The Great War

What were the Underlying Causes of World War I?  Jot this down on your Bellwork Sheet. Please make sure to complete all aspects of the BW paper (this includes KWL, Essential Q, and LG). Upon Completion answer the 7 questions attached. You’re the BEST! Essential Question: How did competition bring about US dominance through economic, political, military power? Learning Goal: Students will be able to understand how the United States rose to global power in the early 1900s.

4- Students will be able to analyze how the U.S. rose to global dominance. 3- Students will be able to understand how the U.S. rose to global dominance. 2- Students will be able to define Imperialism. 1- Students have no foundational understanding of the subject being discussed.

THE FOUR CAUSES OF WORLD WAR I 1) Militarism 2) Alliances 3) Imperialism 4) Nationalism Discuss with Shoulder Partner what you think these words mean. Please write your inferences in your notes. After Discussion, we will define.

MAIN- the four causes of WWI 1) Militarism- the belief or desire of a government or people that a country should maintain a strong military capability and be prepared to use it aggressively to defend or promote national interests. 2) Alliances- a union or association formed for mutual benefit, esp. between countries or organizations. 3) Imperialism- a policy of extending a country's power and influence through diplomacy or military force. 4) Nationalism- a feeling that people have of being loyal to and proud of their country often with the belief that it is better and more important than other countries

Directions: 1. Students will be divided into five groups, rotating from each station analyzing WWI era documents. 2. At each station, students will determine whether this document reflects either Militarism, Alliances, Imperialism, or Nationalism; stating why it is that specific characteristic. 3. Groups will have 2 minutes at each station.

 Upon completion of the activity, students will remain in their groups discussing which part of the MAIN they viewed as the most significant and why?  Each student will write in their own words explaining their opinion. Answer must be 3-4 sentences long.

 Bellwork: Students will interpret the significance of the Assassination of Archduke Ferdinand.  Essential Question: How did competition bring about US dominance through economic, political, military power?  Learning Goal: Students will be able to understand how the United States rose to global power in the early 1900s.

1. Students will Read, Chapter 12, Section 1 2. Students will create a Matrix of the 4 Causes of WWI

 Essential Question: How did competition bring about US dominance through economic, political, military power?  Learning Goal: Students will be able to understand how the United States rose to global power in the early 1900s.

 Fought largely in Europe   Allies (France, England, America, Russia)  Central Powers (Germany, Austria-Hungary, and Turkey )

 Militarism: rivalries led nations to build up their military arsenals and plan strategies of offensive and defensive war.  Britain and Germany took the lead  Schlieffen plan Alfred von Schlieffen

 France: Plan 17  The French believed that if they drove straight into Germany through Alsace and Lorraine, using the fighting spirit "elan" of their soldiers and not relying on technology, they would quickly defeat the Germans.

 Mutual hostilities, jealousies, fears, economic rivalries led to defense alliances formed in Europe.  Triple Alliance: Germany, Austria-Hungary, Italy  1882: to prevent Italy From taking sides With Russia

 Triple Entente: England, France, Russia  Several agreements from to counter the German threat  No separate peace  Italy joined in 1915

 The quest for colonies and overseas resources/markets increased European rivalries

 Feelings of ethnic pride and unity  The desire for self-determination & freedom  Self determination is the principle in international law, that nations have the right to freely choose their sovereignty and international political status with no external compulsion or external interference.

 Poles divided in Germany, Austria-Hungary, Russia (by 1795 the Polish-Lithuanian Commonwealth had ended.) Nevertheless, hopes for restoration of Polish independence were kept alive throughout the 19th century by events within and without the Polish lands.

 Slavic people of central and eastern Europe sought independence from foreign control.  Russia wanted to be the leader of the Slavic people in Europe (including Serbs).  Serbia was an independent nation but millions of Serbs were in A-H empire.

 Not all Frenchmen were located in France  French lost Alsace-Lorraine to Germany in 1871

 On June28, 1914 in Sarajevo (the capital of A-H’s province of Bosnia) people gathered to see the Archduke Franz Ferdinand.  Gavrilo Princip, a member of the Black Hand, shot and killed Ferdinand and his wife.

 Austria issued an ultimatum to Serbia; Serbia only partially agreed.  Austria declared war on Serbia.

 Germany pledged to support Austria  Russia mobilized to help Serbia  Germany declared war on Russia  France allied with Russia  Germany declared war on France  Germany invaded Belgium  Britain declared war on Germany

 The invasion of Belgium  Four long years  Millions dead  Billions of dollars in damages

All Quiet on the Western Front

Manfred von Richthofen

What prompts countries to go to war? Essential Question: How did competition bring about US dominance through economic, political, military power? Learning Goal: Students will be able to understand how the United States rose to global power in the early 1900s.

 Students will read Ch. 12, sec 2  Students will complete cause and effect flow chart: What led the US to War?

 Essential Question: How did competition bring about US dominance through economic, political, military power?  Learning Goal: Students will be able to understand how the United States rose to global power in the early 1900s.

 WWI Documentary