Students will read the New York Times coverage of President Woodrow Wilson’s address to Congress on April 2, 1917. Students will analyze the New York Times coverage using a document analysis tool called SOAPSTone. Guiding Questions Was the media’s (New York Times) coverage of Wilson’s address favorable or unfavorable? What...
Using the content in the section titled, “How Did Poison Gas Change Warfare?”, instruct students to write an Op-Ed, pretending they are a World War I reporter on the front lines of the Western Front who has seen the effects of gas warfare. First, provide a skills session on how...
This chapter demonstrates how narrative inquiry creates soldier narratives that allow for a deeper understanding of the Meuse-Argonne Offensive in World War I....
This chapter provides background on the mobilization and training of the AEF at home and abroad, as well as examining how that training influenced the psychological journey of American soldiers on the Western Front....
In this activity students use ArcGIS online to interactively explore a layered map showing the phases of the American advancement during the Meuse Argonne Offensive. They will also look at a variety of embedded primary source photographs from the battlefield. Guiding Questions...
Using the content in the section titled “How Should America Fight the Great War in the Meuse-Argonne?”, guide students through a Structured Academic Controversy debate. In this debate format, partners will gather and record evidence to support their assigned side, present their arguments to another partner group who are assigned...