In this lesson, students will use primary source documents to learn about the role of women in World War I. Additionally, students will recognize the importance of women contributing to the war effort as stepping-stone and contributing factor to gaining women’s suffrage in the United States.

This lesson explains how World War I led to significant advances in science and technology. Students will review a series of primary photographs and artifacts that will illustrate new aspects of warfare. Their ultimate goal is to write an essay that will explain how warfare changed from a technical perspective.

This lesson is intended to help students understand the role that the Food Administration played in helping United States citizens on the home front contribute to the war effort during World War I. The lesson begins with a central investigative question that allows for multiple interpretations. Students must sort through a series of primary sources to discover evidence and determine the main tactics that the Food Administration used to convince United States citizens to make voluntary changes to their lifestyles. Once students have developed an interpretation that answers the investigative question, they must use primary source evidence to support their answer.

In this lesson, students compare what a normal soldier’s life looks like compared to the standard description of trench warfare. Leland Linman’s diary covers the parts of war that often get left out: miles of marching, hours of moving artillery shells from one place to another, and lousy food. In this lesson, the goal is to point out that a tremendous amount of movement happens in war – even trench war – that should be included to complete the whole picture.

This lesson is designed to help students to recognize the value of poetry for understanding how World War I soldiers reacted to the experience of war. Students will read and analyze poems written by soldiers and published in The Stars and Stripes. This lesson was inspired by a blog post by Stephen Wesson titled “Soldiers’ Poems of World War I in Newspapers: Personal Responses in Public Media.”

This lesson uses poems as primary sources that provide insight into the soldier’s point of view of the battlefield. Students will use the information they learn about World War I to write their own poems from a soldier’s perspective.

In this lesson, students compare newspaper accounts of an event to a textbook entry in order for the students to see the differences in the way the information is presented. It is important for students to learn to question sources, especially their textbook.

In this lesson, students will understand that World War I propaganda was directed toward different audiences, encouraged United States support of the war, and enlisted United States citizens to pay for the war. Then they will write an argument concerning the use of propaganda during wars and include evidence to support claim. Students will also create a propaganda poster for the War on Terrorism.

In this lesson, students will gain an understanding of the involvement of the international and American Expeditionary Forces in Russia during the Russian Civil War using primary and secondary sources.

In this lesson, students will compare and contrast three primary sources, evaluate the accuracy and usefulness of the documents for understanding the Meuse-Argonne Offensive from the perspective of American soldiers, and synthesize information from the sources to create a newscast covering September 29 to October 2, 1918.