerPoint Overview Presentation in World History for Us
All, Big Era 8 (A Half Century of Crisis, 1900–1950). Then discuss with the class the following
question: What ideas might you infer from the PowerPoint about connections between European
imperialism in the late 19th century and the outbreak of World War I?
Teach Lesson 1 (Schools of Thought: Causes of World War I) from World History for Us All, Big Era
8, Landscape Teaching Unit 8.1 (The Causes and Consequences of World War I).

To ensure that students will be able to explain how World War I became a “total war” and a
war of global scope (1 day):
Develop a topic outline (not full sentences) with the whole class. The outline, titled, “How Does the
War Impact . . .” will have four major subtopics: (1) Economy, (2) Government, (3) Women, and
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
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World History 2, Quarter 2, Unit 2
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Causes and Consequences of World War I (10 days)
(4) Alliances. Have groups work on listing applicable terms under their assigned subtopic. When
most groups are done, call on students to contribute to the whole-class outline on the board. Once the
outline is complete, have volunteers refer to the outline to explain to the class how World War I
became a total war of global scope. Historical Thinking Standard 3: Historical analysis and
interpretation

To ensure that students will be able to assess and account for the economic, political, and
human costs of World War I (1 day):
Have students refer to the Infographic on page 839 of the Pearson text. Each table group will rank
order the economic, political, and human costs associated with each of the six warring nations. (For
example, which nation suffered heavier economic costs? (That would be (1) Germany, (2) British
Empire, etc.) Each table group records their ranked lists on chart tablets. Once groups are finished,
have reporters from each group share out their lists. When lists differ, have representatives from those
groups justify how they arrived at their ranking. Historical Thinking Skill 3: Historical analysis
and interpretation
View with students slides 13–23 from World History for Us All, Big Era 8, PowerPoint Overview
Presentation. Then discuss with the class the following question: How does the PowerPoint support
with images and text the idea that World War I was a global war, not just a European one?
Teach Lessons 2 (Benjamin Britten: War Requiem), 3 (Disillusionment), 4 (Armenian Holocaust:
Legacy for the Twentieth Century), and 5 (Dear Abdullah) from World History for Us All, Big Era
Eight, Landscape Teaching Unit 8.1.

To ensure that students will be able to investigate the causes of the 1917 Russian Revolution and
the goals of Lenin and the Bolsheviks (2 days):
Referring to the “Programme of the Russian Social Democratic Labor Party (RSDLP), 1 August
1903,” have students read the goals/demands of the Bolsheviks, choose two of the demands for the
protection of the working class, and decide if they feel these demands are worth fighting for and why.
As an extension to this lesson, have students create a paragraph, drawing (with caption), etc., and
present it to the class. Historical Thinking Skill 5: Historical issues-analysis and decision-making
Teach Lesson 3 (Sixty Minutes: The Russian Revolution) in World History for Us All, Big Era Eight,
Landscape Teaching Unit 8.2 (The Search for Peace and Stability in the 1920s and 1930s).

To ensure that students will be able to analyze and account for the stipulations of the Treaty of
Versailles and differing global reactions to its terms (2 days):
Divide the class into eight groups. The students will analyze the demands and reactions of the
following countries and peoples to the Treaty of Versailles: Britain, United States, France, Germany,
Italy, Japan, Russia, and the Arabs of Mesopotamia. Assign one of the countries to each group and
have the students develop a poster that addresses the demands and reactions.
Additional Teaching Strategies
The following pages in the textbook contain strategies for the concepts being studied and are listed in the
order of the learning objectives:
International rivalries and nationalism (pp. 817-821)
Technology making World War I different from earlier wars (pp. 824-825)
World War I as a total war (pp. 829-833)
The economic, political, and human costs of World War I (pp. 834-835, 849)
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Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Causes and Consequences of World War I (10 days)
World History 2, Quarter 2, Unit 2
Version 2
The causes of the 1917 Russian Revolution and the goals of Lenin and the Bolsheviks (pp. 710-717,
839-845)
Students can also participate in other classroom activities to get engaged in the content of this unit:
Write a nationalist song expressing loyalty to your country. How might the ideas or feelings you
include in it affect your attitude toward other nations?
Have students design a propaganda poster that might have been used to mobilize civilians to support
the war.
Four Corners Debate: A Four Corners Debate requires students to show their position on a specific
statement (strongly agree, agree, disagree, strongly disagree) by standing in a particular corner of the
room. Provide position statements on the causes of WWI and the proposition that World War I was
inevitable considering the nationalism, alliances, militarism, and imperialism of the day. Did decision
makers in various European countries believe war was unavoidable? What were the miscalculations
that ultimately led to the war? (See the Facing History and Ourselves website’s page on Four Corners
Debate for more information about this type of activity.)
List the new and improved weapons of warfare and explain how technological advances made World
War I an unusually brutal war. How did weapons like Big Bertha, poison gas, tanks, machine guns,
airplanes, and submarines change warfare? How effective were these weapons of war?
Analyze photographs and paintings of battle scenes in order to explain the nature of the war in
Europe. Investigate how technological developments employed in the Great War contributed to its
brutality.
Construct a flow chart comparing strategies of the Allies and Central Powers at the beginning of the
war, and identify at which point those strategies changed and why.
Create a graph showing the financial cost of war, casualities of war, casualities of countries involved,
etc.
See the Facing History and Ourselves website’s lesson “The Versailles Treaty and Post-War
Germany.” Some scholars believe that the Versailles Treaty made another war more likely by laying
ruinous reparations on Germany, assigning sole guilt for the war to Germany, and removing pieces of
German territory to satisfy other nations’ claims. Since this was done without Germany’s
participation in the Treaty Conference, it is not surprising that Germans resented the Treaty and
thought of it as a symbol of their humiliation. This lesson outline offers several ways for students to
examine the details of the Treaty and then participate in a variety of interactive classroom activities
designed to help them recognize the impact of the Treaty on Germany during the years prior to World
War II.
Explain the goals of the League of Nations. Write a letter defending or opposing the League of
Nations. What countries became charter members of the League? What major countries were not
members? Why did they not join?
Role play discussions at the Versailles conference regarding reparation payments and Woodrow
Wilson’s Fourteen Points. How did the representatives of the Big Three Powers stand on these issues?
Why did China object to the settlement? What was Germany’s response?
Have students answer the questions in class from the reading
Section 2 Assessment, Comprehension and Critical Thinking, questions 3–6 (Pearson, p. 827). Sample
answers are given in the textbook for scoring.
Section 3 Assessment, Comprehension and Critical Thinking, questions 3–6 (Pearson, p. 833). Sample
answers are given in the textbook for scoring.
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
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World History 2, Quarter 2, Unit 2
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Causes and Consequences of World War I (10 days)
Section 4 Assessment, Comprehension and Critical Thinking, questions 3–5 (Pearson, p. 838). Sample
answers are given in the textbook for scoring.
Section 5 Assessment, Comprehension and Critical Thinking, questions 3–6 (Pearson, p. 845). Sample
answers are given in the textbook for scoring.
Assessed Curriculum
Formative Assessments
Provide feedback to students through daily monitoring of student understanding using a variety of
methods. For example, use exit cards. Have students answer questions on paper before they leave the
class. Keep the activity prompt specific and brief to check for understanding of the day’s concepts. For
instance, to check students’ comprehension of the German reaction to the Treaty of Versailles, ask
students to respond to the following question: “What was one of the punishments the treaty imposed on
Germany?”
To assess the progress of understanding:

how to analyze how the European alliance system, international rivalries, and nationalism
pushed Europe toward war, have students debate the proposition that World War I was inevitable,
considering the nationalism, alliances, militarism, and imperialism of the day. Ask students: Did
decision makers in various European countries believe war was unavoidable? What were the
miscalculations that ultimately led to the war? Use the Classroom Discussion Rubric found in the
ancillary materials (Assessment Rubrics, p. 22). When students research and prepare for this
assessment, take the opportunity to implement writing standards for literacy in history/social studies
WHST.9-10.7, WHST.9-10.8, and WHST.9-10.9.

how to explain how World War I became a “total war” and a war of global scope, have students
list all of the continents involved in the war and one thing civilians in each of those countries had to
sacrifice for the war effort.

how to assess and account for the economic, political, and human costs of World War I, have
students complete questions 7–14 and 16 (Pearson, p. 848) and Document-Based Assessment
questions 1–4 (Pearson, p. 849) with short-answer responses or multiple-choice answers. Sample
answers are given in the teacher’s edition for scoring.

how to investigate the causes of the 1917 Russian Revolution and the goals of Lenin and the
Bolsheviks, have students write a letter to the editor of a Russian newspaper from a Russian urban
worker that articulates and explains their support for Lenin and the Bolsheviks.

how to analyze and account for the stipulations of the Treaty of Versailles and differing global
reactions to its terms, have students fill in a graphic organizer of the demands and reactions of each
of the eight countries and regions based on their analysis of the posters generated in the Treaty of
Versailles lesson.
Summative Assessment
Have students design and present a propaganda poster that might have been used to mobilize civilians to
support the war. Ask students: Why are they called propaganda posters? Use the poster rubric for scoring
found in the ancillary materials (Assessment Rubrics, p. 10). Use the oral presentation rubric on the next
two pages to assess students’ overall understanding.
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Causes and Consequences of World War I (10 days)
World History 2, Quarter 2, Unit 2
Version 2
Quarter 2 Summative Assessment
Oral Presentation Rubric
Category
Content
The student explains
the process and
findings of the
project and resulting
learning.
Exceeds Standard (3)
 Clearly defines the topic,
establishes a focus or point of
view, and explains its
significance.
 Uses well chosen, specific and
deliberate comparisons of
contrasting data and information
 Establishes an insightful thesis.
 Supports the thesis and key
findings (proves the point) with
an analysis of relevant and
accurate evidence using extensive
and valid research from multiple
and varied sources.
Meets Standard (2)
 Clearly defines the topic and
establishes a focus point or point of
view.
 Does not clearly define the topic
and establish a focus or point of
view.
 Uses specific and deliberate
comparisons of contrasting data and
information.
 Lacks specific and deliberate
comparisons of contrasting data and
information.
 Clearly states the thesis.
 Does not clearly state and/or
identify thesis at the beginning of
the presentation.
 Supports the thesis and key findings
(proves the point with evidence
using valid research from multiple
sources.
 Maintains focus of the thesis
consistently.
 Skillfully maintains focus of the
thesis.
Organization and
Preparation
The student exhibits
logical organization
 First: Introduces himself/herself
and the topic-clearly and
creatively; provides an effective
and thorough amount of
background information within
the first two minutes.
 Second: Effectively and/or
creatively uses transitions
between key points in support of
the thesis to enhance the flow of
the presentation.
 First: Introduces himself/herself and
the topic; provides adequate
background information within the
first two minutes.
 Second: Uses transitions between
key points in support of the thesis for
smooth presentation.
 Third: Ends with a coherent closure
that pulls together key points
connected to the focus/thesis.
Language Use and
Delivery
 Effectively uses eye contact
throughout the entire presentation.
 Maintains eye contact throughout the
majority of the presentation.
The student
communicates ideas
effectively.
 Speaks clearly, effectively, and
confidently throughout entire
presentation.
 Speaks clearly and uses suitable
volume and pace throughout the
majority of the presentation.
 Fully engages (excites or
interests) the audience.
 Takes steps to engage (excite or
interest) the audience.
 Dresses professionally, beyond
business casual (button down,
slacks, tie, business skirt, business
dress shoes, suit).
 Dresses appropriately (business
casual, no jeans/sneakers).
 Uses minimal memory aids to
execute a flowing presentation.
 Is unable to support the thesis
because it was not clearly stated,
lacks valid evidence for thesis,
and/or does not use research from
multiple sources.
 Does not maintain the focus of the
thesis throughout the presentation,
and/or provides extraneous and/or
irrelevant information.
 Third: Ends with an analytically
effective, and relevant closure that
has an impact on the audience.
 Uses rich, varied and appropriate
language and grammatical
constructions appropriate to
audience, purpose, and context.
Below Standard (0-1)
 First: Does not clearly introduce
himself/herself; lacks adequate
background information to
introduce the topic within the first
two minutes.
 Second: Uses little to no transitions
between the key points in support of
the thesis; has choppy, disjointed,
and/or illogical organization
 Third: Provides weak closure; does
not pull together the key points to a
clear and/or effective ending.
 Uses eye contact ineffectively
and/or does not maintain eye
contact during the presentation.
 Fails to speak clearly and audibly
and uses unsuitable pace (too slow,
too fast, too many pauses,
mumbling).
 Makes little attempt to engage
(excite or interest) the audience.
 Dresses inappropriately.
 Consistently uses language and
grammar appropriate to audience,
purpose, and context.
 Does not use appropriate language
and grammar consistently.
 Uses some memory aids to
effectively execute a smooth
presentation.
 Uses memory aids throughout the
presentation too often; relies too
much on memory aids.
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
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World History 2, Quarter 2, Unit 2
Version 2
Category
Media Use
The student uses
technology and/or
other media to
enhance the
presentation.
Exceeds Standard (3)
Meets Standard (2)
 Selects and uses well-designed
audio/visual supports, beyond the
minimum requirements
(handouts, film, etc.) to
communicate desired information.
 Selects and uses well-designed
audio/visual (minimally PowerPoint
or Presentation Board) supports to
communicate desired information.
 Uses audio/visual to enhance and
deepen audience understanding
and to make a compelling visual
statement in support of the thesis.
Question and
Answer
The student
appropriately and
effectively responds
to questions.
Causes and Consequences of World War I (10 days)
 Demonstrates extensive
knowledge of the topic by
responding confidently, precisely,
and appropriately to all audience
questions and feedback.
 Uses audio/visual to enhance
audience understanding.
 Demonstrates knowledge of the topic
by responding to questions and
feedback accurately and
appropriately.
Below Standard (0-1)
 Ineffectively uses audio/visual
(minimally PowerPoint or
Presentation Board) supports.
 Uses audio/visual supports that
detract from the presentation.
 Demonstrates little knowledge of
the topic by responding to questions
and feedback inaccurately and
inappropriately.
Content
Organization/Prep
Language and Delivery
Q&A
Media Use
Total Points
Final Score
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Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Causes and Consequences of World War I (10 days)
World History 2, Quarter 2, Unit 2
Version 2
Notes
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
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World History 2, Quarter 2, Unit 2
Version 2
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Causes and Consequences of World War I (10 days)
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin