Transcript Militarism - Cloudfront.net

World War I Notes
• Pick up the WWI Notes from the front 
M.A.I.N. Causes of WWI
•Militarism: building up a nation’s military
•Alliances: agreement between 2 or more
countries to aid each other if needed
•Imperialism: Expanding empire be
acquiring other countries
•Nationalism: Having Pride and strong
support for the interests and rights on ones
country
Militarism
• The growing European divide had
led to an arms race between the
main countries.
• France and Germany’s armies
had more than doubled
• Competition between Britain and
Germany for control of the seas.
– British introduced the Dreadnought
battleship
– Germans soon followed and
introduced their own battleships.
• Schlieffen Plan - a plan of action
that involved attacking France
through Belgium if Russia made
an attack on Germany.
• When an alliance is signed, those countries
become known as Allies.
• A number of alliances had been signed by
countries between the years 1879 and 1914.
These were important because they meant
that some countries had no option but to
declare war if one of their allies declared war
first.
Alliance
Imperialism
• Imperialism is when a country
takes over new lands or countries
and makes them subject to their
rule.
• By 1900 the British Empire
extended over five continents
France had control of large areas
of Africa.
• The amount of lands 'owned' by
Britain and France increased the
rivalry with Germany who had
entered the scramble to acquire
colonies late and only had small
areas of Africa.
• The Congress of Vienna, held after the Napoleonic
wars left both Germany and Italy as divided states. It
was nationalism the re-unification of Italy in 1861 and
Germany in 1871.
• France was angry because the settlement at the end
of the Franco-Prussian war had given AlsaceLorraine to Germany.
• Large areas of both Austria-Hungary and Serbia
were home to differing nationalist groups, all of
whom wanted freedom from the states in which they
lived.
Nationalism
Assassination of
Archduke Franz Ferdinand
• Archduke of Austria-Hungary
visiting Bosnia.
• Bosnia, was taken over a few
years earlier by A-H, there
was bad blood between the
two countries.
• Serbian terrorists - “Black
Hand”
• Franz Ferdinand and his wife
killed by Gavrilo Princp
Chain Reaction
1. Assassination of Austria-Hungary’s
Archduke by Serbian terrorists group
2. A-H declares war on Serbia
3. Russia sides with Serbia and declares
war on A-H
4. Germany helps Austria-Hungary, and
declares war on Russia and its ally
France
5. Britain comes to France’s defense,
declares war on Germany
Europe: A Powder Keg Waiting to Ignite
• How could the murder of an archduke start a
world war?
• Central Powers (Bad Guys)
– Germany, Austria-Hungary, Ottoman
Empire
• Triple Entente (Good Guys)
– Serbia, Russia, France, Britain
From Neutrality to War
Chapter 22
Neutrality
• President Wilson declares neutrality
• Atlantic Ocean geographically isolates the
US
• 1/3 of the population was foreign born, or
the children of foreign-born parents
• Wars are profitable
Wilson Adopts Neutrality
• Americans made money off of the neutrality policy
• By the end of 1914 war was at a stalemate in Europe
– Stalemate – neither side making progress or willing
to try for peace
– Starve your enemies: British set up blockade of
ships
• Germans unleash a new weapon: U-Boat
– Was this fighting dirty?
– Wilson to Germans: Total accountability for
casualties!
U-Boats & the Lusitania
• U-Boat: submarine like ship developed
to break British Blockade and keep
supplies from Allies
• Lusitania: US merchant ship sunk by UBoats, 128 Americans died
“Murder on the High Seas!”
• Allies, and Wilson call for Germany to stop
unrestricted submarine warfare
• Germany responds by sinking the Arabic
– Wilson sends a strongly worded note –
Germans agree to stop sinking ships without
warning
• Sussex Pledge
– offered by Germany after sinking the Sussex
– Would spare all merchant lives; called for
US to make Britain end its blockade
– Wilson accepted pledge, couldn’t accept
condition
Preparedness and Propaganda
• Preparedness movement – building up
military strength in an effort to be
“ready if necessary”
– Propaganda – “whipping up support”
for your side
• Why is / was propaganda so effective?
• 1. What symbols or
images are used in the
poster?
• 2. What messages or
words are used in the
poster?
• 3. What does the
government want the
audience to do?
• 4. On a scale of 1 to 5
(5 being best), how
effective do you think
this poster is? Why?
• 5. What would make
this image more
effective?
• 1. What symbols or
images are used in the
poster?
• 2. What messages or
words are used in the
poster?
• 3. What does the
government want the
audience to do?
• 4. On a scale of 1 to 5
(5 being best), how
effective do you think
this poster is? Why?
• 5. What would make
this image more
effective?
• 1. What symbols or
images are used in the
poster?
• 2. What messages or
words are used in the
poster?
• 3. What does the
government want the
audience to do?
• 4. On a scale of 1 to 5
(5 being best), how
effective do you think
this poster is? Why?
• 5. What would make
this image more
effective?
• 1. What symbols or
images are used in the
poster?
• 2. What messages or
words are used in the
poster?
• 3. What does the
government want the
audience to do?
• 4. On a scale of 1 to 5
(5 being best), how
effective do you think
this poster is? Why?
• 5. What would make
this image more
effective?
• 1. What symbols or
images are used in the
poster?
• 2. What messages or
words are used in the
poster?
• 3. What does the
government want the
audience to do?
• 4. On a scale of 1 to 5
(5 being best), how
effective do you think
this poster is? Why?
• 5. What would make
this image more
effective?
• 1. What symbols or
images are used in the
poster?
• 2. What messages or
words are used in the
poster?
• 3. What does the
government want the
audience to do?
• 4. On a scale of 1 to 5
(5 being best), how
effective do you think
this poster is? Why?
• 5. What would make
this image more
effective?
• 1. What symbols or
images are used in the
poster?
• 2. What messages or
words are used in the
poster?
• 3. What does the
government want the
audience to do?
• 4. On a scale of 1 to 5
(5 being best), how
effective do you think
this poster is? Why?
• 5. What would make
this image more
effective?
• 1. What symbols or
images are used in the
poster?
• 2. What messages or
words are used in the
poster?
• 3. What does the
government want the
audience to do?
• 4. On a scale of 1 to 5
(5 being best), how
effective do you think
this poster is? Why?
• 5. What would make
this image more
effective?
• 1. What symbols or
images are used in the
poster?
• 2. What messages or
words are used in the
poster?
• 3. What does the
government want the
audience to do?
• 4. On a scale of 1 to 5
(5 being best), how
effective do you think
this poster is? Why?
• 5. What would make
this image more
effective?
“War to End All Wars”
• Wilson goes before the Senate:
– 1. Peace without victory for warring nations
– 2. A “league of honor”
• Germany responds by escalating their efforts;
US breaks off all relations
• Zimmerman Note: If US enters the war,
Mexico and Germany should become allies
US Enters the War
• US declares war on Germany: April 2,
1917
• Reasons for Entry
– U-Boat Attacks – Lusitania
– Propaganda
– Zimmerman Notes
– Economic reasons
Propaganda Assignment
• Create your own propaganda mini poster
to fit the World War I time period.
– Your message must be clear
– Neat and legible
– Colored and organized
• In what way does a war effect a
country?
–Negatives?
–Positives?
Selective Service Act
• Selective Service Act:
Created a national
draft
– First time the US had
established a draft before
entering a war
– Men 21-30 had to register
– Nearly 10 million
registered
– Wilson needed America
troops in France
immediately
Americans in the War
• American Expeditionary Force (AEF):
– Nicknamed the “doughboys”
– Infantry soldiers that fought under the
command of General John Pershing
• 369th Regiment
– All black unit that earned praise for their part
in active combat
New Weapon Technology
• Machine Guns –
rapid fire,
automatic
• Flame Throwers
– sprayed burning
fuel, small
lightweight,
carried by an
individual
• The machine
gun changed
military strategy.
• A group of wellplaced gunners
could stop the
advance of a
much larger force.
• Combatant
armies could no
longer charge
across open
fields toward
enemy lines.
• Allowed troops
to knock out
enemy machine
gun nests and
lob poison gas
shells at enemy
trenches.
• More than half of
all battle
casualties in
World War I
came from
artillery.
Trench Warfare
• Dug lines of trenches in the ground
– 1st line: grenades & machine guns
– 2nd line: ammunition & supplies
– 3rd line: resting soldiers
• No Man’s Land
– Unoccupied land between the two sides
– Easy targets
• Conditions:
– Water, rotting bodies, trench foot, fever,
• The trench
system changed
the experience of
war by providing
protection from
heavy artillery and
machine guns.
• But it also led to
disease and
infections
because of the
horrible conditions.
Trench Foot
New Weapon Technology
• Chemical Warfare
– Odorless mustard gas
caused painful blisters,
blindness, & lethal
damage to lungs
– Gas masks were
developed
• Tanks:
– Ended stalemate in the
trenches
– Rolled across no-man’s
land protected
• Tanks could crush
barbed wire, climb
embankments, and
cross ditches to attack
enemy trenches, while
protecting combatants
from fire.
Planes
• Take the fight to the sky
• Scout enemy territory
• German Zepplins:
bombing raids
• British fighter planes
The Seas
• German U-Boats
• British Battleships
– Dreadnought: more
powerfully armed and
more heavily armored
– Armed submarines,
undetected until it was
too late
– Sunk 1000 ships in the
first 4 months of 1917
• Submarines
moved
beneath the
water
undetected,
• Their
torpedoes
could not be
stopped
before
reaching
their targets.
Meuse - Argonne Offensive
• Break through German lines to reach Sedan
railroad, cut off main line of supply and
communication of the German army.
• 1 million US troops took part in the assault,
fighting through the Argonne forest (Gen. John
Pershing)
• November 11, 1918 Germany agreed to an
armistice, a truce.
• War was finally over
The Home Front
How did Americans on the home
front support or oppose the war?
Mobilization
• The Draft – 9 million registered
– Volunteers – 2 million
• Increased production
– fuel, ships, weapons, food
– governing boards oversee
the economy
• New government agencies
were formed to organize the
war effort
WAR INDUSTRIES BOARD
Propaganda Campaigns – “Sell the War”
• Patriotic Fever sets in
• CPI (Committee on Public
Information)
– During the war, the government
created this propaganda agency
to build support for the war.
Although CPI propaganda helped
Americans rally around the war
effort, it also contributed to
increased distrust of foreign-born
citizens and immigrants.
Financing the War
• Increased the number of
people paying the new
income tax
– 437,000 in 1917
– 4.4 million in 1918
• Liberty Bond Drives
Bond = loan with interest
The purchase of Liberty Bonds by
the American public provided
needed funding for the war and
gave Americans a way to
participate in the war effort
New Government Organizes
Industry for War
• WIB: War Industries Board: would tell
factories what goods/products to produce
and deliver to the military
– Less materials for clothes = shorter skirts
– Give up corsets for the metal
Many jobs were created and the economy thrived
Food and Fuel help win the war
• Herbert Hoover in charge of Food
Administration and Fuel Administration created
• Relied on “Spirit of self-sacrifice,” rather than
punishing those who hoarded food
– Victory Gardens
– Heatless Mondays
– Gasless Sundays
– Daylight Savings Time introduced- extra hour of
daylight
“The Great Migration”
See map page 309 of text
• Pull factor =Job opportunities in the factories of the North
• Push Factor = poverty, Jim Crow, lynching terrorism
African-Americans react to the war
• WEB DuBois urges
blacks to enlist
• Wm. Henry Trotter
disagrees.
– “Why not make America
safe for democracy?”
War opened thousands of jobs in
the North. Racial tensions rose
because blacks and whites were
now fighting for jobs and housing,
race riots broke out.
Opposition to the War
• Many women
• Jeanette Rankin (1st woman rep. in Congress)
– “You can no more win a war than you can win
an earthquake.”
• Women’s Peace Party
– For religious or political reasons, some
Americans opposed the war. Among the
leading peace activists were members of
the Woman's Peace Party.
The Suppression of Dissent
• Espionage and Sedition acts
– The Espionage and Sedition acts allowed the federal government to
suppress antiwar sentiment. The laws made it illegal to express
opposition to the war.
• Socialists and Wobblies
– Socialists and Wobblies who opposed the war became the targets of
both patriot groups and the government for their antiwar positions. Many
were jailed under the Espionage and Sedition acts.
• Schenck v. United States
– The Supreme Court upheld the constitutionality of the Espionage Act in
this 1918 case. It ruled that the government could restrict freedom of
speech in times of "clear and present danger."
The Suppression of Dissent
• Espionage Act 1917
• crime to interfere with the draft,
• “obstruct…the war effort”
– Schenck v. US (1919)
• Sedition Act 1918
• Restricts freedom of speech
– “disloyal, profane, scurrilous, or abusive” of government
• Other restrictions on speech and action
– 2,000 prosecutions
• including Eugene Debs (10 years)
• Public persecution of Germans
• Schenck v US: “Clear and Present Danger”