Transcript Week 10: October 31

Week 10: October 31-November 4, 2016
OHP, Election 2016, & World War I
Why are we here
this week?
1) Collaborate & discuss Oral History Project.
2) Review World War I (Ch. 11, HA 22-25)quiz preparation.
3) Discuss upcoming Election 2016 & prepare for mock voting.
Homework: Continue OHP WORK
WW I Quiz is Mon. Nov. 7th : Study listCh. 11, HA 22-25
Monday, October 31, 2016
How is your Oral History
Project coming along?
OHP Collaboration Day
Group/peer “exploration” of progressfeedback
Student actively works with peers and
contributes to their success.
Complete the “collaboration checklist” based on your partner’s OHP
work that is observed.
You will receive *written feedback on the form at the end of class.
*Staple to your partner’s work & be prepared to share & discuss “later.”
OHP Collaboration
Objectives Students will explore & discuss the following:
How do my questions and progress compare to my peers?
How can we improve our OHP work?
Expectations include:
1) research summary with documented sources (5+ yet?)
2) Biographical description of interviewee?
3) interview script with 10-15 questions?
Evaluation
Productive & respectful participation earns 10 points toward the
final OHP grade. If you are unproductive or NOT prepared… 
Collaboration
Student actively
works with peers and
contributes to their
success.
10-9
Student collaborates
with peers but has
minimal impact on
their success.
8-7
Student has
minimal
collaboration with
peers.
6
MAKE-UP session required if absent!
Student does not
collaborate with anyone.
5-0
_____/10 points
•
•
Research & Interview Script
REMINDERS
All questions should be short, easy-to-understand, open-ended, & neutral
(AVOID one-word answer ?s, leading questions, or overly complex ?s)
2-3 “intro” questions…biographical ?s…do NOT start with a historical question!
• You MUST include 2+ questions that are based directly on your research!
(Advanced OHP products have at least 5 direct quotes/comparisons (person’s testimonyresearch)
• 6-8 “body” questions about the historical era or event are expected
• Arrange ALL questions in chronological order
•
•
2-3 “thought” questions are required (compare to today?)
ASK, “What would you like my classmates to remember about this event/era?”
•
10-15 TOTAL questions…SEND to interviewee BEFORE interview…ADD topic and person’s name
Interview “season” began Friday, 10/28 and is open until Sunday, 11/20.
Be prepared to conduct and record the ~1-hour interview.
Email [email protected] your interview script ONLY if you have specific concerns.
Most students are should be ready for the interview this coming weekend or next.
*LIST interview date & time, communicate with interviewee, and SELECT PRODUCT ASAP!
Writing Interview Questions and a Script for the Interview
• http://youtu.be/9RjxqXAT9Jc
Conducting the Interview
• http://youtu.be/p1zinUXYEKs
COLLABORATION Checklist
My Partner(s):
Era or Event:
1. Examine (& discuss) your RESEARCH.
Adequate & cited sources? Evidence of understanding?
My Name:
Regarding OHP, I feel my partner is…
2. Examine (& discuss) your TYPED interview script/questions and biographical description
Who is he/she interviewing? Is the topic explored adequately? (2+ research-based ?s req’d)
3. Enhance, rewrite, reorder ?s, then PRACTICE interviewing.
(Role play…ASK & RESPOND)
What “other” questions does he/she need (3 types)? Techniques?
4. Discuss interview plans, equipment, project format: PECHA KUCHA?
When is (was) the interview? Follow up if “done?”
What equipment/technology will you use?
What will your final OHP look like? Describe the product being planned.
Contact teacher if you have any questions or concerns!
[email protected]
COLLABORATION Checklist
My Partner(s):
Era or Event:
1. Examine (& discuss) RESEARCH.
My Name:
Regarding OHP, I feel my partner is…
2. Examine (& discuss) your TYPED interview script/questions and biographical description.
3. Enhance, rewrite, reorder ?s, then PRACTICE interviewing.
4. Discuss interview plans, equipment, project format: PECHA KUCHA?
Contact teacher if you have any questions or concerns!
[email protected]
COLLABORATION Checklist
1. EXAMINE (& later discuss) your RESEARCH.
Adequate & cited sources (5+)? Evidence of understanding?
Write QUICKLY! Helpful feedback! Constructive criticism?
Is there a “Noodle Tools” bibliography/works cited yet?
Do he/she seem very knowledgeable about the era/event?
COLLABORATION Checklist
2. EXAMINE (& later) discuss your TYPED interview
script/questions & biographical description.
Who is he/she interviewing?
Is the topic explored adequately?
(at least TWO research-based questions are required
QUIET review, then LATER give FAST written feedback
(Corrections? Suggestions?)
Do the questions & the order (arrangement) make sense?
Are they short and open-ended?
Does the interview script capture enough of WHO the person IS?
Does the interview script capture WHY he or she is being interviewed?
Research & Interview Script REMINDERS
•
•
All questions should be short, easy-to-understand, open-ended, & neutral
(AVOID one-word answer ?s, leading questions, or overly complex ?s)
2-3 “intro” questions…biographical ?s…do NOT start with a historical question!
• You MUST include 2+ questions that are based directly on your research!
(Advanced OHP products have at least 5 direct quotes/comparisons (person’s testimonyresearch)
• 6-8 “body” questions about the historical era or event are expected
• Arrange ALL questions in chronological order
•
•
2-3 “thought” questions are required (compare to today?)
ASK, “What would you like my classmates to remember about this event/era?”
•
10-15 TOTAL questions…SEND to interviewee BEFORE interview…ADD topic and person’s name
COLLABORATION Checklist
3. Enhance, rewrite, reorder ?s, then PRACTICE interviewing.
(Role play…ASK & RESPOND)
What “other” questions does he/she need (3 types)?
Techniques? etc
How good is your partner as an interviewer?
What can be done to ENHANCE the OHP interview for the
historical subject and the student?
Props? Visuals? Memory clues or “cues?” Pictures? OTHER?
“The difference was in the questions they asked,
and specifically how they asked them. “
•
•
•
•
•
Kevin: What led you into entrepreneurship? Was it something that you always knew
that you wanted to be, an entrepreneur on your own? Or did you stumble into it?
Charlie: What are you doing in terms of planetary exploration?
Kevin: Where do you come up with your best ideas? Are you on vacation, or do you
wake up in the middle of the night and draw things down?
Charlie: How did you go about the design?
•
Kevin: When did you decide to get into computers and technology? Did you start
coding? Or was it a lot of...?
Charlie: What do you think?
•
Can you guess which interview went better?
Weiderhold’s Question Matrix
http://www.ltag.education.tas.gov.au/effectteach/Thinking/matrix.htm
The Question Matrix is a set of 36 question starters that ask what, where, which, who, why and how.
The questions in the top rows of the matrix are knowledge and information questions.
The lower rows are questions that require analysis, synthesis and evaluation.
C:\Documents and Settings\Educator\My Documents\ICTPD\Questioning\Weiderhold Question Matrix.doc
Event
Situation
What is?
Where / When Which did?
is?
Present
Choice
Person
Reason
Means
Who is?
Why is?
How is?
Past
What did?
Where / When
Which did
did?
Who did?
Why did?
How did?
Possibility
What can?
Where / When
Which can?
can?
Who can?
Why can?
How can?
Probability
What would?
Where / When
Which would? Who would?
would?
Why would?
How would?
Prediction
What will?
Where / When
Which will?
will?
Why will?
How will?
Imagination
What might?
Where / When
Which might? Who might?
might?
Why might?
How might?
Who will?
Q-Matrix
Event
Person/Group
Reasons
Results
What is ...?
Who is...?
Why is...?
How is...?
What did...? Who did...?
Why did...?
How did...?
What will...? Who will...?
Why will...?
How will...?
What might...? Who might...?
Why might...?
How might...?
Sample Interview Script
Who is this person?
• Please introduce yourself. (Full name, date of birth,
hometown, education/job experience, etc.)
• Why did you choose to join the Army at West Point?
• How did your training prepare you for the coming
conflict in the Middle East?
Sample Interview Script
Why is this person an “expert,” or at least a good “witness”
for your era or event?
• Describe your first memory of when heard about the
conflict in the Mideast that led to the 1st Gulf War?
• EXPLAIN whether you believed at the time that the US
would become involved in the conflict.
• During the 1st Gulf War, what was your rank and job?
• Describe what combat was like during the war.
Sample Interview Script
SECOND SET of “meaty” questions…
• What do you remember about President George H.W.
Bush & Saddam Hussein?
• What events in the war stand out as the most significant
to you? (August 1990-January 1991)
• What was the most important military action that you
took part in? Did you earn any honors, and if so, why?
• How did mass CNN & the media portray the 1st Gulf War?
Sample Interview Script
What “lasting impressions or impacts” are there related
to his/her experience?
Conclusions & Closure
• How has the 1st Gulf War impacted our country &
your life since 1990-91?
• If a situation like the 1st Gulf War occurred today,
how do you believe the US would react?
• What would you like my classmates to remember
most about the Persian Gulf War?
“The #1 tip for asking better
questions? Cut them off at the
question mark.”
https://www.linkedin.com/pulse/20
131218030745-7374576-this-postwill-make-you-a-more-effectivecommunicator-in-90-seconds
http://foundation.bz/20/
COLLABORATION Checklist
4. Discuss interview plans, equipment, project format:
Pecha Kucha!!!
When is (was) the interview? Follow up if “done?”
What equipment/technology will you use?
What will your final OHP look like?
Describe the product being planned
How would you describe his or her PLAN for blending the
historic evidence with the interviewee’s testimony?
How can you use the rubric to enhance your final product?
https://www.youtube.com/watch?v=Bf7WUGwuysQ
OHP
“Interview Season is OPEN!”
LIST interview date (time & location?)
UPDATE (confirm completion OR adjust date?)
Secure recording device (audio required!)
Submit interview script to narrator (before conducting interview)
PRODUCT: examine options (packet) & begin plans for successful
comparative project & upcoming “sharing” in December!
Criteria
Interviewee’s
experience
Student
Research
Advanced
Demonstrates sophisticated
understanding of
interviewee’s experience in
historical context.
-Highly informative &
engaging retelling of
interviewee’s story
35-32
Demonstrates sophisticated
understanding of the
historical time period.
Uses 5 or more sources.
Multiple citations in MLA
format
Product
Conventions
Basic
Demonstrates limited
understanding of
interviewee’s experience
in historical context.
-Informative & engaging
-Attempts to retell
retelling of interviewee’s
interviewee’s story
story
(minimally engaging
and/or informative)
31-25
24-20
Demonstrates understanding Demonstrates limited
of the historical time period. understanding of the
Uses 3 – 4 sources
historical time period.
Citations in MLA format
Uses 2 sources
Material is cited
Below Basic
Demonstrates little to no
understanding of interviewee’s
experience in historical context.
Demonstrates little to no
understanding of the historical time
period.
_____/35 points
Uses 1 source
There are no citations
-Inadequate analysis of
research & participant’s
testimony (displays few
insightful “connections”)
24-20
-Little or no analysis of research or
participant’s testimony (displays no
meaningful “connections”)
19-0
Student actively works with
peers and contributes to
their success.
10-9
Student collaborates with
peers but has minimal
impact on their success.
8-7
Student has minimal
collaboration with peers.
Student does not collaborate with
anyone.
Media chosen is highly
effective in engaging and
connecting to audience.
Media chosen is effective in
engaging and connecting to
audience.
10-9
Questions, bibliography, and
product show evident
control of grammar,
mechanics, and spelling
10-9
8-7
Questions, bibliography, and
product show sufficient
control of grammar,
mechanics, and spelling.
8-7
Media chosen is somewhat Media chosen is ineffective in
effective in engaging and
engaging and connecting to
connecting to audience.
audience.
6
5-0
Questions, bibliography
Questions, bibliography, and
and product show limited product show minimal control of
control of grammar,
grammar, mechanics, and spelling.
mechanics, and spelling.
6
5-0
6
_____/35 points
-Inadequate and/or ineffective
retelling of interviewee’s story
19-0
-Analysis of research
compared to participant’s
testimony is satisfactory
(displays insightful several
“connections”)
31-25
-Excellent analysis of
research compared to
participant’s testimony
(displays many insightful
“connections”)
35-32
Collaboration
Proficient
Demonstrates understanding
of interviewee’s experience
in historical context.
5-0
_____/10 points
_____/10 points
/points
Comments:
Total: ______/100
Very nicely done! A well-deserved advanced rating
Good overall effort…more research and/or interview analysis needed, but still high proficient work
Acceptable product, but research and/or interview analysis needed much more attention/effort (SCL is recommended….submit enhanced work within 10
days)
INCOMPLETE product! Research and interview analysis are inadequate SCL is HIGHLY RECOMMENDED
Homework: Continue OHP WORK
Study for WW I Quiz
WW I Quiz is Mon. Nov. 7th : Study listCh. 11, HA 22-25
Tuesday-Thursday*, November 1-4, 2016
How will YOU finish your
first marking period as a
Freshman in high school?
I. World War I Recap
Videos, Notes, Ch. 11 “ttt,” Socratic Circle HA 22-25
II. Election 2016
Mock voting Nov. 7th, Electoral College, polls, etc.
III. Oral History Project
Interview preparation (scheduled? Script of 10-15 ?s)
Research (5+ sources in Noodle Tools)
Pecha Kucha or other product?
Computer Lab 341 WORK Day*Friday, 11/4 except Per. 4
Ch. 11: The First World War
History Alive! Ch. 22-25
1. Name any two of the four factors that led to war in Europe.
The factors that led to war in Europe were nationalism, imperialism, militarism, and a system
of alliances that made an attack on one nation a conflict that involved many interlinked allies.
2. Identify & BRIEFLY explain one thing that led America into WW I after initially being neutral.
The United States tried to remain neutral in World War I, but emotional and economic ties to
Great Britain gradually moved it to the side of the Allies. German submarine attacks
convinced Wilson to declare war.
3. Describe any two ways that World War I led to change in American society.
At home during the war, production increased, and so did union membership. Many women
entered industry, and thousands of African Americans moved from the South to the North
seeking jobs and an end to segregation.
4. What was contained in the Treaty of Versailles and why did Americans object?
Many Americans objected to the Treaty of Versailles because it seemed to betray the high
principles Wilson had announced. Many disliked the idea of a League of Nations, fearing it
would involve the United States in foreign conflicts.
https://www.youtube.com/watch?v=6zuHXbjlaJQ
All for You, Sophia
By Franz Ferdinand...fan-made "video"
https://www.youtube.com/watch?v=6zuHXbjlaJQ
Bang, bang, Gavrilo Princip
Bang, bang, shoot me Gavrilo
Bang, bang, the first six are for you
Bang, bang, the seventh is for me
Bang, bang, Gavrilo Princip
Bang, bang, Europe's going to weep
All for you, all for you all for you, Sophia
Bang, bang, history's complete
Bang, bang, shoot me Gavrilo
Bang, bang, the first six are for you
Bang, bang, the seventh is for me
Bang, bang, Gavrilo Princip
Bang, bang, shoot me Gavrilo
All for you, all for you all for you, Sophia
The Black Hand holds the gun
The Devil takes his run
Urban, take the Appel Quay
It's June the twenty-eighth
The seventh was for me
Bang, bang, history's complete
Bang, bang, shoot me Gavrilo
Bang, bang, the first six are for you
Bang, bang, the seventh is for me
Bang, bang, Gavrilo Princip
Bang, bang, shoot me Gavrilo
http://www.youtube.com/
watch?v=PBDYo6UhyA0
http://www.youtube.com/watch?v=6XjutRhMPAM
https://www.youtube.com/watch?v=PBDYo6UhyA0
What are the 4 M.A.I.N causes of
WWI?
• Ch. 11 The Americans “telescoping the times?”
• Militarism: increasing the size, strength, & utilization of
armed forces as part of a foreign policy
• Alliances: many European & Asian nations had long-standing
political-economic ties to each other, along with intense
rivalries
with other nationsbound together like a series of
overlapping & competing “spider webs”
• Imperialism: Britain & Germany were two global powers
competing for markets, resources, influence (America too!)
• Nationalism: intense feelings of pride in one’s country
(patriotism vs. fanaticism?)
Initiating WW I
History Alive! P. 283
• *June 28, 1914: Assassination of the heir to the throne of the AustroHungarian empire, Franz Ferdinand by Gavrilo Princip (Bosnian Serb &
member of Black Hand society)
“Powder Keg of Europe?”
• Austria-Hungary declares war on Serbia on July 28, 1914
• Russia (ally of Serbia) mobilized on July 29th
• Germany (ally of Austria-Hungary) mobilized on July 30th
• France (rival of Germany) mobilized on August 1st
(same day that Germany declared war on Russia)
• United Kingdom (ally of France and Russia) declared war on Germany on
August 4th
The First World War: The Great War? War to End All Wars?
Chapters 22-25 History Alive!, Ch. 11 Americans
History Alive!
Ch. 22: From Neutrality to War
p. 283-291
“Was it in the national interest of the US to stay neutral or declare war in 1917?”
Ch. 23: Course & Conduct of the War
p. 293-301
“How was World War I different from previous wars?”
Ch. 24: The Home Front
p. 303-313
“How did Americans on the home front support or oppose WW I?”
Ch. 25: The Treaty of Versailles: Ratify or Reject?
p. 315-323
“Should the US have ratified or rejected the Treaty of Versailles?”
The Americans, Ch. 11
Section 1: World War I Begins
p. 372-380
Section 2: American Power Tips the Balancep. 381-387
Section 3: The War at Home
p. 388-397
Section 4: Wilson Fights for Peace
p. 398-403
Academic Conversation Placemat with Prompts
Socratic-like Circle Preparations
1. HIGHLIGHT chapter, then WRITE & EXPLAIN your “decision” (ANSWER) to the focus question.
Ch. 22: Neutrality to War (p. 283-291) “Was it in the US national interest to stay neutral or declare war in 1917?”
Ch. 23: Course & Conduct of the War (p. 293-301) “How was World War I different from previous wars?”
Ch. 24: The Home Front (p. 303-313) “How did Americans on the home front support or oppose WW I?”
Ch. 25: Versailles: Ratify or Reject? (p. 315-323) “Should the US have ratified or rejected Treaty of Versailles?"
1. My initial response & reasoninginterpretations, opinions, & ideas:
What do you THINK is the “RIGHT” answer to the question? WHY?
Do you have examples and explanations for your written answer?
2. What issues, concepts, conflicts, or debatable topics do you wish to DISCUSS? List ??s
What do you want to TALK about? What questions will you ask your inner circle peers?
3a. CausesEffects (Past, Present, and/or Future)
3b. Applications for Today &
Tomorrow
Examples/events (stimuli) & HOW they changed life? What “life lessons” (+ or -) or
conclusions do you observe?
Use articles to help you with 3a & 3b
http://articles.mcall.com/2014-06-25/opinion/mc-lessons-wwi-fisheryv--20140625_1_self-determination-world-war-i-yugoslavia
http://articles.mcall.com/2014-07-21/opinion/mc-world-war-i-anniversarylessons-largay-yv-0722-20140721_1_black-soldiers-great-war-wwi
Completing your Alive! Chapter Reflection
4.
What NEW ideas, insights, opinions, points of view, “facts” or perspectives did your peers share?
-Are multiple perspectives & opposing points of view described in writing?
5. What did you DISCERN, or perceive to be “true,” as a result of your Socratic-Circle performance?
EXPLAIN
- Did you show written evidence of growth and/or a deepening of thought?
- Have you shown what you LEARNED from Socratic-like Circle?
- Your chapter “preparation & reflection” is worth 20 major points!
- DUE the day after you “perform” in the inner circle
Self-evaluate on your ACADEMIC CONVERSATION place mat: How well did you do?
6=below basic EFFORT and CONTRIBUTIONS
7=basic EFFORT and/or CONTRIBUTIONS
8=proficient EFFORT and CONTRIBUTIONS
9/10=advanced CONTRIBUTIONS and EFFECTIVENESS!
“The Great War”
(1914-1918)
•
•
•
•
•
World War One
First World War
The War to End All Wars
The War to Make the World Safe for Democracy
The War of the Nations
• July 28, 1914 and lasted until November 11, 1918
http://lou_ww1.tripod.com/myww1trench/id3.html
Who?
• Allies (Triple Entente): Great Britain, France, & Russia
• Central Powers (Triple Alliance): Austria-Hungary,
Germany, Ottoman Empire; later, Bulgaria
• More than 70 million military personnel, including 60
million Europeans, were mobilized in one of the largest
wars in history.
• More than 9 million combatants were killed largely
because of great technological advances in firepower
without corresponding advances in mobility.
• It was the sixth deadliest conflict in world history.
Famous Alumni of WW I
• Humphrey Bogart, Walt Disney, Charles DeGaulle,
Ernest Hemmingway, Pope John XXIII, Lawrence of Arabia,
Winston Churchill, Bella Lugosi, Fritz Kreisler, Adolf Hitler,
Benito Mussolini, Fiorello LaGuardia, Harry Truman, King
Edward VIII, General Marshall, General George Patton, General
E. Rommel, G. Marconi, General Douglas MacArthur, F. Scott
Fitzgerald, Field Marshall Montgomery, Walter Brennan
CASUALTY FACTS
"The Real Face of War"
Chemin des Dames, France 1918
• During the summer and fall of 1914, France lost as many men on the
battlefield as the U.S. Army would lose in all of the 20th century!
Russia's losses were never actually counted. It is estimated that over 6
million Russian soldiers were killed in WWI.
During World War One, 230 soldiers perished for each hour of the four
and a quarter years it continued.
The world's worst train accident occurred in France, in December 1917
with the deaths of over 600 soldiers.
CASUALTY FACTS
There were 70,000,000 men and women in uniform of that number onehalf were either killed, wounded or became prisoners of war.
In Great Britain at the end of the war there were 250,000 wounded soldiers
who suffered total or partial amputation.
The Spanish Influenza of 1918 killed 51 million people worldwide!
The U.S. was in the war in actual combat for only seven and a half months.
During this time 116,000 were killed and 204,000 were wounded.
In 1916 in the Italian Alps a winter avalanche killed 10,000 men. In four
years of conflict on the Italian Alpine Front 50,000 soldiers were killed by
avalanches.
CASUALTY FACTS
The Italian Front 1915-1918 was the site of the largest scale mountain warfare in
history.
During the course of the Great War 11% of Frances's entire population was
killed or wounded.
The site of the Battle of Verdun is remembered as the battlefield with the highest
density of dead per square yard.
The biggest naval battle in history occurred off the coast of Jutland in the
afternoon of May 31, 1916. More than 200 warships and 100,000 men of the
rival navies were involved. The British "Grand Fleet" lost 14 ships. The German
"High Seas Fleet" lost 11 ships.
• Half of the dead of Great War have no known grave.
CASUALTY FACTS
The largest man made explosion occurred at Halifax Harbor, Nova Scotia,
Canada 1917 with the collision of 2 ammo ships.
The 10 month Battle of Verdun, 1916 caused over a million casualties.
At the end of the war in France the 650,000 war widows became a
powerful voting block .
Italian Front
60,000 Alpine troops would freeze to death in the "high mountains"
(Dolomiti Adamello ranges) during 3 years of war.
World War I “Firsts”
First war to be fought on 3 continents.
First industrialized conflict.
First use of chlorine & mustard gas.
First use of the flame thrower.
First tank battle.
First use of mass airplanes.
First use of x-ray in the military.
First use of a blood bank.
First use of guide dogs by blinded soldiers.
First four-star general, General John J. Pershing
First use of trillion in estimating war costs.
First use of the IQ Test given to Doughboys of 1917.
First U.S. president to visit a European country while in office was
Woodrow Wilson on 12/04/18.
American neutrality could not keep the United States from the road to world war.
Dramatic footage, photographs and interviews illuminate significant events during this
time, such as the formation of the War Industries Board, the Great Migration, the
Espionage and Sedition Acts, the American Expeditionary Force in Europe and President
Wilson's Fourteen Points. The Strikes of 1919, the Red Scare and the Palmer Raids are
also covered.
http://safari.bucksiu.org/?a=26168&d=01933AA
History Alive!
Introduction & Summary
Ch. 22: From Neutrality to War
p. 283-291
“Was it in the national interest of the US
to stay neutral or declare war in 1917?”
Ch. 22: From Neutrality to War: Was it in the national interest of the US to
stay neutral or declare war in 1917?
In 1914, during a visit to Sarajevo, Archduke Franz Ferdinand of Austria-Hungary and his wife with their
children in 1909 were gunned down by a terrorist. Although this assassination sparked the outbreak of World
War I, the conflict had deeper causes.
In the spring of 1914, President Woodrow Wilson sent "Colonel" Edward House, his trusted adviser, to Europe.
House's task was to learn more about the growing strains among the European powers. After meeting with
government officials, House sent Wilson an eerily accurate assessment of conditions there. "Everybody's
nerves are tense," he wrote. "It needs only a spark to set the whole thing off."
That spark was not long in coming. On June 28, 1914, Archduke Franz Ferdinand and his wife, Sophie, made an
official visit to Sarajevo, the capital of Austria-Hungary's province of Bosnia. Ferdinand was heir to the throne of
the Austro-Hungarian Empire. A few years earlier, Bosnia had been taken over by Austria-Hungary, a move that
angered many Bosnians who wanted closer ties to nearby Serbia and other Slavic ethnic groups. On the day of
the visit, several terrorists, trained and armed by a Serbian group, waited in the crowd.
Early in the day, as the royal couple rode through the city in an open car, a terrorist hurled a bomb at their car.
The bomb bounced off the hood and exploded nearby. Unharmed, the couple continued their visit. Another
terrorist, Gavrilo Princip, was waiting farther down the route. When the car came into view, Princip fired
several shots into the car, killing the royal couple.
Their murders set off a chain reaction. Within weeks, Austria-Hungary declared war on Serbia. When the
Russian foreign minister learned that Austrian soldiers had begun shelling the Serbian capital of Belgrade, the
stunned diplomat warned the Austrian ambassador, "This means a European war. You are setting Europe
alight." He was right. A local quarrel in the Balkans quickly became far more dangerous. Russia sided with
Serbia and declared war on Austria-Hungary. To help Austria-Hungary, Germany declared war on Russia and its
ally France. Britain came to France's defense and declared war on Germany. Dozens of countries took sides.
Ch. 22 Summary
The assassination of Archduke Franz Ferdinand sparked the outbreak of
World War I. However, the war had many underlying causes, including the
European alliance system and the growth of nationalism and imperialism,
which led to military buildups. The United States remained neutral until
events in 1917 convinced Americans to fight on the side of the Allies.
The Allied and Central powers When World War I began, the nations of
Europe divided into two alliances—the Allied powers (Great Britain,
France, & Russia) and the Central powers (Germany, Austria-Hungary, &
the Ottoman Empire (Turkey).
U-boats The war at sea started with a British blockade of German ports.
Germany fought back by introducing a new weapon called a U-boat, or
submarine. German U-boats sank both neutral and enemy vessels, often
without warning.
Lusitania The German sinking of the British ship the Lusitania killed 128
Americans. The United States strongly protested U-boat attacks on
merchant ships carrying American passengers.
Ch. 22 Summary
The assassination of Archduke Franz Ferdinand sparked the outbreak of World War I. However, the
war had many underlying causes, including the European alliance system and the growth of
nationalism and imperialism, which led to military buildups. The United States remained neutral
until events in 1917 convinced Americans to fight on the side of the Allies.
Sussex pledge Germany agreed in the Sussex pledge to stop sinking
merchant ships without warning but attached the condition that the United
States help end the illegal British blockade. Wilson rejected that condition,
and Germany did not keep the pledge.
Preparedness movement As anger over American deaths at sea grew, some
Americans called for the country to prepare for war. Although Wilson won
reelection on the slogan "He kept us out of war," he was already preparing
the country to fight by building up the army and navy.
Unrestricted submarine warfare In a desperate bid to end the conflict,
Germany announced early in 1917 that it would resume unrestricted
submarine warfare.
Zimmermann note The disclosure of the Zimmermann note, calling for
cooperation between Mexico and Germany to take back U.S. territory,
outraged Americans. Soon after its publication, the United States declared
war on Germany.
•
Alive!, p. 284
By late November 1914, the war
reached a stalemate. The lines of
battle stretched across Belgium and
northeastern France to the border
of Switzerland. Month by month,
casualties mounted in what, to
many Americans, looked like
senseless slaughter.
Alive!, p. 285
The Lusitania, a British passenger ship,
sank near Ireland after being torpedoed
by a German U-boat. Of the 1,198 people
who died, 128 were American. The
American public was outraged, and the
incident helped strengthen American
support for the Allies.
Alive!, p. 286-287
In 1916, Woodrow Wilson ran for reelection
against the Republican presidential candidate,
Charles Evans Hughes. The Democrats did their
best to portray Hughes as eager to go to war.
Full-page ads in newspapers read, “If you want
war, vote for Hughes! If you want peace with
honor, vote for Wilson.”
Alive!, p. 288
Woodrow
Wilson
(Democrat
)
Peacemak
er?
The Zimmermann Note stirs ups Anti-German Feelings
(February 1917). Britain had gotten hold of a note sent
in code by the German foreign minister, Arthur
Zimmermann, to the German minister in Mexico.
Zimmermann suggested that if the United States
entered the war, Mexico and Germany should become
allies. Germany would then help Mexico regain "lost
territory in New Mexico, Texas, and Arizona." The
Zimmermann note was a coded telegram that German
foreign minister Arthur Zimmermann sent to the
German minister in Mexico proposing that if the
United States entered the war, Mexico and Germany
should become allies; it helped influence the United
States to declare war on Germany five weeks later. It
created a sensation in the United States and stirred antiGerman feeling across the nation.
Alive!, p. 290
History Alive!
Introductions & Summaries
Ch. 23: Course & Conduct
of the War
p. 293-301
“How was World
War I different
from previous
wars?”
Ch. 23: The Course and Conduct of World War I
How was World War I different from previous wars?
More than 2 million Americans served in Europe during World War I. Eager to promote democracy around the world,
many entered the war with great enthusiasm. But their first taste of battle left them more realistic about the horrors
of war.
More than 2 million Americans served in Europe during World War I. Eager to promote democracy around the world,
many entered the war with great enthusiasm. But their first taste of battle left them more realistic about the horrors
of war.
In 1917, many Americans viewed the nation's entry into World War I as the commencement of a great adventure.
Others saw it as a noble or heroic cause that would give the country a chance to demonstrate its courage. President
Woodrow Wilson's call to help make the world safe for democracy appealed to Americans' sense of idealism. Many
shared the president's belief that this would be "the war to end all wars."
A young recruit named William Langer enlisted to fight in the war because, as he described it, "Here was our one
great chance for excitement and risk. We could not afford to pass it up." Henry Villard felt the same. He eagerly
followed incidents on the battlefields of Europe, reading newspapers and discussing events with friends. "There
were posters everywhere," he recalled. "'I want you,' . . . 'Join the Marines,' 'Join the Army.' And there was an
irresistible feeling that one should do something . . . I said to myself, if there's never going to be another war, this is
the only opportunity to see it."
In 1917, Villard got his chance when a Red Cross official visited his college looking for volunteers to drive
ambulances in Italy. Many of Villard's friends signed up. Although he knew his family would protest, Villard said, "I
couldn't just stand by and let my friends depart." After securing his family's reluctant consent, Villard enlisted and
soon headed out for combat duty.
Very soon after arriving in Italy, Villard discovered how little he knew about war. "The first person that I put into my
ambulance was a man who had just had a grenade explode in his hands." Bomb fragments had severed both of the
soldier's legs. As Villard sped from the front lines to the hospital, the wounded soldier kept asking him to drive more
slowly. By the time the ambulance reached the hospital, the young man was dead. "This was a kind of cold water
treatment for me, to realize all of a sudden what war was like," explained Villard. "And it changed me—I grew up
very quickly . . . It was the real world."
Ch. 23 Summary
World War I was the world's first truly modern war. New inventions and technological
advances affected how the war was fought and how it ended. The United States
provided soldiers, equipment, and finances, which contributed to the Allied victory.
Selective Service Act Before the United States could join the Allies, tens of
thousands of troops had to be recruited and trained. As part of this process,
Congress passed the Selective Service Act to create a national draft.
369th Regiment Hundreds of thousands of African Americans served in
segregated military units during World War I. The all-black 369th Regiment
received France's highest military honors for its service in Europe.
American Expeditionary Force President Woodrow Wilson and General John
J. Pershing, commander of the American Expeditionary Force, insisted that
most American troops fight as a force separate from the Allied army. Two
million Americans fought in the AEF during the war.
Ch. 23 Summary
World War I was the world's first truly modern war. New inventions and
technological advances affected how the war was fought and how it ended.
The United States provided soldiers, equipment, and finances, which
contributed to the Allied victory.
The land war New weapons made land warfare much deadlier than ever
before. The result was trench warfare, a new kind of defensive war.
The air war Both sides first used airplanes and airships for observation.
Technological improvements allowed them to make specialized planes for
bombing and fighting.
The sea war Early in the war, ocean combat took place between battleships.
The Germans then used U-boats to sink large numbers of ships. To protect
merchant ships, the Allies developed a convoy system. Later, the Allies laid a
mine barrier across the North Sea and English Channel.
Meuse-Argonne Offensive In 1918, close to 1 million U.S. soldiers took part in
the Meuse-Argonne Offensive. Their success helped bring about an armistice
with Germany.
World War I: Course & Conduct
More than 2 million
Americans served in Europe
during World War I. Eager to
promote democracy around
the world, many entered the
war with great enthusiasm.
But their first taste of battle
left them more realistic about
the horrors of war.
Alive!, p. 293
World War I began
on two main
battlefronts. The
western front
stretched across
Belgium and
northern France.
The eastern front
spread across much
of present-day
Poland. Russia’s
withdrawal from the
war in early 1918
closed down the
eastern front.
Alive!,
p. 295
In 1883, American inventor
Hiram Maxim developed
the first entirely automatic
machine gun to become
widely used by both the
Allies and the Central
powers. The new weapon’s
heavy firepower made mass
assaults across open ground
suicidal. As a result, both
sides retreated into a vast
network of trenches to fight
a defensive war.
In World War I, typical frontline trenches were 6 to 8 feet deep and wide enough for
two people to stand side by side. Short trenches connected the front lines to the
others. Each trench system had kitchens, bathrooms, supply rooms, and more.
However, living in and doing combat from the trenches was not pleasant. Nurses,
such as those in the photograph below, provided medical care under difficult
conditions.
Both the Allies and the Central powers
developed new weapons in hopes of
breaking the deadlock in the trenches. In
April 1915, the Germans first released
poison gas over Allied lines. The fumes
caused vomiting and suffocation. Both
sides soon developed gas masks to protect
troops from such attacks.
World War I was the first war in which
planes were used as weapons. Early in
the war, when enemy planes met, pilots
exchanged smiles and waves. Soon they
were throwing bricks and grenades or
shooting pistols at one another. Once
guns were mounted on planes, the era of
air combat began.
The Meuse-Argonne
Offensive was the last major
battle of World War I. More
than a million American
troops helped the Allies
capture the railroad that
served as Germany’s main
supply line to France. With
defeat all but certain,
Germans demanded an end
to the fighting. Kaiser
Wilhelm abandoned his
throne and fled to the
Netherlands as the German
government agreed to a
truce.
Ch. 24: The Home Front
p. 303-313
“How did Americans on the home front support or oppose WW I?”
Ch. 24: The Home Front
How did Americans on the home front
support or oppose WW I?
As "doughboys" left for France, Americans at home mobilized—organized the nation's resources—for
war. Years after the war ended, popular stage and film star Elsie Janis recalled this time as the most
exciting of her life. "The war," said Janis, "was my high spot, and I think there is only one real peak in
each life."
Entertainer Elsie Janis became a tireless supporter of the war effort and used her talents to work as a
fundraiser. Janis also took her act on the road, entertaining troops stationed near the front lines.
Along with many other movie stars, Janis eagerly volunteered for war work. She had a beautiful singing
voice and a gift for impersonating other actors. She used both talents to raise money for the war. Janis
later went overseas to become one of the first American performers to entertain U.S. troops. She gave
more than 600 performances over 15 months, sometimes performing as many as nine shows a day.
Before her arrival in Europe, no other woman entertainer had been permitted to work so close to the
front lines.
While only a few women like Janis helped the war effort publicly, thousands found more prosaic but
just as useful ways to do their part. Many women joined the workforce. With so many men overseas, a
serious labor shortage developed. Eager for workers, employers across the nation put large-print
"Women Wanted" notices in newspapers. In the final months of the war, a Connecticut ammunition
factory was so frantic for workers that its owners hired airplanes to drop leaflets over the city of
Bridgeport listing their openings.
Although the number of women in the workforce stayed about the same throughout the war, the
number of occupations in which they worked rose sharply. Many who were already in the workforce
took new jobs in offices, shops, and factories. They became typists, cashiers, salesclerks, and telephone
operators. Women worked in plants, assembling explosives, electrical appliances, airplanes, and cars.
Many took jobs in the iron and steel industry—jobs once open only to men. Most had to give up these
jobs when the war ended, but they had shown the public just how capable they were.
Ch. 24 Summary
During World War I, the federal government worked to mobilize the country for war. At
the same time, tensions arose as the need for national unity was weighed against the
rights of Americans to express their opposition to the war.
Woman'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.
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.
Liberty Bonds 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.
Ch. 24 Summary
During World War I, the federal government worked to mobilize the country for
war. At the same time, tensions arose as the need for national unity was
weighed against the rights of Americans to express their opposition to the war.
Great Migration During the war, hundreds of thousands of African
Americans migrated out of the South. They were attracted to northern
cities by job opportunities and hopes for a better life.
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."
Four-Minute Men made
short speeches to build
support for the war
wherever they could
find an audience.
George Creel, head of
the Committee on
Public Information,
claimed that his 75,000
orators delivered more
than 7.5 million
speeches to more than
314 million people.
A number of peace groups formed after 1914, many headed by
women. Wanting a greater say in matters of war, women quite
naturally linked the issues of suffrage and peace. Some even
hoped that once all American women won the right to vote, they
would use that power to end war.
In 1917, the American Red Cross put out an urgent call for knitted
wristlets, mufflers, sweaters, and pairs of socks. The greatest need
was for socks. Soldiers stuck in wet trenches desperately needed dry
socks to ward off a condition known as trench foot. Americans of all
ages answered the call.
During the war, women took over many jobs traditionally done by men.
A Seattle newspaper reported “a sudden influx of women into such
unusual occupations as bank clerk, ticket seller, elevator operator,
chauffeur, street car conductor,” as well as factory worker and farmer.
On July 28, 1917,
thousands of African
Americans marched
peacefully down
Fifth Avenue in New
York City to protest
mistreatment of
blacks. One carried a
sign that asked, “Mr.
President, why not
make America safe
for democracy?”
Eugene Debs was a colorful and eloquent speaker. During World
War I, he publicly condemned both the war and the government’s
crackdown on dissent. As a result, he was convicted under the
Espionage Act and jailed. While in prison, Debs ran for president
as the candidate of the Socialist Party, winning nearly 1 million
votes.
Espionage & Sedition Acts?
Schenck v. United States
Posters
discouraged
Americans from
speaking out
against the war.
People who did
speak out risked
being branded as
disloyal.
What is the goal?
What “tools” or techniques help achieve the goal?
Propaganda Objectives and Tools
Common Objectives of Wartime Propaganda
Recruitment of soldiers, either through a draft or voluntary enlistment.
Financing the war effort through the sale of war bonds – loans from citizens to
the government – or new taxes.
Eliminating dissent and unifying the country behind the war effort.
Conservation of resources – such as food, oil, and steel – necessary to wage
war.
Participation in home-front organizations to support the war effort.
Common Tools Used in Wartime Propaganda
Demonization: This tool involves portraying the enemy as purely evil, menacing, murderous,
and aggressive. The propagandist attempts to remove all confusion and ambiguity
(uncertainty) about whom the public should hate. The enemy may be portrayed as a hairy
beast or the devil himself. This tool becomes more powerful when the enemy can be
blamed for committing atrocities against women, children, or other noncombatants.
Emotional Appeals: This tool involves playing on people’s emotions to promote the war
effort. Since the strongest emotion is often fear, propagandists create their work based on
the premise that the more frightened a person is by a communication, the more likely he or
she is to take action. Thus, propagandists are careful to explain in detail the action that they
want the consumer of the propaganda to carry out.
Name Calling: This tool involves using loaded labels to encourage hatred of the enemy.
Labels like “Commies,” “Japs,” and “Huns” reinforce negative stereotypes and assist
propagandists in demonizing the enemy.
Patriotic Appeals: This tool involves using patriotic language or symbols to appeal to people’s
national pride.
Common Tools Used in Wartime Propaganda
Half-Truths or Lies: This tool involves deception or twisting the truth. The
propagandist may attempt to include some element of truth in the propaganda to
make an argument more persuasive. For example, blaming the enemy for
complete responsibility for the war and portraying one’s own country as a victim of
aggression is a common propaganda tool.
Catchy Slogans: This tool involves using memorable phrases to foster support for
the war effort. For example, short phrases like “Remember the Maine!” and
“Remember the Alamo!” have been very successful in motivating Americans to
strongly support the use of arms against Spain and Mexico, respectively.
Evocative Visual Symbols: This tool involves using symbols that appeal to people’s
emotions – like flags, statues, mothers and children, and enemy uniforms – to
promote the war effort.
Humor or Caricatures: This tool involves capturing the viewer’s attention through
the use of humor to promote the war effort. The enemy is almost always the butt
of the jokes used by propagandists.
Propaganda Objectives and Tools
Common Objectives of Wartime Propaganda
Recruitment of soldiers, either through a draft or voluntary
enlistment.
Financing the war effort through the sale of war bonds – loans from
citizens to the government – or new taxes.
Eliminating dissent and unifying the country behind the war effort.
Conservation of resources – such as food, oil, and steel – necessary to
wage war.
Participation in home-front organizations to support the war effort.
Common Tools Used in Wartime Propaganda
Demonization: This tool involves portraying the enemy as purely evil, menacing, murderous, and aggressive. The
propagandist attempts to remove all confusion and ambiguity (uncertainty) about whom the public should hate.
The enemy may be portrayed as a hairy beast or the devil himself. This tool becomes more powerful when the
enemy can be blamed for committing atrocities against women, children, or other noncombatants.
Emotional Appeals: This tool involves playing on people’s emotions to promote the war effort. Since the strongest
emotion is often fear, propagandists create their work based on the premise that the more frightened a person is
by a communication, the more likely he or she is to take action. Thus, propagandists are careful to explain in detail
the action that they want the consumer of the propaganda to carry out.
Name Calling: This tool involves using loaded labels to encourage hatred of the enemy. Labels like “Commies,”
“Japs,” and “Huns” reinforce negative stereotypes and assist propagandists in demonizing the enemy.
Patriotic Appeals: This tool involves using patriotic language or symbols to appeal to people’s national pride.
Half-Truths or Lies: This tool involves deception or twisting the truth. The propagandist may attempt to include
some element of truth in the propaganda to make an argument more persuasive. For example, blaming the enemy
for complete responsibility for the war and portraying one’s own country as a victim of aggression is a common
propaganda tool.
Catchy Slogans: This tool involves using memorable phrases to foster support for the war effort. For example,
short phrases like “Remember the Maine!” and “Remember the Alamo!” have been very successful in motivating
Americans to strongly support the use of arms against Spain and Mexico, respectively.
Evocative Visual Symbols: This tool involves using symbols that appeal to people’s emotions – like flags, statues,
mothers and children, and enemy uniforms – to promote the war effort.
Humor or Caricatures: This tool involves capturing the viewer’s attention through the use of humor to promote the
war effort. The enemy is almost always the butt of the jokes used by propagandists.
Ch. 25: The Treaty of Versailles:
Ratify or Reject?
p. 315-323
Should the US have ratified or rejected the Treaty of Versailles?
In 1918, huge crowds
greeted President
Woodrow Wilson (on
the left) as a hero.
He offered hope to
millions who had
been left deeply
disillusioned by the
war.
Ch. 25: Treaty of Versailles: Ratify or Reject?
Should the US have ratified or rejected the Treaty of Versailles?
In 1918, huge crowds greeted President Woodrow Wilson (on the left) as a hero. He offered hope to
millions who had been left deeply disillusioned by the war. On December 13, 1918, President Woodrow
Wilson's ship, the George Washington, slipped into the dock at Brest, France. The war was over. The
Allies and the Central powers had put down their guns and signed an armistice. Wilson was going to
France to participate in writing the peace treaty that he believed would "make the world safe for
democracy.“
As the ship made its way to the pier, its passengers could hear the sounds of warships
firing their guns in Wilson's honor. On the dock, bands played the "Star Spangled
Banner" as French soldiers and civilians cheered. It was a stirring beginning to the
president's visit.
Once on shore, Wilson made his way through cheering throngs to the railway station.
There he and the other members of the American peace delegation boarded a private
train bound for Paris. In the French capital, a crowd of 2 million people greeted the
Americans. They clapped and shouted their thanks to the man hailed as "Wilson the Just." One
newspaper observed, "Never has a king, never has an emperor received such a welcome.“
Many Europeans shared in the excitement of Wilson's arrival. They were grateful for the help Americans
had given in the last months of the war. Moreover, they believed Wilson sincerely wanted to help them
build a new and better world. Wherever Wilson went, people turned out to welcome him. Everyone
wanted to see the man newspapers called the "Savior of Humanity" and the "Moses from across the
Atlantic." Throughout Allied Europe, wall posters declared, "We want a Wilson peace."
President Wilson arrived in Europe with high hopes of creating a just and lasting peace. The warm
welcome he received could only have raised his hopes still higher. Few watching these events, including
Wilson himself, could have anticipated just how hard it would be to get leaders in both Europe and the
United States to share his vision.
Ch. 25 Summary
After World War I, President Woodrow Wilson hoped to create a lasting
peace. He insisted that the treaty ending the war should include a
peacekeeping organization called the League of Nations. Many Americans
feared that membership in the League could involve the United States in
future wars.
The Fourteen Points Wilson outlined his goals for lasting peace in his
Fourteen Points. Key issues included an end to secret agreements, freedom of
the seas, reduction of armaments, self-determination for ethnic groups, and
collective security through creation of an international peacekeeping
organization.
The Big Four When the heads of the four major Allies—France, Great Britain,
Italy, and the United States—met in Paris for peace talks, they were more
focused on self-interest than on Wilson's plan.
Treaty of Versailles The treaty negotiated in Paris redrew the map of Europe,
granting self-determination to some groups. Some Allies sought revenge on
Germany, insisting on a war-guilt clause and reparations from Germany.
Ch. 25 Summary
After World War I, President Woodrow Wilson hoped to create a lasting peace. He
insisted that the treaty ending the war should include a peacekeeping organization
called the League of Nations. Many Americans feared that membership in the
League could involve the United States in future wars.
League of Nations Wilson hoped that including the League of Nations in the
final treaty would make up for his compromises on other issues. He believed
that by providing collective security and a framework for peaceful talks, the
League would fix many problems the treaty had created.
The ratification debate The treaty ratification debate divided the Senate
into three groups. Reservationists would not accept the treaty unless certain
changes were made. Irreconcilables rejected the treaty in any form.
Internationalists supported the treaty and the League.
Rejection of the treaty Partisan politics and Wilson's refusal to compromise
led to the treaty's rejection and ended Wilson's hopes for U.S. membership
in the League of Nations.
League of Nations
Woodrow Wilson unveiled
his Fourteen Points in a
speech to Congress on war
aims and peace terms. In
his 1918 address, he talked
about the causes of the
war. Then he laid out his
plans for preventing future
wars.
What was the reaction to Wilson’s “14 Points,” especially the “League of Nations?” p. 317
In this cartoon, Woodrow Wilson is shown leaving
Congress to seek public support for the League of
Nations. The president’s speaking tour of the country
was cut short when he suffered a collapse.
Treaty of Versailles:
a peace treaty signed by
the Allied powers and
Germany on June 18,
1919, at the Paris peace
conference at the Palace
of Versailles in France; it
assigned Germany
responsibility for the war,
required Germany to pay
reparations to the Allied
countries, reduced
Germany's territory, and
included the covenant for
the League of Nations.
June 18, 1919.
The Great War
From Safari Montage
The Great War
From Safari Montage
The Great War
From Safari Montage
TIMELINE
1914—Archduke Franz Ferdinand is assassinated; World War I begins.
1915—British passenger liner Lusitania is sunk.
1916—Woodrow Wilson is reelected president of the United States.
1917—President Wilson asks for a declaration of war against Germany.
1917—The Espionage Act is passed.
1918—The Sedition Act is passed.
1918—World War I ends.
1918—An influenza pandemic kills millions worldwide.
1919—Major race riots occur in American cities.
1919—Numerous labor strikes impact the nation
1920—The Nineteenth Amendment is ratified.