Students first consider when and why the Great War was renamed World War I. Then they learn basic facts about WWI, including the U.S. role in the war. Next they examine the role of women on the home front and create a timeline of key events leading to the passage of the Nineteenth Amendment. Finally, they learn about the source of Veteran’s Day and write a speech for a Veteran’s Day ceremony.
Students read an introduction connecting earlier U.S. wars to World War I and preview how the war affected women’s roles in American society. They then respond to a collaborative prompt explaining when and why the name of the Great War may have changed to World War I, using prior knowledge or inference.
Teacher MovesPresent the lesson overview and objectives, clarify key vocabulary, and, if available, assign leveled readers on World War I or the suffrage movement. Facilitate discussion about students’ ideas on the name change, highlighting that historians began using “World War I” around the time of World War II and briefly noting that earlier global conflicts also existed.
Students review the concept of nationalism and consider how it might lead to war. They read World War I to learn about the causes, alliances, major events, and new technologies of the war, and may consult an additional fact resource for more detail. Using a graphic organizer, they answer questions about the event that triggered the war, its duration, the Allies and Central Powers, and new weapons. Students then read about U.S. neutrality, German U-boat attacks, and the U.S. decision to join the Allies, followed by answering multiple-choice questions about U.S. allies and the event that led the United States to enter the war.
Teacher MovesReview and reinforce the definition of nationalism, prompting students to predict how it can contribute to conflict. Guide students as they read about World War I, directing them to key details needed for the graphic organizer and pointing them to the optional fact resource as needed. After students complete the organizer and questions, summarize the main facts about the war and the U.S. role before moving on.
Students are reminded that after the Fifteenth Amendment, men of different races could vote while women still could not. They examine images of women working during World War I and read about how women, though barred from enlisting, took on “men’s work” on the home front—building weapons and ammunition, driving vehicles, and running farms—and how this shift in roles contributed to the push for women’s suffrage and the eventual ratification of the Nineteenth Amendment. Students then study a women’s suffrage timeline, including information about Elizabeth Cady Stanton, Susan B. Anthony, and Sojourner Truth, and use a graphic organizer to create their own four-event suffrage timeline. Finally, they complete a fill-in-the-blank item identifying Kamala Harris as the first woman Vice President, connecting past and present milestones in women’s political participation.
Teacher MovesClarify the historical context of voting rights after the Civil War, emphasizing that women were still excluded. Use the photographs and description from the National Archives to discuss women’s work during the war and the tactics of militant suffragists, including protests at the White House. Direct students’ attention to key years and events in the suffrage timeline, suggesting significant milestones if needed, and encourage inclusion of Stanton, Anthony, and Sojourner Truth. Support students as they construct their own timelines and help them connect the long struggle for suffrage to contemporary achievements such as Kamala Harris becoming Vice President.
Students view an image of U.S. soldiers returning from World War I and read about the armistice on November 11, 1918, the creation of Armistice Day, and its later renaming as Veterans Day. They then read a comparison of Memorial Day and Veterans Day, focusing on whom each holiday honors and when each is celebrated. Using this information, students imagine they have been invited to speak at a Veterans Day ceremony and write a short speech for the occasion. After posting their speeches, they review classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesExplain the historical origins of Armistice Day and Veterans Day and ensure students clearly understand the differences between Memorial Day and Veterans Day, including dates and purposes. Provide guidance on crafting respectful, informative speeches that appropriately honor veterans. Monitor the collaborative space, prompting thoughtful peer feedback and highlighting strong examples of speeches and responses.
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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