Objectives:
- Identify how imperialism and nationalism caused World War I.
- Describe the alliance system and its impact on the Great War.
Scene 1 — Engage
Student Activity
Students are introduced to the idea that conflicts often have both underlying causes and trigger events. They read about this distinction using a personal argument example, then respond to a poll about the causes of the American Revolution, choosing among options that include both long-term causes and a trigger event.
Teacher Moves
Clarify that all poll options contributed to the American Revolution, but that some are underlying causes while the Battles of Lexington and Concord represent a trigger event. Emphasize the difference between long-term causes and immediate catalysts to prepare students to apply this distinction to World War I.
Scene 2 — Explore
Student Activity
Students review how rising nationalism and alliance-building contributed to tensions in Europe and watch World War I: How Did It Start? to gain an overview of the war’s origins. They examine the assassination of Archduke Franz Ferdinand as the trigger event and then watch The 4 M-A-I-N Causes of World War One in 6 Minutes to learn how militarism, alliances, imperialism, and nationalism functioned as underlying causes. Using a map of major European alliances and optional details from World War I Resources, they complete a graphic organizer by adding specific examples for each of the four M-A-I-N categories.
Teacher Moves
Review or reinforce the definition of nationalism and prompt students to predict how nationalist attitudes might lead to war. Encourage students to consult World War I Resources as needed while completing the chart, and then briefly summarize the four main causes of the Great War before moving on.
Scene 3 — Explain
Student Activity
Students read a quotation from Sir Edward Grey and then study his August 3, 1914 speech to the British Parliament, focusing on highlighted sections that explain why diplomacy had failed and why he urged support for war. They respond to a poll indicating whether they think Britain was right to enter the war, then write a letter to Grey taking a position on his arguments and Britain’s decision.
Teacher Moves
Remind students that “What if…” questions about alternative historical outcomes cannot be definitively answered, but can help them think critically about decisions. After students post their letters, select and share interesting or exemplary responses to spark whole-class discussion about Britain’s choice to enter the war and Grey’s reasoning.
Scene 4 — Elaborate
Student Activity
Students revisit a passage from Grey’s speech that considers the consequences of British neutrality, then post a definition of “neutrality” and explain its meaning in a political context. They read about U.S. isolationism and neutrality before and during the early years of World War I, including an excerpt from President Woodrow Wilson’s “Message on Neutrality,” Wilson’s 1916 re-election on a non-intervention platform, German unrestricted submarine warfare and the sinking of the Lusitania, and the Zimmermann Telegram, with opportunities to explore more through Message on Neutrality, American Entry into World War I, 1917, and What Was the Zimmermann Telegram?. Finally, they respond on a class wall to the question of whether a world superpower has an obligation to support its allies when attacked or whether neutrality can be a respectable stance, supporting their views with evidence.
Teacher Moves
Clarify the concept of neutrality, including how neutral states may still provide limited support without entering combat. Point students to the transcript of Wilson’s full speech in the Student Pack and, as they consider the U.S. shift from neutrality to intervention, highlight how the United States framed its entry into World War I as a fight for democracy. Share compelling student responses about superpower obligations to foster discussion of how U.S. foreign policy evolved from isolationism toward a more interventionist role.
Scene 5 — Evaluate
Student Activity
Students complete the exit quiz by answering all the questions.
Teacher Moves
Facilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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