World War I - The impact of WWI on Mecklenburg County
This is a fun and engaging computer activity designed to help students understand how a war in Europe can effect a town in North Carolina. This lesson is part of a unit on World War I. This lesson may be used in a World History class or United States History class. It will deals with the creation of Camp Greene in Mecklenburg County and the impact the camp had on the inhabitants of Charlotte. The lesson will also focus on changes that occurred in Charlotte during WWI.
A lesson plan for grades 9–12 Social Studies
- Students will draw connections between WWI and North Carolina.
- Students will analyze the impact of migration and emigration on the Charlotte Mecklenburg area during WWI.
- Students will be able to describe specific changes that resulted from the creation of Camp Greene on the inhabitants of Charlotte.
- Students will be able to describe the role of women on the homefront.
- Students will create posters illustrating the changes.
Time required for lesson
- Pen and regular notebook paper for each student.
- Different colored markers for the posters.
- Six pieces of poster board (one for each group).
Computers with internet access for each student.
- know the causes of World War I.
- be able to identify major battles and their outcomes.
- have a clear understanding of the various alliances of WWI.
- have analyzed the changes that occurred on the homefront during WWI.
- Explain to the students that Camp Greene was created during WWI to train soldiers and was dismantled at the end of the war.
- Divide the students into six groups. It is best if there are 3-4 students per group. Each group should select a leader. The leader directs the group, assigns tasks, and is the spokesperson for the group.
- Assign one of the following topics to each group. These questions are meant to be guidelines and are designed to prompt the students in independent research. Students are to thoroughly explore their topics.
- How did Camp Greene come to Charlotte? What did citizens have to do in order to get the camp created in Charlotte? What process was involved in the construction of the camp?
- How did the role of women change as a result of WWI? What happened to women’s roles because of the emigration of hundreds of men from Charlotte to fight in the war? How were women affected because of the creation of Camp Greene?
- What was life like in the camp? What were the living conditions like? Were there any health issues related to the camp? What role did the Charlotte Observer play in the soldiers’ lives?
- How was the business community affected by the creation of camp? How was the business community affected by WWI? What type of jobs were created as a result of the camp and the war? How was pay affected?
- How did Charlotte accommodate the soldiers? How did they make the soldiers feel at home? What social organizations were set up to help the soldiers?
- What type of changes did Charlotte have to make as a result of Camp Greene? What were some of the cultural differences the town experienced? How did they solve the problems?
- What happened to Charlotte after the War? What happened to Camp Greene? What was the impact of Camp? How was Charlotte different after the war?
- “The Great War” (This is a large section.)
- “The Doughboys” (Click on Registration Card Information Page.)
- “The Echo of the Bugle Call” (Click on the Online text. Students can explore different chapters relating to their topics. This is a very big section.)
- “After the War”
- “Image Gallery” (for fun)
Optional Writing Activity
- Students should go to the Soldier’s Diary Section
- Read any two of the following diary entries:
- Chapter 1 - “Leaving the USA”
- Chapter 2 - “Crossing the Atlantic”
- Chapters 9 & 10 - “At the Front”
- Chapter 15 - “The Battle of Bellicourt”
Time frame: As a homework activity, two days - one night to read the diary and one night to write the essay.
Assessment may take a variety of forms.
Teacher observation is a primary option. During the computer portion of the activity, the teacher should monitor for time on task. One option to evaluate this is to have each student write on his/her name on a piece of paper and the numbers 100, 80, 60, 40, 0. Each time the teacher has to call the student for being off task, a line gets marked through the highest number. This provides an easy and objective way to give a daily grade for the computer lab.
The teacher may evaluate posters and presentations with the following criteria: accuracy of information, neatness, organization, and clarity of information.
This lesson may be extended to include writing that can be used in the history classes or with the 10th grade English classes if they study All Quiet on the Western Front.
- North Carolina Essential Standards
- Social Studies (2010)
United States History II
- USH.H.1 Apply the four interconnected dimensions of historical thinking to the United States History Essential Standards in order to understand the creation and development of the United States over time. USH.H.1.1 Use Chronological thinking to: Identify the...
- USH.H.7 Understand the impact of war on American politics, economics, society and culture. USH.H.7.1 Explain the impact of wars on American politics since Reconstruction (e.g., spheres of influence, isolationist practices, containment policies, first and second...
- Social Studies (2010)
North Carolina curriculum alignment
Social Studies (2003)
Grade 11–12 — United States History
- Goal 8: The Great War and Its Aftermath (1914-1930) - The learner will analyze United States involvement in World War I and the war's influence on international affairs during the 1920's.
- Objective 8.03: Assess the political, economic, social, and cultural effects of the war on the United States and other nations.
- Goal 5: Global Wars - The learner will analyze the causes and results of twentieth century conflicts among nations.
- Objective 5.01: Analyze the causes and course of World War I and assess its consequences.