World War One1914 -1920

THE BIG PICTURE:The United States tried to stay neutral when war swept Europe. After the United States joined the Allies in 1917, however, the government quickly

mobilized the economy and public support.

Map of Europe Quiz – Moved to next class • WARM UP: FILL IN THE MAP WITH THE

FOLLOWING THINGS (take 10 minutes):

• SEAS/Bodies of H2O: North Sea, Black Sea, Mediterranean Sea, Baltic Sea, Aegean Sea

• Countries/Capitals to remember:– Belgium-Brussels, Germany-Berlin, England (United

Kingdom)- London, Ireland-Dublin, Spain-Madrid, Portugal-Lisbon, Italy-Rome, Austria-Vienna, Bosnia and Herzegovina-Sarajevo, Poland-Warsaw, Turkey-Ankara, Sweden-Stockholm, Russia-Moscow, Ukraine-Kiev, Hungary-Budapest, France-Paris

• Objective: Students will analyze the actions of the United States in the early years of World War One and the country’s entrance and participation in the war in order to evaluate the United State role in the conflict.

• Warm Up: What is isolationism? Analyze the following Cartoon and answer the following questions.

1. Describe the picture. What is happening?

2. What does the fence represent?

3. Outside the fence the billboards read “To World business Highway” and “Europe.” This cartoon was drawn in 1916, what are the two people fenced in from?

Agenda – What are we doing today?

• Warm Up: In your group:– Fill in map of Europe and

• WW1 Document Analysis Packet

Causes of the War

• M.A.I.N. Causes:– Military: build up of military by competing countries

• As neighboring countries “beefed up” their military, other countries did the same

– Alliances: Friendships and partnerships• Everyone picked sides/friends in Europe, so if there ever was an

issue they’d have alliances/partners– Imperialism: The scramble for oversea territory

• Large parts of Africa and Asia were controlled/annexed by European nations fight for who had the most/best territory

– Nationalism: Strong passion for country (willingness to fight for country)

• Before = Lords, vassals, feudal system and EMPIRES• NOW = More equality in country, nations were forming instead of

large Empires (more love for a nation than LARGE EMPIRE)

Then…. An assassination causes war to ERUPT in Europe

• 19 yr old Garvilo Princip wanted to FREE his homeland of BOSNIA and HERZEGOVINA from the Austrian Empire

• Part of the terrorist group – THE BLACK HAND• The BLACK HAND came up with a terrorist plot to kill

ARCH DUKE Franz Ferdinand when he was touring Sarajevo (parading in a open car)

• On the day of the attack Princip was hungry and went to buy and sandwich. When he came out of the sandwich shop there was the Arch Duke (off the parade course!)– He took the opportunity, DROPPED THE SANDWICH, and shot

the archduke!

Alliances push Europe to WAR

• 1. After the assassination, Austrian government found out the Serbian government had supported the terrorist group. FURIOUS, they declared war on Serbia.

• 2. Russia promised to defend small little Serbia.• 3. Germany felt Russia’s mobilization to help

Serbia was an act of aggression (not defense) so they vowed to aid their allies the Austrians.

• 4. The Germany declared war of France (because they were Russia’s ally).

German takeover of Belgium (to get to France)

• Schlieffen Plan: August 4th 1914 the Germans crossed into NEUTRAL Belgium (which dragged England into War)

• German attack on tiny Belgium was HARSH and brutal – Civilians caught in fight killed– French/Belgium soldiers were 50 years behind the

time (bright red uniforms, marched in a row on battlefield

– NOT prepared for German’s massive firepower (machine guns)

War reaches a stalemate

• Battle of the Marne: Germany was 25 miles from Paris – French would NOT give up– Underprepared, outnumbered the French fought

a pushed Germans back 40 miles (cost them 250,000 lives in 5 days)

• Battle ended in a stalemate – Both sides dug trenches to protect position– Trenches were 400 miles across Western Europe– Trench warfare: relatively new, soldiers lived in

the trenches, and fought

Gas masks not only protected soldiers from

being hit by the enemies gas, but

also protected them against their own gas

bombs that were misfired or

misdirected due to wind

New Weapons used in WW1

• Poisonous Gas – very risky and controversial• Armored Tank• Airplane• U Boat (submarine)

• Other (older) weapons used:– Machine Gun– Rifles

US and WW1• President Wilson declare the US neutral shortly after

war broke out in Europe (isolationism)• US was not 100% neutral from 1914 – 1917

– Historic ties to Great Britain and France– Financially – made a lot of money selling war products to

England as well– Did not trade as much with Germany because of the

British Blockade (of goods going to Germany)• U Boats – Germany’s strike back on the British

Blockade – A submarine (unterseeboot)– Unrestricted submarine warfare (attack all enemy ships

around Great Britain

Sinking of Lusitania – end of neutrality

• President Wilson demanded an end to unrestricted submarine warfare (neutral citizens were getting killed)

• Germany half-heartedly aggreed to stop the action, but after killing 80 people on the French Sussex, they issued the Sussex pledge to keep the U.S. out of the War.– Promise not to sink merchant vessels without

warning

ssMother and child, passengers of the Lusitania, sinking

after the explosion.

Picture used to encourage soldiers

to enlist in the Army in US and England.

Zimmermann Note• Telegram sent to a German official in Mexico,

proposing an alliance between Germany and Mexico.– Germans hoped an American war with Mexico would

keep us out of Europe

• It was intercepted by England – who immediately gave it to the US

• American Newspapers ran the Note in the Papers and more Americans began calling for war

1. Why would England give the U.S. the note that was intercepted from Germany/Mexico? (What was their motive)?

2. The note was given to U.S. government officials (not the newspapers). Therefore the government had to give the

newspapers this Note to be printed. What was their motive?

US and World War One• Objective: Students will analyze the United State’s role in World

War One to determine it’s importance in the outcome of the war. Students will evaluate primary sources from the home front to determine how WW1 effected citizens.

• Agenda: – Warm Up: Questions #1-3 on Primary Source Analysis

WKSHT– Go over Harlem Renaissance Project/Course agenda– Propaganda/ Advertisement Activity (50 minutes)– HW: Ch 18.3 worksheet and FIX/FINISH Class work from

Last class

US Finally enters the War in 1917• Germany sank many U.S. boats (Lusitania, Sussex,

etc.)

• Zimmerman Note • Chaos in Russia – Czar (King) is overthrown in a

Revolution based on Bolshevism (Communism) – Russia abandons the War to deal with internal chaos

• April 2nd, 1917 – Wilson and cabinet members agreed to go to war so that the world could

“be made safe for democracy.”

War is fought in Europe and on the ‘home front’ – How did America mobilize for War at

home?• Raise money – Liberty bonds

– Citizens gave govt. $$ and were guaranteed more in return at a later date

• Regulation of Industry – make sure the necessary supplies were being made (guns, uniforms)– Factories SWITCHED to war products – A shoe factory that made

High heels waterproof boots

• Regulation of food and consumer items to Americans – RATIONS Food, metals, fuel

• Mobilizing a workforce LOCKED people into jobs, no quitting

Scramble for mobilization

• US was not ready to send troops when we entered the war (did not have trained soldiers/units ready)• American men first fought in English/French units because we

weren’t mobilized/ready to fight when we entered the war Whoops!

• Started a draft (Selective Service Act) but trainees went to camp and found little supplies to train with (no guns, weapons to train with)

Segregation in the Army• African Americans fought in in Segregated Units

– White Southerners objected to the training of African Americans to use weapons and fight (scared)

– Might pose a threat after the war• Many African American soldiers in War, but few trained for combat

(cooks, cleaners, etc)• Gave many a new feeling of power in a

segregated/racist country

Harlem Hellfighters –

Served 191 days in the trenches

straight. Awarded a prestigious

medal for bravery.

Committee on Public Information• Nationwide campaign of PROPAGANDA

– Posters, newspaper stories, speeches and materials designed to influence people’s opinion

– The campaign was meant to encourage Americans to support the war

• Patriotic pamphlets and posters• Anti-German feelings had to promote anti-

German feelings because there was a large German immigrant population/like for Germany so many Americans were weary of fighting the Germans at first

Is this Propaganda?

What is the message

(main point) of this poster?

• This picture picks on the idea of INDIVIDUALISM

• It puts the idea in their mind that EVERY person matters in the war effort

• Notice the YOU is bolded, and he’s pointing right at YOU. To provoke men to think about their individual importance to the war

• Are you man enough?

• This image is using the idea of MANHOOD to push people into joining the Navy

• This poster also uses the idea of every person is important for the war

• Immigrants can do their part by conserving food

• How do we know its for immigrants???

How did the US pay for War?• War Revenue Act of 1917 – high taxes and

taxed the wealthiest Americans the most (up to 77% of income) (100,000$ = 23,000 left!!)

• Borrowed money – National debt grew from $1.2 billion to$25.5 billion)– Liberty Bonds (Loans from Americans): People

gave the government money in return for a certificate (called a bond) guaranteeing them more money at a later date)

• Espionage Act and Sedition Act: Made it illegal to say or do anything against the American government

• Threat to war effort

• Keep country unified

Schneck v. United States

• Supreme Court case where Charles Schneck protested his arrest under the Espionage Act– He pushed men to OPPOSE the draft into the

Military– Ruled aganst Schneck UNANIMOUSLY (doesn’t

happen often)• Said that it was a matter of NATIONAL SECURITY• Similar to Patriot Act of September 2003

– What was/is the Patriot Act?

End of World War One • Objective: Students will analyze the end of World War One

to evaluate the War’s impact on the social, economic and political history of America in the 1920s

• Warm Up: Create a PROPAGANDA campaign poster about one of the following War topics:– Enlistment and Recruitment into the Armed Forces– Food/Fuel Administration (Conservation of supplies)– Committee on Public Information (identifying the

enemy and supporting the allies (Brittish/French))– Role of Women (helping in factories, doing their part on

the homefront)*At your table everyone should have a different topic!!!

The Armistice = Peace w/out Victory• America was the MUCH NEEDED RELEIF for the

British/French side• By late 1918 the war was crippling the German

economy (people were starving, food riots, strikes)• Revolution across Austria Hungry

– They didn’t want to fight anymore!!

• Central Powers began to surrender• November 11th, 1918 – Armistice went into effect

– 8.5 million people dead– “Peace without Victory” because no real ‘winner’

everyone lost so much land/money/men

14 Points – Woodrow Wilson• America acted as the father/leader in the

peace proceedings They felt that they “won the war” for everyone else

• “14 Points” – Wilson’s outline for a world peace made in a speech at end of War– Open diplomacy, freedom of the seas– Self-determination (right of people to decide

what is best for their country)– 14th Point: League of Nations

Paris Peace Conference

• Leaders met to negotiate after the War• Treaty of Versailles

– Reparations (payments made for damages) by the Germans and Austrians to Allies

– U.S. gave up a lot of ideals (from 14 Points) for the 14th Point (League of Nations)

• BUT Wilson could not convince his own country about the League (people didn’t want to be ruled by Europe

• Wilson died trying to campaign to pass the League

Impact of War• Political Impact – Many new nations made

out of the big empires – Look at maps on page 610– Where are the differences on the map?

• Economic impact – countries devastated – Germany had to pay back money they didn’t have

– which threw their country into a WORSENED condition

• League of Nations – Existed for many years w/ many countries a part Except for United States (so it wasn’t that affective)

• What were two ways the government raised money to pay for the war?

• How did the Eighteenth Amendment help the war effort?

• Why did many workers join labor unions during the war?

• Why did Wilson form the Committee on Public Information?

• What was the result of Schenck v. United States Supreme Court Case?

Answers• What were two ways the government raised

money to pay for the war?– Taxes– Liberty Bonds

• How did the Eighteenth Amendment help the war effort?– It made making,selling, or drinking alchohol illegal,

so grain could be given to the Soldiers

• Why did many workers join labor unions during the war?– Workers were in high demand, Profits and Prices

were going up, but NOT wages • Why did Wilson form the Committee on Public

Information?– To change the minds of those Americans who had

been against the war– Keep the country unified in the war effort

• What was the result of Schenck v. United States Supreme Court Case?– S.C. ruled that freedom of speech could be limited

if it caused danger for the country

Monday, January 10th• Objective: Students will analyze the United State’s

effort in World War Two by analyzing primary source documents to understand how propaganda influenced citizen’s action

• Agenda: Warm Up: Write a paragraph explaining how American citizens were effected by World War I on the home front using the following terms. Make sure ALL terms are EXPLAINED thoroughly!– Sussex Pledge– Zimmerman Note– Liberty Bonds– Committee of Public Information– Propaganda– Shneck v. United States

Friday, January 14th• Objective: Students will explore the different perspectives

and points of view during World War One in order to see how different countries and people were affected by the war

• Warm Up: Write a “I AM” poem about YOU IN THIS CLASS called “I AM A STUDENT”– I AM…a student– I WONDER….what the homework is– I HEAR…lots of students talking

• Class work: Discuss “I AM” poems as a class. Ms. Power will give you a topic for WW1 and then you will write an “I AM” poem from that perspective – WHEN DONE….. MAKE UP WORK!!!! (last day to submit is TODAY)

“I AM” Poem – WW1

• Ms. Power will give you a topic/object/person• Fill in the lines of the “I AM” poem based on

that person/