@REALDYLANWINCE
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World War I

Image - Photograph 165-BO-0055; British Tank Stuck in Trench ; British Photographs of World War I, 1914 - 1918; Records of the War Department General and Special Staffs , Record Group 165; National Archives at College Park, College Park, MD. [Online Version, https://www.docsteach.org/documents/document/british-tank-trench, December 12, 2019]
Picture
Grade
10th

Length
2-3 weeks

School Year
2019-2020

Author
Dylan Wince

School
​Marcos de Niza High School
Driving Question
How can you create a digital museum collection that tells the story of WWI to others through five significant artifacts?

Supporting Questions
How do alliances bring countries into war with each other?
How did changing technology impact WWI?
When wars end, do treaties bring peace?


Project Description
The War to End All Wars was thought to be this because of its devastation. The culmination of industrialization, total war, technological advances and trench warfare escalated this war in both its brutality and understanding of how far humans will go to fight for what they believe.

The students will be learning about WWI from multiple viewpoints and Telling the story through specific items to memorialize those who sacrificed their lives. 

Public Product
Digital Museum Collection on student-created Weebly websites

Learning Targets

I can identify the most significant factors that led to World War I.
I can analyze the technological developments and outcomes of World War I.
I can evaluate the economic and political factors that led to the Russian Revolution.

​Analyzing History - Causes of WWI (M.A.I.N)
File Size: 4274 kb
File Type: pdf
Download File

WWI Warfare Document Exploration
File Size: 2412 kb
File Type: pdf
Download File

Entry Event

Reflections (Blog)

#1 - What is going to be the easiest part of the Learning Process (Questioning, Collaboration, Research, Project Management, Craftsmanship, Public Product, Reflection) for you? What is going to be the hardest?

​*Please tell me why so that I can see how I can provide support.
Title - Process Reflection
Length - 5-7 sentences
Due - Friday

​

Resources

World War I Poetry
Treaty of Versailles
They Shall Not Grow Old - Documentary
National Army Museum - London
Life in the Trenches - History.com
Interactive WWI Timeline

Days that Shook the World - Assassination of Franz Ferdinand 

Craftsmanship Process

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