Teaching World War I in the 21st Century 1 | Page 15

war, countries and alliances, major players and battles, and key vocabulary. (By the way, “hun” was an offensive or slang term used to refer to German soldiers in World War I propaganda.) In creating a slideshow, teachers should try to limit it to eight to ten slides and aim for a presentation lasting no more than 25 minutes. If the teacher designs a student version with questions as well as an instructor’s version that supplies correct answers, students can literally “fill in the blanks” as they watch. Including photos and video clips within the slideshow can also help students better grasp the content. Textbook reading and note-taking, while valuable when it comes to background research, should be kept to a minimum. A barrage of too many details and dry facts will turn off most students. Background information on the war should also include various perspectives. For example, how did American isolationism play into the way the U.S. became involved in the conflict? Another angle that could be explored is how American industry made millions of dollars from selling weapons and materials to the nations at war. In exploring topics such as these, students are compelled to look beyond the alliances and historical figures and analyze the causes and effects, motives, and political underpinnings of the conflict. In teaching about any historical event, it is important to introduce students to a variety of sources, so they can formulate their own conclusions. One perspective on warfare that intrigues many students is the role of women. But while most students have heard of conside "