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Chapter 23: World War I, 1914-1919

Chapter 23: World War I, 1914-1919

1914–1919 Why It Matters World War I changed the world. The people of the time called the conflict the Great War, and they believed that there could never again be another like it. Although the tried to remain neutral, it was drawn into the conflict. The Impact Today The war touched all aspects of life. When the fighting was over, the United States emerged as one of the great powers in the world.

The American Journey Video The chapter 23 video, “Over There,” examines the impact of technology in World War I.

1917 • Zimmermann telegram angers U.S. • United States enters WW I • Selective Service Act passed

1914 • Beginning of 1915 Great Migration • torpedoes the Lusitania Wilson 1913–1921

1914 1916

1914 • Franz Ferdinand assassinated 1917 • Lenin leads Bolshevik • World War I begins Revolution

664 CHAPTER 23 World War I Time Line Study Foldable Time lines are used to list important dates in chronological order. Use this foldable to sequence key events of World War I.

Step 1 Fold two sheets of paper in half from top to bottom.

Step 2 Turn the papers and cut each in half.

Cut along fold lines.

Step 3 Fold the four pieces in half from top to bottom.

Step 4 Tape the ends of the pieces together (overlapping the edges very slightly) to make an accordion time line and label it as shown.

19 19 19 - W 1914 15 1916 17 1918 19 Post ar Pieces of tape

To the Front World War I combined traditional means of warfare, such Reading and Writing As you read the chapter, as the cavalry, with modern means, such as the tank and the airplane. record key events that occurred during each year of World War I.

1920 1918 • Senate rejects League • National War Labor of Nations Board is set up HISTORY

Chapter Overview 1918 1920 Visit taj.glencoe.com and click on Chapter 23— Chapter Overviews to pre- view chapter information.

1918 1919 • World War I ends • Treaty of Versailles signed • Flu epidemic kills more than 20 million worldwide

CHAPTER 23 World War I 665 War in Europe Guide to Reading Main Idea Reading Strategy Read to Learn When Europe went to war in 1914, Organizing Information As you read • what factors led to World War I. the United States tried to stay out of the section, re-create the diagram • how the early fighting progressed the conflict. below, and identify four causes of in Europe. World War I. Key Terms Section Theme , ethnic groups, mili- Causes of WWI Science and Technology New tarism, alliance system, entente, weapons and other technology were balance of power used in fighting the war.

Preview of Events ✦1914 ✦1915 ✦1916 July 1914 1916 Franz Ferdinand -Hungary Germany declares war and Germany fight is assassinated declares war on on and France the Battle of Verdun

The swift chain of events that led to war in Europe in 1914 stunned Americans. Most agreed with Jeannette Rankin—the first woman to serve in the U.S. Congress at a time when women could not even vote in most states—that “You can no more win a war than you can win an earthquake.” Most Americans wanted the country to stay out of other countries’ affairs. They saw no good reason to get involved in a conflict that they believed grew out of national pride and greed. As time went on, the United States found it more and more difficult to remain neutral. Jeannette Rankin Troubles in Europe The people of Sarajevo crowded the streets of their city on the morning of June 28, 1914. They wanted to see Archduke Franz Ferdinand, the heir to the throne of the Austro-Hungarian Empire. The royal couple had come on a state visit to Bosnia, an Austrian province. Suddenly shots rang out. The archduke and his wife were hit and died soon after. The assassination destroyed the delicate balance of European stability. Within weeks Europe was at war. The tensions that led to World War I had roots that went back many years. The con- flicts grew as European nations pursued dreams of empires, built up their armies, and formed alliances.

666 CHAPTER 23 World War I Nationalism Forming Alliances Nationalism, a feeling of intense loyalty to Along with militarism came a strengthening one’s country or group, caused much of the ten- of the alliance system, or the defense agree- sion in Europe. On the one hand, nationalism ments among nations. By 1914 two major encouraged new nations, such as and Ger- alliances had been established. Germany, Aus- many, to unify and to establish their power in tria-Hungary, and Italy banded together in the the world. Italy had become a kingdom in the Triple Alliance, while , France, and 1860s, and the German states had united in the Russia joined in the Triple Entente. An entente 1870s. Their actions challenged the position of is an understanding among nations. older nations such as Great Britain and France. The alliances aimed to keep peace by creating On the other hand, nationalism inspired a balance of power—a system that prevents any certain groups of people to break away from one country from dominating the others. Yet the existing nations. Some of these ethnic groups— alliance system actually posed a great danger. people who share a common language and An attack on one nation was all that was needed traditions—demanded independent nations of to trigger a war involving many countries. their own. Europe was like a powder keg. One American diplomat noted that it would take “only a spark Imperial Expansion to set the whole thing off.” That spark was Tension in Europe also grew out of the desire ignited in the Balkans. of nations to expand their empires. Nations Describing What was the purpose competed for colonies in Africa, Asia, and other of the alliance system? parts of the world. These colonies not only brought new markets and raw materials, they also added to a nation’s prestige. Great Britain and France already possessed Crisis in the Balkans large overseas empires, but they wanted to The Balkan Peninsula in southeastern expand them even more. Germany, Italy, and Europe was a hotbed of nationalist and ethnic Russia wanted to increase their colonial hold- rivalries in the early 1900s. The nations of ings as well. Because few areas were left to col- , , Romania, and argued onize, however, expansion by one European over territory, while Slavic nationalists hoped nation often brought it into conflict with to unite all the Slavic peoples in the region. another power. Especially bitter was the dispute between Austria-Hungary, whose Slavic people desired Military Buildup independence, and the neigh- As European nations competed for colonies, boring nation of Serbia, they strengthened their armies and navies to which supported the Slavs protect their interests. If one nation increased and opposed the empire. its military strength, its rivals felt threatened and built up their own military in response. In An Assassination Leads this atmosphere of militarism, Germany, to War France, and Russia developed huge armies in Franz Ferdinand’s the early 1900s. assassin, Gavrilo Princip, Great Britain, an island nation, had the was a member of a Ser- world’s largest and strongest navy. When Ger- bian nationalist group. many began to challenge Britain’s naval power Princip and other terrorists in the early 1900s, a bitter rivalry grew between had plotted the murder to the two nations. The rivalry led to an arms race advance the cause of the unifi- Archduke that threatened peace in Europe. cation of Slavic peoples. Franz Ferdinand

CHAPTER 23 World War I 667 Europe in World War I, 1914

° 7 ° ° ° ° ° 20 W 0°N 0 10 E20E 30 E 40 E 10°W AR ICELAND CT IC C 1 June 28 Franz Ferdinand assassinated IRC LE 2 Austria-Hungary declares war on Serbia

6 ° 0° 3 Russia mobilizes armed forces 30 W N 4 Aug. 1 Germany declares war on Russia 5 Aug. 3 Germany declares war on France Allies 6 Aug. 4 Germany invades Central Powers 7 Aug. 4 Britain declares war on Germany Neutral nations 8 Aug. 6 Austria-Hungary declares war on Russia SWEDEN 9 Aug. 12 France and Britain declare war on Austria-Hungary North Atlantic a Sea e UNITED S Ocean Ireland DENMARK N 5 KINGDOM ic 0° lt N Ba E 7 Great W Britain S Aral NETH. GERMANY RUSSIA Sea 3 9 BELG. 6 4

LUX. 5 AUSTRIA-HUNGARY FRANCE SWITZ. 8 Caspian Sea ITALY 1 40° ROMANIA N Sarajevo Black SERBIA Sea PORTUGAL 2 BULGARIA MONTE- NEGRO ALBANIA GREECE PERSIA 0 500 miles SPANISH ALGERIA 0 500 kilometers TUNISIA CYPRUS Azimuthal Equidistant projection MOROCCO 1. Region What nations made up the the Central Powers? 2. Drawing Conclusions What incident sparked the beginning of World War I? A day later, Germany invaded Belgium as part of a plan to sweep across eastern and The rulers of Austria-Hungary blamed the Ser- northern France. In doing so, Germany violated bian government for the assassination and a treaty signed in 1839 guaranteeing Belgium’s moved to crush the Serbian nationalist move- neutrality. The invasion of Belgium prompted ment. After making sure its ally, Germany, Great Britain to honor its pledge to protect Bel- supported its decision, Austria-Hungary sent gium, and Britain declared war on Germany. a letter to Serbia listing harsh demands. When Serbia refused the conditions, Austria-Hungary Describing What actions did declared war on Serbia on July 28, 1914. Austria-Hungary take after the assassination of Franz Europe’s system of alliances caused the war Ferdinand? to spread. Russia, which had agreed to protect Serbia, prepared for war. This brought Ger- many to the side of its ally, Austria-Hungary. A World War Begins Germany declared war on Russia on August 1, The “Great War” had begun. On one side were 1914. Knowing France was an ally of Russia, the Allied Powers, or the Allies—Great Britain, Germany declared war on France on August 3. France, and Russia. On the other were the Central

668 CHAPTER 23 World War I Powers—Germany, Austria-Hungary, and the was one of the longest and bloodiest battles of the Ottoman (Turkish) Empire, which joined the war war. When it was over, more than 750,000 French in . , a rival of Germany in and German soldiers had lost their lives. Asia, joined the Allies in late August 1914. Italy While the Battle of Verdun raged, the British refused to honor its alliance with Germany and and French launched their own offensive in Austria-Hungary. Instead, it joined the Allies in northern France in July—the Battle of the 1915 after being promised territory in Austria Somme. Again the number of casualties was after the war. extremely high. The Allies gained only about 7 miles (11.2 km) in the offensive. Fighting on the Western Front In launching an offensive through Belgium, Deadly Technology Germany hoped to defeat France quickly and New and more deadly weapons accounted destroy the French armies. This would allow for the terrible slaughter during these battles. Germany to move troops east against Russia. Improved cannons and other artillery fired The plan almost succeeded. The Belgians, larger shells greater distances than ever before. however, held out heroically for nearly three Better rifles enabled soldiers to hit targets with weeks against the powerful German army. This greater accuracy. delay gave the French and British time to mobi- Poison gas, another new and devastating lize their forces. weapon, was first used by the Germans over After defeating the Belgians, the Germans Allied lines in . The gas could kill or marched into France and advanced to within seriously injure anyone who breathed it. A 15 miles of . The British and French British officer said, finally managed to stop the German advance at the Marne River just a few miles east of the “They fought with terror, running blindly in city. The Battle of the Marne, fought between the gas cloud, and dropping . . . in agony.” September 5 and 12, 1914, saved Paris from invasion by the Germans and boosted French morale. It also made it clear that neither Airplanes were first used in combat during side was capable of winning the war World War I. quickly or easily. After the Battle of the Marne, the fight- ing in western Europe reached a stale- mate. For the next three years, the opposing armies faced each other across an elaborate network of deep trenches. Trenches along the front lines provided some protection from flying bullets and artillery shells. Support trenches behind the lines served as headquarters, first-aid stations, and storage areas. In 1916 both sides attempted to break the deadlock of trench warfare by launch- ing major offensives. The German offen- sive, the Battle of Verdun in northeastern France, began in February and continued on and off until December. At first the Ger- mans made small gains, but these were lost after the French counterattacked. Verdun United States neutrality was put to The most dramatic new weapon—the air- a test when German U-boats (shown plane—added a new dimension to fighting in here) attacked American ships. World War I. Both sides used airplanes for watch- ing troop movements and bombing enemy tar- gets. Daring pilots waged duels in the skies called “dogfights.” The first fighter planes were only equipped with machine guns, which were fas- tened to the top wing. The most famous pilots included Germany’s “Red Baron,” Baron von Richthofen, and America’s Eddie Rickenbacker, who served in the French air force. The Germans used the zeppelin, or blimp, to bomb Allied cities.

On the Seas With their land armies deadlocked in western Europe, both sides looked to the sea to gain an advantage in the war. Great Britain blockaded all ports under German control, eventually caus- ing serious shortages. Many Germans suffered from malnutrition and illness because of lack of food and other supplies. The Allies began to use poison gas also, and gas Germany had an effective naval weapon of its masks became necessary equipment for soldiers own: the submarine. Known as U-boats—from in the trenches. the German word for submarine, Unterseeboot— The armored tank, first used in World War I in submarines prevented supplies, including food, , proved effective for crossing battle from reaching Great Britain. U-boat attacks on lines to fire on the enemy at close range. Tanks ships at sea eventually affected the United States also could crush barbed wire, providing an eas- and changed the course of the war. ier route for advancing troops. After the Ger- mans saw the effectiveness of tanks, they Explaining What did both sides produced them too. realize after the Battle of the Marne?

Checking for Understanding Critical Thinking Analyzing Visuals 1. Key Terms Write headlines for 4. Determining Cause and Effect How 6. Geography Skills Examine the map events during the World War I era; did forming alliances increase the on page 668. When did Germany use each of the following terms: likelihood of war in Europe? declare war on France? On what side nationalism, militarism, alliance 5. Determining Cause and Effect did Belgium fight? system, entente. Re-create the diagram below and 2. Reviewing Facts What nations describe two effects that militarism made up the Triple Alliance? The had on rival nations. Triple Entente? Science Research the inventions Reviewing Themes Militarism that were developed in World War I. 3. Science and Technology Why were Make a chart in which you describe casualties so high in World War I? each invention and a possible peacetime use of the invention.

670 CHAPTER 23 World War I America’s Road to War Guide to Reading

Main Idea Reading Strategy Read to Learn The United States entered the conflict Analyzing Information As you read • how Americans responded to the on the side of the Allies. the section, re-create the diagram war in Europe. below and list two reasons the United • what led to American involvement Key Terms States found it difficult to maintain in the war. propaganda, autocracy neutrality. Section Theme Maintaining neutrality Government and Democracy The United States, officially neutral at first, entered the conflict.

Preview of Events ✦1914 ✦1916 ✦1918 August 1914 Europe goes to war Germany torpedoes Zimmermann U.S. declares war the Lusitania telegram angers U.S. on Germany

President Wilson struggled to remain neutral, even after Americans had been killed at the outbreak of World War I. Others felt differently. An American businessman cabled the president after the Laconia was sunk by Germans: “My beloved mother and sister . . . have been foully murdered on the high seas. . . . I call upon my govern- ment to preserve its citizens’ self-respect and save others of my countrymen from such deep grief as I now feel. I am of military age, able to fight. If my country can use me Magazine cover, 1914 against these brutal assassins, I am at its call.” Remaining neutral grew more and more difficult.

American Neutrality President Wilson had to make some difficult decisions. He declared that the United States would be neutral in the war and called on Americans to be “neu- tral in fact as well as in name, impartial in thought as well as in action.” Other influential political leaders also argued strongly in favor of neutrality.

CHAPTER 23 World War I 671 History The Lusitania left New York for on May 1, 1915. Germany had placed a warning notice in American news- papers, but few people took it seriously. How did the United States respond to German U-boat attacks?

I love most in the world is at stake.” A German When Europe went to war in August 1914, victory “would be fatal to our form of govern- most Americans believed that the war did not ment and American ideals.” concern them. Many shared the view expressed in an editorial in the New York Sun: Using Propaganda To gain the support of Americans, both sides “There is nothing reasonable in such a war, in the war used propaganda—information and it would be [foolish] for the country to sac- designed to influence opinion. Allied propa- rifice itself to the . . . policies and the clash of ganda emphasized the German invasion of neu- ancient hatreds which is urging the Old World tral Belgium and included horror stories of to destruction. German atrocities. It called the Germans “Huns” ” and pictured them as savage barbarians. Despite Wilson’s plea to remain neutral, The propaganda from the Central Powers was Americans soon began to take sides. More than equally horrible, but because of British sympa- one-third of the nation’s 92 million people were thies, the Allied propaganda was more effective either foreign-born or the children of immi- in influencing Americans. grants. Many of these people naturally sympa- thized with their countries of origin. Some of the America’s Early Involvement 8 million Americans of German or Austrian Trade between the United States and the descent and the 4.5 million Irish Americans— Allies helped build support for the Allied cause. who hated the British because they ruled Ire- As a neutral nation, America sought to trade land—favored the Central Powers. with both sides, but Britain’s blockade of Ger- Even more Americans, however, including many made this difficult. President Wilson, felt sympathetic to the Allies. The British navy stopped and searched Amer- Ties of language, customs, and traditions linked ican ships headed for German ports, often seiz- the United States to Great Britain, and many ing the ships’ goods. The United States Americans were of British descent. President protested that its ships should be able to pass Wilson told the British ambassador: “Everything without interference. The British responded

672 CHAPTER 23 World War I with the defense that they were fighting for their America would hold Germany responsible for survival. “If the American shipper grumbles,” any American lives lost in submarine attacks. wrote a paper, “our reply is that this Determined to cut off supplies to Great Britain, war is not being conducted for his pleasure or the Germans ignored this threat. profit.” The United States government could do On May 7, 1915, a German U-boat torpedoed nothing about the blockade. Barred from trading the British passenger liner Lusitania off the coast with Germany, it continued trading with Britain. of Ireland. W.T. Turner, the captain, reported: Indeed, American trade with the Allies soared. In addition, Great Britain and France “I saw the speeding towards us. borrowed billions of dollars from American Immediately I tried to change our course, but banks to help pay for their war efforts. All this was unable to maneuver out of its way. There business caused an economic boom in the was a terrible impact as the torpedo struck the United States. It also upset the Germans, who starboard side of the vessel. . . . It was cold- watched the United States—supposedly a neu- blooded murder. tral nation—helping the Allies. ” The Lusitania sank in about 15 minutes. More Submarine Warfare than 1,000 people died, including 128 United To stop American aid to Britain, Germany States citizens. Americans were outraged, and announced in that it would use President Wilson denounced the attack. Later it its U-boats to sink any vessels that entered or was learned that the ship carried war materials. left British ports. President Wilson warned that ; (See page 973 for a passenger’s account of the sinking.)

Submarine During World War I, German 1 The conning tower U-boats, or submarines, is the attack center. 2 The diving rudders Periscope guide the submarine became the terror of the to different depths. seas. What part of the craft Deck gun guided the submarine up and down?

Engine room Crew’s quarters Control room 3 The rudder steers the vessel. 4 Torpedo tubes were always loaded. About 12 torpedoes could be carried at a time. The United States began building its own submarine fleet during the war. The fastest American submarines reached a top surface speed of 14 knots (a little more than 16 miles per hour).

CHAPTER 23 World War I 673 Several months later a German U-boat torpe- Antiwar sentiment remained very strong. doed the unarmed French passenger ship Sussex, Some Americans criticized the nation’s military injuring several Americans. Fearing that the buildup, seeing it as a step toward entering the Americans might enter the war, Germany offered war. A popular song in 1915 expressed this to compensate Americans injured on the Sussex opposition: and promised to warn neutral ships and passen- ger vessels before attacking. The Sussex Pledge, “I didn’t raise my boy to be a soldier, as it was called, seemed to resolve the issue. I brought him up to be my pride and joy. Who dares place a musket on his shoulder, Describing What is the aim of To shoot some other mother’s darling boy? propaganda? ” Antiwar sentiment was strong at the 1916 Democratic national convention, where all refer- The End of Neutrality ences to the president’s efforts to keep the coun- The crisis over submarine warfare led the try out of war brought wild applause. After United States to take steps to strengthen its mil- Wilson was nominated for a second term, the itary. In the summer of 1916, Congress passed phrase “He Kept Us Out of War” became the legislation that doubled the size of the army and Democrats’ slogan. The question of neutrality provided funds to build new warships. Presi- divided the Republicans, and Republican presi- dent Wilson still hoped, however, to stay out of dential candidate Charles Evans Hughes the war. avoided discussing the issue. Wilson narrowly defeated Hughes.

The British Had Not Intercepted the Zimmermann Note?

In German foreign min- If this attempt is not successful, same time, offer to mediate between ister Arthur Zimmermann cabled the we propose an alliance on the follow- Germany and Japan. German ambassador in instruct- ing basis with Mexico: That we shall Please call to the attention of the ing him to make an offer to the Mexican make war together and together that the employ- government. Zimmermann proposed make peace. We shall give generous ment of ruthless submarine warfare that Mexico help Germany in the event financial support, and it is under- now promises to compel England to that the United States entered the war. stood that Mexico is to reconquer the make peace in a few months. To encourage Mexico’s cooperation, Ger- lost territory in New Mexico, Texas, ” many promised that Mexico would and Arizona. The details are left to Widely publicized by British and in regain some of the region that it lost to you for settlement…. the American press, the Zimmermann the United States in 1848. A British offi- telegram angered Americans and helped You are instructed to inform the cial intercepted Zimmermann’s telegram. build popular sentiment for the war. President of Mexico of the above in The telegram read: Then, between March 12 and March 19, the greatest confidence as soon as it four American merchant ships were sunk is certain that there will be an out- On the first of February we intend without warning. On April 2, 1917, Presi- break of war with the United States “to begin submarine warfare unre- dent Wilson asked the members of Con- and suggest that the President of stricted. In spite of this, it is our gress to declare war on Germany. Mexico, on his own initiative, should intention to endeavor to keep neutral communicate with Japan suggesting —adapted from Almost History, the United States of America. adherence at once to this plan; at the Roger Bruns ©2000

674 CHAPTER 23 World War I On the Brink of War Newspapers published the secret Zimmer- In January 1917, Germany reversed its policy mann telegram on March 1, and Americans on submarine warfare. It announced that it reacted angrily to the German action. would sink on sight all merchant vessels, armed or unarmed, sailing to Allied ports. While realiz- Revolution in Russia ing that their policy might bring the Americans In the weeks following publication of the into the war, the Germans believed they could Zimmermann telegram, dramatic events pushed defeat the Allies before the United States became the United States to the brink of war. First, a rev- heavily involved. An angry President Wilson olution took place in Russia. Following a period broke off diplomatic relations with Germany. of rioting and strikes, the Russian people over- A few weeks later, a secret telegram—inter- threw the monarchy. In its place they established cepted by the British government—set off a new a temporary government that promised free wave of anti-German feeling. In late February elections. the German foreign minister, Arthur Zimmer- Many Americans believed that the new mann, sent a telegram to Mexico with an offer to Russian government, which vowed to defeat the Mexican government: Germany, would help the Allies. With Russia’s change to a democratic form of government, “[W]e shall make war together and together Wilson could now claim that the Allies were make peace. . . . [A]nd it is understood that fighting a war of democracy against autocracy— Mexico is to reconquer the lost territory in New rule by one person with unlimited power. Mexico, Texas, and Arizona. Other critical events took place at sea. In ” March 1917, within a few days time, the Ger- mans attacked and sank four American ships— the Algonquin, the City of Memphis, the Illinois, and the Vigilancia. Thirty-six lives were lost. President Wilson continued to struggle with his conscience. He was convinced that war would destroy much of the optimism and sym- pathy to human needs that had allowed Amer- ica to make the social progress it had. His cabinet, on the other hand, strongly favored war. One government official later explained: “If we had stayed out of the war, and Ger- many had won, there would no longer have been a balance of power in Europe, or a British fleet to support the Monroe Doctrine and to protect America.” President Wilson decided that the United States could no longer remain neutral. 1. Why was the British government eager to inform the United States of Germany’s offer to Mexico? What did it hope to gain? America Enters the War On the cold, rainy evening of April 2, 1917, 2. If there were no Zimmermann note, do you think the United States would have: a) entered the war when it President Wilson stood before a special session did in April; b) entered the war at a later time; or c) not of Congress to ask for a declaration of war been drawn into the war at all? against Germany.

CHAPTER 23 World War I 675 Men aged 21 to 30 The world must be made safe for democracy. HISTORY “ (later the draft age was . . . It is a fearful thing to lead this great peaceful extended from 18 to 45) Student Web Activity people into war, into the most terrible and disas- registered by the mil- Visit taj.glencoe.com and trous of all wars. . . . But the right is more pre- lions. By the end of the click on Chapter 23— Student Web Activities cious than peace. . . . war, some 24 million men ” for an activity on World had registered. Of those, War I. about 3 million were Congress did not agree at once to a formal res- called to serve; another 2 olution of war. Some members of Congress million joined the armed forces voluntarily. agreed with Senator George Norris of Nebraska. In addition thousands of women enlisted in He held that America’s involvement in the war the armed forces—the first time they were was the fault of American financiers and arms allowed to do so. Women did noncombat work, manufacturers who were determined to profit serving as radio operators, clerks, and nurses. from the war no matter what it cost the rest of Many African Americans also wanted to the country. serve their country. More than 300,000 joined the In the end, however, most members of Con- army and navy—the marines would not accept gress agreed that if the United States wished to them. African Americans faced discrimination remain a great world power it must defend its and racism in the armed forces just as they did rights. As a result, Congress passed a declara- in civilian life. Most held low-level jobs on mili- tion of war, and Wilson signed it on April 6. tary bases in the United States. Among the Fifty-six members of the House and Senate 140,000 African American soldiers sent to voted against war, including Representative Europe, 40,000 saw actual combat. Many served Jeannette Rankin of Montana—the first woman with distinction. An African American regiment to serve in Congress. received medals for bravery from the French The United States had to raise an army government. One of its members, Henry John- Selec- quickly. On May 18, Congress passed the son, was the first American to receive the French tive Service Act, establishing a military draft. Croix de Guerre [Cross of War] for bravery. Unlike the draft during the Civil War that led to riots, this draft had the support of most of the Describing What was the purpose American public. of the Selective Service Act?

Critical Thinking Analyzing Visuals 1. Key Terms Define propaganda 4. Determining Cause and Effect 6. Picturing History Examine the sub- and autocracy. Explain how the war in Europe marine on page 673. What was the 2. Reviewing Facts What did the brought about an economic boom top speed of American submarines? Zimmermann telegram promise in the United States. What was the purpose of the diving to Mexico? 5. Sequencing Information Re-create rudders? the diagram below and explain how Reviewing Themes these events led the United States 3. Government and Democracy What into the war. steps did President Wilson have to Expository Writing Create head- take to make an official declaration Event lines announcing major events of war? Sinking of Lusitania described in Section 2. Keep in Zimmermann note mind that headlines condense much information into a few words.

676 CHAPTER 23 World War I Americans Join the Allies Guide to Reading

Main Idea Reading Strategy Read to Learn With the help of American troops and Sequencing Information As you • what was happening in Europe when supplies, the Allies turned the tide read the section, re-create the time the United States entered the war. against Germany. line below and identify the events that • what role American troops played took place. in the fighting. Key Terms convoy, front, armistice Section Theme Global Connections The entry of the United States into the war made an Nov. June Oct. 4, Nov. 11, 1917 1918 1918 1918 immediate difference, eventually lead- ing to Germany’s surrender. Preview of Events ✦1917 ✦1918 ✦1919 American troops land Russia withdraws American Expeditionary Armistice ends in France from the war Force begins to fight World War I

Drafted into the United States Army in 1917, Alvin York was reluctant to serve. “I was worried clean through,” he said. “I didn’t want to go and kill.” York had grown up in the mountains of Tennessee, where he learned to shoot while hunting wild turkeys. Applying his sharpshooting skills in World War I, York killed 17 German soldiers with 17 shots. He also took 132 Germans prisoner and captured 35 enemy machine guns. For his actions and bravery in combat, Sergeant York received the Medal of Honor. Medal of Honor Supplying the Allies In 1917 the Allies desperately needed the help of American soldiers. Years of trench warfare had exhausted the Allied armies, and some French troops refused to continue fighting after a failed offensive in 1917. The British had started to run out of war supplies and food; their people were starving. Fur- thermore, German submarines were taking a deadly toll on Allied shipping— sinking one of every four ships that left British ports.

CHAPTER 23 World War I 677 The American entry into the war made an Russian Withdrawal immediate difference. To ensure that needed The Allies needed more troops because of a supplies reached Great Britain, the United States second revolution in Russia. In , Navy took two steps. First, it helped the British the Bolsheviks, a group of communists, over- find and destroy German submarines. Then threw the democratic Russian government convoys—teams—of navy escorted established in March 1917. groups of merchant ships across the Atlantic. Led by Vladimir Lenin, the Bolsheviks The convoy system worked well. In one year it wanted to end Russia’s participation in the war reduced Allied shipping losses from 900,000 to so they could focus their energies and resources 300,000 tons a month. With the convoy system, on setting up a new Communist state. Lenin took not one American soldier bound for Europe was Russia out of the war in December. In March lost to submarine attack. 1918, he signed the Treaty of Brest-Litovsk with

Europe During World War I, 1914–1918

6 20°W10°W100°N 0° °E20°E30°E40°E NORWAY Allies SWEDEN Central Powers North 0 250 miles Sea Neutral nations 0 250 kilometers DENMARK Lambert Azimuthal UNITED Baltic Equal-Area projection 50 Sea °N KINGDOM Western May, 1915 Germany Front sinks Lusitania GERMANY 1 BELGIUM Atlantic 5 4 RUSSIA 6 LUX. Ocean 9 Eastern 2 Front N 7 8 W E FRANCE AUSTRIA- S HUNGARY Western 4 0°N Front ROMANIA Black PORTUGAL Sea ITALY SERBIA SPAIN Mediterranean BULGARIA Sea GREECE 3 OTTOMAN EMPIRE Major Battles 1 Tannenberg, Aug. 1914 4 Verdun, Feb.–Dec. 1916 7 2nd Marne, 2 1st Marne, Sept. 1914 5 Somme, July–Nov. 1916 8 St. Mihiel, Sept. 1918 3 Gallipoli, Apr. 1915 – 6 Chˆateau-Thierry and 9 Meuse-Argonne, Sept.–Nov. 1918 Jan. 1916 Belleau Wood, June 1918

1. Location What country was the site of most Western Front battles? 2. Location Nearest to what front was the battle of Tannen- berg fought?

678 CHAPTER 23 World War I Life in the trenches was miserable. Soldiers lived in dirt and mud for months at a time. Between the enemy lines lay a “no-man’s land” of barbed wire and land mines. Endless days of shelling the enemy might sometimes be interrupted by an attempt to “break out” of the trenches and advance into enemy territory.

Germany, surrendering Poland, the Ukraine, and American Troops in the War other territory to the Germans. Russia’s with- Although the first American soldiers had drawal from the war allowed the Germans to reached France in June 1917, many months move hundreds of thousands of troops from the passed before they were ready for battle. When Eastern Front—line of battle—to the Western they finally began to fight, the Americans Front in France. helped turn the war around. New German Offensive General John J. Pershing led the American Expeditionary Force (AEF), the American troops Reinforced by the transfer of troops, the Ger- in Europe. American correspondent Floyd Gib- mans now launched a powerful offensive bons described the tremendous welcome the against the Allies. German military leaders French gave Pershing and his troops in Paris: hoped to drive a wedge in the Allied lines and to capture the city of Amiens before proceeding to “The sooty girders of the Gare du Nord [rail- Paris. Between March and June 1918, they ham- road station] shook with cheers when the spe- mered at Allied lines, pushing them back to cial train pulled in. . . . A minute later, there was within 40 miles (64 km) of Paris. After years of stalemate along the Western Front—the area a terrific roar from beyond the walls of the sta- along the French-German border—it suddenly tion. The crowds outside had heard the cheering looked as if Germany might win the war. within. . . . Pershing took Paris by storm.” CHAPTER 23 World War I 679 The AEF reached full strength in Europe in The Battle of the Argonne Forest raged for the spring of 1918. The French and British nearly seven weeks, with soldiers struggling over wanted to use the American soldiers to build up the rugged, heavily forested ground. Rain, mud, their own troops, but General Pershing refused. barbed wire, and withering fire from German He preferred to keep the AEF a separate force. machine guns hindered the Allies’ advance, and The American Expeditionary Force saw its first many lives were lost. serious fighting in early June 1918. It helped turn American lieutenant Elden Betts wondered back a German offensive at Château-Thierry on if he would survive the battle and wrote home— the Marne River east of Paris. The American in case “I get mine tomorrow.” He said he hoped troops then advanced to nearby Belleau Wood. his family would be proud of him, ending with For 24 hours a day for the next three weeks, “Now good-bye, and thank you Pop, Edie and American forces fought their way through the Margie.” Four days later Betts was killed. forest against a solid wall of German machine- The Battle of the Argonne Forest ended in gun fire. In July the Americans and the French early November, when the Allies finally pushed fought back German attacks on Allied forces back the Germans and broke through the enemy along the Marne and the Somme Rivers. lines. The Germans now were faced with an By the middle of July, the Allies had stopped invasion of their own country. the German offensive. General Pershing wrote Identifying What was the first that the battles had “turned the tide of war.” The major battle to involve Americans? Allies now began an offensive of their own. In mid-September about 500,000 “doughboys”—the nickname given to American soldiers—fighting alone, defeated the Germans at Saint Mihiel, east The End of the War of Verdun. Later in the month, more than one With their troops in retreat, German military million American troops joined the Allies in the leaders realized they had little chance of win- Battle of the Argonne Forest, west of Verdun. ning the war. The Allied forces were now forti- fied by the Americans. In addition, the Germans suffered from severe shortages of food and other essential supplies.

Request for an Armistice On October 4, 1918, the German government appealed to President Wilson for an armistice. An armistice is an agreement to end the fight- ing. Wilson consented under certain conditions. Germany must accept his plan for peace and

In 1915 the Germans introduced a new weapon—poison gas. In time, all of the combatants would use gas warfare. Artillery shells containing gas were fired at the enemy, and wind carried the gas into trenches, causing blindness, choking, dam- aged lungs, and death.

680 promise not to renew hostilities. All German troops must leave Belgium and France. Finally, Wilson would deal only with civilian leaders, not with the military. While German leaders considered Wilson’s demands, political unrest erupted in Germany. On November 9, the German kaiser, or Honoring the Veterans emperor, Wilhelm II, was forced to give up his Armistice Day, first observed on November 11, throne. Germany became a republic, and its 1919, honored the Allied soldiers who died in new leaders quickly agreed to Wilson’s terms World War I. In 1954 Armistice Day was renamed for the armistice. Veterans’ Day in honor of all those, living and dead, who had served with U.S. armed forces in Peace Begins wartime. Similar commemorations take place in The armistice began on November 11, 1918. Canada on Remembrance Day and the United Germany agreed to withdraw all land forces Kingdom on Remembrance Sunday. west of the Rhine River, withdraw its fleet to the Baltic Sea, and surrender huge amounts of Soldiers receive the Distin- guished Service Cross. equipment. With the signing of the armistice, the Great War ended. President Wilson announced: “Everything for which America fought has been accomplished. It will now be our duty to assist by example, by sober, friendly counsel, and by material aid in the establishment of just democracy throughout the world.”

Describing What conditions did Germany accept to end the fighting?

Checking for Understanding Critical Thinking Analyzing Visuals 1. Key Terms Write headlines for three 4. Predicting Consequences Do you 6. Geography Skills Examine the map news stories about World War I; use think the Allies would have won the on page 678. When was the battle at each of the following terms: convoy, war if the United States had not St. Mihiel fought? When was the Bat- front, armistice. intervened? Why or why not? tle of Gallipoli fought? Do you think 2. Reviewing Facts Who led the Amer- 5. Determining Cause and Effect it was easier for Norway, Spain, and ican forces in Europe? Re-create the diagram below and list Sweden to remain neutral than it was three reasons the Allies needed the for ? Why? Reviewing Themes help of American forces. 3. Global Connections According to the armistice, from where did Allied needs Germany agree to withdraw its Descriptive Writing Write the text land forces? for a radio broadcast announcing the arrival of American soldiers in Paris in 1917.

CHAPTER 23 World War I 681 StudyStudy && Writing

Outlining

Why Learn This Skill? To sketch a scene, you first draw the rough shape, Outline of Chapter 23, Section 3 or outline, of the picture. Then you fill in this rough I. European Allies need help. shape with details. Outlining written material is a A. Allied armies are exhausted. similar process. You begin with the rough shape of 1. Trench warfare depletes supplies. the material and gradually fill in the details. 2. Russia leaves war. Learning the Skill B. Civilians are in trouble. There are two kinds of outlines—formal and infor- 1. People are starving. mal. An informal outline is similar to taking notes. 2. Supply ships are sunk by Germans. You write only the words and phrases needed to II. Americans enter the war. remember main ideas. A. patrols seas. A formal outline has a standard format. In a formal 1. German U-boats are destroyed. outline, label main heads with Roman numbers, sub- 2. Convoys protect Allied ships. heads with capital letters, and details with Arabic a. Losses are reduced by two- numerals and lowercase letters. Each level should have at least two entries and should be indented thirds. from the level above. b. No American soldiers are killed. When outlining written material, first read the B. American Expeditionary Force (AEF) material to identify the main ideas. In textbooks, lands in Europe. section heads provide clues to main topics. Then 1. Germans lose at Château-Thierry. identify the subheads. Place supporting details under 2. Germans are defeated at Bel- the appropriate head. leau Wood. Practicing the Skill III. Allies take the offensive. Study the partial outline of Section 3 on this page. A. Battle of Argonne Forest is fought. Then answer the following questions. B. President Wilson lists conditions 1 Is this a formal or an informal outline? for armistice. 2 What are the three main topics? 3 If you wanted to add two facts about the AEF, Applying the Skill where would you put them in the outline? Would Outlining Following the guidelines above, pre- you use numbers or letters to label the facts? pare an outline for Section 2 of Chapter 23.

Glencoe’s Skillbuilder Interactive Workbook CD-ROM, Level 1, provides instruction and practice in key social studies skills.

682 CHAPTER 23 World War I The War at Home Guide to Reading

Main Idea Reading Strategy Read to Learn World War I drastically changed life in Analyzing Information As you read • what steps the United States took to the United States. the section, re-create the diagram organize and prepare for World below and describe the goals of War I. Key Terms these agencies. • how the war affected Americans. mobilization, dissent, socialist, pacifist, espionage, sabotage Agency Goals Section Theme Food Administration Economic Factors America’s involve- War Industries Board ment in the war in Europe led to eco- Committee on nomic challenges and opportunities Public Information at home. Preview of Events ✦1917 ✦1918 ✦1919 June 1918 Race riots occur in National War Labor Congress passes Sabotage East St. Louis Board is set up and acts

“Over there, over there, So prepare, say a pray’r, Send the word, send the word Send the word, send the word to over there beware, That the Yanks are coming, the Yanks We’ll be over, we’re coming over, are coming, And we won’t come back till it’s over The drums rum-tumming ev’rywhere over there.” George M. Cohan wrote this rousing song to help create enthusiasm for America’s participation in World War I. “Over There” was performed at rallies to raise money for “Over There” sheet music the war.

Mobilizing the Nation After declaring war on Germany in 1917, Americans immediately focused their energies on getting ready to fight a war. Mobilization—the gathering of resources and the preparation for war—affected almost every part of American life.

CHAPTER 23 World War I 683 To ensure production of vital war materials, The prospect of finding good jobs also the government created the National War Labor brought hundreds of thousands of African Board in April 1918. The board pressured busi- Americans to Northern cities from the rural nesses to grant some of the workers’ pressing South. In addition, thousands of Mexicans demands. As a result workers won an eight- migrated to the United States in search of jobs. hour working day, extra pay for overtime, equal pay for women, and the right to form unions. In Paying for the War return workers agreed not to go on strike. War is costly. World War I cost the United States an enormous amount of money—about Workers During the War $32 billion. Two-thirds of this money was To meet the need for supplies and weapons, raised by selling the American people war the nation’s industries had to expand. At the bonds, or Liberty Bonds. same time, however, millions of men left their The federal government also raised money for jobs in industry to serve in the armed forces, and the war by increasing taxes and requiring a few European immigrants—who might have greater number of Americans to pay income taken these jobs—came to the United States dur- taxes. It taxed wealthy Americans at rates as high ing the war. as 70 percent of their income. The government The labor shortage provided new job opportu- also imposed steep taxes on business profits. nities for women and minorities. Many women joined the workforce for the first time. Women title FPO were hired for jobs previously held by men. $ Economics Producing Supplies The United States had to produce food not only for its own needs but also for the Allies. President Wilson appointed Herbert Hoover, who had helped organize food for war refugees • Nationalistic pride in Europe, to head a new Food Administration. • Competition for colonies This agency launched a campaign to encourage • Military buildup American farmers to produce more and to per- suade the public to eat less. The agency urged • Tangled web of alliances people to observe “Wheatless Mondays,” “Meat- • Assassination of Franz Ferdinand less Tuesdays,” and “Porkless Thursdays,” and to add to their own store of food by planting “vic- tory gardens.” Slogans such as “Serve Just Enough” and “Use All Leftovers” reminded • Destruction in Europe Americans to conserve food. • Boom in the American economy The Food Administration also imposed price • Suppression of dissent in U.S. controls on various agricultural products to encourage voluntary rationing—limitation of • Allied victory use. As a result of such efforts, Americans con- • Defeated empires lose their colonies sumed less food, expanded food production, and increased food exports. Another government agency, the War Indus- tries Board, After World War I, the United States was established as a supervised the nation’s industrial world leader and an economic giant. production. The board’s responsibilities included converting factories to the production Analyzing Information How did World War I affect the economy of the United States? of war-related goods and setting prices for key consumer products.

684 CHAPTER 23 World War I The son of Swiss automobile engines, then American squadron and immigrants who settled struck out on his own as won more victories than in Ohio, Edward Ricken- a race car driver; he won any other squadron. backer was the leading many championships and After the war, Ricken- American combat pilot of set a world record for backer was associated World War I. “Captain speed driving. with several automotive Eddie” recorded 26 offi- When the United and aviation companies. cial victories against Ger- States entered the war, He purchased and man- man aircraft during World Rickenbacker volun- aged the Indianapolis War I and was awarded teered. After less than Motor Speedway. He also the Medal of Honor. three weeks of training built Eastern Airlines From his youngest he was assigned to the into one of the nation’s days, Rickenbacker was 94th Aero Squadron. The largest airlines. fascinated by technology 94th was the first patrol and speed. He worked on flown in France by an all-

Mobilizing Support Americans and the War The federal government also needed to World War I provided a boost for the Ameri- mobilize public support for the war because can economy. Yet the war had harmful effects on antiwar sentiment remained strong even after American society as well. In the interest of the United States entered the war. President national unity, the government stifled voices of Wilson appointed journalist George Creel to dissent, or opposition. Racial and other tensions head the Committee on Public Information. remained, and many Americans became intoler- The mission of the committee was to persuade ant of those who were “different.” Americans that the war represented a battle for democracy and freedom. The Committee on Public Information distrib- African American Migration uted millions of pro-war pamphlets, posters, From 1914 to 1920, between 300,000 and articles, and books. It provided newspapers 500,000 African Americans left their homes in with government accounts of the war and the rural South to seek jobs and settle in North- advertisements. It arranged for short patriotic ern cities. Known as the Great Migration, this talks, called Four-Minute Speeches, to be pre- tremendous population movement continued sented before plays and movies. The committee the northward migration that had begun in the hired speakers, writers, artists, and actors to late 1800s. build support for the war. It was the greatest Many African American workers who trav- propaganda campaign the nation had ever seen. eled north did find jobs. But their new lives were not easy. Often they lived in tiny, crowded Explaining Why did the United apartments in segregated neighborhoods, and States face a labor shortage during the early days of World they found that racial prejudice continued to War I? haunt their lives in the North.

CHAPTER 23 World War I 685 Terrible race riots took place in several Northern the Sedition Act. cities during the war years. One of the worst These laws made it occurred in East St. Louis, Illinois. In July 1917, a a crime to say, print, white mob attacked an African American neigh- or write almost any- borhood, burning houses and firing on residents thing perceived as as they tried to escape. During the riot, as many as negative about the 40 African Americans died and thousands lost government. Such their homes. acts would be consid- ered sabotage—secret Controlling Public Opinion action to damage the Even after America entered the war, opposi- war effort. Thousands tion to it remained strong. Some German of people—especially Americans and Irish Americans sympathized immigrants, socialists, pacifists, and labor with the Central Powers. Many socialists— activists—were convicted under the laws. people who believe industries should be pub- People became suspicious of German Ameri- licly owned—opposed the war because they cans. A few communities prohibited such activi- thought it would only help rich business own- ties as performing German music and teaching ers and hurt working people. Also against the the German language in schools. As a result some war were pacifists—people opposed to the use German Americans concealed their ancestry. of violence. They even gave patriotic names—such as “liberty During the war, the Committee on Public cabbage” and “liberty sausage”—to German- Information began trying to silence dissent and sounding words such as sauerkraut and frankfurter. portrayed people who were against the war as Some people spoke out against these laws unpatriotic. The Espionage Act that Congress and the intolerance they produced. Most Amer- passed in 1917 gave the government a new icans, however, believed that in wartime no weapon to combat dissent to the war. The law measure could be “too drastic” toward traitors provided stiff penalties for espionage, or spying, and disloyal Americans. as well as for aiding the enemy or interfering with army recruiting. Congress passed even Identifying What act provided stiff harsher measures in 1918—the Sabotage Act and penalties for spies?

Checking for Understanding Critical Thinking Analyzing Visuals 1. Key Terms Use each of these terms 4. Predicting Consequences Do you 6. Graphic Organizer Skills Examine in a sentence that will help explain its think it was necessary for the govern- the cause-and-effect chart on page meaning: mobilization, dissent, ment to take strong measures against 684. What happened to the colonies socialist, pacifist, espionage, people who opposed the war? of the defeated nations after World sabotage. Explain. War I ended in 1918? 2. Reviewing Facts Describe the role 5. Organizing Information Re-create of the Committee on Public Informa- the diagram below and describe tion. three ways that Americans supported the war effort at home. Reviewing Themes Citizenship Suppose that the 3. Economic Factors Where did the Aiding the war effort United States was at war today. United States get most of the money Write a law that states who is eligi- to finance the war? ble to be drafted and what to do about people who refuse to serve.

686 CHAPTER 23 World War I George M. Cohan (1878–1942) As the United You’re a Grand Old Flag States entered There’s a feeling comes a-stealing, Red, white and blue, I am for you! World War I, And it sets my brain a-reeling, Honest, you’re a grand old flag! rousing songs When I’m listening to the music helped bolster of a military band. You’re a grand old flag the spirits of You’re a high flying flag soldiers and Any tune like “Yankee Doodle” And forever in peace may civilians alike. Composer Simply sets me off my noodle, you wave. George M. Cohan was awarded It’s that patriotic something that You’re the emblem of the Medal of Honor for writing no one can understand. The land I love, “Over There,” the most popular The home of the free and patriotic song of the war, and “Way down South, in the the brave. for writing “You’re a Grand land of cotton,” Ev’ry heart beats true Old Flag.” Melody untiring, ‘neath the Red, White, and Blue, Ain’t that inspiring? Where there’s never a boast READ TO DISCOVER Hurrah! Hurrah! We’ll join the or brag. Jubilee And that’s going some, But should auld acquaintance As you read the lyrics for the For the Yankees, by gum! be forgot following song, think about its Keep your eye on the grand purpose. How might it have old flag. helped the country’s war effort? What words used by the com- poser are especially patriotic? ANALYZING LITERATURE 1. Recall and Interpret What READER’S DICTIONARY does the American flag represent Jubilee: celebration to Cohan? emblem: symbol 2. Evaluate and Connect How auld: old does Cohan include the South in the song?

Interdisciplinary Activity Science World War I caused a horrifying number of casualties, partly because of new technology. Research some medical practices and equipment used on the battle- field at the time. Describe these in a report. Photocopy pictures from books and encyclopedias to illus- trate your report.

CHAPTER 23 World War I 687 Searching for Peace Guide to Reading

Main Idea Reading Strategy Read to Learn Strong opposition greeted President Analyzing Information As you read • what principles Woodrow Wilson Wilson’s plans for peace. the section, re-create the diagram proposed as the basis for peace. below and identify these individuals • why many Americans opposed the Key Terms and the role each played in the post- Treaty of Versailles. Fourteen Points, League of Nations, war era. reparations Section Theme Individual Identity and Role Global Connections The end of the Woodrow Wilson war brought changes to many parts of the world and an attempt to establish Henry Cabot Lodge world peace. Preview of Events ✦1919 ✦1920 ✦1921 1919 1920 1921 Paris Peace Conference begins; Senate rejects the U.S. signs separate peace Treaty of Versailles is signed League of Nations treaty with Central Powers

“We want Wilson,” the war-weary crowd roared. “Long live Dr. Wilson!” British stu- dents with American flags smiled, tossing flowers in the President’s path. Everywhere in Europe the Wilsons visited—Paris, Rome, Milan—the reception was jubilant. Boosted by the cheers of the European crowds, Wilson walked into the Paris Peace Conference at the Palace of Versailles with confidence. He was sure that his plan for a just and last- ing peace would win swift approval both in Europe and in America.

Peace song honoring Wilson After the War In , world leaders from 27 nations gathered in Paris, France, for the peace conference following World War I. President Woodrow Wilson led the American delegation. When Wilson arrived in the city, enormous crowds cheered him. Well-wishers threw flowers in his path and unfurled banners that read “Long Live Wilson!” With great hope, Europeans looked to Wilson to help build a better postwar world. Yet enormous problems lay ahead.

688 CHAPTER 23 World War I Europe lay in ruins. Much of its landscape Total Mobilized Forces Military Deaths was devastated, its farms and towns destroyed. Allies Allies The human losses were terrible. France, Russia, 42 million 5.1 million Germany, and Austria-Hungary each lost between one and two million people in the fighting. Millions more were wounded. More Central Powers Central Powers than 50,000 Americans were killed in battle, 23 million 3.4 million while another 60,000 soldiers died from disease. Estimates for the whole war placed the number of soldiers killed worldwide at nearly 9 million. Millions of civilians also lost their lives. Europe also faced social and political tur- moil. Millions of people found themselves homeless and hungry. Civil war raged in Rus- sia. Poles, Czechs, and other peoples struggled to form independent nations out of the col- lapsed empires of , Russia, and Austria- Analyzing Information Which side had Hungary. These problems complicated the the larger fighting force? More casualties? search for peace and stability.

interests of the individual nations. Also, some of Wilson’s Fourteen Points Wilson’s points were vague. They did not pro- Woodrow Wilson had a vision of a just and pose concrete solutions to difficult questions— lasting peace. Wilson outlined his peace plan in a such as how to achieve self-determination in proposal known as the Fourteen Points. Several regions where many different ethnic groups of the points concerned the adjustment of bound- lived closely together. aries in Europe and the creation of new nations. These points reflected Wilson’s belief in Explaining What is “national self- “national self-determination”—the right of the determination”? people to decide how they should be governed. Wilson also proposed a number of principles The Peace Conference for conducting international relations. These The victorious Allies dominated the talks at included calls for free trade, freedom of the seas, the Paris Peace Conference. The Allies did not an end to secret treaties or agreements, reduc- invite either Germany or Russia—now ruled by tions and limits on arms, and the peaceful set- the Bolsheviks—to participate. The major fig- ; tlement of disputes over colonies. (See page 993 of ures in the negotiations were the Big Four— the Appendix for an excerpt of Wilson’s Fourteen Points.) President Wilson, Prime Minister David Lloyd George of Great Britain, Premier Georges League of Nations Clemenceau of France, and Prime Minister Vit- Wilson’s final point concerned the creation of a torio Orlando of Italy. League of Nations. The League’s member nations would help preserve peace and prevent future The Allies Disagree wars by pledging to respect and protect one Wilson faced a difficult task. Although Euro- another’s territory and political independence. peans cheered him, their leaders showed little Wilson’s Fourteen Points reflected his strong enthusiasm for the Fourteen Points. faith in the ability of governments to resolve While Wilson opposed punishing the their problems fairly. At first many Europeans defeated nations, the European Allies sought welcomed Wilson’s ideas. Then problems arose revenge. Clemenceau wanted to make sure that when the plan interfered with the competing Germany, which had invaded France twice in

CHAPTER 23 World War I 689 Europe After World War I Britain, and the United States supported anti-Bolshevik forces

40°W 20°W 10°W0° 10°E20°E 30°E40°E50°E fighting for control of Russia. 30°W 7 0°N All three countries sent troops

A to Russia. RC ICELAND TIC CIRC 6 LE 0° N N The Treaty of Versailles W On June 28, 1919, after New Nations E months of difficult negotiations, S SWEDEN FINLAND 0 300 miles the Allies and Germany signed a NORWAY 0 300 kilometers treaty at the Palace of Versailles Azimuthal Equidistant projection ESTONIA outside of Paris. The harsh North a terms of the treaty shocked the Sea e LATVIA UNITED S 50° DENMARK i c Germans. In defeat, however, N KINGDOM lt Ba GER. RUSSIA they had no choice but to sign. NETH. Under the terms of the GERMANY Atlantic BELG. POLAND Treaty of Versailles, Germany C Ocean ZE had to accept full responsibility LUX. CHO SLOVAKIA for the war and to pay billions FRANCE SWITZ. AUSTRIA HUNGARY of dollars in reparations to the ITALY ROMANIA Allies. Germany also had to 4 0°N Black YUGOSLAVIA Sea disarm completely and give up PORTUGAL SPAIN BULGARIA all its overseas colonies and some territory in Europe. Mediterranean Sea GREECE TURKEY The treaty carved up the SPANISH MOROCCO ALBANIA Austro-Hungarian and Russian Empires to create new nations MOROCCO ALGERIA TUNISIA or restore old ones. The emer- gence of these nations fulfilled LIBYA part of Wilson’s vision of “national self-determination.” 1. Region What new nations bordered on Germany? Many of the borders of the new countries were 2. Analyzing Information Which new nations did not disputed, however, and this led to future conflicts. have any coastline along a sea or ocean? Though disappointed by the rejection of much of his Fourteen Points, Wilson succeeded in having the League of Nations included in the his lifetime, could never invade his country treaty. He believed that the League would cor- again. He believed that Germany should be bro- rect any mistakes in the rest of the treaty. ken up into smaller countries. Both he and Lloyd George demanded that Germany make Explaining What provisions about large reparations, or payments, for the damage reparations were included in the Treaty of Versailles? Germans caused in the war. Although Wilson struggled to uphold the principles of his Four- teen Points at the Paris meeting, he was forced Opposition at Home again and again to compromise or give in to the Wilson presented the Treaty of Versailles to demands of the other Allies. the United States Senate for ratification in July At the same time, the Allies had to decide how 1919. “Dare we reject it and break the heart of to deal with the new Bolshevik government of the world?” he asked. In spite of his plea, a dif- Russia. Fearing the spread of communism, France, ficult struggle lay ahead.

690 CHAPTER 23 World War I Many Americans had doubts about the treaty. In September, Wilson went on a national Some thought the treaty dealt too harshly with speaking tour to rally support for the treaty and Germany. A great many Americans worried the League of Nations. On September 25, Wilson about participation in the League of Nations, collapsed. The rest of his tour was canceled. which marked a permanent American commit- Back in Washington Wilson suffered a stroke ment to international affairs. that left him partially paralyzed. During the In 1919 the Republicans controlled the Senate, president’s illness, his wife, Edith Wilson, tried which had to ratify the treaty. Some Republican to shield him from the pressures of responsibil- senators saw the ratification issue as a chance to ity and took a leading role in deciding which embarrass President Wilson, a Democrat, and to issues were important enough to raise with him. weaken the Democratic Party before the upcom- ing elections of 1920. Other senators had sincere The Treaty Is Rejected concerns about the treaty, particularly the In the months following Wilson’s stroke, League of Nations. A few senators opposed opposition to the treaty grew. In March 1920, signing any treaty. when the Senate voted on the treaty with The most powerful opponent of the treaty was Lodge’s changes, Wilson ordered loyal Demo- Henry Cabot Lodge of , head of crats to vote against it. the Senate Foreign Relations Committee. Lodge, Opposed by most Republicans and deserted a longtime foe of President Wilson, claimed that by former supporters, the Treaty of Versailles— membership in the League would mean that along with the League of Nations—was rejected in the Senate. Wilson hoped the 1920 election “American troops and American ships may would be a “great and solemn referendum” on be ordered to any part of the world by nations the League. He even considered running for a other than the United States, and that is a propo- third term. In the end, however, Wilson did not sition to which I, for one, can never assent. run. In 1921 the United States signed a separate ” peace treaty with each of the Central Powers, Lodge delayed a vote on the treaty so that and it never joined the League of Nations. opponents could present their cases. He then proposed a number of reservations that would Explaining How did the Senate limit America’s obligations under the treaty. vote on the treaty?

Checking for Understanding Critical Thinking Analyzing Visuals 1. Key Terms Write a short article 4. Analyzing Information Some Amer- 6. Geography Skills Examine the map about the plans for peace after World icans thought the Treaty of Versailles on page 690 showing European bor- War I; use each of these key terms: was too hard on Germany. What ders following World War I. Which Fourteen Points, League of terms would you have proposed for of the following was not a new Nations, reparations. Germany? nation—Poland, Latvia, or Bulgaria? 2. Reviewing Facts What nations were 5. Organizing Information Re-create Was Portugal a new nation? created or restored through the the diagram below and describe the Treaty of Versailles? provisions of the treaty ending World War I. Reviewing Themes 3. Global Connections How did Presi- Treaty of Versailles Geography Compare the map of dent Wilson think the League of Europe after World War I to a map Nations would help maintain world of Europe today. Make a list of the peace? significant border changes that have occurred since that time.

CHAPTER 23 World War I 691 Reviewing Key Terms Examine the pairs of words below. Then write a sentence explaining what each of the pairs has in common. World War I 1. nationalism, militarism 2. mobilization, convoy 1914 3. Fourteen Points, League of Nations • Archduke Franz Ferdinand assassinated 4. espionage, sabotage • Austria-Hungary declares war on Serbia • Germany declares war on Russia and France Reviewing Key Facts • Germany invades Belgium 5. Why did European nations form alliances? • Great Britain joins Allies 6. Why did the Zimmermann telegram push the United • Allies turn back German forces at Marne States toward war? 7. What was the Sussex Pledge? 8. Who won the presidency in the election of 1916? 1915 9. How did Russia’s withdrawal affect World War I? • Poison gas used for first time in battle 10. In what ways did the war help improve conditions for Submarine warfare begins • American workers? • President Wilson declares he will keep America 11. Who were the leaders at the Paris Peace Conference? out of war 12. What was Henry Cabot Lodge’s greatest concern • Lusitania is sunk about the League of Nations?

1916 Critical Thinking • French suffer heavy losses at Battle 13. Science and Technology What advantages did air- of Verdun planes provide in the war? President Wilson calls for Germany • 14. Government and Democracy How did President to stop submarine warfare Wilson use Russia’s revolution in March of 1917 to gain support for the war? 1917 15. Analyzing Information What four nations dominated • U.S. severs diplomatic relations with Germany the Paris Peace Conference? • U.S. declares war on Germany in April 16. Determining Cause and Effect Re-create the diagram below and explain the causes of the labor shortage in • First American troops reach France in June the United States during the war. 1918 • General Pershing leads the American Expeditionary Labor shortage Force in Europe • Allies turn back Central Powers at Château-Thierry • U.S. troops drive Germans out of Belleau Wood • Allies defeat German forces at Second Battle of Marne Practicing Skills 17. Outlining On a separate sheet of paper, prepare an outline of Section 5 of the text. 1919 • Treaty of Versailles signed, officially ending the Great War HISTORY

Self-Check Quiz Visit Web site at Visit Theat taj.glencoe.com American Journeyand click on Chapter 23— and click on Geography and History Activity taj.glencoe.comSelf-Check Quizzes to prepareChapter for the XX—Self-chapter test. Check Quizzes to prepare for the chapter test. Study the map below; then answer the questions that follow.

The Western Front, Citizenship Cooperative Activity 1914–1918 22. Drawing Conclusions With a partner, research primary

North 4°E NETH. and secondary sources about the Espionage Act of 1917. Sea Write a one-page paper to answer these questions: Are restrictive laws necessary during wartime? Why or why Ypres not? Share your paper with your classmates. BELGIUM

S GERMANY om Economics Activity me R. 23. What effects does war have on a nation’s economy? Somme Describe at least one positive and one negative effect. LUX. N Amiens W E Belleau Argonne Forest Wood Rheims S M Alternative Assessment ar Verdun ne Chˆateau- R 24. Expository Writing Write a paragraph to explain why the Paris Thierry . League of Nations was so important to President Wilson. 0 50 miles

FRANCE 0 50 kilometers Albers Conic Equal-Area projection 48°N Standardized Test Practice Farthest German Armistice line, advance, 1914 1918 Directions: Choose the best Allied offensive, Indecisive battle answer to the following question. 1918 Allied victory The United States did not enter World War I until 1917. Which of the following was the most impor- tant factor in convincing the American public to 18. Location About how far from Paris was the Battle of support the war? Amiens? A German submarine attacks against American 19. Movement In which direction did Allied forces move merchant ships after the battle of Ypres? B Continued loss of troops and land by the 20. Location In what country were the battles of Amiens Russian army and Verdun fought? C Failure of the British and French to defeat Germany D The threat of a German invasion Technology Activity 21. Using the Internet Search the Internet to find out more Test-Taking Tip details about the time of the “Great War”—World War I. Use the information you find to create a chart titled This question asks you to remember a fact about “World War I—A Closer Look.” Focus on causes of the World War I. Since most Americans favored a war, methods of warfare, and the outcome of the war for policy of isolation, answer C is not a strong various countries. Include numbers of casualties and costs enough reason to change public opinion. of rebuilding.

CHAPTER 23 World War I 693 Creating a Special-Edition Newspaper

How did you learn about the latest exciting national or inter- national event? You probably heard or read about it in the mass media—newspapers, magazines, radio, and television. Through- out history the media have played a major part in shaping the opinions of Americans about national and international events. On November 7, 1918, Imagine you are a news reporter. Create a newspaper that orld War I to the American public. Americans read in the reports the events of W newspapers that ay It Was World War I had The W ended. Instantly peo- Today almost every American receives information from the ple poured into the mass media. The media did not always grab the public’s atten- streets to celebrate. tion so easily though. Before the late 1800s, newspapers simply However, in Europe, reported the news. In the late 1800s, however,hen many newspapers Americans fighting continued. started using sensational headlines. W The newspapers were picked up their papers and read “LUSITANIA SUNK BY A SUB- wrong! The war really ended three days later. MARINE, PROBABLY 1,260 DEAD,” they felt angry. Many called for revenge and war against the aggressor, which many newspapers claimed was Germany.orld WEventuallyar I. Throughout this outrage the war, led to America’s involvement in W while American soldiers fought with the Allies in Europe, their friends and family eagerly scanned the newspapers to learn what was happening on the war front. Americans relied on the newspapers to keep them up to date on the lat- est happenings. Now, create a special editionorld newspaper War I. to inform Americans of an event or battle of W ✓ paper and pen or pencil ✓ access to library and/or Internet resources ✓ newspapers or maga- zines ✓ tape or paste ✓ a typewriter or PC (optional)

694 After you have organized into groups of three or four, follow the directions below. Decide upon specific tasks for each member.

1. What is the subject of your special-edition 1 As a group, use your textbook or other newspaper? Why did your group select this sources to research and decide what topic? event, situation, or person(s) will be the 2. How did working with a group help you cre- focus of your special-edition World War I ate a better newspaper? How might your newspaper. newspaper be different if you had worked on 2 As a group, assign the following roles to it alone? group members: historian, journalist, 3. Analyzing Information What advice would illustrator/cartographer, and biographer. you give to a younger student who wants to 3 Individually, complete the research that become a newspaper reporter? relates to the role you have been assigned. Keep in mind that newspaper reporters focus on answering the “five W” questions when researching their stories: Who was involved, What hap- pened, When it happened, Where it happened, and Why it happened. Turn one of the feature stories in your 4 After you complete your research, write newspaper into a late-breaking radio one feature story from the viewpoint of broadcast. Before writing your broadcast, your role. (Remember to include the five consider how an audio story would be different from a written W’s!) Don’t forget to include a headline story. Read your broadcast to the class. that will catch readers’ attention. 5 Provide one another with constructive advice and revise the stories as needed. 6 Combine your final articles into a group newspaper. Work together to choose the best layout for the newspaper. Together, decide if the special-edition newspaper is complete. Is it missing some graphics? Would it look better with a cartoon or photograph? Are some of the stories too long or too short? Revise your newspaper if needed. 7 Distribute your special-edition newspaper to the class.

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