Students brainstorm when or why the Great War was renamed World War I. Then they learn about the course of the war. Next they explain how new technology impacted fighting during the war. Finally they analyze a poem by World War I poet Mary Borden.
Students brainstorm when or why the Great War was renamed World War I. Then they learn about the course of the war. Next they explain how new technology impacted fighting during the war. Finally they analyze a poem by World War I poet Mary Borden.
Students read background information about the end of World War I and Armistice Day, then watch World War 1 Explained: The Aftermath in Europe to gain an overview of postwar developments. They complete a two-column class table by posting what they know about the end of World War I and what they want to learn.
Teacher MovesIntroduce the lesson focus and objectives. Review student entries in the KW table, noting ideas and questions. You do not need to correct misconceptions at this point; if time permits, return to the table at the end of the lesson to verify what students know and whether their questions have been answered.
Students learn about President Woodrow Wilson’s diplomatic idealism and watch Woodrow Wilson's Fourteen Points to understand his vision for postwar peace. They answer a multiple-select question identifying key elements of the Fourteen Points. After reading about how the Fourteen Points informed but differed from the Treaty of Versailles, including the European Allies’ focus on sanctions and reparations, students read more about the Treaty of Versailles using the provided resource. They then complete a Venn diagram comparing and contrasting Wilson’s Fourteen Points and the Treaty of Versailles, and post a prediction explaining how the Treaty of Versailles may have contributed to the outbreak of World War II.
Teacher MovesClarify key terms such as “reparations” and “sanctions” as needed. After students complete the Venn diagram and prediction, share an interesting or exemplary response with the class to prompt discussion. Emphasize that Wilson proposed a lasting peace agreement aimed at preventing future war, while the European powers negotiated a punitive ceasefire that blamed Germany, imposed harsh reparations, and divided empires into unstable new states, leaving many underlying causes of conflict unresolved.
Students examine an image of territorial changes in Europe after World War I, then watch Europe and nations, 1918-1942 and read How WWI Changed the Map of Europe to learn how treaties redistributed land and borders. They read about the breakup of the Ottoman Empire and the creation of new states in Eastern Europe and the Middle East, noting how imperial powers drew borders without regard to ethnic and religious groups. Drawing on a quotation from Professor Stanislao Pugliese about the arbitrariness of borders, students post an explanation of his point and provide a historical example that illustrates how borders may not match culture and politics.
Teacher MovesHighlight how postwar treaties reshaped Europe and the Middle East, often prioritizing British and French strategic interests over local populations. After students post their explanations and examples, share an interesting or exemplary response and briefly discuss additional examples (such as Czechoslovakia, the U.S.–Mexico border after the Mexican-American War, shifting Roman imperial borders, or the division of Korea) to reinforce the idea that borders are historically contingent and often ignore cultural realities.
Students view an image of Red Cross workers during the 1918 influenza epidemic and watch WWI—The Aftermath to connect World War I to broader global changes. They choose one of three topics—the League of Nations, the Spanish influenza pandemic, or the changing role of women in society—and conduct brief research using the suggested resources (The League of Nations, 1920, The Spanish Influenza Pandemic: a lesson from history 100 years after 1918, or 12 Things You Didn't Know About Women In The First World War) or other reliable sources. Students post a short description of their chosen topic, explain how it relates to World War I, and describe its impact on the postwar world order. They then read classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesGuide students in selecting reliable sources and ensure that each of the three topics is represented in the class discussion. Use the key takeaways to reinforce that U.S. isolationism weakened the League of Nations, that the Spanish influenza pandemic was intertwined with wartime movements and spurred advances in public health, and that women’s wartime contributions accelerated changes in gender roles and political rights, including suffrage. Encourage students to connect their findings to broader themes of power, public health, and social change after World War I.
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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