Exploring Why the US Joined World War I
Created byAnthony Hoover
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Exploring Why the US Joined World War I

Grade 7History2 days
This project-based learning experience for 7th-grade history students investigates the political, economic, social, and public opinion factors that led to the US joining World War I. Through engaging activities such as artifact investigation, role-play debates, and newsroom simulations, students analyze primary and secondary sources to understand the complexities of US involvement in the war. The project emphasizes critical thinking, historical analysis, and communication skills, culminating in a portfolio of findings that demonstrate their understanding of the topic. Students reflect on their learning processes and the impact of public opinion on political decisions of the era.
World War IUS HistoryPublic OpinionArtifact AnalysisRole-PlayJournalismCritical Thinking
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we understand the complex web of political, economic, social factors, and public opinion that led to the United States' decision to enter World War I, and how did these reflect broader global trends at that time?

Essential Questions

Supporting questions that break down major concepts.
  • What were the main reasons for the United States joining World War I?
  • How did political, economic, and social factors influence the US decision to enter the war?
  • What role did public opinion play in the US joining World War I?
  • How did the events leading up to US involvement in World War I reflect broader global trends at the time?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Understand the political, economic, and social causes for US involvement in World War I.
  • Analyze primary and secondary sources to explain US entry into World War I.
  • Evaluate the role of public opinion in shaping political decisions related to war.
  • Connect historical events leading to WWI involvement to broader global trends during the period.

Common Core Standards

CCSS.ELA-LITERACY.RH.6-8.1
Primary
Cite specific textual evidence to support analysis of primary and secondary sources.Reason: The project requires students to analyze primary and secondary sources to understand the reasons behind the US joining World War I, which involves citing evidence.
CCSS.ELA-LITERACY.RH.6-8.2
Primary
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.Reason: Students must identify main ideas from historical texts about World War I, summarizing key information related to US involvement.
CCSS.ELA-LITERACY.RH.6-8.6
Secondary
Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).Reason: Analyzing how public opinion and author biases affected US participation in World War I aligns with identifying points of view in texts.

C3 Framework for Social Studies State Standards

D2.His.14.6-8
Primary
Explain multiple causes and effects of events and developments in the past.Reason: This standard focuses on understanding complex causes and effects, aligned with understanding the multifaceted reasons behind US involvement in WWI.

Entry Events

Events that will be used to introduce the project to students

Artifact Discovery

Students are presented with a mysterious box filled with replicas of artifacts from the World War I era, including telegrams, newspaper clippings, and political cartoons. Each artifact has a clue that points to a reason why the US decided to join the war. As they investigate these artifacts, students must piece together the historical context and motivations behind the US's entry into World War I.

Role-Play Debate

Students are assigned different roles such as President Woodrow Wilson, an American businessman, or a pacifist, each with their own viewpoints on the US joining World War I. They must research their character's perspective and participate in a debate, challenging them to understand the various social, economic, and political factors that influenced the decision.

Newsroom Simulation

Create a simulated newsroom environment where students act as journalists in 1917. They need to investigate and report on the reasons for the US's entry into the war, including interviewing historical figures, writing articles, and creating broadcasts, offering a firsthand perspective on the media's role in shaping public perception and policy.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Artifact Investigators

Students explore replicas of World War I artifacts to uncover the reasons behind the US joining the war.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Students receive a mysterious box filled with World War I artifacts. They are instructed to examine each artifact closely.
2. Each artifact contains a clue (e.g., telegram, newspaper clipping, political cartoon) pointing to a reason for US involvement in the war.
3. Students use these clues to research and record their findings on what motivated the US to join World War I.

Final Product

What students will submit as the final product of the activityAn investigation report detailing at least three reasons for US entry into World War I based on artifact analysis.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.RH.6-8.1. Students cite textual evidence to support their analysis of primary and secondary sources.
Activity 2

Debate Preparation Workshop

Students prepare for a role-play debate by researching diverse perspectives on the US joining WWI.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Students are assigned roles such as President Woodrow Wilson, an American businessman, or a pacifist.
2. Conduct research from various sources, including speeches, letters, and newspaper articles, to understand their character's perspective.
3. Prepare arguments highlighting social, economic, and political factors influencing their stance.

Final Product

What students will submit as the final product of the activityA character portfolio with background research and debate arguments prepared for role-play.

Alignment

How this activity aligns with the learning objectives & standardsSupports CCSS.ELA-LITERACY.RH.6-8.2 by determining central ideas and summarizing historical texts distinct from prior knowledge.
Activity 3

Historical Journalism Challenge

Students act as journalists in a simulated newsroom environment focusing on US entry into WWI.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Assume the role of 1917 journalists investigating reasons for US entry into the war.
2. Conduct interviews, write articles, and create broadcasts to report on historical perspectives.
3. Analyze how media and public opinion shape political decisions.

Final Product

What students will submit as the final product of the activityA newspaper article or broadcast script reflecting historical analysis and perspectives on US involvement in WWI.

Alignment

How this activity aligns with the learning objectives & standardsConnects with CCSS.ELA-LITERACY.RH.6-8.6 by analyzing author biases and points of view in texts.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

World War I US Involvement Portfolio Rubric

Category 1

Historical Analysis and Interpretation

Assesses students' ability to analyze primary and secondary sources to understand historical events, specifically, the entry of the US into World War I.
Criterion 1

Source Evidence

Evaluate the use of textual evidence from primary and secondary sources to support analysis.

Exemplary
4 Points

Provides comprehensive and insightful use of textual evidence, demonstrating exceptional understanding of source materials.

Proficient
3 Points

Uses relevant textual evidence effectively to support analysis, showing a thorough understanding of source materials.

Developing
2 Points

Uses some textual evidence, but analysis may be superficial or incomplete, indicating partial understanding.

Beginning
1 Points

Struggles to use textual evidence effectively, showing minimal understanding.

Criterion 2

Synthesis and Summary

Assess the ability to summarize and synthesize information from different sources into coherent explanations.

Exemplary
4 Points

Synthesizes information from multiple sources into a coherent, insightful explanation with clear connections to historical context.

Proficient
3 Points

Summarizes information accurately, providing clear explanations with good reference to historical context.

Developing
2 Points

Attempts to synthesize information, but explanations may lack clarity or depth, with incomplete connections.

Beginning
1 Points

Provides incomplete or unclear summaries with minimal synthesis of information.

Category 2

Critical Thinking and Perspective

Evaluates students' ability to understand and apply different perspectives regarding US entry into World War I.
Criterion 1

Perspective Analysis

Evaluate the analysis of various perspectives and biases in historical contexts and media.

Exemplary
4 Points

Analyzes perspectives with exceptional depth and clarity, acknowledging biases and providing comprehensive insights.

Proficient
3 Points

Analyzes perspectives effectively, acknowledging biases and providing clear insights.

Developing
2 Points

Shows basic analysis of perspectives with limited acknowledgment of potential biases.

Beginning
1 Points

Minimal analysis of perspectives, with little acknowledgment of biases.

Category 3

Communication and Presentation

Assesses the quality and effectiveness of students' communication and presentation of historical findings and viewpoints.
Criterion 1

Clarity and Coherence

Evaluate the clarity and coherence of communication in both written and verbal formats.

Exemplary
4 Points

Demonstrates exceptional clarity and coherence, presenting complex ideas accessibly and engagingly.

Proficient
3 Points

Communicates ideas clearly and coherently, with good organization and engagement.

Developing
2 Points

Communicates ideas with some clarity, but may lack organization and engagement.

Beginning
1 Points

Struggles with clear and coherent communication, showing disorganization.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on your experience as an 'Artifact Investigator.' What were the most revealing artifacts that contributed to your understanding of why the US joined World War I, and how did they change or confirm your prior knowledge?

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Question 2

How did participating in the 'Debate Preparation Workshop' enhance your understanding of the social, economic, and political factors that influenced the US's decision to join World War I?

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Question 3

In your role as a journalist in the 'Newsroom Simulation,' what challenges did you face in portraying accurate and unbiased media perspectives about the US entering World War I?

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Question 4

Which of the following best describes your level of confidence in understanding the reasons behind the US joining World War I after completing these activities?

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Question 5

What role do you believe public opinion played in the US decision to join World War I, and how did your perspective on this change throughout the course of the project?

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