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 "