Do Now/Discussion: Where We Left

Off…
• 1) Where was the United States when we left off?
– Social Conditions?
– Political Conditions?
– Economic Conditions?

• 2) How could the conditions in the US in the early 1900’s

possibly position them to get involved in a large, global
conflict such as WWI?
 Chapter 11: The First
World War
Domestic life is greatly affected as the U.S. helps the Allies achieve victory in World
War I. The Treaty of Versailles punishes Germany, but is never ratified by the U.S.
Senate.
 Video Questions: 4 MAIN Causes
of WWI
• There were 4 MAIN causes of WWI. Briefly define and
provide an example of each one using the acronym
below:

• M:
• A:
• I:
• N:
 Chapter 11-1:
World War I Begins
As World War I intensifies, the United States is forced to abandon its neutrality.
How do politics often lead to wars?
How can technology impact wars?
Search the internet for the meanings of the following words:

Militarism
Alliance
Nationalism
Imperlialism
Industrialization
Conscription
• M: Militarism : Growing militaries and
expanding military power
• A: Alliances : Agreements formed
between countries
• Triple Entente or Allies —France, Britain, Russia
• Germany, Austria-Hungary, Ottoman Empire are
Central Powers
• I : Imperialism: -Large/Powerful
countries exerting power over smaller
countries
• N: Nationalism : National pride in
one’s country
 MAIN Causes of WWI: An
Overview
• M: Militarism : Growing militaries and
expanding military power
• A: Alliances : Agreements formed
between countries
• Triple Entente or Allies —France, Britain, Russia
• Germany, Austria-Hungary, Ottoman Empire are
Central Powers
• I : Imperialism: -Large/Powerful
countries exerting power over smaller
countries
• N: Nationalism : National pride in
one’s country
Industrialization
the process of transforming the economy of
a nation or region from a focus on
agriculture to a reliance on manufacturing.

Conscription
Relating to the armed forces or to
soldiers, arms, or war.
What factors contributed to the start of world war I?
Assassination Leads to War
• Balkan Peninsula known as “the powder
keg of Europe” because:
• ethnic rivalries among Balkan peoples
• leading powers have economic, political
interests
• Archduke Franz Ferdinand of Austria
shot by Serbian nationalist
• Austria-Hungary declares war on Serbia,
expects short war
• Alliance system pulls one nation after
another into war
 The Fighting Starts
Early Battles
• Germany’s Schlieffen Plan: hold Russia,
defeat France, then Russia
• German troops sweep through Belgium,
cause major refugee crisis
• By spring 1915, 2 parallel systems of
trenches cross France
• “No man’s land”—barren expanse of mud
between opposing trenches
• Scale of killing horrific, fighting inconclusive
• Armies fight to gain only yards of ground in
bloody trench warfare
 WWI Map Activity
• Using the directions on the handout you will color 2 maps
of Europe. One from 1914 (Before WWI) and another from
1918 (After WWI)
• Use page 375 for 1914 map
• Use page A12 or the map on the projector for 1918 map
 Activity: WWI Mapping
Activity
• Using the directions on the handout you will color 2 maps of
Europe. One from 1914 (Before WWI) and another from
1918 (After WWI). Be sure to complete all the required steps
including the questions to get full credit.

• Use page 375 or the map on the right side of the projector
for 1914 map

• Use page A12 or the map on the projector for 1918 map
Map of Europe 1918
 Homework
• Finish WWI Mapping Activity: Due Monday
at the beginning of class
• Reflection Question 11-1: What were some
of the reasons why the US tried to remain
neutral in WWI? Why do you think the US
would be unsuccessful and doing so?
Do Now: Reviewing the Wars MAIN
Causes
• 1) Review the 4 MAIN causes of WWI: Provide a short explanation of each
one
• M:
• A:
• I:
• N:
• 2) Which of these causes do you think had the LARGEST impact on the
start of WWI? Explain your answer.
• 3) The US vowed to remain neutral in WWI....but we know that they did
not; what do you think is going to be the cause that draws the US into
war?
 World War I Rap Battle
Organizer
• We will be watching a video with major figures who were responsible for the start
of WWI in Europe participating in a rap battle. As you watch the video, write at
least 2 observations about each character and the role they played in WWI .

Emperor Franz Tsar Nicholas

Gavrillo Princip
Josef (Austria- (Russia)
(Serbia)
Hungary)

Kaiser Wilhelm King George V General Joffre

(Germany) (Great Britain) (France)
Chapter 11-1 pt II
The United States Declares War
 The War Hits Home:
Should We Interfere?
The U.S. Prepares
• By 1917, U.S. has mobilized for war against
Central Powers to:
• ensure Allied repayment of debts
• prevent Germans threat to U.S. shipping
The British Blockade
• British blockade, mine North Sea, stop war
supplies reaching Germany
• also stop food, fertilizer
• U. S. merchant ships seldom reach Germany
• Germany has difficulty importing food,
fertilizer; by 1917, famine
 The United States Declares War
German U-Boat Response
• Germany sets up U-boat counter blockade of Britain
• U-boat sinks British liner Lusitania; 128 Americans among
the dead
• President Wilson protests, but Germany continues to sink
ships
• Germany asks U.S. to get Britain to end food blockade
German Provocation
• Kaiser announces U-boats will sink all ships in British waters
• Zimmerman note—proposes alliance of Germany, Mexico
against U.S.
• Four unarmed American merchant ships sunk
• Russian monarchy replaced with representative government
 WWI Trial Project
• As part of your assessment for Chapter 11 (WWI), you will be working in teams (assigned by me) to
prepare for a WWI trial. The objective will be to explore the war and specifically the United States
intervention in WWI from 6 different perspectives.
• Your teams have be pre-assigned and you will work in your teams to come up with your own
arguments and prepare as if you were actually going to trial. Your team will examine the war from
your unique perspective and prepare to testify as well as prepare to cross examine the other teams.
• You will be graded based on both your trial performance as well as your trial preparation. (You will
have significant time to prepare for this trial in class; expect 30-45 minutes today, Monday and
Wednesday)
• If you have been placed on the jury team, you will be responsible for coming up with cross
examination questions for ALL groups as well as having an open deliberation/vote at the conclusion
of the trial. You will have to read the background of all the groups and split up the questioning to
different group members
• All groups will have a 10 minute meeting with Mrs Eplin so she can determine how groups are
prepared for trial ( Wednesday December 5 th)
• Our trial will be held on Monday December 10 th and Wednesday December 12th
 WWI Trial Questions
• The three things we will be debating as part of the WWI trial
are the following questions. Your group must argue the
answers from the perspective they would have held during
WWI (despite your personal beliefs on the issue)
– 1) Should the United States have entered WWI? (Why or why not?)
(11-1 and 11-2)
– 2) Were the Espionage and Sedition Acts constitutional? (11-3)
– 3) Should Eugene V Debs have been arrested and imprisoned? (Why
or Why not?) (11-3 and outside sources)
 Groups: Period 1
Group Name Student Names
Pacifists Katilin Agins, Blair Harmon, Nikandra Morales, Andy Nguyen

Supporters of the War Liz Bischoff, Griffin Hirst, Tyler Morhaus, Maureen Quartuccio

Wobblies Connor Boelje, Yolanda Hunyh, Dennis Muharemovic, Aiden Scoggin

African American Workers Alexis Brinkley, Shaun Isom, Justin Ndcaisaba, Emily Sheahan

Working Class Women Emma Hansen, Juliana Jackson, Skyla Owens, Sarah Stiffler
US Soldiers & War Veterans Duncan Carruthers, Lauren Kohlman, Will Nelson, Brayan Sosa
Members of the Jury Isiah Collins, Jesus Lopez, Ava Rice, Heip Truong, Jason Truong
 Groups: Period 2
Group Name Student Names
Pacifists Ali Al-Hussaney, Asia McElmurray, Dasani Hooks

Supporters of the War Gabby Gardener, Zoey Muholland

Wobblies Kendall Grimmett, Corinne Papes, Nate Scott

African American Workers Aniyah Goolsby, Sydney Washington

Working Class Women Tajai Gude, Selgai N.Mohamad, Nia Hunt

US Soldiers & War Veterans Devonnah Lovett, Kobi Rowland

Members of the Jury Carson Hubbart, Mila Schmidt, Kennedy Myles

Activity:
 Do Now: War for Peace
or Vengeance?
1) When President Woodrow Wilson asked Congress to enter
WWI against the Central Powers, he said that the US should
enter the war because, “neutrality is no longer feasible or
desirable where the peace of the world is involved” and “the
world must be made safe for democracy”

2) Do you think it is better to go to war for these reasons than it

is to go to war to expand an empire or to take revenge on an
enemy? Explain your answers.
Video Questions: WWI: The Draft
(Selective Service Act
 11-2 American Power
Tips the Balance:
The United States mobilize a large army and navy to help the Allies achieve victory.
America Mobilizes
Raising an Army
• Selective Service Act: men register, randomly chosen
for service
• African Americans in segregated units, excluded from
navy, marines
• Soldiers train for 8 months, often drill with fake
weapons
• Women in army, navy, marines as nurses secretaries,
phone operators
Mass Production
• To expand fleet to transport men, food, equipment to
Europe, U.S.:
• gives special status to shipyard workers
• uses fabrication techniques
• takes over commercial, private ships
 America Turns the Tide
U.S. Navy Contributions
• Convoy system; destroyers escort merchant
ships across Atlantic
• losses drop dramatically
• Navy helps lay mines across North Sea, keep
U-boats out of Atlantic
• 1918, Germans have difficulty replacing
boats, trained submariners
Fighting in Europe
• After 2 1/2 years fighting, Allied forces are
exhausted, demoralized
• American troops bring numbers, freshness,
enthusiasm
 Fighting “Over There”
Doughboys in Europe
• General John J. Pershing leads American Expeditionary
Force
• soldiers impressed by cities, shocked by battle
• New Weapons
• By 1917, British learn to use tanks to clear path for infantry
• Early planes flimsy, only do scouting; later ones stronger,
faster
• carry machine guns, heavy bomb loads
• American ace Eddie Rickenbacker, other pilots in dogfights
• Observation balloons used extensively, prime target of ace
pilots
Hazards of War
New Problems of War
• New weapons and tactics lead to horrific injuries, hazards
• Troops amidst filth, pests, polluted water, poison gas, dead
bodies
• Constant bombardment, battle fatigue produce “shell shock”
• Physical problems include dysentery, trench foot, trench
mouth
American War Hero
• Conscientious objector —person who opposes war on
moral grounds
• Originally a conscientious objector, Alvin York decides WWI
is just
• Alone kills 25 Germans; with 6 others, captures 132 prisoners
• Promoted to sergeant; becomes U.S. celebrity
 American Troops on the
Offensive
Allies Stop German Advance
• Russia pulls out of war 1917; Germans shift armies to western front
• come within 50 miles of Paris
• Americans help stop German advance, turn tide against Central Powers
The Collapse of Germany
• November 3, 1918, Austria-Hungary surrenders to Allies
• German sailors, soldiers rebel; socialists establish German republic
• kaiser gives up throne
• Germans exhausted; armistice, or truce, signed November 11, 1918
The Final Toll
• World War I bloodiest war in history to date
• more than half of 22 million dead are civilians
• 20 million more are wounded
• 10 million people become refugees
 Video Questions: Why did the US
•
Enter WWI?
For the first 3 years that Europe was fighting, the United States elected not to get involved in the conflict.
However by 1914 the US had declared war on Germany and the Central Powers. While watching the video,
your job is to identify both sides of why the US chose to be neutral and later why they chose to join the
conflict.
US Neutrality in WWI US Intervention in WWI
 WWI Trial Project
• As your assessment for Chapter 11 (WWI), you will be working in teams (assigned by me) to
prepare for a WWI trial. The objective will be to explore the war and specifically the United States
intervention in WWI from 6 different perspectives.
• Your teams have be pre-assigned and you will work in your teams to come up with your own
arguments and prepare as if you were actually going to trial. Your team will examine the war
from your unique perspective and prepare to testify as well as prepare to cross examine the
other teams.
• You will be graded based on both your trial performance as well as your trial preparation.
(Most of your prep will be expected to completed outside of class, however you will have 30
minutes on Wednesday (1st period)/Friday(2nd period) and some time after notes on the other
day this week.
• If you have been placed on the jury team, you will be responsible for coming up with cross
examination questions for ALL groups as well as having an open deliberation/vote at the
conclusion of the trial. You will have to read the background of all the groups and split up the
questioning to different group members
• Our trial will be held on Wednesday January 18th
 WWI Trial Questions
• The three things we will be debating as part of the WWI trial
are the following questions. Your group must argue the
answers from the perspective they would have held during
WWI (despite your personal beliefs on the issue)
– 1) Should the United States have entered WWI? (Why or why not?)
– 2) Were the Espionage and Sedition Acts constitutional? (11-3)
– 3) Should Eugene V Debs have been arrested and imprisoned? (Why
or Why not?) (11-3 and outside sources)
 Groups: Period 1
Group Name Student Names
Pacifists Katilin Agins, Blair Harmon, Nikandra Morales, Andy Nguyen

Supporters of the War Liz Bischoff, Griffin Hirst, Tyler Morhaus, Maureen Quartuccio

Wobblies Connor Boelje, Yolanda Hunyh, Dennis Muharemovic, Aiden Scoggin

African American Workers Alexis Brinkley, Shaun Isom, Justin Ndcaisaba, Emily Sheahan

Working Class Women Emma Hansen, Juliana Jackson, Skyla Owens, Sarah Stiffler
US Soldiers & War Veterans Duncan Carruthers, Lauren Kohlman, Will Nelson, Brayan Sosa
Members of the Jury Isiah Collins, Jesus Lopez, Ava Rice, Heip Truong, Jason Truong
 Groups: Period 2
Group Name Student Names
Pacifists Ali Al-Hussaney, Asia McElmurray, Dasani Hooks

Supporters of the War Gabby Gardener, Zoey Muholland

Wobblies Kendall Grimmett, Corinne Papes, Nate Scott

African American Workers Aniyah Goolsby, Sydney Washington

Working Class Women Tajai Gude, Selgai N.Mohamad, Nia Hunt

US Soldiers & War Veterans Devonnah Lovett, Kobi Rowland

Members of the Jury Carson Hubbart, Mila Schmidt, Kennedy Myles

 Homework
• Work on/Prepare for your WWI Trial. Bring
research/ideas to class next period
• Reflection Question 11-2: In what ways did WWI
represent a frightening new kind of warfare?
– Think About:
• The casualty figures (# of deaths)
• The New Military Technology
• Shell Shock
Map of Europe 1918
 Do Now: Impacts of WWI
• 1) Based on what you know about WWI and United States
intervention in the conflict explain the IMPACT that the war
had on the groups of people described below:
– Working Class Americans:
– Women:
– African Americans:
– US Military Members:
– US Allies in WWI:
– US Enemies in WWI:
 Video Questions: The Harlem
Hellfighters
• 1) Who were the Harlem Hellfighters?
• 2) Why was it difficult for African Americans to become soldiers
during the WWI era? What types of “alternative services” were they
often asked to provide?
• 3) Why were the Hellfighters “given” to the French Army? What
narrative did this give about how the US army felt about the
• 4) Why was Henry Johnson a hero? Tell his story….
• 5) How was Henry Johnson’s heroism celebrated? Were any of the
Harlem Hellfighters celebrated for their heroic acts?
• 6) What does this story illustrate about US race relations during
WWI?
 Chapter 11-3: The War at
Home
World War I spurs social, political, and economic change in the United States.
 Congress Gives Power to Wilson
War Industries Board
• Economy shifts from producing consumer goods to
war supplies
• Congress gives president direct control of much of the
economy
• War Industries Board is main regulatory body
• urges mass-production, standardizing products
• Bernard M. Baruch, prosperous businessman, is head
of board
• Railroad Administration, Fuel Administration also
control industries
• Conservation measures adopted by public, nation
 Selling the War
War Financing
• U.S. spends $35.5 billion on war effort
• 1/3 paid through taxes, 2/3 borrowed through sale of war
bonds
Committee on Public Information
• Propaganda—biased communication designed to
influence people
• Former muckraker George Creel heads Committee on
Public Information
• Creel produces visual works, printed matter to promote
war
• Gets volunteers to speak about war, distribute materials
 Attacks on Civil Liberties Increase
• Anti-Immigrant Hysteria
• Attacks against immigrants, especially from Germany,
Austria-Hungary
• Suppression of German culture—music, language,
literature
• Espionage and Sedition Acts
• Espionage and Sedition Acts —person can be fined,
imprisoned for:
• interfering with war effort, speaking against
government
• Violate 1st amendment; prosecute loosely defined
antiwar activities
• target socialists, labor leaders
 The War Encourages Social Change
African Americans and the War
• Du Bois urges support for war to strengthen call
for racial justice
• Most African Americans support war
• Some think victims of racism should not support
racist government
The Great Migration
• Great Migration: large-scale movement of
Southern blacks to North
• escape racial discrimination
• take up new job opportunities
• Press of new migrants intensifies racial tensions
in North
 The War Encourages Social Change
(Continued)
Women in the War
• Many women take jobs in heavy industry previously held
by men
• Many do volunteer work for war effort
• Some active in peace movement; Women’s Peace Party
founded 1915
• Women’s effort bolsters support for suffrage; 19th
Amendment passes
The Flu Epidemic
• International flu epidemic of 1918 has devastating effect on
economy
• As many as 30 million people die worldwide
 Debate Prep: Eugene V Debs
Speech
Listen carefully to the speech that Eugene V Debs was giving
at the time of his arrest during WWI. Analyze the speech from
BOTH perspectives (Pro and Anti). Look for common themes.
What are some of the reasons Debs should have been arrested
for his speech? What are some of the reasons he should not
have? Arrest Him! Don’t Arrest Him!
 Homework
• Prepare for WWI Debate
• Finish 11-3 Notes if not finished in class
• Reflection Question 11-3: How did WWI affect
federal government power in the United States?
– Think About:
• How private businesses worked with government
• How much control the president gained over the economy
• The Espionage and Sedition Acts
 Do Now: Impacts of WWI
• Before discussing the end of WWI, lets review some of the
major social problems and changes for these major groups
during the WWI era in the United States
Immigrants African Americans Women
Do Now: Reviewing the Espionage
and Sedition Acts
Take (or get out) your copy of the Sedition Act (Document C) you were given
to review last class. Read it and determine the following based on the text of
the act and your prior knowledge of WWI

1) Why were the Espionage and Sedition Acts passed during WWI? What
were they designed to protect?

2) What were some of the conditions or principles of the act? What rights did
it infringe or eliminate?

3) What do you think some of the consequences of the Espionage and

Sedition Acts would be for the United States? Politically? Socially?
 Treaty of Versailles Pt 1: Video
Questions
• The Treaty of Versailles considered the very different interests
from a variety of countries following WWI (while not
considering others at all). Using clues from the video,
determine how each country (below) played a role in drafting
the treaty (What did they want?, What did they get?)
Great Britain France United States Germany
 Treaty of Versailles: Pt II Video
Questions
• The Treaty of Versailles can be divided into 3 parts. Identify
examples of each component and speculate what the
IMPACT of those components could be for Germany or
Europe as a whole. Financial &
Territorial Military Economic

1. Examples: 1. Examples: 1. Examples:

2. Impact: 2. Impact: 2. Impact:

11-4 Wilson Fights for Peace
European leaders oppose most of Wilson’s peace plan, and the U.S. Senate fails
to ratify the peace treaty
 Wilson Presents His Plan
Fourteen Points
• Wilson’s plan for world peace known as
Fourteen Points
• Points 1–5 propose measures to prevent
another war
• 6–13 address how ethnic groups can form
own nations or join others
• 14 calls for international organization or
League of Nations
• League to enable nations to discuss, settle
problems without war
Wilson’s 14 Points
 Wilson Presents His Plan
(Continued)
The Allies Reject Wilson’s Plan
• Wilson fails to grasp anger of Allied leaders against
Germany
• French premier Georges Clemenceau wants to
prevent German invasion
• British Prime Minister David Lloyd George wants to
“Make Germany Pay”
• Italian Vittorio Orlando wants Austrian-held territory
• Conference excludes Central Powers, Russia, small
Allied nations
• Wilson gives up most of his points in return for League
of Nations
Debating the Treaty of Versailles
Provisions of the Treaty
• Treaty of Versailles creates 9 new nations, British, French
mandates
• Places various conditions on Germany:
• cannot have an army
• Alsace-Lorraine returned to France
• pay reparations, or war damages
The Treaty’s Weaknesses
• War-guilt clause —Germany must accept sole responsibility
for war
• Germany cannot pay $33 billion in reparations that Allies want
• Russia loses more land than Germany; territorial claims
ignored
• Colonized people’s claims for self-determination ignored
 Debating the Treaty of Versailles
(Continued)
Wilson Refuses to Compromise
• Wilson ignores Republicans in Senate when choosing U. S.
delegation
• Goes on speaking tour to convince nation to support
League
• has stroke, is temporarily disabled
• November 1919, Lodge introduces amendments to treaty
• amendments, treaty rejected
• Wilson refuses to compromise
• March 1920, 2nd vote: neither amendments nor treaty
approved
• U.S., Germany sign separate treaty; U.S. never joins League
 The Legacy of the War
Consequences of the War
• In U.S., war strengthens military,
increases power of government
• Accelerates social change for African
Americans, women
• Fears, antagonisms provoked by
propaganda remain
• In Europe, destruction, loss of life
damage social, political systems
• Communist, fascist governments form
• Treaty of Versailles does not settle
conflicts in Europe
 Homework
• Debate/Trial next class period:
• Come prepared with notes for all three questions
• Points are awarded for Preparation, Participation and
Reflection
• Reflection Question 11-4: Why did many people criticize the
Treaty of Versailles for not “laying the foundations for a
lasting peace”? Explain these criticisms and evaluate if the
criticisms were valid.