Nigeria: Global Studies Units and Lesson Plans from the World Affairs Council

Empire Layered Curriculum

Primary Sources

Lesson 5.1 Sources of Nazism

A World At War!

Designed by:

Kelsey Boehm
Christa Curren


Ryan Margolis

Joe O'Neill


You're in charge of the biggest newspaper company in the United States in 1918. The fighting has just ceased in World War I and you've decided to change your articles' topics. It is 10:00 PM and your paper deadline is 1:00 AM. As a fellow American citizen, residing in New York, you know how vital the newspaper is towards informing the rest of society. You are scrambling to decide a topic. World War I has been the biggest issue that has affected all assests of American society and it is your job to recap the war and its results, as well as provide insight as to the what lies ahead for America. The pressure is on and the deadline is just hours away. The clock starts now.

In groups of five students, each group will be putting together a newspaper on World War I. Each student in the group will have a specific role in the process of the newspaper. You need to research a specific area of the war.
You will need to create a new name for your newspaper or use a pre-existing newspaper of the time.


The Task

This WebQuest is designed to allow you to individually research topics related to World War I and apply that research to a small group project. As a group, you will construct a newspaper from the same time period as the Great War (1914-1918) where each individual has a unique role. The final step of the project is to present it to the class in the form of a group presentation.

The Process

1. First you'll be assigned to a team of 5 students.

2. Within your group, each student will have a specific role in the creation of a newspaper (although group collaboration is highly encouraged).

3. Your group will decide what aspect of World War I your paper will focus on. Possible topics include but are not limited to (see teacher):

- The end of World War I

- The Treaty of Versailles

- Causes of the War

4. Once your topic is selected, you are responsible for doing research according to your role


Be sure that the group project as a whole focuses on a mix of Political, Cultural/Social, Military, and Economic aspects of World War

I and not just one aspect.


The Artists (there are two): The Artist will be in charge of including some

sort of art in the newspaper. This could include, but is not limited to, the following- A political cartoon


- A poem

- A song (lyrics)

- Propaganda

The Headliner: This person is responsible for writing the major article of

the paper (800 words) based on the topic the group has selected.

The Editorialist: This person will be in charge of writing an editorial (an

opinion peace, 500 words) based on the topic selected by the Headliner. The opinion should be congruent to existing opinions at the time.


- Trench Warfare

- Major military or political leaders

- Women's Rights Movement

The Correspondent: This person will write a letter that is published in the newspaper from an important person at the time (500 words).

- The president

- A military leader

- Other country's diplomats

- A veteran or soldier

- A citizen/civilian

5. Once each individual has finished his or her portion of the project, it will be the responsibility of the group as a whole to compile all of the work into a single newspaper. The compilation can occur on paper or digitally through a newspaper template desktop publishing program.

6. The final step of the process is for the group to present the newspaper to the class. Each individual will present and interpret his or her portion of the project. It is important at this stage to engage the audience through a combination of interesting information as well as the use of media. Each member is expected to participate evenly and the presentation should flow from one person to the next.


World War I: Causes and History




Trench Warfare


3. (Picture)


United States Perspective on War and its Military/Political Leaders




Treaty of Versailles






WWI and Woman's Suffrage



Examples of Propaganda and Political Cartoons

1. (propaganda)
2. (political cartoon)


The group will be evaluated based on following directions, content of the articles in your newspaper, and the grammar/punctuation within your newspaper. The group will be graded as a whole on these three objectives. However, there will be an individual grade on the presentation portion of this project.







Partially Proficient






Focus on the Task


8-10 points

5-7 points

1-4 point

0 points

checkbox Consistently stays focused on the task and what needs to be done. Very self-directed. checkbox Focuses on the task and what needs to be done most of the time.
checkbox Focuses on the task and what needs to be done some of the time. checkbox Rarely focuses on the task and what needs to be done.
checkboxContent throughout the newspaper is accurate and sufficient.
checkbox The majority of the content in the newspaper is accurate with few errors.
checkbox Newspaper has some accurate information, but have several errors.
checkbox Content is inaccurate and imcomplete.

Participation Grade and Presentation

8-10 points

5-7 points

1-4 point

0 points

checkbox Contributes to other members in group and fulfills own personal responsibilities. checkbox Mostly dependable, offers some input, and fulfills personal responsibilities. checkbox Offers minimal help to group members and does not complete all personal responsibilities. checkbox Fails to complete own personal responsibilities and offers no help to group members.
checkbox Information is clearly conveyed and understood. Presentation is rehearsed and portrays proficient public speaking skills. checkbox Presentation is rehearsed but fails to show full understanding of material and lacks some public speaking skills.
checkboxUnderstands some of the material and has below average public speaking skills.
checkbox Unprepared for presentation and has no comprehension of material. Poor public speaking skills.

Listening, Questioning, and Discussing

8-10 points

5-7 points

1-4 point

0 points


Respectfully listens, interacts, discusses and poses questions to all members of the team during discussions and helps direct the group in

reaching consensus.

checkbox Respectfully listens, interacts, discusses and poses questions to others during discussions. checkbox Has some difficulty respectfully listening and discussing, and tends to dominate discussions. checkbox

Has great difficulty listening, argues with teammates, and is unwilling

to consider other opinions. Impedes group from reaching consensus.

Effective Use of Research


5-7 points

1-4 point

0 points


Uses all available research and fully supports arguments with facts and supporting details. Artists have portrayed research successfully.

checkbox Uses the majority of the research and defends arguments most of the time. Artists' work based off majority of facts. checkbox Uses some of the research and minimally uses facts to back up arguments. Artists show little facts behind work.
checkbox Rarely uses research given and fails to give supporting facts and details. Artists' work has no factual support behind it.


8-10 points

5-7 points

1-4 point

0 points

checkbox Consistently makes necessary compromises to accomplish a common goal. checkbox Usually makes necessary compromises to accomplish a common goal. checkbox Occasionally makes compromises to accomplish a common goal, and sometimes helps keep the group working well together. checkbox Rarely makes compromises to accomplish a common goal and has difficulty getting along with other group members.
checkbox Always has a positive attitude about the task(s) and the work of others. checkbox Usually has a positive attitude about the task(s) and the work of others. checkbox Occasionally is publicly critical of the task(s) or the work of other members of the group. checkbox Is often negative and publicly critical of the task(s) or the work of other members of the group.
checkbox All team members contributed equally to the finished project. checkbox Assisted group/partner in the finished project.


checkbox Finished individual task but did not assist group/partner during the project. checkbox Contributed little to the group effort during the project.

Performed all duties of assigned team role and contributed knowledge, opinions, and skills to share with the team. Always did the assigned



Performed nearly all duties of assigned team role and contributed knowledge, opinions, and skills to share with the team. Completed most

of the assigned work.


Performed a few duties of assigned team role and contributed a small amount of knowledge, opinions, and skills to share with the team.

Completed some of the assigned work.


not perform any duties of assigned team role and did not contribute knowledge, opinions or skills to share with the team. Relied on others

to do the work.



_____ 100



Your group will have learned all the essential knowledge about World War I and how to effectively put together a project based on your research. By completing this activity, each student has learned how to research a specific topic, how to write an article/be an artist, how to work in a group and all the challenges that accompany group work (i.e. time management, decision making, etc.), and how to present your work to the class.

Here are some additional links to further challenge your knowledge of World War I:



Credits and References


First, we would like to take this time to thank anyone who has provided resources and pictures to our WebQuest. They have made this more appealing and further complimented this lesson. We appreciate your help greatly. (Newspaper in 1918) (Treaty of Versailles) (Woodrow Wilson) (Trench Warfare) (Propaganda) (Political Cartoons) (World War 1)


Teacher page


This lesson's foundations are rooted in 10th grade world history, requiring an extensive knowledge of World War I. In order to accomplish this lesson, students must incorporate proper grammar, punctuation, and sentence structure discussed in their language arts class. This lesson could also be done in grades 11 and 12, depending on when the school's curriculum covers world history.

Prior to beginning of this lesson, students must not only memorize the events of World War I, but be able to use the information acquired on World War I and evaluate the results of the war (i.e. The Treaty of Versailles) and the major events, vital military leaders, and the social, economical, and political affects on the United States. Students must use higher level thinking to accomplish the task. Students must be able to write an editorial as if they were a vital person in the World War 1, create a satirical political cartoon, or use creativity and imagination to accomplish the artistic tasks.



The Pennsylvania Department of Education has provided standards that must be met for history classes that cover World History, using the time period from the 1450s to present history. The range where this material is covered is from grade 10 to grade 12.


Identify and evaluate the political and cultural contributions of

individuals and groups to United States history from 1890 to Present.

- Political Leaders (e.g., Theodore Roosevelt, Woodrow Wilson, Franklin D. Roosevelt)

  • Military Leaders (e.g., John Pershing, Douglas MacArthur, Dwight D. Eisenhower)
  • Cultural and Commercial Leaders (e.g., Abby Aldrich Rockefeller, Langston Hughes, Alan Greenspan)
  • Innovators and Reformers (e.g., Wilbur and Orville Wright, John L. Lewis, Reverend Dr. Martin Luther King)

Identify and evaluate primary documents, material artifacts and

historic sites important in United States history from 1890 to Present.

- Documents (e.g., Treaty of Versailles, North Atlantic Treaty, Neutrality Acts)

  • 20th Century Writings and Communication (e.g., Coolidge’s “The
Business of America is Business,” King’s “I Have A Dream,”

Armstrong’s “One Small Step for Man”)


  • Historic Places (e.g., Ellis Island, Pearl Harbor, Los Alamos)
C. Evaluate how continuity and change has influenced United States history from 1890 to Present.

  • Belief Systems and Religions (e.g., 20th century movements, religions of recent immigrants)
  • Commerce and Industry (e.g., corporations, conglomerates, multinational corporations)
  • Innovations (e.g., the Tin Lizzie, radio, World Wide Web)
  • Politics (e.g., New Deal legislation, Brown v. Topeka, isolationist/non-isolationist debate)
  • Settlement Patterns (e.g., suburbs, large urban centers, decline of city population)
  • Social Organization (e.g., compulsory school laws, court
decisions expanding individual rights, technological



  • Transportation and Trade (e.g., expansion and decline of railroads, increased mobility, Internet)
  • Women’s Movement (e.g., right to vote, women in the war effort, Women’s Peace Party)


Identify and evaluate conflict and cooperation among social groups and

organizations in United States history from 1890 to the Present.

  • Domestic Instability (e.g., Great Depression, assassination of political and social leaders, terrorist threats)
  • Ethnic and Racial Relations (e.g., internment camps for Japanese
Americans, Montgomery Alabama Bus Boycott, land tensions with

Native Americans)


  • Labor Relations (e.g., rise and decline of industrial unions,
free trade agreements, imports impact on domestic employment)


  • Immigration and Migration (e.g., anti-immigrant attitudes, quota laws, westward and southward migration)
  • Military Conflicts (e.g., World War I, World War II, War on Terrorism)


Reflection on Standards

By creating a newspaper covering World War I, students are able to gain complete and thorough understanding of the events that led to and during World War I. This thorough understanding satisfies Standard D. Even though there is freedom throughout this lesson as to what specific topics can be covered, students must have one role on the group focused on the military aspect of the WWI, a primary or secondary documents created in the war, as well as the social, economic, and political affects on the United States during and after this war, since the viewpoint of the war is taken as a newspaper company in the United States.

Students will get a better understanding of the role that an important and vital politician or military leader played in World War I. To accomplish this, the "letter role" role-plays as a major political or military leader and the view of the war. They will understand primary and secondary sources, and the aims by each country in making them. The Headliner role, or even the editorial role, can discuss the primary document that was created as a result of the Great War. They will understand the major points of the documents, as well get an understand for each countries' aims and goals that were trying to be accomplished. Also, students will understand the results of the war. Students will be able to understand the social, economical, and political affects of this war on U.S. citizens. The editorial role can examine how the completion of the war affects the United States differently than how it was affected during the war. Then the student can show how this correlates to social and political movements of the United States.

By requiring one role to be focused on these individual topics, students are able to grasp a complete view of the war from the United States' viewpoint on World War I. This allows students to not only learn about their topic discussed in their role, but the topics discussed through the other roles because each group would present different ideas about different topics and events, or even the same event. This allows for greater knowledge of the war and the impact that World War I had on the United States and on the world.


In order for this lesson to go as smoothly as possible, there are certain resources that must be made available to the students. The following are needed to implement this lesson:

- Classroom textbooks

- World wide web access

- Microsoft Word

- Internet Explorer/Firefox

- Class notes, study guides, and worksheets can also be used

- Paper for the artists as well as colored pencils or markers

- Construction paper (if newspaper isn't created online using Word)

All of this work done in the lesson can be supervised by the teacher as student may ask questions to clear up directions or ideas for their specific role in their groups. However, the majority of lesson should be done within the group and between its members in order to further enhance interpersonal skills.



order to determine whether or not this lesson was successful, we must look at the final products, the newspapers. Students should have been able to identify the key events and vital documents and people involved with World War I. Content used in the articles should be accurate and precise, as well as the presentation should be done through memory since this is just further repetition of the major highlights of the Great War. Although the project will be graded as a group, the presentation of each part in the newspaper will be done on an individual basis. Furthermore, at the end of the lesson and presentations of the students' final project, an assessment (Assessment) will be handed to each member of the group and filled out to assess each members role in the group. To determine whether or not students have a satisfactory understanding of the content is in the student evaluation page.


Example Newspaper

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