Students think back to what they know about the American Revolution to state the causes of the war. Then they learn about the trigger event and the underlying main causes of the Great War. Next they examine Wilson’s approach to neutrality and the events that led the United States to enter the war. Finally they read about the Espionage Act and Schenck v. U.S., and they write their opinion for the plaintiff or the defendant.
Students are introduced to the shift from U.S. isolationism to involvement in World War I and review the lesson objectives. They view an image of French soldiers in a trench, then respond to a poll about the causes of the American Revolution, choosing among options that represent both underlying causes and a trigger event.
Teacher MovesClarify the difference between underlying causes and a trigger event using the poll options as examples. Connect this idea to World War I by noting that it was originally called the Great War and discussing when and why it came to be known as World War I.
Students examine a front page from the Washington Post reporting the assassination of Archduke Franz Ferdinand and learn that this assassination was the trigger event for the Great War. They watch The 4 M-A-I-N Causes of World War One in 6 Minutes to understand militarism, alliances, imperialism, and nationalism as underlying causes of the war. Using a chart graphic organizer, they record specific examples for each of the four causes, drawing on the video and optional background resources.
Teacher MovesEncourage students to consult the World War I background resources in the Student Pack as needed to complete the chart. After students finish, briefly summarize the major causes of the Great War before moving on.
Students read about the U.S. tradition of isolationism and neutrality, including an excerpt from Woodrow Wilson’s 1914 Message on Neutrality, and see an image of a 1916 campaign button emphasizing his non-intervention platform. They then read about how unrestricted German submarine warfare, the sinking of the Lusitania and other ships, and the Zimmermann Telegram shifted U.S. public opinion and led to a declaration of war. Students read American Entry into World War I, 1917 and What Was the Zimmermann Telegram?, then post to a class wall explaining the shift in U.S. foreign policy from isolationism and neutrality to intervention, citing evidence from the texts.
Teacher MovesPoint out that the full transcript of Wilson’s neutrality speech is available in the Student Pack for students who want more context. After students post to the wall, share an interesting or exemplary response with the class and use it to discuss how U.S. policy evolved from neutrality to intervention and how this framed later U.S. foreign policy as a defense of democracy.
Students analyze a political cartoon criticizing the Espionage Act and read about the Selective Service Act, the Espionage Act, and the Supreme Court case Schenck v. United States, including the “clear and present danger” standard for limiting speech. They use Schenck v. U.S. (1919) to deepen their understanding of the case, then choose either the plaintiff Schenck or the U.S. government and write an opinion on the constitutionality of the Espionage Act in a class discussion wall. Students review classmates’ posts and respond to at least two with a question or positive comment, then answer a poll indicating whether they agree with the Supreme Court’s decision in Schenck v. U.S..
Teacher MovesAllow time for a whole-class discussion comparing arguments for both sides in the case and exploring how the Espionage Act affected freedom of speech during wartime.
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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