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Page 1: You, Red Baron!: New Technology in World War I...with chlorine bleach at home and in pools. You might also help them remember what breathing too much bleach feels like or how their

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.

Page 2: You, Red Baron!: New Technology in World War I...with chlorine bleach at home and in pools. You might also help them remember what breathing too much bleach feels like or how their

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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Page 3: You, Red Baron!: New Technology in World War I...with chlorine bleach at home and in pools. You might also help them remember what breathing too much bleach feels like or how their

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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Page 4: You, Red Baron!: New Technology in World War I...with chlorine bleach at home and in pools. You might also help them remember what breathing too much bleach feels like or how their

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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Page 5: You, Red Baron!: New Technology in World War I...with chlorine bleach at home and in pools. You might also help them remember what breathing too much bleach feels like or how their

LessonActivitiesContinued

Suggestionsforassessment:

ACESparagraphansweringtheques-tion“Howwereinventionsandpro-ductionoftheIndustrialRevolutionusedinWorldWarI?”

Reviewtheobjectiveandmakesureit

istestingintheoverallunit. Continuetodrawparallelsbetween

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

HavestudentsresearchandreportontechnologicalinnovationsofWorldWarI.

 

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