presentation on world war

World War 1

Welcome back!

• Pick up a new packet
• Put your name and binder page number (34) on the front of your packet
• Add WW1 Packet to your Table of Contents
• Answer your bellringer question (from the board)

The US before WW1

• Industrialization
• The US begins to increase industry during rebuilding from the Civil War (Reconstruction)
• Immigration
• Foreigners begin entering the US for work, religious freedom, etc.
• Progressive Era
• Americans are concerned with topics like temperance, suffrage, food safety, etc.
• US Expansion
• The US begins looking toward becoming a world power through colonization and industrial growth

US Involvement in War

• The US has been involved in many wars throughout our history.
• Check out this map that shows US war involvement throughout our history:
• http://www.mapsofwar.com/ind/imperial-history.html

Events leading up to WW1

• You must understand some of the background in Europe to understand the start of WW1
• Timeline pre-1914:
• http://www.pbs.org/greatwar/timeline/index.html
• Vocabulary (2 words) on page 2a
• Complete page 6 using page 648 in your textbook for tomorrow

Who’s To Blame?

� Causes�of �World War I

Causes of World War I

• Militarism - naval/arms race
• Alliances - Allies vs. Central Powers
• Imperialism - control over weaker nations
• Nationalism - pride in one’s country

Militarism & Arms Race

The Alliance System

Triple Entente Triple Alliance

Great Britain Germany

• France Austria- Hungary
• Russia Italy

Two Armed Camps

Allied Powers Central Powers

France Austria-Hungary

Russia Ottoman Empire

Imperialism = Rivalries ($$$)

Nationalism

• Nationalism . National and political pride in the empire (patriotism?)

“The sun never sets on the British Empire.”

� The�“Spark”

Archduke Franz Ferdinand & His Family

Assassinated in Sarajevo

The Assassin:

Gavrilo�Princip

The Start of the War

• On June 28, 1914 Archduke Franz Ferdinand, of Austria-Hungary was shot (along with his wife) in Sarajevo, the capital of Bosnia and Hertzegovnia.

An Assassin’s Story (pg. 8a)

• As a class, we will read page 8a-b, then answer the questions on page 8b.
• Complete the map on page 9 of your packet.
• Be sure to follow directions (and fill in the key…)
• Answer questions 1-5 (you do NOT have to use complete sentences)

The beginning of the war…

An Assassin’s Story (pg. 8a-b)

• What was Gavrilo Princip’s dream?
• Explain how the following countries became involved in WW1: Austria-Hungary, Russia, Germany, France, and Britain.
• What country left one group to join the other? Why?
• List the countries that fought on the side of the Triple Entente.
• List the countries that fought on the side of the Triple Alliance.

The Great War Map (pg. 9)

• In what country was Sarajevo located?
• How does the geographic location of the Central Powers put them at a disadvantage?
• Which of the Central Powers borders Russia?
• Judging from the map, why was the alliance between France and Russia a threat to Germany?
• On July 28th, who did Austria-Hungary declare war on?

Great War Map (pg. 9)

The Western Front: ��A “War of � Attrition ”

Recruitment Poster

German Atrocities in Belgium

Trench Warfare clip

Krupp’s “Big Bertha” Gun

“No Man’s Land”

Declaration of Neutrality

• What does neutrality mean?
• What do you think President Wilson meant when he said “the people of the United States are drawn from many nations, and chiefly from the nations now at war?”
• What does President Wilson mean when he said that the US “must be neutral in fact as well as in name?”

American Neutrality (pg. 12)

The official position of the United States was neutrality when WWI broke out. Opinion was varied . Most Americans favored the Allies. They spoke the same language and shared many traditions . The United States and France had also been allies in the American Revolution.

However, about 8 million people were of German or Austrian decent and sided with the Central Powers .

• The United States benefited from the war for several reasons. The economy boomed . Both the Allied and Central Powers needed food, weapons, oil, steel, and other goods. Americans rushed to fill orders. By 1917, trade with the Allies had grown SEVEN times in value and by a smaller amount Central Powers . (And in some cases, decreased). This trade imbalance meant that the US was not strictly neutral as it claimed to be.

US Exports (pg. 13)

• What happened to trade with major ALLIED Powers between 1914 and 1916?
• What happened to trade with major CENTRAL Powers between 1914 and 1916?
• What does the difference tell you?

The Zimmermann Telegram (pg. 16)

• February, 28 1917
• To Bernstorff,
• Washington DC
• US press to publish contents of telegram sent to Von Eckhardt tomorrow prepare for public outrage and massive demonstrations outside embassy.

The Zimmermann Telegram (page 17-18)

• What type of document is this?
• Primary Source (telegram)
• What does Germany plan to do on February 1?
• Begin unrestricted submarine warfare
• What does Germany want the United States to do?
• Remain neutral
• What does Germany promise to Mexico?
• Land lost in the Mexican-American war (Texas, New Mexico, Arizona)
• Why do you think this document was written?
• To communicate with Mexico
• To warn the United States
• To get the US involved in WW1

Make War for Democracy (pg. 12a-b)

• 1. What was the attitude in the US toward the war in Europe when it began in 1914?
• 2. Why did President Woodrow Wilson change his mind about the war?
• Submarine warfare by Germany
• 3. What did Representative Claude Kitchin suggest the US do to avoid war with Germany?
• Stop trading with the allies

Government Involvement - The War at Home

• Using pages 654-660 in your textbook, fill in the boxes on page 19 in your packet.
• You may use bulleted answers (not in complete sentences).
• You should try to find at least 2 bullet points for each box.

Government Involvement (pg. 19)

• How did the United States raise money to fight the war?
• Raised $21 billion
• How did the government get people to support the war?
• Hollywood movie stars support bond sales
• “Four-Minute Men”
• Women worked in factories (and were paid more for it)
• How did the government react to antiwar activities?
• Passed laws making criticism of the government illegal
• Some progressives were jailed
• How did the government get people to join the fight?
• Selective Service (the Draft)
• How did the government get enough food and supplies to send to Europe?
• Reorganized the economy
• Herbert Hoover leads the Food Administration
• Victory Gardens, Wheatless Mondays, Meatless Tuesdays

Declaration of War (pg. 20)

• Why does Wilson think the United States must declare war?
• Germany has gone too far
• How does Wilson hope to change the behavior of nations?
• Holding them responsible as citizens would be
• How does this document help explain the United States entry into WW1?
• We can no longer do nothing and must hold Germany responsible

Food and the Flu (pg. 23)

• 1. How many days did they ask Americans to change their eating habits?
• 3 (Wheatless, meatless, less fat and sugar)
• 2. Which items should not be eaten on Wheatless days?
• Crackers, pastry, macaroni, cereal, bread
• 3. In order to save fat, how should one cook?
• Bake, broil, or stew - don’t fry. Use meat drippings instead of butter/oil
• 4. Why could Americans eat fruit, vegetables, and potatoes abundantly?
• Could be grown at home (victory gardens), it replaces some nutrients (potatoes = starch)
• 5. What was the goal of food rationing?
• To be sure there is enough food to feed the troops and send to Europe for the war effort
• 6. Identify one way in which people attempted to cure the flu.
• Wear roomy clothes, onions, carefully chewing food
• 7. In 1919, how many deaths were reported in Syracuse due to influenza and pneumonia?
• 8. What was Syracuse’s rank for the severity of influenza compared to the rest of the cities in the United States?

World War 1 Assignment

• Put your name on the front of the purple sheet. Label it as binder page 35.
• Somewhere on the front of the sheet, write down a due date of Friday, January 21.

World War 1 Stations

• Turn to page 24 in your packet.
• Using the information in the folders, answer the questions on pages 24-27 in your packet.

Table of Contents Update

• 29. Expansion Packet
• 30. War with Spain Packet
• 31. Cuba Map Packet
• 32. US in the Pacific MVPs
• 33. Expansion “Quest”
• 34. World War 1 Packet
• 35. WW1 Assignment (Project)
• 36. Midterm
• 37. DBQ - World War 1

Calendar Update

• January 21 - WW1 Project Due
• January 24 - Midterm Exam
• January 25-28 - DBQ on WW1
• January 31 - Begin 1920’s Unit

Trench Warfare

• 1. What are two hardships faced by those in the the trenches?
• Rats, trench foot, mud, open to enemy
• 2. What was the land between the two sides called?
• No man’s land
• 3. What were two hazards faced in this area?
• Land mines, artillery, gas warfare
• 4. Was this an effective way of gaining territory? Why or why not?
• No, dangerous/open to enemy

Women in the War

• 1. What were 2 specific activities women engaged in to help the war effort?
• Elevator operators, mechanics
• 2. What were the peach pits on page 231 going to be used for?
• Filters for gas masks
• 3. Why were women collecting so many books?
• Educate/entertain the troops
• 4. Why might women have been performing jobs that until this time were only held by men?
• Men were fighting in the war

Songs to Raise Morale

• 1. Who are the Yanks?
• 2. What are the Yanks preparing to do?
• 3. What is the mood of this song?
• Happy, energetic
• 4. How does the composer of this song think that those remaining home should feel about the soldiers?

Quotes from the Great War

• 1. Is Wilson in favor of the war?
• 2. Does Gallagher agree with Wilson? Explain.
• No, he believed the government didn’t understand what war was really like
• 3. Houston expressed what concerns relative to the US military?
• Discrimination
• 4. What is the mood of “In Flander’s Fields”? Who is described? What does the poet want us to do?
• Sad and mourning, dead soldiers, remember the dead

Gas Warfare

• 1. How did the Germans gain the upper hand in the battles in which gas was used?
• French felt the effects first
• 2. What is the purpose of gas warfare?
• Terror weapon - used to create panic
• 3. Name a problem with each type of gas mask?
• Did not filter deadly gasses, not effective
• 1. What were to specific things that the posters encouraged citizens to do?
• Support the war, buy liberty bonds
• 2. How does the artist use family to lure men to the war effort?
• Family pride, protection, children look up to you
• How does the artist use sex appeal?
• Low cut clothing to get men’s attention
• How do the artists appeal to women?
• Women would want to be strong and independent like the women in the picture

War Casualties

• 1. What were the total number of US battle deaths?
• Total casualties?
• 2. Which country had the greatest number of battle deaths?

• 4. Which side suffered the greatest number of deaths?
• 5. What is one reason for the relatively low death toll of US troops?
• Entered the war late
• 6. Which country had the greatest number of prisoners or missing persons?

Selective Service

• 1. Why did President Wilson implement the draft?
• We needed more soldiers than had signed up
• 2. How many American troops did General Pershing estimate were needed?
• 3. How many eventually enlisted/were drafted?
• 2.8 million (4.8 million total served)

The War to End All Wars

• World War 1 ended on November 1, 1918
• The Allied powers (Triple Entente) were victorious giving Great Britain, France, Italy, and the United States were setting punishments for the Central Powers (Triple Alliance).
• 1. Fourteen Points:
• No secret agreements
• Freedom of the seas
• Arms limits
• Peaceful settlements of colonial disputes
• **National Self-Determination
• **General Association of Nations - League of Nations
• 2. Treaty of Versailles
• Germany must accept full responsibility
• Germany must DISARM completely
• Germany must pay huge reparations ($) to the Allies
• Germany was stripped of any colonies
• League of Nations was created (January 10, 1920 - officially)
• The United States Congress rejected the treaty
• Many Americans were divided on the issue of the treaty
• Henry Cabot Lodge (MA) wanted changes to the treaty before signing - led the rejection

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THE FIRST WORLD WAR 1914-1918.

Published by Terence Henderson Modified over 5 years ago

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Presentation on theme: "THE FIRST WORLD WAR 1914-1918."— Presentation transcript:

World War One Note Page 31 Chapter 8 1. Causes of the War 2 -Lots of Instability Nationalism – deep love of one’s country Old Empires – Ottoman Empire.

Ch. 23.    9 million casualties  Millions are homeless and hungry  Civil War in Russia World War I.

Chapter 21 Aim: to identify the causes of WWI Do now: How can expanding your empire lead to war?

WORLD WAR I BEGINS Chapter 11 Section 1 Pages

The U.S. Enters World War I Chapter 14 Section 1.

■ Essential Question ■ Essential Question: – What was the role of the U.S. during World War I? ■ Warm-Up Question ■ Warm-Up Question: – Brainstorm & list.

World War I Begins  Nationalism  Militarism  Allies  Central Powers  Archduke Franz Ferdinand  Lusitania  Zimmermann Note.

The Beginning of WWI Ch Causes of WWI  M- Militarism  A- Alliances  I- Imperialism  N- Nationalism  M- Militarism  A- Alliances  I- Imperialism.

Global Causes of WWI Causes of America to enter WWI July 28, 1914 – November 11, 1918.

By 1914 Europe had divided into two sides (alliances):  Central Powers = Germany, Austria- Hungary, the Ottoman Empire, & Italy (for only a short time)

European Empire Building Leads to WWI

Essential Question: What were battlefield conditions like during World War I? Why did the Allies win World War I? Warm Up Question:

Warm Up 3/9 1) Name two push factors and two pull factors for moving out West in the late 1800s. 2) What were the problems workers faced in the late 1800.

Causes of WWI.

Chapter 11 Section1 World War I Begins World War I

UNIT II Part 1 Outline the causes and course of World War I, focusing on the involvement of the United States, including the effects of nationalism, ethnic.

USHC-5.4a Analyze the causes and consequences of United States involvement in World War I, including the failure of neutrality and the reasons for declaration.

Objectives Discover the factors that led to the outbreak of war in Europe. Find out why World War I was deadlier than any earlier conflict. Learn how.

World War 1 Begins There were 4 MAIN causes of WW1:

What was the role of the US in World War I?

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World War I -…

World War I – American Perspective PowerPoint & Google Slides | US History

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Check out this engaging PowerPoint (or Google Slides) presentation on World War I from the American perspective. It will help your students learn about the alliance system that started World War I, some major battles (e.g. Battle of Verdun, Battle of the Marne), reasons for the United States joining the war, and much more! In addition to the PPT, a primary source activity on the 1918 Flu Pandemic is included.

Content in PPT includes:

• Causes of World War I
• Alliance System
• Assassinated Archduke Franz Ferdinand
• Mexican Revolution
• American neutrality
• Central Power and Allied Powers
• Schlieffen Plan
• First Battle of the Marne
• Trench Warfare
• Christmas truce
• Battles of Isonzo
• Battle of Verdun
• Sussex Pledge
• U-Boat warfare
• Zimmerman Telegram
• U.S. joining the war
• 92nd and 93rd Divisions
• Committee on Public Information
• Sacrifices at home
• Russian Revolution
• Spring Offensive
• Second Battle of the Marne
• Hundred Days Offensive
• Battle of St. Mihiel
• Meuse River–Argonne Forest Offensive
• Aviation in World War I
• 1918 Flu Pandemic (Spanish Flu)
• Fourteen Points
• League of Nations
• Great Migration
• Red Summer of 1919
• Tulsa Race Massacre
• and much more!

Files in this download include:

• Editable PPT (Google Slides option available)
• Primary Source PDF (Google Drive option available)
• Student Study Guide Notes (print or load to LMS)
• Editable Word Document version
• Fillable PDF version
• PDF version
• Teacher Guide PDF (print one copy for you)

If you are a busy social studies teacher that expects the best for your students and want to feel confident in front of the class, this PPT is perfect because it is professionally designed, useful, and enjoyable for the students.

Zero to minimal preparation necessary. Just print the Teacher Guide Sheet for you (if you deem it necessary), then print the Student Study Guide Notes and primary source for students. If you want to save time (and paper), you could simply upload these files to your Learning Management System (LMS) and students could use the files on their devices.

To make the lesson more interactive, one slide directs the students to read a primary source on the 1918 Flu Pandemic. Students can work in groups, read the primary source, answer the questions (which can be found on their Student Study Guide Notes), then you can have a class discussion.

The design is professional and with the right amount of words on each slide (i.e. NO death by PowerPoint). The content is very detailed in the notes, so if you are busy, you could simply open the slides in front of the class and read the notes (it is suggested you review the slides before class though).

Furthermore, it includes a teacher guide sheet that you can print and use when presenting. The information in the guide sheet and PPT notes include additional information that is not on the slides (in other words, it will make you look smart!). This way, you can add interesting little comments or data to each slide. You can either print the whole guide sheet, or just the pages you need help with.

You can make changes to the PPT, if you deem it necessary. This presentation can be used in Microsoft PowerPoint or Google Slides (if you want to use Google Slides, just click the link which is found in the first slide).

This PPT follows standard American history textbooks.

How to use this presentation:

• Present the PowerPoint (or Google Slides) in the classroom; one slide includes an interactive primary source activity for students to complete
• Present and discuss – while presenting, get students involved and create discussion questions that get students thinking like a historian and comparing historical events to current events
• Students fill out the Student Study Guide Notes while you are presenting

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Lesson Plan World War I: What Are We Fighting For Over There?

The Great War of 1914-1918 significantly shaped the course of the twentieth century, both at home and abroad. How can this pivotal event be personalized and brought to life for students in the new millennium? Unfortunately, increasingly fewer survivors of the World War I era are alive today to directly share their recollections of this historical time. Yet, by delving into the unique resources of  Library of Congress  and by creating World War I period newspapers of differing perspectives, students can gain an enduring understanding of The Great War.

Students will be able to:

• utilize varied primary sources to develop a cohesive, comprehensive and historically accurate picture of the World War I era;
• analyze the historical impact of World War I on the U.S. homefront and;
• What can be learned about the American character from the manner by which the United States mobilized, prepared, and participated in a world war?
• Were the political and military goals of the Great War worth the staggering loss of human life and social disruption?
• How does the World War of 1914-1918 validate or contradict our feelings of patriotism and reinforce or tear down our pride and gratitude as Americans?
• How does the unfolding of World War I foreshadow the role of the United States as a prominent world power of the twentieth century?

Time Required

Lesson preparation.

• Department Assignments

Newspaper Guidelines

• Primary Source Analysis Tool
• African-American Odyssey
• American Leaders Speak: Recordings from World War I
• American Variety Stage
• Fiddle Tunes of the Old Frontier: The Henry Reed Collection
• Inventing Entertainment: The Motion Pictures and Sound Recordings of the Edison Companies
• American Life Histories: Manuscripts from the Federal Writers' Project, 1936-1940
• Stars and Stripes
• Panoramic Photographs
• Theodore Roosevelt: His Life and Times on Film
• Detroit Publishing Company .
• National American Woman Suffrage Association Collection/a>
• Teacher's Guide to Analyzing Primary Sources

Lesson Procedure

This unit consists of three lessons which can be taught sequentially. It is also possible to use a single lesson if time constraints do not permit devoting four weeks to the study of World War I. Before beginning the unit, we provide students with background knowledge of World War I.

Lesson One – Introduction to Library of Congress Digital Collections and Primary Sources

Students are introduced to the resources of Library of Congress Digital Collections by viewing several  "Today in History"  pages which focus on World War I events. The teacher and librarian model the retrieval, display, and analysis of sample primary sources on these pages. We examine a photograph, newspaper article, song, and speech. Students analyze the primary sources, recording their thoughts on the  Primary Source Analysis Tool . Before the students begin, select questions from the teacher's guide  Analyzing Primary Sources  to focus and prompt analysis and discussion. Primary sources are viewed online but backup hard copies can be made available.

Find complete directions for this lesson in the student Lesson One:  Introduction to Library of Congress Digital Collections and Primary Sources .

Lesson Two – American Leaders Speak

Students explore the World War I-era recordings of  American Leaders Speak . The background of the "The Nation's Forum Collection" is explained by means of the accompanying special  presentation . Students listen to the recording of a speech chosen from a gallery of leaders. Students analyze the speech, recording their thoughts on the  Primary Source Analysis Tool . Before the students begin, select questions from the teacher's guide  Analyzing Recorded Sound  to focus and prompt analysis and discussion. The teacher follows up with the question: "Select a theme, event or issue mentioned or alluded to in the speech that you with to further investigate". The teacher employs this feedback to assign each student to a relevant department or topic for the newspaper assignment in lesson three.

Find complete directions for this lesson in the student Lesson Two:  American Leaders Speak .

Lesson Three – Newspaper Project

Students use their developing familiarity with  Library of Congress Digital Collections  and prior knowledge of WWI to create two WWI-era newspapers – each with an opposing viewpoint regarding American involvement in the war effort. The newspaper staff includes a publisher and seven departments: Editorial Board, Mobilization Unit, Women and Minorities, Arts and Culture, Society, Leaders, and Photographic and Print Division. Each department receives a relevant newswire of issues and events. Students explore  Library of Congress Digital Collections  (drawing upon search skills developed during lessons one and two) and write articles reporting the news of the day. When the two final products are published, students read, review, and analyze the opposing newspaper.

Find complete directions for this lesson in the student Lesson Three:  Newspaper Project .

The newspaper project can be extended to other controversial world events (WWII, Korean War, Vietnam War, etc.)

The final product (WWI-period newspaper) may be published on the school Web site and used by other classes as a supplemental historical resource.

Students may continue to investigate pivotal 20th century conflicts and to use primary source material.

Lesson Evaluation

Students are assessed by their use of the  Primary Source Analysis Tool .

The final product (WWI-period newspaper) is assessed by the teacher and by peer review, at the teacher's discretion

A class discussion dealing with the essential questions also helps evaluate students' enduring understanding of the WWI period.

Scott Durham & Margaret Lincoln

Student Materials and Resources

Newspaper department assignments.

Mobilization

• Soldiers farewell parade  photo
• The Third Liberty Loan  speech
• Physical exercise drill & Penna. Reserve Militia  photo
• Local Board #17, last quota, 815 men  photo
• Military review, Camp Custer  photo
• Shall we prepare?   film
• One hundred million soldiers  speech
• W.S.S. Thriftettes  film
• 6th Cavalry Camp, mobilized at Texas City, Texas  photo

Women and Minorities

• From Pinafores to Politics  autobiography of Daisy Hurst Harriman. See ch. "Washington at War", p. 212+.
• Mobilizing woman-power  book by Elizabeth Cady Stanton's daughter. See ch. "Women over the top in America, p. 86+.
• Emmett Scott's Official History of the American Negro in the World War  See images 39-42, 352-63.
• San Francisco's future  film
• Loyalty  speech

Arts and Culture

• It's a Long, Long Way to Tipperary  sheet music
• Just a Baby's Prayer at Twilight  audio
• Just a Baby's Prayer at Twilight  sheet music
• Madelon  recording
• Madelon  sheet music
• I Did My Bit for Democracy  manuscript
• Our Negro Doughboys Make Good-As Usual  newspaper
• Reminiscences of a Rebel  manuscript
• [No Bombs Dropping]  manuscript
• Grady Weldon  manuscript
• Newton Diehl Baker
• Josephus Daniels
• Warren G. Harding
• Calvin Coolidge
• Samuel Gompers
• William Gibbs McAdoo

Photographic and Print Division

• True sons of freedom  poster
• Home from the War  (poster)
• I Want You for the U.S. Army  (poster)
• Inaugural regimental services of the "Black Devils", 814th Pioneer Infantry  photograph
• American cemetery - Belleau Woods, France ... over 2000 regulars and Marines gave their lives in the victory  photograph

You have been assigned to the staff of a World War I-era newspaper. The publisher has directed you to particular links on the  Newswire . You will write an article drawing upon knowledge gained from your exploration of the Library of Congress digital collections and from additional print and electronic resources.

A 1917 newspaper would have a different style and organization compared to a paper of the present day. You may consult  Chronicling America  for examples of newspapers from 1917.

As you prepare the preliminary draft of your article, you should pay attention to these guidelines:

• Gather together all your research notes and completed  Primary Source Analysis Tools .
• Prepare a rough outline of the material you want to include in your article.
• Create a  headline  in block letters and a  byline  sentence of explanation.
• Your  first paragraph  should begin with an engaging statement or question to capture the reader's interest. Try to incorporate the who, what, when, where, and why components.
• Provide details, quotes, and background information in your  middle paragraphs .
• The  last paragraph  allows you to finish and summarize your story. It is not necessary to say "in conclusion".
• Write clearly and with conviction. You are representing a newspaper with a decided stance on the issue of World War I.
• Turn in your article with bibliography of sources consulted and  Primary Source Analysis Tools .

American Leaders Speak: Recordings from World War I and the 1920 Election This collection contains eighteen speeches focusing on WWI issues. Access these particular speeches through the  Gallery of World War I Speakers .

African-American Odyssey View the special exhibit  World War I and Postwar Society .  Scott's Official History of the American Negro in the World War, 1919  found in this collection.

The Stars and Stripes: The American Soldiers' Newspaper of World War I, 1918 - 1919 This US Army publication provided American soldiers with news from home, sports news, poetry, and cartoons. View the collection’s  Special Presentation  with additional material about women and the war effort, advertisements, military censorship and the American Expeditionary Force.

Panoramic Photographs Search for WWI-era photos in this collection.

Detroit Publishing Company . Search using the phrase World War, 1914-1918 to locate WWI-era photos.

Today in History WWI links can be found under  June 28, 1914 ,  May 7, 1915 ,  April 6, 1917 ,  September 12, 1918 ,  November 11, 1918 , and  July 15, 1948 .

Student Procedure

Lesson one – introduction to primary sources.

You will view several "Today in History" pages that focus on World War I events. How do you search for relevant primary source material? How can a photograph, newspaper article, song, or speech enrich your understanding of the Great War?

• June 28, 1914 . Archduke Ferdinand is assassinated.
• May 7, 1915 . German submarine sinks  Lusitania . American lives lost.
• April 6, 1917 . The United States enters World War I.
• September 12, 1918 . 1st American Expeditionary Forces offensive.
• November 11, 1918 . Allied powers sign armistice.
• July 15, 1948 . John J. Pershing, brilliant WWI-military commander dies.
• Look closely at the photograph of  Ypres Belgium .
• Study this photograph using the  Primary Source Analysis tool .
• Click on the link to  Panoramic Photographs and search for other World War I era photographs.
• Study Pershing's speech  From the battle fields of France . Review this speech using the  Primary Source Analysis Tool . You will be able to examine additional speeches from  American Leaders Speak: Recordings from World War I and the 1920 Election  in the next lesson.
• April 6, 1917  concludes our survey of World War I related pages in Today in History.
• Listen to the audio recording of  Over There  performed by Billy Murray in 1917, located in a special presentation of  American Variety Stage .
• For homework, you may choose to analyze either the audio recording of  Over There  or one of the sheet music versions using the  Primary Source Analysis Tool .

Actual sound recordings from the World War I era are available to us through  American Leaders Speak . The Library of Congress holds fifty-nine recordings of speeches by U.S. leaders at the turn of the century. The speeches focus on issues and events surrounding the war and the subsequent presidential election of 1920.

• The  American Leaders Speak  collection is made up of recordings from  The Nation's Forum . The collection represents an effort to preserve the voices of prominent Americans. In most cases, these audio files are the only surviving recordings of a speaker. The Department of State's Committee on Public Information (a governmental  propaganda ministry ) endorsed the Nation's Forum.
• The  Gallery of World War I Speakers  allows you to link to a particular speech and display the audio file and text. Listen to Franklin K. Lane's  The Nation in Arms . This speech will be further studied in class using the  Primary Source Analysis Tool .
• You will be assigned a speech to analyze for homework using the  Primary Source Analysis Tool . There are eighteen speeches in the gallery. The speeches of Pershing and Lane (already analyzed by the class) will not be assigned to individual students.

In this lesson, you will use your familiarity with the Library of Congress digital collections and prior knowledge of WWI to create two WWI-era newspapers – each with an opposing viewpoint regarding American involvement in the war effort.

Each member of the class is serving on the staff of a World War I-era newspaper. One newspaper supports the war, the other paper opposes the war. If you are a reporter, it is your job to complete the sequence of tasks listed below. Additional instructions for just the publisher and editorial board are given in  italics .

• Check with the Publisher of your particular newspaper and receive your assignment.
• View the newspaper  Department Assignments  page and note your duties and responsibilities.
• Go to the  Newswire  page of suggested links. Begin your research and be ready to report back on two potential sources to use for the basis of your newspaper article. Analyze these two sources by means of the  Primary Source Analysis Tool .
• Share your initial findings when the Publisher reconvenes your newspaper staff. Discuss the links which you explored via the  Newswire  and analyzed via the  Primary Source Analysis Tool .
• Publisher and Editorial Board meet to determine specific topic assignments for reporters. The assignments for the Photographic and Print Division are coordinated with the stories being covered by the reporting staff .
• Study the  Newspaper Guidelines . Develop one particular article in depth as directed by your Publisher. Conduct additional research using  Student Resources .
• Submit a rough draft of your article to the Publisher and Editorial Board for review.
• Publisher and Editorial Board prepare comments, suggestions for revision .
• Rewrite, polish and fine tune your article or photograph or print, following the feedback supplied to you by the Publisher and editorial staff.
• The Editorial Board is directed by the Publisher to produce a final version of each newspaper and to distribute copies to the entire class .
• Read the opposing viewpoint newspaper. Evaluate the other paper. The evaluation process is done at the departmental level. In other words, if you are a Mobilization Unit reporter on one paper, you review the work of a mobilization reporter on the other paper.

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• Forces and resources of the combatant nations in 1914
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• The Western Front, January–May 1917
• The U.S. entry into the war
• The Russian revolutions and the Eastern Front, March 1917–March 1918
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• The Western Front, June–December 1917
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• The Balkan front, 1918
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• Table Of Contents

What was the main cause of World War I?

World War I began after the assassination of Austrian archduke Franz Ferdinand by South Slav nationalist Gavrilo Princip on June 28, 1914.

What countries fought in World War I?

The war pitted the Central Powers (mainly Germany, Austria-Hungary, and Turkey) against the Allies (mainly France, Great Britain, Russia, Italy, Japan, and, from 1917, the United States).

The Allies won World War I after four years of combat and the deaths of some 8.5 million soldiers as a result of battle wounds or disease.

Some 8,500,000 soldiers died as a result of wounds or disease during World War I. Perhaps as many as 13,000,000 civilians also died. This immensely large number of deaths dwarfed that of any previous war, largely because of the new technologies and styles of warfare used in World War I.

Four imperial dynasties—the Habsburgs of Austria-Hungary, the Hohenzollerns of Germany, the sultanate of the Ottoman Empire , and the Romanovs of Russia—collapsed as a direct result of the war, and the map of Europe was changed forever. The United States emerged as a world power, and new technology made warfare deadlier than ever before.

Recent News

World War I , an international conflict that in 1914–18 embroiled most of the nations of Europe along with Russia , the United States , the Middle East , and other regions. The war pitted the Central Powers —mainly Germany , Austria-Hungary , and Turkey —against the Allies—mainly France , Great Britain , Russia, Italy , Japan , and, from 1917, the United States . It ended with the defeat of the Central Powers. The war was virtually unprecedented in the slaughter, carnage, and destruction it caused.

World War I was one of the great watersheds of 20th-century geopolitical history. It led to the fall of four great imperial dynasties (in Germany , Russia , Austria-Hungary, and Turkey ), resulted in the Bolshevik Revolution in Russia, and, in its destabilization of European society, laid the groundwork for World War II .

The last surviving veterans of World War I were American serviceman Frank Buckles (died in February 2011), British-born Australian serviceman Claude Choules (died in May 2011), and British servicewoman Florence Green (died in February 2012), the last surviving veteran of the war.

The outbreak of war

With Serbia already much aggrandized by the two Balkan Wars (1912–13, 1913), Serbian nationalists turned their attention back to the idea of “liberating” the South Slavs of Austria-Hungary . Colonel Dragutin Dimitrijević , head of Serbia’s military intelligence , was also, under the alias “Apis,” head of the secret society Union or Death , pledged to the pursuit of this pan-Serbian ambition. Believing that the Serbs’ cause would be served by the death of the Austrian archduke Franz Ferdinand , heir presumptive to the Austrian emperor Franz Joseph , and learning that the Archduke was about to visit Bosnia on a tour of military inspection, Apis plotted his assassination . Nikola Pašić , the Serbian prime minister and an enemy of Apis, heard of the plot and warned the Austrian government of it, but his message was too cautiously worded to be understood.

At 11:15 am on June 28, 1914, in the Bosnian capital, Sarajevo , Franz Ferdinand and his morganatic wife, Sophie, duchess of Hohenberg, were shot dead by a Bosnian Serb, Gavrilo Princip . The chief of the Austro-Hungarian general staff , Franz, Graf (count) Conrad von Hötzendorf , and the foreign minister, Leopold, Graf von Berchtold , saw the crime as the occasion for measures to humiliate Serbia and so to enhance Austria-Hungary’s prestige in the Balkans . Conrad had already (October 1913) been assured by William II of Germany ’s support if Austria-Hungary should start a preventive war against Serbia. This assurance was confirmed in the week following the assassination , before William, on July 6, set off upon his annual cruise to the North Cape , off Norway .

The Austrians decided to present an unacceptable ultimatum to Serbia and then to declare war, relying on Germany to deter Russia from intervention. Though the terms of the ultimatum were finally approved on July 19, its delivery was postponed to the evening of July 23, since by that time the French president, Raymond Poincaré , and his premier, René Viviani , who had set off on a state visit to Russia on July 15, would be on their way home and therefore unable to concert an immediate reaction with their Russian allies. When the delivery was announced, on July 24, Russia declared that Austria-Hungary must not be allowed to crush Serbia.

Serbia replied to the ultimatum on July 25, accepting most of its demands but protesting against two of them—namely, that Serbian officials (unnamed) should be dismissed at Austria-Hungary’s behest and that Austro-Hungarian officials should take part, on Serbian soil, in proceedings against organizations hostile to Austria-Hungary. Though Serbia offered to submit the issue to international arbitration, Austria-Hungary promptly severed diplomatic relations and ordered partial mobilization.

Home from his cruise on July 27, William learned on July 28 how Serbia had replied to the ultimatum. At once he instructed the German Foreign Office to tell Austria-Hungary that there was no longer any justification for war and that it should content itself with a temporary occupation of Belgrade . But, meanwhile, the German Foreign Office had been giving such encouragement to Berchtold that already on July 27 he had persuaded Franz Joseph to authorize war against Serbia. War was in fact declared on July 28, and Austro-Hungarian artillery began to bombard Belgrade the next day. Russia then ordered partial mobilization against Austria-Hungary, and on July 30, when Austria-Hungary was riposting conventionally with an order of mobilization on its Russian frontier, Russia ordered general mobilization. Germany, which since July 28 had still been hoping, in disregard of earlier warning hints from Great Britain, that Austria-Hungary’s war against Serbia could be “localized” to the Balkans, was now disillusioned insofar as eastern Europe was concerned. On July 31 Germany sent a 24-hour ultimatum requiring Russia to halt its mobilization and an 18-hour ultimatum requiring France to promise neutrality in the event of war between Russia and Germany.

Both Russia and France predictably ignored these demands. On August 1 Germany ordered general mobilization and declared war against Russia, and France likewise ordered general mobilization. The next day Germany sent troops into Luxembourg and demanded from Belgium free passage for German troops across its neutral territory. On August 3 Germany declared war against France.

In the night of August 3–4 German forces invaded Belgium. Thereupon, Great Britain , which had no concern with Serbia and no express obligation to fight either for Russia or for France but was expressly committed to defend Belgium, on August 4 declared war against Germany.

Austria-Hungary declared war against Russia on August 5; Serbia against Germany on August 6; Montenegro against Austria-Hungary on August 7 and against Germany on August 12; France and Great Britain against Austria-Hungary on August 10 and on August 12, respectively; Japan against Germany on August 23; Austria-Hungary against Japan on August 25 and against Belgium on August 28.

Romania had renewed its secret anti-Russian alliance of 1883 with the Central Powers on February 26, 1914, but now chose to remain neutral. Italy had confirmed the Triple Alliance on December 7, 1912, but could now propound formal arguments for disregarding it: first, Italy was not obliged to support its allies in a war of aggression; second, the original treaty of 1882 had stated expressly that the alliance was not against England .

On September 5, 1914, Russia, France, and Great Britain concluded the Treaty of London , each promising not to make a separate peace with the Central Powers. Thenceforth, they could be called the Allied , or Entente, powers, or simply the Allies .

The outbreak of war in August 1914 was generally greeted with confidence and jubilation by the peoples of Europe, among whom it inspired a wave of patriotic feeling and celebration. Few people imagined how long or how disastrous a war between the great nations of Europe could be, and most believed that their country’s side would be victorious within a matter of months. The war was welcomed either patriotically, as a defensive one imposed by national necessity, or idealistically, as one for upholding right against might, the sanctity of treaties, and international morality .

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World war i in 6 minutes.

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World War 1 - PowerPoint PPT Presentation

World War 1

World war 1 1914-1918 the war to end all wars the great war causes of wwi nationalism a strong sense of believing in ones own country to where your ... – powerpoint ppt presentation.

• The War to End all Wars
• The Great War
• Nationalism a strong sense of believing in ones own country to where your own country is better than any other
• Alliance systems countries form a huge alliance with each other in order to intimidate other countries from attack them
• The Triple Alliance-Germany, Austria, Hungary, and Italy
• The Triple Entente- France, Great Britain, and Russia
• Balkan crisis in 1908 Austria-Hungary annexed Bosnia nationalists there angry about it
• Militarism glorification of the military Many countries were preparing for war even before they had anyone to fight
• June 28, 1914, Archduke Francis Ferdinand, heir to the Austrian throne, was Assassinated during a visit to a rival country
• He was shot by a Serbian terrorist, member of the Black Hand
• Hungary had imperial control over Serbia (Serbia was key in controlling the Balkans
• Serbian (Balkan) nationalists didnt like it so to show it they assassinated the archduke
• Alliance system goes into effect
• Russia declares war on Austria-Hungary
• Germany declares war on Russia
• France declares war on Germany
• Great Britain declares war on Germany because GB had allied with France and Germany had attacked neutral Belgium
• Germany makes the first move because they are still angry over the
• decisions in the Congress of Vienna
• - in the agreement European monarchs took territory away from Germany
• Germany hoped for a quick victory by use of its well thought out plan called the Schlieffen Plan
• France responded and stopped the German troops by building trenches all the way to the English Channel
• This line becomes known as the Western Front
• This form of warfare (Trench Warfare) becomes the chief way of fighting during WWI and leads to stalemate
• Troops advanced from trench to trench, across No Mans Land, then retreat back to their former trenches
• Troops spent years living in the trenches full of human death, feces, and rats
• There was nothing to eat except for what supply lines brought troops - soldiers even ate rats, b/c vegetation had been bombed
• Maxim Machine Gun
• Gas- Mustard, Chlorine
• Estimated totals of causalities of Gas attacks
• German-Fatal-9,000.Non Fatal-200,000
• British-Fatal-8109.Non Fatal-188,706
• Tanks- British Mark I T
• Slow, but created a fear factor
• Submarine U-Boat , unterseeboot invented by Germany and used to stop US, British supply convoys and troops ships
• Airplane- Used at first for reconnaissance, surveillance.
• During the last year of the war, planes used for dog fighting to control the skies
• Red Baron German Manferd Von Riechtoven
• Shot down 80 allied planes before he was shot down
• A German U-Boat sank the Lusitania, U.S. ship, killing 126 passengers
• Public opinion sways in favor of kicking German butt
• The final peace settlement of Paris ended with five separate peace treaties with the 5 defeated nations of the war
• Versailles near Paris, France in June 1918.
• The Germans considered it a harsh treaty
• article 231 War Guilt clause said Germany was responsible for starting the war.
• The other articles in the treaty required Germany to pay reparations for the war to the Allied Nations for ALL the damage the nations had suffered during the war
• - How can a war torn country, now 30 billion in debt, pay it back?
• This Treaty will be one of the chief reasons Germany will be thrown into World War 2
• Triple Alliance
• Triple Entente
• Nationalism
• Alliance System
• Balkan Crisis
• Schlieffen Plan
• Western Front
• Trench Warfare
• No Mans Land
• New Technology
• Reconnaissance
• Treaty of Versailles
• Reparations

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World War II

Jul 30, 2014

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World War II. 1939-1945. Causes of War. Long Term Causes. Immediate Causes. Expansion policies Appeasement German invade Poland Pearl Harbor. Treaty of Versailles Nationalism Militarism & Totalitarian States Great Depression. Expansion of Nazi Germany 1933-1939. Invasion of Poland.

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Presentation Transcript

World War II 1939-1945

Causes of War Long Term Causes Immediate Causes Expansion policies Appeasement German invade Poland Pearl Harbor • Treaty of Versailles • Nationalism • Militarism & Totalitarian States • Great Depression

Expansion of Nazi Germany 1933-1939

Invasion of Poland September 1939

Invasion of Poland • Nonaggression pact between Hitler and Stalin • Agreed to divide Poland in half. • Pact was supposed to last 10 years. • Surprise attack on September 1, 1939 • Tanks, troop trucks, aircraft, & artillery full assault on Warsaw. • September 3 Britain and France declared war but did not mobilize troops to help Poland

Choosing Sides Allied Powers Axis Powers Germany Japan Italy Romania Hungary Bulgaria Thailand Finland Iraq • Soviet Union • United States • British Empire • China • Soviet China • France • Poland • Canada • Australia • New Zealand • South Africa • Yugoslavia • Greece • Norway • Netherlands • Belgium • Czechoslovakia • Brazil

Invasion of France May 1940

Invasion of France • April 1940 Hitler invaded Denmark and Norway and build bases to attack Britain and France • May 1940 Hitler invaded Netherlands, Belgium, Luxembourg, and France. • Rescue and Dunkirk • British rescued over 300,000 French Solders trapped on beach in France

Battle of Britain 1940-1941

Battle of Britain • British RAF (Royal Air Force) Vs. German Luftwaffe • Germans bombed British airfields and factories • Then Sept 7, 1940 started bombing cities • British developed Radar & stole a German Enigma machine. • Germans switched to night bombing then gave up in May 1941

Battle for Moscow Operation Barbarossa June 1941

Operation Barbarossa • After securing the Balkans Hitler surprise attacked Russia. • This plan to take over Russia included attacks on Leningrad and Moscow. • Germans surrounded Leningrad and starved the people. • Germans continued to Moscow but were stopped and Hitler forced them to stay in the cold and fight.

Pearl Harbor December 7, 1941

Pearl Harbor • U.S. knew of a coded message that Japan might attack, but they did not know when or where. • Japan sunk/damaged 19 ships. • 2,300 Americans killed 1,100 wounded.

Battle of Stalingrad Winter 1942

Battle of Stalingrad • German Luftwaffe bombed and invaded the city of Stalingrad. • Controlled 90% of the city • Russia waited until winter and surrounded Stalingrad. • Cut off Germany’s supplies • 1 year later 90,000 German solders surrendered. Stalin used over 1 million troops to defend it.

Doolittle’s Raid April 1942

Doolittle's Raid • 16 B-25 Bombers launched a raid on Tokyo • Did little damage, but was a psychological victory • Japan felt they were no longer invincible • United States felt they avenged Pearl Harbor • “Victory is achieved from those who believe the longest”

Battle of Midway June 1942

Battle of Midway • Japan wanted to occupy the United States outpost on Midway island. • Tried to lure U.S. to Aleutian islands by splitting his task force. • Japan thought the Yorktown was sunk at Coral Sea. • All of these plans were unsuccessful because American’s decrypted Japanese code.

Battle of Midway • U.S. scout planes spotted the Japanese attack force. • Let the Japanese attack Midway while we attacked their aircraft carriers. • Destroyed 332 planes and 4 aircraft carriers. • After defeats in Philippians , Guam, & Wake Island this was the turning point the the Pacific front

D-Day: Operation Overlord June 6, 1944

Operation Overlord • Largest land & sea attack in history • British, American, French, & Canadian troops fought their way onto a 60 mile stretch of Beach in Normandy, France • After a month over 1 million troops landed and they secured Normandy and later liberated Paris

Battle of the Bulge Winter 1944 - 1945

Battle of the Bulge • Germany’s last push forward. • “This battle is to decide if we shall live or die” Hitler • Germany split the Allies lines but had to reinforcements and eventually had to retreat.

Battle of Iwo Jima February 1945

The Battle of Okinawa April 1945

Battle for Berlin May 1945

Hiroshima and Nagasaki August 6, 1945 & August 9, 1945

Effects of WW2 • Defeat of fascist and military dictators • Devastation and loss of life • Development of nuclear weapons • Rise of the United States and Soviet Union as World Powers

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Second world war, it seems that you like this template, second world war presentation, free google slides theme, powerpoint template, and canva presentation template.

This one is a great and suitable template if you need to give a war-related presentation. Kept in tones of gray, beige and red, its illustrations are subtle and minimal but still a reminder of the sorrow that unfurls when weapons are used. Use this design to talk about history, politics, the military or weaponry - it’s flexible and fully editable, so you can tweak it as you like to suit your content to a T. Grab this template and your presentation about war will be a lot easier to prepare!

Features of this template

• 100% editable and easy to modify
• 36 different slides to impress your audience
• Contains easy-to-edit graphics such as graphs, maps, tables, timelines and mockups
• Includes 500+ icons and Flaticon’s extension for customizing your slides
• Designed to be used in Google Slides, Canva, and Microsoft PowerPoint
• 16:9 widescreen format suitable for all types of screens
• Includes information about fonts, colors, and credits of the resources used

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