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World War I © 2012-Revised 2017splashpublications.com i

On behalf of Splash! Publications, we would like to welcome you to World War I, one of several books in our American History series. Since this curriculum was designed by teachers, we are positive that you will fi nd it to be a comprehensive program for teaching students about World War I. We would like to take a few moments to familiarize you with the program.

THE FORMATWorld War I is a 12 lesson program. Our goal is a curriculum that you can use the very fi rst day you purchase our materials. No lessons to plan, comprehension questions to write, activities to create, or vocabulary words to defi ne. Simply open the book and start teaching.

Each of the 12 lessons requires students to read about a World War I event or battle and complete Reading exercises that will strengthen their comprehension of expository and informational text. In addition, each lesson includes a balanced mix of engaging hands-on activities for students to complete. Vocabulary quizzes; mapping activities using reference points, cardinal directions, and grid systems; primary and secondary source research projects; creative and expository writing projects; thought-provoking group discussion activities; time lines; and following written directions to increase comprehension of functional text are the types of activities that will guide students through their journey of World War I.

THE LESSON PLANSOn the next several pages, you will fi nd the Lesson Plans for World War I. The Lesson Plans clearly outline what students must do before, during, and after each lesson. Page numbers are listed so that you will immediately know what you need to photocopy before beginning each lesson. The answers and grading rubrics for all activities, quizzes, and comprehension questions are located at the end of the Unit.

INTERACTIVE HISTORY NOTEBOOKIn addition to other higher-level activities, we have included step-by-step directions, templates, and patterns for 20 Interactive Notebook assignments and activities that students will create and glue into a History notebook. When fi nished, the History notebook will provide students with a long lasting World War I reference. A composition book works well for keeping the Interactive Notebook activities.

NOTE: Printing the Interactive Notebook assignments and activities on colored paper or requiring students to add color to the Interactive Notebook templates and patterns will add variety to their History notebooks.

WELCOME!

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THE VOCABULARYEach lesson features words in bold type. We have included a Glossary on pages 231-234 to help students pronounce and defi ne the words. Unlike a dictionary, the defi nitions in the Glossary are concise and written in context. Remember, we’re teachers! Students will be exposed to these vocabulary words in the comprehension activities. They will also be tested on the vocabulary words four times throughout their study of World War I.

Students will be responsible for creating Interactive Organizers and Foldables to help them study the vocabulary words. We don’t have to tell you that incorporating these new words into your Reading and Spelling programs will save time and make the words more meaningful for students.

STANDARDS: THE “BIG IDEAS”Standards help teachers prioritize instruction and connect the “big ideas” students need to know in order to advance. As a reading-based unit, World War I fosters literacy in Social Studies. At the same time that students are learning important factual content about World War I, they are meeting the Standards for English Language Arts and making connections to the “big ideas” in American History. Alignment to the 5th-8th Grade ELA Standards is clearly noted in the Lesson Plans. Below is the legend used to abbreviate the Strands:

RL = READING-LITERATURE

RH = READING-HISTORY AND SOCIAL STUDIES

RI = READING INFORMATIONAL TEXT RF = READING FOUNDATIONS SKILLS

W = WRITING

WHST = WRITING-HISTORY AND SOCIAL STUDIES

SL = SPEAKING LISTENING

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World War I © 2012-Revised 2017splashpublications.com iii

THE COPYRIGHTRevised Edition, 2017Text Copyright © 2012 by SPLASH! Publications, Glendale ArizonaIllustration Copyright © 2012 by SPLASH! Publications, Glendale ArizonaAll rights reserved. No part of this publication may be reproduced or transmitted in any form by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system without permission in written form from the authors. Pages in World War I may be reproduced by the original purchaser only for use in the original purchaser’s classroom and may not be sold or used for purposes other than those specifi cally permitted by the authors.

Illustrations and cover design by Victoria J. Smith

ISBN 978-1-935255-56-7

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WORLD WAR I

LESSON ONE: FRANZ FERDINAND

VOCABULARY BOOKLETS ........................................................................................................ 1

FRANZ FERDINAND LESSON ................................................................................................... 7

FRANZ FERDINAND READING COMPREHENSION ....................................................................10

PRIMARY AND SECONDARY SOURCES: CONSIDER THE SOURCE ...............................................11

POCKET TIME LINES: EUROPE AND THE UNITED STATES ........................................................12

LESSON TWO: THE JULY CRISIS

VOCABULARY COOTIE CATCHERS ..........................................................................................21

THE JULY CRISIS LESSON .......................................................................................................29

THE JULY CRISIS READING COMPREHENSION .........................................................................31

LETTER WRITING: BE PERSUASIVE! ........................................................................................32

WORLD WAR I VOCABULARY QUIZ PART I ..........................................................................42

LESSON THREE: BATTLES OF 1914

VOCABULARY FLAPS .............................................................................................................44

BATTLES OF 1914 LESSON .....................................................................................................46

BATTLES OF 1914 READING COMPREHENSION .......................................................................49

WORLD WAR I EXPERT’S JOURNAL .......................................................................................50

JOURNAL ENTRY: THE SCHLIEFFEN PLAN ..............................................................................51

JOURNAL ENTRY: THE BATTLE OF TANNENBURG ...................................................................52

BATTLES OF 1914 VENN DIAGRAM .......................................................................................53

COMPARE & CONTRAST PARAGRAPH ....................................................................................57

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WORLD WAR I (CONTINUED)

LESSON FOUR: TRENCH WARFARE

VOCABULARY FOLDABLES ...................................................................................................... 62

TRENCH WARFARE LESSON ................................................................................................... 66

TRENCH WARFARE READING COMPREHENSION ...................................................................... 69

JOURNAL ENTRY: TRENCH WARFARE ..................................................................................... 70

LET’S TALK ABOUT IT: TRENCH WARFARE DISCUSSION ACTIVITY ........................................... 71

LESSON FIVE: BATTLES OF 1915

VOCABULARY FLAPS .............................................................................................................. 75

BATTLES OF 1915 LESSON ...................................................................................................... 77

BATTLES OF 1915 READING COMPREHENSION ........................................................................ 80

JOURNAL ENTRY: THE GALLIPOLI CAMPAIGN ......................................................................... 81

JOURNAL ENTRY: ITALY JOINS THE WAR ................................................................................ 82

INTERACTIVE TIME LINE ........................................................................................................ 83

WORLD WAR I VOCABULARY QUIZ PART II .......................................................................... 87

LESSON SIX: CHOOSING SIDES

ONE-POCKET VOCABULARY ORGANIZER ................................................................................ 89

CHOOSING SIDES LESSON ....................................................................................................... 97

CHOOSING SIDES READING COMPREHENSION ........................................................................100

YOUR OPINION COUNTS! PICK A SIDE FOLDABLE .................................................................101

LESSON SEVEN: AMERICA DECLARES WAR

VOCABULARY BOOKLETS .......................................................................................................106

AMERICA DECLARES WAR LESSON .......................................................................................109

AMERICA DECLARES WAR READING COMPREHENSION .........................................................112

JOURNAL ENTRY: THE SELECTIVE SERVICE ACT .....................................................................113

FIND THE FIB: WILLIAM SOWDEN SIMS AND JOHN J. PERSHING .............................................114

FIND THE FIB TWO-POCKET ORGANIZER ...............................................................................127

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LESSON EIGHT: THE WAR IN THE AIR

VOCABULARY FOLDABLES .....................................................................................................131

THE WAR IN THE AIR LESSON ..............................................................................................135

THE WAR IN THE AIR READING COMPREHENSION .................................................................137

JOURNAL ENTRY: THE WAR IN THE AIR ................................................................................138

HISTORY CUBE .....................................................................................................................139

WORLD WAR I VOCABULARY QUIZ PART III ........................................................................143

LESSON NINE: THE WAR AT SEA

VOCABULARY COOTIE CATCHERS .........................................................................................145

THE WAR AT SEA LESSON ....................................................................................................151

THE WAR AT SEA READING COMPREHENSION .......................................................................153

JOURNAL ENTRY: THE WAR AT SEA ......................................................................................154

WAR IN THE AIR AND AT SEA CIRCLE CHART .....................................................................155

WAR IN THE AIR AND AT SEA LEARNING WHEEL ..................................................................158

LESSON TEN: WORLD WAR I WEAPONS

VOCABULARY FLAPS .............................................................................................................152

WORLD WAR I WEAPONS LESSON ........................................................................................164

WORLD WAR I WEAPONS READING COMPREHENSION ..........................................................168

JOURNAL ENTRY: THE BATTLE OF THE SOMME ......................................................................169

JOURNAL ENTRY: THE BATTLE OF CAMBRAI ..........................................................................170

WORLD WAR I WEAPONS TRIPLE CIRCLE CHART .................................................................171

WORLD WAR I WEAPONS ESSAY ..........................................................................................173

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LESSON ELEVEN: BATTLES OF 1918

ONE-POCKET VOCABULARY ................................................................................................193

BATTLES OF 1918 LESSON ...................................................................................................200

BATTLES OF 1918 READING COMPREHENSION ......................................................................204

JOURNAL ENTRY: THE LUDENDORFF OFFENSIVE...................................................................205

JOURNAL ENTRY: THE ALLIES STRIKE BACK .........................................................................206

JOURNAL ENTRY: THE MEUSE-ARGONNE OFFENSIVE ...........................................................207

MAPPING: FRANCE .............................................................................................................208

LESSON TWELVE: THE END OF WORLD WAR I

VOCABULARY FOLDABLES ...................................................................................................213

THE END OF WORLD WAR I LESSON .................................................................................218

THE END OF WORLD WAR I READING COMPREHENSION .....................................................221

JOURNAL ENTRY: THE END OF WORLD WAR I ....................................................................222

JOURNAL ENTRY: THE TREATY OF VERSAILLES .....................................................................223

WORLD WAR I EXPERT’S JOURNAL ......................................................................................224

GRID MATH ........................................................................................................................227

WORLD WAR I VOCABULARY QUIZ PART IV ......................................................................230

WORLD WAR I GLOSSARY ..................................................................................................232

WORLD WAR I ANSWER PAGES ..........................................................................................236

WORLD WAR I BIBLIOGRAPHY ............................................................................................258Previ

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1. Before reading Franz Ferdinand, students will: • follow directions to create Vocabulary Booklets to glue into their History notebooks for ally, assassinate, autobiography, biographies, capital, defeated, emperor, empire, grenade, immigrants, inherit, monarchy, neutral, promoted, provinces, terrorist. (pps. 1-6) After reading Franz Ferdinand (pps. 7-9), students will: • answer Franz Ferdinand Reading Comprehension Questions. (pg. 10) • differentiate between primary and secondary sources. (pg. 11) • follow written directions to create two Pocket Time Lines for Europe and the United States to glue into their History notebooks. (pps. 12-20)

THE FRANZ FERDINAND LESSON IS ALIGNED WITH THESE 5TH-8TH GRADE ELA STANDARDS:

5TH GRADE: RI.4, RI.5, RI.6, RI.7, RI.10, RF.3, RF.4A, RF.4C, W.7, L.4A, L.4C

6TH-8TH GRADE: RH.1, RH.2, RH.4, RH.5, RH.7, RH.8, RH.10, WHST.7

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2. Before reading The July Crisis, students will: •follow directions to create two Vocabulary Cootie Catchers to glue into their History notebooks for annexed, confl ict, convince, invaded, landlocked, loyal, treaty, ultimatum. (pps. 21-28) After reading The July Crisis (pps. 29-30), students will: • answer The July Crisis Reading Comprehension Questions. (pg. 31) • answer pre-writing questions and to write a Persuasive Letter to Emperor Franz Josef. (pps. 32-41) •take a Vocabulary Quiz for World War I Part I. (pps. 42-43)

THE JULY CRISIS LESSON IS ALIGNED WITH THESE 5TH-8TH GRADE ELA STANDARDS:

5TH GRADE: RI.1, RI.4, RI.10, RF.3, RF.4A, RF.4C, W.1A, W.1B, W.1C, W.1D, W.4, W.5, W.6, W.8, W.9B, W.10, SL.4, SL.6, L.2A, L.2B, L.2E, L.4A, L.4C

6TH-8TH GRADE: RH.4, RH.5, RH.8, RH.10, L.2A, L.2C, WHST.1A, WHST.1B, WHST.1C, WHST.1D, SL.4, SL.6

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3. Before reading The Battles of 1914, students will: • follow directions to create Vocabulary Flaps to glue into their History notebooks for ammunition, expeditionary, preserving, retreat, stalemate. (pps. 44-45) After reading The Battles of 1914 (pps. 46-48), students will: • answer Battles of 1914 Comprehension Questions. (pg. 49) • follow written directions to begin a World War I Expert’s Journal. (pg. 50) • use the lesson to complete an Expert’s Journal Entry for The Schlieffen Plan. (pg. 51) • use the lesson to complete an Expert’s Journal Entry for The Battle of Tannenburg. (pg. 52) • create an Interactive Venn Diagram comparing the battles of 1914. (pps. 53-56) • use the Venn Diagram to write an Expository Compare and Contrast Paragraph about the battles of 1914. (pps. 57-61)

THE BATTLES OF 1914 LESSON IS ALIGNED WITH THESE 5TH-8TH GRADE ELA STANDARDS:

5TH GRADE: RI.1, RI.4, RI.10, RF.3, RF.4A, RF.4C, W.2A, W.2B, W.2C, W.2D, W.2E, W.2F, W.4, W.5, W.6, W.7, W.8, W.9B, W.10, L.2A, L.2B, L.2E, L.4A, L.4C, L.6

6TH-8TH GRADE: RI.1, RH.4, RH.5, RH.8, RH.10, WHST.2A, WHST.2B, WHST.2C, WHST.2D, WHST.2E, WHST.2F, WHST.4, WHST.5, WHST.6, WHST.7, WHST.8, WHST.9, WHST.10, L.2A, L.2C, L.6Pre

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4. Before reading Trench Warfare, students will: • follow directions to create Vocabulary Foldables to glue into their History notebooks for artillery, chlorinated, corrugated, infested, inspection, latrine, stagnant. (pps. 62-65) After reading Trench Warfare (pps. 66-68), students will: • answer Trench Warfare Reading Comprehension Questions. (pg. 69) • use the lesson to complete an Expert’s Journal Entry for Trench Warfare. (pg. 70) • complete a Discussion Card to prepare for Group Discussion. (pps. 71-72) • participate in a Discussion Group and fi ll out a Discussion Record. (pg. 73)

TRENCH WARFARE IS ALIGNED WITH THESE 5TH-8TH GRADE ELA STANDARDS:

5TH GRADE: RI.1, RI.4, RI.10, RF.3, RF.4A, RF.4C, W.7, SL.1A, SL.1B, SL.1C, SL.1D, L.4A, L.4C

6TH-8TH GRADE: RI.1, RH.4, RH.5, RH.8, RH.10, WHST.7, SL.1A, SL.1B, SL.1C, SL.1D

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5. Before reading Battles of 1915, students will: • follow directions to create Vocabulary Flaps to glue into their History notebooks for evacuated, inland, peninsula, reinforcements, straits. (pps. 74-75) After reading Battles of 1915 (pps. 76-78), students will: • answer Battles of 1915 Reading Comprehension Questions. (pg. 79) • use the lesson to complete an Expert’s Journal Entry for the Gallipoli Campaign. (pg. 80) • use the lesson to complete an Expert’s Journal Entry for Italy Joins the War. (pg. 81) • follow directions to create an Interactive Time Line to glue into their History notebooks. (pps. 82-85) • take a Vocabulary Quiz for World War I Part II. (pps. 86-87)


5TH GRADE: RI.4, RI.10, RF.3, RF.4A, RF.4C, W.7, L.4A, L.4C

6TH-8TH GRADE: RH.4, RH.5, RH.8, RH.10, WHST.7

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6. Before reading Choosing Sides, students will: • follow directions to create a One-Pocket Vocabulary Organizer to glue into their History notebooks for blockade, civilians, coast, Congress, continent, dedicate, democracy, donated, erupted, foreign minister, harbor, merchant, Mexican War, outraged, prevented, Revolutionary War, sabotage, telegram. (pps. 88-95) After reading Choosing Sides (pps. 96-98), students will: • answer Choosing Sides Reading Comprehension Questions. (pg. 99) • follow directions to create a Pick a Side Foldable to glue into their History notebooks. (pps. 100-104)

THE CHOOSING SIDES LESSON IS ALIGNED WITH THESE 5TH-8TH GRADE ELA STANDARDS:

5TH GRADE: RI.1, RI.4, RI.10, RF.3, RF.4A, RF.4C, W.1A, W.1B, L.4A, L.4C

6TH-8TH GRADE: RI.1, RH.4, RH.5, RH.8, RH.10, WHST.1A, WHST.1B

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7. Before reading America Declares War, students will: • follow directions to create Vocabulary Booklets to glue into their History notebooks for battalion, bombarding, Civil War, engineer. (pps. 105-107) After reading America Declares War (pps. 108-110), students will: • answer America Declares War Reading Comprehension Questions. (pg. 111) • use the lesson to complete an Expert’s Journal Entry for the Selective Service Act. (pg. 112) • use primary and secondary sources to make and play the game Find the Fib for leaders Admiral Sowden Sims and General John Pershing. (pps. 113-125) • follow directions to create a Two-Pocket Organizer to store their Find the Fib games into their History notebooks. (pps. 126-129)

THE AMERICA DECLARES WAR LESSON IS ALIGNED WITH THESE 5TH-8TH GRADE ELA STANDARDS:

5TH GRADE: RI.4, RI.10, RF.3, RF.4A, RF.4C, W.7, L.2E, L.4A, L.4C

6TH-8TH GRADE: RH.4, RH.5, RH.8, RH.10, WHST.7, WHST.9, L.2B

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8. Before reading The War in the Air, students will: • follow directions to create Vocabulary Foldables to glue into their History notebooks for accuracy, biplanes, dirigibles, raids, reconnaissance. (pps. 130-133) After reading The War in the Air (pps. 134-135), students will: • answer The War in the Air Reading Comprehension Questions. (pg. 136) • use the lesson to complete an Expert’s Journal Entry for the War in the Air. (pg. 137) • follow directions to create a War in the Air History Cube to glue into their History notebooks. (pps. 138-141) • take a Vocabulary Quiz for World War I Part III. (pps. 142-143)

THE WAR IN THE AIR LESSON IS ALIGNED WITH THESE 5TH-8TH GRADE ELA STANDARDS:

5TH GRADE: RI.1, RI.4, RI.10, RF.3, RF.4A, RF.4C, W.7, L.4A, L.4C

6TH-8TH GRADE: RI.1, RH.4, RH.5, RH.8, RH.10, WHST.7

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9. Before reading The War at Sea, students will: • follow directions to create a Vocabulary Cootie Catcher to glue into their History notebooks for lure, outnumbered, ports, retaliated. (pps. 144-149) After reading The War at Sea (pps. 150-151), students will: • answer The War at Sea Reading Comprehension Questions. (pg. 152) • use the lesson to complete an Expert’s Journal Entry for the War at Sea. (pg. 153) • create a Circle Chart comparing and contrasting the War in the Air with the War at Sea. (pps. 154-156) • use the Circle Chart to create a War in the Air and a War at Sea Learning Wheel to glue into their History Notebooks. (pps. 157-160)

THE WAR AT SEA LESSON IS ALIGNED WITH THESE 5TH-8TH GRADE ELA STANDARDS:

5TH GRADE: RI.4, RI.10, RF.3, RF.4A, RF.4C, W.7, L.2E, L.4A, L.4C

6TH-8TH GRADE: RH.4, RH.5, RH.8, RH.10, WHST.7, L.2B

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10. Before reading World War I Weapons, students will: • follow directions to create Vocabulary Flaps to glue into their History notebooks for armored, industrialized, internal, inventor, suffocation. (pps. 161-162) After reading World War I Weapons (pps. 163-166), students will: • answer World War I Weapons Reading Comprehension Questions. (pg. 167) • use the lesson to complete an Expert’s Journal Entry for the Battle of the Somme. (pg. 168) • use the lesson to complete an Expert’s Journal Entry for the Battle of Cambrai. (pg. 169) • create a Triple Circle Chart summarizing information about each type of weapon used during World War I. (pps. 170-171) • use the Triple Circle Chart and a step-by-step outline to write a fi ve paragraph World War I Weapons Essay. (pps. 172-191)

THE WORLD WAR I WEAPONS LESSON IS ALIGNED WITH THESE 5TH-8TH GRADE ELA STANDARDS:

5TH GRADE: RI.4, RI.10, RF.3, RF.4A, RF.4C, W.2A, W.2B, W.2C, W.2D, W.2E, W.2F, W.4, W.5, W.6, W.7, W.8, W.9B, W.10, L.2A, L.2B, L.2E, L.4A, L.4C, L.6

6TH-8TH GRADE: RH.4, RH.5, RH.8, RH.10, WHST.2A, WHST.2B, WHST.2C, WHST.2D, WHST.2E, WHST.2F, WHST.4, WHST.5, WHST.6, WHST.7, WHST.8, WHST.9, WHST.10, L.2A, L.2C, L.6

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11. Before reading Battles of 1918, students will: • follow directions to create a One-Pocket Vocabulary Organizer to glue into their History notebooks for abandon, bay, Bolsheviks, communist, Czar, executed, looting, New France, observatory, offensive, resign, species. (pps. 192-198) After reading Battles of 1918 (pps. 199-202), students will: • answer Battles of 1918 Reading Comprehension Questions. (pg. 203) • use the lesson to complete an Expert’s Journal Entry for the Ludendorff Offensive. (pg. 204) • use the lesson to complete an Expert’s Journal Entry for the Allies Strike Back. (pg. 205) • use the lesson to complete an Expert’s Journal Entry for the Meuse-Argonne Offensive. (pg. 206) • use reference points, cardinal, and intermediate directions to plot points of interest on a map of France. (pps. 207-211)



6TH-8TH GRADE: RI.1, RH.4, RH.5, RH.8, RH.10, WHST.7

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12. Before reading The End of World War I, students will: • follow directions to create Vocabulary Foldables to glue into their History notebooks for armistice, century, disarmament, disputes, independence, international, mutinied, negotiate, socialist. (pps. 212-216) After reading The End of World War I (pps. 217-219), students will: • answer The End of World War I Reading Comprehension Questions. (pg. 220) • use the lesson to complete an Expert’s Journal Entry for the End of World War I. (pg. 221) • use the lesson to complete an Expert’s Journal Entry for the Treaty of Versailles. (pg. 222) • follow written directions to assemble the World War I Expert’s Journal to glue into their History notebooks. (pps. 223-225) • use ordered pairs on a coordinate grid to create a map of Europe at the end of World War I. (pps. 226-228) • take a Vocabulary Quiz for World War I Part IV. (pps. 229-230)

THE END OF WORLD WAR I LESSON IS ALIGNED WITH THESE 5TH-8TH GRADE ELA STANDARDS:


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World War I © 2012-Revised 2017splashpublications.com 1

Franz Ferdinand was born on December 18, 1863. As a child growing up in Austria, Franz was educated by private tutors. Franz was no ordinary child. His uncle was Emperor Franz Josef. When Franz Ferdinand was born, his uncle was Hapsburg Emperor, ruler of Austria. Everything that Franz Ferdinand did as a child prepared him for the possibility that one day he might become a powerful leader.

AUSTRIA-HUNGARY In 1867, Austria and Hungary united. This created a dual monarchy in which Austria and Hungary were equal partners. Emperor Franz Josef became ruler of the new empire. There were about ten million Germans, nine million Hungarians, and immigrants from several small nearby countries living in Austria-Hungary.

AUSTRIA-HUNGARY

BOSNIA

Sarajevo

GERMANY

Berlin

ITALY

BELGIUM

NETHERLANDS

GREECE

SERBIAMONTENEGRO

TURKEY

BULGARIA

ROMANIA

SWITZERLAND

ALBANIA

NORTHSEA

MEDITERRANEANSEA AEGEAN

SEA

FRANCE

RUSSIA

FRANZ FERDINAND

WORLD WAR I LESSON ONE

2


SOPHIE VON CHOTKOVA While in the army, Franz fell in love with Sophie von Chotkova. Franz wanted to marry Sophie, but he kept their relationship a secret for two years. Franz knew that his uncle would not agree with his choice for a wife. Sophie did not come from a royal family. Franz Ferdinand refused to marry anyone else. Franz Ferdinand and his uncle made a deal. They agreed that any children born to Franz and Sophie would never inherit the throne. In addition, Sophie could not sit by her husband in the royal carriage or during special occasions in the royal box. On July 1, 1900, Franz Ferdinand and Sophie von Chotkova married. Over the next

four years, the couple had three children. Their names were Sophie, Maximilian, and Ernst.

INSPECTOR GENERAL In 1913, Franz Ferdinand was promoted to Inspector General of the Austro-Hungarian Army. A year later, he and his wife agreed to visit Bosnia-Herzegovina (hair•suh•go•VEE•nuh), two provinces of Austria-Hungary. Franz Ferdinand knew the trip would be dangerous. A large number of people in Bosnia-Herzegovina were unhappy with the leadership of Austria-Hungary. They wanted to split from Austria-Hungary and unite with Serbia. Plans were made to assassinate Franz Ferdinand when he visited.

THE ASSASSINATION On June 28, 1914, Franz and Sophie arrived in Sarajevo (sar•uh•YEY•voh), the capital of Bosnia-Herzegovina. They were driven by car to the City Hall for an offi cial reception. As they passed by the central police station, a grenade was thrown at their car. Their driver sped

forward. The grenade landed underneath the next car, seriously wounding the passengers and several people watching the parade. On the way to the hospital, the assassin struck again. As Franz Ferdinand and Sophie’s car drove down the street, a Serbian terrorist named Gavrilo (GAH•vree•low) Princip stepped in front of the car and fi red several shots. Franz Ferdinand was struck in the neck. His wife Sophie was shot in the stomach. Both died a short time later. The assassination of Franz Ferdinand set the stage for what became known as the Great War, World War I.

FRANZ FERDINAND AND SOPHIE VON CHOTKOVA

3


There are many new vocabulary words to learn before beginning your study of Franz Ferdinand. Your History notebook is a great place to record and store the words and defi nitions that you will need to be familiar with during this lesson.

Directions: Choose the next two blank face-to-face pages in your History notebook. Using the Glossary provided by your teacher and the Vocabulary Templates, follow the directions below to create and glue Vocabulary Booklets securely into your notebook.

1. Cut each Vocabulary Template along all bold lines.

2. Cut out each Vocabulary Word along the bold line and fold along the dotted line. Using your Glossary, open each Vocabulary Booklet and write the definition inside.

3. Glue each folded Vocabulary Booklet on top of a square on the Vocabulary Template.

4. Glue one completed Vocabulary Template onto the blank page on the left side of your notebook and one onto the right side of your notebook.

stalactites

European

treaty

citizens

biographies

surplus

VO

CA

BU

LARY

WO

RDS

VOCABULARY

VOCABULARY

VOCABULARY

VOCABULARY BOOKLETS

4


1834 1835 18361845

1842

1834

5. Squeeze the sides of the Europe Envelope. One at a time, slide in each of the five completed Europe Time Line Events with the dates showing, from the earliest date to the most recent date. Then, do the same with the United States Envelope.

4. You will need your 10 completed Time Line Event Patterns to finish assembling your Pocket Time Lines. Make sure each Pattern has been folded in half along the dotted lines so the words are on the outside.

1834 1835 18361845

1842

POCKETTIME LINES

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By the summer of 1914, tensions between Austria-Hungary and the Kingdom of Serbia had been growing for many years. In 1878, the Treaty of Berlin granted Austria-Hungary the right to govern the provinces of Bosnia and Herzegovina. Austria-Hungary was permitted to build military forts and defend itself against attacks from Russia. In 1908, Austria-Hungary annexed Bosnia-Herzegovina and took control of the two provinces. This angered Serbia. Taking control of Bosnia-Herzegovina landlocked Serbia, cutting it off from the Adriatic Sea. There were millions of Serbs living in Bosnia-Herzegovina. The Serbs wanted to drive the Austrians out of Bosnia. In 1914, Franz Ferdinand was assassinated by a young Serbian who belonged to a terrorist group known as the Black Hand. It was believed that his weapons had been supplied by the Serbian government. Austria-Hungary was prepared to declare war against Serbia.

AUSTRIA-HUNGARY

BOSNIA-HERZEGOVINA

GERMANY

Berlin

ITALY

ADRIATIC SEA

BELGIUM

NETHERLANDS

GREECE

SERBIAMONTENEGRO

TURKEY

BULGARIA

ROMANIA

SWITZERLAND

ALBANIA

NORTHSEA

MEDITERRANEANSEA AEGEAN

SEA

FRANCE

RUSSIA

THE JULY CRISIS

WORLD WAR I LESSON TWO

6


1 In 1878, the Treaty of Berlin granted Austria-Hungary – A all of the land in Russia B all of the land along the Adriatic Sea C the right to enter France without permission D the right to govern the provinces of Bosnia and Herzegovina

2 Why did the Treaty of Berlin anger the people in Serbia? F Serbia wanted to be friends with Austria-Hungary. G The treaty landlocked Serbia and cut it off from the Adriatic Sea. H Serbia wanted to become the capital of Germany. J There weren’t any Serbs living in Bosnia-Herzegovina.

3 What event caused Austria-Hungary to declare war against Serbia? A The Treaty of Berlin. B Attacks from Russia. C The assassination of Franz Ferdinand. D Annexing the provinces of Bosnia and Herzegovina.

4 According to the map on the fi rst page, Serbia is – F north of Romania

G south of Austria-Hungary

H west of the Adriatic Sea

J east of Russia

5 When Germany supported the punishment of Serbia, it knew that it risked going to war with –

A Austria-Hungary B Italy C Great Britain D Switzerland 6 On July 23, 1914, Austria-Hungary issued an ultimatum to Serbia. An ultimatum is –

F a question

G a fi nal demand H an excuse J an attempt to make peace

7 After what you’ve read about Germany in this lesson, you can conclude that –

A Germany did not fi nancially support Austria-Hungary’s punishment of Serbia B Germany didn’t realize how loyal Serbia’s allies were C Germany was powerful enough to stop the war D Germany was able to stop Russia from defending Serbia

8 Which country did not immediately join World War I?

F Germany

G Russia

H Italy

J Serbia

Directions: Read each question carefully. Darken the circle for the correct answer.

Name ___________________________________

THE JULY CRISIS

7


There are a few new vocabulary words to learn before beginning your study of the July Crisis. Your History notebook is a great place to record and store the words and defi nitions that you will need to be familiar with during this lesson.

Part IDirections: Using the Glossary provided by your teacher and the Cootie Catcher Patterns, follow the directions below and on the next page to create two Vocabulary Cootie Catchers.

VOCABULARY COOTIE CATCHERS

3. Cut out the Cootie Catcher along the outside bold lines.

4. With your completed Cootie Catcher laying face-down, fold over the lower left-hand corner up to the upper right hand corner of the Cootie Catcher as shown.

6. Unfold the Cootie Catcher. Keeping the Cootie Catcher face-down, fold over the lower right-hand corner up to the center fold of the Cootie Catcher as shown.

1. Follow the directions to define and write sentences for each of the vocabulary words on Cootie Catcher Pattern 1.

2. Use coloring pencils to color each of the four areas on the Cootie Catcher pattern a different color.

5. Unfold the Cootie Catcher. Again, with the Cootie Catcher laying face-down, fold over the lower right-hand corner up to the upper left-hand corner of the Cootie Catcher as shown.

What is

the definition of

elections?

elections

united

wampumadopted

Use the

lines below to

write th

e sentence

from th

e lesson th

at

uses the word ad

opted.

What is

the definition of

adopted?

Use the

lines below to

write the sentence

from the lesson that

uses the word elections.

What is

the definition of

united?

Use the

lines below to

write the sentence

from the lesson that

uses the word united.What is

the definition of

wampum?

Use the

lines belo

w to

write th

e sen

tence

from th

e lesso

n that

uses th

e word wam

pum.

8


Use the answers to your questions to write a letter to Emperor Franz Josef. A letter includes a heading, a greeting, a body, a closing, and a signature.

Create a heading for your persuasive letter. The heading lets Franz Josef know where and when the letter was written.

You will need to know your school’s street address, city, state, zip code, and a date in 1914 before World War I to create your three line heading.

In the example below, notice the commas between the city and state and the day and year. Also notice the date in 1914 before World War I.

Example: 16721 East Grammar Street San Antonio, Texas 76392 June 4, 1914

_____________________________________________

_____________________________________________

_____________________________________________

HEADING

LETTER WRITINGBE PERSUASIVE!

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The declaration of war sent waves of excitement throughout Europe. Men volunteered to fi ght. Parades of marching soldiers were greeted with cheers. Everyone thought the war would be over by the end of 1914. No one, especially the Germans, had any idea that World War I would drag on for four long years.

THE SCHLIEFFEN (SHLEE•FEN) PLAN Count Alfred von Schlieffen, a German general, planned to knock France out of the war in just 42 days. General Schlieffen’s plan involved sending German troops through Belgium and into northern France to capture the city of Paris. If his plan worked, France would be forced to surrender. This would allow Germany to spend all of its energy fi ghting the Russians in eastern Europe.

GERMANY

BELGIUM

NETHERLANDS

SWITZERLAND

FRANCE

GREATBRITAIN

Paris

ENGLISH CHANNEL

AIS

MARNE

RIVER

RIVER

NE

SCHLIEFFEN PLAN ROUTE

MAP KEY

BATTLES OF 1914

WORLD WAR I LESSON THREE

10


The Schlieffen Plan

GERMANY

BELGIUM

NETHERLANDS

SWITZERLAND

FRANCE

GREATBRITAIN

Paris

ENGLISH CHANNEL

AIS

MARNE

RIVER

RIVER

NE

SCHLIEFFEN PLAN ROUTE

MAP KEY

If the plan worked, France would be forced

to ____________________________________ .

This would allow Germany to spend all of

its energy fi ghting the ___________________

in eastern Europe. By September 1914, the

Germans were exhausted and out of supplies.

They had lost 100,000 soldiers. ___________

_______________________________________

decided to change the Schlieffen Plan. Instead

of marching toward Paris, he ordered his

German troops to travel east toward ______

_______________________________________ .

British and French troops took a stand against

the Germans. The Battle, known as _______

_______________________________________ ,

lasted _______________________ days. In the

end, the Germans were pushed back. The

Allies called their victory ________________

_______________________________________ .

Germany’s plan to quickly knock France out

of the war had been crushed.

The declaration of war sent waves of

excitement throughout Europe. Everyone

thought the war would be over by the end of

_______________________________________ .

The Germans were led by _______________

_______________________________________ .

He planned to knock France out of the war in

_______________________________________ .

His plan involved sending German troops

through _______________________________

and into northern France to capture _______

_______________________________________ .

11


1. Cut out each Vocabulary Flap Pattern along bold lines and fold along the dotted lines of each pattern.

2. Arrange Vocabulary Flaps one in front of the other with the Cover Flap at the very back. Open up the Cover Flap so it can cover all the Vocabulary Flaps.

3. Staple all the Vocabluary Flaps together on the left side.

4. Glue the left side down over the staple, and fold over the Cover Flap.

6. Glue the completed Vocabulary Flap onto the next blank page of your notebook.

5. Lift the Flap of each word. Use the Glossary to write the word’s definition.

offshore

offshore

There are a few new vocabulary words to learn before beginning your study of the Battles of 1914. Your History notebook is a great place to record and store the words and defi nitions that you will need to be familiar with during this lesson.

Directions: Choose the next blank page in your History notebook. Using the Glossary provided by your teacher and the Vocabulary Flap Patterns, follow the directions below to create and glue one Vocabulary Flap securely into your notebook.

VOCABULARY FLAPS

12


Part IIUsing your completed Venn Diagram Outline and the Venn Diagram Pattern, follow the directions below to assemble and glue your Interactive Venn Diagram onto the next blank page of your History notebook.

1. Cut out along all bold lines of the Venn Diagram Outline and the Venn Diagram Pattern.

2. Fold along the dotted line.

3. Glue the Venn Diagram Outline under the folded flaps of the Venn Diagram Pattern.

4. Glue the completed Venn Diagram onto the next blank page of your notebook.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

BATTLES OF 1914VENN DIAGRAM

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By the beginning of 1915, war on the Western Front was at a standstill. Soldiers on both sides were fi ghting each other from their heavily guarded trenches. No one dared move from the safety of his trench. The war continued to drag on. On the Eastern Front, the Russians were starving and in desperate need of food and supplies. The British government decided to make a bold move in eastern Europe. The plan was to force Turkey out of the war so the Allies could attack Austria-Hungary from the south. After defeating Austria-Hungary, supplies could be sent through the Black Sea to Russia.

THE STRAITS OF DARDANELLES The Straits of Dardanelles is a narrow stretch of water that leads to the Black Sea. If British and French ships could make it through the Straits of Dardanelles, they could continue on to Constantinople and force Turkey to surrender. In February and March of 1915, a fl eet of British and French ships forced their way into the Straits of Dardanelles. The Straits were heavily guarded by Turkish forts and guns. The British believed the Turks had outdated weapons and would not be able to defend themselves. The British were sadly mistaken. Allied ships were forced back by heavy gunfi re. Three ships were sunk by Turkish mines and three were badly damaged. More than 700 lives were lost in the Straits of Dardanelles.

BATTLES OF 1915

RUSSIA

TURKEY

TURKEY

BLACK SEA

GREECE

SERBIA BULGARIA

ROMANIA

AUSTRIA-HUNGARY

STRAITS OF DARDANELLES

AEGEAN SEA

Constantinople

WORLD WAR I LESSON FIVE

14


BRITISH TRENCHES British trenches were about ten feet deep and fi ve feet wide. Wood and corrugated iron strengthened the sides of their trenches. Huge rolls of barbed wire stretched across the front of trenches for protection.

GERMAN TRENCHES German trenches were much deeper than British trenches. Some of them were 49 feet deep with underground rooms for sick and sleeping soldiers. Sandbags protected German soldiers from enemy fi re. Many German trenches had electric lights and pipes for water.

NO MAN’S LAND No Man’s Land was the area between British and German trenches. No Man’s Land was protected by barbed wire. Most artillery attacks from the trenches lasted for days. The idea was to scare the enemy and destroy the barbed wire in front of the trenches. Thousands of lives were lost during trench warfare. Very little land was gained during this type of fi ghting.

15


3. Cut out all of the Vocabulary Words along the bold lines and glue each word on top of a folded strip on the Vocabulary Template.

4. Cut out all of the Vocabulary Definitions along the bold lines.

VOCABULARYDEFINITIONS

overnment

g

antislavery

West Indies

VOCABULARYWORDS

voyage government

bison North America

sound government

expedition South America

treasurer

governor Native Americans

antislavery

granite abolitionist

lieutenantgovernor

West Indies

buyers and sellers who do so for profit

to act or perform again

the northernmost end of the Earth

loyalty to one’s government

a large group of animalstraveling together

travel through water in a boat that looks like a canoe

treating some people betteror worse than others without a good reason

groups of fruit or nut trees

a group of territories or peoplesunder one ruler

a careful check

a term once used to describethe continents of North Americaand South America

a deep hole

large treeless areas of land

groups of people who are chosento listen to all the facts duringa court case before making ajudgment for guilt or innocence

carefully planned activitieswhich improve the mind,tastes, and manners

spices made from the driedbuds of an evergreen tree

a journey for the purpose ofexploring

unable to be separated

a period in American history whenmachines took the place of jobs once done by hand and factories were built to produce large quanities of products

five large lakes located in North Americaat the border between Canada and theUnited States whose names are Erie,Michigan, Huron, Superior, and Ontario

5. Using the Glossary, glue the correct Vocabulary Definition under its matching Vocabulary Word on the Vocabulary Template.

against slavery

overnment

g

West Indies

VOCABULARY FOLDABLES

16


5. Cut out the Time Line Template, Dates, and Title.

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

6. Glue each Time Line Date Piece on the Time Line Template from the earliest date to the most recent date.

7. Glue each Time Line Event under the correct date on the Template.

8. Glue the completed Time Line onto the next blank page in your notebook.

Glue the Title above the Time Line.

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

____________

_

INTERACTIVETIME LINE

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17


By the end of 1915, the little war that was supposed to end in six short weeks had spread across the entire continent of Europe. In just one year, half a million men had been wounded, captured, or killed in battle. On the Western Front, more than 500 miles of trenches had been dug from the English Channel to Switzerland. Trench warfare resulted in few victories and very little movement toward an end to the violence. On the Eastern Front, German and Russian troops battled each other along Germany’s eastern border. Japanese forces captured German islands in the Pacifi c Ocean. British soldiers attacked Turkey and Germany’s land in Africa. REMAINING NEUTRAL As soon as fi ghting erupted in Europe, President Woodrow Wilson declared that the United States would remain neutral. Not only would the United States not enter the battle, it would be friendly with both sides. American loyalty was split between the Allied and Central powers. Of the 100 million people in the United States, almost half of them traced their roots back to Great Britain. They supported France because of its help during the Revolutionary War. It was easy for these Americans to choose the side of the Allied Powers. Almost 12 million Americans supported the Central Powers, which included Germany, Bulgaria, Austria-Hungary, and Turkey. Their great grandparents had immigrated to America from these countries. If the United States ever entered the war, they wanted to fi ght on the side of the Central Powers.

CHOOSING SIDES

WORLD WAR I LESSON SIX

PRESIDENT WOODROW WILSON

18


There are many new vocabulary words to learn before beginning your study of Choosing Sides. Your History notebook is a great place to record and store the words and defi nitions that you will need to be familiar with during this lesson.

Part IDirections: Using the Glossary provided by your teacher and the Vocabulary Word and Defi nition patterns, follow the directions below to create 18 Vocabulary Cards.

ONE-POCKET VOCABULARY ORGANIZER

1. Cut out each Vocabulary Word Pattern and Vocabulary Definition Pattern along all bold lines.

2. Using the Glossary as your guide, glue the correct Vocabulary Definition in the blank space under its matching Vocabulary Word.

missionary

plains

journal

voyage

journalvoyage

plainsmissionary

wide treeless areas of land

a person sent to spread

a religious faith

a journey that is usually made by water

a written record of

daily events

chosen or selecteda long sandy island that runs next to a shore and provides protection from hurricanes and tidal waves

caves

a religion based on the life and teachings of Jesus Christ

talked someone into doing something your way

plants and animals in danger of disappearing forever

destruction by wind and rain

journey for the purpose of exploring

large group of ships

a person who was originally from Spain

took someone without permission

corn

steep hills with flat tops

building, stone, or statue created to remember a person or event

to feel and express deep sadness

carving or drawing in rocks usually made by people who lived a long time ago

wide treeless areas of land

supplies of food taken on a trip

things found in nature that are valuable to humans

a bluish green stone that turns bright blue when polished

mission

preserve

North America

petroglyph

species

coast

voyage

convinced

3. Fold each completed Vocabulary Card along the dotted lines so that the Vocabulary Words and Definitions are on the outside. Glue the blank sides together.

VOCABULARYDEFINITIONS VOCABULARY

WORDS

19


5. Cut out the Pocket Label.

6. Glue the Pocket Label onto the front of the One-Pocket Vocabulary Organizer as shown.

7. Place your finished Vocabulary Cards in the front pocket.

8. Glue the One-Pocket Vocabulary Organizer onto the next blank page of your notebook.

4. After you have glued the tabs to the back, turn your One-Pocket Vocabulary Organizer back around.

ONE-POCKET VOCABULARY ORGANIZER

20


YOUR OPINION COUNTS!PICK A SIDE

7. Glue the completed Pick a Side Foldable onto the next blank of your History notebook. Glue the rule that you agree with above the left side of your Foldable. Glue the rule that you disagree with above the right side of your Foldable. Glue the Title above your finished Pick a Side Foldable.

6. Fold back each flap of the Pick a Side Foldable Pattern and answer the question. Remember, the questions on the left side are about the rule from the pair you agree with. The questions on the left side are about the rule from the pair you disagree with. Be careful to use proper capitalization, spelling, punctuation, and grammar.

5. Read each Rule Pair. Cut out the Rule Pair that you would like to use for your Foldable. The rule from the Rule Pair that you agree with will be used to answer the questions on the left side of the Pick a Side Foldable Pattern.

The rule from the Rule Pair that you disagree with will be used to answer the questions on the right side of the Pick a Side Foldable Pattern.

Kids shouldreceive a weekly

allowance withoutworking for it.

Kids should dochores to receive

a weeklyallowance.

The drivingage should be lowered to 15.

The drivingage should be raised to 18.

Parents shouldnot monitor their

child’s social media accounts.

Parents have aright to monitor their

child’s social media accounts.

Texting or talkingon the phone while

driving shouldbe legal.

Texting or talkingon the phone while

driving shouldbe illegal.Pre

view

Copy

21


At the beginning of World War I, the fi rst successful airplane fl ight was only a few years old. On December 17, 1903, Orville Wright completed the fi rst manned airplane fl ight in history. While his brother remained on the ground, Orville fl ew the 700 pound Flyer a distance of just 120 feet. He was in the air for a short 12 seconds. A year later, the Flyer II was fl own by Wilbur Wright for more than fi ve minutes. In 1911, three years before the beginning of World War I, the Wright Brothers designed the Vin Fiz, an airplane named after a grape soda. The Vin Fiz made the fi rst successful fl ight across the United States. The fl ight took 84 days, stopping 70 times. It crash landed so many times that very few of its original parts were still on the plane when it landed in California. When the war broke out, neither side knew how to use military planes as weapons in fi ghting. They soon became useful as reconnaissance (rih•CON•uh•suhns) ships, bombers, and fi ghters.

RECONNAISSANCE MISSIONS In 1914, military planes were lightweight biplanes, much like the Vin Fiz fl own by the Wright Brothers. They were made of wood and cloth with two open cockpits. Sometimes their engines would shut off in the air. Pilots and their observers fl ew high above the ground and sea. They could spot troop movements, U-boats, enemy ships, and fi nd out where their enemies were storing ammunition and guns. When they landed, their reports helped armies and navies decide where to attack next.

THE WAR IN THE AIR

THE WRIGHT BROTHERS’ FLYER

WORLD WAR I LESSON EIGHT

22


FIND THE FIBGAME

In this activity, you will use what you have learned about Sowden Sims and John J. Pershing to make a Find the Fib Game to add to your History notebook.

Part IDirections: 1. Use your scissors to cut apart twenty Find the Fib Cards, Answer Key, and two Answer Sheet Cards along the bold outside lines. 2. Neatly color the pictures of Sowden Sims and John J. Pershing on each card.

3. Use the information you have read about the famous leaders, encyclopedias, books in the library, the Internet, and other sources to fi nd 8 true facts about Sowden Sims and 8 true facts about John J. Pershing.

4. Write each fact on a separate card using proper capitalization, spelling, and punctuation. You must fi t the whole fact on one side of the card.

5. Make up 2 false facts, or “fi bs” about Sowden Sims and 2 false facts, or “fi bs” about John J. Pershing. Make each fi b as believable as possible so that it can’t be easily seen as a fi b.

6. Write each fi b on a separate card, just as you did with the true facts. Again, use proper capitalization, spelling, and punctuation, and fi t the whole fi b on one side of the card. 7. Fold each Find the Fib Card in half along the dotted line so that the words are on the outside. Glue the blank sides together.

8. Mix and shuffl e all of the Find the Fib Cards together, so the true facts and fi bs are mixed. 9. Number the cards 1-20. 10. Use the Answer Key Card to make an answer key for yourself so you will know which cards contain the true facts and which cards contain the fi bs.

11. Fold and glue the Answer Key Card and two Answer Sheet Cards so the words are on the outside and the blank sides are glued together.

12. Give your Find the Fib Game and Answer Sheet Cards to two other students. Each student should write his or her name on one Answer Sheet Card and use it to list which cards are true and which cards are fi bs. Use your Answer Key to grade each student.

FIND THE FIBJohn Joseph Pershing was

born and raised in Missouri.

Card Number 20

General John J. Pershing

23


4. Glue each correct answer on the underside of its matching question on the Cube Pattern. Glue one of the remaining two squares to the middle and the other remaining square on the underside of the title square.

5. Glue the completed Cube onto the next blank page of your notebook.

5. Test out your Cube by folding the pages in to make a square. (The title page should be on top.) Read the first question and flip the square back to reveal the answer glued underneath.

HISTORYCUBE

24


WORLD WAR IPART III

Directions: Match the vocabulary word on the left with its defi nition on the right. Put the letter for the defi nition on the blank next to the vocabulary word it matches. Use each word and defi nition only once.

Name ____________________________

VOCABULARY QUIZ

1. ______ continent

2. ______ Civil War

3. ______ erupted

4. ______ engineer

5. ______ biplanes

6. ______ dedicate

7. ______ battalion

8. ______ donated

9. ______ blockade

10. ______ accuracy

11. ______ bombarding

12. ______ reconnaissance

A. the war fought from 1861 to 1865 between the Union and the Confederacy over the issue of slavery. B. shutting off a place to keep people and supplies from coming in or going out. C. people who are not part of the military. D. to set apart for some special purpose. E. the ability to be exact. F. one of seven large areas of land on the globe.

G. attacking with bombs.

H. angered beyond belief.

I. a message sent over a system of connected wires.

J. battle for independence between the English colonists in America and Great Britain. K. an area of land that borders water. L. the title given to the group of people in the Senate and House of Representatives who are elected to make laws for the United States.

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Before the beginning of World War I, Great Britain and Germany had built up large navies. Commanders of the British Grand Fleet and the German High Seas Fleet knew control of the waterways was very important for victory. There were no airplanes large enough to carry supplies and soldiers to battlefi elds. The sea was the most important trade route between the United States and Europe.

VICTORIES AT SEA On November 1, 1914, long before the United States entered World War I, a group of German warships destroyed two British ships off the coast of Chile. One month later, Great Britain retaliated by sinking four of Germany’s warships near Argentina. At the same time, the Australian Navy sunk a German ship that had been attacking Allied ships in the Indian Ocean. These quick victories cleared the seas of German warships. The British Royal Navy took control of the sea. It set up blockades at several German ports and stopped food and supplies from reaching Germany. Troops from all over the British Empire could sail to Europe without being attacked.

BATTLE-CRUISERS Admiral von Scheer took control of the German High Seas Fleet. On May 31, 1916, Admiral von Scheer ordered more than 100 battle-cruisers to sail into the North Sea. These battle-cruisers were designed to have the speed of a cruiser and power of a battleship. The German admiral planned to lure the British Grand Fleet out into the open sea and attack it by surprise. The British found out about the planned attack and sent about 150 of their own battle-cruisers to meet the German ships. Two fl eets of battleships carrying large guns followed behind the British battle-cruisers.

THE WAR AT SEA

NORTHAMERICA

SOUTHAMERICA

AFRICA

EUROPE

PACIFICOCEAN

ATLANTICOCEAN

INDIANOCEAN

ARGENTINA

CHILE

NORTH SEA

WORLD WAR I LESSON NINE

26


WAR IN THE AIR AND AT SEACIRCLE CHART

You have just fi nished learning about World War I in the air and at sea. In this activity, you will use what you have learned to create a Circle Chart and Learning Wheel.

Directions: Using the War and the Air and War at Sea lessons and the circles on the next page, complete the War in the Air and at Sea Circle Chart. Cut out the 12 circles and glue them into their proper places on the Circle Chart.

Around the large War in the Air circle, glue the smaller circles that describe the War in the Air.

Around the large War at Sea circle, glue the smaller circles that describe the War at Sea.

In the large circles between the two topics, glue the smaller circles that describe how the War in the Air and War at Sea were similar.

Fact aboutWar in the Air

and at Seasimilarities

Fact aboutWar inthe Air




Fact aboutWar at Sea




THE WAR IN THE AIRTHE WAR IN THE AIRAND AT SEAAND AT SEA

War inthe Air

War atSea







Choose the next two blank face-to-face pages in your History notebook. Cut out the War and the Air and at Sea Circle Chart and glue it onto the left side of your notebook.

27


6. In the War in the Air and at Sea window, neatly write the information from one of the circles in the middle of your Circle Chart. Remember to use proper capitaliza spelling, and punctuation.

7. Turn the Learning Wheel clockwise so that three new blank windows appear. Repeat directions 4 – 6 to complete the information for these blank windows.

8. Continue turning the Learning Wheel clockwise until you have written all of the information from your Circle Chart in the blank windows.

9. Glue the completed Learning Wheel onto the right side of your notebook, right across from your Circle Chart.

WAR AT SEA

WAR IN

THE AIR

AND AT SEA

WAR IN

THE AIR

War i

n the Air fact goes here.

War at Sea fact goes here

.

War in the Air and

at Se

a fact goes here.

WAR AT SEA

WAR IN

THE AIR

AND AT SEA

WAR IN

THE AIR

War i

n the Air fact goes here.


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War in the Air and

at Se

a fact goes here.

WAR AT SEA

WAR IN

THE AIR

AND AT SEA

WAR IN THE AIR

War in the Air fact goes here.


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War i

n the Air and

at Sea fact goes here.

WAR IN THE AIR AND AT SEALEARNING WHEEL

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WORLD WAR I WEAPONSESSAY

Use your World War I Weapons Triple Circle Chart and the outlines on the next several pages to write an essay. Your essay will include fi ve paragraphs. Each paragraph will include a topic sentence, four supporting sentences, and a closing sentence.

Your fi rst paragraph will be a topic paragraph. A topic paragraph introduces an essay. Start your topic paragraph with a topic sentence clearly stating that your essay will be about World War I weapons. A topic sentence starts a paragraph. Below is an example of a topic sentence for a topic paragraph about three types of early transportation in the United States.

Example: While walking and riding on horseback were two of the only forms of transportation during the earliest days of our nation, the invention of steamboats, railroads, and stagecoaches made getting around faster and much easier.

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________ .

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By the beginning of 1918, the Allied and Central powers were suffering. The Allies had spent the previous year trying to break through the German lines that stretched from Ypres (EE•pruh) in Belgium to Reims in northeastern France. The Allies had won a few miles of enemy territory, but had lost many lives. In one battle near Reims, the French lost 12,000 men in just fi ve days. The fi nal attacks in Ypres took the lives of almost 500,000 British, French, and German soldiers. To make matters worse for the Allied Powers, the Italians were ready to abandon the war.

THE RUSSIAN REVOLUTION On the Eastern Front, Russian troops were growing weary. People were starving to death. Russian soldiers began to desert the army by the thousands. Russians blamed Czar Nicholas II for their country’s problems. The Czar was forced to resign, and the Bolsheviks took control of Russia. They executed the Czar and turned Russia into a communist country. Vladimir (vlah•DEE•meer) Lenin led the new Bolshevik government. He immediately pulled Russia out of the war. On March 3, 1918, Lenin signed a peace treaty with Germany. For Russia, World War I had come to an end. THE CENTRAL POWERS The Central Powers were having just as much diffi culty as the Allied Powers. British ships were still blocking Germany’s ports. Food and supplies could not get in or out of Germany. The German people were starving and growing tired of the constant fi ghting. Austria-Hungary, Turkey, and Bulgaria were running out of resources. It would soon be impossible for these countries to continue fi ghting. In addition, the United States had entered the war on the side of the Allies. America was shipping thousands of fresh soldiers to France.

GERMANYBELGIUM

NETHERLANDS

FRANCE

GREATBRITAIN

ENGLISH CHANNEL

SOMRIVER

ME

ParisMARNE RIVER

Battle of Ypres

Battle of Reims

BATTLES OF 1918

WORLD WAR I LESSON ELEVEN

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7. In 1491, French explorer Jacques Cartier (car•tee•YAY) was born in the city of Saint Malo (san•mah•LOO). In 1534, Jacques Cartier discovered the entrance to the St. Lawrence River and claimed a large area of present-day Canada that he named New France. The Jacques Cartier Manor House honors the life and achievements of this famous French explorer. Jacques Cartier Manor House is northeast of La Rochelle and southwest of Normandy.

8. The French Alps are home to some of the best snow skiing areas in Europe. Mont Blanc is the highest mountain in the French Alps. Ski resorts throughout the French Alps offer snow skiing opportunities for both beginners and expert skiers. The French Alps are northeast of Arles and southwest of Nancy.

9. During World War I, the city of Brest was a major port for American troops arriving from the United States. Brest was the fi rst stop for thousands of American soldiers on their way to fi ght in the trenches. Brest is northwest of Jacques Cartier Manor House.

Normandy Tour de FranceMuseum of the Sea Bourges

La RochelleNice

ObservatoryJacques Cartier

Manor House French Alps Brest

MAPPINGFRANCE

31


Gavarnie Falls

ARLES

REIMS

STRASBOURG

COMPASS ROSE

MAP OF FRANCE

Name ___________________________________

32


WORLD WAR IEXPERT’S JOURNAL

3. Glue the rectangle with the picture on it on top of the folded flap as shown.

4. Fold each Journal Page in half as shown.

5. Organize the Journal Pages, standing them side by side and gluing them together to form a book.

7. The last page of your Expert’s Journal should be blank. Use it to glue the completed Expert’s Journal onto the next blank page of your notebook.

6. Cut out the Journal Cover that you colored along the bold lines and glue it to the blank space on the front of the Expert’s Journal.

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Grid Math is a fun way to learn an important skill. Grids use ordered pairs, called coordinates, to fi nd places on maps.

For Example: If you want to locate a place where 4 meets 3 (4,3), you would go over to 4 and up to 3. On a map or an atlas, (4,3) might be the place where you would fi nd the name of a city.

1 2 3 4

1

2

3

4

Directions: In this activity, you will use ordered pairs on a grid to put together a puzzle that will show you what Europe looked like at the end of World War I. You will need the 36 puzzle pieces on the next page and the blank grid.

1. Cut out the puzzle pieces one at a time (cut around the thick black line of the square). Glue that piece in its proper place on the empty grid before cutting out the next piece. Make sure that you do not turn the puzzle piece upside down or turn it on its side before gluing it; the way it looks before you cut it out is the way it should be glued onto the grid. 2. Follow the example above: If the puzzle piece is labeled (4,3), glue that piece in the space where 4 meets 3 on the grid by going over to 4 and up to 3. (4,3) has been done for you as an example.

3. When you are fi nished, color all of the water with your blue coloring pencil. Choose a color for all of the new countries. Choose a different color for the remaining countries.

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ROMANIA

POLAND

1 3 4 5 6

1

2

3

5

2

4

6

Name ___________________________________

MAP OF EUROPE1923

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GLOSSARY

a•ban•don to leave.

ac•cu•ra•cy the ability to be exact.

al•ly a friend who helps in times of trouble.

am•mu•ni•tion bullets and explosive items used in war.

an•nexed added a territory to a city, state, or country.

ar•mi•stice an agreement to end fi ghting in order to discuss a peace treaty.

ar•mored protected by a metal covering that offers defense against weapons.

ar•til•ler•y large weapons like cannons or rockets.

as•sas•si•nate kill a government leader by a well planned secret attack.

au•to•bi•og•ra•phy the story of your life written by you.

bat•tal•ion a military unit with three or more groups of the same size.

bay a small body of water separated from the main body of water.

bi•og•ra•phies stories of a person’s life written by someone else.

bi•planes airplanes with two sets of wings.

block•ade shutting off a place to keep people and supplies from coming in or going out.

Bol•she•viks group led by Vladimir Lenin during the Russian Revolution that wanted immediate change.

bom•bard•ing attacking with bombs.

cap•i•tal the city that serves as the center of government for the state or nation.

cen•tu•ry a period of 100 years.

chlo•ri•nat•ed cleaned with chlorine.

ci•vil•ians people who are not part of the military.

Civ•il War the war fought from 1861 to 1865 between the Union and the Confederacy over the issue of slavery.

coast an area of land that borders water.

com•mu•nist a member of a group that believes the government should plan and control the economy and everything should be shared equally by the people.

con•fl ict a struggle or disagreement.

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WORLD WAR I WEAPONS CIRCLE CHART

ANSWERS

WORLD WAR IWEAPONS

MachineGuns

Tanks

PoisonousGases

armoredvehicles

causedblindness

banned forfuture wars

improvedby Richard

Gatling

Mark I usedin 1916

fired byturning a

hand crank

first usedby the

Germans

smashedthroughbarbed

wire

odorlessand

colorless

Libertyweighed41 tons

usedmetal

cartridges

injuredmore thanone million

men

WORLD WAR I WEAPONS CIRCLE CHART GRADING RUBRIC

MACHINE

GUNS

CRITERIA 3 2 1 0

Correctly placed 3 facts about machine guns andresearched to find and list5 more facts

Didn’t attempt to correctlyplace or find any additionalfacts about machine guns

SCORE

TOTAL

TANKS

POISONOUS

GASES

Correctly placed 2 facts about machine guns and/orresearched to find and list3 - 4 more facts

Correctly placed 1 fact about machine guns and/orresearched to find and list1 - 2 more facts

Correctly placed 4 facts about tanks and researched to find and list 4 more facts

Didn’t attempt to correctlyplace or find any additionalfacts about tanks

Correctly placed 1 fact about tanks and/orresearched to find and list1 more fact

Correctly placed 2 - 3 facts about tanks and/or researched to find and list 2 - 3 more facts

Correctly placed 5 facts about poisonous gases and researched to find and list 2 more facts

Correctly placed 3 - 4 facts about poisonous gases and/or researched to find and list 1 more fact

Correctly placed 1 - 2 facts about poisonous gases

Didn’t attempt to correctlyplace or find any additionalfacts about poisonous gases

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