ALEX Learning Activity

  

Thinking Outside the Box with WWI Primary Sources! (A Mini Breakout Game)

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  This learning activity provided by:  
Author: Julie Powell
System:Elmore County
School:Elmore County High School
  General Activity Information  
Activity ID: 1897
Title:
Thinking Outside the Box with WWI Primary Sources! (A Mini Breakout Game)
Digital Tool/Resource:
Draft Registration Card Quiz (Google Forms Quiz)
Web Address – URL:
Overview:

This mini-Breakout game introduces students to primary sources and World War I in an engaging and fun manner! Students use hints and solve clues to unlock the box and rescue primary source analysis documents that help them reveal details about the impact of World War I on Alabamians such as Curtis McCall. The main primary source utilized in the game/introductory activity is a draft registration card from World War I. 

This activity results from the ALEX Resource Gap Project.
  Associated Standards and Objectives  
Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 4
Alabama Studies
11 ) Describe the impact of World War I on Alabamians, including the migration of African Americans from Alabama to the North and West, utilization of Alabama's military installations and training facilities, and increased production of goods for the war effort.

•  Recognizing Alabama participants in World War I, including Alabama's 167th Regiment of the Rainbow Division
•  Identifying World War I technologies, including airplanes, machine guns, and chemical warfare
Unpacked Content
Strand: Economics, Geography, History
Course Title: Alabama Studies (Alabama)
Evidence Of Student Attainment:
Students:
  • Analyze the impact of World War I on Alabamians.
  • Describe the causes that led to the migration of African Americans from Alabama to the North and West.
  • Analyze the purpose of the utilization of Alabama's military installations and training facilities.
  • Analyze the causes and effects of the increased production of goods for the war effort.
  • Assess the importance of Alabama's participation in World War I, including Alabama's 167th Regiment of the Rainbow Division.
  • Analyze the impact of World War I technologies, including airplanes, machine guns, and chemical warfare on the end result of the war and on Alabama's economy.
Teacher Vocabulary:
  • analyze
  • infer
  • assess
  • home front
  • propaganda
  • installation
  • utilization
  • technology
  • WWI
  • Great Migration
Knowledge:
Students know:
  • How Alabamians were impacted by WWI.
  • The factors that led to the migration of African Americans from Alabama to the North and West.
  • Alabama was home to many military installations and training facilities.
  • The production of many goods increased greatly as a result of the war.
  • Many Alabamians participated in the war including Alabama's 167th Regiment of the Rainbow Division.
  • New technologies, including airplanes, machine guns, and chemical warfare, greatly impacted the outcome of the war.
Skills:
Students are able to:
  • Recognize the impact of World War I on Alabamians.
  • Trace on a map the migration of African Americans from Alabama to the North and West.
  • Identify Alabama's military installations and training facilities.
  • Analyze graphs to determine increased production of specific goods during WWI.
  • Identify World War I technologies, including airplanes, machine guns, and chemical warfare.
Understanding:
Students understand that:
  • World War I had a significant impact on Alabama.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.4.11- Identify the important role Alabama played during World War I and the impact World War I had on the lives of Alabamians.
Social Studies
SS2010 (2010)
Grade: 6
United States Studies: The Industrial Revolution to the Present
3 ) Identify causes and consequences of World War I and reasons for the United States' entry into the war.

Examples: sinking of the Lusitania, Zimmerman Note, alliances, militarism, imperialism, nationalism

•  Describing military and civilian roles in the United States during World War I
•  Explaining roles of important persons associated with World War I, including Woodrow Wilson and Archduke Franz Ferdinand
•  Analyzing technological advances of the World War I era for their impact on modern warfare
Examples: machine gun, tank, submarine, airplane, poisonous gas, gas mask

•  Locating on a map major countries involved in World War I and boundary changes after the war
•  Explaining the intensification of isolationism in the United States after World War I
Example: reaction of the Congress of the United States to the Treaty of Versailles, League of Nations, and Red Scare

•  Recognizing the strategic placement of military bases in Alabama (Alabama)
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
  • Identify how the sinking of the Lusitania, the Zimmerman Note, alliances, imperialism, militarism and nationalism led to U.S. entry into WWI.
  • Describe the various roles of military and civilians in WWI.
  • Explain Woodrow Wilson and Archduke Franz Ferdinand and their association to WWI.
  • Analyze machine guns, tanks, submarines, airplanes, poison gas, and gas masks and their contributions to advancing modern warfare during WWI.
  • Use map skills to locate key countries involved in WWI and boundary changes post WWI.
  • Explain reactions to the Treaty of Versailles, League of Nations and the Red Scare pertaining to the intensification of isolationism in the United States after WWI.
  • Recognize military bases of Alabama and their strategic placement.
Teacher Vocabulary:
  • WWI
  • Lusitania
  • Zimmerman Note
  • alliances
  • militarism
  • imperialism
  • nationalism
  • modern warfare
  • isolationism
  • Treaty of Versailles
  • League of Nations
  • Red Scare
Knowledge:
Students know:
  • The causes and consequences of U.S. involvement in WWI (sinking of the Lusitania, the Zimmerman Note, Alliance System, Militarism, Imperialism, and Nationalism).
  • The roles of military and civilians played in WWI.
    • Important people involved in WWI (Woodrow Wilson, Archduke Franz Ferdinand).
  • The impact of technological advances of WWI on modern warfare (machine guns, tanks, submarines, airplanes, poison gas, and gas masks).
  • How to locate countries involved in WWI on a map and boundary changes that occurred after WWI.
  • The factors contributing to isolationism in the United States after WWI (Treaty of Versailles debate, Red Scare, League of Nations).
  • Strategic locations of military bases in Alabama.
Skills:
Students are able to:
  • Locate places on a map.
  • Read and interpret primary source documents.
  • Cite evidence to support historical events.
Understanding:
Students understand that:
  • There were many reasons for United States entry and involvement in World War I and there were causes and consequences of this involvement.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.6.3- Identify strategic placement of military bases in Alabama, such as Redstone Arsenal, Fort Rucker, Fort McClellan, and Craig Air Force Base.
Learning Objectives:

The students will describe military and civilian roles in the United States during World War I by analyzing a primary source document.

The students will recognize Alabama participants in World War I and describe the impact of World War I on Alabamians by analyzing a primary source document.
  Strategies, Preparations and Variations  
Phase:
Before/Engage
Activity:

See Advanced Preparation Directions first, please.

  1. The students will be divided into groups (2 or 3 students per group). Give each group the envelope prepared by the teacher and a device with internet access (the link works on mobile phones).

  2. The students will access the link on the envelope (when they realize the clue is a website: goo.gl/fk73gZ) and will be directed to a Google form quiz on the WWI draft card that is in the envelope. 

  3. Students will answer four questions about the draft card. Each time they finish the quiz, they will view their score and read feedback. When all four questions are answered correctly, the combination to the four-digit lock on the toolbox will be in the feedback. Question 1: Great job! You're TOO smart! Question 2: High FIVE! You got it right! Question 3: Excellent... You WON! Question 4: Great! Nothing else FOR you to learn... Therefore, the code is 2-5-1-4. (If students aren't getting the clue, remind them to review instructions and feedback. Never give them the combination!)

  4. When students unlock the box, they will get the primary source analysis document and any other treat the teacher may choose to place in the box. Then, they should re-lock the box so other groups may continue working until all groups finish the game.

  5. Students should then analyze the draft card in their groups using the primary source analysis document from the toolbox.

  6. The students will discuss findings as a class and how WWI may have impacted not only Curtis McCall but other Alabamians and Americans as well.
Assessment Strategies:

  • Informal Observation/Discussion

  • Google Form/Quiz

  • Work Product: Primary Source Analysis Form
Advanced Preparation:

1. Gather materials needed: Small toolbox, 4-digit lock (reset-able), devices with internet access for student groups

2. Print the following WWI Draft Card document from the AL Department of Archives: https://drive.google.com/open?id=19oZ9_asZaUfst6RurZlIgBhH9Sl4t5LU (Print one for each group of students. Groups should be 2-3 students.)

3. Place the Draft Card in an envelope for each group and write the following on the outside of the envelope: 

gee

oh

oh

dot

gee

el

slash

ef

kay

seven

three

gee

capital zee

(This is actually a website! goo.gl/fk73gZ   Students will figure it out!)

4. Print ONE of the following primary source analysis forms (one per group) and place in the toolbox. The teacher may choose to place another treat in the box for students as well. Choose the ONE most appropriate for the level of your students.

a. https://historytech.wordpress.com/2016/03/03/6-cs-to-better-document-analysis/

b. https://www.archives.gov/files/education/lessons/worksheets/written_document_analysis_worksheet_novice.pdf

c. http://www.history.org/history/teaching/enewsletter/volume6/images/sept/ps_analysis_worksheet.pdf

5. After the teacher has placed a primary source analysis sheet for each group in the toolbox, set the four-digit lock to 2-5-1-4, place it on the box, and lock it! You are ready to play the mini Breakout game!

***Have other primary sources ready to discuss as you move forward with your unit on WWI. This is just an introduction to engage students with the WWI topic.***
Variation Tips (optional):

See #4 in Advanced Preparation for options based on student level.
Notes or Recommendations (optional):
 
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