Transcript World War 1 - Ms. Power`s US History

World War One
1914 -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
ss
Mother 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
Harlem
segregated/racist country
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 antiGerman 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/