Teaching World War I in the 21st Century 1 | Page 41

• As a concluding project, the student with his/her partner or in a small group will be assigned one stop along

Assessment Materials:

the Trans-Siberian Railroad where the Russian Expeditionary Force was located and create an entry on the
map/timeline. The entry can be created on a computer or poster board. A map of the Orient Express should be
enlarged and the posters displayed around the map with string or yarn attached from the poster to the location
on the map. The map/timeline should include:

• the name of the city involved in the Russian Expedition with a short description and images if available,

• a short summary of the people involved at that location along with dates they were at that location, and
• a quote from one of the primary sources about that area.

• The map/timeline can be created on Prezi or Google Maps.

Methods for Extension:

• This lesson also can be made more challenging by adding requirements to the map/timeline (e.g., additional
quotes from primary sources and/or more requirements for software).

• Learning for students with special needs or English language learners can be structured by allowing students to

Adaptations:

research together and through the academic conversation process.

Scan for additional resources (including
links to the documents and materials) or
visit http://www.nhd.org/WWI.htm.

When first issued to units of the Expeditionary Force, steel helmets were seen as “trench stores” – items that, like flare pistols and wire cutters, were only
used by trench garrisons. By the end of 1916, however, the helmet had become an item of personal issue, a part of the uniform that accompanied a
soldier everywhere he went. Read more: http://www.histomil.com/viewtopic.php?f=3&t=492&start=90#ixzz32Hee1NYM (www.histomil.com).

Lesson Plans & Activities

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