1. World War I: Year by Year

2. World War I: Year by Year
When the First World War broke out in 1914, the mood was almost festive. Most people believed it would be a short war that would solve many of the problems of the competing nations. As the war dragged on, it became a battle of attrition. Victory came down to a simple question: which nation could continue to supply soldiers and weapons in order to outlast the others?
In this seminar, students will study the events occurring in four periods of time: 1914; ; 1917; Using primary and secondary sources, students will attempt to answer the following question:
“How was [year] significant in the course of the war in terms of the front lines and the home front?”

3. How does [insert year] reflect total war?
The following are some questions/options to consider as you prepare to participate in your seminar:
To what extent did the home front change or reflect the reality of the front lines? Determine and describe the key events or turning points that help exemplify this interplay.
What strategies or tactics were used in an effort to end the war? How successful were they and how were they evolving?
Using specific artists or poets, examine the role imagination played in trying to bring the realities of the front to people at home.
How does [insert year] reflect total war?

4. Instructions Choose a date and front(s):
Gather resources from the Internet, library or our past readings that help answer the questions of the seminar. Also, feel free to use notes that I have compiled for each date.
Make a one page hand-out for your peers that breaks down the year into logical parts.
Annotated Bibliography – correct format – see MLA style
provide a brief description of the source
include a statement on the usefulness of the source
comment on any apparent biases
– Try include a minimum of five secondary sources and two primary sources
1914 (western)
(western)
1917 (western)
1918 (western)
1914 (other)
(other)
1917 (other)
1918 (other)

5. Rubric A B C D F • Student attends class always and is always prepared
• Student initiates discussion through aggressive questioning
• Student understands outside reading and brings this understanding to the class discussion
• Student is able to clearly communicate ideas at a high level
• Student is able to teach other students B
• Student attends class always and is always is prepared
• Student initiates discussion by raising questions
• Student understands outside reading
• Student is able to communicate ideas at a high level
• Student is able to help other students understand their ideas C
• Student attends class always and is usually prepared
• Student voluntarily answers questions
• Student understands assigned readings
• Student is able to communicate ideas
• Student is able to discuss ideas with other students D
• Student attends class usually and is occasionally prepared
• Student occasionally answers questions when called on
• Student does the assigned reading
• Student tries to communicate ideas
• Student is able to listen to students share ideas F
• Student is frequently absent from class and rarely prepared
• Student passively listens in class
• Student doesn’t complete the assigned readings
• Student does not communicate clearly