@REALDYLANWINCE
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  • American History
    • '21-'22 Syllabus
    • Q1 - Fundamentals: Indigenous America to United States of America >
      • Indigenous America
      • Colonial America
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      • 1780s-1810s - New Nation
      • 1810s-1840s - Expanding the Territory of the United States
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      • 1850s-1865 - Civil War
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    • Q4 - Civil Disobedience: Identity. Action. >
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    • '21-'22 Syllabus
    • Q1 - Every Story Matters >
      • Thinking Like a Historian and Geographer
      • Renaissance, Reformation and Scientific Revolution
      • c.1400s - c.1700s - Exploration and Colonization
    • Q2 - Economics and Labor Systems >
      • c.1600s-c.1800s - Age of Revolutions
      • c.1800s - Industrialization
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      • 1914-1919 - The Great War
      • 1917-1923 - Russian Revolution
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      • Q4 World History Weekly Agendas
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    • Fall '22 Syllabus

WWI Example

C - Level

Picture
German. Gas Hood. 1915.
I chose this because gas played an important role in this war.

B - Level

Picture
World War I Alliances. The reason this was a world war is because there were so many different alliances that forced certain countries to defend others even if they did not really want to. In my reading I learned that the Triple Entente was actually a "series of interlocking agreements." s

A - Level

Picture
Battle of Somme. The reason I chose this is because this image shows the trenches and the overall conditions of the land that was repeatedly bombed and fought over. I believe this tells the story of WWI because 1,120,000 people died during this battle and all that was gained was 30 miles.

This quote signifies the horror that was the Battle of Somme.
“The next morning (July 2nd) we gunners surveyed the dreadful scene in front of us……it became clear that the Germans always had a commanding view of No Man’s Land. (The British) attack had been brutally repulsed. Hundreds of dead were strung out like wreckage washed up to a high water-mark. Quite as many died on the enemy wire as on the ground, like fish caught in the net. They hung there in grotesque postures. Some looked as if they were praying; they had died on their knees and the wire had prevented their fall. Machine gun fire had done its terrible work.”
--George Coppard, machine gunner at the Battle of the Somme.
If you have found any of this curated content helpful and have 
the means, would you be able to make a financial contribution?
Venmo - @dywince
Last Updated May 16th, 2022.
  • Home
    • My Pedagogy Decisions >
      • Smiles and Frowns
      • Project-Based Learning >
        • Design
        • Questioning >
          • Question Formulation Technique >
            • Develop a Driving Question
            • Know the Four Rules
            • Produce Questions
            • Identify Open and Closed-Ended Questions
            • Set Priority Questions
            • Plan Next Steps
            • Reflect on Learning
            • When Things Get Tough
        • Collaboration
        • Research >
          • Goal Development
        • Project Management
        • Craftsmanship
        • Public Product
        • Reflection
      • SBG to Ungrading
      • Reflection is Learning
    • About Mr. Wince
    • Diversity and Inclusion
    • The Study of History
    • A People's History of the United States (Text and Audio)
    • Project Archives
    • Contact
  • American History
    • '21-'22 Syllabus
    • Q1 - Fundamentals: Indigenous America to United States of America >
      • Indigenous America
      • Colonial America
      • Events Leading to the American Revolution
      • 1780s-1810s - New Nation
      • 1810s-1840s - Expanding the Territory of the United States
    • Q2 - Race and Class: "No Struggle...No Progress." >
      • 1850s-1865 - Civil War
      • 1865-1890s - Reconstruction
      • 1880s-1900s - Gilded Age
    • Q3 - Social "Progress" and World Wars >
      • 1900-1910s - Imperialism and World War I
      • 1920s-1930s - Roaring 20’s & Great Depression
      • 1930s-1945 - World War II
    • Q4 - Civil Disobedience: Identity. Action. >
      • Q4 American/AZ History Weekly Agendas
      • 1945-1950s - Post-World War II America
      • 1960s-1970s - Civil Disobedience
      • 1980s-2000s - Modern Era
  • World History
    • '21-'22 Syllabus
    • Q1 - Every Story Matters >
      • Thinking Like a Historian and Geographer
      • Renaissance, Reformation and Scientific Revolution
      • c.1400s - c.1700s - Exploration and Colonization
    • Q2 - Economics and Labor Systems >
      • c.1600s-c.1800s - Age of Revolutions
      • c.1800s - Industrialization
    • Q3 - Conflicts and Resolutions >
      • 1914-1919 - The Great War
      • 1917-1923 - Russian Revolution
      • 1939-1945 - World War II
    • Q4 - Global Human Rights >
      • Q4 World History Weekly Agendas
      • 1940s-1980s Cold War and Proxy Wars
      • Independence & Decolonization Movements
      • Modern World Issues
  • US Government
    • Spring '22 Syllabus
    • Q3 - Democracy: Citizenship/Voting >
      • Project 'My Part'
      • Democracy
      • Citizenship
      • Voting
    • Q4 - Collective Action: Equality and Justice >
      • Q4 - US/Arizona Gov. Weekly Agendas
      • Learning Not Hurting: Our Focus on Change
      • Creating a Podcast
      • Collective Action
      • Fight for Equality
      • Fight for Justice
  • Economics
    • Fall '22 Syllabus