Uniforms

3. **What I want to know ( research questions): Who?** Who made the uniforms? Like children, women, and men? The manufacturing of the uniforms were effected by the war in the way of who was producing them. While most men were off fighting in the war, children and women were left to make the uniforms in spare time. 4.**My research strategy: Who?** I'll ask Ms. Horn and Ms. Brem for help in locating information. I could ask Ms. Brolan or Mr.D. I could ask the public librarian.
 * 1) My topic is the uniforms of the soldiers of World War I.
 * 2) **What I already know:**
 * Who**? The soldiers of the armys of different nations.
 * What?** Every country had a different uniform to represent their own country.
 * Where?** Uniforms are made by factory workers in factories.
 * When?** The uniforms were most likely made before the war, but I'm sure they were sent to the soldiers during the war also.
 * Why?** The uniforms were a way to represent the different countries fighting in the war, and also for clothing for the soldiers.
 * How?** There were significant differences between the clothing for the seperate countries.
 * What?** Were the uniforms well made or did they have to be replaced?
 * Where?** What factory were they made in?
 * When?** Were all of the uniforms made before the war or were factory workers constantly preparing newer ones.
 * Why?** Why did uniforms have to be so thick and heavy?
 * How?** How much did one uniform cost to make?
 * How did unifroms affect the war? How did the war affect the manufacturing of uniforms for soldiers?**
 * What?** Expert websites, databases, encyclopedias, books, textbooks.
 * When?** During class or outside of class if needed.
 * Where?** The CTMS and public library, on any other computer for online resources.
 * How?** I'll use my thesis statement and research questions to figure out what to look for and what to take notes one.


 * Key Words for searching:** "world war I", "sodiers of world war I", "uniforms of union and allies of world war I", " products of factories in world war I"

__**DRAFT:**__ -Evolution of soldier equipment influenced World War I by giving each side their own advantages. You may think that uniforms of World War I didn't have much of an influence, but they did! Uniforms made separate countries of the war distinct from each other so that you could tell them apart. Uniforms were the basis of the war. You can't exactly have a bunch of naked men roaming around shooting each other. Uniforms were protection, coverage, and an place to store equipment. Without uniforms we would have naked men running around, carrying a lot of items, and were likely to die quickly on the battle field. -American uniforms were manufactured by factories in the United States, mostly made by women. Most men were off to war so people began recruting women to work in the factories. Women began to have power, they had rights, and they could support their country now. They had a huge responsibility making the uniforms for men in the war. There were tons of uniforms to be made and not a lot of time. There usually wouldn't be women working in factories, but because of the high demand and shortage of men at home, women became the work force of America. -A typical American Soldier during World War I carried a little blanket, a bag, a small blanket, a belt with other supplies attached, a canteen near the waist, a .30 calibre rifle, gas masks, a mess tin, covered tin hat, puttees, a large pack, wire cutters, entrenching tool, one towel, one waterproof sheet, a knife, a fork, a spoon, a razor, and a comb also in the small pouch attached to the belt. Soldiers had so much equipment to carry and without belts and a uniform to carry all of it on would make it very hard to fight.They wore a normal hat with different colored cords. Head officers wore 1 gold cord, soldiers in training wore a red, white, and blue cord, for patriotism, all other soldiers wore a simple black and gold cord on their caps. There was a lot of different items that could symbolize officer ranking, soldiers often were confused when trying to indentify the ranking of an officer.The details of the Ameican uniforms show how to identify the American soldiers from other armies, and shows how the uniforms were made from factories back home.The use of a bayonet gave the German a big lead on the war. Once they started using the bayonets on a regular basis, countries stole their ideas. The United States had used bayonets before the Germans did but once they saw that the German were using bayonets, they sent for a massive bayonet shipment to camps. -Evolution of soldier equipment was improved so much during the war. The items that the soldiers carried most of the time saved their lives. Without them they'd be a lost cause. The gas masks was a huge life saver. Many gas bombs were launched into enemy territories and you could just whip out a gas mask from your belt and you could continue fighting without breathing hazardous gases into your lungs. Equipment used in previous war were used ofcourse if the newer supplies ran out. You were a lucky soldier if you were issued a new gun or uniforms. Old guns didn't have as fast triggers and couldn't shoot as precise as the newer guns issued. As in any war, most countries ran out of equipment so they relied on previous supplies left over from othere battles fought. So many things new technologies were improved from past battles and now World War I. The technology that was invented stunned militias, and also stunned the opposing countries. All armies pulled out a new weapon or war strategy. -Uniforms were a big concern and advantage in the war. They took a lot of work to make but commenly taken for granted. Manufacturing the garmits gave women incredible power. Each and every uniform was unique and was a piece of history that could be preserved to show the harsh reality of World War I.

code //American Military Uniforms//. N.p., n.d. Web. 12 Apr. 2010. . code code "World War I (era), 1882-1920." //Gale Virtual Reference Library//. N.p., n.d. Web. 26 Mar. 2010. code code <http://find.galegroup.com/srcx/ code code retrieve.do?subjectParam=Locale%2528en%252C%252C%2529%253AFQE%253D%2528su%252CNone%252C24%2529%2522Wo code code rld%2BWar%2BI%252C%2B1914-1918%2522%2524&contentSet=GSRC&sort=Relevance&tabID=T001&sgCurrentPosition= code code 0&subjectAction=DISPLAY_SUBJECTS&prodId=SRC-4&searchId=R3¤tPosition=1&userGroupName=tlc11906444 code code 8&resultListType=RESULT_LIST&sgHitCountType=None&qrySerId=Locale%28en%2C%2C%29%3AFQE%3D%28SU%2CNone%2 code code C24%29%22World+War+I%2C+1914-1918%22%24&inPS=true&searchType=BasicSearchForm&displaySubject=&docId=EJ code code 2105230059&docType=GSRC>. code

Paraphrase || No quotes or paraphrasing used. || Very few quotes or paraphrases included, no parenthetical references. || Some errors in quoting or paraphrasing and/or a few missing parenthetical references. || Several quotes and paraphrased pieces of information in each body paragraph, all with parenthetical references. || 4 ||
 * || 1 || 2 || 3 || 4 || Score ||
 * Thesis || No thesis. || Thesis is present in introductory paragraph but is not well-written. || Thesis included in introductory paragraph is satisfactory if a bit obvious. || Thesis included in introductory paragraph is well-written and interesting. || 4 ||
 * Flow || Paper is difficult to read and understand. || Paper is full of short, choppy sentences and topic shifts with no transitions. || Some use of transitional words and phrases but the paper is a bit choppy at times. || Use of transitional words and phrases as well as topic sentences makes the paper easy to read from start to finish. || 3 ||
 * Quotes/
 * Commentary / “My Ideas” || No commentary. || Commentary lacking in a few places. || Commentary included with each quote or paraphrase, but it is a bit obvious or repetitive. || Thoughtful commentary included with each quote or paraphrase. || 4 ||
 * Works Cited || No works cited page included. || Works cited page is included but there are several errors. || Works cited page is included but there are a few formatting errors. || Works cited page is included and is correctly formatted. || 4 ||
 * Conventions || Difficult to understand. || Several errors. || A few errors. || Little to no errors in grammar, spelling or punctuation. || 4 ||

Paraphrase || No quotes or paraphrasing used. || Very few quotes or paraphrases included, no parenthetical references. || Some errors in quoting or paraphrasing and/or a few missing parenthetical references. || Several quotes and paraphrased pieces of information in each body paragraph, all with parenthetical references. || 4 ||
 * || 1 || 2 || 3 || 4 || Score ||
 * Thesis || No thesis. || Thesis is present in introductory paragraph but is not well-written. || Thesis included in introductory paragraph is satisfactory if a bit obvious. || Thesis included in introductory paragraph is well-written and interesting. || 4 ||
 * Flow || Paper is difficult to read and understand. || Paper is full of short, choppy sentences and topic shifts with no transitions. || Some use of transitional words and phrases but the paper is a bit choppy at times. || Use of transitional words and phrases as well as topic sentences makes the paper easy to read from start to finish. || 4 ||
 * Quotes/
 * Commentary / “My Ideas” || No commentary. || Commentary lacking in a few places. || Commentary included with each quote or paraphrase, but it is a bit obvious or repetitive. || Thoughtful commentary included with each quote or paraphrase. || 4 ||
 * Works Cited || No works cited page included. || Works cited page is included but there are several errors. || Works cited page is included but there are a few formatting errors. || Works cited page is included and is correctly formatted. || 4 ||
 * Conventions || Difficult to understand. || Several errors. || A few errors. || Little to no errors in grammar, spelling or punctuation. ||