World War I (The Great War) Art Lewandowski Fostoria High School

WWI Scale 4 SWBAT: Make in depth inferences about material learned Apply understanding to current events (propaganda, strategies in warfare…) 3 SWBAT… Perform complex skills Draw conclusions about significant cultural and social movements during the war including the changing role of women, the Great Migration, etc. Analyze the war by examining major theaters and innovations in warfare Evaluate the use of propaganda in obtaining support for entry into war 2 Recognize or recall specific terminology: Selective Service Act, war bonds, Espionage Act, Sedition Act, Lusitania, arms race, draft, trench warfare, propaganda, Wilson’s 14 Points, alliances, etc. Perform basic skills: Identify the provisions of the Treaty of Versailles and the failure of the US to support the League of Nations Describe how the home front was organized to support the war effort Summarize how America moved from neutrality to involvement 1 With help, student can do some of 2.0 and 3.0. Student can do none of 2.0 or 3.0 even with help.

Four Long Term Causes Militarism Alliances Imperialism Nationalism

Imperialism Dominating countries politically and economically Closely linked to industry Need for raw materials and markets

Imperialism Cont. Causes tension Examples Russo-Japanese War over Korea France and Great Britain nearly went to war in Africa

Nationalism Belief that national interests and national unity should be placed ahead of global cooperation Self-interest to guide foreign affairs

Nationalism Cont. Examples: Germanic peoples (Germany/Austria) share common heritage and goals Russia was regarded as the protector of Slavic peoples

Militarism Long term military buildup European countries wanted to be stronger than each other Germany had become the strongest in mainland Europe

Militarism Cont. Results France, Italy, Japan, and the United States started to develop more advanced weapons

Alliances Support other countries if they are attacked

Alliances Cont. Examples: Triple Entente: Allies Triple Alliance: Central Powers Turkey, Austria-Hungary, Germany, Italy Triple Entente: Allies France, Russia, Great Britain

The Spark That Started The War June 28, 1914 Austrian Archduke Franz Ferdinand assassinated in Sarajevo, Serbia Gavrilo Princip was the assassin and was a member of the Black Hand How did nationalism, imperialism and militarism both work to cause this?

War is Declared Austria-Hungary declared war on Serbia July 28, 1914 Russia had to support Serbia Germany had to support Aus-Hun.

Alliances Tear Europe Apart Ger. declared war on Russia (France’s Ally) G.B. came to help Fr. after neutral Belgium was invaded

Alliances Tear Europe Apart Cont. By the end of the summer of 1914 the whole continent of Europe was engulfed in war.

Think-Pair-Share What would you do? Your nation is one of the oldest, wealthiest and most populous in the world. Your Science and tech. industries are the best in the world. But you are surrounded by weaker countries that build up their navies to threaten your colonies and steal your resources. They also want to take some of your territory. You fear they are growing stronger at your expense and eventually they might try to take over your homeland. You might lose your home and cultural heritage forever. What will you do? Why?

A New Type of War –total war By 1914 most of Europe is at war New technology combined with old tactics (fighting in lines) produces horrible casualty rates Poison gas Machine guns Tanks Trench warfare: soldiers dig in and stay to maintain lines, 100,000’s die to win a few hundred yards Wireless radio (Russian, German, Brit usage)

A New Type of War –total war Europe, Asia, and Africa engaged in the largest, bloodiest conflict the world has ever seen Gallipoli 1915: approx. 160k dead Verdun 1916: approx. 300k dead The Somme 1916: Brits lose 60k in 8hrs! See Maps: http://www.the-map-as-history.com/demos/tome05/index.php Note where Allies and Central powers would conflict

https://www. youtube. com/watch https://www.youtube.com/watch?v=zs_771bxNrs – life of soldiers during war

Stalemate handout Divide students into groups representing WWI allied and central power military strategists who have recognized the war's stalemate. Instruct each group to come up with a plan -- based on their understanding of the deadlock's contributors -- that will end the deadlock. Then, have the groups discuss the various plans and come to consensus on the best strategies for ending the stalemate, which indicates that the powers will have to make concessions.

What Does The U.S. Do? Remain Neutral? U.S. has mixed feelings- a nation of immigrants, support Germany? This was Europe’s war, stay out? Germany the “bully of Europe”

Pushing the U.S. to War British Blockade of Germ -no supplies in or out of Germany -Americans begin to take a side German Submarine Warfare -starting to affect American shipping Lusitania sunk (May 1915) by u-boats Germans promise to stop sub warfare…….. British Propaganda

Executed for helping British Troops escape Belgium, 1915, publicized world-wide

Pushing the U.S. to War The Zimmerman Note (Jan 1917): -Germany sends message to Mexico: “ We are resuming sub warfare, Help us beat the U.S. and we’ll give you back the American west.” -America reacts…. Congress Declares War on Germany (April 1917)…why Germany and not UK? The Russian Revolution 1917: severely weakens Russia Russia has to make peace treaty with Central powers w/draws from combat& the Allies begin to struggle

America Goes to war - “To make the World Safe For Democracy” U.S. troops don’t land until 1918 U.S. was unprepared…. Need troops, supplies and money

Wilson Mobilizes for War War Industries Board Encouraged companies to use mass production Set production quotas and raw materials Caused retail prices to soar ***Production soars as we are supplying Europe and ourselves Selective Service Act (1917)-the draft, mandatory service we need troops! Non-combatant service

*Fuel Administration Rationed Gasoline and Heating Oil- could only use so much Gasless Sundays Lightless Nights Daylight Savings Time

*Food Administration One day meatless Another day sweetless Two days wheatless One more day porkless

Winning Public Support Two Parts: Raising $ Gov’t sells war bonds and savings stamps Convincing people to support the war Committee on Public Information Propaganda- biased communication designed to influence people’s thoughts and actions Leads to some racism and infringing on rights

“What England Wants!”

National Security vs. Civil Liberties Is it Patriotic to argue against your country going to war?

Attacks on Civil Liberties Increase #12 Main targets were Americans who had immigrated from Germany or Austria-Hungary Stopped playing German music Stopped teaching German language in school Hamburgers became Salisbury Steak Sauerkraut was now called “Liberty Cabbage” Changed all German street names Racism in media and hate crimes on the street

Attacks on Civil liberties limit: 1st Amend: Freedoms of speech, press and assembly 4th Amend: Due process of law (protects against illegal searches and seizures)

Espionage and Sedition Acts Passed to be sure that war effort was not undermined Espionage Act 1917: Made it a crime to help enemies Allowed censorship of mail and prosecution of socialists, radicals and pacifists Sedition Act 1918: Made it a crime to say anything disloyal, disapproving, or abusive about the government or war effort. A person could be fined up to $10,000 and sentenced to 20 years in jail for “interfering” with the war effort

Civil Rights Violence for some was/is against religion Sel. Service Act (draft) forced many into military Gov’t assigned them noncombatant roles in the military

Why we limit Civil Liberties.. Use an example to answer in OGT notebook: When fighting a war, what is more important? National Security? Why? Civil Rights? Why?

Sedition Activity – Reading Like an Historian

The War Encourages Social Change Women in the War Took over jobs that had been held by men Boosted the support for Women’s Suffrage (the right to vote) 19th Amendment 1920

War Encourages Social Change African Americans and the War Hoped to end racial tensions Males were allowed to join the army but were segregated and often served with the French or British Great Migration- mass movement from the South to the Northern cities for industry jobs

Social Changes in WWI – Epidemic Worldwide outbreak of “Bird Flue” Why? Immigration Travel, trade and combat

Social Changes in WWI- “The Red Scare” Revolution -Communists “Reds” pull Russia out of WWI More Americans begin to fear/distrust immigrants especially: Russians (we fear political ideas) Italians (anarchists???)

Fourteen Points President Wilson makes speech and lists his fourteen point plan All nations in Europe should have self-determination Each nationality should have its own nation, even if other countries lose territory Wanted freedom of seas, reduced military, and a League of Nations

Treaty of Versailles Very harsh on Germany and Central Powers Germany lost territory and its navy Germ. Had to sign War Guilt Clause – accepting blame for beginning war Had to pay reparations – payment for damages Created League of Nations Organization of nations to defend each other against violence Meant to decrease aggression and prevent wars But…US refuses to join

League of Nations Reading Like an Historian

WWI DBQ

RAFT Ask each student to assume the role of a fictitious character present during WWI. The character can be a soldier, a journalist, a civilian, a military or political leader, a nurse, etc. (It may be helpful to create a list of roles.) The character can share his or her first-hand experiences watching, for example, the Armenian Genocide or a soldier during a day of battle. The character writes a letter or poem, tells the story as a monologue, whatever vehicle the students choose to convey these close-up encounters with the WWI warfront. Students can share their perspectives with the class.