1. CHAPTER 24, SECTION 3 Life on the Home Front

2. Bell Ringer These questions help students understand the role of women in the war effort on the home front. ■1. In what way does the picture on the right (also on page 691) illustrate a change in women’s roles in society? ■2. Look at the poster on the right (also on page 692). In what way does it reflect the traditional roles of women?

3. Key Terms ■War bonds – a low-interest loan by civilians to the government, meant to be repaid in a number of years ■Propaganda – an opinion expressed for the purpose of influencing the actions of others ■Espionage Act – passed in 1917, this law set heavy fines and long prison terms for antiwar activities and for encouraging draft resisters ■Sedition Act – a 1918 law that made it illegal to criticize the war; it set heavy fines and long prison terms for those who engaged in antiwar activities ■Oliver Wendell Holmes – Supreme Court justice who wrote the opinion in the Schenck v. United States case. He argued that free speech could be limited, especially in wartime. ■Great Migration – the movement of African Americans between 1910 and 1920 to northern cities from the South

4. Additional Key Terms and People mobilize – to prepare for war Jeannette Rankin – Representative of Montana and the first woman elected to Congress illiterate – unable to read and write Herbert Hoover – head of the Food Administration during World War I Eugene V. Debs – labor leader jailed for criticizing the war effort

5. Find out how the United States quickly prepared for entry into World War I. Learn what measures the government took to control the wartime economy. Discover how the need to build support for the war sometimes clashed with civil liberties. Objectives

6. What steps did the United States government take to prepare the nation for war? In 1917, the United States had to mobilize for war. It faced enormous challenges. Increasing the size of its army Managing agriculture and industry Shaping public opinion of the war

7. The government worked to raise support for the war. appeals by movie stars to buy Liberty Bonds and Savings Stamps patriotic speeches in public places pro-war posters

8. The United States took several steps to increase the size of its army, only the sixteenth largest in the world. Selective Service All men ages 21–30 had to register for the draft. Women More than 30,000 women volunteered for service. Diversity Native Americans and African Americans served. U.S. Army

9. Women were not drafted, but they served the U.S. military in other ways. Many served in the U.S. Army and U.S. Navy Nurse Corps. Others performed clerical work. They were the first women to hold U.S. military rank.

10. Leading women were divided over the war. The Women’s Peace Party spoke out for peace. Suffragists such as Carrie Chapman Catt hoped that women’s wartime service would win them the vote. Jeannette Rankin, the first congresswoman in U.S. history, voted against Wilson’s war resolution. Against the WarFor the War

11. The military reflected the increasingly diverse makeup of the United States. Native Americans Mexican Americans Children of Immigrants Italian Americans Filipino Americans African Americans Native Americans were not citizens, but many volunteered for service.

12. They were placed in all-black units. Most were confined to noncombat duties. 380,000 African Americans served during the war. But African American soldiers still faced discrimination.

13. The military served as an educator for many American men. Recruits learned how to fight and how to read. One in four draftees were illiterate. Some were not used to daily meals, baths, or indoor plumbing. The military taught them about nutrition and hygiene.

14. Mobilizing for War ■1. How did American civilians contribute to the effort to win the war? –Buying government war bonds –Schoolchildren rolled bandages and collected tin cans, paper, toothpaste tubes, and apricot pits –Planted victory gardens –Women would knit socks and sweaters and sew hospital gowns –Wheatless Mondays & Tuesdays; Meatless Tuesdays –Conserved gas –Scrap metal drives

15. Mobilizing for War ■2. How did the war lead to greater government control of the economy? –War Industries Board ■Managed the buying and distributing of war materials ■Set production goals ■Ordered construction of new factories ■Set prices –National War Labor Board ■Settled conflicts between workers and factory owners ■3. Why did the government need to create the Committee on Public Information? –To rally citizen support –They produced propaganda – posters, movies, pamphlets ■Pershing’s CrusadersPershing’s Crusaders

16. Civil Rights During Wartime ■Alien and Sedition Acts (1790s) during undeclared naval war with France (limited freedom of speech/press) ■Civil War (1860s) – Lincoln suspended the writ of habeas corpus; (could arrest people without charging them with a crime) ■World War I – Acts of sabotage on American property by the Germans caused fear for national security during wartime

17. The government also took stern measures to suppress criticism of the war. The Espionage Act (1917) and the Sedition Act (1918) made it illegal to criticize the government. People such as labor leader Eugene Debs were jailed for speaking out against the war effort. The American Protective League opened people’s mail, tapped phones, and pried into medical records.

18. Intolerance and Suspicion ■Espionage Act – 1917 ■Prohibited disclosure of gov’t or industrial info regarding national defense ■Criminalized refusal to perform military obligations if conscripted ■$10,000 fine/20 years ■Sedition Act – 1918 ■Prohibited expression of anti- war & unpatriotic sentiments ■Penalties if convicted of “disloyal, scurrilous or abusive language against gov’t, its actions, or its symbols”

19. Intolerance and Suspicion ■Schenck v. United States (1919) –The Supreme Court invented the famous "clear and present danger" test to determine when a state could constitutionally limit an individual's free speech rights under the First Amendment. –In reviewing the conviction of Charles Schenck, charged with distributing provocative flyers to draftees of World War I, the Court asserted that, in certain contexts, words can create a "clear and present danger" that Congress may constitutionally prohibit. –While the ruling has since been overturned, Schenck is still significant for creating the context-based balancing tests used in reviewing freedom of speech challenges.

20. Many German Americans suffered as America became gripped by anti-German hysteria. German Americans were harassed and assaulted. Some schools stopped teaching German. People started referring to sauerkraut as “liberty cabbage,” German measles as “liberty measles,” and hamburger became “Salisbury steak.” Towns changed their names (Berlin, Maryland to Brunswick)

21. Intolerance and Suspicion ■4. How did war propaganda contribute to anti-German prejudice? –It made people distrust all things German ■5. Why did some Americans criticize the Espionage Act and the Sedition Act? –The government ignored their complaints –They said their rights were being trampled ■6. How did the Supreme Court justify the constitutionality of those acts? –“Clear and present danger” –Free speech could be limited, especially in a time of war ■They thought that some words could harm the nation

23. The United States also had to reshape its economy. Agriculture and industry mobilized for war. Herbert Hoover headed the new Food Administration. He provided food supplies for civilians and troops. He urged Americans to conserve food and plant “victory gardens.”

24. The war greatly increased demands on American industries. Women and African Americans took jobs that were previously denied them. President Wilson set up the War Industries Board to oversee war production. The government had to fill huge orders for the military. Businesses needed workers to fill the spots left by soldiers.

25. Americans were able to increase production and meet the new demands of the wartime economy.

26. The Great Migration ■The Great Migration is a term used to describe the mass migration of African Americans from the southern United States to the industrial centers of the Northeast and Midwest between the 1910s and 1920s. ■This event is shown by one of the most famous African American painters of the 20 th century, Jacob Lawrence. Lawrence’s Migration Series tells the story of the Great Migration. Jacob Lawrence

27. 5 close Migration 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 The First Wave of the Great Migration (1916-1919) "Around the time of WWI, many African Americans from the South left home and traveled to cities in the North in search of a better life." Jacob Lawrence

28. 5 close Migration 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 The First Wave of the Great Migration (1916-1919) "There was a shortage of workers in Northern factories because many had left their jobs to fight in the First World War." Jacob Lawrence

29. 5 close Migration 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 The First Wave of the Great Migration (1916-1919) "The factory owners had to find new workers to replace those who were marching off to war." Jacob Lawrence

30. 5 close Migration 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 The First Wave of the Great Migration (1916-1919) "Northern industries offered Southern blacks jobs as workers and lent them money, to be repaid later, for their railroad tickets. The Northbound trains were packed with recruits." Jacob Lawrence

31. 5 close Migration 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 The First Wave of the Great Migration (1916-1919) "For African-Americans the South was barren in many ways. There was no justice for them in courts, and their lives were often in danger. Jacob Lawrence

32. 5 The First Wave of the Great Migration (1916-1919) "Segregation divided the South." Jacob Lawrence

33. New Jobs and the Great Migration ■7. Why did African Americans leave the South and come to Northern cities during the Great Migration? –To escape bigotry, poverty, and racial violence in the South –They hoped for a better life in the North ■8. What factors led Mexicans to come to the United States after 1910? –A revolution was happening in Mexico; many fled the chaos –New jobs were available in the American Southwest (railroads, farming) ■9. How did work opportunities for women change during the war? –They replaced men in steel mills, ammunition factories, and assembly lines –Served as streetcar conductors and elevator operators –Their temporary help contributed to women gaining the right to vote

34. An influenza epidemic killed over 500,000 Americans in 1918 and 1919. Peacetime brought high unemployment. In 1919, four million U.S. laborers went on strike. Fear of communism led to the “Red Scare.” Many immigrants were rounded up and deported. The postwar years brought troubles to the United States

36. The Flu Epidemic of 1918 ■10. How was the flu epidemic made worse by the war? –It was spread by soldiers ■11. How did Americans try to protect themselves from the epidemic? –Schools and other public places shut down to limit the flu’s spread –Some cities passed laws requiring residents to wear surgical masks –In Chicago, theater owners refused to let in coughing patrons ■12. What was the effect of the epidemic worldwide? –It killed more than 20 million people on six continents ■500,000 Americans died

37. Video link ■The Great War: Dear Home - Letters from World War IThe Great War: Dear Home - Letters from World War I