402 - Kristy Dell's Website · 2019. 2. 7. · POWER AND AUTHORITYIn Europe, military buildup,...

The Changing Nature of WarfareIn Unit 4, you will learn about the changing nature of warfare in the20th century. At the end of the unit, you will have a chance tocompare and contrast different aspects of the wars you studied.(See pages 520–525.)

World War I was characterized bylong, bloody battles. This paintingby François Flameng shows onesuch engagement. French soldiersattempt to cross the River Yser inBelgium on pontoon bridges.

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The Great War, 1914–1918Previewing Main Ideas

Advances in weaponry, from improvementsto the machine gun and airplane, to the invention of the tank, led to massdevastation during World War I.Geography Which Allied nation could the Central Powers invade only byairplane?

The war affected many European economies. Desperate forresources, the warring governments converted many industries to munitionsfactories. They also took greater control of the production of goods.Geography According to the map, why might Russia have struggled toobtain resources from its allies?

The quest among European nations for greaterpower played a role in causing World War I. By the turn of the 20th century,relations among these countries had grown increasingly tense.Geography Which alliance may have had the greater challenge, given thegeography of the conflict? Why?

POWER AND AUTHORITY

ECONOMICS

SCIENCE AND TECHNOLOGY

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• Interactive Maps• Interactive Visuals• Interactive Primary Sources

INTERNET RESOURCES

Go to classzone.com for:• Research Links • Maps• Internet Activities • Test Practice• Primary Sources • Current Events• Chapter Quiz

http://www.classzone.com/books/wh_modern05/

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Should you always support an ally?World War I has begun. You are the leader of a European country and mustdecide what to do. Your nation is one of several that have agreed to supporteach other in the event of war. Some of your allies already have joined the fight.You oppose the thought of war and fear that joining will lead to even more liveslost. Yet, you believe in being loyal to your allies. You also worry that yourrivals want to conquer all of Europe—and if you don’t join the war now, yourcountry may end up having to defend itself.

EXAM I N I NG the I SSU ES

• Should you always support a friend, no matter what he orshe does?

• What might be the long-term consequences of refusing tohelp an ally?

As a class, discuss these questions. In your discussion, consider thevarious reasons countries go to war. As you read about World War Iin this chapter, see what factors influenced the decisions of eachnation.

▲ A World War I poster urges nations to come to the aid of Serbia.

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

POWER AND AUTHORITY InEurope, military buildup,nationalistic feelings, and rivalalliances set the stage for acontinental war.

Ethnic conflict in the Balkanregion, which helped start thewar, continued to erupt in thatarea in the 1990s.

• militarism• Triple

Alliance

• KaiserWilhelm II

• TripleEntente

1

SETTING THE STAGE At the turn of the 20th century, the nations of Europehad been largely at peace with one another for nearly 30 years. This was no acci-dent. Efforts to outlaw war and achieve a permanent peace had been gainingmomentum in Europe since the middle of the 19th century. By 1900, hundredsof peace organizations were active. In addition, peace congresses convened reg-ularly between 1843 and 1907. Some Europeans believed that progress had madewar a thing of the past. Yet in a little more than a decade, a massive war wouldengulf Europe and spread across the globe.

Rising Tensions in EuropeWhile peace and harmony characterized much of Europe at the beginning of the1900s, there were less visible—and darker—forces at work as well. Below thesurface of peace and goodwill, Europe witnessed several gradual developmentsthat would ultimately help propel the continent into war.

The Rise of Nationalism One such development was the growth of national-ism, or a deep devotion to one’s nation. Nationalism can serve as a unifying forcewithin a country. However, it also can cause intense competition among nations,with each seeking to overpower the other. By the turn of the 20th century, a fiercerivalry indeed had developed among Europe’s Great Powers. Those nations wereGermany, Austria-Hungary, Great Britain, Russia, Italy, and France.

This increasing rivalry among European nations stemmed from severalsources. Competition for materials and markets was one. Territorial disputeswere another. France, for example, had never gotten over the loss of Alsace-Lorraine to Germany in the Franco-Prussian War (1870). Austria-Hungary andRussia both tried to dominate in the Balkans, a region in southeast Europe.Within the Balkans, the intense nationalism of Serbs, Bulgarians, Romanians,and other ethnic groups led to demands for independence.

Imperialism and Militarism Another force that helped set the stage for war inEurope was imperialism. As Chapter 11 explained, the nations of Europe com-peted fiercely for colonies in Africa and Asia. The quest for colonies sometimespushed European nations to the brink of war. As European countries continuedto compete for overseas empires, their sense of rivalry and mistrust of oneanother deepened.

Marching Toward War

Summarizing Create atime line of major eventsthat led to the start of World War I.

TAKING NOTES

event three

eventone

eventfour

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The Great War 407

CALIFORNIA STANDARDS

10.5.1 Analyze the arguments for enteringinto war presented by leaders from all sidesof the Great War and the role of politicaland economic rivalries, ethnic and ideologi-cal conflicts, domestic discontent anddisorder, and propaganda and nationalismin mobilizing the civilian population insupport of “total war.”

10.5.5 Discuss human rights violations andgenocide, including the Ottoman govern-ment’s actions against Armenian citizens.

HI 1 Students show the connections, causaland otherwise, between particular histori-cal events and larger social, economic, andpolitical trends and developments.

Yet another troubling development throughout the early years of the 20th centurywas the rise of a dangerous European arms race. The nations of Europe believedthat to be truly great, they needed to have a powerful military. By 1914, all theGreat Powers except Britain had large standing armies. In addition, militaryexperts stressed the importance of being able to quickly mobilize, or organize andmove troops in case of a war. Generals in each country developed highly detailedplans for such a mobilization.

The policy of glorifying military power and keeping an army prepared for warwas known as militarism. Having a large and strong standing army made citizensfeel patriotic. However, it also frightened some people. As early as 1895, FrédéricPassy, a prominent peace activist, expressed a concern that many shared:

P R I M A R Y S O U R C EThe entire able-bodied population are preparing to massacre one another; though noone, it is true, wants to attack, and everybody protests his love of peace anddetermination to maintain it, yet the whole world feels that it only requires someunforeseen incident, some unpreventable accident, for the spark to fall in a flash . . .and blow all Europe sky-high.

FRÉDÉRIC PASSY, quoted in Nobel: The Man and His Prizes

Tangled AlliancesGrowing rivalries and mutual mistrust had led to the creationof several military alliances among the Great Powers asearly as the 1870s. This alliance system had been designedto keep peace in Europe. But it would instead help push thecontinent into war.

Bismarck Forges Early Pacts Between 1864 and 1871,Prussia’s blood-and-iron chancellor, Otto von Bismarck,freely used war to unify Germany. After 1871, however,Bismarck declared Germany to be a “satisfied power.” Hethen turned his energies to maintaining peace in Europe.

Bismarck saw France as the greatest threat to peace. Hebelieved that France still wanted revenge for its defeat in theFranco-Prussian War. Bismarck’s first goal, therefore, wasto isolate France. “As long as it is without allies,” Bismarckstressed, “France poses no danger to us.” In 1879, Bismarckformed the Dual Alliance between Germany and Austria-Hungary. Three years later, Italy joined the two countries,forming the Triple Alliance. In 1881, Bismarck took yetanother possible ally away from France by making a treatywith Russia.

Shifting Alliances Threaten Peace In 1890, Germany’sforeign policy changed dramatically. That year, KaiserWilhelm II—who two years earlier had become ruler ofGermany—forced Bismarck to resign. A proud and stub-born man, Wilhelm II did not wish to share power with any-one. Besides wanting to assert his own power, the newkaiser was eager to show the world just how mightyGermany had become. The army was his greatest pride. “Iand the army were born for one another,” Wilhelm declaredshortly after taking power.

Kaiser Wilhelm II1859–1941

Wilhelm II was related to the leadersof two nations he eventually wouldengage in war. Wilhelm, George V ofGreat Britain, and Nicholas II ofRussia were all cousins.

The kaiser thought a great deal ofhimself and his place in history.Once, when a doctor told him hehad a small cold, Wilhelm reportedlyresponded, “No, it is a big cold.Everything about me must be big.”

He also could be sly and deceitful.After forcing the popular Bismarck toresign, Wilhelm pretended to beupset. Most people, however,including Bismarck, were not fooled.

RESEARCH LINKS For more onWilhelm II, go to classzone.com

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Wilhelm let his nation’s treaty with Russia lapse in 1890. Russia responded byforming a defensive military alliance with France in 1892 and 1894. Such analliance had been Bismarck’s fear. War with either Russia or France would makeGermany the enemy of both. Germany would then be forced to fight a two-frontwar, or a war on both its eastern and western borders.

Next, Wilhelm began a tremendous shipbuilding program in an effort to makethe German navy equal to that of the mighty British fleet. Alarmed, Great Britainformed an entente, or alliance, with France. In 1907, Britain made another entente,this time with both France and Russia. The Triple Entente, as it was called, didnot bind Britain to fight with France and Russia. However, it did almost certainlyensure that Britain would not fight against them.

By 1907, two rival camps existed in Europe. On one side was the TripleAlliance—Germany, Austria-Hungary, and Italy. On the other side was the TripleEntente—Great Britain, France, and Russia. A dispute between two rival powerscould draw all the nations of Europe into war.

Crisis in the BalkansNowhere was that dispute more likely to occur than on the Balkan Peninsula. Thismountainous peninsula in the southeastern corner of Europe was home to anassortment of ethnic groups. With a long history of nationalist uprisings and eth-nic clashes, the Balkans was known as the “powder keg” of Europe.

A Restless Region By the early 1900s, the Ottoman Empire, which included theBalkan region, was in rapid decline. While some Balkan groups struggled to free themselves from the Ottoman Turks, others already had succeeded in breaking away from their Turkish rulers. These peoples had formed new nations,including Bulgaria, Greece, Montenegro,Romania, and Serbia.

Nationalism was a powerful force inthese countries. Each group longed toextend its borders. Serbia, for example,had a large Slavic population. It hoped toabsorb all the Slavs on the BalkanPeninsula. Russia, itself a mostly Slavicnation, supported Serbian nationalism.However, Serbia’s powerful northernneighbor, Austria-Hungary, opposed suchan effort. Austria feared that efforts to cre-ate a Slavic state would stir rebellionamong its Slavic population.

In 1908, Austria annexed, or took over,Bosnia and Herzegovina. These were twoBalkan areas with large Slavic popula-tions. Serbian leaders, who had sought torule these provinces, were outraged. In theyears that followed, tensions betweenSerbia and Austria steadily rose. TheSerbs continually vowed to take Bosniaand Herzegovina away from Austria. Inresponse, Austria-Hungary vowed tocrush any Serbian effort to undermine itsauthority in the Balkans.

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Analyzing IssuesWhat were the

reasons for the hos-tility betweenAustria-Hungaryand Serbia?

GEOGRAPHY SKILLBUILDER: Interpreting Maps1. Place What region of the Austro-Hungarian Empire was

located along the Adriatic Sea?2. Location Based on the map, why might Serbia have

staked a claim to Bosnia and Herzegovina?

A Shot Rings Throughout Europe Into this poisonedatmosphere of mutual dislike and mistrust stepped the heirto the Austro-Hungarian throne, Archduke Franz Ferdinand,and his wife, Sophie. On June 28, 1914, the couple paid astate visit to Sarajevo, the capital of Bosnia. It would betheir last. The royal pair was shot at point-blank range asthey rode through the streets of Sarajevo in an open car. Thekiller was Gavrilo Princip, a 19-year-old Serbian and mem-ber of the Black Hand. The Black Hand was a secret societycommitted to ridding Bosnia of Austrian rule.

Because the assassin was a Serbian, Austria decided touse the murders as an excuse to punish Serbia. On July 23,Austria presented Serbia with an ultimatum containingnumerous demands. Serbia knew that refusing the ultimatumwould lead to war against the more powerful Austria. There-fore, Serbian leaders agreed to most of Austria’s demands.They offered to have several others settled by an interna-tional conference.

Austria, however, was in no mood to negotiate. Thenation’s leaders, it seemed, had already settled on war. OnJuly 28, Austria rejected Serbia’s offer and declared war. Thatsame day, Russia, an ally of Serbia with its largely Slavic pop-ulation, took action. Russian leaders ordered the mobilizationof troops toward the Austrian border.

Leaders all over Europe suddenly took notice. The frag-ile European stability seemed ready to collapse into armedconflict. The British foreign minister, the Italian govern-ment, and even Kaiser Wilhelm himself urged Austria andRussia to negotiate. But it was too late. The machinery ofwar had been set in motion.

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TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • militarism • Triple Alliance • Kaiser Wilhelm II • Triple Entente

USING YOUR NOTES2. Which event do you consider

most significant? Why? (10.5.1)

MAIN IDEAS3. What were the three forces at

work in Europe that helped setthe stage for war? (10.5.1)

4. Who were the members of theTriple Alliance? the TripleEntente? (10.5.1)

5. What single event set in motionthe start of World War I? (10.5.1)

SECTION ASSESSMENT1

CREATING A TIME LINE

Working with a partner, use the library and other resources to create a time line of key eventsin the Balkans from 1914 until today. Limit your time line to the six to eight events youconsider most significant. (Writing 2.2.d)

CRITICAL THINKING & WRITING6. ANALYZING CAUSES Which of the forces at work in

Europe played the greatest role in helping to prompt theoutbreak of war? (10.5.1)

7. ANALYZING ISSUES Was the description of the Balkans asthe “powder keg” of Europe justified? Explain. (10.5.1)

8. FORMING AND SUPPORTING OPINIONS Do you thinkWorld War I was avoidable? Support your answer. (10.5.1)

9. WRITING ACTIVITY Write a briefletter to the editor of a European newspaper about what your views might have been on the coming war. (Writing 2.5.b)

POWER AND AUTHORITY

CONNECT TO TODAY

eventthree

eventone

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INTERNET ACTIVITY Create a chart orgraphic about any aspect of modernArmenian culture. Go to classzone.comfor your research.

VocabularyAn ultimatumis a list of demandsthat, if not met, willlead to serious consequences.

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The Armenian MassacreOne group insoutheasternEurope thatsuffered greatly for itsindependenceefforts was theArmenians. By

the 1880s, the roughly 2.5 millionArmenians in the Ottoman Empire hadbegun to demand their freedom. As aresult, relations between the groupand its Turkish rulers grew strained.

Throughout the 1890s, Turkishtroops killed tens of thousands ofArmenians. When World War Ierupted in 1914, the Armenianspledged their support to the Turks’enemies. In response, the Turkishgovernment deported nearly 2million Armenians. Along the way,more than 600,000 died of starvationor were killed by Turkish soldiers.


The Great War 411


SCIENCE AND TECHNOLOGYOne European nation afteranother was drawn into a largeand industrialized war thatresulted in many casualties.

Much of the technology ofmodern warfare, such as fighterplanes and tanks, wasintroduced in World War I.

• CentralPowers

• Allies• Western

Front

• SchlieffenPlan

• trenchwarfare

• EasternFront

2

SETTING THE STAGE By 1914, Europe was divided into two rival camps.One alliance, the Triple Entente, included Great Britain, France, and Russia. Theother, known as the Triple Alliance, included Germany, Austria-Hungary, andItaly. Austria-Hungary’s declaration of war against Serbia set off a chain reactionwithin the alliance system. The countries of Europe followed through on theirpledges to support one another. As a result, nearly all of Europe soon joined whatwould be the largest, most destructive war the world had yet seen.

The Great War BeginsIn response to Austria’s declaration of war, Russia, Serbia’s ally, began movingits army toward the Russian-Austrian border. Expecting Germany to join Austria,Russia also mobilized along the German border. To Germany, Russia’s mobi-lization amounted to a declaration of war. On August 1, the German governmentdeclared war on Russia.

Russia looked to its ally France for help. Germany, however, did not even waitfor France to react. Two days after declaring war on Russia, Germany alsodeclared war on France. Soon afterward, Great Britain declared war on Germany.Much of Europe was now locked in battle.

Nations Take Sides By mid-August 1914, the battle lines were clearly drawn.On one side were Germany and Austria-Hungary. They were known as theCentral Powers because of their location in the heart of Europe. Bulgaria andthe Ottoman Empire would later join the Central Powers in the hopes of regain-ing lost territories.

On the other side were Great Britain, France, and Russia. Together, they wereknown as the Allied Powers or the Allies. Japan joined the Allies within weeks.Italy joined later. Italy had been a member of the Triple Alliance with Germanyand Austria-Hungary. However, the Italians joined the other side after accusingtheir former partners of unjustly starting the war.

In the late summer of 1914, millions of soldiers marched happily off to battle,convinced that the war would be short. Only a few people foresaw the horrorahead. One of them was Britain’s foreign minister, Sir Edward Grey. Staring outover London at nightfall, Grey said sadly to a friend, “The lamps are going outall over Europe. We shall not see them lit again in our lifetime.”

Europe Plunges into War

Outlining Use an outlineto organize main ideasand details.

TAKING NOTES

I. The Great War Begins A. B.

II. A Bloody Stalemate


10.5.2 Examine the principal theaters ofbattle, major turning points, and the impor-tance of geographic factors in militarydecisions and outcomes (e.g., topography,waterways, distance, climate).

CST 2 Students analyze how change hap-pens at different rates at different times;understand that some aspects can changewhile others remain the same; and under-stand that change is complicated and affectsnot only technology and politics but alsovalues and beliefs.

CST 3 Students use a variety of maps anddocuments to interpret human movement,including major patterns of domestic andinternational migration, changing environ-mental preferences and settlement patterns,the frictions that develop between popula-tion groups, and the diffusion of ideas,technological innovations, and goods.

HI 4 Students understand the meaning,implication, and impact of historical eventsand recognize that events could havetaken other directions.

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A Bloody Stalemate It did not take long for Sir Edward Grey’s prediction to ring true. As the summerof 1914 turned to fall, the war turned into a long and bloody stalemate, or dead-lock, along the battlefields of France. This deadlocked region in northern Francebecame known as the Western Front.

The Conflict Grinds Along Facing a war on two fronts, Germany had developeda battle strategy known as the Schlieffen Plan, named after its designer, GeneralAlfred Graf von Schlieffen (SHLEE•fuhn). The plan called for attacking anddefeating France in the west and then rushing east to fight Russia. The Germansfelt they could carry out such a plan because Russia lagged behind the rest ofEurope in its railroad system and thus would take longer to supply its front lines.Nonetheless, speed was vital to the Schlieffen Plan. German leaders knew theyneeded to win a quick victory over France.

Early on, it appeared that Germany would do just that. By early September,German forces had swept into France and reached the outskirts of Paris. A majorGerman victory appeared just days away. On September 5, however, the Alliesregrouped and attacked the Germans northeast of Paris, in the valley of the MarneRiver. Every available soldier was hurled into the struggle. When reinforcementswere needed, more than 600 taxicabs rushed soldiers from Paris to the front. Afterfour days of fighting, the German generals gave the order to retreat.

Although it was only the first major clash on the Western Front, the First Battleof the Marne was perhaps the single most important event of the war. The defeat

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Armistice Line, Nov. 1918

World War I in Europe, 1914–1918

GEOGRAPHY SKILLBUILDER: Interpreting Maps1. Location In which country was almost all of the war in the West fought?2. Location What geographic disadvantage did Germany and Austria-Hungary face in fighting

the war? How might this have affected their war strategy?

of the Germans left the Schlieffen Plan in ruins. A quick victory in the west nolonger seemed possible. In the east, Russian forces had already invaded Germany.Germany was going to have to fight a long war on two fronts. Realizing this, theGerman high command sent thousands of troops from France to aid its forces inthe east. Meanwhile, the war on the Western Front settled into a stalemate.

War in the Trenches By early 1915, opposing armies on the Western Front haddug miles of parallel trenches to protect themselves from enemy fire. This set thestage for what became known as trench warfare. In this type of warfare, soldiersfought each other from trenches. And armies traded huge losses of human life forpitifully small land gains.

Life in the trenches was pure misery. “The men slept in mud, washed in mud,ate mud, and dreamed mud,” wrote one soldier. The trenches swarmed with rats.Fresh food was nonexistent. Sleep was nearly impossible.

The space between the opposing trenches won the grim name “no man’s land.”When the officers ordered an attack, their men went over the top of their trenchesinto this bombed-out landscape. There, they usually met murderous rounds ofmachine-gun fire. Staying put, however, did not ensure one’s safety. Artillery firebrought death right into the trenches. “Shells of all calibers kept raining on our sec-tor,” wrote one French soldier. “The trenches disappeared, filled with earth . . . theair was unbreathable. Our blinded, wounded, crawling, and shouting soldiers keptfalling on top of us and died splashing us with blood. It was living hell.”

The Western Front had become a “terrain of death.” It stretched nearly 500 milesfrom the North Sea to the Swiss border. A British officer described it in a letter:

P R I M A R Y S O U R C EImagine a broad belt, ten miles or so in width, stretching from the Channel to theGerman frontier near Basle, which is positively littered with the bodies of men andscarified with their rude graves; in which farms, villages and cottages are shapelessheaps of blackened masonry; in which fields, roads and trees are pitted and torn andtwisted by shells and disfigured by dead horses, cattle, sheep and goats, scattered inevery attitude of repulsive distortion and dismemberment.

VALENTINE FLEMING, quoted in The First World War

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RecognizingEffects

Why was theBattle of the Marneso significant?

▼ Allied troopscrawl through atrench along theWestern Front.

414 Chapter 13

VocabularyIn war, a casualtyis anyone killed,injured, captured, or considered missing in action.

Military strategists were at a loss. New tools of war—machine guns, poisongas, armored tanks, larger artillery—had not delivered the fast-moving war they had expected. All this new technology did was kill greater numbers of peoplemore effectively.

The slaughter reached a peak in 1916. In February, the Germans launched amassive attack against the French near Verdun. Each side lost more than 300,000men. In July, the British army tried to relieve the pressure on the French. Britishforces attacked the Germans northwest of Verdun, in the valley of the SommeRiver. In the first day of battle alone, more than 20,000 British soldiers were killed.By the time the Battle of the Somme ended in November, each side had sufferedmore than half a million casualties.

What did the warring sides gain? Near Verdun, the Germans advanced aboutfour miles. In the Somme valley, the British gained about five miles.

The Battle on the Eastern FrontEven as the war on the Western Front claimed thousands of lives, both sides weresending millions more men to fight on the Eastern Front. This area was a stretchof battlefield along the German and Russian border. Here, Russians and Serbs bat-tled Germans and Austro-Hungarians. The war in the east was a more mobile warthan that in the west. Here too, however, slaughter and stalemate were common.

Early Fighting At the beginning of the war, Russian forces had launched an attackinto both Austria and Germany. At the end of August, Germany counterattackednear the town of Tannenberg. During the four-day battle, the Germans crushed the

The New Weapons of War Poison GasSoldiers wore masks like those shown at leftto protect themselves from poison gas. Gaswas introduced by the Germans but used byboth sides. Some gases caused blindness orsevere blisters, others death by choking.

Machine GunThe machine gun, which fires ammunitionautomatically, was much improved by thetime of World War I. The gun, shown to theleft, could wipe out waves of attackers andthus made it difficult for forces to advance.

TankThe tank, shown to the left, was an armoredcombat vehicle that moved on chain tracks—and thus could cross many types of terrain. Itwas introduced by the British in 1916 at theBattle of the Somme.

SubmarineIn 1914, the Germans introduced thesubmarine as an effective warship. Thesubmarine’s primary weapon against shipswas the torpedo, an underwater missile.

invading Russian army and drove it into full retreat. Morethan 30,000 Russian soldiers were killed.

Russia fared somewhat better against the Austrians.Russian forces defeated the Austrians twice in September1914, driving deep into their country. Not until Decemberof that year did the Austrian army manage to turn the tide.Austria defeated the Russians and eventually pushed themout of Austria-Hungary.

Russia Struggles By 1916, Russia’s war effort was nearcollapse. Unlike the nations of western Europe, Russia hadyet to become industrialized. As a result, the Russian armywas continually short on food, guns, ammunition, clothes,boots, and blankets. Moreover, the Allied supply shipmentsto Russia were sharply limited by German control of theBaltic Sea, combined with Germany’s relentless submarinecampaign in the North Sea and beyond. In the south, theOttomans still controlled the straits leading from theMediterranean to the Black Sea.

The Russian army had only one asset—its numbers.Throughout the war the Russian army suffered a stagger-ing number of battlefield losses. Yet the army continuallyrebuilt its ranks from the country’s enormous population.For more than three years, the battered Russian army man-aged to tie up hundreds of thousands of German troops in the east. As a result, Germany could not hurl its fullfighting force at the west.

Germany and her allies, however, were concerned withmore than just the Eastern or Western Front. As the war raged on, fighting spreadbeyond Europe to Africa, as well as to Southwest and Southeast Asia. In the years afterit began, the massive European conflict indeed became a world war.

The Great War 415

SynthesizingWhy was

Russia’s involve-ment in the war soimportant to theother Allies?

TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • Central Powers • Allies • Western Front • Schlieffen Plan • trench warfare • Eastern Front

USING YOUR NOTES2. What were some of the

conditions that soldiers on thefront lines had to face? (10.5.2)

MAIN IDEAS3. Which countries comprised the

Central Powers? Whichcountries comprised the Allies? (10.5.2)

4. What were the characteristicsof trench warfare? (10.5.2)

5. What factors contributed toRussia’s war difficulties? (10.5.2)

SECTION ASSESSMENT2

PRESENTING AN ORAL REPORT

Find an image of a World War I monument from any one of the combatant countries. In an oral report, present the image to the class and provide details about its origin and purpose. (Writing 2.6.c)

CRITICAL THINKING & WRITING6. COMPARING AND CONTRASTING How was war on the

Western and Eastern Fronts different? How was it thesame? (10.5.2)

7. ANALYZING CAUSES Why did the Schlieffen Plan ultimatelycollapse? Cite specific details from the text. (10.5.2)

8. MAKING INFERENCES Why might it be fair to say that noone won the battles of the Somme or Verdun? (10.5.2)

9. WRITING ACTIVITY In anexplanatory essay, describe the effects of the newtechnology on warfare. Use examples from your reading. (Writing 2.3.f)


CONNECT TO TODAY

I. The Great WarBegins A. B.

II. A Bloody Stalemate

The Frozen FrontFor soldiers on the Eastern Front, likethose shown above, the overall miseryof warfare was compounded by deadlywinters. “Every day hundreds froze todeath,” noted one Austro-Hungarianofficer during a particularly brutal spell.

Russian troops suffered too, mainlydue to their lack of food and clothing. “I am at my post all the time—frozen[and] soaked . . . ,” lamented onesoldier. “We walk barefoot or in rope-soled shoes. It’s incredible that soldiersof the Russian army are in rope-soled shoes!”

416

1. Drawing Conclusions Why wouldcommunication with someoneoutside the plane be important forpilots of World War I and today?

See Skillbuilder Handbook, Page R11.

2. Comparing Using the Internet andother resources, find out more abouta recent innovation with regard tofighter planes and explain itssignificance.

▲ A World War I pilot showsoff an early air-to-groundcommunication device.

Two Top Fighter Planes: A Comparison

Military AviationWorld War I introduced airplane warfare—and by doing so, ushered in an era oftremendous progress in the field of military aviation. Although the plane itself wasrelatively new and untested by 1914, the warring nations quickly recognized itspotential as a powerful weapon. Throughout the conflict, countries on both sidesbuilt faster and stronger aircraft, and designed them to drop bombs and shoot at oneanother in the sky. Between the beginning and end of the war, the total number ofplanes in use by the major combatants soared from around 850 to nearly 10,000.After the war, countries continued to maintain a strong and advanced airforce, asthey realized that supremacy of the air was a key to military victory.

Designers kept nearly all weight in the center, giving the planes tremendous maneuverability.

A timing device enabled machine guns to fire through the propeller.

Engines were continuously strengthened for greater speed and carrying capability.3

2

1

Fokker D VII (German)

Sopwith F1Camel (British)

18 feet 8 inches

28 feet

122 mph

24,000 feet

2.5 hours

Length 23 feet

Wingspan 29 feet 3 inches

Maximum Speed 116 mph

Maximum Height 22,900 feet

Maximum Flight Time 1.5 hours

2

31

RESEARCH LINKS For more on militaryaviation go to classzone.com


10.5.2, REP 4


The Great War 417


ECONOMICS World War Ispread to several continents andrequired the full resources ofmany governments.

The war propelled the UnitedStates to a new position ofinternational power, which itholds today.

• unrestrictedsubmarinewarfare

• total war

• rationing• propaganda• armistice

3

SETTING THE STAGE World War I was much more than a European conflict.Australia and Japan, for example, entered the war on the Allies’ side, while Indiasupplied troops to fight alongside their British rulers. Meanwhile, the OttomanTurks and later Bulgaria allied themselves with Germany and the Central Powers.As the war promised to be a grim, drawn-out affair, all the Great Powers lookedfor other allies around the globe to tip the balance. They also sought new warfronts on which to achieve victory.

War Affects the WorldAs the war dragged on, the main combatants looked beyond Europe for a way toend the stalemate. However, none of the alliances they formed or new battle-fronts they opened did much to end the slow and grinding conflict.

The Gallipoli Campaign A promising strategy for the Allies seemed to be toattack a region in the Ottoman Empire known as the Dardanelles. This narrowsea strait was the gateway to the Ottoman capital, Constantinople. By securingthe Dardanelles, the Allies believed that they could take Constantinople, defeatthe Turks, and establish a supply line to Russia.

The effort to take the Dardanelles straitbegan in February 1915. It was known as theGallipoli campaign. British, Australian,New Zealand, and French troops maderepeated assaults on the Gallipoli Peninsulaon the western side of the strait. Turkishtroops, some commanded by German offi-cers, vigorously defended the region. ByMay, Gallipoli had turned into anotherbloody stalemate. Both sides dug trenches,from which they battled for the rest of theyear. In December, the Allies gave up the

campaign and began to evacuate. They had suffered about 250,000 casualties.

Battles in Africa and Asia In various parts of Asia and Africa, Germany’s colonialpossessions came under assault. The Japanese quickly overran German outposts in

A Global Conflict

Constantinople

B l a c k S e a

Sea ofMarmara

Dardanelles

Bosporus

AegeanSea

GallipoliPeninsula

GR

EE

CE

OT

TO

MA N

E M P I R E0 100 Miles

0 200 Kilometers

Recognizing Effects Usea web diagram to show the effects of World War I.

TAKING NOTES

Effects of WWI

Gallipoli Campaign


10.5.1 Analyze the arguments for enteringinto war presented by leaders from all sidesof the Great War and the role of politicaland economic rivalries, ethnic and ideologi-cal conflicts, domestic discontent anddisorder, and propaganda and nationalismin mobilizing the civilian population insupport of “total war.”

10.5.3 Explain how the Russian Revolutionand the entry of the United States affectedthe course and outcome of the war.

10.5.4 Understand the nature of the warand its human costs (military and civilian) onall sides of the conflict, including how colo-nial peoples contributed to the war effort.

10.6.2 Describe the effects of the war andresulting peace treaties on populationmovement, the international economy, andshifts in the geographic and political bor-ders of Europe and the Middle East.

10.6.3 Understand the widespread disillusion-ment with prewar institutions, authorities,and values that resulted in a void that waslater filled by totalitarians.

418 Chapter 13

China. They also captured Germany’s Pacific island colonies. English and Frenchtroops attacked Germany’s four African possessions. They seized control of three.

Elsewhere in Asia and Africa, the British and French recruited subjects in theircolonies for the struggle. Fighting troops as well as laborers came from India,South Africa, Senegal, Egypt, Algeria, and Indochina. Many fought and died on thebattlefield. Others worked to keep the front lines supplied. To be sure, some colo-nial subjects wanted nothing to do with their European rulers’ conflicts. Others vol-unteered in the hope that service would lead to their independence. This was theview of Indian political leader Mohandas Gandhi, who supported Indian participa-tion in the war. “If we would improve our status through the help and cooperationof the British,” he wrote, “it was our duty to win their help by standing by them intheir hour of need.”

America Joins the Fight In 1917, the focus of the war shifted to the high seas.That year, the Germans intensified the submarine warfare that had raged in theAtlantic Ocean since shortly after the war began. In January 1917, the Germansannounced that their submarines would sink without warning any ship in the watersaround Britain. This policy was called unrestricted submarine warfare.

The Germans had tried this policy before. On May 7, 1915, a German subma-rine, or U-boat, had sunk the British passenger ship Lusitania. The attack left 1,198people dead, including 128 U.S. citizens. Germany claimed that the ship had beencarrying ammunition, which turned out to be true. Nevertheless, the Americanpublic was outraged. President Woodrow Wilson sent a strong protest to Germany.After two further attacks, the Germans finally agreed to stop attacking neutral andpassenger ships.

NORTHAMERICA

SOUTHAMERICA

AFRICA

EUROPE

ASIA

SOUTHWEST ASIA

AUSTRALIA

NEWZEALAND

INDIA

JAPANATLANTIC

OCEAN

INDIAN OCEAN

PACIFICOCEAN

PACIFICOCEAN

40°N

40°S

0°

80°E

80°W

120°W

0°

Arctic Circle

Tropic of Cancer

Tropic of Capricorn

160°E

The United Statesenters the war onthe side of theAllies in 1917.

Brazil is the only SouthAmerican country toenter the war. It supportsthe Allies with warshipsand personnel.

The European coloniesthroughout Africa becomea battlefield as the warringparties strike at one another’scolonial possessions.

India provides about1.3 million men to fightand labor alongsidetheir British rulersthroughout Europe.

Both countries fight onthe side of the Allies andcontribute many troops tothe 1915 Gallipoli campaignin Southwest Asia.

Japan declares war onGermany in 1914; seizesGerman colonies inChina and the Pacific.

War rages inSouthwest Asia asArab nationalistsbattle their Turkishrulers.Main fighting of

the war occurs onWestern andEastern Fronts.0

0

4,000 Miles

8,000 Kilometers

The World at War, 1914–1918

GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Region Which countries were aligned with the European Allies?2. Location Outside of Europe, where was World War I fought?

Desperate for an advantage over the Allies, however, the Germans returned tounrestricted submarine warfare in 1917. They knew it might lead to war with theUnited States. They gambled that their naval blockade would starve Britain intodefeat before the United States could mobilize. Ignoring warnings by PresidentWilson, German U-boats sank three American ships.

In February 1917, another German action pushed the United States closer towar. Officials intercepted a telegram written by Germany’s foreign secretary,Arthur Zimmermann, stating that Germany would help Mexico “reconquer” theland it had lost to the United States if Mexico would ally itself with Germany.

The Zimmermann note simply proved to be the last straw. A large part of theAmerican population already favored the Allies. In particular, America felt a bondwith England. The two nations shared a common ancestry and language, as well assimilar democratic institutions and legal systems. More important, America’s eco-nomic ties with the Allies were far stronger than those with the Central Powers. OnApril 2, 1917, President Wilson asked Congress to declare war on Germany. TheUnited States entered the war on the side of the Allies.

War Affects the Home FrontBy the time the United States joined the Allies, the war had been raging for nearlythree years. In those three years, Europe had lost more men in battle than in all thewars of the previous three centuries. The war had claimed the lives of millions andhad changed countless lives forever. The Great War, as the conflict came to beknown, affected everyone. It touched not only the soldiers in the trenches, but civil-ians as well.

Governments Wage Total War World War I soon became a total war. Thismeant that countries devoted all their resources to the war effort. In Britain,Germany, Austria, Russia, and France, the entire force of government was dedi-cated to winning the conflict. In each country, the wartime government took con-trol of the economy. Governments told factories what to produce and how much.

The Great War 419

The Influenza EpidemicIn the spring of 1918, a powerfulnew enemy emerged, threateningnations on each side of World War I.This “enemy” was a deadly strain ofinfluenza. The Spanish flu, as it waspopularly known, hit England andIndia in May. By the fall, it had spreadthrough Europe, Russia, Asia, and tothe United States.

The influenza epidemic killedsoldiers and civilians alike. In India, atleast 12 million people died ofinfluenza. In Berlin, on a single day inOctober, 1,500 people died. In theend, this global epidemic was moredestructive than the war itself, killing20 million people worldwide.

City officials and street cleaners in Chicago guard against the Spanish flu.

▼

420 Chapter 13

Numerous facilities were converted to munitionsfactories. Nearly every able-bodied civilian wasput to work. Unemployment in many Europeancountries all but disappeared.

So many goods were in short supply that gov-ernments turned to rationing. Under this sys-tem, people could buy only small amounts ofthose items that were also needed for the wareffort. Eventually, rationing covered a widerange of goods, from butter to shoe leather.

Governments also suppressed antiwar activity,sometimes forcibly. In addition, they censorednews about the war. Many leaders feared that hon-est reporting of the war would turn people againstit. Governments also used propaganda, one-sidedinformation designed to persuade, to keep upmorale and support for the war.

Women and the War Total war meant thatgovernments turned to help from women asnever before. Thousands of women replaced

men in factories, offices, and shops. Women built tanks and munitions, plowedfields, paved streets, and ran hospitals. They also kept troops supplied with food,clothing, and weapons. Although most women left the work force when the warended, they changed many people’s views of what women were capable of doing.

Women also saw the horrors of war firsthand, working on or near the front linesas nurses. Here, American nurse Shirley Millard describes her experience with asoldier who had lost both eyes and feet:

A P R I M A R Y S O U R C EHe moaned through the bandages that his head was splitting with pain. I gave himmorphine. Suddenly aware of the fact that he had [numerous] wounds, he asked: “Sa-ay! What’s the matter with my legs?” Reaching down to feel his legs before I couldstop him, he uttered a heartbreaking scream. I held his hands firmly until the drug I hadgiven him took effect.

SHIRLEY MILLARD, I Saw Them Die

The Allies Win the WarWith the United States finally in the war, the balance, it seemed, was about to tipin the Allies’ favor. Before that happened, however, events in Russia gave Germanya victory on the Eastern Front, and new hope for winning the conflict.

Russia Withdraws In March 1917, civil unrest in Russia—due in large part towar-related shortages of food and fuel—forced Czar Nicholas to step down. In hisplace a provisional government was established. The new government pledged tocontinue fighting the war. However, by 1917, nearly 5.5 million Russian soldiershad been wounded, killed, or taken prisoner. As a result, the war-weary Russianarmy refused to fight any longer.

Eight months after the new government took over, a revolution shook Russia(see Chapter 14). In November 1917, Communist leader Vladimir Ilyich Leninseized power. Lenin insisted on ending his country’s involvement in the war. Oneof his first acts was to offer Germany a truce. In March 1918, Germany and Russiasigned the Treaty of Brest-Litovsk, which ended the war between them.

SummarizingHow did the

governments of thewarring nationsfight a total war?

▲ A woman reliefworker writes a letter home for awounded soldier.

The Central Powers Collapse Russia’s withdrawal from the war at last allowedGermany to send nearly all its forces to the Western Front. In March 1918, theGermans mounted one final, massive attack on the Allies in France. As in the open-ing weeks of the war, the German forces crushed everything in their path. By lateMay 1918, the Germans had again reached the Marne River. Paris was less than 40miles away. Victory seemed within reach.

By this time, however, the German military had weakened. The effort to reachthe Marne had exhausted men and supplies alike. Sensing this weakness, theAllies—with the aid of nearly 140,000 fresh U.S. troops—launched a counterat-tack. In July 1918, the Allies and Germans clashed at the Second Battle of theMarne. Leading the Allied attack were some 350 tanks that rumbled slowly for-ward, smashing through the German lines. With the arrival of 2 million moreAmerican troops, the Allied forces began to advance steadily toward Germany.

Soon, the Central Powers began to crumble. First the Bulgarians and then theOttoman Turks surrendered. In October, revolution swept through Austria-Hungary. In Germany, soldiers mutinied, and the public turned on the kaiser.

On November 9, 1918, Kaiser Wilhelm II stepped down. Germany declared itselfa republic. A representative of the new German government met with FrenchCommander Marshal Foch in a railway car near Paris. The two signed an armistice,or an agreement to stop fighting. On November 11, World War I came to an end.

The Legacy of the WarWorld War I was, in many ways, a new kind of war. It involved the use of newtechnologies. It ushered in the notion of war on a grand and global scale. It alsoleft behind a landscape of death and destruction such as was never before seen.

Both sides in World War I paid a tremendous price in terms of human life.About 8.5 million soldiers died as a result of the war. Another 21 million werewounded. In addition, the war led to the death of countless civilians by way of

The Great War 421

ComparingHow was the

Second Battle ofthe Marne similarto the first?

P R I M A R Y S O U R C E P R I M A R Y S O U R C E

Allied View of ArmisticeNews of the armistice affected the Allied and Centralpowers differently. Here, a U.S. soldier named HarryTruman, who would go on to become president, recalls the day the fighting stopped.

German Reaction to ArmisticeOn the other side of the fighting line, German officerHerbert Sulzbach struggled to inform his troops of thewar’s end.

DOCUMENT-BASED QUESTIONS1. Summarizing What is the main difference between these two excerpts?2. Drawing Conclusions How did Herbert Sulzbach’s vision of the armistice differ from

what actually occurred?

Every single one of them [the French soldiers] had tomarch by my bed and salute and yell, “Vive PresidentWilson, Vive le capitaine d’artillerie américaine!” Nosleep all night. The infantry fired Very pistols, sent up all the flares they could lay their hands on, fired rifles,pistols, whatever else would make noise, all night long.

HARRY TRUMAN, quoted in The First World War

“Hostilities will cease as from 12 noon today.” This wasthe order which I had to read out to my men. The waris over. . . . How we looked forward to this moment;how we used to picture it as the most splendid event of our lives; and here we are now, humbled, our soulstorn and bleeding, and know that we’ve surrendered.Germany has surrendered to the Entente!

HERBERT SULZBACH, With the German Guns

422 Chapter 13

TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • unrestricted submarine warfare • total war • rationing • propaganda • armistice

USING YOUR NOTES2. Which effect do you think was

most significant? Why? (10.6.2)

MAIN IDEAS3. What factors helped prompt

the United States to join thewar for the Allies? (10.5.1)

4. What role did women play inthe war? (10.5.1)

5. What was the significance ofthe Second Battle of theMarne? (10.5.4)

SECTION ASSESSMENT3

CREATING A GRAPHIC

Using the library and other resources, compare the role of women in combat today in anytwo countries. Display your comparison in a chart or other type of graphic. (Writing 2.3.d)

CRITICAL THINKING & WRITING6. ANALYZING ISSUES In what ways was World War I truly a

global conflict? (10.5.4)

7. FORMING OPINIONS Do you think governments arejustified in censoring war news? Why or why not? (10.5.1)

8. DRAWING CONCLUSIONS Which of the non-Europeancountries had the greatest impact on the war effort?Explain. (10.5.3)

9. WRITING ACTIVITY Write a paragraphexplaining how the concept of total war affected thewarring nations’ economies. (Writing 2.3.b)

ECONOMICS

CONNECT TO TODAY

Effects of WWI

starvation, disease, and slaughter. Taken together, these figures spelled tragedy—an entire generation of Europeans wiped out.

The war also had a devastating economic impact on Europe. The great conflictdrained the treasuries of European countries. One account put the total cost of thewar at $338 billion, a staggering amount for that time. The war also destroyed acresof farmland, as well as homes, villages, and towns.

The enormous suffering that resulted from the Great War left a deep mark onWestern society as well. A sense of disillusionment settled over the survivors. Theinsecurity and despair that many people experienced are reflected in the art and lit-erature of the time.

Another significant legacy of the war lay in its peace agreement. As you willread in the next section, the treaties to end World War I were forged after greatdebate and compromise. And while they sought to bring a new sense of securityand peace to the world, they prompted mainly anger and resentment.

World War I Statistics

Battlefield Deaths of Major CombatantsTotal Number of Troops Mobilized USA

116,000

Germany1.8 million

Russia1.7 million

France1.3 million

Ottoman Empire325,000

Italy650,000

Austria-Hungary1.2 million

British Empire908,000

*

Source: Encyclopaedia Britannica

* Includes troops from Britain, Canada, Australia, New Zealand, India, and South Africa

Allied Powers: 42 million

Central Powers: 23 million

SKILLBUILDER: Interpreting Graphs1. Comparing Which Allied nation suffered the greatest number of battlefield deaths?2. Analyzing Issues Which four nations accounted for about 75 percent of all battlefield deaths?

Views of WarWhen World War I broke out, Europe had not experienced a war involving all the majorpowers for nearly a century, since Napoleon’s defeat in 1815. As a result, people had anunrealistic view of warfare. Many expected the war to be short and romantic. Many menenlisted in the army because of patriotism or out of a desire to defend certaininstitutions. What the soldiers experienced changed their view of war forever.

Using Primary and Secondary Sources

C P O E T R YB F I C T I O NA P R I M A R Y S O U R C E

D P R I M A R Y S O U R C E

Woodrow WilsonOn April 2, 1917, President Wilsonasked Congress to declare war so thatthe United States could enter WorldWar I. This excerpt from his speechgives some of his reasons.

The world must be made safe fordemocracy. Its peace must be plantedupon the tested foundations of politicalliberty. We have no selfish ends toserve. We desire no conquest, nodominion. We seek no indemnities forourselves, no material compensationfor the sacrifice we shall freely make.We are but one of the champions ofthe rights of mankind. We shall besatisfied when those rights have beenmade as secure as the faith and thefreedom of nations can make them.

Erich MariaRemarqueIn the German novel All Quiet on theWestern Front, Erich Maria Remarquedraws upon his own wartimeexperience of trench warfare.

No one would believe that in thishowling waste there could still bemen; but steel helmets now appear onall sides of the trench, and fifty yardsfrom us a machine-gun is already inposition and barking.

The wire entanglements are torn topieces. Yet they offer some obstacle.We see the storm-troops coming. Ourartillery opens fire. . . .

I see [a French soldier], his faceupturned, fall into a wire cradle. Hisbody collapses, his hands remainsuspended as though he were praying.Then his body drops clean away andonly his hands with the stumps of hisarms, shot off, now hang in the wire.

Wilfred OwenThe English poet Wilfred Owen waskilled in the trenches just one weekbefore World War I ended. Thisexcerpt from his poem “Dulce etDecorum Est” describes a gas attack.

Gas! GAS! Quick, boys!—An ecstasy offumbling,

Fitting the clumsy helmets just in time;But someone still was yelling out and

stumbling,And flound’ring like a man in fire or

lime . . .Dim, through the misty panes and

thick green light,As under a green sea, I saw him

drowning.

In all my dreams, before my helplesssight,

He plunges at me, guttering, choking,drowning.

1. What reasons does WoodrowWilson (Source A) give forentering the war?

2. What emotions does the Frenchposter (Source D) try to arouse?

3. Judging from Sources B and C,what was it like for the averagesoldier in the trenches? Explainhow you think such experiencesaffected the average soldier’s view of war.

423

Maurice Neumont France, 1918This French poster is titled, “TheyShall Not Pass, 1914–1918.”Translated into English, the text atthe bottom reads, “Twice I havestood fast and conquered on theMarne, my brother civilian. Adeceptive ‘peace offensive’ willattack you in your turn; like me youmust stand firm and conquer. Bestrong and shrewd—beware ofBoche [German] hypocrisy.”


10.5.4 Understand the nature ofthe war and its human costs(military and civilian) on all sidesof the conflict, including howcolonial peoples contributed tothe war effort.


POWER AND AUTHORITY Afterwinning the war, the Alliesdictated a harsh peacesettlement that left manynations feeling betrayed.

Hard feelings left by the peacesettlement helped cause WorldWar II.

• WoodrowWilson

• GeorgesClemenceau

• Fourteen Points

• self-determination

• Treaty ofVersailles

• League of Nations

4

SETTING THE STAGE World War I was over. The killing had stopped. Theterms of peace, however, still had to be worked out. On January 18, 1919, a con-ference to establish those terms began at the Palace of Versailles, outside Paris.Attending the talks, known as the Paris Peace Conference, were delegates repre-senting 32 countries. For one year, this conference would be the scene of vigor-ous, often bitter debate. The Allied powers struggled to solve their conflictingaims in various peace treaties.

The Allies Meet and Debate Despite representatives from numerous countries, the meeting’s major decisionswere hammered out by a group known as the Big Four: Woodrow Wilson of theUnited States, Georges Clemenceau of France, David Lloyd George of GreatBritain, and Vittorio Orlando of Italy. Russia, in the grip of civil war, was not rep-resented. Neither were Germany and its allies.

Wilson’s Plan for Peace In January 1918, while the war was still raging,President Wilson had drawn up a series of peace proposals. Known as theFourteen Points, they outlined a plan for achieving a just and lasting peace.

The first four points included an end to secret treaties, freedom of the seas,free trade, and reduced national armies and navies. The fifth goal was the adjust-ment of colonial claims with fairness toward colonial peoples. The sixth throughthirteenth points were specific suggestions for changing borders and creatingnew nations. The guiding idea behind these points was self-determination. Thismeant allowing people to decide for themselves under what government theywished to live.

Finally, the fourteenth point proposed a “general association of nations” thatwould protect “great and small states alike.” This reflected Wilson’s hope for anorganization that could peacefully negotiate solutions to world conflicts.

The Versailles Treaty As the Paris Peace Conference opened, Britain andFrance showed little sign of agreeing to Wilson’s vision of peace. Both nationswere concerned with national security. They also wanted to strip Germany of itswar-making power.

The differences in French, British, and U.S. aims led to heated arguments amongthe nations’ leaders. Finally a compromise was reached. The Treaty of Versailles

A Flawed Peace

Clarifying Use a chart to record thereaction by variousgroups to the Treaty of Versailles.

TAKING NOTES

Reaction to Treaty

Germany

Africans& Asians

Italy& Japan

y

424 Chapter 13


10.6.1 Analyze the aims and negotiatingroles of world leaders, the terms andinfluence of the Treaty of Versailles andWoodrow Wilson’s Fourteen Points, and thecauses and effects of the United States’srejection of the League of Nations on world politics.

10.6.2 Describe the effects of the war andresulting peace treaties on populationmovement, the international economy, andshifts in the geographic and political bor-ders of Europe and the Middle East.

10.8.2 Understand the role of appeasement,nonintervention (isolationism), and thedomestic distractions in Europe and theUnited States prior to the outbreak ofWorld War II.

between Germany and the Allied powers wassigned on June 28, 1919, five years to the dayafter Franz Ferdinand’s assassination in Sarajevo.Adopting Wilson’s fourteenth point, the treatycreated a League of Nations. The league was tobe an international association whose goal wouldbe to keep peace among nations.

The treaty also punished Germany. Thedefeated nation lost substantial territory and hadsevere restrictions placed on its military opera-tions. As tough as these provisions were, theharshest was Article 231. It was also known as the“war guilt” clause. It placed sole responsibilityfor the war on Germany’s shoulders. As a result,Germany had to pay reparations to the Allies.

All of Germany’s territories in Africa and thePacific were declared mandates, or territories tobe administered by the League of Nations.Under the peace agreement, the Allies wouldgovern the mandates until they were judgedready for independence.

A Troubled TreatyThe Versailles treaty was just one of five treatiesnegotiated by the Allies. In the end, these agree-ments created feelings of bitterness andbetrayal—among the victors and the defeated.

The Creation of New Nations The Westernpowers signed separate peace treaties in 1919 and1920 with each of the other defeated nations:Austria-Hungary, Bulgaria, and the OttomanEmpire. These treaties, too, led to huge land lossesfor the Central Powers. Several new countries werecreated out of the Austro-Hungarian Empire.Austria, Hungary, Czechoslovakia, and Yugoslaviawere all recognized as independent nations.

The Ottoman Turks were forced to give up almost all of their former empire.They retained only the territory that is today the country of Turkey. The Alliescarved up the lands that the Ottomans lost in Southwest Asia into mandates ratherthan independent nations. Palestine, Iraq, and Transjordan came under British con-trol; Syria and Lebanon went to France.

Russia, which had left the war early, suffered land losses as well. Romania andPoland both gained Russian territory. Finland, Estonia, Latvia, and Lithuania, for-merly part of Russia, became independent nations.

“A Peace Built on Quicksand” In the end, the Treaty of Versailles did little tobuild a lasting peace. For one thing, the United States—considered after the war tobe the dominant nation in the world—ultimately rejected the treaty. ManyAmericans objected to the settlement and especially to President Wilson’s Leagueof Nations. Americans believed that the United States’ best hope for peace was tostay out of European affairs. The United States worked out a separate treaty withGermany and its allies several years later.

The Great War 425

VocabularyReparations ismoney paid by adefeated nation tocompensate fordamage or injuryduring a war.

Woodrow Wilson1856–1924Wilson was tall and thin andoften in poor health. Hesuffered from terribleindigestion and sometimeshad to use a stomach pumpon himself. A scholarly man,Wilson once served aspresident of PrincetonUniversity in New Jersey.

Passionate aboutinternational peace, he took on the U.S. Senateafter it vowed to reject the Treaty of Versailles.During the political battle, he suffered a strokethat disabled him for the rest of his term.

Georges Clemenceau1841–1929The near opposite of Wilson,Clemenceau had a compactphysique and a combativestyle that earned him thenickname “Tiger.” He hadworked as a physician andjournalist before enteringthe political arena.

Determined to punishGermany, Clemenceau rarely

agreed with Wilson and his larger quest forworld peace. He once remarked of Wilson, “Hethinks he is another Jesus Christ come uponearth to reform men.”

RESEARCH LINKS For more on WoodrowWilson and Georges Clemenceau, go toclasszone.com


50°N

42°N

34°N

0°8°W

16°W 8°

E

16°E

24°E

40°E

48°E

32°E

A T L A N T I CO C E A N

NorthSea

BalticSea

B l a c kS e a

Medi terranean Sea

GREATBRITAIN

G E R M A N YP O L A N D

E. PRUSSIA(Germany)

DANZIG

F R A N C E

BULGARIA

ROMANIA

T U R K E YGREECE

ALBANIA

S O V I E TU N I O N

PORTUGAL ITALY

SWITZ. AUSTRIAHUNGARY

SWEDEN

FINLANDNORWAY

IRELAND DENMARK

LITHUANIA

LATVIA

ESTONIA

NETH.

BELGIUMLUX.

SAAR

ANDORRA

CZECHOSLOVAKIA

YUGOSLAVIA

Paris

Berlin

Helsinki

TallinnStockholm

Oslo

Riga

Kaunas

Warsaw

BucharestBelgrade

Tirane

Budapest

Sofia

Athens

Prague

Bern

Rome

Madrid

London

Brussels

Amsterdam

CopenhagenDublin

Vienna

Ankara

Moscow

800 Kilometers 0

0 400 Miles

0° 8°E8°W

16°E 24°E

40°E

48°E

32°E

50°N

58°N

42°N

34°N

A T L A N T I CO C E A N

N o r t hS e a

Balt icSea

B l a c kS e a

M e d i t e r r a n e a n S e a

GREAT BRITAIN

A U S T R I A -H U N G A R Y

G E R M A N Y

F R A N C E

O T T O M A NE M P I R E

BULGARIA

ROMANIA

GREECE

ALBANIA

SERBIAMONTENEGRO

R U S S I A

S P A I N

PORTUGAL ITALY

SWITZ.

SWEDEN

NORWAY

DENMARK

NETH.

BELGIUMLUX.

ANDORRA

Paris

Berlin

Rome

Madrid

LondonAmsterdam

Brussels

Bern

Oslo

Stockholm

Vienna

Belgrade

Tirane

Bucharest

Sofia

Constantinople(Istanbul)

Athens

St. Petersburg

Copenhagen

800 Kilometers 0

0 400 Miles

Europe Pre-World War I

Europe Post-World War I

GEOGRAPHY SKILLBUILDER: Interpreting Maps1. Region Which Central Powers nation appears to have lost the most territory?2. Location On which nation’s former lands were most of the new countries created?

426

In addition, the treaty with Germany, in particular the war-guilt clause, left alegacy of bitterness and hatred in the hearts of the German people. Other countriesfelt cheated and betrayed by the peace settlements as well. Throughout Africa andAsia, people in the mandated territories were angry at the way the Allies disre-garded their desire for independence. The European powers, it seemed to them,merely talked about the principle of national self-determination. European colo-nialism, disguised as the mandate system, continued in Asia and Africa.

Some Allied powers, too, were embittered by the outcome. Both Japan andItaly, which had entered the war to gain territory, had gained less than theywanted. Lacking the support of the United States, and later other world powers,the League of Nations was in no position to take action on these and other com-plaints. The settlements at Versailles represented, as one observer noted, “a peacebuilt on quicksand.” Indeed, that quicksand eventually would give way. In a littlemore than two decades, the treaties’ legacy of bitterness would help plunge theworld into another catastrophic war.

The Great War 427

Analyzing IssuesWhat com-

plaints did variousmandated coun-tries voice aboutthe Treaty ofVersailles?

TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • Woodrow Wilson • Georges Clemenceau • Fourteen Points • self-determination • Treaty of Versailles • League of Nations

USING YOUR NOTES2. Which group was most

justified in its reaction to thetreaty? Why? (10.6.2)

MAIN IDEAS3. What was the goal of

Woodrow Wilson’s FourteenPoints? (10.6.1)

4. What was the “war guilt” clause in the Treaty ofVersailles? (10.6.1)

5. Why did the United States reject the Treaty ofVersailles? (10.6.1)

SECTION ASSESSMENT4

CRITICAL THINKING & WRITING6. FORMING OPINIONS Were the Versailles treaties fair?

Consider all the nations affected. (10.6.1)

7. ANALYZING MOTIVES Why might the European Allies havebeen more interested in punishing Germany than increating a lasting peace? (10.8.2)

8. EVALUATING DECISIONS Was the United States right toreject the Treaty of Versailles? Why or why not? (10.6.1)

9. WRITING ACTIVITY Create a list offive interview questions a reporter might ask Wilson orClemenceau about the Paris Peace Conference. Then writethe possible answers to those questions. (Writing 2.2.b)

POWER AND AUTHORITY

INTERNET ACTIVITY

Use the Internet to explore a recent achievement or activity by theUnited Nations, the modern-day equivalent of the League of Nations.Present your findings in a brief oral report to the class. (Writing 2.3.b)

INTERNET KEYWORDUnited Nations

• International peaceorganization; enemyand neutral nationsinitially excluded

• Germany and Russiaexcluded

• Sole respon-sibility for thewar placed onGermany’sshoulders

• Germany forcedto pay the Allies$33 billion inreparations over30 years

• Germany returnsAlsace-Lorraine toFrance; French borderextended to west bankof Rhine River

• Germany surrenders allof its overseas coloniesin Africa and the Pacific

• Limits set on the size ofthe German army

• Germany prohibited from importing or manu-facturing weapons or war material

• Germany forbidden tobuild or buy submarinesor have an air force

The Treaty of Versailles: Major Provisions

League of Nations Territorial Losses Military Restrictions War Guilt

SKILLBUILDER: Interpreting Charts1. Analyzing Issues In what ways did the treaty punish Germany?2. Clarifying What two provinces were returned to France as a result of the treaty?

Reaction to Treaty

Germany

Africans& Asians

Italy& Japan

y

The Great War

Long-Term Causes

• Nationalism spurs competition among European nations.

• Imperialism deepens national rivalries.• Militarism leads to large standing armies.• The alliance system divides Europe into two rival camps.

Immediate Causes

• The assassination of Archduke Franz Ferdinand in June 1914 prompts Austria to declare war on Serbia.

• The alliance system requires nations to support their allies.

Immediate Effects

• A generation of Europeans is killed or wounded.

• Dynasties fall in Germany, Austria-Hungary, and Russia.

• New countries are created.• The League of Nations is established to help promote peace.

Long-Term Effects

• Many nations feel bitter and betrayed by the peace settlements.

• Forces that helped cause the war— nationalism, competition—remain.

WORLD WAR I

428 Chapter 13

Chapter13AssessmentTERMS & NAMESFor each term below, briefly explain its connection to World War I.

1. Triple Alliance 5. total war

2. Triple Entente 6. armistice

3. Central Powers 7. Fourteen Points

4. Allies 8. Treaty of Versailles

MAIN IDEASMarching Toward War Section 1 (pages 407–410)

9. How did nationalism, imperialism, and militarism help set the stage forWorld War I? (10.5.1)

10. Why was the Balkans known as “the powder keg of Europe”? (10.5.1)

Europe Plunges into War Section 2 (pages 411–416)11. Why was the first Battle of the Marne considered so significant? (10.5.2)

12. Where was the Western Front? the Eastern Front? (10.5.2)

13. What were the characteristics of trench warfare? (10.5.2)

A Global Conflict Section 3 (pages 417–423)14. What was the purpose of the Gallipoli campaign? (10.5.2)

15. What factors prompted the United States to enter the war? (10.5.3)

16. In what ways was World War I a total war? (10.5.1)

A Flawed Peace Section 4 (pages 424–427)17. What was the purpose of the League of Nations? (10.6.1)

18. What was the mandate system, and why did it leave many groupsfeeling betrayed? (10.8.2)

CRITICAL THINKING1. USING YOUR NOTES (10.5.1)

Trace the formation of the two major alliance systems that dominatedEurope on the eve of World War I by providing the event that correspondswith each date on the chart.

2. EVALUATING DECISIONS (10.6.1)How did the Treaty of Versailles reflect the

different personalities and agendas of the men in power at the end ofWorld War I?

3. CLARIFYING (10.6.2)How did the war have both a positive and negative impact on

the economies of Europe?

4. ANALYZING ISSUES (10.5.4)One British official commented that the Allied victory in World War I hadbeen “bought so dear [high in price] as to be indistinguishable fromdefeat.” What did he mean by this statement? Use examples from the textto support your answer.

ECONOMICS

POWER AND AUTHORITY

1879 1892,18941887

1882 1890 1907

The Great War 429

1. Interact with History (10.5.1)On page 406, you examined whether it is always right tosupport an ally or friend. Now that you have read the chapter,reevaluate your decision. If you chose to follow your ally intoWorld War I, do you still feel it was the right thing to do? Why orwhy not? If you decided to stay out of war, what are yourfeelings now? Discuss your opinions with a small group.

2. WRITING ABOUT HISTORY (Writing 2.3.a, c, f)

Explain in several paragraphs whichone of the new or enhanced weapons of World War I you thinkhad the greatest impact on the war and why. Consider thefollowing:

• which weapon might have had the widest use

• which weapon might have inflicted the greatest damage onthe enemy


ALTERNATIVE ASSESSMENT

Use the quotation about Germany’s sinking of the Britishpassenger ship Lusitania and your knowledge of worldhistory to answer questions 1 and 2.Additional Test Practice, pp. S1-S33.

The responsibility for the death of so many Americancitizens, which is deeply regretted by everyone in Germany,in a large measure falls upon the American government. Itcould not admit that Americans were being used as shieldsfor English contraband [smuggled goods]. In this regardAmerica had permitted herself to be misused in adisgraceful manner by England. And now, instead of callingEngland to account, she sends a note to the Germangovernment.

from Vossische Zeitung, May 18, 1915

1. Which of the following statements best describes thesentiments of the writer? (10.5.1)

A. The sinking of the Lusitania was a tragic mistake.

B. America was right to blame Germany for the attack.

C. The American government failed to protect its citizens.

D. England should keep its vessels off the Atlantic Ocean.

2. The sinking of the Lusitania ultimately played a role inprompting Germany to (10.5.1)

A. abandon the Schlieffen Plan.

B. halt unrestricted submarine warfare.

C. declare war on the United States.

D. begin a widespread rationing program.

Use this anti-German (Hun) World War I poster and yourknowledge of world history to answer question 3.

3. Which of the following best describes the depiction of theGerman soldier in this poster? (10.5.1)

A. noble and courageous

B. weak and disorganized

C. cruel and barbaric

D. dangerous and cunning

TEST PRACTICE Go to classzone.com

• Diagnostic tests • Strategies

• Tutorials • Additional practice

Conducting Internet Research (Writing 2.3.a., d)While World War I was extremely costly, staying prepared forthe possibility of war today is also expensive. Work in groupsof three or four to research the defense budgets of several ofthe world’s nations. Have each group member be responsiblefor one country. Go to the Web Research Guide atclasszone.com to learn about conducting research on theInternet. Use your research to

• examine how much money each country spends ondefense, as well as what percentage of the overall budgetsuch spending represents.

• create a large comparison chart of the countries’ budgets.

• discuss with your classmates whether the amounts spent formilitary and defense are justified.

Present your research to the class. Include a list of your Webresources.


CM6_402-403CM6_404-406CM6_407-410CM6_411-416CM6_417-423CM6_424-427CM6_428-429

BackGround: WebLink0: TOC0: ZoomIn0: ZoomOut0: FullScreen0: PreviousSection0: PreviousPage0: PageID0: NextPage0: NextSection0: Audio_404: WebLink1: TOC1: ZoomIn1: ZoomOut1: FullScreen1: PreviousSection1: PreviousPage1: PageID1: NextPage1: NextSection1: classzone: WebLink2: TOC2: ZoomIn2: ZoomOut2: FullScreen2: PreviousSection2: PreviousPage2: PageID2: NextPage2: NextSection2: Interactive_412: Interactive_413: WebLink3: TOC3: ZoomIn3: ZoomOut3: FullScreen3: PreviousSection3: PreviousPage3: PageID3: NextPage3: NextSection3: Interactive_418: WebLink4: TOC4: ZoomIn4: ZoomOut4: FullScreen4: PreviousSection4: PreviousPage4: PageID4: NextPage4: NextSection4: WebLink5: TOC5: ZoomIn5: ZoomOut5: FullScreen5: PreviousSection5: PreviousPage5: PageID5: NextPage5: NextSection5: WebLink6: TOC6: ZoomIn6: ZoomOut6: FullScreen6: PreviousSection6: PreviousPage6: PageID6: NextPage6: NextSection6: Interactive_423: Audio_423_28: Audio_423_29: Audio_423_30:

402 - Kristy Dell's Website · 2019. 2. 7. · POWER AND AUTHORITYIn Europe, military buildup,...

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