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

3. 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.

4. Four Long Term Causes
Militarism
Alliances
Imperialism
Nationalism

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

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

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

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

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

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

11. Alliances
Support other countries if they are attacked

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

13. 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?

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

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

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

17. 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?

18. 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)

19. 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:
Note where Allies and Central powers would conflict

23. https://www. youtube. com/watch
– life of soldiers during war

24. 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.

25. 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”

26. 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

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

29. 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

30. 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

31. 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

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

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

35. 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

37. “What England
Wants!”

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

40. 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

41. 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)

42. 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

43. 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

44. 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?

45. Sedition Activity – Reading Like an Historian

46. 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

47. 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

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

49. 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???)

50. 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

51. 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

52. League of Nations
Reading Like an Historian

53. WWI DBQ

54. 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.