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Lesson Plan by Mitchell Zuvela B. Sc., B. Ed.

The Great Wars

Pixton Lesson Plan on The Great Wars

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Pixton Lesson Plan on The Great Wars
Pixton Lesson Plan on The Great Wars
Pixton Lesson Plan on The Great Wars

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The Great Wars

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  • Boat
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  • Bridge
    Bridge
  • Building
    Building
  • Fire
    Fire
  • Grenade
    Grenade
  • Gun
    Gun
  • Plane
    Plane
  • Rubble
    Rubble
  • Submarine
    Submarine
  • Tank
    Tank
Print this Teacher Guide

Teacher Guide

The Great Wars

Step 1Class discussion with students

Getting Started

The two Great Wars left a wake of destruction that Europe spent decades trying to recover from. For over a century, France and Germany were involved in an ongoing struggle for power, wealth, and territory. Spanning back to the Napoleonic wars, France and Germany were engaged in a series of wars that created a rift between these two countries. Germany artfully sought revenge on France by carefully orchestrating the Franco-Prussian war where Germany came out victorious. During France’s surrender at the Treaty of Frankfurt, Germany took back the prized region of Alsace-Lorraine that they had lost during the Napoleonic wars. Embarrassed by the loss, France began to plan its revenge by aligning itself with other European nations to regain the balance of power.

World War I was fought between 1914 and 1918 in a conflict between the Allies and the Central Powers. The assassination of Archduke Franz Ferdinand set off a chain reaction of events that entangled most of Europe in a major war. Germany’s main plan was to attack France through Belgium so that they would circumvent France’s major defenses. Germany was unsuccessful in their plan due to an attack by Russia which forced Germany to divert troops east, allowing the French and British troops to hold the Germans at bay outside of Paris. The Russians eventually backed out of the war, but the damage had been done as Germany could never regain the upper hand. The war officially ended with the signing of the Treaty of Versailles is the spring of 1919. France got their revenge by taking back Alsace-Lorraine, as well, they imposed harsh economic sanctions and military restraints on Germany.

World War II stemmed from a growth in nationalism due to the harsh penalties that Germany faced after WWI. The war was the most widespread in history with over 30 countries and 100 million people partaking. The Axis, which was led by Adolph Hitler, was made up of Italy, Germany, Austria, and Japan. The Allies were made up of France, Russia, Great Britain and her colonies, and were joined by the US after the bombing of Pearl Harbor. Germany was very successful in the west, with almost all of France being conquered. Hitler, who became overconfident after his successes in France, turned his efforts to the east. Russian leaders chose to sit back while the German forces marched forward with winter fast approaching. The Germans were not prepared for the harsh Russian winter and were unable to successfully take the main city of Stalingrad. With the German forces split, the Allies made a decisive move to retake France through a large offensive campaign in Normandy. The attack on Normandy turned the tides for the Allies and secured their future victory. The U.S. were successful in stopping the Japanese forces with the detonation of an atomic bomb in Hiroshima and Nagasaki. At the conclusion of the war, Europe’s borders were redrawn and shared between the victors.

Opening Discussion

Read the following statements for your class. Ask them to decide whether the statement applies to World War I or World War II.

  • Trench warfare (WWI)
  • The Germans persuaded Mexico into a sneak attack on the U.S. (WWII)
  • The Queen served as a mechanic during this war (WWII)
  • The Big Bertha was used in battle (WWI)
  • The first casualty of the war was a rabbit (WWII)
  • The war cost each American about $20,000 to fund (WWII)
  • Dogs were used as messengers (WWI)
  • More than ¾ of the Russian army was killed (WWI)
  • Around 37 million casualties were recorded (WWI)
  • Brazil sent 25,000 troops to fight (WWII)
Step 2Pixton comic-making activities
  • Make a Comic
    The Fascists

    View Activity
  • Make a Comic
    Battles of WWII

    View Activity
  • Make a Comic
    Causes of WWI

    View Activity
  • Make a Comic
    WWII Propaganda Poster

    View Activity
  • Extension / Modification
    Timeline (Extension / Modification)

    Create a Timeline summarizing the major Allied victories and losses during WWII.

  • Extension / Modification
    Poster (Extension / Modification)

    Create a Poster that summarizes the conflict between China and Japan from 1900 to 1950.

Step 3Concluding discussion with students

WWI was a battle of attrition between the Allies and the Central Powers due to an ongoing strategy of trench warfare. Life in the trenches was extremely difficult. Poor sanitation, rats, inadequate shelter, and constant shelling left soldiers fatigued and weary. The movie "All Quiet on the Western Front" tells the story from the perspective of a German soldier living in the trenches. This movie provides an excellent account of life in the trenches. Watch the movie with your class or clips can be used for reference. Write a trench diary through the eyes of an Allied or Central Power soldier during WWI. Students should include relevant details and use historical facts to accurately illustrate what life was like in the trenches.

Print this Activity

Pixton Activity: The Great Wars 1 The Fascists

Instructions

Complete a Character Map analyzing the major beliefs, attitudes, policies and ideas of one of the following leaders:

  • Mussolini
  • Hitler
  • Lenin
  • Stalin

How did the policies of theses fascists lead to a totalitarian regime in Italy, Germany, or the Soviet Union?

Your map should include:

  • An appropriate graphic
  • A detailed description

See the rubric for grading guidelines.

Rubric: The Fascists

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Understanding of Concepts • explains with extensive detail
• numerous connections made between concept and activity
• illustrations and descriptions are comprehensive
• explains with detail
• considerable connections made between concept and activity
• illustrations and descriptions have purpose
• explains with sufficient detail
• several connections made between concept and activity
• illustrations and descriptions have basic purpose
• explains with limited detail
• limited connections made between concept and activity
• illustrations and descriptions have little purpose
• explains with no detail
• very few connections made between concept and activity
• illustrations and descriptions have no purpose
Inquiry/Research Skills • Extensive use of details; support from a wide variety of sources
• Facts are accurate and complete
• Source are accurately listed
• Considerable use of details; support from several sources
• Facts are accurate
• Sources are accurately listed
• Includes several relevant details; basic use of sources
• Facts are consistent
• Sources listed
• Some relevant details included; sources are limited
• Facts contain some inaccuracies
• No sources listed
• Very few relevant use of details
• Facts are inaccurate or false
• No sources listed
Communication • excellent communication of ideas
• statements are dynamic with extensive development
• descriptions are purposeful and well organized
• effective communication of ideas
• statements are powerful with appropriate development
• descriptions are concise and organized
• sufficient communication of ideas
• statements are consistent with increasing development
• descriptions are basic and organized
• poor communication of ideas
• statements are general with some development
• descriptions are limited and unorganized
• inadequate communication of ideas
• statement are general with little development
• descriptions are incomplete and unorganized
Style • correct sentence structure, grammar, spelling and punctuation; may include some errors in complex structures
• panels are highly organized with exceptional use of supporting details
• few errors in basic sentence structure, spelling, punctuation, or grammar; errors do not interfere with meaning
• panels have excellent organization with effective use of supporting details
• occasional errors in sentence structure, spelling, punctuation, or grammar; errors rarely interfere with meaning
• panels have basic organization and supporting details
• several errors in sentence structure, spelling, punctuation, or grammar; errors may make parts hard to follow
• panels have limited organization and supporting details
• repeated errors in basic sentence structure, spelling, punctuation, or grammar often make the writing hard to understand
• panels are unorganized and lack supporting details
Total
Print this Activity

Pixton Activity: The Great Wars 2 Battles of WWII

Instructions

Create a Storyboard that summarizes a major battle in WWII.

Each student will choose one of the following battles to summarize:

  • The German conquest of continental Europe
  • Stalingrad
  • The Battle of Britain
  • D-Day
  • Pearl Harbor
  • The Bataan Death March
  • El Alamein
  • Okinawa
  • Battle of the Bulge
  • Iwo Jima
  • Midway

Each student's comic will become part of a Comic Book that illustrates the major battles of WWII.

See the rubric for grading guidelines.

Rubric: Battles of WWII

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Understanding of Concepts • explains with extensive detail
• numerous connections made between concept and activity
• illustrations and descriptions are comprehensive
• explains with detail
• considerable connections made between concept and activity
• illustrations and descriptions have purpose
• explains with sufficient detail
• several connections made between concept and activity
• illustrations and descriptions have basic purpose
• explains with limited detail
• limited connections made between concept and activity
• illustrations and descriptions have little purpose
• explains with no detail
• very few connections made between concept and activity
• illustrations and descriptions have no purpose
Inquiry/Research Skills • Extensive use of details; support from a wide variety of sources
• Facts are accurate and complete
• Source are accurately listed
• Considerable use of details; support from several sources
• Facts are accurate
• Sources are accurately listed
• Includes several relevant details; basic use of sources
• Facts are consistent
• Sources listed
• Some relevant details included; sources are limited
• Facts contain some inaccuracies
• No sources listed
• Very few relevant use of details
• Facts are inaccurate or false
• No sources listed
Communication • excellent communication of ideas
• statements are dynamic with extensive development
• descriptions are purposeful and well organized
• effective communication of ideas
• statements are powerful with appropriate development
• descriptions are concise and organized
• sufficient communication of ideas
• statements are consistent with increasing development
• descriptions are basic and organized
• poor communication of ideas
• statements are general with some development
• descriptions are limited and unorganized
• inadequate communication of ideas
• statement are general with little development
• descriptions are incomplete and unorganized
Style • correct sentence structure, grammar, spelling and punctuation; may include some errors in complex structures
• panels are highly organized with exceptional use of supporting details
• few errors in basic sentence structure, spelling, punctuation, or grammar; errors do not interfere with meaning
• panels have excellent organization with effective use of supporting details
• occasional errors in sentence structure, spelling, punctuation, or grammar; errors rarely interfere with meaning
• panels have basic organization and supporting details
• several errors in sentence structure, spelling, punctuation, or grammar; errors may make parts hard to follow
• panels have limited organization and supporting details
• repeated errors in basic sentence structure, spelling, punctuation, or grammar often make the writing hard to understand
• panels are unorganized and lack supporting details
Total
Print this Activity

Pixton Activity: The Great Wars 3 Causes of WWI

Instructions

Complete a Mind Map that summarizes three or four major causes of WWI.

Each panel should include:

  • An appropriate graphic
  • A title
  • A detailed description of how the event contributed to the start of WWI

See the rubric for grading guidelines.

Rubric: Causes of WWI

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Understanding of Concepts • explains with extensive detail
• numerous connections made between concept and activity
• illustrations and descriptions are comprehensive
• explains with detail
• considerable connections made between concept and activity
• illustrations and descriptions have purpose
• explains with sufficient detail
• several connections made between concept and activity
• illustrations and descriptions have basic purpose
• explains with limited detail
• limited connections made between concept and activity
• illustrations and descriptions have little purpose
• explains with no detail
• very few connections made between concept and activity
• illustrations and descriptions have no purpose
Inquiry/Research Skills • Extensive use of details; support from a wide variety of sources
• Facts are accurate and complete
• Source are accurately listed
• Considerable use of details; support from several sources
• Facts are accurate
• Sources are accurately listed
• Includes several relevant details; basic use of sources
• Facts are consistent
• Sources listed
• Some relevant details included; sources are limited
• Facts contain some inaccuracies
• No sources listed
• Very few relevant use of details
• Facts are inaccurate or false
• No sources listed
Communication • excellent communication of ideas
• statements are dynamic with extensive development
• descriptions are purposeful and well organized
• effective communication of ideas
• statements are powerful with appropriate development
• descriptions are concise and organized
• sufficient communication of ideas
• statements are consistent with increasing development
• descriptions are basic and organized
• poor communication of ideas
• statements are general with some development
• descriptions are limited and unorganized
• inadequate communication of ideas
• statement are general with little development
• descriptions are incomplete and unorganized
Style • correct sentence structure, grammar, spelling and punctuation; may include some errors in complex structures
• panels are highly organized with exceptional use of supporting details
• few errors in basic sentence structure, spelling, punctuation, or grammar; errors do not interfere with meaning
• panels have excellent organization with effective use of supporting details
• occasional errors in sentence structure, spelling, punctuation, or grammar; errors rarely interfere with meaning
• panels have basic organization and supporting details
• several errors in sentence structure, spelling, punctuation, or grammar; errors may make parts hard to follow
• panels have limited organization and supporting details
• repeated errors in basic sentence structure, spelling, punctuation, or grammar often make the writing hard to understand
• panels are unorganized and lack supporting details
Total
Print this Activity

Pixton Activity: The Great Wars 4 WWII Propaganda Poster

Instructions

Design a WWII Propaganda Poster that depicts anti-Nazi slogans and imagery.

  • Make sure to use appropriate illustrations and language that are typical to this period.

See the rubric for grading guidelines.

Rubric: WWII Propaganda Poster

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Understanding of Concepts • explains with extensive detail
• numerous connections made between concept and activity
• illustrations and descriptions are comprehensive
• explains with detail
• considerable connections made between concept and activity
• illustrations and descriptions have purpose
• explains with sufficient detail
• several connections made between concept and activity
• illustrations and descriptions have basic purpose
• explains with limited detail
• limited connections made between concept and activity
• illustrations and descriptions have little purpose
• explains with no detail
• very few connections made between concept and activity
• illustrations and descriptions have no purpose
Inquiry/Research Skills • Extensive use of details; support from a wide variety of sources
• Facts are accurate and complete
• Source are accurately listed
• Considerable use of details; support from several sources
• Facts are accurate
• Sources are accurately listed
• Includes several relevant details; basic use of sources
• Facts are consistent
• Sources listed
• Some relevant details included; sources are limited
• Facts contain some inaccuracies
• No sources listed
• Very few relevant use of details
• Facts are inaccurate or false
• No sources listed
Communication • excellent communication of ideas
• statements are dynamic with extensive development
• descriptions are purposeful and well organized
• effective communication of ideas
• statements are powerful with appropriate development
• descriptions are concise and organized
• sufficient communication of ideas
• statements are consistent with increasing development
• descriptions are basic and organized
• poor communication of ideas
• statements are general with some development
• descriptions are limited and unorganized
• inadequate communication of ideas
• statement are general with little development
• descriptions are incomplete and unorganized
Style • correct sentence structure, grammar, spelling and punctuation; may include some errors in complex structures
• panels are highly organized with exceptional use of supporting details
• few errors in basic sentence structure, spelling, punctuation, or grammar; errors do not interfere with meaning
• panels have excellent organization with effective use of supporting details
• occasional errors in sentence structure, spelling, punctuation, or grammar; errors rarely interfere with meaning
• panels have basic organization and supporting details
• several errors in sentence structure, spelling, punctuation, or grammar; errors may make parts hard to follow
• panels have limited organization and supporting details
• repeated errors in basic sentence structure, spelling, punctuation, or grammar often make the writing hard to understand
• panels are unorganized and lack supporting details
Total

Example Poster

The Great War: Propaganda Poster by Student

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