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Unit 6 World War I Mrs. Francis

World War ISocial Studies 8

Mrs. Francis

Name: ______________________________________

Essential Question: What political, economic, and social effects did World War I have on the United States?

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Unit 6 World War I Mrs. FrancisAim:

Do Now:

HW:

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A

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A

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Aim: Should the US have remained neutral?Do Now: Define pacifist______________________________________________________________________________

HW:Causes of the WarMANIA MANIA

Reasons for American participationCultural Links

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Economic Ties

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Propaganda

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German Submarine Warfare

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The Lusitania

May 7, 1915

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Nearly 1200 people died – 128 AmericansSank in 18 minutes____________________________________________________________________________________________________________________________________________________________Should the US declare war on Germany?

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Unit 6 World War I Mrs. Francis

Directions: Read the historical account below and complete the exercise:

In 1914, a total war broke out in Europe between the Allies (France, Great Britain, and Russia) and the Central Powers (Germany, Austria-Hungary). President Wilson wanted the United States to remain neutral (not involved) but that was ridiculous. After all, most Americans traced their background to the British Isles. We all shared a common heritage, language and customs with the British. And let us not forget, the Germans were the aggressors – they started the war. The Germans were militaristic. The British had been willing to compromise with the United States in all our issues in Latin America, but the Germans were arrogant. When the newspapers started to cover the story of the war in Europe, the propaganda was very effective in showing how blood thirsty the Germans were, defeating a little country like Belgium and killing the women and children. Even President Wilson, a student of the government and culture of Britain, secretly was not “neutral in thought”.

The British navy controlled the seas. Britain was aware that America was shipping material to other neutral nations and those nations were reshipping the goods to Germany. They blocked the Central Powers from receiving help from overseas. Some said the British were breaking international law with this blockade because it endangered neutral ships. The British placed mines in the water, stopped ships and searched them, sometimes bringing the ships into port and tying up the cargo for weeks. It is true that many of these cargos were munitions for the war effort. Germany looked for a way to stop this trade and used the U-boat (submarine), sneaking silently and dangerously under the waters, torpedoing innocent crews without warning. Germany said America was not neutral and sent a letter of complaint to President Wilson. Then the Germans sank the British passenger liner, Lusitania, killing 1,198 persons, 128 Americans (37 woman, 21 children). Once again, Wilson sent notes to the Germans but the Germans responded by stating that even passenger ships had munitions and could be attacked. The Secretary of State warned Americans about traveling on belligerent merchant and passenger ships but President Wilson said that the Americans had the right to travel. After all, “the horror and the respect of the nation” was involved, according to Wilson.

Although Wilson ran for re-election in 1916, promising to “keep America out of the war”, once the Germans declared unrestricted submarine warfare, the President found it necessary to break off diplomatic relations with Germany. Wilson then armed American merchant ships. The Germans continued to attack American shipping, armed and unarmed and Wilson now felt he had no choice but to lead the United States into war against Germany. On April 2, 1917, he asked a joint session of Congress for a declaration of war against the Central Powers. Four days later, America went to war.

1. What is the point of view of this writer?_________________________________________________________________________________________________________________________________

2. What evidence does he give us that we naturally favored the Allied cause? ________________ ____________________________________________________________________________________

3. What example does he provide to show German aggression?________________________________________________________________________________________________________________

4. What language does he use to make the Germans look at fault? _________________________ ____________________________________________________________________________________

5. Do you accept his point of view? ________________________________________________________________________________________________________________________________________

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Unit 6 World War I Mrs. FrancisAim: Why did the United States get involved in World War I?Do Now: Define propaganda and trench warfare.Propaganda: ______________________________________________________________________________________________________________________________ Trench Warfare: _______________________________________________ HW: Reasons for US involvement _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

Russian Revolution For hundreds of years, Czars had ruled Russia with absolute power. ________________________________________________________________________ March 1917- riots about shortage of food turned into a revolution. ________________________________________________________________________

________________________________________________________________________ Czar Nicholas II and his wife were shot to death in 1918. ________________________________________________________________________

________________________________________________________________________

The Zimmerman Telegram Arthur Zimmerman, Germany’s foreign secretary, sent a secret note

to the German minister in Mexico. ________________________________________________________________________

________________________________________________________________________ Germany would help Mexico win back its lost territory in the

American Southwest. US enters World War I

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Unit 6 World War I Mrs. Francis

Topic: Was the United States involvement in World War I inevitable?

Directions: Using worksheets “German U Boats”, “United States Trade” and “The Zimmerman Letter Angers Americans”, answer the following questions:

1. What information do we get from these worksheets?

2. How do these worksheets help explain how the United States became involved in World War I?

3. If you had been an American at the time, what would have been your reaction to the German submarine attacks that caused the deaths of your fellow citizens? Would such sinkings be justified if it was proved that the ships the Germans sunk were carrying supplies to Germany’s enemies?

4. How do you account for the decline in United States trade with Germany? How justified was the British blockade?If you had been a German at the time, what would have been your reaction to the chart on Worksheet 8C? To what extent does this chart indicate that the United States was not being neutral in World War I?

5. How do you think Americans reacted to the Zimmermann note? If you had been the president of the United States, what would you have done in response to the Zimmerman note?

6. Does any of the information contained on Worksheets 8B, 8C, or 8D justify the United States entering World War I?

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Topic: The War at HomeAim: How did Americans prepare for war at home?Do Now: How do Americans help in the war effort?

HW: -Mobilizing for War

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Unit 6 World War I Mrs. Francis ________________________________________________________________________

________________________________________________________________________ The US needed an army – Congress passed the Selective Service Act. ________________________________________________________________________

________________________________________________________________________ A draft is a law requiring people of a certain age to serve in the military.

The Home Front Liberty bonds- by buying bonds, American citizens were lending money to the

government to pay for the war. ________________________________________________________________________

________________________________________________________________________Organizing the food effort

The US reorganized its economy to produce food, arms and other goods needed to fight the war.

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Campaign – “Food will win the war.” “Wheatless Mondays” “Meatless Tuesdays”

Wartime Constitutional Issues The Espionage Act made it a crime to interfere with the draft and allowed the postmaster

general to bar “treasonous”materials from the mail. The Sedition Act made it a crime to speak or publish anything “disloyal, profane or

abusive” about the government, constitution, flag or military services of the United States.

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Industrial Workers of the World (IWW)- a radical union active in the west was targeted.

Industrial Workers of the World ________________________________________________________________________

________________________________________________________________________ After United States entered the war in 1917, its leaders, including Haywood, were

arrested under the Espionage Act. Haywood was sentenced to 20 years in prison and a fine of $30,000, however, released on bail during the appeal, Haywood fled to Russia.

Questions to answer1. How did the nation organize its war effort?

2. How did the government respond to critics of the war?

3. What role did the IWW play in the war?

4. Why was the Selective Service Act passed?

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Unit 6 World War I Mrs. Francis

Questions to answer:

1) What do we learn from these pictures about conditions in the United States during World War I?

2) Why did adults and children have responsibilities aimed at helping the war effort?

3) What was accomplished by having children plant vegetable gardens?

4) Why do you think the Boy Scouts were chosen as President Wilson's "messengers" to spread information about the war?

5) Why would the government be concerned that people eat more of certain foods and less of others?

6) Why were adults and children asked to be thrifty and purchase Liberty Bonds?

7) What effects might these responsibilities have had on life in the United States during the war?

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Funding the FightThe American economy of 1917 was

not really ready to outfit and supply the more than 2 million soldiers who eventually would serve overseas. On April 24, 1917, Congress passed the Liberty Loan Act. This act authorized the selling of bonds to raise money for food and other supplies.

The government used various methods to encourage Americans to buy Liberty Bonds. Giant rallies enlisted the talents of performers such as actor Douglas Fairbanks and the Polish pianist Ignace Jan Paderewski to persuade Americans to purchase war bonds. Talented artists such as James Montgomery Flagg were also recruited.

The government started a powerful poster campaign. The artists who designed the Liberty Bond posters were asked to reach the public with simple, bright, and cheerful messages. The government wished to avoid posters that depicted the brutality of war or the horrors of death and destruction. Nor did it want to frighten the public into giving money. The posters therefore employed simple, colorful, and easily

recognizable images, with a few bold words.

Such tactics worked. In June 1917 alone, Americans spent $2 billion on Liberty bonds. The sale of Liberty Bonds did not raise enough money to pay for the war, however. On October 3, 1917, Congress passed the War Revenue Act. One provision of the law created an income tax. Revenues from the new tax would go to pay for the war. People making $1,000 a year were taxed 4 percent of their income. As a person’s income rose, so did the percentage of tax required. The War Revenue Act also raised postal rates and increased taxes on luxury items. These taxes helped pay the more than $20 billion that the nation spent on the war.

1. How did the government try to raise money to pay for the war?

2. What effect do you think that fundraising efforts at home had on soldiers on the field?

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Unit 6 World War I Mrs. Francis

The Sinking of the LusitaniaOn May 7, 1915, the Lusitania, a British passenger ship in the Cunard steamship line, was sunk by a German submarine. At the time of the ship’s sailing, the following ads appeared in New York newspapers. Read each ad, and then answer the questions below.

1. What facts appear in the Cunard ad about when the Lusitania was to sail? ____________________________________________________________________________________________________________________________________________________________

2. What facts are stated in the German embassy’s ad? ____________________________________________________________________________________________________________________________________________________________

3. Based on these ads, what conclusion might you draw about sailing on the Lusitania?____________________________________________________________________________________________________________________________________________________________

4. The German embassy’s ad appeared in New York papers on May1. If you add this fact to the facts contained in the ads, what new conclusion might you reach? ____________________________________________________________________________________________________________________________________________________________

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Unit 6 World War I Mrs. FrancisAim: How did technology affect the way World War I was fought?Do Now: How was the Civil War fought?HW# – Study for quiz Technology in WWI ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Poisonous Gas ________________________________________________________________________

________________________________________________________________________________________________________________________________________________Gas was available in three basic varieties.

Zeppelins ________________________________________________________________________

________________________________________________________________________ By the end of the war, they became easy targets for the smaller

fighter biplanes.

Questions to Answer What technology was used in WWI? How did technology help the war effort? How did technology hurt the war effort? How did WWI compare to other wars? Review for Quiz

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Unit 6 World War I Mrs. Francis

Aim: How was World War I as “different” kind of war?Do Now: What do you think are the greatest hardships people face when

fighting a war?Read the article and answer the questions.

Feature Articles - Life in the TrenchesLife in the trenches during the First World War took many forms, and varied widely from sector to sector and from

front to front.Undoubtedly, it was entirely unexpected for those eager thousands who signed up for war in August 1914.A War of Movement?Indeed, the Great War - a phrase coined even before it had begun - was expected to be a relatively short affair and, as with most wars, one of great movement.  The First World War was typified however by its lack of movement, the years of stalemate

exemplified on the Western Front from autumn 1914 until spring 1918.Not that there wasn't movement at all on the Western Front during 1914-18; the war began dramatically with sweeping advances by the Germans through Belgium and France en route for Paris.  However stalemate - and trench warfare soon set in - and the expected war of movement wasn't restored until towards the close of the war, although the line rippled as successes were achieved at a local level. So what was life actually like for the men serving tours of duty in the line, be they front line, support or reserve trenches?Daily Death in the TrenchesDeath was a constant companion to those serving in the line, even when no raid or attack was launched or defended against.  In busy sectors the constant shellfire directed by the enemy brought random death, whether their victims were lounging in a trench or lying in a dugout (many men were buried as a consequence of such large shell-bursts).

Similarly, novices were cautioned against their natural inclination to peer over the parapet of the trench into No Man's Land.Many men died on their first day in the trenches as a consequence of a precisely aimed sniper's bullet.It has been estimated that up to one third of Allied casualties on the Western Front were actually sustained in the trenches.  Aside from enemy injuries, disease wrought a heavy toll.

Rat InfestationRats in their millions infested trenches.  There were two main types, the brown and the black rat.  Both were despised but the brown rat was especially feared.  Gorging themselves on human remains (grotesquely disfiguring them by eating their eyes and liver) they could grow to the size of a cat.Men, exasperated and afraid of these rats (which would even scamper across their faces in the dark), would attempt to rid the trenches of them by various methods: gunfire, with the bayonet, and even by clubbing them to death.It was futile however: a single rat couple could produce up to 900 offspring in a year, spreading infection and contaminating food.  The rat problem remained for the duration of the war (although many veteran soldiers swore that rats sensed impending heavy enemy shellfire and consequently disappeared from view).Frogs, Lice and WorseRats were by no means the only source of infection and nuisance.  Lice were a never-ending problem, breeding in the

seams of filthy clothing and causing men to itch unceasingly.Even when clothing was periodically washed and deloused, lice eggs invariably remained hidden in the seams; within a few hours of the clothes being re-worn the body heat generated would cause the eggs to hatch.Lice caused Trench Fever, a particularly painful disease that began suddenly with severe pain followed by high fever.  Recovery - away from the trenches - took up to twelve weeks.  Lice were not actually identified as the culprit of Trench Fever

until 1918.

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Unit 6 World War I Mrs. FrancisFrogs by the score were found in shell holes covered in water; they were also found in the base of trenches.  Slugs and horned beetles crowded the sides of the trench.Many men chose to shave their heads entirely to avoid another prevalent scourge: nits.Trench Foot was another medical condition peculiar to trench life.  It was a fungal infection of the feet caused by cold, wet and unsanitary trench conditions.  It could turn gangrenous and result in amputation.  Trench Foot was more of a problem at the start of trench warfare; as conditions improved in 1915 it rapidly faded, although a trickle of cases continued throughout the war.The Trench CycleTypically, a battalion would be expected to serve a spell in the front line.  This would be followed by a stint spent in support, and then in reserve lines.  A period of rest would follow - generally short in duration - before the whole cycle of trench duty would start afresh.In reality the cycle was determined by the necessities of the situation.  Even while at rest men might find themselves

tasked with duties that placed them in the line of fire.Others would spend far longer in the front line than usual, usually in the more 'busy' sectors.As an example - and the numbers varied widely - a man might expect in a year to spend some 70 days in the front line, with another 30 in nearby support trenches.  A further 120 might be spent in reserve.  Only 70 days might be spent

at rest.  The amount of leave varied, with perhaps two weeks being granted during the year.Stand To and the Morning HateThe daily routine of life in the trenches began with the morning 'stand to'.  An hour before dawn everyone was roused from slumber by the company orderly officer and sergeant and ordered to climb up on the fire step to guard against a dawn raid by the enemy, bayonets fixed.This policy of stand to was adopted by both sides, and despite the knowledge that each side prepared itself for raids or attacks timed at dawn, many were actually carried out at this time.Accompanying stand to, as the light grew, was the daily ritual often termed the 'morning

hate'.Both sides would often relieve the tension of the early hours with machine gun fire, shelling and small arms fire, directed into the mist to their front: this made doubly sure of safety at dawn.Rum, Rifles and the Breakfast TruceWith stand to over, in some areas rum might then be issued to the men.  They would then attend to the cleaning of their rifle equipment, which was followed by its inspection by officers.Breakfast would next be served.  In essentially every area of the line at some time or other each side would adopt an unofficial truce while breakfast was served and eaten.  This truce often extended to the wagons which delivered such sustenance.Truces such as these seldom lasted long; invariably a senior officer would hear of its existence and quickly stamp it out.  Nevertheless it persisted throughout the war, and was more prevalent in quieter sectors of the line.Inspection and ChoresWith breakfast over the men would be inspected by either the company or platoon commander.  Once this had been completed NCOs would assign daily chores to each man (except those who had been excused duty for a variety of reasons).Example - and necessary - daily chores included the refilling of sandbags, the repair of the duckboards on the floor of the trench and the draining of trenches.Particularly following heavy rainfall, trenches could quickly accumulate muddy water, making life ever more

miserable for its occupants as the walls of the trench rapidly became misshapen and were prone to collapse.Pumping equipment was available for the draining of trenches; men would also be assigned to the repair of the trench itself.  Still others would be assigned to the preparation of latrines.Daily BoredomGiven that each side's front line was constantly under watch by snipers and look-outs during daylight, movement was logically restricted until night fell.  Thus, once men had

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Unit 6 World War I Mrs. Francisconcluded their assigned tasks they were free to attend to more personal matters, such as the reading and writing of letters home.Meals were also prepared.  Sleep was snatched wherever possible - although it was seldom that men were allowed sufficient time to grab more than a few minutes rest before they were detailed to another task.Dusk: Stand To, Supply and MaintenanceWith the onset of dusk the morning ritual of stand to was repeated, again to guard against a surprise attack launched as light fell.This over, the trenches became a hive of activity.  Supply and maintenance activities could be undertaken, although danger invariably accompanied these as the enemy would be alert for such movement.  Men would be sent to the rear lines to fetch rations and water. Other men would be assigned sentry duty on the fire step.  Generally men would be expected to provide sentry duty for up to two hours.  Any longer and there was a real risk of men falling asleep on duty - for which the penalty was death by firing squad.Patrolling No Man's LandPatrols would often be sent out into No Mans Land.  Some men would be tasked with repairing or adding barbed wire to the front line.  Others however would go out to assigned listening posts, hoping to pick up valuable

information from the enemy lines.Sometimes enemy patrols would meet in No Man's Land.  They were then faced with the option of hurrying on their separate ways or else engaging in hand to hand fighting.They could not afford to use their handguns while patrolling in No Man's Land, for fear of the machine gun fire it would inevitably attract, deadly to all members of the patrol.Relieving Men at the FrontMen were relieved front-line duty at night-time too.  Relieving units would wind their weary way through numerous lines of communications trenches, weighed down with

equipment and trench stores (such as shovels, picks, corrugated iron, duckboards, etc.).  The process of relieving a line could take several frustrating hours....And the SmellFinally, no overview of trench life can avoid the aspect that instantly struck visitors to the lines: the appalling reek given off by numerous conflicting sources.Rotting carcases lay around in their thousands.  For example, approximately 200,000 men were killed on the Somme battlefields, many of which lay in shallow graves.Overflowing latrines would similarly give off a most offensive stench.

Men who had not been afforded the luxury of a bath in weeks or months would offer the pervading odor of dried sweat.  The feet were generally accepted to give off the worst odor.Trenches would also smell of creosol or chloride of lime, used to stave off the constant threat of disease and infection.Add to this the smell of cordite, the lingering odor of poison gas, rotting sandbags, stagnant mud, cigarette smoke and cooking food... yet men grew used to it, while it thoroughly overcame first-time visitors to the front.

Photographs courtesy of Photos of the Great War website

1. What were the new features of this war?

2. Describe the daily life of the soldiers in the trenches.a. Why did many men die the first day in the trenches?b. Why were rats a menace?c. What were other ways men suffered in the trenches?d. Describe the day’s routinese. What were the causes of the smells in the trenches?

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Unit 6 World War I Mrs. Francis

Aim: How was an allied victory made possible?Do Now: Define Armistice _______________________________________________________HW:Hard Times for the Allies

First American Troops arrived in France in June 1917. _______________________________________________________________________ The Germans had a new offensive – dozens of troops went against the British forces

hoping to end the war. Lasted 2 weeks – Germans gave up their attack.

Americans in France ________________________________________________________________________

________________________________________________________________________ Pershing wanted the Americans to operate as separate forces – Allies wanted them to

replace soldiers. Pershing gave some to the British and French – he also had a separate operation of

Americans.Belleau Wood

Germans continued with their offensive. June 1918 – Americans went into their first major battle in Belleau Wood – outside Paris. ________________________________________________________________________

________________________________________________________________________Final Battles

Argonne Forest- American soldiers pushed into the forest – Alvin York of Tennessee wiped out a group of German machine gunners. His bravery allowed the American forces to move forward.

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The War Ends Germany sent Wilson a message – to arrange for an armistice. Wilson had 2 conditions: ________________________________________________________________________ ________________________________________________________________________ At 11 a.m. on November 11, 1918 – World War I ended.

Wilson’s 14 Points Wilson offers a plan for peace – 14 Points – includes “peace without victory” and League

of Nations. Treaty of Versailles – signed by nations except for US – included League of Nations and

blamed Germany for the war. They were to be held accountable.Costs of the War

________________________________________________________________________ More than 20 million soldiers were wounded. Northern France – in ruins Millions of Germans – starving Many children orphaned and homeless. 1918 – Influenza epidemic – killed more than 20 million people around the world – twice

as many as the war.

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Unit 6 World War I Mrs. Francis

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Unit 6 World War I Mrs. Francis

Review for Test on WWI

1. United States foreign policy before WWI

2. Immediate cause of WWI

3. Wilson’s policy at the start of the war

4. Causes of WWI

5. Which group did the US side with?

6. Why was it called a world war?

7. What were US soldiers called?

8. Why was there tension between the US and Germany?

9. Why did the US change their policy from neutrality?

10. How did Americans help in the war effort?

11. What was the impact of US troops on the war effort?

12.Who led the expeditionary forces in France?

13.Describe the techniques used to fight the war.

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Unit 6 World War I Mrs. Francis14.How did women help?

15.What were the results of the war?

16.What did Wilson’s Fourteen Points call for?

17.What was included in the Treaty of Versailles?

18.Identify: Zimmerman Note, Lusitania, and League of Nations

Essay: