K-12 Teaching and Learning From the UNC School of Education

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Learning outcomes


  • 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.

Teacher planning

Time required for lesson

2 days


  • Pen and regular notebook paper for each student.
  • Different colored markers for the posters.
  • Six pieces of poster board (one for each group).

Technology resources

Computers with internet access for each student.


Students should:

  • 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.


  1. Explain to the students that Camp Greene was created during WWI to train soldiers and was dismantled at the end of the war.
  2. 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.
  3. 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?
  4. Have students visit The Doughboys & Camp Greene. Each group should explore the different sections of the website:
    • “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)
  5. Each group is to explore the website to research its given topic. The leader of the group should direct the individuals in the group to different parts of the web and coordinate the research. The students will not need to go to any other website. All the information is located on this website.
  6. Allow students 1-1/2 hours in the computer lab to access the website and the information.
  7. Each group will create a poster depicting the information it has learned. Posters may be in chart form. Each group will then present its findings to the class. The whole group must present.
  8. Allow students 1/2 hour to work on their poster. Each group should be allowed 3-5 minutes to present its information.
  9. The teacher should then conclude the lesson by summing up the information presented to class.

Optional Writing Activity

  1. Students should go to the Soldier’s Diary Section
  2. 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”
  3. Analyze the individual’s character, motivations, and opinions. Look for how the individual changed over the course of the diary.
  4. In an essay, you are to address the above issues. Focus on how the war and leaving Charlotte have changed this man. Add your own closing paragraph: What do you think happened to him once he returned home?
  5. Standard format for the essay. Minimum of five paragraphs. Use only one side of the paper.

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.

Supplemental 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...

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.

Grade 9

  • 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.