SECTION 1 The Great War Begins Getting Started BEFORE Y OU R EAD Take notes 5SE THE Interactive Reader and Study Guide on the TO FAMILIARIZE STUDENTS WITH THE SECTION MAIN I DEA READING F OCUS KEY T ERMS AND P EOPLE events leading up to the outbreak of war. CONTENT Europe in 1914 was on 1. Why was Europe on the brink Triple Alliance the brink of war. After an of war in 1914? Triple Entente Interactive Reader and Study Guide, assassination, the nations 2. Why did war break out? Franz Ferdinand Section 1 of Europe were drawn one Gavrilo Princip 3. What were the results of the by one into what would neutral fighting in 1914? World War I Begins Name ______Class ______Date ______be called the Great War, or Central Powers World War I World War I. Allied Powers Section 1
Western Front MAIN IDEA Europe in 1914 was on the brink of war. After an assassination, the nations of Europe were drawn one by one into what would be called the Great War, or World War I.
Key Terms and People How did an archduke’s trip lead On the day that the archduke visited Sarajevo, seven Triple Alliance partnership that united Germany, Austria-Hungary, and Italy Triple Entente alliance between France, Russia, and Great Britain to war? It seemed like a bad idea for members of the Black Hand positioned themselves around Franz Ferdinand archduke of Austria-Hungary whose assassination led to World War I Gavrilo Princip young Serbian who assassinated Franz Ferdinand and his wife Sophie the city to watch for him. One would-be assassin, 19-year- neutral taking no side in a conflict Austrian archduke Franz Ferdinand to Central Powers term for Germany and Austria-Hungary in World War I SAR YAY old Gavrilo Princip, had just stepped out of a sandwich Allied Powers term for Great Britain, France, Russia, and Serbia in World War I make a trip to the Bosnian city of Sarajevo ( -uh- -voh). Western Front series of trenches dug by both the Allied Powers and Central Powers in After all, Austria had taken over Bosnia and Herzegovina shop when Franz Ferdinand’s car pulled up in front of him. northern France, resulting in a deadlock Taking Notes just six years earlier, and many Bosnians were still bitterly Unable to believe his luck, Princip grabbed his pistol and As you read the summary, take notes on the events leading up to the outbreak of war in a graphic organizer like this one. Add boxes as needed. opposed to Austrian rule. fired, killing both the archduke and the archduke’s wife, Bosnia was also the home of many Serbs and ethnic Sophie. This assassination started a chain of events that, Slavs who were equally outraged by Austria’s actions. Ser- within weeks, would pull most of Europe into the largest war bian leaders hoped to expand Serbia by uniting the ethnic the world had ever seen. Slavs in Bosnia, but Austria-Hungary stood in the way. Now the future ruler of the Austro-Hungarian Empire was com- ing to pay a visit. Franz Ferdinand’s visit to Sarajevo fell on June 28, which was also St. Vitus Day, a holiday that symbolized Ser- Soldiers arrest Gavrilo Princip after Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. Modern Era Chapter 12 136 Interactive Reader and Study Guide bian unity. Members of a Serbian terrorist group known as he shoots Archduke Franz Ferdinand. the Black Hand plotted to kill Franz Ferdinand. CRF: Vocabulary Builder: Section 1
Taking Notes assassination of Archduke Ferdinand starts a chain of events; militarism, alliances, imperialism, and nationalism cause tensions in Europe A MURDER IN BOSNIA
WORLD WAR I 381
Teach the Main Idea At Level Events of World War I Materials: CHART PAPER 3. Review 5SING CHART PAPER CREATE A LARGE 1. Teach !SK STUDENTS THE 2EADING &OCUS CAUSES AND EFFECTS CHART FOR STUDENTS TO QUESTIONS TO TEACH THIS SECTION SEE &OR EACH SECTION HAVE VOLUNTEERS FROM EACH GROUP RECORD CAUSES AND EFFECTS THEY 2. Apply /RGANIZE STUDENTS INTO SMALL GROUPS DISCOVERED (AVE EACH GROUP CREATE A TWO COLUMN CHART LISTING SEVERAL CAUSES AND EFFECTS THEY 4. Practice/Homework (AVE EACH STUDENT IDENTIFY IN EACH SECTION OF THIS CHAPTER WRITE A ONE PARAGRAPH SUMMARY OF THE MAJOR EVENTS OF THE 'REAT 7AR Verbal-Linguistic, Visual-Spatial Alternative Assessment Handbook, Rubric 6: Cause and Effect
WORLD WAR I 381 Europe on the Brink of War CAUSES OF In 1914, rising tensions in Europe had the con- ORLD AR tinent on the brink of war. These tensions were W W I Reading Focus the result of four factors: militarism, alliances, MILITARISM imperialism, and nationalism. • European nations engage in a massive military buildup. Why was Europe on the brink of war Militarism Throughout the late 1800s and in 1914? rising tensions resulting from early 1900s, European countries had under- taken a massive military buildup. This milita- ALLIANCES militarism, alliances, imperialism, and rism was caused mostly by the desire to protect • European countries form partnerships to protect themselves. nationalism overseas colonies from other nations. Across Europe, the size of armed forces and navies Europe on the Brink of War had risen sharply, particularly in Germany. IMPERIALISM The growing power of Europe’s armed • Rival empires seek to keep power. Recall 7HY DID %UROPEAN NATIONS forces left all sides anxious and ready to act at BUILD UP THEIR MILITARY FORCES to the first sign of trouble. In this nervous envi- NATIONALISM protect their overseas colonies ronment, even a minor disagreement had the • People feel loyalty and devotion to potential to turn quickly into armed conflict. their country or culture. Summarize 7HAT DID THE LEADERS OF ALLIANCES IN THE LATE S BELIEVE Alliances Seeking to protect themselves from opposing armed forces, the nations of Europe that their alliances would keep the formed a series of alliances, or partnerships. southeastern Europe that was home to many peace, and that no single nation would For example, in the late 1800s, the so-called ethnic groups. In the early 1900s, some of Triple Alliance united Germany, Austria- attack another these ethnic groups were trying to break free Hungary, and Italy. France and Russia feared from the Ottoman Empire, which had ruled Predict 7HAT DO YOU THINK WILL HAP Germany’s growing power and formed their the Balkans for hundreds of years but was PEN BETWEEN THESE GROUPS OF ALLIES own alliance. Soon Great Britain joined with now nearing collapse. France and Russia in a less formal promise possible answer—When one nation is Some of the strongest nationalist tensions to cooperate—an entente (ahn- TAHNT ). France, in the Balkans were in Serbia. At the time, attacked, its allies will join to defend Russia, and Great Britain thus became known Serbia was an independent nation. Many eth- them, resulting in a larger war. as the Triple Entente . Leaders hoped that these nic Serbs, however, lived outside Serbia in other alliances would help keep the peace. They areas of the Balkans. Serbian leaders wanted believed that no single nation would attack to expand the nation’s borders and unite all another, since that action would prompt the their people in a “greater Serbia.” But Austria- attacked nation’s allies to join the fight. Hungary, the powerful empire to the north of Info to Know Imperialism The quest to build empires in Serbia, opposed any Serbian expansion, fear- the late 1800s and early 1900s had created ing that such growth might encourage ethnic Heart Surgery #ARDIAC SURGERY WAS lRST much rivalry and ill will among the nations of groups within Austria-Hungary to rebel. Ten- PERFORMED DURING 7ORLD 7AR ) )N Europe. Germany, France, Russia, and Great sions between Austria-Hungary and Serbs AUTHOR 3TEPHEN 0AGET WROTE THE OPINION Britain each saw themselves as great imperial would continue to rise in the early 1900s. nations. They believed they could not afford to THAT HEART SURGERY WAS IMPOSSIBLE AND Summarize Why was Europe stand by while a rival empire gained power. SHOULD NOT BE ATTEMPTED BY SURGEONS )N on the brink of war in 1914? HOWEVER "RITISH SURGEON 'EORGE Nationalism An important part of the rising 'REY 4URNER REMOVED A BULLET FROM A tensions in Europe was an increase in nation- alism beginning in the late 1800s. Nationalism War Breaks Out SOLDIERS HEART %VEN THOUGH THERE WAS NO is a strong devotion to one’s national group or In the midst of the tensions and resentment BLOOD BANK NO ANTIBIOTICS ONLY PRIMITIVE culture. In Europe, nationalism led to the for- the Serbs felt toward Austria-Hungary, the ANESTHESIA AND POOR LIGHTING AT THE TIME mation of new countries, including Germany archduke of Austria-Hungary, Franz Ferdinand , THE SOLDIER LIVED THROUGH THE SURGERY AND and Italy, and struggles for power. decided to visit the Bosnian city of Sarajevo The most visible of these power struggles (SAR -uh- YAY -voh). On June 28, 1914, as Franz WAS STILL LIVING IN WHEN THE CASE was in the Balkan Peninsula, a region of Ferdinand’s car drove through the Sarajevo WAS lNALLY REPORTED .EARLY HALF A CEN TURY AFTER 0AGETS STATEMENT HEART SURGERY 382 CHAPTER 12 AT LAST BECAME ACCEPTED AND TECHNIQUES ADVANCED RAPIDLY Differentiating Instruction At Level Research Required Causes of World War I Special Education Students Materials: Analyze 7HICH FACTOR LISTED IN THE CHART CHART PAPER )T MAY TAKE SEVERAL PRINTS TO COVER THE FULL MOST INmUENCED ETHNIC 3ERBS TO REBEL 1. 2EVIEW WITH STUDENTS THE LOCATIONS OF COUNTRIES BORDER (AVE STUDENTS ATTACH THE PRINTOUTS TO AGAINST !USTRIA (UNGARY G nationalism THAT BECAME INVOLVED IN 7ORLD 7AR ) THE OUTSIDE OF THE DRAWN MAPS USING ARROWS TO INDICATE WHICH SECTIONS THEY REPRESENT Quick Facts Transparency: Causes of 2. /RGANIZE STUDENTS INTO GROUPS OF FOUR OR lVE World War I !SSIGN EACH GROUP ONE BORDER AREA BETWEEN 4. "ASED ON THEIR OBSERVATIONS HAVE GROUP TWO NON ALLIED NATIONS MEMBERS WRITE THEIR PREDICTIONS ABOUT HOW THE LANDFORMS MIGHT AFFECT THE COURSE OF WAR AT 3. (AVE EACH GROUP lND AND TRACE A DETAILED THAT LOCATION !LLOW TIME FOR GROUPS TO SHARE Answers MAP OF ITS ASSIGNED AREA INCLUDING LANDFORM THEIR WORK Interpersonal, Visual-Spatial Reading Check rising tensions DETAILS AND ROUTES ACROSS THE BORDERS !SK EACH , Rubrics 20: as result of militarism, alliances, GROUP TO SELECT A MEMBER TO lND AND PRINT Alternative Assessment Handbook Map Creation; and 30: Research imperialism, and nationalism OUT DETAILED AERIAL PHOTOS OF THE BORDER AREA 382 WORLD WAR I B ATTLES, 1914 "MMJFE1PXFST $FOUSBM1PXFST /PSUI 48&%&/ TU.BTVSJBO-BLFT B /FVUSBMOBUJPOT 4FB F %&/."3, 4 4FQU D MUJ % "MMJFE1PXFSTBEWBODF 6/*5&% B P # O ,*/(%0. 3 $FOUSBM1PXFSTBEWBODF /&5)&3-"/%4 Reading Focus &MC TU:QSFT F3 'SPOUMJOF 3644*" 0DUo/PW 5BOOFOCFSH 0E "MMJFE1PXFSTWJDUPSZ ¡/ -POEPO #FSMJO FS "VHo4FQU #&-(*6. 3 $FOUSBM1PXFSTWJDUPSZ Why did war break out? Austria- (&3."/: &"45&3/ '30/5 %OJF 'SPOUJFST QFS3 "VH Hungary blamed Serbia for the assassi-
1BSJT -69 %OJ FTU nation of Archduke Ferdinand, leading "6453*" FS "5-"/5*$ TU.BSOF F3 OVC )6/("3: 3 4FQU %B to war between both countries’ allies. 0$&"/ 7JFOOB #VEBQFTU 8&45&3/ 48*5; '30/5 '3"/$& 1P3 War Breaks Out 30."/*" #MBDL4FB *5"-: & 4BSBKFWP CS ¡8 P Recall 7HICH COUNTRY DID 'ERMANY 4&3#*" 3 #6-("3*" .JMFT 5 $POTUBOUJOPQMF ATTACK ON ITS WAY TO INVADE &RANCE BHVT3 ,JMPNFUFST .0/5&/&(30 3PNF "[JNVUIBMFRVBMBSFBQSPKFDUJPO Belgium 10356("- 41"*/ "-#"/*" ¡/ 0550."/ (3&&$& &.1*3& Explain 7HY DID 'ERMANY DECLARE
.FEJUFSSBOFBO ¡&
¡ 4FB WAR ON 2USSIA Germany, an ally of
¡&
GEOGRAPHY Austria-Hungary, saw Russia’s plan to SKILLS INTERPRETING MAPS support the Serbs as a threat. 1. Location Where was the Western Front located at this time? Russian Advancement What were the results of the major battles fought there? (AVE STUDENTS REFER TO THE MAP AND 2. Movement Describe the movements of the Allied Powers and streets, a young Serbian man, Gavrilo Princip, PROPOSE AN ALTERNATE POSITION FOR THE opened fire with his pistol, killing the archduke the Central Powers. and the archduke’s wife, Sophie. ADVANCE OF 2USSIA 5SE STICKY NOTES ON A WALL MAP IF AVAILABLE TO INDICATE The Impact Princip was arrested after the PROPOSED 2USSIAN POSITIONS (AVE assassination. When he was identified as a Serb, west and then head east to fight Russia. Ger- Austria-Hungary decided to use the murder as man leaders believed this strategy would be STUDENTS DISCUSS AND EXPLAIN THEIR an excuse to punish Serbia. Austria-Hungary effective because Russia’s vast size meant that IDEAS Visual-Spatial the Russian military would need some time to made a series of humiliating demands of Ser- Alternative Assessment Handbook, bia and then declared war on July 28, 1914. move toward the German border. Russia, a country with many people of Germany began with a quick strike into Rubric 6: Cause and Effect Slavic ethnicity, had previously promised to Belgium, which was located between Germany Map Transparency: World War I support the Serbs if Austria-Hungary attacked. and France. Belgium was a neutral country, Battles, 1914 When Russia prepared to fulfill its promise to or a country that takes no side in a conflict. the Serbs, Austria-Hungary’s ally Germany Still, Germany planned to sweep through that CRF: Biography: Sophie, Duchess von saw the Russian action as a threat. Germany country and then move on to France. Germa- Hohenberg declared war on Russia and then on Russia’s ny’s attack on a neutral country led Great ally, France. Thus, Europe’s alliances and rival- Britain to declare war on Germany. READING ries turned the action of a single assassin into The main players of what came to be called SKILLS a major conflict. World War I, or the Great War, were now in Understanding Sequencing In place. Germany and Austria-Hungary made what order did the Fighting Begins Located in central Europe, up one side, known as the Central Powers . Allied Powers Germany faced a war on two fronts—against Great Britain, France, Russia, and Serbia were become involved in Russia to the east and France to the west. known as the Allied Powers . the war? Years earlier, German military planners had Sequence What events led developed the Schlieffen Plan, which called for to the outbreak of World War I? German troops to quickly defeat France in the Answers WORLD WAR I 383 Reading Skills Germans attack Belgium, Great Britain declares war on Germany, French and British fight in Skills Focus: Interpreting Movement Maps At Level Battle of the Frontiers, Russia attacks Germany from east Social Studies Skill Prep Required Troop Strength Interpreting Maps 1. along the border of Germany and France; refer to map; Materials: ONE BLACK OUTLINE MAP PER STUDENT 3. 5SING THE PUNCH OUTS TO REPRESENT EACH GROUP 2. The Central Powers advanced toward GLUE PUNCHED HOLES FROM TWO COLORS OF PAPER OF TROOPS HAVE STUDENTS DISTRIBUTE Russia to the east, France to the west, 1. $ISTRIBUTE BLACK OUTLINE MAPS OF %UROPE TO THE APPROPRIATE NUMBER OF TROOPS AS THEY and Serbia to the south; the Allied Powers EACH STUDENT 2EVIEW THE NUMBERS OF TROOPS WERE LIKELY TO HAVE BEEN PLACED BY THE !LLIED advanced along the Eastern Front. SHOWN ON THE 'EOGRAPHY 3TARTING 0OINTS MAP 0OWERS AND THE #ENTRAL 0OWERS 5SE DIFFERENT Reading Check Serbian Gavrilo %UROPEAN !LLIANCES AND -ILITARY &ORCES COLORS TO REPRESENT EACH ALLIED GROUP $ISPLAY Princip killed Austrian Archduke STUDENT WORK Visual-Spatial Ferdinand and his wife; Germany (an 2. (AVE STUDENTS LIGHTLY PENCIL IN THE FRONT LINES ally of Austria-Hungary) declared war AND THE ARROWS REPRESENTING ADVANCES FROM THE Alternative Assessment Handbook, Rubric 20: Map Creation on Russia (an ally of Serbia); Germany MAP ON THIS PAGE $ISTRIBUTE PILES OF TWO COLORS attacked Belgium; Great Britain declared OF PAPER PUNCH OUTS TO EACH ROW OF STUDENTS war on Germany 383 FACES OF HISTORY trous. In the Battle of Tannenberg, German Friedrich Wilhelm Viktor forces crushed the Russian invasion. Kaiser Albert became emperor The Russian attack had failed to defeat of Germany when he was the Germans, but it succeeded in distracting Reading Focus WILHELM II only 29 years old. Wil- German forces from their advance on France. 1859–1941 helm believed the ideal This distraction allowed Allied forces to collect ruler was someone who themselves and turn on the German invaders. What were the results of the fighting in would make a nation powerful and respected. He was determined to 1914? Both sides suffered heavy losses; make Germany a world power. Trench Warfare Begins In the Battle of Russia attacked East Prussia; trench Under Wilhelm’s rule, the German armed forces underwent a mas- the Marne in early September 1914, the Allied sive expansion. Wilhelm believed that his personal relationships with troops succeeded in driving the Germans back. warfare began; the war became a the leaders of Great Britain and Russia would help prevent war, but he After retreating, German forces dug a series of bloody stalemate. was mistaken. His aggressive, tactless actions, combined with his desire trenches, or deep ditches, along the Aisne ( AYN ) to build a powerful German military, helped lead the world into a River and awaited the Allied attack. One Brit- Fighting in 1914 devastating war. ish soldier described the German trenches: Find the Main Idea How did Wilhelm help cause World War I? Identify 7HAT WAS THE NAME OF THE HISTORY’S VOICES DISASTROUS 2USSIAN BATTLE The Battle “[German] infantry are holding strong lines of trenches among and along the edge of the numer- of Tannenberg Fighting in 1914 ous woods which crown the slopes. These trenches Identify Cause and Effect 7HAT are elaborately constructed and cleverly concealed. Germany’s plans for a swift victory in France In many places there are wire entanglements. ” EFFECT DID THE 2USSIAN ATTACK ON %AST soon failed. By the end of 1914, the Great War —British colonel Ernest Swinton, September 18, 1914 'ERMAN TERRITORY HAVE ON THE 7ESTERN had become a bloody stalemate. From their strongly defended trenches on &RONT It distracted the Germans and the Aisne, the Germans were able to fight back Early Battles Beginning in August 1914, the Allied forces. But the Allied forces soon dug removed pressure on France. German troops fought French and British trenches of their own. As a result, German and forces in a series of clashes known as the Bat- CRF: History and Geography: World Allied positions would change little in the com- tle of the Frontiers. Both sides suffered heavy War I: Early Fighting ing months, despite a series of major battles. losses, but the result was a German victory. The deadlocked region in northern France While France was struggling to fight off became known as the Western Front . Germany during the Battles of the Frontiers, Russia attacked German territory from the Summarize What were the east. The results for the Russians were disas- major events of the fighting in 1914?
go.hrw.com SECTION 1 ASSESSMENT Online Quiz Close Keyword: SHL WW1 HP (AVE STUDENTS EXPLAIN HOW ALLIANCES Reviewing Ideas, Terms, and People Critical Thinking CAUSED 7ORLD 7AR ) TO EXPAND QUICKLY 1. a. Identify What were the Triple Alliance and the Triple 4. Identify Cause and Effect Using your notes on the section Entente ? and a graphic organizer like the one below, explain how the Review b. Explain Why do you think European governments expanded events of the late 1800s and early 1900s led up to the out- the size of their armed forces? break of World War I. Online Quiz, Section 1 c. Draw Conclusions How did the increased size and power of military forces make fighting more likely? Assess 2. a. Describe What was the crime that led to the start of World War I? SE Section 1 Assessment b. Make Inferences After Franz Ferdinand was killed, why do you think that Austria-Hungary chose to take the actions it did? 5. Persuasion Write notes for a speech that a European leader Progress Assessment: Section 1 Quiz c. Develop How might Germany have worked to stop the war trying to prevent the outbreak of war might have given in July 1914. Use details from the chapter in your notes. Alternative Assessment Handbook from beginning? 3. a. Recall What forces fought in the war’s first major battle? b. Analyze How did the construction of trenches affect the war Reteach/Intervene in 1914? Interactive Reader and Study Guide, Section 1 384 CHAPTER 12 Interactive Skills Tutor CD-ROM Section 1 Assessment Answers
1. a. The Triple Alliance united Germany, c. possible answer—Germany could have Austria-Hungary, and Italy. The Triple Entente avoided attacking Serbia’s allies. Answers included France, Russia, and Great Britain. 3. a. German troops fought French and British Faces of History was aggressive and b. possible answer—to protect overseas b. Trench warfare would cause higher tactless, determined to make Germany a colonies from other nations casualties. c. The growing power of Europe’s armed world power 4. buildup of armed forces in Europe; alliances forces left all sides ready for war. Reading Check Germany advanced formed; assassination of Archduke Franz though Belgium to attack France; Russia 2. a. the assassination of Archduke Franz Ferdinand; Germany invaded Belgium and attacked East Prussia; Russians crushed Ferdinand and his wife by Gavrilo Princip France; Great Britain and Russia join the war in Battle of Tannenberg; British and b. possible answer—Austria-Hungary opposed 5. possible speech topics—alliances will not French forces regrouped; millions died or Serbian expansion, so they used the assassina- prevent war; militarism should be avoided; were wounded; trench warfare resulted tion as an excuse to punish Serbia. in a stalemate nationalism and imperialism may lead to war 384 SECTION 2 A New Kind of War Getting Started BEFORE Y OU R EAD Take notes 5SE THE Interactive Reader and Study Guide on the TO FAMILIARIZE STUDENTS WITH THE SECTION MAIN I DEA READING F OCUS KEY T ERMS weapons and technology of the battlefield and the CONTENT With the introduction of 1. How was the World War I trench warfare events of the war. new types of warfare and battlefield different than total war Interactive Reader and Study Guide, new technologies, World those of earlier wars? propaganda Section 2 War I resulted in destruc- 2. How did the war affect the Battle of Verdun tion on a scale never home front? Gallipoli Campaign Name ______Class ______Date ______before imagined. 3. genocide World War I What happened on the Section 2 Western Front? MAIN IDEA With the introduction of new types of warfare and new technologies, World War I 4. How did the war spread resulted in destruction on a scale never before imagined. around the world? Key Terms and People trench warfare war fought from trenches total war war that requires the use of all of society’s resources propaganda information designed to influence people’s opinions Battle of Verdun battle in which Germany tried to kill as many French soldiers as possible, believing the French could not bear to see this historic city captured Gallipoli Campaign Allied effort to destroy the Central Powers’ guns and forts that lined POISON the Dardanelles genocide the deliberate destruction of a racial, political, or cultural group
Taking Notes As you read the summary, take notes on the weapons and technology of the FROM THE SKY battlefield and the events of the war in a graphic organizer like this one.
Can you protect yourself against the air? The exhausted British soldiers were taking a break from the bitter fighting with German forces. In the distance, they could see the other end of their own line of trenches. This section was occupied by British allies, including soldiers from Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. Modern Era Chapter 12 139 Interactive Reader and Study Guide France and from the French colony of Algeria. The resting British soldiers noticed a curious thing. Floating through the air from the German CRF: Vocabulary Builder: Section 2 lines toward the Allied trenches was a slow- moving cloud of yellowish smoke. Soon, from the direction of the strange cloud came a steady Taking Notes stream of running men, throwing away clothing, soldiers on the battlefields face miserable life equipment, and anything else that might slow Gas masks were vital equipment for in the trenches; new weapons such as poison them down. soldiers in the World War I trenches. The British were at first horrified at what they thought gas, machine guns, tanks, and faster aircraft was the cowardly retreat of the French and Algerians. They used; Ottoman Empire joins Central Powers; soon learned, however, that the terrified men had good The World War I Battlefield Italy joins Allied Powers; war spreads to Asia reason to run. The yellow cloud that had floated into their and Africa trenches was chlorine gas, a deadly poison. When inhaled, Poison gas and the other new weapons developed dur- this gas damages lung tissue and causes victims to cough ing World War I were a response to a massive deadlock. go.hrw.com violently and choke. In some cases, the gas kills. By the end of 1914, two systems of trenches stretched Online Resources The poison gas used against the Allied troops was for hundreds of miles over western Europe. Across the one of many new weapons that first appeared in World Western Front, millions of Allied and Central Powers KEYWORD: SHL WW1 War I. Together these weapons produced a horrifying soldiers lived in these trenches, surrounded by flying ACTIVITY: Propaganda level of death and destruction. bullets, bombs, and grenades. Poster
WORLD WAR I 385
Teach the Main Idea At Level A New Kind of War 1. Teach !SK STUDENTS THE 2EADING &OCUS 3. Review (AVE GROUPS SHARE THEIR NEWSPAPER QUESTIONS TO TEACH THIS SECTION ARTICLES WITH THE CLASS !S YOU REVIEW THE 2. Apply /RGANIZE STUDENTS INTO SMALL GROUPS SECTION HAVE STUDENTS REVISE THEIR ARTICLES AS 7RITE THESE TOPICS FOR ALL TO SEE /N THE NEEDED "ATTLElELD !T (OME !ROUND THE 'LOBE 4. Practice/Homework (AVE EACH STUDENT (AVE GROUPS WRITE NEWSPAPER ARTICLES ABOUT WRITE A LIST OF CHANGES FOR EACH OF THE THREE THE CHANGES WAR BROUGHT TO THESE THREE LOCATIONS COVERED Interpersonal, Visual- AREAS 'ROUP MEMBERS SHOULD WRITE ARTICLES Spatial ABOUT EACH TOPIC Alternative Assessment Handbook, Rubrics 14: Group Activity; and 23: Newspapers
385 Trench Warfare The idea of trench warfare , result, each side turned to new weapons and or fighting from trenches, was not new. Soldiers technology to win the war. The use of had long hidden behind mounds of earth for Poison gas was one of the new weapons chemical weapons safety. But no one had ever experienced trench used in the war. Different types of gas could like poison gas Reading Focus was outlawed warfare on the scale seen in Europe in 1914. blind, choke, or burn the victims. Gas killed or in 1997 by the Life in the trenches was often miser- injured thousands of people, but its value was Chemical Weapons able. Rainstorms produced deep puddles and limited. A change in wind direction, for exam- How was the World War I battlefield Convention. thick mud, and sanitation was a constant ple, could blow the gas back toward the troops different than those of earlier wars? problem. Sometimes removing dead bodies who had launched it. Also, both sides developed gas masks, which provided some protection. poison gas, new weapons, trench from trenches or the surrounding area was impossible. Lice, rats, and other unpleasant Other new weapons were far more effective. warfare creatures were always present. For example, rapid-fire machine guns came Occasionally soldiers would be ordered “over into wide use during the war. Modern indus- The World War I Battlefield the top” of their trench to attack the enemy. try also produced artillery and high-explosive They would jump out of their trench and sprint shells with enormous destructive power. Recall 7HERE DOES THE TERM hNO across the area between opposing trenches, MANS LANDv COME FROM from the called no-man’s-land. As they ran, many were Tanks and Aircraft Both tanks and aircraft dangerous open area between trenches cut down by enemy guns. Thousands of sol- were first used in World War I. Tanks, armored diers on both sides died in no-man’s-land, their vehicles that could cross rough battlefield ter- Compare )N WHAT WAY WERE THE bodies left where they fell. rain, were pioneered by the British. Because NEW TRENCHES DIFFERENT FROM EARLIER reliability was a problem, however, they would not make a contribution until late in the war. WARFARE Soldiers had long hidden New Weapons Neither the Allies nor the Central Powers were able to make signifi- Aircraft, on the other hand, were useful behind mounds of earth for safety, but cant advances past the enemy’s trenches. As a from the beginning. At the start of the war, few now systems of trenches stretched for hundreds of miles. Interactive Identify Cause and Effect 7HAT HISTORY CLOSE- UP DEVELOPMENTS RESULTED FROM THE TRENCH WARFARE STALEMATE new technol- Trench Warfare ogy such as gas warfare, tanks, and aircraft It was nearly impossible to capture an enemy trench, protected as it was by machine guns, rows of barbed wire, and armed soldiers. As a result, trench warfare turned into a stalemate. Countless troops died in the trenches, with little real effect on the war. 2ECENT 3CHOLARSHIP
(ISTORIAN (EW 3TRACHAN TAKES A LESS TRADITIONAL STANCE IN HIS BOOK The First World War, WHICH DESCRIBES THE WAR AS LESS ABOUT SOLDIERS COURAGE AND Soldiers fired artillery MORE ABOUT A RACE FOR THE LATEST shells containing poison WARFARE TECHNOLOGY !CCORD gas into enemy trenches. ING TO 3TRACHAN 7ORLD 7AR ) GENERALS FOCUSED MAINLY ON NEW WEAPONS AND TACTICS RATHER THAN ON TROOP STRENGTH AND 386 BRAVERY The First World War CHAPTER 12 ALSO OUTLINES THE FAR REACHING EFFECTS OF THE WAR AND DISCUSSES Differentiating Instruction Above Level HOW IT AFFECTED SOLDIERS Advanced Learners/Gifted and Talented Research Required The First World War BY (EW 3TRACHAN 6IKING 1. 2EMIND STUDENTS THAT TANKS AND AIRCRAFT WERE 4. !SK EACH GROUP TO CREATE A DETAILED POSTER DEVELOPED FOR BATTLElELD USE IN 7ORLD 7AR ) ILLUSTRATING AND EXPLAINING THE CAPABILITIES OF 2. /RGANIZE STUDENTS INTO GROUPS OF FOUR OR THE VEHICLES THEY ARE RESEARCHING AND THEIR lVE 'ROUPS SHOULD DESIGNATE AN ILLUSTRATOR VALUE IN THE BATTLElELD !LLOW TIME FOR GROUPS A RESEARCHER AND TWO OR MORE CAPABILITIES TO PRESENT THEIR POSTERS Interpersonal, ANALYSTS (AVE EACH GROUP CHOOSE EITHER TANKS Visual-Spatial OR AIRCRAFT OF 7ORLD 7AR ) AS THEIR SUBJECT Alternative Assessment Handbook , Rubrics 28: Posters; and 30: Research 3. (AVE GROUPS CONDUCT RESEARCH ABOUT THE DEVELOPMENT OF THEIR VEHICLE TYPE 4ELL STUDENTS TO FOCUS ON NEW DEVELOPMENTS AND CAPABILITIES AS WELL AS THE APPEARANCE OF THEIR VEHICLE TYPE
386 CHAPTER 12 aircraft existed, and they were used mainly Government Actions In some countries, to observe enemy positions. Soon, mechanics new controls resulted in changes to the nation’s began to attach machine guns to airplanes, and industries and economy. Factories began to pro- pilots began to drop bombs from the air. As the duce military equipment. Civilians conserved war dragged on, new, faster airplanes proved food and other goods for military use. useful in attacking battlefields and cities. Governments also sought to control pub- Reading Focus Despite the new technologies, however, lic opinion. They censored newspaper reports neither side was able to gain an advantage about the fighting, worried that truthful How did the war affect the home front? on the battlefield. Trench warfare, with all its descriptions of casualties might discourage the Involved nations’ governments took miseries, dragged on. public. Governments also created propaganda , control of the lives of their people and information designed to influence people’s Summarize How did new opinions, in order to encourage support of the women entered the workforce. technology affect the World War I battlefield? war effort. Posters, pamphlets, and articles urged people to volunteer or told stories of the War on the Home Front enemy’s brutal actions. War on the Home Front Describe 7HAT IS TOTAL WAR the The nations fighting in World War I soon real- tactic of using all of society’s resources ized that winning this new type of war would to fight a war require the use of all of society’s resources. This tactic is called total war . Governments began Rate 7HAT IS YOUR OPINION OF THE USE to take stronger control of their citizens’ lives. OF PROPAGANDA AND CENSORSHIP
German zeppelins—large, gas- possible answer—It would unify filled airships—bombed British people to support the war effort, but it and French trenches and cities. is wrong to keep people from knowing about what is happening.
Airplanes fought in the skies above the trenches, firing on soldiers below. 3OME WARTIME MUSIC REmECTED PROPAGANDAS POSITIVE SPIN ON THE WAR ,OCATE SOME RECORDINGS AND SHARE THEM WITH YOUR CLASS
Machine guns fired hundreds About the Illustration of bullets each minute and were used to defend trenches This illustration is an artist’s conception based against enemy attacks. on available sources. Historians, however, are uncertain exactly what this scene looked like. Skills FOCUS INTERPRETING VISUALS
Analyze What role did new weapons and Armored tanks could military tactics play in trench warfare? Use flatten barbed wire and details from the image to support your answer. cross enemy trenches. go.hrw.com COULD YOU Go online for a closer look HAVE SURVIVED ? at survival and this event. Keyword: SHL WW1
WORLD WAR I 387
Skills Focus: Recognizing Bias in Primary Sources At Level Answers Reading Like a Historian Skill Influencing Public Opinion History Close-Up New weapons and tactics made fighting deadlier— 1. 4ELL STUDENTS THAT GOVERNMENTS OF NATIONS KNOWN MELODY SUCH AS h(APPY "IRTHDAYv OR zeppelins and airplanes fired from the INVOLVED IN 7ORLD 7AR ) FELT A NEED TO INmUENCE h#LEMENTINEv 4ELL STUDENTS THAT THEIR LYRICS skies; machine guns fired hundreds of PUBLIC OPINION 4ELL STUDENTS THAT CATCHY TUNES SHOULD REPRESENT THE POSITIVE ATTITUDE THAT bullets per minute; tanks crossed enemy OFTEN PAINTED A ROSY PICTURE OF THE WAR THE GOVERNMENT WOULD HAVE WANTED TO USE IN trenches. 2. /RGANIZE STUDENTS INTO SMALL GROUPS (AVE EACH PROPAGANDA Reading Check New technologies GROUP CONDUCT RESEARCH USING RELIABLE ONLINE OR 4. %NCOURAGE VOLUNTEERS TO SING OR RECITE THEIR such as poison gas and rapid-firing PRINT SOURCES TO LOCATE 7ORLD 7AR ) PROPAGANDA SONGS TO THE CLASS Interpersonal, Auditory- machine guns made the battlefield more dangerous; faster airplanes proved 3. Musical 5SING THE PROPAGANDA MATERIAL FOUND IN useful in attacking battlefield positions, , Rubrics 14: THEIR RESEARCH AS A MODEL HAVE GROUPS CREATE Alternative Assessment Handbook factories, and cities; neither side was Group Activity; and 26: Poems and Songs PROPAGANDA BY WRITING NEW LYRICS TO A WELL able to gain an advantage. 387 Linking TO Today
A nurse works in a World Women in War War I hospital. Reading Focus In World War I, only a few hundred to non-combat roles, but some women fought as soldiers, nearly fought as soldiers or as part of What happened on the Western Front? all in the Russian army. These sol- organized resistance movements. diers were the exceptions. Today, women serve in many of the France and Germany both suffered Most women who wanted to world’s armed forces, filling roles enormous casualties in the Battle help the war effort had only two ranging from soldiers on the front of Verdun; the Battle of the Somme options: assist on the home front lines to support staff on the home resulted in enormous casualties for or work as nurses for the armed front. the British and Germans; Germans forces. Thousands of women chose Summarize How defeated British in the Third Battle of to serve as nurses. Many worked in has the role of women hospitals or medical-aid stations Ypres; front lines remained unchanged. in war changed since near the war’s front lines, where World War I? they faced terrible conditions Battles on the while helping wounded soldiers. Western Front The role of women in the armed An American soldier forces began to change slowly fires a machine gun. Recall 7HAT MADE THE 6ERDUN LOCATION after the war. In World War II, SPECIAL TO THE &RENCH It had been an most women were still limited important fortress since Roman times. Explain 7HAT DID THE 'ERMANS MEAN Women and the War With millions of The Battle of Verdun Meanwhile, the Ger- BY SAYING THEY WOULD hBLEED &RANCE men at battle, much of the work on the home mans were making plans for an assault on the front was done by women. Some worked in French fortress of Verdun. Verdun had been an WHITEv Germany intended to kill as factories producing weapons and other war important French fortress since Roman times. many French soldiers as possible. supplies. These women helped send important German leaders believed that the French, Evaluate 7AS "RITAIN SUCCESSFUL IN shipments of food and weapons to the front unable to bear seeing the city captured, would lines. Others served as nurses to wounded sol- defend it at all costs. The Battle of Verdun was REACHING THEIR GOAL FOR THE "ATTLE OF diers. The contributions women made during meant solely to kill or injure as many French THE 3OMME possible answer—Only the war helped transform public views of what soldiers as possible—to “bleed France white,” partly: many Germans were killed, but women could do. In some countries, this change said the German commander. there was no major breakthrough. helped women finally win the right to vote. From the start of the battle in February 1916 to its end that December, France suffered Find the Main Idea CRF: Biography: Edith Wharton some 400,000 casualties. Germany, however, In what ways did the war affect the home front? endured nearly as many. The battle left both sides weakened, and the stalemate continued.
Battles on the Western Front The Battle of the Somme The British While people on the home front supported their launched their own attack, intended partly Info to Know troops, the war in Western Europe was going to pull German troops away from Verdun, in June 1916. This British attack took place in Women’s Roles )N ADDITION TO WORKING badly for the Allied Powers. In 1915, a series of battles had resulted in many Allied casualties. the Somme River area of France. AT CRITICAL JOBS AND SERVING IN %UROPE The Battle of the Somme was the main !MERICAN WOMEN CONTRIBUTED TO THE The Italian Front In May 1915, Italy entered Allied assault during 1916. On the first day World War I by joining the Allied Powers. Ita- of fighting alone, the British suffered nearly !LLIES WAR EFFORT IN ANOTHER IMPORTANT ly’s first move was to send its forces against 60,000 casualties. Just as in the Battle of Ver- WAY BY CONSERVING FOOD 3OME MILLION Austria-Hungary on the Italy-Austria border. dun, by the time fighting ended in December HOMEMAKERS SIGNED PLEDGE CARDS DISTRIB In a long series of back-and-forth battles, Italy 1916 there had been no major breakthroughs. UTED BY THE GOVERNMENT PROMISING NOT TO made little progress. Both sides lost an enormous number of troops. SERVE MEAT ON -ONDAYS TO CONSERVE OTHER 388 FOODSTUFFS AND TO GROW THEIR OWN VEG CHAPTER 12 ETABLES IN h6ICTORY 'ARDENSv )N RETURN THEY RECEIVED STICKERS TO DISPLAY IN THE Collaborative Learning At Level WINDOWS OF THEIR HOMES INDICATING THAT Research Required THEY WERE COOPERATING WITH THE WAR EFFORT Women of the New Century 1. 2EMIND STUDENTS THAT PRIOR TO 7ORLD 7AR 3. (AVE STUDENTS ASSIGN SPECIlC TASKS TO EACH ) MOST WOMEN WORKED IN THEIR HOMES 4ELL GROUP MEMBER NOTE TAKING COMPILING Answers STUDENTS THAT THERE WERE RARE EXCEPTIONS IN RESEARCH ETC 0RESENTATIONS SHOULD INCLUDE AN Linking to Today Today, women fill WHICH WOMEN MADE HISTORY AND FURTHERED THE ILLUSTRATION OR PHOTOGRAPH OF THE PERSON AND many roles in the armed forces, ranging CAUSE OF WOMENS RIGHTS HER MOST IMPORTANT ACCOMPLISHMENTS from soldiers on the front lines to support 2. /RGANIZE STUDENTS INTO SMALL GROUPS (AVE 4. (AVE EACH GROUP PREPARE A SHORT PRESENTATION staff on the home front, whereas in World STUDENTS CONDUCT RESEARCH ABOUT WOMEN WHO TO SHARE WITH THE CLASS Verbal-Linguistic War I women were mostly nurses. MADE AN IMPACT ON THE EARLY TWENTIETH CENTURY Alternative Assessment Handbook, Rubrics 14: Reading Check The government SUCH AS -ARIE #URIE OR !MELIA %ARHART %ACH Group Activity; 24: Oral Presentations; and 30: took over factories; civilians conserved GROUP SHOULD SELECT A DIFFERENT PERSON Research food and materials; propaganda was produced; women joined the work force. 388 The Third Battle of Ypres The year 1917 The Gallipoli Campaign A new power had went badly for the Allies. That spring, a failed entered the battle on the Eastern Front in late French offensive caused rebellion among some 1914, when the Ottoman Empire joined the French soldiers. In July, the British began an Central Powers. The vast empire was weaken- offensive near Ypres (ee-pruh), Belgium, where ing, but it still had a vital location. The Otto- two earlier German attacks had taken place. mans controlled an important sea passage Reading Focus The Third Battle of Ypres was a disaster for called the Dardanelles (dahr-den- ELZ ), which the British, who ended the attack in November. was part of the water route between the Black How did the war spread around the After three years of battle in western Europe, Sea and the Mediterranean. The Allies used world? over 30 nations officially took the front lines were virtually unchanged. the Dardanelles to ship supplies to Russia. sides; Ottoman Empire joined Central To destroy the guns and forts that lined the Summarize What was the Dardanelles, the Allies landed a force on the Powers; war fought in Asia, in the result of the battles on the Western Front? Gallipoli Peninsula in the spring of 1915. After Pacific, and in Africa; Allied colonists months of fighting and nearly 200,000 casual- contributed to the war War around the World ties, the Allies gave up. The Gallipoli Campaign was a failure. War around the World Much of the early fighting took place in The Ottoman Empire did suffer a major Europe, but the conflict quickly became a true loss later in the war when its subjects in the Recall (OW DID THE STALEMATE INmU world war as fighting spread around the globe. Arabian Peninsula rebelled. To take advantage ENCE WARRING NATIONS They had to look Over 30 nations officially took sides in the war, of this revolt, the British sent officer T. E. Law- elsewhere for ways to win the war. and other countries became involved in less rence to support the Arabs. With Lawrence’s formal ways. help, the Arabs overthrew Ottoman rule. Identify 7HERE WAS THE SPECIAL DEFENSIVE POSITION CONTROLLED BY THE /TTOMAN %MPIRE the Dardanelles, WORLD WAR I B ATTLES, 1915–1917 which connected the Black Sea and the Mediterranean "MMJFE1PXFST /PSUI $FOUSBM1PXFST 48&%&/ B Analyze (OW DID THE /TTOMAN 4FB %&/."3, F 4 3644*" /FVUSBMOBUJPOT UJD 6/*5&% BM %MPIRE AFFECT THE WAR helped Central ,*/(%0. # 'BSUIFTU$FOUSBM /&5)&3-"/%4 1PXFSTBEWBODF Powers win Battle of Gallipoli &M CF "MMJFE1PXFSTWJDUPSZ SE:QSFT 3 +VMZo/PW $FOUSBM1PXFSTWJDUPSZ Map Transparency: World War I 0 EF ¡/ -POEPO #FSMJO S 6OEFDJEFEPVUDPNF #&-(*6. 3 -VUTL &"45&3/ Battles, 1915–1917 +VOF 7JNZ3JEHF '30/5 (&3."/: %O "QSJM JFQF $BNCSBJ S3 4PNNF /PWo%FD +VMZo/PW -69 7FSEVO 1S[FNTZM %O ¡8 1BSJT JFT UFS 'FCo%FD 4FQUo.BSDI OE.BSOF 3 F3 +VMZo"VH OVC Interpreting Maps "5-"/5*$ %B 7JFOOB #VEBQFTU 0$&"/ 8&45&3/ World War I Battles, '30/5 48*5; "6453*")6/("3: $BQPSFUUP 1915–1917 '3"/$& 0DUo/PW 1P %BOVC 3 F3 30."/*" #MBDL4FB Location 7HICH NATIONS IN THE #ENTRAL *5"-: & C 4BSBKFWP SP 0OWERS GUARDED THE ENTRANCE TO THE "LACK 3 4&3#*" #6-("3*" 3EA Bulgaria and the Ottoman Empire T HV $POTUBOUJOPQMF 5B 3 GEOGRAPHY 3PNF .0/5&/&(30 Human/Environment Interaction SKILLS41"*/INTERPRETING MAPS "-#"/*" (BMMJQPMJ ¡/ "QSJMo%FD 7HAT FACTORS WOULD HAVE MADE DELIVERY Location What were the results of the major (3&&$& OF GOODS TO 2USSIA MORE DIFlCULT VIA THE battles fought on the Western Front during 0550."/ .FEJUFSSBOFBO ¡& &.1*3& "ALTIC 3EA The Central Powers had con- this time? ¡ 4FB
¡&
.JMFT trol of much of the Baltic Sea and extreme
,JMPNFUFST winter cold would cause transportation "[JNVUIBMFRVBMBSFB QSPKFDUJPO problems in northwestern Russia. WORLD WAR I 389
Skills Focus: Evaluating Information on the Internet Above Level Social Studies Skill Research Required The Armenian Massacre 1. 2EMIND STUDENTS THAT DURING 7ORLD 7AR ) 3TUDENTS SHOULD RECORD THE 52,S PUBLISHERS MANY PEOPLE ACCUSED THE 4URKS OF !RMENIAN COPYRIGHTS AND AUTHORS OF EACH SITE THEY USE IN GENOCIDE 4ELL STUDENTS THAT SINCE THE 4URKS HAD A THEIR RESEARCH DIFFERENT VIEW OF THIS RESEARCH ON SUCH A SUBJECT 3. (AVE STUDENTS IN EACH GROUP RATE THE EXPERTISE Answers WILL REmECT DIFFERENT VIEWPOINTS -ATERIALS ON AND CREDIBILITY OF THE SOURCE FOR EACH ARTICLE Interpreting Maps The Western THE )NTERNET HAVE BEEN WRITTEN BY PEOPLE WITH GIVING REASONS FOR THEIR OPINIONS Verbal- Front stayed about the same; Russia lost a large area to the Central Powers; the VARYING AMOUNTS OF EXPERTISE ON THE SUBJECT Linguistic, Interpersonal Allies failed at Gallipoli. 2. /RGANIZE STUDENTS INTO SMALL GROUPS (AVE Alternative Assessment Handbook, Rubrics 14: Reading Check Both sides suffered STUDENTS CONDUCT RESEARCH TO LOCATE AND PRINT OUT Group Activity; 16: Judging Information; and 30: extreme casualties, but the front lines SEVERAL DOCUMENTS ABOUT THE !RMENIAN -ASSACRE Research remained virtually unchanged. 389 The Armenian Massacre As the Gal- THE ARMENIAN MASSACRE lipoli Campaign went on, a different conflict Nearly 2 million ethnic Armenians were deported to occurred elsewhere in the Ottoman Empire. In Mesopotamia and what is now Syria during World late 1914, Russia had launched an attack in the War I. During this forced relocation, hundreds of Reading Focus Caucasus ( KAW -kuh-suhs), a mountain region thousands starved to death or were killed by that lies between the Black and Caspian seas Ottoman soldiers and police. and borders northeastern Turkey. The area War around the World was home to ethnic Armenians. Because most 5PUBM"SNFOJBO1PQVMBUJPO NJMMJPO were Christians, Armenians formed a minority Recall 7HAT DID 4URKISH LEADERS group in the largely Muslim Ottoman Empire. &TDBQFE %FQPSUFE CLAIM ABOUT THE !RMENIANS that they Ottoman leaders claimed that the Arme- were aiding the Russians nians were aiding the Russians. In the spring The Turkish gov- of 1915, Ottoman leaders began forcibly Make Generalizations 7HY DO YOU ernment officially removing Armenians from the Caucasus. Some denies that the %JFEXIJMFCFJOH THINK SOME COLONISTS WERE RELUCTANT TO Armenian deaths 600,000 Armenians died from violence and EFQPSUFE should be consid- starvation. Ottoman leaders were accused by HELP COLONIAL RULERS possible answer— 4PVSDF&ODZDMPQFEJB#SJUBOOJDB ered genocide, many of genocide —the deliberate destruction They may have felt that their although most his- of a racial, political, or cultural group. contribution would make no difference. torians disagree. Other Fighting Battles were also fought elsewhere in Asia and in Africa. Japan, for example, had declared war on Germany in 1914 as part of a military agreement with Great Britain. Far from the battlefields of Europe, Armenians who escaped during the Japanese forces captured German colonies relocation arrive in a refugee camp. in China and the Pacific. British and French Close troops attacked German colonies in Africa. Allied colonies scattered around the world Although some colonial peoples were reluctant 2EVIEW WITH STUDENTS THE NEW KINDS OF made many contributions to the war. For to help their rulers, others volunteered to fight example, soldiers from all parts of the Brit- TECHNOLOGY DEVELOPED FOR USE IN 7ORLD in the hopes that their service would help win ish Empire—India, Australia, Canada, New 7AR ) AND HOW WAR SPREAD QUICKLY independence. They would soon discover that Zealand—took part in the war. Some of these these hopes were in vain. AROUND THE WORLD people worked as laborers to keep the armies supplied. Many others fought and died in battle, Summarize In what areas of Review such as the Algerians who fought for France. the world did the war take place? Online Quiz, Section 2 go.hrw.com SECTION 2 ASSESSMENT Online Quiz Assess Keyword: SHL WW1 HP SE Section 2 Assessment Reviewing Ideas, Terms, and People Critical Thinking 1. a. Describe How did World War I differ from previous wars? 5. Compare Using your notes on the section and a graphic Progress Assessment: Section 2 Quiz b. Identify Cause and Effect How did the technological organizer like the one below, explain how the war on the Alternative Assessment Handbook developments of World War I affect trench warfare ? Western Front was different from the war elsewhere in 2. a. Recall How did civilians help support the war effort? the world. Reteach/Intervene b. Infer How do you think total war affected life on the home front? Interactive Reader and Study Guide, 3. a. Recall What were the results of the Battle of Verdun and Section 2 the Battle of the Somme? b. Explain Why did the Western Front change very little Interactive Skills Tutor CD-ROM between 1915 and 1917? 6. Description From the perspective of a World War I soldier, 4. a. Recall What happened in the Gallipoli Campaign ? write a letter describing life in the trenches. Use details from b. Summarize List the war’s events outside of Europe. the section in your letter.
390 CHAPTER 12
Section 2 Assessment Answers
1. a. new technologies and types of warfare; 4. a. Allies suffered nearly 200,000 losses. involved many nations b. The Japanese captured German colonies in b. Tanks, aircraft, and poison gas killed millions. China and the Pacific; British and French troops 2. a. Civilians conserved food and materials; attacked German colonies in Africa. women joined the work force. 5. West—German forces attacked first, front b. Women joined the work force for the first lines did not move, trench warfare and new time; citizens united to help their countries. technology used; Both—suffered massive 3. a. Both battles resulted in enormous casualties casualties; East—Russian forces attacked but the front lines were virtually unchanged. first, front lines moved east Answers b. Both sides were evenly matched, developing 6. Answers will vary but should include details Reading Check Europe, Asia, Africa, technology at the same pace. about trench warfare. and the Pacific 390 SECTION 3 Revolution in Russia Getting Started BEFORE Y OU R EAD Take 5SE THE Interactive Reader and Study Guide notes TO FAMILIARIZE STUDENTS WITH THE SECTION MAIN I DEA READING F OCUS KEY T ERMS AND P EOPLE on Russia during the war, during the Rev- CONTENT The war and social unrest 1. What was Russia’s experi- Bolsheviks olution, and after combined to push Russia ence in World War I? Grigory Rasputin Interactive Reader and Study Guide, to the edge of a revolution. the Revolution. 2. What were the main events Marxism-Leninism Section 3 The events that followed led of the Russian Revolution? Leon Trotsky to Russia’s exit from the war 3. New Economic Policy and became a major turning What major events took Name ______Class ______Date ______place after the Russian World War I point in world history. Section 3 Revolution? MAIN IDEA The war and social unrest combined to push Russia to the edge of a revolution. The events that followed led to Russia’s exit from the war and became a major turning point in world history.
How could an illiterate peasant Key Terms and People Bolsheviks Marxist group that sought to lead a revolution against the Czar’s government control the Russian Empire? Grigory Rasputin self-proclaimed holy man and healer, advisor to Czarina Alexandra Marxism-Leninism another term for Bolshevism Grigory Rasputin was filthy, illiterate, Leon Trotsky top Bolshevik official who negotiated for peace with the Central Powers New Economic Policy 1921 plan that permitted some capitalist activity in Russia in and believed by some people to be insane. But he was also order to increase food production Taking Notes a self-proclaimed holy man and healer as well as a trusted As you read the summary, take notes on Russia during the war, during the Revolution, and after the Revolution in the graphic organizer like the one adviser to Russia’s Czarina Alexandra. below. Add more causes and effects as necessary. Rasputin’s influence on the Russian royal family began in the early 1900s, when he first met Czar Nicholas II and Cza- rina Alexandra. Their son, Alexis, suffered from hemophilia, a disease in which injuries can result in uncontrolled bleeding. Rasputin had a reputation as a man who could heal the sick, THE and the royal family was eager to see if he could help their MADMAN son. Indeed, Rasputin seemed to relieve the boy’s suffering. Rasputin soon became a common sight at the royal palace. In the presence of the royal family, Rasputin was care- Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. BEHIND THE THRONE ful to appear as a humble, holy peasant. But his actions Modern Era Chapter 12 142 Interactive Reader and Study Guide were very different outside the palace, where his immoral behavior soon created a scandal. When outraged Russians protested, the czar refused to believe their stories. Academic Vocabulary After Nicholas went off to lead Russia’s armies in World Review with students the high-use academic War I, Rasputin became Alexandra’s personal adviser. He helped her make decisions on a variety of issues, including term in this section. political appointments and military actions. Nearly all of the fundamental important or vital (p. 394) decisions proved disastrous for Russia. Vocabulary Builder: Section 3 In December 1916, a group of Russian nobles formed CRF: a plan to murder Rasputin and save Russia from his influ- ence. The nobles poisoned and shot Rasputin, but he did Taking Notes not die. Finally, they drowned him in an icy Russian river. Russia entered the war unprepared to While Rasputin could do no more harm to Russia, the nation was anything but saved. meet its army’s needs; Russia was crushed; Bolsheviks revolted against Czar Nicholas II; Trotsky accepted the Treaty of Brest-Litovsk; ussia had a civil war; the economy improved; Known as the Mad Monk, Rasputin had the USSR was formed. great power over Russia. go.hrw.com WORLD WAR I 391 Online Resources KEYWORD: SHL WW1 Teach the Main Idea At Level ACTIVITY: Treaty of Versailles Revolution in Russia 1. Teach !SK STUDENTS THE 2EADING &OCUS 4. Practice/Homework (AVE EACH STUDENT QUESTIONS TO TEACH THIS SECTION CREATE A mOW CHART OF THE MAJOR EVENTS OF 2. Apply /RGANIZE STUDENTS INTO SMALL GROUPS THE 2USSIAN 2EVOLUTION Verbal-Linguistic, (AVE EACH GROUP IDENTIFY AND LIST THE MAJOR Visual-Spatial EVENTS IN THIS SECTION #AUTION STUDENTS NOT Alternative Assessment Handbook, Rubric 13: TO RELY SOLELY ON THE TIME LINE IN THE CHAPTER Graphic Organizers AS MANY OTHER DETAILS ARE IMPORTANT 3. Review !SK VOLUNTEERS TO SHARE EVENTS THEY IDENTIlED AND WRITE THEM FOR STUDENTS TO SEE (AVE STUDENTS HELP NUMBER THE EVENTS IN ORDER WHILE THEY WRITE THEIR OWN LISTS
WORLD WAR I 391 Russia and World War I outbreak of fighting did help provide a burst of patriotism. People from across the country On the eve of World War I, Russia was a troubled rushed to join the military. nation. Czar Nicholas II had promised reform In many other ways, however, Russia was Reading Focus after the revolution of 1905, but he delivered ill-prepared for war. Russian factories were not little real change. Economic conditions grew able to produce ammunition and other military worse, and another revolution seemed near. supplies quickly enough to meet the army’s needs. In addition, the nation’s transportation What was Russia’s experience in The Years Before the War A small Marxist system was weak. As a result, moving troops World War I? After the revolution in group known as the Bolsheviks ( BOHL -shuh-viks) and equipment to the right places at the right sought to change life in Russia through revo- 1905, there were economic problems, times proved very difficult. lution. Led by Vladimir Lenin, the Bolsheviks worker strikes, and a Marxist group To make matters worse, the Russian mil- wanted to overthrow the czar so that the pro- sought to lead a revolution against the itary was not prepared to fight a major war. letariat—the industrial workers—could gain czar’s government. Its equipment was outdated, and many of its the power to rule Russia as a socialist country. leaders were of poor quality. Russian officers This plan was an adaptation of Marxist ideas. commonly advanced on the basis of personal Russia and World War I Marx had predicted a spontaneous uprising of connections rather than actual ability. the proletariat to overthrow capitalism, but Bol- Recall 7HEN DID #ZAR .ICHOLAS )) Initially, the Russians enjoyed success on sheviks had other plans. They wanted an elite the battlefield, but the losses soon outnumbered PROMISE REFORM after the revolution group—themselves—to lead a revolution and the victories. In both victory and defeat, how- keep much of the power over Russia. Although in 1905 ever, Russia’s costs in human life were great. the Bolsheviks had little influence in the early Evaluate Millions of Russian soldiers were wounded or 7HAT DO YOU THINK ABOUT 1900s, they gained followers as Russia’s prob- killed during the war’s early battles. THE GOVERNMENTS HOPE THAT THE lems grew more serious. MILITARY CRISIS WOULD CAUSE PEOPLE TO By 1914, economic conditions in Russia Conditions Grow Worse In 1915, Czar RALLY AROUND THEIR LEADERSHIP possible were so bad that the arrival of World War I pro- Nicholas II decided to take personal com- vided some relief for Nicholas and his top gov- answer—Their hopes were unrealistic mand of the Russian forces. The move made ernment officials. They hoped that the military little sense. As one of Russia’s top commanders because people wanted change. crisis would help unite the country and cause said, the czar “understood literally nothing Make Inferences 7HY DO YOU THINK the people to rally around their leadership. about military matters.” Nevertheless, it was now clear that the czar’s fate was linked with Russia in World War I At the start of the THE "OLSHEVIKS GAINED POPULARITY pos- the fate of Russia’s armed forces. If they failed, war, Russia had an enormous army of some sible answer—the Russian people grew so would he. increasingly discontent with the Russian 6 million soldiers. As the czar had hoped, the government and wanted reform. TIME LINE March 1917 Russia in Turmoil Russian citizens revolt and Info to Know force Czar Nicholas II to give Russian Weather .OTICE THE 2USSIAN August 1914 Russia enters up power. A provisional gov- World War I on the side of the ernment is established. SOLDIERS CLOTHING IN THE PHOTOGRAPH ON Allied Powers. THIS PAGE -OST OF 2USSIAS EXTREME CLIMATE IS BEST COMPARED TO THAT OF !LASKA November 1917 !NTARCTICA AND .ORTHERN #ANADA 4HE In the Bolshevik Revolution, HUGE 2USSIAN LANDMASS IS INLAND AWAY Communists led by Vladimir FROM THE WARMING INmUENCE OF COASTAL Lenin take over the Russian government. WATERS )T IS ALSO LOCATED AT HIGH LATITUDES WHERE IT IS COLD YEAR ROUND 4HE WEATHER IS SO SEVERE THAT EVEN TODAY WATER RAIL AND ROAD TRANSPORT ARE INTERRUPTED OR STOPPED ENTIRELY DURING WINTER 392 CHAPTER 12
Skills Focus: Comparing and Contrasting At Level Reading Skill Battle Preparations 1. (AVE STUDENTS REVIEW SECTIONS TWO AND THREE 3. (AVE EACH STUDENT WRITE A PARAGRAPH TO RECALL INFORMATION ABOUT 'ERMAN AND CONTRASTING THE TWO NATIONS PREPAREDNESS FOR 2USSIAN PREPAREDNESS FOR WAR $ISCUSS WITH WAR Verbal-Linguistic STUDENTS EACH SIDES STRENGTHS AND WEAKNESSES Alternative Assessment Handbook, Rubrics 9: AS THEY WENT INTO BATTLE Comparing and Contrasting; and 37: Writing 2. (AVE VOLUNTEERS CALL OUT THEIR IDEAS ABOUT Assignments THESE TOPICS AS YOU RAISE THEM AMMUNITION WEAPONS LEADERSHIP TROOPS AND SUPPLIES
392 CHAPTER 12 The war had been going badly for Russia, READING The Russian Revolution SKILLS but once the czar took command, the situation for Russia grew even worse. A few months later By the end of 1916, Russia was once again on Understanding the edge of a revolution. As the new year began Sequencing What the Central Powers were able to stop a major events took place in Russian offensive. That defeat destroyed the and conditions in Russia continued to worsen, Russia in 1917 Russian soldiers’ faith in their leaders. With the Russian people clearly wanted change. before the czar Reading Focus little strength and even less confidence, the stepped down? On March 8, 1917, Russian army seemed doomed. Revolution Begins unhappy citizens took to the streets of Petro- What were the main events of the Conditions in Russia itself were even grad, the Russian capital, to protest the lack of Russian Revolution? With the Russian worse than they were on the battlefield. Food food and fuel. Sympathetic police and soldiers and other goods were growing scarce in Rus- citizens, the army, and the Duma in Petrograd refused to follow orders to shoot sian cities, and impoverished Russian peas- against him, Czar Nicholas abdicated; the rioters. The government was helpless. ants were growing desperate. The czar had the Duma formed a provisional gov- While protests raged in the streets, Czar left his wife, the unpopular Czarina Alexan- ernment; the Russian army collapsed; Nicholas II ordered the Duma, Russia’s leg- dra, in control of the country when he went islature, to disband. The Duma defied this the Bolsheviks took over off with the troops. She relied on the advice of order. With Russia’s citizens, soldiers, and gov- Grigory Rasputin , a self-proclaimed holy man ernment all refusing to obey Nicholas, it was The Russian Revolution and healer whom many Russians viewed as clear that he had lost control of the nation. On corrupt and immoral. With the government March 15, Nicholas was forced to abdicate, or Identify 7HAT WERE THE 2USSIAN under his influence, the already shaky Russian step down, as czar. The Russian monarchy had CITIZENS PROTESTING the lack of food support for the monarchy dipped even lower. come to an end. and fuel Find the Main Idea The March revolution that forced Nicholas How did World War I affect Russia? to step down is known as the February Revolu- Define 7HAT WAS THE $UMA tion in Russia. At the time of the revolution, Russia’s legislature Russia used an old type of calendar that was 13 days behind the one used in the rest of Europe Contrast %XPLAIN THE DIFFERENCE and the United States. Russia adopted the new BETWEEN +ERENSKYS LEADERSHIP AND calendar in 1918. THAT OF 6LADIMIR ,ENIN Kerensky’s The Provisional Government After the provisional government called for fall of the czar, the Duma established a provi- continued fighting in World War I, an sional, or temporary, government. This govern- unpopular stance with the Russians, ment was led by Aleksandr Kerensky. who were tired of the war. Lenin was popular with Russians because he attacked Kerensky’s government and represented change. A Bolshevik poster seeks to recruit soldiers during the Russian Civil War.
December 1922 The Soviet Union is formed.
March 1918 The Bolshevik November 1920 After Skills government signs the Treaty of three years of fighting, the FOCUS INTERPRETING TIME LINES Brest-Litovsk, which ends Rus- Russian Civil War ends with Summarize What actions did the Bolsheviks sian involvement in World War I. a Bolshevik victory. take in Russia between 1914 and 1922?
WORLD WAR I 393
Skills Focus: Interpreting Time Lines At Level Social Studies Skill Research Required A More Detailed Time Line Materials: TAPE LINED PAPER late 1915: Czar Nicholas II takes command of Answers 1. (AVE STUDENTS TAPE THREE SHEETS OF LINED PAPER Russian forces; late 1916: Russia on verge of Reading Skills Citizens protested in TOGETHER END TO END a revolution; December 1916: Rasputin Petrograd, Czar Nicholas ordered Duma murdered by Russian nobles; late 1918: Russia to be disbanded, Duma refused. 2. (AVE STUDENTS USE INFORMATION FROM THEIR TEXT adopts calendar used by Europe and the U.S. AND RELIABLE ONLINE SOURCES TO lND OTHER EVENTS Time Line took over Russian government; ended Russia’s involvement THAT OCCURRED IN 2USSIA DURING THIS PERIOD AND 3. (AVE STUDENTS SHARE THEIR TIME LINES WITH THE CLASS AND USE THEM AS A STUDY GUIDE in World War I; claimed victory in ADD THEM TO THEIR TIME LINES 3TUDENTS SHOULD Russian Civil War LEAVE THE SAME AMOUNT OF SPACE FOR EACH YEAR Visual-Spatial Reading Check poor economic Alternative Assessment Handbook, Rubric 36: AND MAY ATTACH MORE PAPER AS NEEDED Time lines conditions, worker strikes, unpopular Time Lines should include some of the following events: czar 393 FACES OF HISTORY Guard attacked the provisional government. The son of a teacher, The October Revolution—its name came from Vladimir Vladimir Lenin gradu- the old Russian calendar—was brief. After a ated first in his class nearly bloodless struggle, Kerensky’s govern- Reading Focus LENIN from high school and ment collapsed. Russia was now in Bolshevik 1870–1924 seemed destined to be a hands, and Lenin became the nation’s leader. scholar. Instead, he soon Lenin wasted no time in establishing a The Russian Revolution became a Marxist and fought for revolution in Russia. radical Communist program. He soon made When Lenin was 17 years old, his older brother was hanged for private ownership of land illegal. Describe 7HAT WAS -ARXISM plotting to kill the Russian czar. Lenin himself soon turned against HISTORY’S VOICES ,ENINISM a political philosophy that the Russian government. He founded the Bolshevik Party and sought to establish a Communist social system, in which there would be no “All private ownership of land is abolished immedi- called for the abolition of private economic classes and no private property. Today he is considered the ately without compensation [payment to the own- property and the enforcement of social father of the Russian Revolution. ers]. All landowners’ estates and all land belonging to the Crown, to monasteries, church lands with all Infer equality Why is Lenin considered the father of the Russian Revolution? their livestock and . . . property . . . are transferred Analyze (OW DID EVENTS IN THE WAR to the disposition [control] of the township Land Russia’s failed Committees. ” HELP THE "OLSHEVIKS Many Russians were unhappy with their —Vladimir Lenin, Decree on Land , October 26, 1917 military offensive in 1917 collapsed new leadership. The government planned to The Bolsheviks gave this land to peasants. continue fighting in World War I, even though the Russian army and led to support Similarly, the Bolsheviks seized Russia’s facto- most Russians were thoroughly tired of war. for the Bolsheviks. ries and gave control of the factories to workers. Russian peasants, who simply wanted land With these actions, millions of Russians gained and food, felt that Kerensky’s government was new power over their daily lives, but this power doing too little to help. did not ensure that good times lay ahead. Leading the opposition to Kerensky’s pro- Reading Focus ACADEMIC visional government were the Bolsheviks, Summarize What were the VOCABULARY who wanted a fundamental change in Rus- main events of the Russian Revolution? fundamental sian government and society—an immediate basic What major events took place after Marxist revolution. They planned to abolish After the Revolution the Russian Revolution? Russia signed private property and enforce social equality, and believed that this revolution would soon sweep peace treaty and lost a huge territory; After the Bolshevik Revolution, Lenin set the world. about ending Russia’s involvement in World civil war between Bolsheviks and the Bolshevism later became known as War I. He sent Leon Trotsky , a top Bolshevik White Army; Lenin’s New Economic Marxism-Leninism , after Bolshevik leader official, to negotiate for peace with the Central Policy Vladimir Lenin. Lenin had been forced to live Powers. Because Russia’s army was virtually outside Russia because of his revolutionary powerless, Trotsky had to accept an agreement ideas, but he returned to Russia in April 1917. After the Revolution that was harsh on Russia. Russia had finally This return was arranged by Germany, which gained peace, but was forced to give up huge Identify 7HAT WAS THE 7HITE !RMY hoped Lenin would stir unrest in Russia and chunks of its empire. a group opposing the Bolsheviks, weaken the Russian effort in World War I. Civil War The Bolsheviks’ acceptance of the including army leaders, political op- The Bolshevik Revolution In mid-1917, treaty upset many Russians deeply. As a result, Kerensky’s government ordered a final military ponents, and wealthy Russians who some of the Bolsheviks’ opponents organized offensive against the Central Powers along the opposed communism into what came to be called the White Army. Eastern Front. The drive failed. Even worse, The Whites included some army leaders, politi- Make Inferences 7HY WERE MANY it led to widespread rebellion in the Russian cal opponents of the Bolsheviks, and wealthy army. “I have received word,” wrote one offi- 2USSIANS UPSET BY THE TREATY ENDING Russians who opposed Lenin’s Communist cer, “that in some units the officers are being THE WAR Russia was forced to give up system. The only thing that united them was slaughtered by their own men.” The weakened their opposition to the Bolsheviks. The Whites huge chunks of its empire. Russian army had collapsed. received some military help from countries The conditions were ideal for Lenin to lead a CRF : Biography: Leon Trotsky that opposed the Bolsheviks, such as France Bolshevik takeover. In November 1917, armed and the United States. Bolshevik factory workers known as the Red
394 CHAPTER 12
Differentiating Instruction Below Level Struggling Readers Standard English Mastery 1. (AVE STUDENTS READ ,ENINS DECREE IN THE TEXT 4. !LLOW TIME FOR STUDENTS TO EXCHANGE PAPERS LABELED (ISTORYS 6OICES ABOVE 2EAD IT ALOUD AND READ EACH OTHERS WORK 3TUDENTS SHOULD TO STUDENTS TO FACILITATE UNDERSTANDING MAKE ANY NECESSARY REVISIONS TO ALIGN THEIR 2. (AVE STUDENTS PARAPHRASE EACH OF THE TWO WORK WITH STANDARD %NGLISH USAGE Verbal- SENTENCES OF ,ENINS DECREE IN THEIR OWN WORDS Linguistic Answers 3. (AVE STUDENTS ADD SEVERAL MORE SENTENCES TO THE Alternative Assessment Handbook , Rubric 43: Writing to Persuade Faces of History Lenin founded the DECREE IN WHICH ,ENIN EXPLAINS TO THE PEOPLE THE Bolshevik Party and sought to establish a REASON HE IS TAKING THESE DRASTIC STEPS Communist social system. Reading Check the February Revolution and the Bolshevik Revolution 394 For three years, civil war raged between PRIMARY SOURCES Lenin’s Bolshevik Red Army and the White Army. Millions of Russians died in the fighting Lenin’s Call to Power and famines that swept across Russia, until the Bolsheviks triumphed in late 1920. Lenin issued his “Call to Power” on October 24, 1917—according to the old Russian calendar—urging Russians to rise up and seize Reading Focus New Economic Policy The civil war pushed power from the provisional government. Russia’s collapsing economy to the edge of total “I am writing these lines on the evening of the 24th. The After the Revolution ruin. Especially hard hit were poor peasants situation is critical in the extreme. In fact it is now abso- and workers, who had been forced to endure lutely clear that to delay the uprising would be fatal. Recall 7HAT WAS THE 5NION OF 3OVIET terrible sacrifices in order to win the war. “With all my might I urge comrades to realize that every- 3OCIALIST 2EPUBLICS AND HOW WAS Lenin responded to this crisis in 1921. He thing now hangs by a thread; that we are confronted by a new country formed in introduced the New Economic Policy , a plan IT FORMED problems which are not to be solved by conferences or that permitted some capitalist activity. Peas- 1917, made up of Russia and neigh- congresses (even congresses of Soviets), but exclusively ants, for example, could sell their food at a boring lands that had previously been by peoples, by the masses, by the struggle of the armed profit. The plan was meant to encourage more people. part of the Russian Empire food production, which Russia badly needed. “. . . We must not wait. We must at all costs, this very Analyze (OW DID ,ENINS .EW The Soviet Union By 1922 the Russian evening, this very night, arrest the government, having %CONOMIC 0OLICY ADDRESS PROBLEMS IN economy was beginning to improve. That same first disarmed the officer cadets, and so on. 2USSIAS ECONOMY permitted some year, Russia reunited with several neighboring “We must not wait! We may lose everything! . . . lands that had been part of the Russian Empire capitalist activity in order to encourage “All districts, all regiments, all forces must be mobilized before 1917. The new country was called the at once . . . more food production Union of Soviet Socialist Republics—also known as the Soviet Union. Russia’s Commu- “The government is tottering. It must be given the death- Predict (OW DO YOU THINK ,ENINS nist leadership dominated the new country. blow at all costs.” DEATH AFFECTED 2USSIANS CITIZENS While the Soviet Union’s economy gained Skills possible answer—They may have lost strength, Lenin’s own health was failing. After FOCUS READING LIKE A HISTORIAN a series of strokes, he died in 1924. Lenin had faith in Russia’s leadership because he no clear successor, and his death soon led to a 1. Explain What did Lenin want Russians to do? Why? had been a popular leader struggle for control of the Soviet Union. 2. Analyzing Primary Sources What words does Lenin use to try to convince readers to follow his instructions? Sequence What events took See Skills Handbook , p. H25 place after the Russian Revolution?
go.hrw.com SECTION 3 ASSESSMENT Online Quiz Keyword: SHL WW1 HP Reviewing Ideas, Terms, and People Critical Thinking Close 1. a. Recall What was the condition of the Russian military at 4. Sequence Using your notes on the section and a graphic 2EVIEW WITH STUDENTS THE TIME LINE IN the beginning of World War I? organizer like the one below, identify the causes and effects of b. Summarize How did the Bolsheviks plan to change the Russian Revolution. THIS SECTION %MPHASIZE HOW DIFlCULT IT Russian society? WAS FOR THE 2USSIANS TO ENDURE SO MANY c. Make Judgments Do you think that Czar Nicholas II’s deci- LEADERSHIP CHANGES sion to take over as commander in chief of the Russian army was wise? Why or why not? Review 2. a. Identify What role did Vladimir Lenin have in Russia 5. Exposition In a paragraph, explain why Lenin and the in 1917? Online Quiz, Section 3 b. Elaborate Why do you think many Russians were anxious Bolsheviks took the actions they did between 1917 and 1924. for radical change in 1917? Use details from the section to support your explanation. Be sure to include information about Bolshevik political and Assess 3. a. Recall When did the Russian Civil War begin? economic goals. b. Identify Cause and Effect Why did the Russian economy SE Section 3 Assessment begin to improve after the civil war? Progress Assessment: Section 3 Quiz Alternative Assessment Handbook WORLD WAR I 395 Reteach/Intervene Section 3 Assessment Answers Interactive Reader and Study Guide, Section 3 1. a. big army, but not modernized b. Allowing the peasants to sell their food for Interactive Skills Tutor CD-ROM b. by abolishing private property and a profit encouraged more food production establishing social equality and improved the economy. Answers c. possible answer—No, because he under- 4. Causes—Russia signs peace treaty and stood little about military matters. loses huge part of its empire; opponents of Primary Sources 1. seize power from 2. a. Lenin was the Bolshevik leader when Bolshevism organize into the White Army; the government; 2. urgent words and conditions were ideal for a takeover of the Effects—millions die in fighting and famine; phrases such as “extreme, fatal, hangs government. Russia’s economy collapses by a thread, at all costs;” Reading Check The Bolsheviks formed b. Most Russians were tired of war, and the 5. possible details—poor economic conditions; peasants wanted land and food. the Red Army which fought against the unpopular czar; Bolsheviks believed that White Army. The White Army was made 3. a. when the White Army rose up against the Marxism-Leninism would solve Russia’s up of army leaders, political opponents of Bolsheviks problems the Bolsheviks, and wealthy Russians 395 SECTION 4 The War Ends Getting Started 5SE THE Interactive Reader and Study Guide BEFORE Y OU R EAD Take TO FAMILIARIZE STUDENTS WITH THE SECTION notes MAIN I DEA READING F OCUS KEY T ERMS AND P EOPLE on the events that CONTENT led to the war’s end, After several years of bloody 1. Why did the United States Woodrow Wilson the peace process, Interactive Reader and Study Guide, stalemate—and the entry enter the war? U-boats of the United States into the and the war’s costs. Section 4 2. What events led to the end Zimmermann Note conflict—the Allied Powers of the fighting? armistice finally prevailed. The peace, Fourteen Points Name ______Class ______Date ______3. What issues made the World War I however, proved difficult to Treaty of Versailles Section 4 peace process difficult? establish. League of Nations 4. MAIN IDEA What were the costs of After several years of bloody stalemate—and the entry of the United States into mandates the conflict—the Allied Powers finally prevailed. The peace, however, proved the war? difficult to establish. Balfour Declaration
Key Terms and People Woodrow Wilson United States President during World War I U-boats German submarines that threatened ships in the waters around Great Britain Zimmermann Note German diplomat’s secret message to Mexico urging an attack on the Why would Germany attack a United States armistice truce passenger liner? For passengers Fourteen Points Woodrow Wilson’s plan for world peace, proposed in 1918 Treaty of Versailles treaty that ended World War I and punished Germany severely packing their bags for the ocean voy- League of Nations organization of nations created with the hope of ending future wars mandates territories to be ruled by European powers age from New York to Great Britain, the advertisement Balfour Declaration statement issued by Britain in 1917 favoring the creation of a Jewish state in Palestine in the newspaper must have been alarming. Taking Notes AN As you read, take notes on the events that led to the war’s end, the peace The notice was from the German government, process, and the war’s costs in the graphic organizer like the one below. Add more causes and effects as necessary. and it warned that any ship approaching Great Britain was subject to attack.
ATTACK artist , unknown,c. 1915 Still, the Lusitania was a passenger liner. It carried nearly 2,000 innocent civilians. Surely ON THE German submarines would not attack a helpless, Lusitania harmless vessel like the Lusitania . INNOCENT The Germans, however, felt that they could not trust passenger ships. The British routinely hid war supplies on Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. Modern Era Chapter 12 145 Interactive Reader and Study Guide civilian ships, using them to transport guns and ammuni- the of sinking The tion across the ocean. Germany couldn’t afford to simply ignore passenger ships. Sinking anything that sailed into Academic Vocabulary or out of Great Britain was a safer policy. Review with students the high-use academic In early May 1915, when a German submarine spot- Lusitania terms in this section. ted the off the coast of Ireland in the Atlantic Ocean, the submarine’s commander did not hesitate. The assessed evaluated or determined (p. 399) submarine fired a single torpedo, which struck the ship generation group of people born and squarely. This blast set off another, larger explosion inside Lusitania living about the same time (p. 400) the ship. Badly damaged, the sank in a mere 18 minutes. Nearly 1,200 people lost their lives, including CRF: Vocabulary Builder: Section 4 more than 120 U.S. citizens. Taking Notes Lusitania The United States entered the war; Germany The sank so quickly that many passengers were drowned. advanced into France; Allied forces combined tank and aircraft use; Central Powers were defeated; peace treaties were negotiated; economies were devastated; many countries experienced political unrest. 396 CHAPTER 12
Teach the Main Idea At Level The War Ends 1. Teach !SK STUDENTS THE 2EADING &OCUS THEIR mOW CHARTS AS THEY REVIEW THE SECTION QUESTIONS TO TEACH THIS SECTION AND TO USE THEM AS A STUDY GUIDES 2. Apply (AVE STUDENTS CREATE A CAUSE AND 4. Practice/Homework (AVE EACH STUDENT EFFECT mOW CHART LISTING THE MAIN EVENTS THEY WRITE A ONE PARAGRAPH SUMMARY OF THE MAJOR IDENTIFY IN EACH SECTION OF THIS CHAPTER EVENTS OF THE WARS END Verbal-Linguistic, 3. Review &OR EACH SECTION ASK VOLUNTEERS Visual-Spatial TO SHARE THE EVENTS THEY DISCOVERED 7RITE Alternative Assessment Handbook, Rubric 13: THE EVENTS ON A CLASS mOW CHART FOR STUDENTS Graphic Organizers TO SEE AND HAVE THEM REVISE THE mOW CHARTS AS NECESSARY %NCOURAGE STUDENTS TO ADD TO
396 CHAPTER 12 The United States FACES OF HISTORY U.S. president Woodrow Enters the War Woodrow Wilson is often remem- bered for his efforts for German attacks on ships carrying American WILSON world peace. During passengers angered the American people and 1856–1924 the early years of World Reading Focus their leaders. Those attacks, as well as infor- War I, Wilson worked mation about a German plan to have Mexico tirelessly for peace, winning reelection in 1916 in part by promising to Why did the United States enter attack the United States, pushed the United keep the United States out of the war. States into World War I. By the following year, however, Wilson felt that the war was the war? Germany attacked the becoming a serious threat to the world’s future. He hoped that a vic- ,USITANIA and other ships, killing many American Neutrality In the early years of the war the United States was neutral, tory by the Allied Powers could help bring about a lasting peace and Americans. German leaders tried to although the American public generally sup- urged Congress to declare war. His Fourteen Points speech proposed push Mexico into attacking the United ported the Allies. Still, most Americans agreed the League of Nations, which would help prevent future wars. For his States. Many Americans felt strong ties peacemaking efforts, Wilson earned the Nobel Peace Prize in 1919. with President Woodrow Wilson , who did not to Great Britain. want to become involved in the huge conflict Summarize How did Wilson work for world peace? on the other side of the Atlantic Ocean. He The United States believed that the United States should stay out of the affairs of other nations. In 1916, in fact, Enters the War The Zimmermann Note The repeated Wilson used the slogan “He kept us out of war” attacks on shipping moved the United States to help win reelection. Explain (OW DID 0RESIDENT 7ILSON closer to declaring war against Germany. In FEEL ABOUT !MERICAN INVOLVEMENT February of 1917, the discovery of the so-called Trouble on the Seas Remaining neutral IN THE WAR IN He felt that the was not easy when Germany attacked civilian Zimmermann Note provided the final push. Zimmermann Note ships. These attacks were part of a policy called The was a secret message United States should stay out of the unrestricted submarine warfare. Under this from German diplomat Arthur Zimmermann affairs of other nations. policy, any ship traveling in the waters around to officials in Mexico in which Germany pro- Summarize Great Britain was subject to attack by German posed that Mexico attack the United States. (OW DID 'ERMANYS submarines, or U-boats . Germany initially used In return, Germany promised, Mexico would POLICY ON SUBMARINE WARFARE CHANGE its U-boats to attack British naval vessels, but gain the U.S. states of Texas, Arizona, and New They began with unrestricted attacks, Mexico, all of which had once belonged to Mex- then began targeting merchant ships deliver- but fearing U.S. entry into war, agreed ing goods to Great Britain. Targeting merchant ico. German leaders hoped that an American ships was an effective tactic, since the island war with Mexico would keep the United States to stop attacking passenger ships. of Great Britain depended heavily on supplies out of the war in Europe. Finally, they returned to unrestricted shipped on the seas. The Zimmermann Note greatly angered submarine warfare. The passenger ship Lusitania was sunk the American public, which now began to call under the German policy of unrestricted war- for war against Germany. After all, Americans CRF: Biography: Arthur Zimmerman fare, killing some 1,200 people, including over had much in common with the Allied Pow- 120 Americans. The sinking of the Lusitania ers. Many Americans traced their ancestry to was followed in August and September 1915 Great Britain, for example, and the two nations by two more sinkings in which more American shared the same language and many cultural citizens died. traditions. The United States also had strong The U.S. government complained bitterly to financial ties to the Allied Powers and was sell- Info to Know Germany about the loss of American lives. Fear- ing millions of dollars’ worth of war goods to The Arts and War 3TRONG FEELINGS Britain each week. ing U.S. entry into the war, Germany finally INSPIRED BY WAR ARE OFTEN EXPRESSED IN agreed to stop attacking passenger ships. By early 1917, the various forces pushing By 1917, though, German leaders realized the United States toward war were too strong to THE ARTS $ADAISM AN ARTISTIC MOVEMENT that, to defeat the powerful British navy, they resist. In April 1917, the United States entered THAT DEVELOPED DURING 7ORLD 7AR ) IS would need to return to unrestricted subma- the war on the side of the Allied Powers. KNOWN FOR ITS WITTY SHOCKING IMAGES rine warfare. This act might bring the United Identify Cause and Effect $ADA PIECES RIDICULE AESTHETIC STANDARDS States into the war. The German leaders hoped, How did unrestricted submarine warfare affect U.S. however, that they could defeat the Allied Pow- AND SOCIETY EXHIBITING EVERYDAY OBJECTS entry into the war? ers before U.S. forces could have an impact. IN SHOCKING CONTEXTS /NE WELL KNOWN PIECE IS -ARCEL $UCHAMPS Fountain WORLD WAR I 397 WHICH IS ACTUALLY A URINAL !NOTHER IS 'EORGE 'ROSZS A Victim of Society Skills Focus: Analyzing Alternative Points of View At Level WHICH PORTRAYS THE lRST PRESIDENT OF THE 7EIMAR 2EPUBLIC GROTESQUELY DECO Reading Like a Historian Skill RATED WITH A BUTTON SEWN TO HIS SKULL War Planners Skits A MECHANICAL DEVICE FOR A NOSE AND 1. 4ELL STUDENTS THEY ARE PARTICIPANTS IN A WAR 3. !SK STUDENTS TO CREATE A REALISTIC SKIT IN WHICH PERHAPS MOST MEANINGFULLY A STRAIGHT PLANNING MEETING (AVE STUDENTS THINK ABOUT PLANNERS DISCUSS 'ERMAN SUBMARINE ATTACKS RAZOR AT HIS THROAT WHAT THE ROOM MIGHT LOOK LIKE THE TENSION OF ON SHIPS NEAR "RITAIN THE PLANNERS AND THE MARKS ON THE WALL MAP 4. 7HEN GROUPS HAVE HAD ADEQUATE TIME TO Answers 2. /RGANIZE STUDENTS INTO GROUPS OF SIX TO EIGHT PREPARE HAVE THEM PERFORM THEIR SKITS FOR THE !SSIGN HALF OF THE GROUPS TO REPRESENT "RITISH REST OF THE CLASS Kinesthetic, Verbal-Linguistic Faces of History tried to keep United States out of war; proposed League of PLANNERS AND HALF TO REPRESENT 'ERMAN PLANNERS Alternative Assessment Handbook, Rubrics 14: Nations after the war Group Activity; and 33: Skits and Reader’s Theater Reading Check Germany broke its promise to the United States to stop attacking passenger ships. 397 Reading like a Historian U.S. Neutrality Reading Focus Interpreting Political Cartoons Many
Americans initially thought of World War I LutePease,c. by 1917 , What events led to the end of the as a far-off European conflict that had little effect on the United States. They did not want Melting fighting? As Germany advanced to become involved in the fighting. However, toward Paris, they lost 900,000 troops. as the war continued and as Germany American troops arrived, and the attacked neutral ships with American pas- Alllies combined the use of tanks sengers, American feelings slowly changed. This cartoon took a stand on the American and aircraft. position of neutrality. To interpret what this cartoon says about The End of the Fighting American involvement in the war, think about • the text and symbols used in the cartoon Explain %VEN THOUGH THE !MERICANS • the artist’s message HAD JUST DECLARED WAR WHAT REASONS FOR The figure of Uncle HOPE DID THE 'ERMANS HAVE It would This block of ice labeled Sam represents the “Patience with Germany” be months before American troops United States. is melting. would arrive, and Russia was out of the war. Identify 7HAT DID THE 2USSIAN COL LAPSE ALLOW 'ERMANY TO DO transfer Skills FOCUS troops from the Eastern Front back to READING LIKE A HISTORIAN France 1. Symbols Why did the artist use a fan and a block of ice in this cartoon? 2. Message Was this cartoon created by a supporter or an opponent of Evaluate )N WHAT WAYS WERE THE U.S. entry into the war? How can you tell? 'ERMANS LIKELY UNPREPARED FOR THE See Skills Handbook , p. H27 !LLIES USE OF TANKS AND AIRCRAFT AT THE 3ECOND "ATTLE OF THE -ARNE possible The End of the Fighting Germany transferred troops back to answer—They had suffered heavy France, and in March 1918, launched a major losses, had young recruits and a poor German leaders knew that the U.S. decision to assault on the Western Front. For a while, Ger- enter the war would dramatically increase the man forces made great progress against Allied food supply, and could not compete strength of the Allied Powers. To win the war, defenders, advancing to within 40 miles of the with the new technology. Germany and the other Central Powers would French capital of Paris. have to deal a decisive blow before the United The offensive came at a high cost to Ger- States had time to raise an army, train soldiers, many, however. By the end of June, they had and ship troops and supplies to the front lines. lost 800,000 troops. Also by that time, hun- dreds of thousands of Americans had arrived Germany’s A New German Offensive in Europe. These soldiers helped on the battle- opportunity to win the war before the U.S. field, but they also gave the Allies hope—and military could mobilize came with Russia’s discouraged the Germans. withdrawal from the war. Russia had endured 3UGGEST THAT STUDENTS READ THE revolution and civil war, and by the end of German Collapse Slowly, the balance NOVEL All Quiet on the Western 1917 was out of the war entirely. With German of power shifted. In the Second Battle of troops no longer needed to fight Russia on the the Marne, Allied forces stopped the Ger- Front, WHICH WAS lRST PUBLISHED Eastern Front, Germany could launch a new man assault—just as they had stopped the IN 3ET LATE IN 7ORLD 7AR ) offensive in the west. THE BOOK GIVES A CLEAR PICTURE OF THE WARS IMPACT ON BOTH SIDES 398 CHAPTER 12
Skills Focus: Making Oral Presentations At Level Reading Like a Historian Skill A BBC News Report 1. /RGANIZE STUDENTS INTO GROUPS OF SIX OR SEVEN THE STREETS OF ,ONDON THE REMAINING STUDENTS 4ELL STUDENTS THEY ARE REPORTERS PREPARING A ARE THE PEOPLE BEING INTERVIEWED RADIO NEWSCAST FOR THE "RITISH "ROADCASTING 3. (AVE GROUPS PERFORM THEIR BROADCASTS FOR Answers #ORPORATION ""# ABOUT THE COLLAPSE OF THE CLASS %NCOURAGE STUDENTS TO SPEAK WITH 'ERMANY IN APPROPRIATE ACCENTS AND USE EXPRESSIONS OF THE Reading Like a Historian 1. fan— 2. 4ELL STUDENTS TO ORGANIZE THEIR GROUPS AS PERIOD Verbal-Linguistic, Kinesthetic shows it was hot; block of ice—shows FOLLOWS ONE MEMBER IS THE ANCHOR AT THE NEWS Alternative Assessment Handbook, Rubrics 24: that American patience was lessening; DESK WHO INTRODUCES EACH REPORTER ANOTHER Oral Presentations; 33: Skits and Reader’s Theater 2. a supporter, because it appears that IS A REPORTER DESCRIBING THE RETREAT OF !LLIED the ice will certainly melt; Uncle Sam TROOPS ANOTHER REPORTER INTERVIEWS PEOPLE ON appears angry or frustrated 398 Germans at the Marne in 1914. Now the Allies anxious, for example, that Germany be able to went on the offensive. Combining effective use stop the spread of communism from Russia. of tanks and aircraft, Allied forces gained huge Italy’s leader Vittorio Orlando hoped to gain amounts of territory. Many Germans simply territory for his nation. He was disappointed to gave up without a fight, knowing that Ger- find himself largely ignored by other leaders many was a defeated force. during the peace talks. Reading Focus
HISTORY’S VOICES The Treaty of Versailles After difficult What issues made the peace process “[German] officers in particular inform us of the negotiations, the Allies finally compromised on weakness of their forces, the youth of their the Treaty of Versailles . The treaty was named difficult? Each of the four major recruits, and the influence of the American entry. after the French Palace of Versailles, where the Allies had different goals, which made They are depressed by their heavy losses, by the treaty signing took place. it difficult for them to come to an poor quality of their food . . . They are worried and The treaty came much closer to Clem- begin to doubt German power. agreement. ” enceau’s vision than to Wilson’s. Germany was —French report on German morale, September 1918 forced to pay an enormous amount of money ACADEMIC A Difficult Peace In October Allied forces broke through the to the war’s victims. The treaty also assessed VOCABULARY heavily fortified Hindenburg Line. Germany’s responsibility for the war. Germany was forced assessed Explain 7HAT DID &RANCE WANT TO DO end was near. Soon German leaders approached to take full responsibility for the conflict. evaluated or determined TO 'ERMANY 7HY to severely punish the Allies seeking an armistice , or truce. Peace Other parts of the Treaty of Versailles terms were agreed to on November 11, 1918. were designed to weaken Germany. The treaty Germany and have them pay for the By this time, the other Central Powers had forced Germany to limit the size of its military. costs of the war; because France had admitted defeat. World War I was over. Germany also had to return conquered lands been severely damaged in the war to France and to Russia. Other German lands Summarize How did fighting were taken to form the newly independent Contrast )N WHAT WAY WAS THE GOAL come to an end? nation of Poland, and German colonies around OF )TALYS LEADER DIFFERENT FROM THOSE the globe were given to various world powers. OF THE OTHER NEGOTIATORS He wanted to A Difficult Peace Germans were furious about the humiliat- ing terms of the treaty, but they had no choice gain territory for his nation. Although peace had come to the battlefield, the but to accept them. Germany signed the treaty Evaluate 7HAT ARE SOME POSSIBLE leaders of the war’s major countries still had to on June 28, 1919. The reparations crippled the REASONS !LLIED LEADERS CREATED SEPARATE work out a formal peace agreement. This task German economy and the bitterness caused by would prove to be difficult. the Treaty of Versailles would have an effect on AGREEMENTS WITH ALL THE DEFEATED German politics in the years to come. #ENTRAL 0OWERS possible answer— Differing Allied Goals In early 1918, while Yet the treaty did contain one victory for Many of the nations caused little of the fighting was still going on, Woodrow Wilson had Wilson. It established the organization of war’s destruction and would not likely announced his vision of world peace. This plan world governments he had envisioned in his for peace was called the Fourteen Points . These Fourteen Points. This organization was called pose a threat to the Allies in the future. points included the reduction of weapons and the League of Nations . The League’s main CRF : Primary Source: The Fourteen the right of all people to choose their own gov- goals were to encourage international coopera- Points ernments. He also proposed forming an organi- tion and to keep peace between nations. But zation in which the world’s nations would join the League did not represent all the world’s to protect one another from aggression. nations. Germany, for example, was excluded Not everyone shared Wilson’s goals. In fact, from the League. In addition, Wilson was the leaders of the four major Allies—Great Brit- unable to convince the U.S. government to rat- ain, France, the United States, and Italy—had ify the Treaty of Versailles, as some Americans Biography very different ideas about a peace treaty. The worried that the League of Nations would drag French, led by Georges Clemenceau, wanted them into another far-off war. The U.S. absence Joan Miró (1893–1983) 3PANISH OIL to punish Germany. Clemenceau also wanted greatly weakened the League. PAINTER *OAN -IRØ IS KNOWN FOR HIS 3URRE Germany to pay for the costs of the war. ALIST WORKS CHARACTERIZED BY BRIGHT COLORS Great Britain’s David Lloyd George stood Other Treaties Allied leaders also cre- somewhere between Clemenceau and Wilson. ated separate agreements with all of AND FANCIFUL SHAPES -IRØ WAS BORN IN He also wanted to punish Germany, yet he did the defeated Central Powers. These "ARCELONA 3PAIN WHERE HE STUDIED ART not want to see Germany weakened. He was treaties made important changes to Europe. -ANY OF HIS WORKS DEPICT A LIGHT HEARTED FANTASY WORLD AND OTHERS ARE SOMEWHAT WORLD WAR I 399 DISTURBING "OTH TYPES WERE TYPICAL OF 3URREALIST WORK )N -IRØ TRAVELED TO 0ARIS WHERE HIS WORK WAS INmUENCED BY At Level Skills Focus: Analyzing Alternative Points of View $ADA AND #UBISM 4HOUGH HE WORKED IN Reading Like a Historian Skill Research Required OTHER MEDIA SUCH AS CERAMICS AND TAPESTRY Each Country’s Wish HE IS KNOWN TODAY FOR HIS DELIGHTFUL 1. (AVE STUDENTS LIST THE lVE !LLIED 0OWERS 4. (AVE VOLUNTEERS SHARE THEIR IDEAS WHILE THEIR AMUSING PAINTINGS France, Russia, Great Britain, Italy, the CLASSMATES TAKE NOTES !SK STUDENTS TO SELECT United States ONE IDEA AND WRITE A PARAGRAPH SUPPORTING IT 2. /RGANIZE THE CLASS INTO FOUR GROUPS !SSIGN Interpersonal, Verbal-Linguistic ONE GROUP TO EACH OF THE FOLLOWING &RANCE Alternative Assessment Handbook, Rubrics 14: 2USSIA 'REAT "RITAIN AND )TALY Group Activity; and 43: Writing to Persuade Answers 3. (AVE EACH GROUP CONDUCT RESEARCH ABOUT ITS Reading Check The Allies used ASSIGNED COUNTRY IN 7ORLD 7AR ) AND WRITE tanks and aircraft at the Marne, then GOALS AS 7OODROW 7ILSON DID FOR THE PEACE broke through the Hindenburg Line, and NEGOTIATIONS REPRESENTING THEIR COUNTRY Germans sought an armistice. 399 EUROPE AND THE MIDDLE EAST
1915 1921 "MMJFE1PXFST /FXOBUJPOT BOENBOEBUFT $FOUSBM1PXFST Reading Focus ¡/ ¡/ "MMJFEPDDVQJFE /FVUSBMOBUJPOT [POFT ¡ .JMFT ¡ .JMFT '*/-"/% ¡8 /038": What were the costs of the war? ,JMPNFUFST ¡8 /038": ,JMPNFUFST 48&%&/ 48&%&/ "5-"/5*$ "[JNVUIBMFRVBMBSFB "5-"/5*$ "[JNVUIBMFRVBMBSFB /PSUI /PSUI &450/*" Nearly nine million soldiers died and 0$&"/ QSPKFDUJPO QSPKFDUJPO 4FB B 0$&"/ F 4FB B 6/*5&% %&/."3, 4 F -"57*" JD 6/*5&% %&/."3, 4 ,*/(%0. BMU JD millions more were wounded or taken # ,*/(%0. BMU -*5)6"/*" ¡/ ¡/ # 407*&56/*0/ /&5) 3644*" /&5) prisoner; many national economies (&3."/: &"4513644*" (&3."/: 10-"/% (&3."/: were destroyed; some nations and #&-(*6. -69 #&-(*6. -69 $;&$) ¡8 48*5; "6453*"o ¡8 )6/("3: 48*5; "6453*" English colonies experienced '3"/$& )6/("3: *5"-: '3"/$& 30."/*" 30."/*" *5"-: political unrest. 4&3#*" #MBDL4FB :6(04-"7*" #MBDL4FB 41"*/ #6-("3*" #6-("3*" .0/5&/&(30 41"*/
10356("- ¡/ "-#"/*" 10356("- ¡/ "-#"/*" 0550."/&.1*3& (3&&$& (3&&$& 563,&:
The Costs of the War ¡&
¡& 4:3*" .FE ¡& . JUFSS FE *3"2 Explain BOFBO JUFSSB -&#"/0/ (OW DID INmUENZA SPREAD 4FB OFBO4FB 1"-&45*/& "3"#*" WORLDWIDE The disease spread rapidly 53"/4+03%"/ GEOGRAPHY "3"#*" in crowded military conditions and SKILLS INTERPRETING MAPS soldiers carried it home at war’s end. 1. Regions List the new nations and mandates created after World War I. Contrast (OW WERE THE ECONOMIES 2. Place Were the Allied Powers or the Central Powers more affected by OF THE 5NITED 3TATES AND *APAN DIFFER the changes in national boundaries? ENT FROM THOSE OF &RANCE AND 2USSIA The United States and Japan pros- The vast lands of Austria-Hungary and the The Costs of the War pered during the war; France and Ottoman Empire were broken apart, forming Russia’s economies were destroyed. the independent nations of Austria, Hungary, World War I was the most devastating conflict Yugoslavia, Czechoslovakia, and Turkey. Ger- the world had ever seen. It would take years Map Transparency: Europe and the man territories in Africa and the Pacific Ocean for the nations involved to recover. Middle East ACADEMIC were also given to other countries to control. VOCABULARY Human Costs Nearly 9 million soldiers In the Middle East, former Ottoman lands generation group were killed in battle. Millions more were were turned into mandates , or territories to be of people born and wounded or taken prisoner. In nations such as ruled by European powers. Syria and Lebanon living about the Germany, Russia, and France, almost an entire same time became French mandates, and Palestine and Interpreting Maps generation of young men died or were wounded Iraq became British mandates. Meanwhile in in the war. Europe and the Middle East Europe, the Zionist movement to create a Jew- In the spring of 1918, the suffering became Location ish state in the Middle East was growing. In .AME THE SEVEN NEW NATIONS worse when a deadly outbreak of influenza 1917, Britain issued the Balfour Declaration , THAT WERE FORMED FROM FORMERLY 2USSIAN Scientists today swept across the globe. The disease spread which favored establishing a Jewish state in are worried that a rapidly in crowded military conditions and as LAND AFTER THE WAR Finland, Estonia, Palestine, the ancient Jewish homeland. Later, type of influenza soldiers made their way home at the war’s end. Latvia, Lithuania, East Prussia, Poland known as avian Britain created Transjordan from the Palestine Worldwide, perhaps 50 million people or more flu, or bird flu, Mandate and named Abdullah as Transjor- Human/Environment Interaction might turn into died in the epidemic. dan’s first ruler. European nations were sup- 7HAT ARE SOME REASONS THAT ,UXEM another worldwide flu epidemic. posed to control the mandates only until those Economic Costs The war also destroyed BOURG BECAME AN OCCUPIED ZONE It territories were able to govern themselves. In national economies. In places such as France, shared a long border with the newly- reality, mandates became colonies. Belgium, and Russia, where much fighting took place, farmland and cities alike were dev- reduced Germany and needed Summarize Why was it so astated. Economic chaos soon spread misery protection from invasion. difficult to work out a peace agreement? throughout many parts of Europe.
400 CHAPTER 12
Differentiating Instruction Below Level English-Language Learners Materials: X v UNLINED PAPER COLORED HOMES INSTRUCTIONS FOR HOW TO RECLAIM BATTLE MARKERS SCARRED FARMLAND AND SO ON 1. (AVE STUDENTS PICTURE HOW FARMS IN EASTERN 3. (AVE EACH STUDENT DEVELOP ONE CONCEPT &RANCE WOULD HAVE LOOKED AFTER BATTLES WERE TO CONTRIBUTE TO A CLASS PAMPHLET )NSTRUCT Answers FOUGHT 2EMIND STUDENTS THAT MOST MEN HAD STUDENTS TO LEAVE A v MARGIN ON THE LEFT SIDE Interpreting Maps 1. Finland, Estonia, BEEN KILLED OR WOUNDED BLANK FOR BINDING Latvia, Lithuania, East Prussia, Poland, 2. 4. Austria, Hungary, Czechoslovakia, 4ELL STUDENTS THEY WILL CREATE UPLIFTING #OMPILE THE PAMPHLET IDEAS INTO A SIMPLE Yugoslavia, Iraq, Palestine, Lebanon, PROPAGANDA TO INSPIRE PEOPLE REBUILDING THEIR BINDER AND DISPLAY IN THE CLASSROOM Syria; 2. Refer to map LIVES AFTER THE WAR 3UGGEST SONGS AND POEMS Intrapersonal, Visual-Spatial Reading Check because each of the RECIPES APPROPRIATE FOR THOSE WITH LIMITED Alternative Assessment Handbook, Rubrics 3: four major Allies had different goals RESOURCES WORKSHOP IDEAS FOR REPAIRING Artwork; and 40: Writing Assignments 400 The war also cost Europe its role as the dom- EFFECTS OF WORLD WAR I inant economic region of the world. Countries such as the United States and Japan prospered HUMAN COSTS ECONOMIC COSTS during the war. In addition, countries that had • 8.5 million soldiers died. • The war cost the world’s formerly relied on European imports turned to • 13 million civilians died. nations an estimated new sources or developed their own products. Reading Focus • 21.2 million soldiers were $332 billion. wounded. Political Changes World War I caused The Costs of the War widespread political unrest, including the Communist revolution in Russia. After the war, POLITICAL CHANGES Identify Cause and Effect 7HAT EF the monarchies in Austria-Hungary, Germany, • Austria-Hungary and the Ottoman Empire were broken apart. FECT DID THE WAR HAVE ON THE MONARCHIES and the Ottoman Empire were all overthrown, • Germany was greatly weakened. OF THE #ENTRAL 0OWERS Political unrest and many other countries also experienced • The Russian monarchy was overthrown. political upheaval. This widespread political • New countries and colonies formed in Europe and the Middle East. after the war caused the monarchies to and social turmoil would help shape the world • European colonies in Africa and Asia changed hands. be overthrown. in the years to come. Elaborate $EFEND THE POSTWAR Unrest in Colonies The growing unrest EXPECTATIONS OF THE COLONISTS possible affected European colonies as well. Many col- answer—Countries whose citizens onists who had fought in the war had heard the Allied leaders speak noble words about fought for democracy and freedom the importance of democracy and freedom. deserve to enjoy these rights them- After they shed blood for these ideals on behalf selves, and not be held under the rule of their colonial rulers, the colonists came to of another nation. expect these rights for themselves. Instead, the colonists soon found that their Quick Facts Transparency: Effects of wartime sacrifices had not won them any World War I new freedoms. The powers of Europe simply split up the lands controlled by the German, CRF: Literature: The Sun Also Rises Austro-Hungarian, and Ottoman empires and distributed them to other colonial powers. Independence would have to wait. The war destroyed Find the Main Idea What large areas of Europe. were the costs of the war?
go.hrw.com Close SECTION 4 ASSESSMENT Online Quiz Keyword: SHL WW1 HP 'UIDE STUDENTS IN A DISCUSSION ABOUT Reviewing Ideas, Terms, and People Critical Thinking THE CLOSE OF THE WAR AND REVIEW THE 1. a. Describe What role did U-boats have in World War I? 5. Identify Cause and Effect Using your notes on the section ECONOMIC COSTS AND POLITICAL UNREST b. Identify Cause and Effect Why did the United States and a graphic organizer like the one below, explain what you CAUSED BY THE WAR enter the war in 1917? believe was the most significant effect of World War I. 2. a. Recall What was the outcome of Germany’s last offensive? Review b. Explain What effect did U.S. troops have on the war? World War I Online Quiz, Section 4 3. a. Describe How did the Treaty of Versailles affect Germany? b. Compare and Contrast How did the various Allied goals Assess for peace differ? 4. a. Recall What event that began in 1918 added to the suffer- SE Section 4 Assessment ing caused by the fighting in World War I? 6. Description Choose one of the three types of costs of World Progress Assessment: Section 4 Quiz b. Predict How do you think the political unrest after World War I—human, economic, or political. Write a newspaper War I will affect the world in the years that follow? article explaining those costs. Alternative Assessment Handbook
WORLD WAR I 401 Reteach/Intervene Interactive Reader and Study Guide, Section 4 Assessment Answers Section 4 Interactive Skills Tutor CD-ROM 1. a. used by Germans to attack ships near Britain wanted to punish Germany without Britain, causing U.S. to enter war. weakening it b. Germany broke its promise to stop attack- 4. a. a deadly outbreak of influenza ing passenger ships and attempted to push b. possible answer—Monarchies would be Mexico to attack the United States. overthrown and new governments formed. Answers 2. a. They lost 800,000 troops. 5. possible answer—World War I resulted in b. helped shift the balance of power the overthrowing of many monarchies and Reading Check Millions of people died or were wounded. Some nations’ 3. a. Reparations required by the Treaty of the growth of communism, which would economies were devastated while others shape the world for many years to come. Versailles hurt the German economy. prospered. Some people enjoyed the b. France wanted to punish Germany; Italy 6. possible answers—human: millions of lives benefits of freedom and democracy after wanted territory; U.S. wanted peace; Great lost; economic: some nations’ economies the war, but others remained under the badly hurt; political: redrawn boundaries control of colonial rulers. 401