A World At War!Designed by:Kelsey BoehmChrista Curren Ryan MargolisJoe O'Neill
IntroductionYou'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 TaskThis
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
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 War4. Once your topic is selected, you are responsible for doing research according to your role Note:
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. Roles: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.
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 MovementThe 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/civilian5.
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. SourcesWorld War I: Causes and History
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.
Focus on the Task Content
Consistently stays focused on the task and what needs to be done. Very self-directed.
Focuses on the task and what needs to be done most of the time.
Focuses on the task and what needs to be done some of the time.
Rarely focuses on the task and what needs to be done.
Content throughout the newspaper is accurate and sufficient.
The majority of the content in the newspaper is accurate with few errors.
Newspaper has some accurate information, but have several errors.
Content is inaccurate and imcomplete.
Participation Grade and Presentation
Contributes to other members in group and fulfills own personal responsibilities.
Mostly dependable, offers some input, and fulfills personal responsibilities.
Offers minimal help to group members and does not complete all personal responsibilities.
Fails to complete own personal responsibilities and offers no help to group members.
Information is clearly conveyed and understood. Presentation is rehearsed and portrays proficient public speaking skills.
Presentation is rehearsed but fails to show full understanding of material and lacks some public speaking skills.
Understands some of the material and has below average public speaking skills.
Unprepared for presentation and has no comprehension of material. Poor public speaking skills.
Listening, Questioning, and Discussing
Respectfully listens, interacts, discusses and poses questions to all
members of the team during discussions and helps direct the group in
Respectfully listens, interacts, discusses and poses questions to others during discussions.
Has some difficulty respectfully listening and discussing, and tends to dominate discussions.
Has great difficulty listening, argues with teammates, and is unwilling
to consider other opinions. Impedes group from reaching consensus.
Effective Use of Research
Uses all available research and fully supports arguments with facts and
supporting details. Artists have portrayed research successfully.
Uses the majority of the research and defends arguments most of the time. Artists' work based off majority of facts.
Uses some of the research and minimally uses facts to back up arguments. Artists show little facts behind work.
Rarely uses research given and fails to give supporting facts and details. Artists' work has no factual support behind it.
Consistently makes necessary compromises to accomplish a common goal.
Usually makes necessary compromises to accomplish a common goal.
Occasionally makes compromises to accomplish a common goal, and sometimes helps keep the group working well together.
Rarely makes compromises to accomplish a common goal and has difficulty getting along with other group members.
Always has a positive attitude about the task(s) and the work of others.
Usually has a positive attitude about the task(s) and the work of others.
Occasionally is publicly critical of the task(s) or the work of other members of the group.
Is often negative and publicly critical of the task(s) or the work of other members of the group.
All team members contributed equally to the finished project.
Assisted group/partner in the finished project.
Finished individual task but did not assist group/partner during the project.
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.
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:
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
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
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
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. ResourcesIn
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. Evaluation In
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