Activity Overview
As with many wars, there is not one singular cause of World War II. In this activity, students will select on possible cause for the war and create a spider map outlining and defining the 5Ws to explain one cause of World War II. Students should include a written description that describes the background information along with a visual representation.
Teachers can pre-select possible reasons or have students complete research to determine which reason they would like to examine.
Possible Reasons for Students to Use:
- Treaty of Versailles
- Rise of Fascism
- Policy of Appeasement
- Failure of the League of Nations
Treaty of Versailles 5 Ws Example Questions
- WHO signed the Treaty of Versailles?
- WHAT was the Treaty of Versailles?
- WHEN was the Treaty of Versailles signed?
- WHERE was the Treaty of Versailles signed?
- WHY was the Treaty of Versailles a cause of World War II?
Extended Activity
For this extended activity, the class can debate “What was the most significant factor that lead to World War II?” Using their created storyboards, students should make their claim as to what reason they found to be most significant and use at least three central reasons why they believe it was the most significant. For more advanced classes, allow students to provide rebuttals or counter arguments to dispel the arguments of their peers.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a 5W analysis of one cause of World War II: Who, What, When, Where, and Why.
- Click "Start Assignment".
- In the title box for each cell, type Who, What, When, Where and Why.
- In the descriptions, answer the question.
- Create an image for each cell with appropriate scenes, characters, and items.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions. | The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate. | The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate. |
| Illustrations | The illustrations represent the written information using appropriate scenes, characters and items. | The illustrations relate to the written information, but are difficult to understand. | The illustrations do not clearly relate to the written information. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
Activity Overview
As with many wars, there is not one singular cause of World War II. In this activity, students will select on possible cause for the war and create a spider map outlining and defining the 5Ws to explain one cause of World War II. Students should include a written description that describes the background information along with a visual representation.
Teachers can pre-select possible reasons or have students complete research to determine which reason they would like to examine.
Possible Reasons for Students to Use:
- Treaty of Versailles
- Rise of Fascism
- Policy of Appeasement
- Failure of the League of Nations
Treaty of Versailles 5 Ws Example Questions
- WHO signed the Treaty of Versailles?
- WHAT was the Treaty of Versailles?
- WHEN was the Treaty of Versailles signed?
- WHERE was the Treaty of Versailles signed?
- WHY was the Treaty of Versailles a cause of World War II?
Extended Activity
For this extended activity, the class can debate “What was the most significant factor that lead to World War II?” Using their created storyboards, students should make their claim as to what reason they found to be most significant and use at least three central reasons why they believe it was the most significant. For more advanced classes, allow students to provide rebuttals or counter arguments to dispel the arguments of their peers.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a 5W analysis of one cause of World War II: Who, What, When, Where, and Why.
- Click "Start Assignment".
- In the title box for each cell, type Who, What, When, Where and Why.
- In the descriptions, answer the question.
- Create an image for each cell with appropriate scenes, characters, and items.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions. | The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate. | The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate. |
| Illustrations | The illustrations represent the written information using appropriate scenes, characters and items. | The illustrations relate to the written information, but are difficult to understand. | The illustrations do not clearly relate to the written information. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
How Tos about Cause of WWII 5 Ws: Who What Where When Why
Organize a classroom gallery walk for sharing 5Ws maps
Engage students by setting up a gallery walk where students display their 5Ws spider maps around the room. This collaborative activity allows everyone to see different perspectives on the causes of World War II while encouraging peer feedback and discussion.
Prepare clear display spaces for student work
Select wall space or arrange desks/tables so each student or group can showcase their spider map. Ensuring visibility makes it easier for all students to participate and helps create a focused, respectful environment for sharing.
Provide students with sticky notes or comment sheets
Hand out sticky notes or prepared feedback forms to each student. Encouraging written comments helps students practice constructive feedback and deepens their understanding of the material by reflecting on others' work.
Set clear expectations for movement and feedback
Explain the process before beginning: students rotate through the displays, read each map, and leave at least one positive or thoughtful comment per map. This structure ensures everyone participates respectfully and maximizes learning from peers.
Facilitate a reflective group discussion afterwards
Gather students to share observations about the different causes and 5Ws they saw. Discussing patterns or surprises helps reinforce key concepts and encourages critical thinking about the multiple causes of World War II.
Frequently Asked Questions about Cause of WWII 5 Ws: Who What Where When Why
What are the 5 Ws for analyzing the causes of World War II?
The 5 Ws—Who, What, When, Where, and Why—help students break down and understand the causes of World War II by asking who was involved, what happened, when and where events occurred, and why they mattered. This method encourages critical thinking and structured analysis.
How can I teach students to create a 5Ws spider map for World War II causes?
Guide students to pick a cause (like the Treaty of Versailles), then create a spider map with sections for Who, What, When, Where, and Why. Students add descriptions and visuals for each W, helping them organize and visualize information effectively.
What are some possible causes of World War II students can research for a 5Ws activity?
Common causes of World War II for a 5Ws activity include: the Treaty of Versailles, the rise of fascism, the policy of appeasement, and the failure of the League of Nations. Teachers can assign these or let students choose and research their own.
Why is the Treaty of Versailles considered a cause of World War II?
The Treaty of Versailles is seen as a cause of World War II because its harsh terms created economic hardship and resentment in Germany, which fueled the rise of extremist leaders and set the stage for another conflict.
What is an effective way to extend a 5Ws lesson on World War II causes for advanced students?
For advanced students, organize a class debate on the most significant cause of World War II. Have students present their 5Ws storyboards, justify their choice with evidence, and engage in rebuttals or counterarguments to deepen understanding.
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