Course: chc2d unit: World War I
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- The Zimmermann Telegram, 19 January 1917
- Below is the Zimmermann Telegram
Battle of the Somme
Ypres
Vimy Ridge 
Passchendaele Important Canadian Battles of World War I
Peer Evaluation Group Members: Please circle only ONE of the responses for each question. A. 1. My Group: (a) Did not get started. (b) Was slow to start. (c) Started immediately. 2. My Group: (a) Did not remain on topic. (b) Remained on topic to some extent. (c) Remained on topic well. 3. My Group: (a) Did not co-operate. (b) Worked together to some extent. (c) Worked together quite well.
1. Did anyone dominate the group and not let others state their opinions? Yes No 2. Did anyone not participate? Yes No 3. Did members ask for and listen to each other’s points of view and ideas? Yes No C. How would you rate the group’s performance? Could be better Satisfactory Very good D. How could the group work better next time? Lesson Topic: Home Front Course: CHC2D Unit: World War I Lesson Duration: 150 min Materials Required: recruitment posters (on overhead) overhead projector blank overhead paper and markers “Conscription Crisis” handout for each student Instructional Procedures:
http://www.warmuseum.ca/cwm/exhibitions/guerre/pdf/4-a-5-c-resources-recruitment-posters_e.pdf (recruitment posters) The Conscription Debate 1917 
At the start of the war in 1914 many Canadians had eagerly volunteered to participate in the First World War. Now, however, the number of war dead has reached at 30,000, and is increasing steadily, and there is no end to the war in sight. Fewer and fewer Canadians are willing to enlist voluntarily. As a result, Prime Minister Borden has enacted the Military Service Act, which essentially requires all able-bodied men aged 20-45 to join the military. You will research conscription from the perspective of one of the following groups: farmers, French-Canadians, English-Canadians. It is important to note that not everyone from the group of Canadians agreed with the general opinion of that group. Helpful Websites: •Canadian War Museum: Canada and the First World War •Canadian Encyclopedia : Conscription •Histori.ca: The Conscription Crisis of 1917 •CBC archives: The First World War: Canada Remembers •McCord Museum: Wanted! 500, 000 Canadians for WW I •Library and Archives Canada: Serving the World From Our Shores •Alternative Service: History (In English only) •Mennonite Central Committee: A Short History of Conscientious Objection in Canada (in English only) •Université de Sherbrooke: Bilan du siècle (In French only, search for conscription, 1917-1918)
Names of the other students in your group: __________________________________________________________________________________________________________________________ What group do you represent? _____________________________________________________________ List some public figures who support/represent your group: _______________________________________________________________________________________________________________________________________________________________________________________ List the main points of your argument:
Resources: Lesson Topic: Turning Points Course: CHC2D Unit: World War I Lesson Duration: 75 min Materials Required: “Turning Points” packages for each station (Lusitania, Zimmermann Telegram, withdrawal of Russian troops) + question sheet Instructional Procedures:
Rubric for Paragraph Response – Turning Points Student Name:
Overall Level: Comments: Next Steps: The Sinking of the Lusitania The following is an excerpt from actual records of those on the Lusitania: At about 1:30pm, just after the passengers had eaten their lunch, Captain Turner went down to his cabin, probably to go the the bathroom. At about 1:39pm, lookout Leslie Morton, of only 18 years of age, saw a burst of bubbles about 500 meters away. Then a trail of bubbles began to approach from the starboard (right) side of the ship at about 22 knots. Morton grabbed his megaphone and shouted to the bridge: "Torpedoes coming on the starboard side." The officers there did not hear him. About 30 seconds later, Thomas Quinn, a lookout high above in the crows nest, saw the torpedo's wake and sounded the alarm. Captain Turner ran to the navigating bridge, and as he reached it the torpedo detonated. There was a large explosion similar to a crack of thunder at the side of the ship just ahead of the 2nd funnel. Then there was a second, larger, muffled explosion that seemed to come from the bottom of the ship. The ship tilted to the right side at an angle of 25°. The power suddenly failed, but Captain Turner still attempted to steer the Lusitania toward land in an attempt to beach her. The rudder and engines did not respond (obviously). Also, the watertight doors in the ship could not be closed unless there was power. The wireless room had to run on battery power to tap out its S.O.Ss. As a result of the list (tilt) of the ship, the lifeboats on the port (left) side could not be launched. The starboard-side boats were swung out so far as a result of the list that many passengers had to jump from the deck to the lifeboats, risking falling into the water many storeys below. Many crew members panicked and a few lifeboats were launched that contained only crew members. Other lifeboats capsized, and one or two were damaged when the torpedo hit the ship. Although the Lusitania had adequate lifeboats for all on board, most lifeboats simply could not be launched. The Lusitania sank below the waves shortly before 2:00pm. It sank in 90 meters of water, and since the Lusitania was 239 meters long, the bow (front of the ship) hit the bottom of the ocean while the stern was still up in the air. Captain Turner jumped into the water as the bridge was about to go under. He swam for about 3 hours, until he finally found a nearby lifeboat, which was being swarmed with people trying to survive. A Canadian told some people to leave the boat to prevent it from collapsing. Turner decided to stay on the lifeboat. The distress signals sent from the Lusitania reached Queenstown, a city in Ireland about 17 kilometres away. Vice Admiral Sir Charles Coke gathered up whatever ships were available (they were all relatively small) and told their captains to sail to where the Lusitania was. They arrived 2 hours after the sinking. When they got there, they picked up any people still alive in the water and only 6 lifeboats, which were all from the starboard side. The disaster was not over yet. The Aftermath Seven hundred sixty-one people were picked up by boats from Queenstown. One thousand one hundred ninety-eight people perished, this death toll was rivaled only by the Titanic disaster. Many survivors were dazed at first. Then they became enraged at the Germans, and many claimed that they placed the "notice" beside the CUNARD ad because they were planning to destroy the ship. Many survivors lost family members, and in some cases, entire families were wiped out. Riots occurred in many countries, and many stores refused to serve Germans. The U-20 continued its journey back to Germany. It tried unsuccessfully to sink two ships. Schwieger again changed his course to avoid an area where he suspected British patrols would be, especially after his notorious sinking. He arrived at Wilhelmshaven, Germany on May 13th. The news of the disaster was wirelessed across the Atlantic to New York. The world was about to realize the impact of the Lusitania disaster. The Americans were particularly enraged by the Lusitania disaster. One hundred twenty-eight Americans were lost on the British ship out of 197. This was after many protests of Germany's unrestricted submarine warfare, in which many neutral ships, including those of the United States, were sunk, and some without warning. On May 13th, President Woodrow Wilson sent the first of four Lusitania notes to Germany. Anti-German protests and political cartoons appeared. Germany tried to find ways to defend itself against these attacks and protests. It claimed that the Lusitania was armed and that it was carrying munitions for the destruction of German soldiers. The first claim was a false claim, and although the British denied it, the second claim was proven to be true many years later in secret British documents Taken from: http://www.firstworldwar.com/features/lusitania.htm
While armies moved across the face of Europe, the United States remained neutral. In 1916 Woodrow Wilson was elected President for a second term, largely because of the slogan "He kept us out of war." Events in early 1917 would change that hope. In frustration over the effective British naval blockade, in February Germany broke its pledge to limit submarine warfare. In response to the breaking of the Sussex pledge, the United States severed diplomatic relations with Germany. In January of 1917, British cryptographers deciphered a telegram from German Foreign Minister Arthur Zimmermann to the German Minister to Mexico, von Eckhardt, offering United States territory to Mexico in return for joining the German cause. Zimmermann himself dispelled initial suspicions regarding the telegram's authenticity by giving a speech in which he confirmed its existence. This message helped draw the United States into the war and thus changed the course of history. The telegram had such an impact on American opinion that, according to David Kahn, author of The Codebreakers, "No other single cryptanalysis has had such enormous consequences." It is his opinion that "never before or since has so much turned upon the solution of a secret message." In an effort to protect their intelligence from detection and to capitalize on growing anti-German sentiment in the United States, the British waited until February 24 to present the telegram to Woodrow Wilson. The American press published news of the telegram on March 1. On April 6, 1917, the United States Congress formally declared war on Germany and its allies. Below is the Zimmermann Telegram:To the German Minister to MexicoBerlin, January 19, 1917 On the first of February we intend to begin submarine warfare unrestricted. In spite of this, it is our intention to endeavour to keep neutral the United States of America. If this attempt is not successful, we propose an alliance on the following basis with Mexico: That we shall make war together and together make peace. We shall give general financial support, and it is understood that Mexico is to re-conquer the lost territory in New Mexico, Texas, and Arizona. The details are left to you for settlement... You are instructed to inform the President of Mexico of the above in the greatest confidence as soon as it is certain that there will be an outbreak of war with the United States and suggest that the President of Mexico, on his own initiative, should communicate with Japan suggesting adherence at once to this plan; at the same time, offer to mediate between Germany and Japan. Please call to the attention of the President of Mexico that the employment of ruthless submarine warfare now promises to compel England to make peace in a few months. Zimmermann (Secretary of State) Source: Source Records of the Great War, Vol. V, ed. Charles F. Horne, National Alumni 1923 Taken from: http://www.firstworldwar.com/source/zimmermann.htm
This didn't pay off in the first years of the war, but - although the Germans were in no way implicated - the February revolution in 1917 that eventually toppled the Russian tsarist regime raised German hopes that Russia would soon withdraw from the war. These hopes were soon dashed, as the new, provisional liberal government in Russia decided to continue to fight against Germany and the Central Powers. Towards the end of March, however, the German foreign office and the High Command agreed to send one of the exiled Bolshevik leaders, Vladimir Lenin, plus 31 other émigrés opposed both to the tsarists and the liberals, back to Russia from Switzerland. This was in the hopes that they would topple the Provisional Government and sue to bring an end to Russia's involvement in the war. A sealed train passed through Germany during the night of 10 to 11 April, with the conspirators hidden on board, and within a few months the policy appeared to be crowned with spectacular success. Widespread war weariness among the general population of Russia was the major cause of the October Revolution of that year; this brought the Bolsheviks to power, and almost the first act of the new government was to publish its peace proposals on 8 November. The fighting on the Eastern Front ended within a few weeks, and a peace conference began its deliberations at Brest Litovsk on 22 December 1917. The negotiations were lengthy and fractious and it was not until 3 March 1918 that the instruments were finally signed. Russia lost control of the Baltic States, Poland, Finland, the East Anatolian provinces, and the districts of Erdehan, Kars and Batum. Ukraine became a theoretically independent state under German military occupation. Russia lost about one million square kilometers, and 50 million inhabitants, in a treaty negotiated on the theoretical basis of a peace without annexations and reparations. Taken from: http://www.bbc.co.uk/history/worldwars/wwone/war_end_01.shtml
1. What happened to the Lusitania? 2. What reasons did the Germans give for attacking? 3. Why is this event significant? The Zimmermann Telegram 1. What is the Zimmermann Telegram? 2. Who did it involve? 3. Why is it significant? Withdrawal of Russian Troops 1. Why did Russia withdraw its troops? 2. What consequences did this have for the Central Powers? 3. What consequences did this have for the Triple Entente? Lesson Topic: Treaty of Versailles Course: CHC2D Unit: World War I Lesson Duration: 75 min Materials Required: role-playing prompts for each group demands and concessions handout for each group sample treaty on overhead overhead projector and markers treaty terms handout for each student Instructional Procedures:
Role-Playing Prompts Britain Your group is led by David Lloyd George, who was the prime minister of Great Britain. In Britain most people wanted Germany to be punished: “Make Germany Pay” and “Squeeze them until the pips squeak” were popular slogans, but Lloyd George believed that: Germany should not be treated too harshly; it would only lead to more trouble in the future. Germany should be allowed to recover. France should not be allowed to take the Rhineland. Lloyd George was only prepared to make the Rhineland “demilitarized”. France Your group is led by Georges Clemenceau, who was the prime minister of France; he was nicknamed “The Tiger”. He wanted to make Germany pay for all of the damage that France had suffered during the four years of fighting. Also, your nation has been attacked by Germany twice in the past half century. He also wanted to make sure that a war like this would never happen again. He had three main demands: Germany must return Alsace-Lorraine to France; this had been taken by Germany in 1871. Germany must pay Reparations to France to cover the cost of rebuilding the parts of France that had been destroyed during the war (750,000 houses and 23,000 factories had been destroyed). France should be allowed to take possession of the Rhineland (the area near the River Rhine); this was to stop Germany attacking France in the future. Germany The Allies also gave Germany a new form of government based on proportional representation. It was intended to prevent Germany being taken over by a dictatorship, but it led to the creation of more than thirty political parties; none of them was big enough to form a government on its own. Germany had not been allowed to the Peace Conference and were told to accept the terms or else. Most Germans had believed that the Treaty would be lenient because of Woodrow Wilson’s Fourteen Points. Many Germans did not believe that the German army had actually been defeated in 1918 because Germany had not been invaded. One of these people was Corporal Adolf Hitler, who had been in hospital in November 1918 recovering from gas-blindness. Like many others he came to believe that the army had been “stabbed in the back” by the “November Criminals”, the politicians who had signed the Armistice which had brought the Great War to an end on 11th November 1918. Several of the clauses of the Treaty were thought to be very harsh. It was going to be almost impossible to pay the Reparations. In fact, the German government gave up after only one year, and the War Guilt Clause seemed particularly unfair. How could Germany be the only country to blame for the war? After all it had started when a Serbian shot an Austrian. It was felt that Germany had simply been made a scapegoat by the other countries for all that had happened. Germany must: Accept all of the blame for the war, the “War Guilt Clause”. Reduce its army to 100,000 men and was not allowed to have conscription (draft). Reduce the navy to 6 warships and was not allowed to have any submarines. Destroy all of its air force. The United States Your delegation is led by Woodrow Wilson, the President of the United State of America. The USA had only declared war on Germany in April 1917 and it had suffered no damage whatsoever. Wilson arrived in Europe with the “Fourteen Points”, which he hoped would help prevent wars in the future. The most important of these were: The peoples of Europe should be allowed to decide their own future; he called this “Self-determination” and he wanted an end to the empires which European countries had built up. He was not prepared to allow Italy to take the Adriatic coast. A League of Nations should be set up to settle disputes between countries in the future. Many politicians, especially senators who must approve (ratify) in the United States opposed the League of Nations because they fear it will tell the US what to do or where to fight. This leads them to oppose the treaty. Italy Your delegation is led by Vittorio Orlando, who was the prime minister of Italy. Italy had declared war on Germany in 1915 after the Secret Treaty of London. In the treaty France and Britain had agreed that Italy would be given the Adriatic coast at the end of the war. When Orlando arrived at Versailles he expected France and Britain to keep their promise. Italy wanted to be given the two small areas of Istria and the South Tirol. The Adriatic coast should be made part of a new country called Yugoslavia, which included Serbia and Bosnia.
Most of the discussions were about Germany, but the leaders also tried to redraw the map of Europe. They wanted to break up the Austro-Hungarian Empire and give self-determination to the peoples of eastern and central Europe. Give land to Belgium, France, Denmark and Poland. The land given to Poland became known as the “Polish Corridor” and it separated the main part of Germany from East Prussia. Poland, Lithuania, Latvia, Estonia and Finland were formed from land lost by Russia. Czechoslovakia and Hungary were formed out of the Austro-Hungarian Empire. Treaty of Versailles Demands & Concessions Country: _____________________________
Treaty of Peace Signed at the village of Versailles, France June 28, 1919 We, the gathered nations and signatories to this international agreement, do hereby outline the terms by which peace shall be established in Europe, on this day, June 28, 1919. The terms of peace shall be maintained by all nations placing their seal hereupon according to these agreements: Article I: The League of Nations This treaty establishes a league of nations that will act as a place where nations can let their views be known as disputes be settled without resorting to war or conflict. Restrictions and requirements of members nations belonging to the League include: ________________________________________________________ ________________________________________________________ ________________________________________________________ Article II: Territorial Changes Within Europe: Nations that lost territory due to the aggression of the Central Powers, namely Germany and Austro-Hungarian Empire, shall have their land returned, to wit, France shall receive: ________________________________________________________ Poland shall receive: ________________________________________________________ Other nations to whom Germany is returning stolen territory or colonies: ________________________________________________________ Germany's borders shall be set as the following: ________________________________________________________ ________________________________________________________ Article III: Self-Determination of European Nations: People within the borders of the Austro-Hungarian Empire who seek national self-determination shall establish their own governments and rule themselves according to their ethnic and national make-up, to wit, these nations shall have their borders protected from aggression: ________________________________________________________ ________________________________________________________ ________________________________________________________ Article IV: Preventing German Military Aggression Germany's military strength will be restricted or reduced in the following ways: ________________________________________________________ ________________________________________________________ ________________________________________________________ Article V: War Guilt and Reparations Due to the fact that we, the nations of Europe and the United States, find Germany guilty of having started the Great War, we hereby declare that Germany must make a statement admitting its role in the starting of the war. Germany must make its statement below: ________________________________________________________ ________________________________________________________ ________________________________________________________ Germany will be required to pay the nations of Europe for having started the war according to the following amounts and schedules until the debt needed to rebuild European society has been paid: ________________________________________________________ ________________________________________________________ ________________________________________________________ Article VI: Other Restrictions on Germany The Allied Powers shall place military forces within German territory under the following terms and for the following durations until said Allied Powers have determined that Germany is no longer a threat to its neighbors: ________________________________________________________ ________________________________________________________ ________________________________________________________ Signed, the representatives of: France__________________________________________________ Italy____________________________________________________ Britain _______________________________________________________ United States_____________________________________________ The nations of Europe created by this treaty: ________________________________________________________ ________________________________________________________ Germany and Central Powers_________________________________ On this day, June 28, 1919. Treaty of Versailles Terms War Guilt Clause: Germany had to accept blame for starting the war. Reparations: Germany had to pay £6,600 million for the damage done during the war. M ilitary: Germany was forbidden to have submarines or an air force. She could have a navy of only six battleships, and an army of just 100,000 men. In addition, Germany was not allowed to place any troops in the Rhineland, the strip of land, 50 miles wide, next to France. Land: Germany lost territory in Europe. Germany’s colonies were given to Britain and France. Literacy Strategies Lesson 1 media literacy through PowerPoint presentation critical literacy through homework paragraph Lesson 2: Trench Warfare reading aloud first page of the information package as a class prior knowledge chart where students brainstorm what they think soldiers would like and not like about trench life, before finding out what trench life actually entailed individual reading where students can practice their own literacy skills Lesson 3
media literacy through PowerPoint presentation critical literacy through Primary Document Analysis Lesson 4: Home Front e-literacy enhanced through online research and creating a position on a topic critical literacy practiced through debate activity homework activity about writing a letter opportunity to develop communication skills through debate activity Lesson 5
critical literacy through answering question sheet critical literacy through homework assignment Lesson 6: Treaty of Versailles creating a symbol or diagram to represent text critical literacy practiced through creating a position based on role-play prompts Differentiated Instruction Lesson 1: Causes of WWI auditory: lecture, class discussion, presentations visual: PowerPoint, chart paper kinesthetic: moving into groups, using chart paper and markers Lesson 2: Trench Warfare auditory- reading aloud, class discussion visual- detailed pictures in the information package kinesthetic- moving into groups to discuss Lesson 3: Important Canadian Battles auditory: lecture, class discussion, presentations visual: PowerPoint, chart paper, pictures kinesthetic: moving into groups to discuss, chart paper Lesson 4: Home Front auditory- imagining exercise, debate activity, class discussion visual- recruitment posters, imagining exercise, brainstorm table on overhead, online research kinesthetic- imagining exercise, debate activity Lesson 5: Turning Points auditory: class discussion visual: information package and handouts kinesthetic: moving from station to station Lesson 6: Treaty of Versailles auditory- treaty conference presentation, class discussion visual- filling out sample treaty, treaty terms handout kinesthetic- treaty conference presentation, filling out sample treaty Collaborative Learning Activities Lesson 1: Causes of WWI students work in groups to find information about causes consolidating class discussion Lesson 2: Trench Warfare students work in groups sharing their initial chart consolidating class discussion Lesson 3: Important Canadian Battles students work in groups for Primary Document Analysis consolidating class discussion Lesson 4: Home Front students work in groups to form a position for the debate activity consolidating class discussion Lesson 5: Turning Points consolidating class discussion Lesson 6: Treaty of Versailles students work in groups to develop their concessions and demands for the treaty conference consolidating class discussion Performance Assessment Task: Trench Letters During World War One millions of letters passed back and forth from the people at home to the men and women who were actively serving overseas. Soldiers and nurses longed to hear from their loved ones at home - mail call could bring news from family and friends which would be a welcome break from the war, often to be read again and again until they were tattered shreds. In turn the Canadians overseas were encouraged to write to their families - the Army and organizations such as the YMCA provided writing materials to allow the servicemen and women to send letters home. They provided tangible proof that the author was still alive, and hope for their eventual return. In some cases they were the last treasured link to a life cut short by the machinery of war. Many of these letters were carefully preserved by the correspondents. To historians they are a valuable resource because they offer a glimpse at the lives of ordinary people living through extraordinary times. Imagine that you are a Canadian soldier or nurse and write a letter home to your parents or your friends, describing the conditions you live in. You want to tell them about your daily routine, the type of food you eat, where you sleep, sanitation, the conditions you live in, etc. Use the information you have learned in this unit. Use this format for your letter. Write up your rough draft - when it is complete and you have proof read and edited it ask for a confidential message form (on green paper). Copy your draft in good onto the confidential message form, complete the boxes on the outside, and fold it up. Don’t forget to sign your declaration! 
Peer Editing Checklist - Work with a partner - Read the draft copy of your partner’s letter home from the trenches. Complete the following checklist for your partner as carefully as you can, so that when he or she writes the final copy your feedback will be constructive and helpful. Use a check mark to note the elements that your partner has used in his or her letter.  Directory: file -> view view -> Western Europe after wwii view -> Author study: paul fleischman view -> Qpa1 7ela study Guide view -> Arctic Oil/Gas Neg view -> November 1970 Approximately 150,000-500,000 deaths Bhola Cyclone Bangladesh view -> Grade Level: 6 Unit of Study: Caribbean glce view -> Citation: Duffield, Katy view -> Table of Contents Lesson # view -> Chinese Wind Energy Disad Download 1.53 Mb. Share with your friends:
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