Introduction:AspartofastudyonWorldWarI,studentswillunderstandhownewindustrialin-ventionsandtechnologywereadaptedtotrytobreakthestalemateoftrenchwarfareontheWesternFront,relatethosedevelopmentstomodernexamplesofdisruptivetechnology,andconsiderhownewtechnologycanbeusedpositivelyandnegatively.  

Note:ThislessonplanshouldbeconsideredpartofanoverallunitonWorldWarI/ProgressiveEra/GlobalWar.Itfocusesononeaspectofthewarandshouldn’ttakemorethanacoupleofclassesdependingonlengthandteacherpreference.

GuidingQuestions: Howcantechnologydisrupthistory?

Howcantechnologybenegative?

HowwasnewindustrialmilitarytechnologyadaptedtomilitaryuseduringWorldWarI?

LearningObjectives:Inthecourseofthelesson,studentswill Studentswillbeabletoexplainhownewindustrialtechnologyadaptedtomilitaryuseduring

WorldWarI.

CurriculumStandards:W.28‐Explainthenatureofthewaranditshumancostsonallsidesofthecon lict,includingunprece-dentedlossoflifefromprolongedtrenchwarfare.

W.29‐Traceadvancesinweaponry,thebeliefthatthe“GreatWar”wouldendwar,anddisarmamentmovements.

US.28‐IdentifyandexplaintheimpactofthefollowingeventsandpeopleduringWorldWarI: …--Useofnewweaponsandtechnology

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CurseYou,RedBaron!:NewTechnologyinWorldWarILessonplansforprimarysourcesattheTennesseeStateLibrary&Archives

Author:JoelCovington,CaneRidgeHighSchool

GradeLevel:9thgradeWorldHistory/GeographyorotherWorldHistoryclass 11thGradeUSHistory/GeographyorotherUSHistoryclass

Middleschoolteachersshouldpreviewmaterialsbeforeuse.

DateCreated:January2015

Visitwww.tn.gov/tsla/educationoutreachforadditionallessonplans.

CommonCoreLiteracyinHistory/SSStandards:

CCSS.ELA-Literacy.RH.9-10.1-Citespeci ictextualevidencetosupportanalysisofprimaryandsecondarysources,attendingtosuchfeaturesasthedateandoriginoftheinformation.CCSS.ELA-Literacy.RH.9-10.2-Determinethecentralideasorinformationofaprimaryorsec-ondarysource;provideanaccuratesummaryofhowkeyeventsorideasdevelopoverthecourseofthetext.

MaterialsNeeded:1.StudentinternetaccessORalotofprinterink2.Projectororscreenforwholeclassstreaming

3.Bookmarkedwebsites: http://www.pbs.org/how-we-got-to-now/videos/ TennesseeinWorldWarICollection GasAttack TheVolunteerStateGoesToWar:ASalutetoTennesseeVeterans http://www.warpoetry.co.uk/owen1.html http://www.pbs.org/wgbh/nova/military/ irst-air-war.html PuryearFamilyPhotographAlbums http://www.deseretnews.com/article/192281/FORGET-RED-BARON-SMITHSONIAN

-DEBUNKS-AVIATIONS-WWI-ROLE.html?pg=allAllsitesarebookmarkedathttp://guest.portaportal.com/jbcov.

Background:“WorldWarI”

Author:MargaretRipleyWolfe SourceLocation:TennesseeEncyclopediaofHistory&Culture

LessonActivity1:Introduction

Manyconsiderthe21stcenturythedawnofanewtechno-logicalera—theInformationAge.Onecouldarguethatthesmartphoneisthemainavatarofthisnewera.Howhasthesmartphonebothbeenapositiveandanegativeinvention?HowhasitaffectedyourlivespositivelyANDnegatively?Givetwoexampleseachofpositiveandnegativeeffects.

Usethediscussionofstudentresponsestointroducetheideaofdisruptivetechnology—technologythatchangeslivesandmarkets(pc’s,cars,email,toilets).Watchtheclipfromthe“HowWeGottoNow”epi-sode“Clean”onhowtoiletschangedsanitationandthedevelopmentofchlorination.Givethestudentsafocusfortheclip—“Howweretoiletsandchlorinationdisruptive?”

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LessonActivitiesContinued

Note1:ThisisNOTacomprehensivelookatWWI.Studentsshouldalreadyhavebeenexposedtothecausesanddif-ferentalliancesinthewar.AnunderstandingofthestaticnatureoftheWesternFrontafter1914-1915wouldalsosavetime,butcanbeaddressedinthelessonbrie ly.Forabrief summaryofeventsleadingtothewar,seethetextontheTSLAcollection“TennesseeinWorldWarI”.

Note2:Thislessonplancanalsobeusedasanintroductiontousingprimarysourcesinclass.Allprimarysourcescanbeusedaspartoflecture,studentactivities,orindepthprimarysourcesanalysis.Linkstotoolsandanalysiswork-sheetsforeducatorsandstudentscanbefoundontheTSLAwebsite.

Note3:Eachprimarysourceand ilmclipinthelessonplanhasafocusquestionforthesourceor ilm.Thisquestionshouldpointstudentstowardsthepointsofemphasisforthesource.

1. Sharethelessonobjectiveswiththeclass.Remindthemhowsmartphonesandtoiletschangedhu-manlivesbothpositivelyandnegatively.AlsoreviewwhatstudentshavealreadylearnedaboutWWIandnewtechnologyoftheIndustrialRevolution.

2. Next,shareanexampleofdisruptivetechnology—chlorine.

Remindstudentsthatchlorineusedtosanitizewatersavedmillionsoflives. Remindstudentsthatmanyofthem(atleasttheoneswhodotheirownlaundry)interact

withchlorinebleachathomeandinpools.Youmightalsohelpthemrememberwhatbreathingtoomuchbleachfeelslikeorhowtheireyesfeelaftertoomuchpooltime.

Havethestudentslookatthisaerialphotographofagasattackandanalyzewhattheysee.

Focusforthesource:Howwasthegaswasdeliveredtotheenemy(Seenote2aboveforaphotoanalysisworksheetifdesired)?Questionsforstudentsmightincludewhetherornotdependingonthewindtodeliveryourweaponofmassdestructionisagreatidea…

Havestudentsgotheonlineexhibit,“TheVolunteerStateGoestoWar:ASalutetoTennes-

seeVeterans—WorldWarI”,attheTSLAwebsite.Scrollabout¾ofthewaydownthepageuntilyoureachthesection“PoisonGas.”Havethestudentsclickonpagesoneandtwoofthe“GasMemorandum.”Focusforthesource:Howwasgasdelivered,andwhatweresomeoftheeffectsofgas(“Lethal”describestheeffectsofchlorinegas,“cloud”istheusualchlorinedeliverymethod,and“phosgene”describesthesymptoms).

Now,havestudentsreadthepoem“DulceetDecorumEst”byWilfredOwens,onthesame

webpagerightunderthememo.Ifyouneedsomeannotationstounderstandsomeofthereferences(orjustwantstudentsto igureitoutforthemselves)seethewebsite“TheWarPoetryWebsite”.Focusforthesource:Whatdoesthepoemdescribe?Whatevidenceinthepoemleadsyoutothisconclusion?Whatvividlanguagedoesthepoetusetodescribewhatit’sliketobeinagasattack?

Debriefthestudentstodrawconclusionsabouthowchlorinegaswasturnedfromanin-

novationthatsavedtensofmillionsoflivestoadeadlyweaponofwar.

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LessonActivitiesContinued

3. Nowallowstudentstoexploretherestoftheonlineexhibit“TheVolunteerStateGoestoWar—WorldWarI”AND/ORthe“TennesseeinWorldWarI”collectionintheTennesseeVirtualArchive(TeVA)attheTSLAwebsite.RemindstudentsofsomeoftheinnovationsofthelateIndustrialRevolution—transportationinventionsinparticular.Focusforsource:Createat-chartthatlistsallofthe“new”weaponsofwaryouseeonthewebsite(photographsonly)inonecolumn&weaponsinitiallycreatedfor“civilianuse”(automobiles,tanks)intheoth-er.

4. Towrapup,exploreanotherinnovationofthelateIndustrialRevolutionthatwasquicklyturnedintoaweaponofwar—theairplane.

Showstudentsthe irstpartoftheNOVAdocumentary“FirstAirWar”.Focusforsource:Forwhatwereairplanesusedasthewarprogressed?

(Youcanchoosetouseasmuchoraslittleofthedocasyoulike—Iwouldsuggeststop-pingatthefollowingexchangeafterthetestingofthe ixedphotographat 20:00.

NARRATOR:Theteamlooksattheresultsofbothmissions.It'sclearthatthe ixedcameraproducedthebettershots.TheBE.2'scameramountmeansthatthepho-tographscanbeeasilyputtogethertoformanaerialviewoftheentirearea.

GENEDEMARCO:There'sasigni icantadvantagetothemodi icationsmadetotheairplane,thedevelopmentoftheairplane.

BEVAN:Absolutely!Yeah. Pickthedocbackupat31:04withthefollowingline:

NARRATOR:WhatFokkerisabouttodeliverwilltipthebalanceofpowerintheairinGermany'sfavor.Fokker'sinterruptermechanismsynchronizesthegun's iringratewiththeenginesothatthebullets lythroughthegapsbetweenthespinningpropellerblades.Butwhenthepropellerpassesinfrontofthemuzzle,amecha-nismblocksthetriggerofthemachinegunandstopsitfrom iring.

Continuewithsamefocusforsourceuntil33:00andthefollowingline: …knownasthe“Fokkerscourge.”

Scrolltonearlytheendofthe ilmandpickitbackupat48:00withthefollowingline: NARRATOR:Now, inally,withtheSopwithCamel….

Thislastpartisnotstrictlynecessary,buthasalotofcoolplanes lyingaroundandbringstheairwarbacktoindustrialmassproduction.

Ifyouwouldliketodevelopmorematerialontheairwar,youcanhavestudentsexplorethePuryearFamilyPhotographAlbumscollectionintheTennesseeVirtualArchive(TeVA).GeorgePuryearwasanaviatorfromTennesseewhowasshotdownoverenemyterritory.Thecollectionisabitdif iculttoworkwithduetoitsscrapbooknature ,butmightalsobeagoodintrotostudentsusingthearchivecollections,searchingthesources,andanalyzing.ItisactuallyanentiredigitizedfamilyphotoalbumyoucanexplorefrompagetopageandincludesdozensofphotographsofaviationduringWorldWarI.

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LessonActivitiesContinued

Suggestionsforassessment:

ACESparagraphansweringtheques-tion“Howwereinventionsandpro-ductionoftheIndustrialRevolutionusedinWorldWarI?”

Reviewtheobjectiveandmakesureit

istestingintheoverallunit. Continuetodrawparallelsbetween

technologicalinnovationandmilitaryhardware—nuclearweapons,GPSsmartbombs,themurderfactoriesoftheHolocaust,assaultri les,jets,rockets,spacerace,etc.

HavestudentsresearchandreportontechnologicalinnovationsofWorldWarI.

 

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