Using overhead review underlying causes of WWI, emphasis acronym NIMS
Divide the class into groups of 2 to 3 students
Assign the following countries:

1. United Kingdom/Great Britain
2. France
3. Germany
4. Russia
5. Austria-Hungary
6. Belgium
7. Serbia
8. Bulgaria
9.  Italy
10. Turkey/Ottoman Empire
11. United States

Individual students will Sequence the war

Spread tarp with European map in the center of the room, position countries around tarp.
Have one person from each group stand on their country.
a. Students will visualize Central Powers, then Allies, by walking through the sequencing of the war.
b. Students will understand how the war spread to the air and to the sea.
c. Students will begin to understand the concept of Trench Warfare and the uniqueness of WWI

Handout on Players Handout on Battles of World War I   Weapons of War

Reconnaissance (100 minutes) back to top
research componet of activity
Each member of the group will turn in a bibliography listing all sources used to gather information.
Each group will research a provide information in either written or drawn form for at least 12 of the following:
Items I , XIII, and XVI  must be included in the 12

I. Make a list of your enemies and allies. Note changes during the war.
II. Make a map of your nation using its boundaries in 1914. The map should be typing paper size.
     Or: Locate your country for the class by drawing on a wall map or on a transparency.
        A. Show the difference in your boundaries then and now
III. Make a flag for your nation using the flag used in 1914. The flag should be typing paper size.
IV. Describe the kind of fighting in which men from your country were primarily involved.
     Or: Describe the most important battle of the war for your country and explain why
V. Describe conditions at the front for men from your country.
VI. Describe your country's navy. (Numbers and types of ships)
VII. Describe the type of naval battles or skirmishes your country was involved in or concerned about. (Were they a success or  a failure, how does this contribute to their overall success in the war?)
      Or: Draw on a world map the trade routes or battles your country may have been concerned about.
VIII. Describe your country's major goal during the war.
IX. Did you have colonies? If so how did they react during the war? If not were you trying to get colonies?
X. When and How did the war begin and end for you? ( battles or events) Include data on neutrality or secret treaties made prior to the war
XI. What type of military equipment did you have?Was the rest of your equipment inferior, comparable, or superior to that of your enemies? Be specific in your descriptions
XII. Describe the military uniforms and basic issue equipment including style and material.
XIII. Who were your political leaders? Include changes during the war and reason for change.
XIV. Who were your military/naval leaders and heroes? Include changes during the war and reason for change
XV. On the Home front in your country: (Pick one)

a. How much (and how accurate) news of the war was available?
b. What happened to the domestic economy during the war
c. What did your government do with dissenters? Were there many?
d. Describe the attitude of your countrymen towards the war in 1914?During or afterwards?

Sources of Research back to top

Film Mud and Blood (20 minutes)
Film WWI (20 minutes)
Library
Internet sites

In the Trenches (75 minutes) back to top
Separate Students into Central Powers/Allies on opposite sides of the room
Student will submit the material to the teacher who will begin the "battle" by asking questions from each group. Battle Questions and score sheet.
Groups will sit "in the trenches" (With their country in an approximation of location int he world using the classroom as parameters)
The group with the most correct answers will receive the most "ammunition."
. Create a no mans land.
Instruct students that defense was as important as offense, allow students time to adjust desks for protection.
The side with the most points gets to fire their weapons first.
Alternate firing sides so that one side is crouching and defending and the other side is firing. Students may not stand and fire.
Students will throw paper wads at the other side taking into consideration projection, impact, distance and location.
Anyone hit on the shoulder, leg, foot or arm is wounded. Hits to the head, back or chest are a kill.
Instructor serves as judge.
Each group will have two chances at firing their weapons
The group with the most people still alive wins.

Letters Home (30 minutes) back to top
Students will remain in the trenches & with the lights dimmed, and soothing music from the era
Read Dulce et Decorum Est (I also make the room as cold and dark as possible or prudent)
The students will then write letters home to family friends. They can be French, Germany, Russia etc...Letters will be about a page in length. Can assign as homework.

Calendar   back to top
Blocks of 90 minutes down to blocks of 75 minutes
If class time is 55 period delete one of the films decrease research time and actual battle time.  Letters can be started in class and finished for homework.

Day 1	Day 2	Day 3	Day 3	Day 4
NIMS (10 minutes)  Sequence war  assign groups and handout instuctions (Reconnasance)  handout on Players  show as much of WWI documentary as possible	Handout Weapons of War  Handout Battles of World War  Research time	Show film Mud and Blood Research	Geography and strategy using large tarp or just positioning people according to European map demonstrate "Central" powers etc..begin questioning period or actual battle. form class in a circle countries seated together	End battle  create no mans land begin paper ball toss.  End with lights out in the trenches on the ground writting letters home.