EFFECTS OF WWI
UNIT: THE EVERLASTING IMPACT OF WWI
WORLD HISTORY – 10TH GRADE
MS. LOMELI
CLASS OBJECTIVES & CA CONTENT STANDARDS ADDRESSED
• CA Content Standards:
• Class Objectives:
• 10.6: Students analyze the effects of the First World War.
• Students will be able to distinguish the many
• Analyze the aims and negotiating roles of world leaders, the terms
effects of World War I (political and social).
and influence of the Treaty of Versailles and Woodrow Wilson’s
• Students will be able to assess the different Fourteen Points, and the causes and effects of the United States’
aims that world leaders sought to negotiate rejection of the League of Nations on world politics.
after the conclusion of the Great War. • Describe the effects of the war and resulting peace treaties on
population movement, the international economy, and shifts in the
• Students will describe two peace treaties and
geographic and political borders of Europe and the Middle East.
their impact in Europe and the Middle East.
• Understand the widespread disillusionment with prewar institutions,
• Students will be able to identity the influence of authorities, and values that resulted in a void that was later filled by
World War I in an individual’s life as well as in totalitarians.
literature and art.
• Discuss the influence of World War I on literature, art, and
intellectual life in the West (e.g., Pablo Picasso, the “lost
generation” of Gertrude Stein, Ernest Hemingway).
QUICK WRITE
• What would I do as an Allied leader?
• For three minutes, write two characteristics that are needed to be a world leader, then
write down four things you would demand from the Axis powers.
• Explain why do the characteristics you selected represent yourself. Secondly, select
one demand and explain why you selected it. Would this demand offer short or long
term relief from the war?
• Educational Hook (interpersonal)
KWL CHART
• Write down what you already know about the
effects of World War I, then in the W column jot
down what you wonder about the effects of the war
(think about political and social impacts).
• You have five minutes to complete these two
sections of the KWL chart.
END OF THE WAR à EFFECTS
• World War I officially ended on
November 11, 1918.
• There are many effects that came
from the result of the war.
• Political Effects
• Social Effects
POLITICAL EFFECTS:
• The Big Four of the Allied countries wanted to ensure that the Great War
would be the last war.
• Georges Clemenceau – Prime Minister of France
• David Lloyd George – Prime Minister of Great Britain
• Woodrow Wilson – President of the United States
• Vittorio Orlando - Prime Minister of Italy
• Leaders meet to negotiate the post war terms in what formed a series of
treaties at the Pairs Peace Conference of 1919.
• Each leader had an idea of what they wanted from the defeated nations and
how the post war order would be like.
POLITICAL EFFECTS: FRANCE
• Georges Clemenceau
• He wanted Germany to take blame for
war.
• It was desired that Germany pay huge
reparations.
• France wanted to build the devastated
sights of France but need money to do
so.
POLITICAL EFFECTS: GREAT BRITAIN
• David Lloyd George
• He wanted total defeat of Germany.
• Advocated for strict rules to prevent
Germany from rearming.
• He demanded reparations.
• France wanted to regain the Alsace-
Lorraine region.
POLITICAL EFFECTS: UNITED STATES
• Woodrow Wilson did not want to severely punish Germany
• He emphasized that the Allies should not set selfish post war terms as the
victors.
• Sought for territories under influence of the Axis set free under self-
determination.
• His ideas are reflected in his Fourteen Points included in the League of
Nations.
• The purpose was to from a world organization where members
prevented future war through collective security
• The U.S. did not join because:
• Isolationist policy: people wanted to keep the U.S. out of European
affairs to avoid another involvement in war.
• Many war causalities.
POLITICAL EFFECTS: ITALY
• Vittorio Orlando
• He demanded many territorial
concessions.
• Ultimately, he was ignored by
the other Allied leaders
because his demands were
seen as unreasonable.
POLITICAL EFFECTS: TREATY OF VERSAILLES
• It was signed on June 28, 1919
• Ended war between Germany and the Allied Powers.
• Important provisions:
• Article 231 – War Guilt Clause
• Germany and its allies forcibly accepted for causing all the loss and damage in
the war (full responsibility for the war)
• Required Germany to disarm
• Reparations
• Huge territorial concessions (geographic and political shifts):
• Germany forced to give up 25,00 square miles
• Alsace-Lorraine was restored to France
• Must grant independence to protectorates established under Axis dominance.
POLITICAL EFFECTS:TREATY OF SÉVRES
• The Treaty of Sévres impacts the Middle East.
• It is signed on August 10, 1920.
• A treaty among the government of Ottoman Turkey and the Allied powers.
• Important provisions (geographic and political shifts):
• Abolished the Ottoman Empire
• Forced Turkey to renounce all rights over North Africa and Arab Asia.
• Gökçeada and Bozcaada returned to Greece.
• Britain controlled Palestine and Iraq.
• France controlled Syria, some land in Anatolia, and Lebanon.
• The Kingdom of Hejaz was recognized as an independent kingdom.
POLITICAL EFFECTS: DIPLOMACY VIDEO
• When viewing the video think about the larger impacts of these postwar
outcomes in terms of geographic and political shifts.
• https://www.youtube.com/watch?v=Hl5OqQVaD9Y
NOW YOU TRY!
• Select one of the covered treaties. Identify at least three of the provisions of the
treaty. Explain how each chosen provision is accompanied by either a geographic
and/or political shift make sure you provide reasoning.
•
• The goal is to make you think as a historian from an academic perspective. This also
allows you to practicing your policy making and analysis skills.
• Progress Monitoring Question (Mastery)
SOCIAL EFFECTS: DISILLUSIONMENT
• According to the Dictionary of Oxford, disillusionment is “a feeling of disappointment resulting
from the discovery that something is not as good as one believed it to be”.
• In terms of the Great War disillusionment was evident in many aspects such as:
• The reality of war was horrific.
• It was difficult to readjust to civilian life after the trauma (physical and psychological from the
war).
• “Shell-shock”
• Disconnection from society/family.
• Nobody understands their experience because of censorship.
• Distrust in authorities and prewar institutions.
• Death did not really bring any immediate benefits to the soldiers fighting the war so
nobody really won expect the leaders.
• There was common distrust because soldiers left they the game pieces of world leaders.
NOW YOU TRY!
• Dulce et decorum est Pro patria mori – Latin phrase used to describe the effect
of WWI
• How sweet and glorious it is to fight and die for your country – English translation
•
• Read the quote.
• Can you identify some of the disillusionment evident from the war? (Select at least
four possible disconnections).
• To what extent was disillusionment responsible for the mistrust of government and
authorities? Please provide support your reasoning.
SOCIAL EFFECTS: DISILLUSIONMENT AND THE
LOST GENERATION
• The terms Lost Generation was
coined by Gertrude Stein.
• Lost Generation describes the
disillusionment towards society
caused by the Great War expressed
by artists and writers in the 1920s.
• Pablo Picasso
• Ernest Hemingway
• F. Scott Fitzgerald
SOCIAL EFFECTS: THE LOST GENERATION &
PABLO PICASSO
• Picasso did not fight in the war as a
citizen of neutral Spain.
• He saw the pain his French friends
endured he became disillusioned.
• His painting style in known as
Cubism.
• Resorted to painting distorted
pictures to encompass the true
horrific reality of the war.
SOCIAL EFFECTS: THE LOST GENERATION &
ERNEST HEMINGWAY
• He served in the war as a Red Cross driver.
• WWI novels:
• The Sun Also Rises
• He wrote any books with themes related to
war:
• Disillusionment
• Idealized war
• Love
• Coming of Age
• Loyalty
SOCIAL EFFECTS: THE LOST GENERATION & F.
SCOTT FITZGERALD
• He served as a lieutenant in the U.S. army.
• He some books and newspaper inserts
based on the Jazz Age.
• The Jazz Age (1920s – 1930s) is a
period of flamboyance and release after
WWI.
• Both with common themes of the Lost
Generation such as:
• Traveling
• Parties
• Drinking
KWL CHART:
• Please refer the same KWL chart from the beginning for the lesson.
• Students make sure you fill out the L column to identify what you have learned
about the effects of World War I (think political and social effects). Then, in Think-
Pair-Share fashion share your ideas with one another.
• Lastly, as a class we will discuss.
• You have five minutes to write and reflect with your partner.
CULMINATING QUESTION(S):
• Select one of the following questions to write a short response to.
• Compare and contrast the goals of Woodrow Wilson, David Lloyd George and
Georges Clemenceau, also known as the ‘Big Three’ in the post war discussions.
• Discuss and evaluate how the Great War’s political outcomes impacted ordinary
people’s lives.
