WWI Economic Impact Teacher Resources
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High schoolers explore the patterns of the human experience that society can learn from, develop analytical skills and develop awareness of the political and economic ramifications of war regardless of military outcome.
Young scholars identify political, economic, and personal rights which citizens of various nations have enjoyed during peacetime but lost during wartime. They analyze historical data to predict domestic consequences of a hypothetical U.S. war today.
Students distinguish between global war and regional conflicts, explore economies American citizens made in order to enhance war effort during World Wars I and II, compare and contrast programs of two world wars, and speculate about reasons for differences in the two.
Eleventh graders examine incidents of U.S. imperialism and its acquisitions. They discuss foreign policy and the emergence of the United States as a world power. They locate U.S. acquisitions on a world map.
Students explore the relationship between Japan and the United States between 1915 and 1932. In this diplomacy lesson, students examine the Open Door Policy, 21 Demands, and the invasion of Manchuria by Japan. Students conduct research of secondary and primary sources.
In this World War I worksheet, students review a chapter as they match 5 men to their accomplishments, read 5 false statements then make them true, and identify 2 historical themes pertaining America's role in the war.
Students identify the meaning of the following terms: immigrant, immigration, migrate, and assimilation. They identify reasons that immigrant groups came to Texas and explain where groups settle and the influence these groups have on the diversity of Texas.
Students explore the reasons that the United States entered World War I. In this World War I lesson, students read "America Declares War on Germany, 1917," and then discuss the consequences for the U.S. entering the war.
Fourth graders examine the agriculture explosion in California in the late 1800's to the early 1930's. They analyze primary source material putting themselves into the shoes of a child laborer. They also gain an understanding of different cultures.
In this post World War I worksheet, students review a chapter as they write 5 vocabulary terms that match 5 definitions, change 3 false statements into true statements, and explain 2 historical themes regarding this time period in United States history.
Students investigate how policies and tactics utilized by the Allies to mobilize national unity and raise patriotism made it more difficult to achieve a humane peace after the war.
Students explore the modern history, culture, economy, conflicts, social conditions, and geographical boundaries of Armenia and present their findings to fellow classmates at a teach-in.
Young scholars examine the clash between the North and the South. In this Civil War lesson, students watch segments of the Discovery video "The Civil War: A Nation Divided". Young scholars conduct further research pertaining to the economies and other regional differences of the North and the South. Students write essays based on their impressions of Lincoln's speeches as well.
Ninth graders examine the results of the Yalta Conference on Europe after the war. They develop a PowerPoint presentation that compare the effects of World War I and World War II. They write a journal entry taking the point of view of an older German citizen.
Students investigate the history, people, and the economy of Argentina. They complete a Webquest, explore various websites, answer discussion questions, and identify and read newspaper articles about local businesses that export goods to other countries.
How does one become a catalyst for change? What are the challenges faced by those who take a stand for change? What part do the arts play in cultural change? Using primary and secondary sources from the 1920s and 1930s, class members explore these questions and craft an essay that presents their reflections. The packet includes a brief plan but the real value is in the resources included. Provided are a resource list, a reflective essay writing assignment, rubric, and exemplary writing sample. In addition, templates for “Power Quotes,” historic events, famous people, significant art and architecture, education issues, fads, fashions, literature, music, and radio shows are provided.
“There is no story that is not true.” And Chinua Achebe’s Things Fall Apart, uses proverbs (“. . .the palm-oil with which words are eaten”), a compelling tragic hero, and historic events, to engage readers in the truth of his story of the culture clash between an African society and European colonialism. Here’s a study guide that does justice to the novel, that teaches, focuses attention on key events and concepts, and asks readers to make connections. Part I, chapters 1-13, focuses on Igbo cultural values and beliefs. Readers contrast the various villages’ practices to Western traditions, and consider their personal responses as well. Part II, chapters 14-19, asks readers to look at Oknokwo as a classic tragic hero and to examine the similarities and differences between the religious beliefs of the Igbo and the Christian missionaries. The final portion of the study guide, chapters 20-25, considers the European colonial presence and asks readers to consider how and why things fell apart.
Now that scholars understand more of currency imbalance and artificially suppressed currency, Sal discusses motivations of the different actors. He briefly touches on the difficulty of unwinding a cycle like this once it has begun. Learners see the Chinese perspective, looking historically back at the big-picture goal of being on-par industrially with the developed world. They examine the impact of an offshore manufacturing base, both on the US and China. Sal also brings up the US point of view and outlines the economic problems that will ensue if this cycle were to stop. He sets up a brief parallel to the recent recession, so consider challenging scholars to think more deeply on that connection.
Learners listen to the EconTalk podcast with economist Keith Hennessey before diving into an economics lesson. They are shown how the Congressional Budget Office calculates their yearly spending. Then they read the Budget Control Act from 2011 and consider scenarios that the Joint Committee might discuss.
Upper graders listen to a podcast on the EconTalk website featuring economist Keith Hennessey. The podcast focuses on the Budget Control Act of 2011, the national debt, and government spending. They read specifics about the BCA, then give an opinion about what the government's next move should be. Related questions are included to check for comprehension or to use for a group discussion.