1. World War One 1914 -1920 THE BIG PICTURE:
The United States tried to stay neutral when war swept Europe. After the United States joined the Allies in 1917, however, the government quickly mobilized the economy and public support.

2. Map of Europe Quiz – Moved to next class
WARM UP: FILL IN THE MAP WITH THE FOLLOWING THINGS (take 10 minutes):
SEAS/Bodies of H2O: North Sea, Black Sea, Mediterranean Sea, Baltic Sea, Aegean Sea
Countries/Capitals to remember:
Belgium-Brussels, Germany-Berlin, England (United Kingdom)- London, Ireland-Dublin, Spain-Madrid, Portugal-Lisbon, Italy-Rome, Austria-Vienna, Bosnia and Herzegovina-Sarajevo, Poland-Warsaw, Turkey-Ankara, Sweden-Stockholm, Russia-Moscow, Ukraine-Kiev, Hungary-Budapest, France-Paris

3. Objective: Students will analyze the actions of the United States in the early years of World War One and the country’s entrance and participation in the war in order to evaluate the United State role in the conflict.
Warm Up: What is isolationism? Analyze the following Cartoon and answer the following questions.

4. Describe the picture. What is happening?
What does the fence represent?
Outside the fence the billboards read “To World business Highway” and “Europe.” This cartoon was drawn in 1916, what are the two people fenced in from?

5. Agenda – What are we doing today?
Warm Up: In your group:
Fill in map of Europe and
WW1 Document Analysis Packet

6. Causes of the War M.A.I.N. Causes:
Military: build up of military by competing countries
As neighboring countries “beefed up” their military, other countries did the same
Alliances: Friendships and partnerships
Everyone picked sides/friends in Europe, so if there ever was an issue they’d have alliances/partners
Imperialism: The scramble for oversea territory
Large parts of Africa and Asia were controlled/annexed by European nations  fight for who had the most/best territory
Nationalism: Strong passion for country (willingness to fight for country)
Before = Lords, vassals, feudal system and EMPIRES
NOW = More equality in country, nations were forming instead of large Empires (more love for a nation than LARGE EMPIRE)

7. Then…. An assassination causes war to ERUPT in Europe
19 yr old Garvilo Princip wanted to FREE his homeland of BOSNIA and HERZEGOVINA from the Austrian Empire
Part of the terrorist group – THE BLACK HAND
The BLACK HAND came up with a terrorist plot to kill ARCH DUKE Franz Ferdinand when he was touring Sarajevo (parading in a open car)
On the day of the attack Princip was hungry and went to buy and sandwich. When he came out of the sandwich shop there was the Arch Duke (off the parade course!)
He took the opportunity, DROPPED THE SANDWICH, and shot the archduke!

8. Alliances push Europe to WAR
1. After the assassination, Austrian government found out the Serbian government had supported the terrorist group. FURIOUS, they declared war on Serbia.
2. Russia promised to defend small little Serbia.
3. Germany felt Russia’s mobilization to help Serbia was an act of aggression (not defense) so they vowed to aid their allies the Austrians.
4. The Germany declared war of France (because they were Russia’s ally).

9. German takeover of Belgium (to get to France)
Schlieffen Plan: August 4th 1914 the Germans crossed into NEUTRAL Belgium (which dragged England into War)
German attack on tiny Belgium was HARSH and brutal
Civilians caught in fight killed
French/Belgium soldiers were 50 years behind the time (bright red uniforms, marched in a row on battlefield
NOT prepared for German’s massive firepower (machine guns)

10. War reaches a stalemate
Battle of the Marne: Germany was 25 miles from Paris – French would NOT give up
Underprepared, outnumbered the French fought a pushed Germans back 40 miles (cost them 250,000 lives in 5 days)
Battle ended in a stalemate – Both sides dug trenches to protect position
Trenches were 400 miles across Western Europe
Trench warfare: relatively new, soldiers lived in the trenches, and fought

11. Gas masks not only protected soldiers from being hit by the enemies gas, but also protected them against their own gas bombs that were misfired or misdirected due to wind

12. New Weapons used in WW1 Poisonous Gas – very risky and controversial
Armored Tank
Airplane
U Boat (submarine)
Other (older) weapons used:
Machine Gun
Rifles

13. US and WW1
President Wilson declare the US neutral shortly after war broke out in Europe (isolationism)
US was not 100% neutral from 1914 – 1917
Historic ties to Great Britain and France
Financially – made a lot of money selling war products to England as well
Did not trade as much with Germany because of the British Blockade (of goods going to Germany)
U Boats – Germany’s strike back on the British Blockade
A submarine (unterseeboot)
Unrestricted submarine warfare (attack all enemy ships around Great Britain

14. Sinking of Lusitania – end of neutrality
President Wilson demanded an end to unrestricted submarine warfare (neutral citizens were getting killed)
Germany half-heartedly aggreed to stop the action, but after killing 80 people on the French Sussex, they issued the Sussex pledge to keep the U.S. out of the War.
Promise not to sink merchant vessels without warning

16. ss
Mother and child, passengers of the Lusitania, sinking after the explosion.
Picture used to encourage soldiers to enlist in the Army in US and England.

17. Zimmermann Note
Telegram sent to a German official in Mexico, proposing an alliance between Germany and Mexico.
Germans hoped an American war with Mexico would keep us out of Europe
It was intercepted by England – who immediately gave it to the US
American Newspapers ran the Note in the Papers and more Americans began calling for war
Why would England give the U.S. the note that was intercepted from Germany/Mexico? (What was their motive)?
The note was given to U.S. government officials (not the newspapers). Therefore the government had to give the newspapers this Note to be printed. What was their motive?

19. US and World War One
Objective: Students will analyze the United State’s role in World War One to determine it’s importance in the outcome of the war. Students will evaluate primary sources from the home front to determine how WW1 effected citizens.
Agenda:
Warm Up: Questions #1-3 on Primary Source Analysis WKSHT
Go over Harlem Renaissance Project/Course agenda
Propaganda/ Advertisement Activity (50 minutes)
HW: Ch 18.3 worksheet and FIX/FINISH Class work from Last class

20. US Finally enters the War in 1917
Germany sank many U.S. boats (Lusitania, Sussex, etc.)
Zimmerman Note
Chaos in Russia – Czar (King) is overthrown in a Revolution based on Bolshevism (Communism) – Russia abandons the War to deal with internal chaos
April 2nd, 1917 – Wilson and cabinet members agreed to go to war so that the world could
“be made safe for democracy.”

21. War is fought in Europe and on the ‘home front’ – How did America mobilize for War at home?
Raise money – Liberty bonds
Citizens gave govt. $$ and were guaranteed more in return at a later date
Regulation of Industry – make sure the necessary supplies were being made (guns, uniforms)
Factories SWITCHED to war products – A shoe factory that made High heels  waterproof boots
Regulation of food and consumer items to Americans – RATIONS  Food, metals, fuel
Mobilizing a workforce  LOCKED people into jobs, no quitting

22. Scramble for mobilization
US was not ready to send troops when we entered the war (did not have trained soldiers/units ready)
American men first fought in English/French units because we weren’t mobilized/ready to fight when we entered the war  Whoops!
Started a draft (Selective Service Act) but trainees went to camp and found little supplies to train with (no guns, weapons to train with)

23. Segregation in the Army
African Americans fought in in Segregated Units
White Southerners objected to the training of African Americans to use weapons and fight (scared)
Might pose a threat after the war
Many African American soldiers in War, but few trained for combat (cooks, cleaners, etc)
Gave many a new feeling of power in a
segregated/racist country
Harlem Hellfighters – Served 191 days in the trenches straight. Awarded a prestigious medal for bravery.

24. Committee on Public Information
Nationwide campaign of PROPAGANDA
Posters, newspaper stories, speeches and materials designed to influence people’s opinion
The campaign was meant to encourage Americans to support the war
Patriotic pamphlets and posters
Anti-German feelings  had to promote anti-German feelings because there was a large German immigrant population/like for Germany so many Americans were weary of fighting the Germans at first

25. Is this Propaganda? What is the message (main point) of this poster?

26. This picture picks on the idea of INDIVIDUALISM
It puts the idea in their mind that EVERY person matters in the war effort

27. Notice the YOU is bolded, and he’s pointing right at YOU
Notice the YOU is bolded, and he’s pointing right at YOU. To provoke men to think about their individual importance to the war

28. Are you man enough?
This image is using the idea of MANHOOD to push people into joining the Navy

29. This poster also uses the idea of every person is important for the war
Immigrants can do their part by conserving food
How do we know its for immigrants???

30. How did the US pay for War?
War Revenue Act of 1917 – high taxes and taxed the wealthiest Americans the most (up to 77% of income) (100,000$ = 23,000 left!!)
Borrowed money – National debt grew from $1.2 billion to$25.5 billion)
Liberty Bonds (Loans from Americans): People gave the government money in return for a certificate (called a bond) guaranteeing them more money at a later date)

31. Espionage Act and Sedition Act: Made it illegal to say or do anything against the American government
Threat to war effort
Keep country unified

32. Schneck v. United States
Supreme Court case where Charles Schneck protested his arrest under the Espionage Act
He pushed men to OPPOSE the draft into the Military
Ruled aganst Schneck UNANIMOUSLY (doesn’t happen often)
Said that it was a matter of NATIONAL SECURITY
Similar to Patriot Act of September 2003
What was/is the Patriot Act?

33. End of World War One
Objective: Students will analyze the end of World War One to evaluate the War’s impact on the social, economic and political history of America in the 1920s
Warm Up: Create a PROPAGANDA campaign poster about one of the following War topics:
Enlistment and Recruitment into the Armed Forces
Food/Fuel Administration (Conservation of supplies)
Committee on Public Information (identifying the enemy and supporting the allies (Brittish/French))
Role of Women (helping in factories, doing their part on the homefront)
*At your table everyone should have a different topic!!!

34. The Armistice = Peace w/out Victory
America was the MUCH NEEDED RELEIF for the British/French side
By late 1918 the war was crippling the German economy (people were starving, food riots, strikes)
Revolution across Austria Hungry
They didn’t want to fight anymore!!
Central Powers began to surrender
November 11th, 1918 – Armistice went into effect
8.5 million people dead
“Peace without Victory” because no real ‘winner’  everyone lost so much land/money/men 

35. 14 Points – Woodrow Wilson
America acted as the father/leader in the peace proceedings  They felt that they “won the war” for everyone else
“14 Points” – Wilson’s outline for a world peace made in a speech at end of War
Open diplomacy, freedom of the seas
Self-determination (right of people to decide what is best for their country)
14th Point: League of Nations

36. Paris Peace Conference
Leaders met to negotiate after the War
Treaty of Versailles
Reparations (payments made for damages) by the Germans and Austrians to Allies
U.S. gave up a lot of ideals (from 14 Points) for the 14th Point (League of Nations)
BUT Wilson could not convince his own country about the League (people didn’t want to be ruled by Europe
Wilson died trying to campaign to pass the League

37. Impact of War
Political Impact – Many new nations made out of the big empires
Look at maps on page 610
Where are the differences on the map?
Economic impact – countries devastated
Germany had to pay back money they didn’t have – which threw their country into a WORSENED condition
League of Nations – Existed for many years w/ many countries a part  Except for United States (so it wasn’t that affective)

38. What were two ways the government raised money to pay for the war?
How did the Eighteenth Amendment help the war effort?
Why did many workers join labor unions during the war?
Why did Wilson form the Committee on Public Information?
What was the result of Schenck v. United States Supreme Court Case?

39. Answers
What were two ways the government raised money to pay for the war?
Taxes
Liberty Bonds
How did the Eighteenth Amendment help the war effort?
It made making,selling, or drinking alchohol illegal, so grain could be given to the Soldiers

40. Why did many workers join labor unions during the war?
Workers were in high demand, Profits and Prices were going up, but NOT wages
Why did Wilson form the Committee on Public Information?
To change the minds of those Americans who had been against the war
Keep the country unified in the war effort
What was the result of Schenck v. United States Supreme Court Case?
S.C. ruled that freedom of speech could be limited if it caused danger for the country

41. Monday, January 10th
Objective: Students will analyze the United State’s effort in World War Two by analyzing primary source documents to understand how propaganda influenced citizen’s action
Agenda: Warm Up: Write a paragraph explaining how American citizens were effected by World War I on the home front using the following terms. Make sure ALL terms are EXPLAINED thoroughly!
Sussex Pledge
Zimmerman Note
Liberty Bonds
Committee of Public Information
Propaganda
Shneck v. United States

42. Friday, January 14th
Objective: Students will explore the different perspectives and points of view during World War One in order to see how different countries and people were affected by the war
Warm Up: Write a “I AM” poem about YOU IN THIS CLASS called “I AM A STUDENT”
I AM…a student
I WONDER….what the homework is
I HEAR…lots of students talking
Class work: Discuss “I AM” poems as a class. Ms. Power will give you a topic for WW1 and then you will write an “I AM” poem from that perspective
WHEN DONE….. MAKE UP WORK!!!! (last day to submit is TODAY)

43. “I AM” Poem – WW1 Ms. Power will give you a topic/object/person
Fill in the lines of the “I AM” poem based on that person/