Teaching World War I in the 21st Century 1 | Page 35

CCSS.ELA-Literacy.RH.6-8.6 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).
D2.His.1.9-12 Evaluate how historical events and developments were shaped by unique circumstances of time and place as
well as broader historical contexts.

CONNECTIONS TO C3 FRAMEWORK:

D2.His.5.9-12 Analyze how historical contexts shaped and continue to shape people’s perspectives.

D2.His.11.9-12 Critique the usefulness of historical sources for a specific historical inquiry based on their maker, date, place
of origin, intended audience, and purpose.
D2.His.16.9-12 Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument
about the past.

D4.2.9-12 Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with
significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given
its purpose.

DOCUMENTS USED:
Primary Sources:

Food Will Win the War
http://research.archives.gov/description/512499
Eat More Corn
http://research.archives.gov/description/512500
Little Americans, Do Your Bit
http://research.archives.gov/description/512566

Uncle Sam Says…
http://research.archives.gov/description/5711623

World War I Poster Collection, United States Department of Agriculture
http://specialcollections.nal.usda.gov/imagegallery/poster-collection

Secondary Sources:

Video clip – “WWI Packs”
http://www.history.com/topics/world-war-i/videos#world-war-i-packs
Overview: This lesson is intended to help students understand the role that the Food Administration played in helping
United States citizens on the homefront contribute to the war effort during World War I. The lesson is modeled after the
Reading Like a Historian curriculum developed by Sam Wineburg and the Stanford History Education Group. The lesson
begins with a central investigative question that allows for multiple interpretations. Students must sort through a series
of primary sources to discover evidence and determine the main tactics that the Food Administration used to convince
United States citizens to make voluntary changes to their lifestyles. Once students have developed an interpretation that
answers the investigative question, they must use primary source evidence to support their answer.

LESSON DESCRIPTION:

Lesson Plans & Activities

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