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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