Students describe the Zimmerman Telegram and its connection to Texas. Then they locate the military bases in Texas. Next they learn about the role of Texan African Americans and women in the war. They visit a virtual exhibit about Texas and the Great War, and they examine an artifact from the exhibit. Finally, they elaborate on how World War I impacted Mexican American veterans living in Texas.
Students read background information about World War I and the U.S. decision to enter the war, then listen to the song Over There while following along with the lyrics. They examine a World War I recruiting poster and respond to a collaborative prompt describing words or phrases from the song that might convince young men to enlist. Students are introduced to the lesson focus on Texans’ roles in World War I and how the war affected Texas, and they review the lesson objectives.
Teacher MovesPlay the recording of Over There for the class or direct students to listen on their own devices. Prompt students to connect specific lyrics to ideas about patriotism, duty, and enlistment, using sample responses as needed to support discussion. Clearly state the lesson objectives and preview that students will investigate how Texans participated in and were affected by World War I.
Students read What was the Zimmerman Telegram? to learn how German plans involving Mexico and Texas helped draw the United States into World War I. They respond in writing about what the Zimmerman Telegram was, how Texas was involved, and why its discovery helped cause U.S. entry into the war. Next, students read about the establishment of World War I training facilities in Texas, study a map of Texas military bases, and complete a table listing the four army training camps and the nearby cities.
Teacher MovesClarify that the Zimmerman Telegram proposed a German–Mexican alliance and promised help in regaining Texas territory, and guide students to connect this threat to the U.S. decision to join the war. Support students as they interpret the military bases map, ensuring they correctly identify the training camps and their locations, and emphasize why Texas’s geography and rail network made it a key training center.
Students read about the diverse Texas troops who served in World War I, including African American soldiers who experienced different treatment in Europe and returned with new expectations for equal rights. They learn about Texas women’s contributions, such as nursing, Katherine Stinson’s aviation and ambulance service, and home-front rationing, as well as the war’s end and the origin of Veterans Day. Students watch the trailer for the virtual exhibit Texans Take to the Trenches, explore sections of the exhibit, select one artifact to examine closely, and post an explanation of what the artifact is and what it reveals about Texas and World War I. They then read classmates’ posts and respond to at least two with questions or positive comments.
Teacher MovesHighlight the roles of African American soldiers and Texas women, connecting their wartime experiences to emerging demands for civil rights and social change. Introduce the virtual exhibit as a collection of primary sources and explain that artifacts such as letters, photographs, and objects were created by people who directly experienced the war. Guide students to distinguish between primary and secondary sources and prompt them to reflect on how examining an original artifact differs from reading a later account. Encourage constructive peer feedback as students comment on one another’s artifact analyses.
Students read about Mexican American participation in World War I, including volunteers who were not U.S. citizens and the service and recognition of Marcelino Serna. They watch Remembering Marcelino Serna to deepen their understanding of Hispanic soldiers’ experiences. Students then consider Manuel C. Gonzales’s question about whether Mexican American veterans would be treated as Americans in peacetime, write a response explaining what they think he meant and whether they agree, and engage in an online discussion by replying to at least two classmates with questions or positive comments.
Teacher MovesEmphasize the contributions and sacrifices of Mexican American soldiers and connect their wartime service to later efforts for civil rights and equal treatment. Facilitate a class discussion around Gonzales’s quote, prompting students to consider issues of identity, belonging, and fairness for veterans of color. Invite volunteers to share their responses and guide respectful dialogue that surfaces multiple perspectives on citizenship and recognition after the war.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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