Chapter Planning Guide

Key to Ability Levels Key to Teaching Resources BL Below Level AL Above Level Print Material Transparency OL On Level ELL English CD-ROM or DVD Language Learners

Levels Resources Chapter Section Section Section Section Chapter BL OL AL ELL Opener 1 2 3 4 Assess FOCUS

BL OL AL ELL Daily Focus Transparencies 16-1 16-2 16-3 16-4 TEACH BL OL ELL Reading Skills Activity, URB p. 83 OL Historical Analysis Skills Activity, URB p. 84 BL OL AL ELL Differentiated Instruction Activity, URB p. 85 BL OL ELL English Learner Activity, URB p. 87 BL OL AL ELL Content Vocabulary Activity, URB* p. 89 BL OL AL ELL Academic Vocabulary Activity, URB p. 91 OL AL Reinforcing Skills Activity, URB p. 93 OL AL Critical Thinking Skills Activity, URB p. 94 BL OL ELL Time Line Activity, URB p. 95 OL Linking Past and Present Activity, URB p. 96 BL OL AL ELL Primary Source Reading, URB p. 97 p. 99 BL OL AL ELL American Art and Music Activity, URB p. 101 BL OL AL ELL Interpreting Political Cartoons Activity, URB p. 103 AL Enrichment Activity, URB p. 106 BL OL ELL Guided Reading Activity, URB* p. 108 p. 109 p. 110 p. 111 BL OL AL ELL Reading Essentials and Note-Taking Guide* p. 174 p. 177 p. 180 p. 183 Differentiated Instruction for the American BL OL AL ELL ✓ ✓✓✓✓✓ History Classroom

BL OL AL ELL Unit Map Overlay Transparencies ✓ ✓✓✓✓✓

Unit Time Line Transparencies, Strategies, and BL OL AL ELL ✓ ✓✓✓✓✓ Activities Cause and Effect Transparencies, Strategies, BL OL AL ELL ✓ ✓✓✓✓✓ and Activities Why It Matters Chapter Transparencies, BL OL AL ELL ✓ ✓✓✓✓✓ Strategies, and Activities BL OL AL ELL American Biographies ✓✓✓ Note: Please refer to the Unit 5 Resource Book for this chapter’s URB materials. * Also available in Spanish

546A Planning Guide Chapter

Plus • Interactive Lesson Planner • Differentiated Lesson Plans • Interactive Teacher Edition • Printable reports of daily All-In-One Planner and Resource Center • Fully editable blackline masters assignments • Section Spotlight Videos Launch • Standards Tracking System Levels Resources Chapter Section Section Section Section Chapter BL OL AL ELL Opener 1 2 3 4 Assess TEACH (continued) BL OL AL Supreme Court Case Studies p. 37 BL OL AL ELL The Living Constitution ✓ ✓✓✓✓✓ BL OL AL ELL American Issues ✓ ✓✓✓✓✓ American Art and Architecture Transparencies, OL AL ELL ✓ ✓✓✓✓✓ Strategies, and Activities High School American History Literature BL OL AL ✓ ✓✓✓✓✓ Library American History Primary Source Documents OL AL ✓ ✓✓✓✓✓ Library BL OL AL ELL American Music: Hits Through History CD ✓ ✓✓✓✓✓ BL OL AL ELL StudentWorks™ Plus ✓ ✓✓✓✓✓ BL OL AL ELL The American Vision Video Program ✓ ✓✓✓✓✓ Reading Strategies and Activities for the ✓ ✓✓✓✓✓ Social Studies Classroom Teacher Strategies for Success ✓ ✓✓✓✓✓ Resources Presentation Plus! with MindJogger ✓ ✓✓✓✓✓ CheckPoint Success With English Learners ✓ ✓✓✓✓✓ ASSESS BL OL AL ELL Section Quizzes and Chapter Tests* p. 223 p. 224 p. 225 p. 226 p. 227 BL OL AL ELL Authentic Assessment With Rubrics p. 37 BL OL AL ELL Standardized Test Practice Workbook p. 36 BL OL AL ELL ExamView® Assessment Suite 16-1 16-2 16-3 16-4 Ch. 16 CLOSE BL ELL Reteaching Activity, URB p. 105 BL OL ELL Reading and Study Skills Foldables™ p. 67 BL OL AL ELL American History in Graphic Novel p. 45 ✓ Chapter- or unit-based activities applicable to all sections in this chapter.

546B Chapter Integrating Technology

Using Study Central™ Teach With Technology

What is Study Central™? Study Central™ is an interactive, online tool that helps students understand and remember content section-by-section. It can be used alongside lessons or before a test. How can Study Central™ help my students? Study Central™ contains fun activities that students can use to review important content and reinforce effective study habits. Using the format of the Guide to Reading that opens each section in the textbook, Study Central™ has students write main idea statements as questions, review academic and content vocabulary, and take notes using online graphic organizers. Students can also read section summaries, take multiple-choice quizzes, and find Web links for more information.

Visit glencoe.com and enter a ™ code to go to Study Central™.

You can easily launch a wide range of digital products Visit glencoe.com and enter ™ code from your computer’s desktop with the McGraw-Hill TAV9399c16T for Chapter 16 resources. Social Studies widget. Student Teacher Parent Media Library • Section Audio ●● • Spanish Audio Summaries ●● • Section Spotlight Videos ●●● The American Vision Online Learning Center (Web Site) • StudentWorks™ Plus Online ●●● • Multilingual Glossary ●●● • Study-to-Go ●●● • Chapter Overviews ●●● • Self-Check Quizzes ●●● • Student Web Activities ●●● • ePuzzles and Games ●●● • Vocabulary eFlashcards ●●● • In Motion Animations ●●● • Study Central™ ●●● • Web Activity Lesson Plans ● • Vocabulary PuzzleMaker ●●● • Historical Thinking Activities ● • Beyond the Textbook ●●●

546C Additional Chapter Resources Chapter

®

• Timed Readings Plus in Social Studies helps The following videotape programs are available from students increase their reading rate and fluency while Glencoe as supplements to this chapter: maintaining comprehension. The 400-word passages are similar to those found on state and national • Secrets of the Romanovs (ISBN 0-76-700231-8) assessments. • The Red Baron: Master of the Air (ISBN 1-56-501582-7) • Reading in the Content Area: Social Studies To order, call Glencoe at 1-800-334-7344. To find classroom concentrates on six essential reading skills that help resources to accompany many of these videos, check the students better comprehend what they read. The following home pages: book includes 75 high-interest nonfiction passages A&E Television: www.aetv.com written at increasing levels of difficulty. The History Channel: www.historychannel.com • Reading Social Studies includes strategic reading instruction and vocabulary support in Social Studies content for both ELLs and native speakers of English. www.jamestowneducation.com Reading List Generator CD-ROM

Use this database to search more than 30,000 titles to create a customized reading list for your students. • Reading lists can be organized by students’ reading level, author, genre, theme, or area of interest. • The database provides Degrees of Reading Power™ (DRP) and Lexile™ readability scores for all selections. • A brief summary of each selection is included. Index to National Geographic Magazine: Leveled reading suggestions for this chapter: The following articles relate to this chapter: For students at a Grade 8 reading level: • “Riddle of the Lusitania,” by Robert D. Ballard, April 1994. • First Woman in Congress: Jeannette Rankin, by Florence • “The American Red Cross: A Century of Service,” by Meiman White Louise Levathes and Annie Griffiths, June 1981. For students at a Grade 9 reading level: National Geographic Society Products To order the • Anastasia’s Album, by Hugh Brewster following, call National Geographic at 1-800-368-2728: For students at a Grade 10 reading level: • World War I Era ( PicturePack Transparencies) • World War I, by Gail B. Stewart Access National Geographic’s new dynamic MapMachine For students at a Grade 11 reading level: Web site and other geography resources at: • Remember the Lusitania!, by Diana Preston www.nationalgeographic.com For students at a Grade 12 reading level: www.nationalgeographic.com/maps • World War I, by Virginia Schomp

546D Introducing Chapter Chapter Focus WWorldorld WWarar I aandnd MAKING CONNECTIONS Its Aftermath Why Do Nations Go to War? Have students brainstorm the rea- 1914 –1920 sons nations go to war and list their answers on the chalkboard. SECTION 1 The United States Discuss with students if they think Enters World War I any of the reasons listed are valid SECTION 2 The Home Front and have them consider if the rea- SECTION 3 A Bloody Conflict sons might be different today SECTION 4 The War’s Impact than they were in 1914. OL Teach The Big Ideas As students study the chapter, remind them to consider the section-based Big Ideas included in each section’s Guide to Reading. The Essential Questions in the activities below tie in to the Big Ideas and help students think about and understand important American soldiers fire on German positions during the Battle of the Argonne Forest, 1918 chapter concepts. In addition, the Hands-on Chapter Projects with their culminating activities relate Wilson the content from each section to 1913–1921 1915 1917 • German submarine • U.S. enters the war the Big Ideas. These activities sinks the Lusitania • Selective Service Act passed build on each other as students U.S. PRESIDENTS U.S. EVENTS progress through the chapter. 1914 1916 Section activities culminate in the WORLD EVENTS wrap-up activity on the Visual 1914 1916 1917 Summary page. • Franz Ferdinand • Battle of Verdun begins • Bolshevik Revolution assassinated; war in February begins in October begins in Europe • Battle of the Somme begins in July 546 Chapter 16 World War I and Its Aftermath

Section 1 Section 2 The United States Enters World War I The Home Front Essential Question: What is neutrality? Essential Question: If the United States were (supporting neither side in a quarrel or war) currently preparing for war, what needs When would you remain neutral in a conflict would be different from its needs in prepar- with friends, and what would cause you to ing for World War I? What needs would be the intervene? Tell students that in this section same? (Answers will vary, but students should they will learn how the United States support their answers with examples.) Have stu- attempted to remain neutral in World War I and dents discuss what a country would need in the events that finally led to U.S. involvement. order to be prepared for war. Tell them that this OL section will focus on how the United States mobilized for World War I. OL 546 Introducing Chapter Chapter Audio MAKING CONNECTIONS Why Do Nations Go to War? More About the World War I was the fi rst time in American history that the United States sent troops to fi ght in Europe. This Photo decision ended the long-standing policy of remaining neutral in Europe’s wars. Visual Literacy The 23rd • Why do you think the United States changed its Infantry participated in six policy and sent troops to Europe? campaigns during World War I: • Do you think it was a diffi cult decision? Aisne, Lorraine, Île de France, Aisne-Marne, St. Mihiel, and Meuse-Argonne.

Dinah Zike’s Foldables Dinah Zike’s Foldables are three-dimensional, interac- tive graphic organizers that help students practice basic writing skills, review vocabu- lary terms, and identify main ideas. Instructions for creat- ing and using Foldables can be found in the Appendix at the end of this book and in the Dinah Zike’s Reading and Study Skills Foldables booklet.

Organizing Information As you read the chapter, write information under each tab, listing 1918 which country is in the alliance, why it joined • Congress passes Sedition Act 1919 1920 the alliance, or what • Armistice ends fighting on • Race riots and strikes take • Red Scare and reasons it had for November 11 place in Northern cities Palmer Raids disagreeing with Visit glencoe.com and the countries in the enter code opposing alliance. TAV9399c16T for Chapter 16 1918 1920 resources, including a Chapter Overview, Study Central™, 1918 1919 • Treaty of Brest-Litovsk ends • Versailles Peace Visit glencoe.com Study-to-Go, Student Web

Russian-German war Conference begins and enter code TAV9846c16 for Activity, Self-Check Quiz, and Chapter 16 resources. other materials. Chapter 16 World War I and Its Aftermath 547

Section 3 Section 4 A Bloody Conflict The War’s Impact Essential Question: What are some syn- Essential Question: How does a strike affect onyms for reparations? (compensation, consumers? (services become unavailable, costs restitution, amends) In what situations are rise) Have students discuss reasons that workers people required to make reparations? go on strike. (poor working conditions, lack of (replacing a damaged item, paying for repairs benefits, low wages) Tell students that this sec- when causing a car accident, court cases) Tell tion will cover some of the strikes that resulted students that in Section 3 they will learn about from the economic upheaval following World the reparations Germany was forced to make War I. OL after World War I. OL

547 Chapter 16 • Section 1 Section 1 Section Audio Spotlight Video Focus The United States Enters World War I

Bellringer ilitarism, alliances, imperialism, and nationalism Guide to Reading led to World War I in Europe. Attacks on U.S. Daily Focus Transparency 16-1 M Big Ideas Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: B ships and American support for the Allies eventually Teacher Tip: Have students compare the lists of Allies and UNIT Central Powers with the current map to determine which 5 DAILY FOCUS SKILLS countries no longer exist politically. Chapter 16 TRANSPARENCY 16-1 Trade, War, and Migration Although Reading a Map caused the United States to enter the war.

Directions: Answer the following WORLD WAR I – THE WORLD CHOOSES SIDES question based on the map. the United States tried to stay neutral, The two groups of a e ALLIES S countries that fought in n ICELAND a i g • Russia e Y World War I were known w D events pushed the nation into war. r A o • France N N as the Allies and the N W A

United Kingdom E ia • L n Central Powers. Two of R h D t o Italy ATLANTIC OCEAN B N • E f O o I lf the countries no longer u W F G N N S RUSSIA exist politically. Which W CENTRAL POWERS E ESTONIA S a ones are they? e LATVIA Germany North S • UNITED DENMARK ic IRELAND lt Irish Sea a • Austria-Hungary Sea B LITHUANIA KINGDOM RUSSIA A Russia and Bulgaria Celtic World War I Begins Ottoman Empire NETH. Content Vocabulary • Sea POLAND BELARUS • Bulgaria National capital Austria-Hungary and GERMANY B BELG. LUX. Ottoman Empire CZECH REP. SLOVAKIA UKRAINE Bay of FRANCE LIECH. MOLDOVA (p. 549) Biscay AUSTRIA Sea of C Ottoman Empire and SWITZ. HUNGARY SLOV. Azov • militarism ROMANIA CROATIA Bulgaria SAN A BOSN. & MARINO d L r HERZG. Black Sea MAIN i Idea a YUG. Old alliances and nationalist sentiments among European A ANDORRA t G ic U MONACO ITALY BULGARIA T S D Italy and Germany R e O a P SPAIN MACED. TURKEY ALBANIA E C (p. 550) Strait of E Gibraltar Ionian E Aegean M e d i R • t Sea Sea nationalism e r G r nations set the stage for World War I. a n e MALTA a n CYPRUS S • propaganda (p. 552) HISTORY AND YOU Does your school have a long-standing rivalry with (p. 554) • contraband another school? Read how European nations formed political alliances that brought most of the continent into war. Guide to Reading Academic Vocabulary • emphasis (p. 550) Answers may include: Balkan • erode (p. 554) Despite more than 40 years of general peace, tensions among crisis, alliance system, naval race, European nations were building in 1914. Throughout the late 1800s People and Events to Identify and early 1900s, a number of factors created problems among the assassination of Franz Ferdinand • Balkans (p. 550) powers of Europe and set the stage for a monumental war. • Franz Ferdinand (p. 550) • Sussex pledge (p. 555) Militarism and Alliances • Zimmermann telegram (p. 555) The roots of World War I date back to the 1860s. In 1864, while Reading Strategy Americans fought the Civil War, the German kingdom of Prussia To generate student interest and Organizing Complete the graphic launched the first of a series of wars to unite the various German provide a springboard for class organizer shown below by identifying the states into one nation. By 1871 Prussia had united Germany and factors that contributed to the conflict. proclaimed the birth of the German Empire. The new German discussion, access the Chapter 16, nation rapidly industrialized and quickly became one of the most Section 1 video at glencoe.com or powerful nations in the world. Factors Contributing on the video DVD. to World War I The creation of Germany transformed European politics. In 1870, as part of their plan to unify Germany, the Prussians had attacked and defeated France. They then forced the French to give up terri- tory along the German border. From that point forward, France and Germany were enemies. To protect itself, Germany signed alliances with Italy and with Austria-Hungary, a huge empire that controlled much of southeastern Europe. This became known as the Triple Alliance. The new alliance alarmed Russian leaders, who feared that Germany intended to expand eastward into Russia. Russia and Austria-Hungary were also competing for influence in southeastern Europe. Many of the people of southeastern Europe were Slavs— the same ethnic group as the Russians—and the Russians wanted to support them against Austria-Hungary. As a result, Russia and France had a common interest in opposing Germany and Austria- Hungary. In 1894 they signed the Franco-Russian Alliance, promis- Resource Manager ing to come to each other’s aid in a war with the Triple Alliance.

548 Chapter 16 World War I and Its Aftermath

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Predicting, p. 552 • Drawing Con., p. 550 • Visual/Spatial, p. 554 • Persuasive Writing, • Analyzing Visuals, p. 549 • Setting a Purpose, p. 552 pp. 549, 552, 553 • Using Geo. Skills, p. 551 • Act. Prior Know., p. 554 Additional Resources Additional Resources • Narrative Writing, • Using Word Parts, p. 554 • Crit. Think. Skills Act., • Eng. Learner Act., URB p. 550 Additional Resources • Sequencing Info., p. 555 URB p. 94 p. 87 • Read. Essen., p. 174 • Quizzes and Tests, p. 223 • Foldables, p. 67 Additional Resources Additional Resources • Content Vocab. Act., URB • Guid. Read. Act, URB p. 89 p. 108 • Academic Vocab. Act., URB p. 91 Chapter 16 • Section 1 Militarism and Alliances in Europe, 1914

20°E Teach 60°N St. Petersburg The Growth of Armies, 1870–1914 In 1839, Britain gave Belgium (Petrograd) a guarantee that it would 1870 1914 protect Belgium’s neutrality. Triple Entente 1400 Triple Alliance S Skill Practice 0° UNITED North DENMARK Other European 1200 KINGDOM Sea states Analyzing Visuals Ask: Why 1000 N might Balkan nationalism have London NETH. 800 Berlin W E been a factor in causing World S BELG. GERMANY 600 RUSSIA War I? (Nationalism instilled pride Paris LUX. 400 Thousands Thousands of Troops in people and led them to want Alsace- Lorraine AUSTRIA- 200 HUNGARY self-government.) OL FRANCE SWITZ. Vienna Budapest 0 Russia France Germany Austria- Britain Bosnia Hungary ROMANIA W Writing Support S Sarajevo SERBIA Russia and Serbia were both Slavic countries. Invite stu- Germany took Alsace-Lorraine ITALY MONT. Persuasive Writing from France in 1870. The BULGARIA Russia did not have an alliance with Serbia Rome but was determined to help Serbia against dents to write a letter to the French were determined to ALBANIA recover the territory. Constantinople Austria-Hungary. 40°N German emperor advising him GREECE OTTOMAN of the risks of alliances and the 0 400 kilometers EMPIRE 0 400 miles Balkan Nationalism growth of militarism in Europe. Lambert Azimuthal Equal-Area projection Southeastern Europe is known as the Balkans. In the 1800s, two empires controlled this Students should use library or region—Austria-Hungary and the Turkish Internet resources to find out more Analyzing VISUALS Ottoman Empire. As the ideas of nationalism spread across Europe, the people in the region about the European alliances. OL 1. Interpreting Study the map and chart above. Why might Britain fought a series of wars to gain their indepen- dence. By 1914, most of the Balkans were think it had to have the strongest navy in Europe? free, except for the Slavs living in Bosnia. 2. Analyzing Germany feared France might go to war with them. Based on the map and chart, why would German leaders have Analyzing VISUALS reached this conclusion?

See StudentWorksTM Plus or glencoe.com. Answers: 1. Britain is an island nation and a navy would be essential to The system of alliances in Europe encour- naval strength to protect their island from its defense. aged militarism—the aggressive build-up of invasion. By the early 1900s, an arms race had 2. Germany feared that France armed forces to intimidate and threaten other begun between Great Britain and Germany, would attempt to regain nations. German militarism eventually forced as both nations raced to build warships. Britain to become involved in the alliance sys- The naval race greatly increased tensions Alsace-Lorraine; France and tem. Britain’s policy was to support weaker between Germany and Britain and convinced Germany appear to be in countries against stronger ones so as to make the British to establish closer relations with competition building up sure no country conquered all of Europe. By France and Russia. The British still refused to their armies. the late 1800s, it was clear that Germany had sign a formal alliance, so their new relation- become the strongest nation in Europe. ship with the French and Russians became In 1898 Germany began building a large known as an entente cordiale—a friendly modern navy as well. A strong German navy understanding. Britain, France, and Russia threatened the British, who depended on their became known as the Triple Entente. Hands-On

Chapter 16 World War I and Its Aftermath 549 Chapter Project Step 1 Presenting World War I how and why it changed. (In both groups, further division might be made between Step 1: Presenting the United States’s those responsible for boiling down the lit- Entry into the War Ask: Why did the eral explanation and those finding graphic/ United States enter World War I? visual elements.) Directions Explain to students that they Putting It Together When the two teams will create one to three multimedia slides or meet to finalize the choices for the slides screens to explain why the United States or screens, they will have to think critically entered World War I. Divide students into to summarize these topics into a few two teams. The first team should focus on slides. OL (Chapter Project continued on the root causes of the war. The second team page 557) should focus on American neutrality and 549 Chapter 16 • Section 1 Causes of World War I

Use the acronym MAIN to remember the four main R Reading Strategy causes of World War I: Militarism, Alliances, ALLIANCES IMPERIALISM Imperialism, Nationalism. Making Connections Write the terms nationalism and imperi- MILITARISM France alism on the board. Then have stu- dents list the ways in which the ideas of nationalism and imperial- ism were opposed to each other. Discuss with students the roles that these opposing ideas played Austria-Hungary in World War I. AL Germany Italy

W Writing Support ▲ Warships of the German Imperial fleet are ▲ An 1883 British cartoon illustrates ▲ Franz Joseph, Emperor of Austria- shown anchored near Kiel, Germany in 1911. the Triple Alliance. Hungary, and Wilhelm II, Emperor of Narrative Writing Have stu- The naval race between Britain and Germany Germany, salute during a parade in dents write a newspaper article caused tension in Europe prior to World War I. Berlin in 1889. from the point of view of a reporter who witnessed the assassination Imperialism and Nationalism national groups within Europe’s empires began to press for independence. of Archduke Franz Ferdinand. By the late 1800s, nationalism, or a feeling Among the groups pushing for indepen- Instruct students to use narrative of intense pride in one’s homeland, had dence were the Serbs, Bosnians, Croats, and and descriptive techniques in become a powerful idea in Europe. Nationalists Slovenes. These people all spoke similar lan- place primary emphasis on promoting their their articles. Encourage students guages and had come to see themselves as homeland’s culture and interests above those one people. They called themselves South to share their articles with the of other countries. Nationalism was one of the Slavs, or Yugoslavs. The first of these people to C class. BL reasons for the tensions among the European obtain independence were the Serbs, who powers. Each nation viewed the others as formed a nation called Serbia between the competitors, and many people were willing to Ottoman and Austro-Hungarian Empires. C Critical Thinking go to war to expand their nation at the expense Serbs believed their nation’s mission was to of others. unite the South Slavs. Drawing Conclusions Have One of the basic ideas of nationalism is the Russia supported the Serbs, while Austria- right to self-determination—the idea that students list the peoples who R Hungary did what it could to limit Serbia’s were pushing for independence people who share a national identity should growth. In 1908 Austria-Hungary annexed have their own country and government. In before World War I. Have students Bosnia, which had belonged to the Ottoman the 1800s nationalism led to a crisis in south- Empire. The Serbs were furious. They wanted choose one of these groups and, eastern Europe in the region known as the Bosnia to be part of their nation. The annexa- using library or Internet resources, Balkans. Historically, the Ottoman Empire tion demonstrated to the Serbs that Austria- write a history of that group from and the Austro-Hungarian Empire had ruled Hungary had no intention of letting the Slavic the Balkans. Both of these empires were made people in its empire become independent. World War I to the present. Have up of many different nations. volunteers share their findings Imperialism—the idea that a country can A Terrorist Attack Brings War with the class. increase its power and wealth by controlling other peoples—had convinced the major In late June 1914 the heir to the Austro- European powers to build empires in the Hungarian throne, the Archduke Franz 1700s and 1800s. Nationalism ran counter to Ferdinand, visited the Bosnian capital of W imperialism. As the idea of nationalism spread Sarajevo. As he and his wife rode through the Differentiated in the late 1800s and early 1900s, the different city, a Bosnian revolutionary named Gavrilo

Instruction 550 Chapter 16 World War I and Its Aftermath

Name Date Class

and Present Ac Linking Past tivity 16

Dogfights and Eyes in the Skies

At the outset of World War I, The military today uses many Writing a Narrative Essay T H E N both sides used aircraft mainly N O W kinds of aircraft, customized for to locate enemy forces and specific purposes. Bombers are observe. Opposing pilots waved designed to attack ground tar- at each other as they passed in the air. gets. Dogfights in modern warfare, however, occur The militaries soon recognized the advantage of between fighters. These jet planes are specially using aircraft to attack as well as to observe. Pilots in designed for close-range air-to-air combat, but they can CHAPTER unarmed observation planes began to carry pistols also drop bombs and shoot missiles at ground targets. and shoot at each other. Soon both sides bolted Today’s most advanced fighter is the stealth fighter. machine guns to their planes. The problem was that Its surfaces deflect radar beams, and materials in the pilots risked shooting themselves if a bullet bounced plane absorb radar energy. As a result, the stealth is

16 Make decisions on budget priorities. off the propeller. nearly invisible to radar. Stealth fighters saw their first Objective: Differentiated Instruction Strategies In 1915 Germany developed a machine gun timed combat in the Persian Gulf War (1991). They dropped to shoot between the revolving propeller blades. Now hundreds of laser-guided “smart” bombs on Iraqi pilots could stalk enemy planes and try to destroy positions without being hit, leading to a quick end to them in one-on-one air battles called dogfights. Pilots the war. who shot down at least five enemy planes earned the The military still uses aircraft for observation. title ace and became national heroes at home. Today’s reconnaissance aircraft carry cameras and Focus: Discuss how budgets require decision-makers BL With a partner, make a time line that Germany’s Baron Manfred von Richthofen shot down electronic sensing equipment to collect information

80 planes, the most of any ace, before he was shot about possible threats. The Airborne Warning and Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. down in 1918. He was called the “Red Control System (AWACS) aircraft Baron” because he painted his planes serves as a command center in the red to intimidate opponents who air. With its advanced radar, it can to prioritize needs and wants. shows the progression of the ways air- knew his reputation. The leading track enemy aircraft and missiles and American ace, Eddie Rickenbacker, quickly call up forces to deal with the shot down 22 enemy planes. threat. Orbiting satellites constantly As the war progressed, planes scan the earth for signs of hostile improved. The military began to use activity. craft were used in World War I. them to bomb. At first, pilots carried a bag of bombs in the cockpit and simply dropped Teach: List rounded prices for each type of aircraft them over the side. Later, planes had mechanical devices to release bombs from underneath. CRITICAL THINKING mentioned in the reading. Give a set amount AL Choose one part of the most recent Directions: Answer the questions below on a separate sheet of paper. 1. Drawing Conclusions Why is the ability to observe a key advantage of airplanes in war? 2. Synthesizing Information How has the ability of aircraft to observe changed since U.S. budget and explain the priorities World War I? to spend on aircraft. 3. Evaluating Information Do you think the United States should increase the use of space for military purposes? Explain your position. 96 Assess: List how many of each kind of aircraft to pur- of that particular department. Linking Past and chase. Make sure to stay within the budget. ELL Write the definition of each of the Present Activity 19, Close: Write a paragraph explaining the decisions italicized words in the reading using URB p. 96 made in spending the budget. context clues and other resources. 550 Chapter 16 • Section 1 NATIONALISM Germany’s Plan Fails Germany had long been prepared for war against France and Russia. It immediately launched a massive invasion of France, hoping to knock the French out of the war. It would then be able to send S Skill Practice its troops east to deal with the Russians. Using Geography Skills The German plan had one major problem. S It required the German forces to advance Provide students with a topo- through neutral Belgium in order to encircle graphical map of Europe. Instruct the French troops. The British had guaranteed them to research the path ▲ Serbian nationalist Gavrilo Princip is dragged Belgium’s neutrality. When German troops into police headquarters in Sarajevo shortly after crossed the Belgian frontier, Britain declared Germany hoped to take through killing Archduke Franz Ferdinand, heir to the war on Germany. Belgium and eventually to Paris. Austro-Hungarian throne. Those fighting for the Triple Entente were Have students trace the path and called the Allies. France, Russia, and Great Analyzing VISUALS then mark the location where Britain formed the backbone of the Allies 1. Interpreting What point is the cartoonist along with Italy, which joined them in 1915 British and French troops stopped trying to make about the Triple Alliance? after the other Allies promised to cede Austro- the German advance. OL 2. Explaining How did Austrian imperialism Hungarian territory to Italy after the war. What and Balkan nationalism contribute to the remained of the Triple Alliance—Germany outbreak of World War I? and Austria-Hungary—joined with the Ottoman Empire and Bulgaria to form the Analyzing VISUALS Central Powers. The German plan seemed to work at first. Answers: Princip rushed their open car and shot the German troops swept through Belgium and 1. The Triple Alliance is poised to couple to death. The assassin was a member headed into France, driving back the French of a Serbian nationalist group nicknamed the and British forces. Then, to the great surprise attack France. “Black Hand.” The assassination took place of the Germans, Russian troops invaded 2. Austria was determined to with the knowledge of Serbian officials who Germany. The Germans had not expected maintain its influence and hoped to start a war that would bring down Russia to mobilize so quickly. They were forced control in the Balkans; the the Austro-Hungarian Empire. to pull some of their troops away from the attack on France and send them east to stop people of the Balkans were The Alliances Are Triggered The Austro- the Russians. This weakened the German Hungarian government blamed Serbia for the just as determined to estab- forces just enough to give the Allies a chance attack and decided the time had come to crush lish independent nations and to stop them. The Germans drove to within 30 Serbia in order to prevent Slavic nationalism miles (48 km) of Paris, but stubborn resistance rule themselves. from undermining its empire. Knowing an by British and French troops at the Battle of attack on Serbia might trigger a war with the Marne finally stopped the German advance. Russia, the Austrians asked their German Because the swift German attack had failed to allies for support. Germany promised to sup- defeat the French, both sides became locked in port Austria-Hungary if war erupted. a bloody stalemate along hundreds of miles of Austria-Hungary then issued an ultimatum trenches that would barely change position for to the Serbian government. The Serbs counted the next three years. Answer: on Russia to back them up, and the Russians, The Central Powers had greater success on in turn, counted on France. French leaders were the assassination of Austrian the Eastern Front. German and Austro- worried that they might someday be caught Archduke Franz Ferdinand, the Hungarian forces stopped the Russian attack alone in a war with Germany, so they promised and then went on the offensive. They swept heir to the Austro-Hungarian to support Russia if war began. across hundreds of miles of territory and took On July 28 Austria-Hungary declared war on throne hundreds of thousands of prisoners. Russia Serbia. Russia immediately mobilized its army, suffered 2 million killed, wounded, or cap- including troops stationed on the German bor- tured in 1915 alone, but it kept fighting. der. On August 1 Germany declared war on Russia. Two days later, it declared war on France. Explaining What incident trig- World War I had begun. gered the beginning of World War I? Additional

Chapter 16 World War I and Its Aftermath 551 Support

Activity: Collaborative Learning

Explaining Causes Write the following terms that any one nation or group of nations was pri- on the chalkboard: imperialism, nationalism, mil- marily responsible for World War I. Ask each stu- itarism, and balance of power. Have students dent to present evidence to support his or her define each term. Using the text and additional opinion. OL research, ask them to explain how each contrib- uted to the war in Europe. Ask if students think

551 Chapter 16 • Section 1 America Declares War Government Officials Back Britain One select group of Americans was decidedly pro- MAIN Idea British propaganda and business British: President Wilson’s cabinet. Only interests led most Americans to a pro-British stance Secretary of State William Jennings Bryan R1 Reading Strategy on the war. favored neutrality. The other cabinet mem- Predicting While war envel- HISTORY AND YOU Do you recall a time when bers, as well as Bryan’s chief adviser, Robert you tried to remain neutral in a fight between Lansing, and Walter Hines Page, the American oped Europe, American politicians friends? Read how the United States tried to stay ambassador to London, argued forcefully on attempted to remain uninvolved out of World War I. behalf of Britain. Many American military in the global conflict. Ask: As for- leaders also backed the British. They believed that an Allied victory was the only way to pre- eign tensions escalate, do you When the fighting began, President Wilson serve the international balance of power. think it will be possible for was determined to keep the country out of a British officials worked diligently to win President Wilson to maintain his European war. He immediately declared the American support. One method they used R United States to be neutral in the conflict. “We neutral stance? Why or why not? 1 was propaganda, or information designed to must be impartial in thought as well as in influence opinion. Both sides used propa- R (Students may state that it will not action,” Wilson stated. For many Americans ganda, but German propaganda was mostly 2 be possible as the United States that proved difficult to do. anti-Russian and did not appeal to most becomes more directly affected by Americans. British propaganda, on the other hand, was extremely skillful. events overseas.) OL Americans Take Sides Despite the president’s plea, many Americans W Writing Support supported one side or the other. Many of the country’s 8 million German Americans, for Persuasive Writing Have inter- example, supported their homeland. Many of ested students find out more infor- the nation’s 4.5 million Irish Americans, whose mation about the preparedness homeland endured centuries of British rule, also sympathized with the Central Powers. debate before the nation’s entry In general, however, American public opin- into World War I. Have them use ion favored the Allied cause. Many Americans their findings to decide whether valued the heritage, language, and political Should America they favor preparedness or not. ideals they shared with Britain. Others trea- Stay Neutral in sured America’s links with France, a great friend Then have them write a letter to to America during the Revolutionary War. World War I? President Wilson persuading him For more than two years, the United States Americans were deeply divided about officially remained neutral. During this time a to support their point of view. OL whether the United States should great debate began over whether the United remain neutral in World War I. Despite States should prepare for war. Supporters of President Wilson’s pronouncement that the “preparedness” movement believed that R2 Reading Strategy W Americans should remain neutral in preparing for war was the best way to stay out thought as well as action, many Setting a Purpose Have stu- of the conflict. They also argued that if the Americans, including those working for United States was pulled into the war, it was dents discuss how news reporting, the government, had very definite opin- better to be prepared. propaganda, and advertising dif- ions as to whether or not the United Other Americans disagreed. In 1915 Carrie States should enter the war. fered. Ask students to identify the Chapman Catt and Jane Addams—leaders of purpose and value of each. AL the woman suffrage movement—founded the Women’s Peace Party (later known as the International League for Peace and Freedom). This organization, along with others such as the League to Limit Armament, worked to keep America out of the war by urging the president not to build up the military. Additional

Support 552 Chapter 16 World War I and Its Aftermath

Activity: Collaborative Learning

Making Inferences Remind students that to list the various reasons these citizens had for not infer means to draw a conclusion based on facts entering World War I. Ask students to write a and on what is known about the usual outcome paragraph giving their opinions about whether of similar situations. Then ask students to make or not a nation should require citizens to fight in an inference about the Americans who wanted a war even if they do not understand its causes the United States to remain neutral. Discuss and or they disagree with its causes. OL

552 To control the flow of news to the United neutral: we did not know how to be. From the Chapter 16 • Section 1 States, the British cut the transatlantic tele- very start we did everything that we could to graph cable from Europe to the United States. contribute to the cause of the Allies.” This meant that most war news would be Many American banks began to invest based on British reports. The American heavily in an Allied victory. American loans to W Writing Support ambassador to Britain, Walter Hines Page, the cash-hungry Allies skyrocketed. By 1917 Persuasive Writing Organize himself strongly pro-British, gave the reports such loans would total over $2 billion. Other legitimacy by endorsing many of them. When American banks, particularly in the Midwest, students into pairs and ask them stories arrived describing German atrocities, where pro-German feelings were strongest, to write a letter to Secretary of the enough Americans believed them to help also lent some $27 million to Germany. Treasury William McAdoo either sway American support in favor of the More money might have been lent to Allies. Germany, but most foreign loans required the supporting or opposing his pro- approval of William McAdoo, the secretary of British stance concerning foreign Business Supports Britain American the Treasury. McAdoo was strongly pro-British loans. Encourage students to use business interests also leaned toward the and did what he could to limit loans to W library or Internet resources to Allies. Companies in the United States, par- Germany. As a result, the country’s prosperity ticularly on the East Coast, had strong ties was intertwined with the military fortunes of find out more about McAdoo and with businesses in the Allied countries. As Britain, France, and Russia. If the Allies won, the nation’s loans to the Allies business leader Thomas W. Lamont stated, the money would be paid back; if not, the during World War I. Have pairs “Our firm had never for one moment been money might be lost forever. take turns presenting their letters to the class. AL

YES NO John Works Robert Lansing Civil War Veteran and Secretary of State U.S. Senator PRIMARY SOURCE PRIMARY SOURCE “I have come to the conclu- “Germany is not moving sion that the German against this country. She has Government is utterly hostile not been guilty of any to all nations with demo- Answers: aggression against us. She cratic institutions because 1. when a nation makes aggres- has taken the lives of a few those who compose it see in of our citizens, because they got in the way when she was democracy a menace to absolutism and the defeat of the sive warfare against the prosecuting a war against another nation and fighting to German ambition for world domination. . . . United States preserve her existence. If the German Government should . . . Germany must not be permitted to win this war and 2. because Germany is hostile to make aggressive warfare against the United States you to break even, though to prevent it this country is forced to all nations with democratic would not need any exhortation in the Senate of the take an active part. This ultimate necessity must be con- United States to arouse the patriotism of the American stantly in our minds in all our controversies with the bellig- institutions people. You would not be holding open your enlisting erents. American public opinion must be prepared for the 3. whether Germany poses a stations without getting any soldiers.” time, which may come, when we will have to cast aside threat to the United States; —from The Congressional Record, March 4, 1917 our neutrality and become one of the champions of not being debated is the democracy.” preparedness issue —from War Memoirs of Robert Lansing 4. Answers will vary, but stu- dents should support their 1. Summarizing When does Senator Works believe war is 3. Comparing Based on these sources, what is the focus of justified? the neutrality debate? What is not being discussed? opinions with facts. 2. Explaining Why does Secretary of State Lansing believe 4. Evaluating Which position do you agree with? Write an Germany is a threat to the United States? essay explaining why the other side is wrong.

Chapter 16 World War I and Its Aftermath 553

Activity: Collaborative Learning

American Neutrality Have students brain- immigrants who had close ties to their native storm to analyze the United States’s dilemma countries. Ask students to write a personal essay over whether to enter the war. They should con- in response to the following question: Is it pos- sider the principles that guided the foreign pol- sible for a nation to become involved in war icy of the time, moral and idealistic beliefs, and because it desires a peaceful world? OL emotional and economic interests. Remind stu- dents that the war occurred at a time when the United States had a large population of European

553 Chapter 16 • Section 1 Moving Toward War Germany’s announcement triggered out- rage in the United States and elsewhere. Although most Americans supported the Germany had signed an international treaty Allies and hoped for their victory, they did not that banned attacks on civilian ships without R1 Reading Strategy R1 want to join the conflict. However, a series of warning. The Germans claimed that their events gradually eroded American neutrality Activating Prior Knowledge U-boats would be placed at great risk if they had and drew the nation into the war. to surface and give a warning before firing. Point out to students the desire of many Americans to remain neu- German Submarines Go Into Action The Germans Sink the Lusitania The issue reached a crisis on May 7, 1915, when tral. Ask: Why did many Ameri- Shortly after the war began, the British declared a blockade of German ports and the British passenger ship Lusitania entered cans want to avoid involvement? began intercepting neutral merchant ships the war zone. A German submarine sunk the (history of neutrality and avoiding R2 sailing to Europe. They forced the ships to ship, killing nearly 1,200 passengers—includ- entangling alliances) OL land at British ports where they were inspected ing 128 Americans. The attack outraged for contraband, or goods prohibited from Americans who saw the sinking as a terrorist shipment to Germany and its allies. attack on civilians, including women and chil- Although Britain’s decision to intercept neu- dren, not as a legitimate act of war. R2 Reading Strategy tral ships, including American ships, led to pro- Wilson tried to defuse the crisis. He refused Using Word Parts Sometimes tests from the U.S. government, the German to threaten Germany with war saying that an unfamiliar word can be sepa- response angered Americans even more. Britain the United States was “too proud to fight.” and France depended on food, equipment, and Instead, he sent several official protests to rated into its different parts to help other supplies from both the United States and Germany insisting that it stop endangering students understand its meaning. D their overseas empires. To stop those shipments, the lives of noncombatants in the war zone. Ask: What does the prefix contra Germany deployed submarines known as Late in March 1916, Wilson’s policy was U-boats—from the German word Untersee- tested when a U-boat torpedoed the French mean? (against) What are some boot (“underwater boat”). In February 1915, the passenger ship Sussex, injuring several other words that use this prefix Germans announced that they would sink with- Americans on board. Although Wilson’s clos- and what do they mean? (con- out warning any ship they found in the waters est advisers favored breaking off diplomatic trary: opposed to; contradict: to around Britain. relations with Germany, the president chose deny a statement) OL

D Differentiated Instruction Lusitania Visual/Spatial Have students The Sinking of the find a picture of a German U-boat When World War I began, many Americans sup- ported one side or the other, but most agreed the in library or Internet resources, United States should stay out of the war. Eight months and write a description of it. BL later, when the German submarine U-20 sank the Lusitania, killing 1,195 people, including 128 Americans, attitudes began to shift. The attack seemed to prove that Germany was acting in an uncivilized way and it gave credibility to British propaganda. Even though the United States would not enter the war for nearly two more years, the attack on the Lusitania marked a turning point in the war because it changed American attitudes and Answer: set the stage for the American entry into the war. ▲ After the sinking, the Students should use the text to Boston Committee of ANALYZING HISTORY Do you think the use of Public Safety issued this support their opinions. submarines in World War I was justified? Write a poster showing a drowning ▲ brief essay explaining your opinion. A mass funeral for Lusitania victims was woman and baby and held in Queenston, Ireland, on May 23, 1915. urging Americans to How do you think people reacted when prepare for war by Additional they saw photos like this in the newspaper? building up the military.

Support 554 Chapter 16 World War I and Its Aftermath

Activity: Collaborative Learning

Creating a Newsmagazine Have students students to determine specific tasks for each create a special issue of a magazine that reports individual. Suggest that they elect an editor-in- United States foreign policy from Wilson’s inau- chief to help organize the selection of topics guration on March 4, 1913 to his war message to so that the end product contains varied and Congress on April 2, 1917. Students might accurate coverage of the foreign policy of the include news articles, news analyses, news fea- period. AL tures, editorials, and political cartoons. Advise

554 to issue one last warning. He demanded that the German gov- Chapter 16 • Section 1 ernment abandon its methods of submarine warfare or risk war REVIEW with the United States. Section 1 Germany did not want to strengthen the Allies by drawing the United States into the war. It promised with certain condi- R Reading Strategy tions to sink no more merchant ships without warning. The Vocabulary Sequencing Information Sussex Pledge, as it was called, met the foreign-policy goals of 1. Explain the significance of: militarism, both Germany and President Wilson by keeping the United nationalism, Balkans, Franz Ferdinand, Have students create a time line States out of the war a little longer. propaganda, contraband, Sussex Pledge, that highlights the events that led Wilson’s efforts to keep American soldiers at home played an Zimmermann telegram. the United States to enter World important part in his reelection bid in 1916. Campaigning as the “peace” candidate, his campaign slogan, “He kept us out of the Main Ideas War I. Display the time lines in the war,” helped Wilson win a narrow victory over the Republican 2. Identifying Name the two alliances in classroom. OL nominee, Charles Evans Hughes. Europe at the start of World War I, and list the members of each alliance. The United States Declares War Assess 3. Explaining Why did many Americans Following Wilson’s reelection, events quickly brought the support the British in the war even though country to the brink of war. In January 1917, a German official the United States was officially neutral? named Arthur Zimmermann sent a telegram to the German ambassador in Mexico asking him to make an offer to the Critical Thinking Study Central™ provides summa- Mexican government: If Mexico agreed to become an ally of 4. Big Ideas How did trade and econom- ries, interactive games, and online Germany in a war with the United States, Germany promised ics contribute to America’s entry into Mexico would regain its “lost territory in Texas, New Mexico, World War I? graphic organizers to help stu- and Arizona” after the war. British intelligence intercepted the dents review content. Zimmermann telegram. Shortly afterward, it was leaked to 5. Organizing Use a graphic organizer American newspapers. Furious, many Americans now concluded similar to the one below to identify the events that led the United States to enter R war with Germany was necessary. Close Then, on February 1, 1917, Germany resumed unrestricted World War I. submarine warfare. German military leaders believed that they Events Summarizing Ask: What were could starve Britain into submission in four to six months if their U.S. Enters U-boats began sinking all ships on sight. Although they knew World War I the main causes of World War I? this decision might draw the United States into the war, they did (militarism, alliances, imperialism, not believe the Americans could raise an army and transport it and nationalism) OL to Europe in time. Between February 3 and March 21, German 6. Analyzing Visuals Examine the images U-boats sank six American ships. Finally roused to action, on page 554. How did images like these President Wilson appeared before a special session of Congress contribute to America’s eventual entry on April 2, 1917. Declaring that “the world must be made safe for into the war? democracy,” Wilson asked Congress to declare war on Germany. Writing About History Answer: PRIMARY SOURCE 7. Expository Writing Imagine you are With the resumption of unre- “It is a fearful thing to lead this great peaceful people into war.. . . But an American survivor of the sinking of the stricted submarine warfare, the right is more precious than peace, and we shall fight for the things Lusitania. Write a letter to President Wilson which we have always carried nearest to our hearts—for democracy, about what you think he should do. German U-boats sank six for the right of those who submit to authority to have a voice in their American ships between own governments, for the rights and liberties of small nations. . . .” February 3 and March 21. Wilson —quoted in the Congressional Record, 1917 asked Congress to declare war. After a debate, the Senate passed the resolution on April 4 by a vote of 82 to 6. The House concurred 373 to 50 on April 6, and Wilson signed the resolution. America was at war. Study Central™ To review this section, go Summarizing How did Germany’s use of unre- to glencoe.com and click on Study Central. stricted submarine warfare bring America into World War I? Section 1 REVIEW 555

Answers

1. All definitions can be found in the section 4. The economy of the United States was and the Glossary. deeply intertwined with the economies of 2. Triple Alliance: Germany, Austria-Hungary, the Allies. Italy; Triple Entente: France, Great Britain, 5. unrestricted submarine warfare; the Russia Zimmermann telegram 3. They believed that Allied victory was the 6. images turned public opinion against only way to preserve the international bal- Germany ance of power, had greater financial and 7. Letters will vary, but students should use business ties to the Alliance countries, and information from the textbook in their they cited the close historical ties with Great letters. Britain and France.

555 Chapter 16 • Section 2 Section 2 Section Audio Spotlight Video Focus The Home Front

Bellringer o fight World War I, the American government used Guide to Reading progressive ideas and new government agencies to Daily Focus Transparency 16-2 T Big Ideas Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: G mobilize the population and organize the economy. Teacher Tip: Tell students to divide 400,000 by the total UNIT number of draftees to determine the percentage of African 5 DAILY FOCUS SKILLS American draftees. Chapter 16 TRANSPARENCY 16-2 Government and Society To suc- Interpreting Circle Graphs

AMERICANS SERVING IN THE MILITARY Directions: Answer the following question based on the circle graph. cessfully fight the war, the United States DURING WORLD WAR I Almost five million Americans served in the military during World War I. government had to mobilize the entire Nearly 400,000 African Americans were drafted to serve during the war. What percentage of the total nation. Organizing the Economy number of draftees were African Americans?

2,000,000 2,800,000 F 10 percent G 14 percent H 18 percent Content Vocabulary MAIN Idea The government used progressive ideas to manage the econ- J 22 percent (p. 556) omy and pay for the war. Draftees • victory garden Volunteers • espionage (p. 558) HISTORY AND YOU How do you help conserve food or fuel resources? Read how Americans made sacrifices to aid the war effort. Academic Vocabulary Guide to Reading • migrate (p. 558) • draft (p. 560) When the United States entered the war in April 1917, progres- Answers: sives controlled the federal government. Rather than abandon their People and Events to Identify ideas during wartime, they applied progressive ideas to fighting the • War Industries Board (p. 556) war. Their ideas about planning and scientific management shaped The Home Front • National War Labor Board (p. 557) how the American government organized the war effort. I. Organizing the Economy • Committee on Public Information A. Wartime Agencies (p. 558) B. Mobilizing the Workforce • selective service (p. 560) Wartime Agencies C. Shaping Public Opinion To efficiently manage the relationship between the federal govern- Reading Strategy ment and private companies, Congress created new agencies to coor- II. Building the Military Taking Notes Use the major headings dinate mobilization and ensure the efficient use of national resources. of this section to create an outline simi- These agencies emphasized cooperation between big business and lar to the one below. Students should complete the government, not direct government control. Business executives, managers, and government officials staffed the new agencies. outline by using all the heads in The Home Front I. Organizing the Economy this section. A. Managing the Economy Perhaps the most important of the B. C. new agencies was the War Industries Board (WIB), established II. in July 1917 to coordinate the production of war materials. At first, A. B. the WIB’s authority was limited, but problems with production con- vinced Wilson to expand its powers and appoint Bernard Baruch, a Wall Street stockbroker, to run it. The WIB told manufacturers To generate student interest and what they could produce, allocated raw materials, ordered the provide a springboard for class construction of new factories, and, in a few instances, set prices. Perhaps the most successful agency was the Food Administration, discussion, access the Chapter 16, run by Herbert Hoover. This agency was responsible for increasing Section 2 video at glencoe.com or food production while reducing civilian consumption. Using the slo- on the video DVD. gan “Food Will Win the War—Don’t Waste It,” it encouraged families to conserve food and grow their own vegetables in victory gardens. By having Wheatless Mondays, Meatless Tuesdays, and Porkless Thursdays, families would leave more food for the troops. While Hoover managed food production, the Fuel Administration, Resource Manager run by Harry Garfield, tried to manage the nation’s use of coal and oil.

556 Chapter 16 World War I and Its Aftermath

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Teacher Edition Additional Resources Teacher Edition Teacher Edition Teacher Edition • Understanding Vocab., • Enrichment Act., URB • Special Ed., p. 558 • Narrative Writing, p. 561 • Making Conn., p. 557 p. 560 p. 106 • Verbal/Ling., p. 560 • Using Geo. Skills, p. 558 • Linking Past and Additional Resources Additional Resources Present, URB p. 96 Additional Resources • Enrichment Act., URB Additional Resources • Prim. Source Read., URB • Supreme Court Case • Diff. Instr. Act., URB p. 106 • Hist. Analysis Skills Act., p. 97 Studies, p. 37 p. 85 URB p. 84 • Guid. Read. Act., URB • Quizzes and Tests, • Am. Art and Music Act., • Read. Essen., p. 177 p. 109 p. 224 URB p. 101 • Am. History in Graphic Novel, p. 45 • Reading Skills Act., URB p. 83

Heatless Mondays. He alsoencouraged Americans toobserve for factoriesthatdidnotmakewar materials. light savings timeandshortenedworkweeks To conserve energy, Garfieldintroduced day- a specifiednumberofyears. ernment thatwould berepaid with interest in bought bondswere lendingmoney tothegov- Bonds and Victory Bonds. Americans who over $20billionthrough thesaleofLiberty of thewar. The government alsoborrowed arms factories. its, andimposedanextra taxontheprofits of tax rates, placednew taxesoncorporate prof- To fundthewar effort, Congress raised income the UnitedStateshadspentabout$32billion. Paying forthe War New York Cityin1918. Bonds atarallyheldin Americans tobuyLiberty Fairbanks urges Directions ofthe at theStart War Step 2:Presenting theHomeFront Presenting World WarI ▲ The second team shouldfocus onthe mobi- focus onthemobilization ofthemilitary. dents into two teams. The firstteam should States took to mobilize for war. Dividestu- screens the United to explain theactions will create one to three multimediaslidesor lize for thewar? didtheUnited Statesactions take to mobi- The actor Douglas TheactorDouglas Taxes, however, didnotcover theentire cost Billions of dollars Raising MoneyforWorld War I 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 0 Liberty Loan First Paying for World War I Second Liberty Loan Explainto studentsthatthey Liberty Third Loan

By theendofwar, Liberty Fourth Loan Victory Loan Loans Other Taxation Ask:

What million between1917and1919. bership inunionsincreased by justover one strikes orotherdisturbances. As aresult, mem- agreed nottodisruptwar production with bargain collectively. Inexchange, laborleaders and allowunionstherighttoorganize and improve wages, adoptaneight-hourworkday, strikes. ate labordisputesthatmightotherwiseleadto labor attorney, theNWLBattemptedto medi- Howard Taft andFrank Walsh, aprominent (NWLB) inMarch 1918. Chaired by William established the from disruptingthewar effort, thegovernment the cooperation ofworkers. To prevent strikes Mobilizing the WorkforceMobilizing 2. Interpreting 1. Analyzing posters, organizedparades, andasked moviestarstopromotethem. would buythem. To getpeopletobuybonds, thegovernmentprinted worried, however, thatthewar hadsodivided Americans thatfew Americans couldbuythembasedontheirfinancial situation. Officials bonds. Progressivesliked bondsbecausetheywerevoluntaryand To payfor World War I, theU.S. governmentincreasedtaxesandissued Analyzing The NWLBoftenpressured industry to The successofthewar effortalsorequired Loan address? making? What groupofpeopledoestheposterfor3rdLiberty percentage ofthecostwar was paidbytaxes? (Chapter Project continued on page565) States for war. demonstrate thepreparations oftheUnited they willdetermine how slides theselected meet to finalize thechoices for theslides, It TogetherPutting finding graphic/visual elements.) ing down theliteral explanationand those made between those responsible for boil- both groups, divisionmightbe further andtheworkforce.lization ofindustry (In What was thetotalrevenueraisedbyloans? What VISUALS National War Labor Board What pointistheposterfor2ndLibertyLoan Chapter 16 OL

Whenthetwo teams World War IandIts Aftermath propaganda. activity onwartime and completethe glencoe.com Activity Student Web Visit 557 S goal ofwinningthewar.) nation’s resources tothecommon helpsdirectallthe (National unity help anation winawar? Ask: trates theresults ofthoseappeals.) illus- thewar; thechart to support the postersare appealsformoney connected? Ask: onthispage.posters, andchart students review thephotograph, Connections Making Teach Analyzing S 2. 1. Answers: came to theUnited States. to immigrants whorecently Loanfor appeals 3rd Liberty soldiers properly. The poster funds to equipandsupport make sure there are enough Loan appealsto Americansto The poster for 2ndLiberty came from taxes about $25billion;23% Chapter 9 what In way are they Skill Practice Skill How doesnational unity Chapter Project Hands-On Hands-On (The photograph and (The Step 2 Step VISUALS • Section2 Have OL

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Chapter 16 • Section 2 For an Women Support Industry With large Shaping Public Opinion example numbers of men in the military, employers Progressives did not think that organizing of government were willing to hire women for jobs that had efforts to promote the economy was enough to ensure the suc- traditionally been limited to men. Some one patriotism, read cess of the war effort. They also believed the Skill Practice million women joined the workforce for the S “The American’s government needed to shape public opinion. first time during the war, and another 8 million Using Geography Skills Creed” on page R51 in Documents in switched to higher paying industrial jobs. Selling the War Eleven days after asking American History. Provide students with a map of Women worked in factories, shipyards, and Congress to declare war, President Wilson cre- the United States and have them railroad yards and served as police officers, ated the Committee on Public Information locate the major cities affected by mail carriers, and train engineers. (CPI) to “sell” the war to the American people. The wartime changes in female employ- Headed by George Creel, a journalist, the CPI D the Great Migration. Ask: Why ment were not permanent. When the war recruited advertising executives, artists, authors, do you think these cities attracted ended, most women returned to their previous songwriters, entertainers, public speakers, and so many African Americans? jobs or stopped working. Although the changes motion picture companies to help sway public were temporary, they demonstrated that (the cities offered job opportunities opinion in favor of the war. women were capable of holding jobs that many The CPI distributed pamphlets and arranged and less discrimination) OL had believed only men could do. for thousands of short patriotic talks, called “four-minute speeches,” to be delivered at The Great Migration Begins Women movie theaters and other public places. Some were not the only group in American society to 75,000 speakers, known as Four-Minute Men, D Differentiated benefit economically. Desperate for workers, urged audiences to support the war in various Instruction Henry Ford sent company agents to the South ways, from buying war bonds to reporting draft to recruit African Americans. Other companies Listening in dodgers to the authorities. Special Education quickly followed Ford’s example. Their prom- class to several World War I songs, ises of high wages and plentiful work con- Civil Liberties Curtailed Besides using such as “Over There,” “Pack Up Your vinced between 300,000 and 500,000 African propaganda, the government also passed leg- Troubles in Your Old Kit Bag,” and Americans to leave the South and move to islation to limit opposition to the war and fight northern cities. “Keep the Home Fires Burning,” espionage, or spying to acquire government This massive population movement became information. The Espionage Act of 1917 made may provide an opportunity to known as the “Great Migration.” It greatly it illegal to aid the enemy, give false reports, or engage students who have diffi- altered the racial makeup of such cities as interfere with the war effort. The Sedition Act culty relating to the content in Chicago, New York, Cleveland, and Detroit. It of 1918 made it illegal to speak against the war S would also, eventually, change American poli- publicly. In practice, it allowed officials to pros- more traditional ways. Have stu- tics. In the South, African Americans were ecute anyone who criticized the government. dents listen to the songs and generally denied the right to vote, but in the These two laws led to over 1,000 convictions. prompt them to discuss their northern cities they were able to vote and Wartime fears also led to attacks on German affect the policies of northern politicians. understanding of the lyrics. BL Americans, labor activists, socialists, and paci- fists. Ads urged Americans to monitor their Mexican Americans Head North The fellow citizens. Americans even formed private war also encouraged other groups to migrate. groups, such as the American Protective Continuing political turmoil in Mexico and the League and the Boy Spies of America, to spy wartime labor shortage in the United States on neighbors and coworkers. convinced many Mexicans to head north. Answer: Despite protests, the Espionage and Sedition Between 1917 and 1920, over 100,000 Mexicans Acts were upheld in court. Although the First to make it illegal to interfere migrated into the Southwest, providing labor Amendment specifically states that “Congress with the war effort for farmers and ranchers. shall make no law . . . abridging the freedom of Meanwhile, Mexican Americans found new speech, or of the press,” the Supreme Court opportunities in factory jobs in Chicago, St. departed from a strict literal interpretation of Louis, Omaha, and other cities. Many faced the Constitution. The Court ruled that the gov- hostility and discrimination when they arrived ernment could restrict speech when the words in American cities. Like other immigrant constitute a “clear and present danger.” groups before them, they tended to settle in their own separate neighborhoods, called Explaining Why did Congress Differentiated barrios, where they could support each other. pass the Espionage Act in 1917?

Instruction 558 Chapter 16 World War I and Its Aftermath

Leveled Activities

BL Time Line Activity, OL Reinforcing Skills Activity, AL Historical Analysis Skills ELL Content Vocabulary URB p. 95 URB p. 93 Activity, URB p. 84 Activity, URB p. 89

Name Date Class Name Date Class Name Date Class Name Date Class

★ Time Line Activity 16 ★ Reinforcing Skills Activity 16 ★ Historical Analysis Skills Activity 16 ★ Content Vocabulary Activity 16

Weapons of World War I Analyzing Secondary Sources Analyzing Primary Sources World War I and Its Aftermath, 1914–1920 DIRECTIONS: World War I was the first war in which many technical weapons of warfare, such ★ LEARNING THE SKILL ★ LEARNING THE SKILL Choose the term that best completes each sentence. Write the correct term in the space provided. Then answer the questions that follow on a separate sheet of paper. as airplanes and tanks, were used. Historians need to evaluate their sources of information for reliability. The Internet Primary sources are the original records of events made by people of the time period. is a wonderful research tool, but all the information you find there is not necessarily They include visual records as well as historical documents. Posters are a special kind DIRECTIONS: Use the information on the time line to answer the questions below. armistice cost of living deported victory gardens accurate or reliable. To evaluate a Web site, consider how well the facts presented are of primary source that are designed to deliver a simple message in a limited amount documented and the sources used for background information. Ask yourself of space. They generally play upon the emotions of their intended audience with the espionage nationalism reparations national self-determination 1912 An armored British car called the Napier is 1916 The Royal Flying Corps of Britain first uses purpose of uniting people behind a common cause. When evaluating posters, use the produced. Different carriages can be attached to 1914 The Big tracer ammunition; every seventh bullet is a whether the links are up-to-date and look for the credentials of the site author. Make general strike contraband convoys propaganda the frame to create several types of vehicles. Bertha, a mobile tracer so the pilot can see his stream of fire sure the site is associated with a reputable institution or organization. Also consider following criteria to guide your analysis: CHAPTER howitzer gun that and adjust his aim accordingly. the site design and the ease of accessing information. • Identify the symbols used in the poster such as a flag or a soldier. What do they 1914 A Zeppelin airship is developed can fire a 2,200-lb. 16 16 represent? 1. Nationalist groups in the Balkans in the late 1800s believed they had the right to 16 that can travel 136 kilometers per shell over 9 miles, July 1915 Soldiers are given the first • Look at the use of color and other design elements. What values are they associ- ★ PRACTICING THE SKILL , or the ability to choose their own government. hour and carry 4,400 lbs. of bombs. is first produced. efficient gas masks for protection. ated with? DIRECTIONS: Visit the following two Web sites. Search both sites for information related to • Identify any stereotypes or use of propaganda. What beliefs or prejudices do they 2.

16 During World War I, the British redefined what was , or illegal Presidents Wilson and Harding. Then answer the questions below in the space provided. 1912 1914 1916 1918 draw from? goods, to prevent food from being shipped to Germany by neutral countries. CHAPTER CHAPTER CHAPTER http://www.whitehouse.gov/history/presidents/ • Look at how men and women are portrayed. What do they tell about the 3. Germany was made to pay war damages, or , to the Allies. April 1915 The Germans first use chlo- July 1915 The Germans first 1916 Gas shells 1917 The U.S. Army http://www.americanpresident.org rine gas in battle; this gas caused a are produced purchases the roles of men and women in the society use a flamethrower, a weapon 1. Who is the author or sponsor of these sites? What does this tell you about the reliability or the time period? 4. During the late 1800s, strong feelings of , or loyalty and pride in slow, painful death by destroying the that releases a directed stream for use with Browning machine respiratory system. of burning liquid. heavy artillery. gun; over 57,000 guns of the sites? one’s homeland, created tensions among the European powers. are produced over the ★ PRACTICING THE SKILL next 18 months for 5. To help conserve food for the war effort, President Hoover encouraged citizens to plant May 1915 The Germans Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. September 1915 The first landship, or tank, is demonstrated. It is DIRECTIONS: Examine the poster below and execute the first Zeppelin soldiers on the 2. What links do the sites contain? Are they appropriate or related to the topic? to raise their own vegetables. raid on London. named Little Willie and can carry a crew of three at 3 miles per hour. Western Front. answer the following questions on a separate sheet of paper. 6. To gain American support during World War I, the British used 1. Who is the intended audience of this poster? 3. Is the design of the sites appealing and useful? Which site design is more appealing and to influence the public’s opinion concerning the war. 1. Describe the two types of land vehicles that are mentioned, and tell when they were 2. What message is the artist trying to express? why? 7. The United States , or expelled, nearly 600 people during the 3. Do you believe that the artist is trying to produced. Palmer raids. frighten the viewer? Why? What could be his 2. Name three weapons that were first used by the Germans and when they were utilized. 4. If you were researching President Wilson or Harding for a project, which site would you motive to do so? 8. During World War I, the government passed laws intended to fight antiwar activities prefer to use and why? 4. Is this poster an example of propaganda or such as , or spying to gain government secrets. factual information meant to inform? 5. 9. To protect American ships during the war, merchant ships and troop transports were 3. When was chlorine gas first used as a weapon, and what protection was provided? How does the image and artist's style under- ★ APPLYING THE SKILL score the message in this poster? gathered into and were escorted across the Atlantic by warships. DIRECTIONS: Search the Internet for a Web site that provides information about your local 10. In November 1918, Germany signed a cease-fire agreement, called an . 558 area. The site might address entertainment, weather, news, local attractions, etc. Write an 4. Describe the two types of guns that are mentioned, and tell when they were produced. evaluation of the Web site based on the criteria outlined above. 11. A work stoppage or involving all workers in a community rather Bettman/CORBIS than a single industry was a tactic used by radical groups. ★ APPLYING THE SKILL 12. After the war, rapid inflation caused prices, or food, clothing, DIRECTIONS: Use the Internet to find another war propaganda poster to analyze. Good

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, and shelter prices, to increase rapidly. 5. What improvement in air warfare did the British implement in 1916? sources are www.docsouth.unc.edu/wwi/posters.html and www.archives.gov/ exhibits/pow- ers_of_persuasion/powers_of_persuasion_home.html. On a separate sheet of paper analyze 13. Use the term militarism to explain the causes of World War I. the symbols and use of form and design elements in the poster using the above guidelines. Describe how the poster affects you and why. 14. Explain how the general strike in Seattle in 1919 related to the rise in the cost of living. 95 93 84 89 Analyzing Supreme Court Cases Supreme Court Cases Can Government Limit Free Speech?

★ Schenck v. United States, 1919 ★ Abrams v. United States, 1919 Teach Background to the Cases Use the library or Internet to find In the fall of 1917, Charles Schenck mailed pamphlets to a copy of the speech delivered by draftees telling them the draft was wrong and urging them Eugene V. Debs that led to his to write protest letters. In August 1918, Jacob Abrams wrote arrest and conviction under the pamphlets denouncing the war and criticizing the decision to Espionage Act. Make copies and send troops to Russia to fi ght communist forces. Both men were convicted of violating the Espionage Act. Both appealed distribute them to students. Ask their convictions all the way to the Supreme Court. students to read the speech and How the Court Ruled highlight the passages that they The Schenck and Abrams cases raised the question: Are there think might have been consid- some circumstances in which the First Amendment’s protec- ered to be in violation of the tion of free speech no longer applies? In both cases, the Espionage Act. Then, ask students Supreme Court upheld the Espionage Act, concluding that ▲ Eugene Debs, leader of the American Socialist Party, delivers a to write an essay explaining under certain circumstances, the government can indeed limit speech protesting the war in Canton, Ohio, in 1918. Debs was arrested whether or not they believe Debs free speech. In the Schenck case, the Supreme Court decision for making the speech and convicted under the Espionage Act. He was unanimous, but in the Abrams case, the Court split 7-2 in appealed to the Supreme Court, but the Court upheld his conviction, broke the law. their decision. citing the Schenck case as the precedent.

PRIMARY SOURCE PRIMARY SOURCE The Court’s Opinion Dissenting Views “The most stringent protection of free speech would not “It is only the present danger of immediate evil or an Answers: protect a man in falsely shouting fi re in a theatre and causing intent to bring it about that warrants Congress in setting a 1. when the nation is at war a panic. . . . The question in every case is whether the words limit to the expression of opinion where private rights are not 2. Being able to discuss ideas used are used in such circumstances and are of such a nature concerned. . . . Now nobody can suppose that the surrepti- and opinions openly; answers as to create a clear and present danger that they will bring tious publishing of a silly leafl et by an unknown man, without about the substantive evils that Congress has a right to pre- more, would present any immediate danger that its opinions will vary. vent. It is a question of proximity and degree. When a nation would hinder the success of the government arms. . . . 3. Schenck’s pamphlets were a is at war, many things that might be said in time of peace are . . . the ultimate good desired is better reached by free direct attempt to undermine such a hindrance to its effort that their utterance will not be trade in ideas—that the best test of truth is the power of the endured so long as men fi ght, and that no Court could regard thought to get itself accepted in the competition of the American war effort; them as protected by any constitutional right.” the market . . .” Abrams was expressing his —Justice Oliver Wendell Holmes writing for the Court in —Justice Oliver Wendell Holmes dissenting in Abrams v. U.S. opinions of the war and criti- Schenck v. U.S. cizing a government decision.

1. Explaining When does Holmes think the government can restrict speech? 2. Analyzing What does Holmes mean by referring to the “free trade in ideas?” Do you think the government should ever be allowed to restrict free speech? Why or why not? 3. Making Inferences Why do you think Holmes regarded Schenck as a much more immediate danger than Abrams? What was the difference between their actions?

Chapter 16 World War I and Its Aftermath 559

Extending the Content

Defending Free Speech Not all dom of speech with regard to war. The criticism of the government, without any Americans were caught up in the wartime newly formed Civil Liberties Union assisted incitement to law breaking, forever impos- frenzy. Some spoke out against the espio- pacifists and conscientious objectors who sible in the United States of America.” Most nage and sedition laws and what they con- had been subjected to ridicule and abuse. Americans, however, gave little thought to sidered violations of free speech. Senator Professor Chafee explained that he believed restrictions on speech and supported the Robert La Follette and Professor Zechariah that the Framers of the First Amendment war without questioning the rights they Chafee, Jr., of Harvard Law School, openly intended “to wipe out the common law of were giving up. defended Americans’ rights to exercise free- sedition, and make further prosecutions for

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560

or opposition to the war. Have each group group each Have war. the to opposition or

and a fourth group to plan to promote pacifism pacifism promote to plan to group fourth a and

effort among business and labor organizations; organizations; labor and business among effort

tion; a third group to rouse support for the war war the for support rouse to group third a tion;

another group plan to promote food conserva- food promote to plan group another BL BL OL work.

group create a plan to promote conscription; conscription; promote to plan a create group an appropriate way to divide and complete the the complete and divide to way appropriate an

Organize students into four groups. Have one one Have groups. four into students Organize son to present the plan. Make sure students find find students sure Make plan. the present to son

Planning Promotional Campaigns Campaigns Promotional Planning research its topic and then choose a spokesper- a choose then and topic its research

Activity: Collaborative Learning Collaborative Activity:

Support

Additional Additional

includes a quote from Abraham Lincoln? Abraham from quote a includes

Why do you think the poster poster the think you do Why Analyzing 2.

willing to use African Americans in combat? combat? in Americans African use to willing

Why do you think the French were were French the think you do Why Theorizing 1.

Analyzing VISUALS

combat in World War I. War World in combat

the first Americans to see see to Americans first the

rates the 369th Regiment— 369th the rates

Union. Union.

A 1918 poster commemo- poster 1918 A

▲

November 1918. November

Americans and saved the the saved and Americans

Verdun, France, France, Verdun,

soldiers march near near march soldiers

2. 2. Lincoln freed enslaved African African enslaved freed Lincoln

African American American African ▲ as the United States. States. United the as

same history of segregation segregation of history same

1. 1.

The French do not have the the have not do French The

other units, and suffered 1,500 casualties. 1,500 suffered and units, other

Answers: Answers:

regiment spent 191 days in the trenches, much longer than many many than longer much trenches, the in days 191 spent regiment

the French Croix de Guerre (“war cross”), for gallantry in combat. The The combat. in gallantry for cross”), (“war Guerre de Croix French the

Nicknamed the “Harlem Hell-Fighters,” the entire 369th was awarded awarded was 369th entire the Hell-Fighters,” “Harlem the Nicknamed

Analyzing Analyzing VISUALS VISUALS

Army and was sent to frontline trenches almost immediately. immediately. almost trenches frontline to sent was and Army

drymen. The 369th Regiment, however, was assigned to the French French the to assigned was however, Regiment, 369th The drymen.

out of combat, assigning them to work as cooks, laborers, and laun- and laborers, cooks, as work to them assigning combat, of out

During World War I, the U.S. Army kept most African American soldiers soldiers American African most kept Army U.S. the I, War World During OL OL convincing. convincing.

symbolism to make their speeches speeches their make to symbolism African Americans in World War I War World in Americans African

emotionally charged rhetoric, and and rhetoric, charged emotionally

can use patriotic music, posters, posters, music, patriotic use can

enlist in the army in 1917. Students Students 1917. in army the in enlist

was was a Believing principles. republican duty to respond to their nation’s call. They had had They call. nation’s their to respond to duty draft

speech persuading young men to to men young persuading speech service—was a violation of democratic and and democratic of violation a service—was racy was at stake. Many believed they had a a had they believed Many stake. at was racy

R

believed that conscription—forced military military conscription—forced that believed wanted to fight back. Others believed democ- believed Others back. fight to wanted dents to write a three-minute three-minute a write to dents

Many progressives progressives Many had heard stories of German atrocities and and atrocities German of stories heard had Selective Service Service Selective D

Verbal/Linguistic Instruct stu- Instruct

men volunteered for military service. Some Some service. military for volunteered men

many more were still needed. still were more many

Instruction diers were drafted. Approximately 2 million million 2 Approximately drafted. were diers

men volunteered after war was declared, but but declared, was war after volunteered men

Not all American sol- American all Not Volunteers for War War for Volunteers D

Differentiated Differentiated

had slightly more than 300,000 troops. Many Many troops. 300,000 than more slightly had

were drafted. drafted. were

1917, the army and National Guard together together Guard National and army the 1917,

cracy. Eventually about 2.8 million Americans Americans million 2.8 about Eventually cracy.

When the United States entered the war in in war the entered States United the When

OL OL job than a centralized government bureau- government centralized a than job answers will vary.) will answers

Volunteers and Conscripts Conscripts and Volunteers

which men to draft and would do a far better better far a do would and draft to men which

choice to abstain? abstain? to choice (Students’ (Students’

standing community needs, would know know would needs, community standing

tary, or should they have a a have they should or tary,

Progressives believed local people, under- people, local believed Progressives system for recruiting a large army. army. large a recruiting for system

individuals to serve in the mili- the in serve to individuals boards were civilians from local communities. communities. local from civilians were boards they applied their ideas and developed a new new a developed and ideas their applied they

heart of the system. The members of the draft draft the of members The system. the of heart when it came to building up the military. Instead, Instead, military. the up building to came it when responsibility of all able-bodied able-bodied all of responsibility

The thousands of local boards were the the were boards local of thousands The

Progressives did not abandon their ideas ideas their abandon not did Progressives

Ask: Ask: Do you believe it is the the is it believe you Do

or exempting people from military service. military from people exempting or

conscription. conscription. understanding of of understanding

before a local draft board in charge of selecting selecting of charge in board draft local a before

tive service system. service tive

determined the order in which they were called called were they which in order the determined

Have students paraphrase their their paraphrase students Have done otherwise. Read on to learn about the selec- the about learn to on Read otherwise. done

30 to register for the draft. A lottery randomly randomly lottery A draft. the for register to 30

required to do something that you might not have have not might you that something do to required Understanding Vocabulary Understanding

HISTORY AND YOU YOU AND HISTORY Describe a time you were were you time a Describe Act of 1917 required all men between 21 and and 21 between men all required 1917 of Act

R

Reading Strategy Reading from Washington, D.C., the Selective Service Service Selective the D.C., Washington, from

women took on new roles. new on took women

Instead of having the military run the draft draft the run military the having of Instead for military service, and African Americans and and Americans African and service, military for

The United States instituted a draft draft a instituted States United The called called selective service. selective Idea MAIN

support, created a new conscription system system conscription new a created support,

Building the Military the Building

necessary, however, Congress, with Wilson’s Wilson’s with Congress, however, necessary,

• Section 2 Section • 16 Chapter grown up listening to stories of the Civil War and the Spanish- Chapter 16 • Section 2 American War. They saw World War I as a great adventure and wanted to fight for their country. Section 2 REVIEW Although the horrors of war soon became apparent to the American troops, their morale remained high, helping to W Writing Support ensure victory. More than 50,000 Americans died in combat Vocabulary Narrative Writing Have stu- and over 200,000 were wounded. Another 60,000 soldiers died 1. Explain the significance of: War Industries from disease, mostly from the influenza epidemic of 1918 and Board, victory gardens, National War Labor dents write a one-page paper that 1919. Board, Committee on Public Information, describes the gains for women The flu epidemic was not limited to the battlefield. It spread espionage, selective service. due to World War I and the limita- around the world and made more than a quarter of all Americans sick. The disease killed an estimated 25–50 million Main Ideas tions they still faced. OL people worldwide, including more than 500,000 Americans. 2. Examining How did government efforts to ensure public support for the war con- African Americans in the War Of the nearly 400,000 flict with ideas about civil rights? Assess African Americans who were drafted, about 42,000 served overseas as combat troops. African American soldiers encoun- 3. Describing What were the contributions tered discrimination and prejudice in the army, where they of African Americans during the war? served in racially segregated units, almost always under the supervision of white officers. Critical Thinking Study Central™ provides summa- Despite these challenges, many African American soldiers 4. Big Ideas How did progressives use ries, interactive games, and online fought with distinction. For example, the African American their ideas to mobilize both the economy 92nd and 93rd Infantry Divisions fought in bitter battles along and the American people during the war? graphic organizers to help stu- the Western Front. Many of them won praise from both the dents review content. French commander, Marshal Henri Pétain, and the United 5. Organizing Use a graphic organizer States commander, General John Pershing. similar to the one below to identify the effects of the war on the American Close Women Join the Military workforce. U.S. Groups Effects World War I was the first war in which women officially Summarizing Ask: How did Women served in the armed forces, although only in noncombat posi- World War I affect America on African Americans tions. As the military prepared for war in 1917, it faced a severe Hispanics the home front? (the government shortage of clerical workers because so many men were managed the economy; civil liber- assigned to active duty. Early in 1917, the navy authorized the enlistment of women to meet its clerical needs. 6. Analyzing Visuals Examine the graph ties were curtailed; African Women serving in the navy wore a standard uniform and on page 557. How much did World War I Americans moved to northern cities; cost? Do you think the government should were assigned the rank of yeoman. By the end of the war, over many Mexicans migrated to the 11,000 women had served in the navy. Although most per- rely on taxes or loans to fund a war? formed clerical duties, others served as radio operators, electri- Explain. United States) OL cians, pharmacists, chemists, and photographers. Writing About History Unlike the navy, the army refused to enlist women. Instead, it began hiring women as temporary employees to fill clerical 7. Persuasive Writing Imagine that you jobs. The only women to actually serve in the army were in the are working for the Committee on Public Army Nursing Corps. Information. Write text for an advertise- Answer: ment or lyrics to a song in which you Women nurses had served in both the army and navy since The United States initiated the W the early 1900s, but as auxiliaries. They were not assigned attempt to sway public opinion in favor ranks, and were not technically enlisted in the army or navy. of the war. draft. Army nurses were the only women in the military sent over- seas during the war. More than 20,000 nurses served in the Army Nursing Corps during the war, including more than 10,000 overseas. Describing How did Congress ensure that the Study Central™ To review this section, go United States would have enough troops to serve in World War I? to glencoe.com and click on Study Central. Section 2 REVIEW 561

Answers

1. All definitions can be found in the section 4. Progressives established agencies such as 6. About $32 billion; answers will vary, but stu- and the Glossary. the War Industries Board and the National dents should support their opinions with 2. The government passed the Espionage and War Labor Board and created the Committee examples. Sedition Acts. These acts made it illegal to on Public Information to sell the war. 7. Students’ advertisements or lyrics will vary. print information opposed to the war or 5. women: worked in jobs that had been tradi- speak against the war publicly. These provi- tionally held by men, joined the navy, sions curtailed First Amendment freedoms. served as army nurses; African Americans: 3. Most African Americans served in support moved to Northern cities for more opportu- services, but some served alongside French nities, served in the military; Hispanics: troops against the Germans. At home, migrated to the United States and Mexican African Americans supported the war effort Americans moved to industrial cities. by working in factories. 561 ANALYZING PRIMARYSOURCES ANALYZING 1 PRIMARY Movie Poster, 1918 Focus SOURCES Propaganda is defined as material Propaganda in disseminated by the advocates or World War I opponents of a doctrine or cause, All of the warring nations in such as wartime propaganda. World War I used propaganda to boost support for their side. During World War I, both sides Many Americans believed the used propaganda to increase sup- propaganda coming from port for the war. Europe, particularly from the British government and press. When the United States C entered the war, the American Teach government also began using propaganda in an attempt to unite Americans behind the war effort. C Critical Thinking Read the passages and Analyzing Primary Sources study the posters. Then answer the questions that follow. Have students study Primary Source 1. Ask: What connection is the poster attempting to make? (It compares Pershing’s army to the Crusaders of the Middle 2 Ages.) OL Government War Bond Advertisement, 1918 3 R Reading Strategy American Soldier’s Diary, 1918 Inferring Have students read “Germans, and a German—so different. Fishing Primary Source 3. Ask: What through the poor torn pockets of shabby German body, drooped over wreck of machine gun, to clear distinction is the author fi nd well-thumbed photograph of woman and making between “Germans, and little boy and little girl—so like one’s own . . . impossible to hate what had been that body. R a German”? (The Germans, as a Nothing so revolting as bitter, pitiless cruelty nation, are the enemy, but individ- of those who know nothing of reality of it all. ual Germans are human beings Those . . . Germano-baiters at home, so much more cruel than those who have the right— with feelings and families, not much and are not.” different from Americans.) OL —Diary of Lieutenant Howard V. O’Brien, October 6, 1918

Differentiated

Instruction 562 Chapter 16 World War I and Its Aftermath

Name Date Class

★ Differentiated Instruction Activity 16

World War I Propaganda The job of the Committee on Public Information was to create support for the war effort on the home front. This is just one of hundreds of posters it produced to influ- Analyzing Propaganda: Support for World War I ence public opinion.

Lest Liberty Perish From The Face Of The Earth

16 Objective: To analyze propaganda. Differentiated Instruction Strategies CHAPTER Focus: Discuss how propaganda is used to sway BL Explain the purpose of each piece of public opinion. propaganda on pages 562–563 and in Teach: Explain the propaganda techniques used on the activity. CORBIS

Directions: Answer the following questions on a separate sheet of paper. 1. Analyzing Information This poster shows New York City in flames—as if it had been blown up by the enemy. At the time, however, no aircraft could yet cross the Atlantic. this page and in the activity. AL Research Axis propaganda used in How does this information help you recognize this poster as propaganda? 2. Analyzing Information Explain what gives this poster the kind of emotional power that might cause someone on the home front to buy bonds to support the war. Assess: Ask students whether they think propaganda World War I. How is it different from Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill,

(continued) is an appropriate way to influence opinion. Allied propaganda? Focus on symbol- 85 Close: Discuss how propaganda is still used today ism and ideology. Differentiated Instruction Activity 16, and give recent examples. ELL Describe the pictures used in the post- URB pp. 85–86 ers. What effect do they produce? 562 ANALYZING 4 5 PRIMARYSOURCES Newspaper Column, New York Times, May 1915 U.S. Government Pamphlet, 1918

▲ Great Britain established the Bryce Committee to investi- “Fear, perhaps, is rather an important element to be bred gate German atrocities in Belgium. Its findings, released in the civilian population. It is difficult to unite a people by Assess/Close just five days after the sinking of the Lusitania, increased talking only on the highest ethical plane. To fight for an ideal, perhaps, must be coupled with thoughts of self- anti-German sentiment in the United States. Investigations C after the war, however, found that many of the stories were preservation. So a truthful appeal to the fear of men, the recognition of the terrible things that would happen if the C Critical Thinking false or gross exaggerations. German Government were permitted to retain its prestige, Drawing Conclusions Have may be necessary in order that all people unite in the sup- port of the needed sacrifices.” students read Primary Source 5. —Pamphlet for speakers from the Committee on Public Ask: What message is being Information, quoted in the New York Times, February 4, 1918 given by this pamphlet excerpt? (that fear is to be used to 6 turn public opinion against the American Red Cross Poster Germans and keep the public united in supporting the war) OL

R R Reading Strategy Summarizing Have students review Primary Sources 4 and 6. Ask: What is the common mes- sage of these primary sources? (That the Germans are willing to R ruin the lives of civilians to achieve their military goals.) OL

1. Explaining Examine Primary Source 1. What is the under- 4. Making Connections Read Primary Sources 3 and 5. lying message behind the poster for “Pershing’s Crusaders”? Why do you think the government used propaganda? Do 2. Identifying What images of the Germans do Primary you think propaganda is a good idea in wartime? Sources 2 and 6 promote? 5. Evaluating According to Primary Sources 2, 5, and 6, 3. Analyzing Study Primary Source 4. How do you think what is at stake in the war? What should citizens do to help the war effort? stories of German atrocities affected American neutrality? Document Based

Chapter 16 World War I and Its Aftermath 563 Questions UNC University Library

Answers

5. German barbarism would dominate the world; citizens should support the war, 1. The fight against the Germans is buy war bonds, and give blood. righteous. 2. The Germans are barbarians. 3. The stories of German atrocities made it difficult, if not impossible, to remain neutral. 4. to sway public opinion in favor of the war; answers will vary 563 usita Chapter 16 • Section 3 May. Section 3 Section Audio Spotlight Video Focus A Bloody Conflict tle of –Nov Bellringer echnology caused both sides to lose millions of Guide to Reading men during World War I. The arrival of American 2 Daily Focus Transparency 16-3 T F o Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: B Big Ideas troops helped the Allies win, but the peace treaty set Teacher Tip: Make sure the students review the diagram UNIT and the relative location of the cargo vessels to determine 5 DAILY FOCUS SKILLS the answer. Chapter 16 TRANSPARENCY 16-3 Individual Action American troops S Making Inferences the stage for another war to come. Directions: Answer the following WORLD WAR I NAVAL CONVOY question based on the diagram. played a major role in helping end What advantage did a cargo vessel have by crossing the Atlantic Ocean as part of a SLOOP OR the war. ROL BOAT PAT convoy instead of crossing SLOOPROL OR BOAT PAT it alone? T TS CARGO SLOOP OR DESTROYER SLOOP OR ROL BOA TRANSPOR ROL BOAT PAT PAT A It could rely on the destroyers for navigation across the TS TROOP SHIPS CARGO Atlantic Ocean. TRANSPOR TS CARGO B It was protected by the Combat in World War I TRANSPOR Content Vocabulary DESTROYER TROOP SHIPS DESTROYER destroyers and patrol boats. TS CARGO TS CARGO TRANSPOR C It traveled faster in a group TRANSPOR than by itself. (p. 567) TS CARGO • convoy SLOOPROL OR BOAT TRANSPOR SLOOPROL OR BOAT D It was part of a large group of PAT MAIN PAT Idea DESTROYER New technologies made World War I the first modern war. vessels, which would attract SLOOPROL OR BOAT enemy ships. PAT SLOOPROL OR BOAT (p. 569) PAT • armistice HISTORY AND YOU What new technologies have been developed or • national self-determination (p. 570) proposed in your lifetime? Read on to learn about the weapons that (p. 572) • reparations World War I personnel faced. Guide to Reading Academic Vocabulary • network (p. 564) By the spring of 1917, World War I had devastated Europe. Old- Answers may include: airplanes, • adequately (p. 567) fashioned strategies and new technologies resulted in terrible destruc- poison gas, machine guns, • resolve (p. 570) tion. Many Americans believed, however, that their troops would make a difference and quickly bring the war to an end. trenches, tanks People and Events to Identify • no-man’s-land (p. 564) Trench Warfare • John J. Pershing (p. 568) • Treaty of Versailles (p. 570) Early offensives in 1914 demonstrated that warfare had changed. • Fourteen Points (p. 570) Powerful artillery guns were placed several miles behind the front • League of Nations (p. 571) lines. From there, they hurled huge explosive shells onto the battle- To generate student interest and fi eld. More people were killed by artillery fi re than by any other weapon provide a springboard for class Reading Strategy in World War I. Artillery fi re produced horrifi c scenes of death and Organizing Complete a graphic orga- destruction, as one American noted in his diary: discussion, access the Chapter 16, nizer similar to the one below by listing Section 3 video at glencoe.com or the kinds of warfare and technology PRIMARY SOURCE on the video DVD. used in the fighting. “Many dead Germans along the road. One heap on a manure pile. . . . Devastation everywhere. Our barrage has rooted up the entire territory like a ploughed field. Dead horses galore, many of them have a hind quarter cut off—the Huns [Germans] need food. Dead men here and there.” Warfare and Technology The American Spirit Used in World War I —quoted in To protect themselves from artillery, troops began digging trenches. On the Western Front—where German troops confronted French, British, and Belgian forces—the troops dug a network of trenches that stretched from the English Channel to the Swiss border. To prevent the enemy from overrunning the trenches, troops relied upon a new weapon, the machine gun, to hold off the attackers. The space between opposing trenches was called no-man’s-land. It was a rough barren landscape filled with craters from artillery fire. To prevent troops from crossing no-man’s-land, both sides built barbed wire entanglements and obstacles in front Resource Manager of their trenches.

564 Chapter 16 World War I and Its Aftermath

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Analyzing, p. 565 • Drawing Conclusions, • Visual/Spatial, p. 571 • Narrative Writing, • Visual Literacy, p. 568 • Analyzing Text p. 572 p. 569 • Ident. Point of View, Structure, p. 566 • Det. Cause and Effect, • Descriptive Writing, p. 573 p. 567 pp. 566, 568, 571 Additional Resources • Making Inferences, • Expository Writing, Additional Resources • Guid. Read. Act., pp. 568, 570, 572 pp. 567, 570 • Time Line Act., URB URB p. 110 p. 95 Additional Resources • Read. Essen., p. 180 • Quizzes and Tests, p. 225 Battles of Ypres usitania sunk 3 Oct.–Nov. 1914 May. 7, 1915 4 Apr.–May 1915 Chapter 16 • Section 3 The War in the Trenches,1 Tannenberg 1914–1916 Aug. 1914

UNITED Major Battles KINGDOM 3 5 1 Eastern 1 Tannenberg, Aug. 1914. Germans stop Russian invasion. Teach London Front NETH. Berlin 2 Marne, Sept. 1914. French stop German advance on tle of the Somme GERMANY RUSSIA –Nov. 1916 7 BELG. N Paris; trench warfare begins. 7 Battle of Verdun 3 1st Ypres, Oct.–Nov. 1914. British stop German advance R Reading Strategy E Paris Western W 2 8 Feb.–Dec. 1916 on French ports. 2 First Battle Front S Analyzing Tell students to read Vienna 4 Gallipoli, Feb.–Dec. 1915. Turks block British and French of the Marne FRANCE SWITZ. Budapest effort to secure a supply route to Russia. the description of trench warfare. 6 Sept. 1914 AUSTRIA-HUNGARY 5 2nd Ypres, April–May 1915. Germans use poison gas for Ask: Why were casualty rates so Italian Trieste Front the fi rst time, but British lines hold. high in World War I? (Troops ROMANIA 6 Sarajevo Isonzo, June–Dec. 1915. Austrians block Italian efforts SERBIA crossing the open spaces between Allied Powers to take Trieste. 9 Caporetto ITALY MONTENEGRO BULGARIA Central Powers 7 trenches known as “no-man’s land” Oct.–Dec. 1917 Rome Constantinople Somme, July–Nov. 1916. British and French push back Neutral Powers ALBANIA German lines. British use tanks for the fi rst time. were easily gunned down by enemy Line of trench 40°N 4 8 0° warfare, 1915–1917 Verdun, Feb.–Dec. 1916. Massive German attack, but GREECE fire.) BL Allied victory OTTOMAN French lines hold. Central Powers EMPIRE5 Gallipoli victory Apr. 1915–Jan. 1916 0 400 kilometers Trench Warfare 0 400 miles Machine gun nests Lambert Azimuthal Equal-Area projection Reserve trench Corpses left in trenches, as well as food scraps, Analyzing GEOGRAPHY attracted many rats. Since 1. Location Along what nations’ Support trench rats propagate rapidly (one boundaries did the Western Front lie? pair of rats can produce 880 2. Human-Environment Front-line trench Barbed wire Artillery guns offspring in a year), the Interaction In addition to weap- several miles ons, what other dangers did troops trenches soon became No-man’s-land behind the lines in the trenches face? infested. The rats became large and bold and would even eat a wounded man if To break through enemy lines, the attacker New Technology would begin with a massive artillery barrage. he could not defend himself. New technologies were needed to break Soldiers would then scramble out of their through enemy lines. In April 1915, the trenches, race across no-man’s-land while Germans fi rst used poison gas near Ypres. The enemy machine guns fi red at them, and try to fumes caused vomiting, blindness, and suffo- capture the enemy’s trenches. cation. Soon afterward the Allies also began Analyzing GEOGRAPHY Before charging enemy trenches, troops using poison gas. To counter gas attacks, both fi xed bayonets—long knives—to their rifl es. sides developed gas masks. R For those troops that made it across no-man’s- In late 1915, the British introduced the Answers: land, fighting in the trenches was brutal. armored tank into battle. These tanks were 1. France, Germany, and Troops threw grenades—small bombs—at slow and mechanically unreliable, but they Belgium each other, and used bayonets, rifl e butts, could crush barbed wire and cross trenches. knives, axes, pistols and even rocks and fi sts Unfortunately, there were not enough of them. 2. disease; poor sanitary condi- to kill the enemy. The tanks could support the troops, but they tions; weather exposure The results of this kind of warfare were hor- did not revolutionize warfare in World War I. rifi c. In major battles, both sides often lost By the time World War II broke out, however, hundreds of thousands of men, yet neither side tanks had replaced cavalry in most modern was able to break through the other’s lines. armies and made trench warfare obsolete. Hands-On

Chapter 16 World War I and Its Aftermath 565 Chapter Project Step 3 Presenting World War I military victories. The second team should focus on the victory and the peace that fol- Step 3: Presenting the Battles lowed. (In both groups, further division and Victories of World War I might be made between those responsible Ask: What were the crucial factors that for boiling down the literal explanation and led to a victory in the war? those finding graphic/visual elements.) Directions Explain to students that they Putting It Together When the two teams will create one to three multimedia slides or meet to finalize the choices for the slides, screens to describe the factors that led to an they will determine how to illustrate the Allied victory in the war. Divide students battles of the war and the peace that into two teams. The first team should focus followed. OL (Chapter Project continued on on the battles and the factors that led to page 577) 565 Chapter 16 • Section 3 World War I also marked the fi rst use of air- craft in war. In addition, it was the fi rst and last The Americans Arrive time that zeppelins were used in combat. MAIN Idea The arrival of Americans changed Zeppelins are giant rigid balloons, also known the course of the war and helped the Allies win. W Writing Support as blimps or dirigibles. Early in the war, the Germans sent squadrons of zeppelins to drop HISTORY AND YOU Have you ever had to boost Descriptive Writing Have stu- bombs on British warships in the North Sea. someone’s morale? Read on to learn about Americans who helped the Allies win World War I. dents use library or Internet At fi rst, airplanes were used as scouts. They resources to find out more about fl ew over enemy territory, as well as the English one of the weapons first used in Channel and the North Sea, spying on enemy Waves of American troops marched into this troops and ships. Before long, however, the World War I. Then have students bloody stalemate—nearly 2 million before the Allies equipped them with machine guns to war’s end. Although the “doughboys,” as write a paragraph describing this attack the German zeppelin fl eet. The machine American soldiers were nicknamed, were inex- weapon in use as if they are see- guns were timed to fi re through the aircraft’s perienced, they were fresh and eager to fi ght. propeller as it spun so that the bullets did not ing it for the first time. BL Their presence boosted the morale of Allied hit the propeller. A few airplanes even carried forces. It also demoralized the German sol- rockets to destroy the zeppelins. Others carried diers, who now faced large numbers of fresh small bombs to drop on enemy lines. troops. As the Americans began to arrive, many R Reading Strategy As technology advanced, aircraft were used in Germany concluded that the war was lost. Analyzing Text Structures to shoot down other aircraft. Battles between aircraft became known as dogfi ghts. Early mil- Ask students to define the word itary aircraft were diffi cult to fl y and easy to Winning the War at Sea convoy as both a noun and a verb. destroy. The wings and body frame were cov- No American troopships were sunk on their (noun: a group of cars, trucks, or ered in cloth and easily caught fi re. Pilots did way to Europe thanks to the efforts of American ships traveling together; verb: to not carry parachutes. The average life expec- Admiral William S. Sims. The British preferred tancy of a combat pilot in World War I was to fi ght German submarines by sending war- R escort or guide) Ask: Where do about two weeks. ships to fi nd them, while merchant ships would you typically see convoys today? race across the Atlantic individually. This (trucks traveling together on the Describing What new technolo- approach enabled German submarines to gies were introduced in World War I? highway) BL infl ict heavy losses on British shipping. Sims

TECHNOLOGY& HISTORY New Weapons World War I is often called the fi rst modern war because troops used new technology that is still widely used in warfare today. Much of this new technology devel- oped in response to trench warfare.

▲ Artillery Forces Troops into Trenches Australian soldiers load an W artillery shell during the Battle of Passchendaele in 1917. Powerful long-range artillery fi re from guns like this forced troops to build ▲ Machine Guns Defend Trenches trenches for protection. Machine guns made it very diffi cult to capture enemy trenches. They could fi re thousands of bullets per minute. A small team with a machine gun could down hundreds of troops crossing open terrain. This photo shows a German machine gun crew. Additional

Support 566 (l)Australian War Memorial Negative Number, E00921

Extending the Content

Flying Aces Three pilots who flew bomb- industry and started the Rickenbacker British forces, who buried him with full ers in World War I were among the best- Motor Company. military honors. known fighters of the war. American Eddie Flying aces from other countries also Frenchman René Fonck was credited with 75 Rickenbacker shot down 22 planes dur- became famous. Manfred von Richthofen victories in World War I. He closely studied ing the war. Using a daring method, of Germany, known as the “Red Baron,” the methods of enemy pilots and strictly Rickenbacker flew extremely close to enemy was credited with 80 victories. As von conserved ammunition during fights— planes before firing his guns. He often Richthofen’s fame spread he increasingly tactics that aided him in his victories. After returned from dogfights with his own plane became the target of Allied warplanes, the war, Fonck worked as a demonstration riddled with bullets. After the war, and on April 21, 1918, he was shot down pilot and an inspector of fighter aviation Rickenbacker settled into the automobile and killed. His body was recovered by within the French Air Force. 566 C W government inNovember 1917. government andestablishedaCommunist Vladimir Lenin, overthrew theprovisional as foodshortages. The Bolshevik Party, ledby the majorproblems affl icting thenation, such ernment was unabletodeal Russia tostay inthewar. However, thegov- leaders oftheprovisional government wanted provisional, ortemporary, government. The Russian Revolution. throne. This markedthebeginningof the leaderofRussianEmpire, abdicatedhis the scarcity offoodandfuel. CzarNicholasII, over thegovernment’s handlingofthewar and Russia Leaves the War great offensiveonthe Western Front. in Europe intimetohelpstopGermany’s last large numberof American troops arrivedsafely reduced shippinglossesandensured thata vors. The systemworked. Convoys greatly other shipsintheconvoy couldrescue survi- escort theconvoys across the Atlantic. ships calleddestroyers would protect and convoys. transports begathered intogroups, called proposed thatmerchant shipsandtroop described hisexperience: Casey ofthe 124thFieldRobert Artillery were theirhorses. hiswardiary, In Lieutenant them againstpoisongasattacks. So, too, were equipped withgasmasksto protect Gas Masks Gas ters ofno-man’s-land. to crossthemudandcra- of wheels, enablingthem Tanks hadtracksinstead through barbedwire. gun fireandabletosmash were immunetomachine the Allies builttanksthat To helpcapturetrenches, Tanksvs. Trenches Political leadershipinRussiapassedtoa In March 1917, riotsbroke outinRussia Convoys alsosaved lives. Ifashipwas sunk, Smallhighlymaneuverable war-

During World War I, soldiers During WorldI, War ▲

adequately ▲

soldiers inFrance in1917. shown herewornby American carry gasmaskssimilartothose attacks, troopswereforcedto gas. To protectagainstgas both sidesbeganusingpoison To breakthroughtrenchlines, Poison Gasvs. Trenches with Brest-Litovsk withGermany onMarch 3, 1918. Communist state. Leninagreed tothe Treaty of of thewar andconcentrate onestablishinga act afterseizingpowerwas topullRussiaout the Bolshevik takeover ofRussia. Lenin’s fi rst surrender. ter oftimebefore Germany would have to could notbreak Allied lines, itwas onlyamat- to win. Ifthetroops transferred from Russia German leadersknew thiswas theirlastchance could nowconcentrate itsforces inthewest. Baltic territories, andFinland. tory. Itgave uptheUkraine, itsPolish and Under thistreaty, Russialostsubstantialterri- their helpintherevolution. believed thenationowedFrench adebtfor regarded theFrench peopleasfriendsand the Revolutionary War. Many Americans served onGeorge Washington’s staffduring help train American soldiersandwhohad who hadbrought French officers to America to learned thestory oftheMarquis deLafayette, Revolution. American schoolchildren still the UnitedStatesduring American Americans knew thattheFrench hadhelped Americans EnterCombat With theEasternFront settled, Germany Germany’s military fortunesimproved with At thetime World War Ibegan, many about five minutes. takes onlyabout It five minutes. With agasmaskhecanlive A horsewithoutagasmask canlive about timetheanimaltakesadrink. soaked every little bundleperched atop thenoseand horses wear gasmasksalso.“The .Neat ▲

machine guns. artillery andtrenches. They alsoattacked troopsusingtheir shown above, couldcarry4–5smallbombstodroponenemy Several typesofaircraft, includingtheBritishSopwithCamel Airplanes offeredbothsidesaway tocountertrenchwarfare. Airplanes Bomb TrenchesAirplanes Extending theContentExtending 2. Synthesizing 1. Analyzing Analyzing to killsomanypeople. technologies of World War Iworked together eventually endedtheuseoftrenches? trench warfare. Which weaponspictured Modernmilitariesdonotuse VISUALS Explainhowthedifferent

567 you are.” he oughtto Andthere wear thegasmask. eleven minutes to convince thehorsethat to fightagainsttheAllies.) and weapons totheWestern Front Germany could move allitstroops with peace ontheEastern Front, effort? Revolution war helptheGerman Ask: section “Russia Leaves the War.” Effect Determining Cause and leadership philosophies. on hisCommunist beliefs andhis on report Vladimir Lenin, focusing students write abiographical orInternetresources,library have WritingExpository Analyzing W C 2. 1. Answers: Chapter 16 invented. against themhadnotbeen inventions to repel orfight these technologies were new, previously also, unknown; as able to causedeathonascale All thenewweapons were tanks andairplanes

CriticalThinking Writing Support How didtheRussian

Have studentsreread the (Students shouldnotethat Additional Support VISUALS • Section3 Using

OL OL 567 Chapter 16 • Section 3 When General John J. Pershing, com- 2°E U.S. Battles, 1918 6°E mander of the American Expeditionary Force (AEF), arrived in Paris on July 4, 1917, he and Lys N Offensive BELGIUM his offi cers headed to Picpus Cemetery where er Riv se C Critical Thinking Lafayette was buried. One of Pershing’s offi - W E Meu cers, Colonel Charles E. Stanton, raised his S Making Inferences Remind hand in salute and proclaimed, “Lafayette, we students that almost all American are here!” France had helped the United States Som Somme 50°N m gain its freedom. Now American soldiers e Offensive troops who fought in World War I R. would help the French to preserve theirs. FRANCE LUX. remained under American, rather Aisne When American troops began arriving in Offensive Cantigny Ai than foreign, command. Ask: Why May 1918 s C France, the British and French commanders ne R. was it important for American wanted to integrate them into their armies Belleau Wood Ma June 1918 rne under British and French command. Pershing R troops to answer to American iv e refused, and President Wilson supported him. r Paris Chateau-Thierry generals during the war? Pershing insisted that American soldiers fi ght May-June 1918 (Answers will vary, but students Meuse-Argonne in American units under American command. 0 400 kilometers Sept.-Nov. 1918 St.-Mihiel Sept. 1918 might note that it helped build public Despite French and British pleas that they 0 400 miles support at home and gave U.S. com- needed American soldiers to replace their own Lambert Azimuthal Equal-Area projection losses, Pershing held fi rm with one exception. Allied Powers Limit of German manders independence.) AL The 93rd Infantry Division—an African Central Powers advance, 1918 Line of trench American unit—was transferred to the French. Neutral Powers warfare, 1915–1917 Its soldiers became the fi rst Americans to enter Allied victory Armistice Line, 1918 Writing Support combat. German spring American advances W offensive, 1918 Descriptive Writing Have stu- Germany’s Last Offensive On March 21, dents use library or Internet 1918, the Germans launched a massive attack assembled over 600,000 American troops, resources to find out more infor- along the Western Front, beginning with gas 40,000 tons of supplies, and roughly 4,000 attacks and a huge artillery bombardment. mation about the Battle of artillery pieces for the most massive attack in German forces, strengthened by reinforce- American history. Cantigny. Then have students ments from the Russian front, pushed deep The attack began on September 26, 1918. assume the role of a newspaper into Allied lines. By early June, they were less German positions slowly fell to the advancing reporter and write an article about than 40 miles (64 km) from Paris. American troops. The Germans infl icted heavy American troops played an important role casualties, but by early November the the battle. OL in containing the German offensive. In late Americans had shattered German defenses May, as the German offensive continued, the and opened a hole on the eastern fl ank of the Americans launched their fi rst major attack, German lines. Soon after, all across the Western S Skill Practice quickly capturing the village of Cantigny. On Front, the Germans began to retreat. W June 1, American and French troops blocked Have students Visual Literacy the German drive on Paris at the town of refer back to the photo of the Château-Thierry. On July 15, the Germans American Heroes Argonne Forest on pages 546 and launched one last massive attack in an attempt Although the brutal trench warfare of World 547. Ask: What conditions do to take Paris, but American and French troops War I led to many acts of astonishing bravery, S held their ground. the actions of two Americans, Corporal Alvin you observe that would make York and Captain Eddie Rickenbacker, cap- fighting difficult? (Answers might The Battle of the Argonne Forest With tured the nation’s imagination. include fog, mud, and lack of the German drive stalled, French Marshal Ferdinand Foch, supreme commander of the Alvin York Born in 1887, Alvin York grew up cover.) OL Allied forces, ordered massive counterattacks. poor in the mountains of Tennessee, where he In mid-September, American troops drove learned to shoot by hunting wild game. back German forces at the battle of Saint- Opposed to war, he initially tried to avoid the Mihiel. Next, an American offensive was draft as a conscientious objector—a person launched in the region between the Meuse who refuses to obey the law because of his Additional River and the Argonne Forest. General Pershing moral or religious beliefs. As a Christian, York

Support 568 Chapter 16 World War I and Its Aftermath

Activity: Interdisciplinary Connection

Literature Explain that German author Erich “The sun goes down, night comes, the shells Maria Remarque (1898–1970) served in the front whine, life is at an end. line trenches during the Great War. In his 1929 Still the little piece of convulsed earth in which novel All Quiet on the Western Front, he wrote of we lie is held. We have yielded no more than a the devastation and cruelty of the war and life in few hundred yards of it as a prize to the enemy. the trenches. Have students read the following But on every yard there lies a dead man.” quote and ask them to paraphrase Remarque’s words. OL

568 Chapter 16 • Section 3 Alvin York and the Battle of the Argonne Forest October 8th 1918, Argonne Forest, France. W Writing Support “So on the morning of the 8th, just before day- light, we started for the hill of Chattel Chehery. Narrative Writing Have inter- So before we got there it got light, and the ested students use library or Germans sent over a heavy barrage and also gas, and we put on our gas masks and just pressed Internet resources to find out right on through those shells and got to the top more information about the abdi- of hill 223. . . . [A]t the zero hour . . . we done cation of the German emperor. went over the top. . . . The Germans . . . jes stopped us in our tracks. Their machine guns Then have them write a one-page were up there on the heights overlooking us paper telling why he stepped and well hidden, and we couldn’t tell for down and fled to the Netherlands. certain where the terrible heavy fire was coming from. . . . So we decided to try and Encourage volunteers to read get them by a surprise attack in the rear.. . . their papers to the class. OL So there was 17 of us boys went around on the left flank to see if we couldn’t put those guns out of action.“ —from Sergeant York 1. Extrapolating Why was the American victory in the Argonne Forest important? Answers: 2. Explaining What made capturing enemy positions in the Argonne Forest so difficult? 1. It caused the Germans to begin their final retreat. TM See StudentWorks Plus or glencoe.com. 2. The land was hilly and the for- believed he was not allowed to kill anyone. est was thick; the Germans Eventually, he decided that he could fi ght in a also used gas. war if the cause was just. German aircraft—a feat for which he was later On October 8, 1918, during the Battle of the awarded the Congressional Medal of Honor. Argonne Forest, German machine guns on a fortifi ed hill fi red on York’s platoon and killed The War Ends nine men. York took command and charged While fi ghting raged along the Western the machine guns. By the end of the battle, York Front, a revolution engulfed Austria-Hungary. had killed between 9 and 25 Germans, cap- In October 1918, Poland, Hungary, and Answer: tured the machine guns, and taken 132 prison- Czechoslovakia declared independence. By ers. For his actions, he received the Medal of early November, the governments of the to be sure the troops were fol- Honor and the French Croix de Guerre. After Austro-Hungarian Empire and the Ottoman lowing American commanders’ returning home, he used his fame to raise Empire had surrendered to the allies. orders money for the Alvin York Institute—a school On November 3, sailors in Kiel, the main for poor Tennessee children. base of the German fl eet, mutinied. Within days, groups of workers and soldiers seized power in Eddie Rickenbacker Born in Columbus, other German towns. As the revolution spread, Ohio, Eddie Rickenbacker was a famous race the German emperor decided to step down. On car driver before the war. Rickenbacker’s W November 9, Germany became a republic. Two car-racing reflexes served him well as a days later the government signed an armi- combat pilot. He was named commander of stice—a truce, or an agreement to stop fi ghting. the 94th Aero Squadron, the fi rst all-American At the 11th hour on the 11th day of the 11th squadron to enter combat. In all, he fought in month, 1918, the fi ghting stopped. 134 air battles and shot down 26 aircraft, becoming the top American combat pilot. In Interpreting Why would one battle, he single-handedly fought seven Pershing want to keep U.S. soldiers in their own units? Additional

Chapter 16 World War I and Its Aftermath 569 Support

Extending the Content

Veterans Day The holiday that is now and the victory of arms foretells the endur- America to show her sympathy with peace celebrated as Veterans Day originated in ing conquests which can be made in peace and justice in the councils of the nations.” efforts to commemorate the armistice of when nations act justly and in furtherance Most states designated November 11 as a November 11, 1918 that ended World War I. of the common interests of men. To us in legal holiday. In 1938, Armistice Day became The first Armistice Day was observed the America, the reflections of Armistice Day will a federal holiday. To extend recognition to following year. On November 11, 1919, be filled with solemn pride in the heroism of the veterans of World War II and the Korean President Woodrow Wilson delivered the those who died in the country’s service and War, President Eisenhower signed into law a following address: with gratitude for the victory, both because bill in 1954 that changed the name of the of the thing from which it has freed us and “The war showed us the strength of great holiday to Veterans Day. because of the opportunity it has given nations acting together for high purposes, 569 Chapter 16 • Section 3 A Flawed Peace The Paris Peace Conference

MAIN Idea The United States Senate refused to ratify the Treaty of Versailles and rejected the What Did President Wilson Want? League of Nations. W Writing Support The Fourteen Points Expository Writing Have HISTORY AND YOU How might your feelings 1. End secret treaties and secret diplomacy among toward a peace plan differ if you lived in a defeated nations. country compared to a victorious country? Read on interested students use library or 2. Guarantee freedom of navigation on the seas for to learn why the U.S. Senate did not ratify the Treaty all nations. Internet resources to create a of Versailles. database of the four leaders of the 3. Create free trade among nations. 4. Reduce armed forces as much as possible consis- Allied nations. Instruct students to Read Although the fi ghting stopped in November tent with domestic safety. include the number of years each Wilson’s 1918, World War I was not over. A peace treaty 5. Settle all colonial claims fairly taking into account “Fourteen Points” had to be negotiated and signed. In January the views of both the colonial peoples and the on page R52 in served as leader and any informa- 1919, delegates from 27 countries traveled to imperial nations. Documents in tion on other international con- France to attend the peace conference. The 6. Evacuate German troops from Russia and restore American History. all conquered territory. conference took place at the Palace of Versailles, flicts in which they were involved. 7. Restore Belgium’s independence. near Paris, and the treaty with Germany that Have students use the facts they 8. Restore all French territory occupied by Germany, resulted came to be called the Treaty of gather to write a paragraph about including Alsace-Lorraine. Versailles. The conference also negotiated the 9. Adjust Italy’s borders based on where Italians live. the leader they feel was the most Treaty of Saint-Germain, ending the war with 10. Divide Austria-Hungary into new nations for each experienced. AL Austria-Hungary. ethnic group. Negotiations on the Treaty of Versailles 11. Base borders of the Balkan states on nationality. lasted fi ve months. The most important partic- 12. Break up the Ottoman Empire and make Turkey a ipants were the so-called “Big Four” of the separate country. C Critical Thinking W Allies: President Wilson of the United States, 13. Create an independent Poland. Making Inferences Have stu- British Prime Minister David Lloyd George, 14. Create a League of Nations. dents define, in their own words, French Premier Georges Clemenceau, and Italian Prime Minister Vittorio Orlando. the idea of national self-determina- Representatives from Russia were not invited tion. Discuss with the class how to the conference. Wilson and the other Allied The Fourteen Points were based on “the national self-determination leaders refused to recognize Lenin’s govern- principle of justice to all peoples and nationali- played a role in Wilson’s Fourteen ment as legitimate. At the time of the peace ties.” In the fi rst fi ve points, Wilson proposed to conference, a civil war was raging in Russia eliminate the causes of the war through free Points and in the treaties that between communist and non-communist trade, freedom of the seas, disarmament, an ended World War I. Ask: What forces. In mid-1918, the United States, Great impartial adjustment of colonial claims, and groups today seek national self- Britain, and Japan had sent troops to Russia to open diplomacy instead of secret agreements. help the anti-communist forces. Nearly 15,000 The next eight points addressed the right of determination? (Answers will vary, American troops remained in Russia—which national self-determination. This is the idea but students might note the Kurds, had been renamed the Soviet Union by the that the borders of countries should be based Palestinians, Basques, Taiwanese, Bolsheviks—until the spring of 1920. By that on ethnicity and national identity. A group of and the people of Kosovo.) OL time, it had become clear that the Bolsheviks people who feel that they are a nation should be had won the civil war. allowed to have their own country. Wilson and other supporters of national self-determination believed that when borders are not based on The Fourteen Points national identity, border disputes will occur C When President Wilson arrived in Paris in and nations are more likely to go to war to January 1919, he brought with him a peace plan resolve them. known as the Fourteen Points. Wilson had The principle of national self-determination presented the plan to Congress in January 1918 also meant that no nation should be allowed to explain the goals of the United States in the to keep territory taken from another nation. war. The president believed that if the Fourteen Wilson’s Fourteen Points required the Central Points were implemented, they would establish Powers to evacuate all of the countries invaded Additional the conditions for a lasting peace in Europe. during the war. Wilson also wanted the territory

Support 570 Chapter 16 World War I and Its Aftermath

Activity: Collaborative Learning

Negotiating Have students hold a peace accept, amend, or reject each point and should conference. Organize the class into four groups. confer within their group before negotiating Each group should participate as one of the Big with the other groups’ members. OL Four nations. Structure the negotiations around Woodrow Wilson’s Fourteen Points (see page R52). Tell students that they have the power to

570 Chapter 16 • Section 3 Changes in Europe, 1919

What Did the Allies Agree to Do? Treaty of Versailles (peace with Germany) W Writing Support • German troops will return all captured territory to Descriptive Writing Have stu- Belgium, Russia, and France. • Germany will be divided in two; some German territory dents find out more about the will be given to Denmark, France, Poland, Treaty of Versailles. Ask students Czechoslovakia, and Belgium. • Germany will be held responsible for all wartime losses to use what they have learned to and must pay reparations. write one paragraph describing • Germany’s army and navy will be limited in size. Ger- D many cannot have an air force, and cannot have military the terms of the treaty. Encourage forces west of the Rhine. students to include whether they Treaty of Saint-Germain (peace with Austria) believe the terms are fair or • The Austro-Hungarian Empire is dissolved and replaced by the nation of Austria. not. BL • Four new nations are recognized: Czechoslovakia, Hungary, Poland, and Yugoslavia. • Austria may not unite with Germany; its army is limited to 30,000 men. D Differentiated The Covenant of the League of Nations Instruction (included in both peace treaties above) • Members agree to reduce armaments. Visual/Spatial Distribute two • Members agree to protect each other against aggression. outline maps of Europe to each • Colonies of the Central Powers will now be supervised by League members. member of the class. On one map, • Parts of the Ottoman Empire will be made Analyzing VISUALS have students draw the boundar- independent under League supervision. ies of European nations in 1914, 1. Comparing How many of the Fourteen Points were accepted at the Paris Peace Conference? before World War I, and on the of Alsace-Lorraine that Germany had taken in 2. Analyzing What nations received territory from the Austro- other map have students draw 1871 restored to France. Hungarian Empire? the boundaries in 1919, after the The fourteenth point was most important to TM Wilson. It called for the creation of a “general See StudentWorks Plus or glencoe.com. Treaty of Versailles. After students association of nations” that would later be have completed their maps, dis- called the League of Nations. The League’s cuss the changes in the member nations would help preserve peace by and British Prime Minister Lloyd George wanted borders. pledging to respect and protect each other’s the Germans punished for the suffering they had AL territory and political independence. Wilson infl icted on the rest of Europe. Additionally, Great was so determined to get agreement on the Britain refused to give up its sizable naval advan- League of Nations that he was willing to give tage by agreeing to Wilson’s call for freedom of Analyzing VISUALS up other goals in the Fourteen Points in the seas. Clemenceau, in particular, was deter- exchange for support for the League. mined to end the German threat once and for all. Answers: Other Allied governments tended to agree. The Treaty of Versailles Despite Wilson’s hopes, the peace terms were 1. nine Wilson received an enthusiastic reception harsh. The Treaty of Versailles, reluctantly signed 2. Austria, Hungary, from crowds in Paris and other national capitals by Germany on June 28, 1919, included many Czechoslovakia, Poland, that he visited. Wilson’s popularity in Europe put terms designed to punish and weaken Germany. Romania, Yugoslavia, and Italy W him in a strong negotiating position. He was Germany’s armed forces were greatly reduced in delighted when the peace conference decided to size and Germany was not allowed to put troops use the Fourteen Points as the basis for west of the Rhine River—the region near the negotiations. French border. The treaty also specifi cally blamed Not everyone was impressed by President Germany for the war, stating that it had been Wilson’s ideas. Premier Clemenceau of France caused by “the aggression of Germany.” Additional

Chapter 16 World War I and Its Aftermath 571 Support

Activity: Interdisciplinary Connection

Literature Ask interested students to use library and Internet resources to learn more about Wilson’s trip to Paris in 1919 and the tri- umphant greeting he received. Be sure students identify the people who accompanied Wilson on this trip. Based on this information, students may write a one-act play depicting Wilson’s arrival in Paris. After the play is complete, have students enact the play. AL

571 572 will vary.) Versailles. free tradeinthe Treaty of include freedom oftheseasor cessful in gettingtheAlliesto students that Wilson wasnotsuc- InferencesMaking ple andprevent dissent.) gion, andlanguagehelpunifypeo- common customs, traditions, reli- (Students mightnotethathaving War I. that were created after World with studentsthenewnations Drawing Conclusions these issuesaddressed? could hehave pushedto get position at thepeace conference, have theirown country? people ofoneethnicgroup to Analyzing Chapter 16 C C 2. 1. Answers: 2 1 help maintainpeace. International agreement will beaten upanddefeated. The Treaty of Versailles was Critical Thinking Critical Thinking Critical Ask:

Additional Ask: AL Support Is it important for all Is itimportant • Section3 VISUALS Given Wilson’s Remind

OL (Answers Review Display theposters intheclassroom. students write acaptiondescribingtheir poster. political cartoon to includeinthecollage. Besure point ofview. Then have studentsdraw theirown either the “Irreconcilable” or the “Reservationist” a poster collage ofthecartoons—highlighting about the Treaty of Versailles andhave themmake Internet resources to findother politicalcartoons Art Have and interested studentsuselibrary Debating theTreaty ofVersailles (l)By PermissionoftheMarcusFamily 572 Chapter 16 C 1 World War IandIts Aftermath reparations the Allies todemandthatGermany pay was guiltyofcausingthewar. This allowed treaty, it, ineffect, acknowledgedthatGermany Czechoslovakia were giventerritory where the ever, appliedtoGermany. BothPoland and countries were from oneethnicgroup. general, themajorityofpeopleinthesenew Latvia, Lithuania, Poland and Yugoslavia. In Czechoslovakia, Estonia, Finland, Hungary, created ninenew nationsinEurope: Austria, The various peacetreaties signedafterthewar German Empire, andtheOttomanEmpire. Hungarian Empire, theRussianEmpire, the War Iandthepeacenegotiations: Austro- empires were dismantledasaresult of World moting nationalself-determination. Four Germany’s economy weakforalongtime. pay allatonceandwas intendedtokeep lion. This sumwas farmore thanGermany could Germany owedthe Allies approximately $33bil- set upafterthetreaty was signeddecidedthat of thewar damageithadcaused. A commission Activity: Interdisciplinary Connection Interdisciplinary Activity: When theGermangovernment signedthe National self-determinationwas not, how- Wilson hadsomewhat bettersuccessinpro- —monetary compensation for all compensation forall —monetary AL

be washedaway.” there whereitcan’t “Build yourhouseup Wilson issaying: cartoon, President caption ofthis ▲

In theoriginal 2. Interpreting 1. Identifying Analyzing the Treaty of Versailles, Wilson achieved his Transjordan. Mandate was dividedtocreate thekingdomof of Iraq andPalestine. In1921thePalestine Syria andLebanon, andtheBritishMandates the stateof Turkey, theFrench Mandateof In 1920theOttomanEmpire was dividedinto were tobecreated from theOttomanEmpire. bility forGermany’s coloniesinEast Asia. Britain andFrance. Japan was givenresponsi- East were placedunderthesupervision of Germany’s coloniesin Africa andtheMiddle or Africa were granted independence. of colonialclaims. Nocolonialpeoplein Asia also ignored Wilson’s goalofafairsettlement mention freedom oftheseasorfree trade. It eral of Wilson’s Fourteen Points. Itdidnot a new seriesofcrisesinthe1930s. the Treaty of Versailles helpedsetthestagefor number ofGermanslivingoutsideGermany, access totheBalticSea. Byleaving alarge was even splitintwo inorder togivePoland majority ofthepeoplewere German. Germany treaty isimportant? suggest thatinternationalagreementonapeace trying tomake? Although disappointedwithmany partsof The treaty alsostatedthatnew countries The Treaty of Versailles didnotaddress sev- Whatpointisthecartoononright VISUALS Whydoesthecartoononleft

out oftheSenate. the peacetreaty Cabot Lodgeescorts ▲

Senator Henry C 2 primary goal. The treaty called for the creation of a League of Chapter 16 • Section 3 Nations. League members promised to reduce armaments, to REVIEW submit all disputes that endangered the peace to arbitration, and Section 3 to come to the aid of any member who was threatened with aggression by another state. S Skill Practice Vocabulary The U.S. Senate Rejects the Treaty 1. Explain the significance of: no-man’s- Identifying Point of View land, convoy, John J. Pershing, armistice, Ask students to summarize the President Wilson was confident the American people Treaty of Versailles, Fourteen Points, opinions of the “Irreconcilables” would support the Treaty of Versailles, but he had badly under- national self-determination, League of estimated the opposition in Congress. All treaties signed by Nations, reparations. and “Reservationists” toward the the United States must be ratified by two-thirds of the Treaty of Versailles. OL Senate, and in November 1918, the Democratic Party had lost Main Ideas control of the Senate. Even though he needed Republican 2. Explaining How did technology change support to ratify the treaty, Wilson refused to take any the way World War I was fought? Republican leaders with him to the peace conference. This Assess ensured that Wilson’s views prevailed, but it also meant that 3. Analyzing What impact did John J. Republican concerns were not addressed. Pershing and the Battle of the Argonne Opposition in the Senate focused on the League of Nations. Forest have on World War I? One group of senators, nicknamed the “Irreconcilables,” 4. Organizing Use a graphic organizer to refused to support the treaty under any circumstances. They Study Central™ provides summa- list the results of World War I. assailed the League as the kind of “entangling alliance” that ries, interactive games, and online the Founders had warned against. A larger group of senators, graphic organizers to help stu- known as the “Reservationists,” was led by the powerful chair- Results of dents review content. man of the Foreign Relations committee, Henry Cabot Lodge. World War I The Reservationists were willing to support the treaty if cer- tain amendments were made to the League of Nations. S Critical Thinking The Reservationists pointed out that the Constitution Close requires Congress to declare war. Yet the League of Nations 5. Big Ideas Why did President Wilson could require member states to aid any member who was propose his Fourteen Points? Summarizing Ask: Was World attacked. The Reservationists argued that this might force the 6. Analyzing What countries were involved War I the “war to end all wars?” United States into a war without Congressional approval. in the Paris peace conference in 1919? (No; in fact the peace terms ending They agreed to ratify the treaty if it was amended to say that Which country was not invited to partici- World War I laid the foundation for any military action by the United States required the approval pate? Why? of Congress. Wilson refused, fearing the change would under- World War II.) OL mine the League’s effectiveness. 7. Analyzing Maps and Charts Examine To overcome Senate opposition, Wilson decided to take his the map and chart on page 571. Prepare a case directly to the American people. If public support for the quiz with questions based on information treaty was strong enough, the senators would back down. from both. Give the quiz to some of your Starting in September 1919, Wilson traveled 8,000 miles and classmates. Answer: made over 30 major speeches in three weeks. On September 25, the president collapsed from the physical strain and soon Writing About History each group of people, or nation, afterward suffered a stroke. Bedridden, Wilson ignored the 8. Descriptive Writing Imagine that you should govern itself, Wilson advice of his wife and Democratic leaders and refused to are an American soldier fighting in Europe believed it would lessen border compromise on the treaty. during World War I. Write a letter home disputes and international The Senate fi nally voted in November 1919. It voted again describing your situation and how you feel conflict in March 1920. Both times it refused to ratify the treaty. After about fighting there. Wilson left offi ce in 1921, the United States negotiated separate peace treaties with each of the Central Powers. The League of Nations, the foundation of President Wilson’s plan for lasting world peace, took shape without the United States. Examining What was national self-determination Study Central™ To review this section, go and why did Wilson think it would help prevent war? to glencoe.com and click on Study Central. Section 3 REVIEW 573

Answers

1. All definitions can be found in the section European countries, Germany pays and the Glossary. reparations 2. Tanks could crush barbed wire and roll over 5. He wanted to prevent future wars. trenches; poison gas was used by both 6. the United States, Great Britain, France, and sides, killing troops or rendering them Italy; Russia was not invited because the unable to fight; airplanes were used as allies refused to recognize Lenin’s scouts and later battles took place in the air. government 3. General Pershing directed the AEF attack 7. Answers will vary; quizzes should be which broke through German lines. accurate. 4. answers may include: League of Nations, 8. Answers will vary; students should use dissolution of four empires, nine new descriptive terms in their letters. 573 NOTEBOOK NOTEBOOK

Focus VERBATIM

Ask: After reading the informa- My message was one of “death for young men. How odd

tion on these pages, what do you BROWN BROTHERS (5) to applaud that. think were the major issues or ”WOODROW WILSON, C topics of the era? (World War I; on returning to the White House after asking Congress for a communism) Ask: Why is declaration of war, 1917 Jeannette Rankin pictured? (She Food is Ammunition—Don’t was the first woman elected to “Waste It ”POSTER FROM U.S. FOOD Congress.) Ask: What items does ADMINISTRATION, a doughboy need and how much administered by Herbert Hoover is the cost? How does the cost I have had a hard time getting then likely compare to the cost “over this war. My old world died. RAY STANNARD BAKER,” of outfitting a soldier today? (A American soldiers set sail for Europe. journalist doughboy required 107 pieces of World War Firsts Let us, while this war lasts, fighting equipment, 50 articles of Human ingenuity goes to work in the service of war: “forget our special grievances and close our ranks shoulder clothing, eating utensils, and 11 AERIAL COMBAT, 1914. War takes to the air. Two Allied aircraft chase to shoulder with our own white cooking implements, which cost two German planes across Britain. fellow citizens and the allied $156.30. Today the cost of outfitting GAS ATTACKS, 1915. The German High Command admits to using nations that are fighting for democracy. a soldier is likely to run into the chlorine gas bombs and shells on the field of combat. Deadly mustard gas is used in 1917. ” W.E.B. DU BOIS, thousands of dollars.) OL African American scholar GAS MASKS. Issued to Allied soldiers in 1915. and leader, 1918 DONKEY’S EARS. A new trench periscope enables soldiers to observe America has at one bound the battleground from the relative safety of a trench without risking “become a world power in a sense Teach sniper fire. she never was before. BIG BERTHA. Enormous howitzer BRITISH PRIME” MINISTER DAVID LLOYD GEORGE, gun bombards Paris. “Big Bertha,” named after the wife of its on the U.S. entry into World War I, 1917 C Critical Thinking manufacturer, is thought to be located In the camps I saw barrels nearly 63 miles behind German lines. “mounted on sticks on which Analyzing Primary Sources Moving at night on railroad tracks, the zealous captains were endeavoring Have students read the quote by gun is difficult for the Allies to locate. to teach their men how to ride Woodrow Wilson. Ask: Why does a horse.

LEON GIMPLE/SOCIETE FRANCAISE ” THEODORE ROOSEVELT, Wilson think applauding his Color My World on touring U.S. military training facilities, 1917 speech is odd? (because his Some bright spots in a dark decade: DE PHOTOGRAPHIE/LIFE request for war against Germany The war was over, and it seemed ■ Color newspaper supplements (1914) “as if everything in the world were will result in the deaths of thou- ■ 3-D films (1915) possible, and everything was new, sands of young American and that peace was going to be all ■ Nail polish (1916) we dreamed about. soldiers) AL ■ Three-color traffic lights (1918) One of the first color photographs FLORENCE” HARRIMAN, Caption Red Cross volunteer, in Paris on ■ Color photography introduced by Eastman Kodak (1914) Armistice Day, 1918 Additional

Support 574 Chapter 16 World War I and Its Aftermath

Background

Stars and Stripes Stars and Stripes, the armed Two well-known cartoonists whose work forces newspaper staffed entirely by soldiers, appeared in Stars and Stripes were Milt Caniff was first published in 1918. In addition to being (“Terry and the Pirates”) and Bill Mauldin, who a source of information and morale for soldiers, won the Pulitzer Prize in 1945 for his “Willie” and it provided many young journalists and cartoon- “GI Joe” cartoons. ists with their first jobs.

574 NOTEBOOK A WAR TO END ALL WARS: 1914–1918

W Writing Support Red Head NUMBERS 1915 How to Make a Doughboy Narrative Writing Have stu- TakeSubhead one American infantryman. $1,040 Average annual dents reread the Milestone con- 1. Arm with 107 pieces of fighting equipment, income for workers in finance, insurance, and real estate cerning “The Red Baron.” Then including: ■ rifle ■ gas mask have students use library or ■ rifle cartridges ■ wire cutters $687 Average income Internet resources to find out ■ cartridge belt ■ trench tool for industrial workers (higher more about “The Red Baron” and for union workers, lower for ■ ■ steel helmet bayonet and scabbard nonunion workers) his role in World War I. Using what ■ ■ clubs grenades they have learned, have students ■ knives Average income for write a British newspaper article 2. $510 Add 50 articles of clothing, including 3 wool retail trade workers blankets and a bedsack. announcing the Baron’s death. OL 3. Equip with eating utensils and 11 cooking implements. $355 Average income for farm laborers 4. Train well. Assess/Close TOTAL COST: $156.30 Average income for (not including training and transportation to Europe) $342 domestic servants Have students select an item listed under Numbers and find a Milestones $328 Average income for correlating statistic from today. SHOT DOWN AND KILLED, public school teachers APRIL 22, 1918. “THE RED Visit the Time Web site at www. BARON,” Manfred von Richthofen, time.com for up-to-date news, $11.95 Cost of a bicycle W Germany’s ace pilot. Von Richthofen weekly magazine articles, editori- destroyed more than 80 Allied aircraft. The English fighter pilot als, online polls, and an archive of $1.15 Cost of a baseball Edward Mannock said, “I hope he past magazines and Web articles. roasted all the way down.” $1 Average cost of a hotel room Critical Thinking Answers: Jeannette Rankin ELECTED, NOVEMBER 7, 1916. 1. individualism, freedom, rug- 39¢ Cost of one dozen eggs JEANNETTE RANKIN of Montana, gedness, the desire to explore to the U.S. Congress. The first 2. New inventions meant prog- woman congressional representative 5¢ Cost of a glass of cola explained her victory by saying that ress and something to look for- women “got the vote in Montana ward to, good morale on the because the spirit of pioneer days 7¢ Cost of a large roll of was still alive.” toilet paper home front was essential to

Vladimir Lenin winning the war. REPATRIATED, APRIL 10, 1917. CRITICAL THINKING VLADIMIR ILYICH LENIN, to 1. Analyzing What pioneer qualities was Jeannette Rankin referring to Russia, after an 11-year absence. when she said women “got the vote in Montana because the spirit of The leader of the leftist Bolshevik pioneer days was still alive”? party hopes to reorganize his 2. Drawing Conclusions How do you think the inventions in “Color My revolutionary group. World” kept up spirits on the home front during World War I? Why was this important? Additional

Chapter 16 World War I and Its Aftermath 575 Support

Activity: Technology Connection

Comparing and Contrasting Have stu- inventions have been improved upon? What dents review the information presented in the political issues or ideas are still relevant TIME Notebook and have students use library or today? (Answers will vary, but students should Internet resources to find out more about the cite data from the TIME Notebook and their topics presented. Then have them make a list of research to support their ideas.) OL items, issues, or inventions from the World War I era that are still relevant today. Ask: How do you think the events, issues, or inventions from the World War I era affect your life today? What inventions are still useful today? Which 575 Chapter 16 • Section 4 Section 4 Section Audio Spotlight Video Focus The War’s Impact

Bellringer merica’s victory overseas led to turmoil at home. Guide to Reading The end of the wartime economy led to a depres- Daily Focus Transparency 16-4 A

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: D Big Ideas Teacher Tip: Remind students that they are looking for the sion and fears of communism, as strikes, riots, and UNIT statement that cannot be proven by the facts in the time 5 DAILY FOCUS SKILLS line. Chapter 16 TRANSPARENCY 16-4 Economics and Society The change Distinguishing Fact from Opinion bombings took place. EARLY HISTORY OF THE FBI from wartime to peacetime caused

1910 1919 The new Bureau Attorney General Palmer hired J. Edgar Hoover of Investigation to head the General Intelligence Division investigated in the “Red Scare” investigation of radicals and many economic and social problems. white slavery. Communists. This division eventually became the Federal Bureau of Investigation.

1908 1918 President Theodore Roosevelt created The Bureau the Bureau of Investigation in the Justice of Investigation Department after Congress opposed made raids against “borrowing” Secret Service agents to World War I draft Content Vocabulary An Economy in Turmoil perform investigations. dodgers.

Directions: Answer the following question based on the time line. • cost of living (p. 576) Which of the following statements is an opinion? MAIN Idea The country suffered economic uncertainty, strikes, and riots in A Hoover investigated radicals and Communists C The Bureau of Investigation rounded up draft (p. 577) during the “Red Scare” investigations. dodgers during World War I. • general strike the year after the war. B Congress opposed using Secret Service agents D Attorney General Palmer made the correct to do investigative work. decision in hiring Hoover. • deport (p. 580) HISTORY AND YOU Do you know anyone who has participated in a strike? Academic Vocabulary Read why millions of workers went on strike in 1919. Guide to Reading • widespread (p. 577) • authorities (p. 580) With the war over, Americans welcomed the soldiers back as Answers: heroes. Parades were thrown in their honor, and a new organization, People and Events to Identify the American Legion, was created to support the veterans. But their • Calvin Coolidge (p. 577) rapid inflation arrival home was also bittersweet. Two million men now needed to • Red Scare (p. 579) find jobs in an economy that was shutting down its production of Effects of • A. Mitchell Palmer (p. 579) mass demand war materials and sliding into recession. World War I • J. Edgar Hoover (p. 580) for goods When the war ended, government agencies removed their controls on Economy from the economy. People raced to buy goods that had been rationed, Reading Strategy while businesses rapidly raised prices they had been forced to keep strikes Organizing Complete a graphic orga- low during the war. The result was rapid inflation. In 1919 prices rose nizer similar to the one below to list the more than 15 percent. Inflation greatly increased the cost of living— effects of the end of World War I on the the cost of food, clothing, shelter, and other essentials that people American economy. need to survive. Orders for war materials evaporated, so factories laid off workers. Soldiers returned home looking for civilian employment

Effects of but found jobs scarce. In short, 1919 was a year of economic turmoil. World War I To generate student interest and on Economy provide a springboard for class Inflation Leads to Strikes discussion, access the Chapter 16, Many companies had been forced to raise wages during the war, Section 4 video at glencoe.com or but inflation now threatened to wipe out the gains workers had on the video DVD. made. While workers wanted higher wages to keep up with infla- tion, companies resisted because inflation was also driving up their operating costs. During the war, the number of workers in unions had increased dramatically. By the time the war ended, workers were better orga- nized and much more capable of implementing strikes. Many busi- ness leaders, on the other hand, were determined to break the power of the unions and roll back the gains labor had made. These circum- stances led to an enormous wave of strikes in 1919. By the end of the year, more than 3,600 strikes involving more than 4 million workers had taken place. Resource Manager

576 Chapter 16 World War I and Its Aftermath

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Additional Resources • Categorizing Info., • Drawing Conclusions, • Visual/Spatial, p. 577 • Narrative Writing, • Read. Skills Act., URB p. 577 p. 579 pp. 578, 580 p. 83 • Act. Prior Know., p. 579 • Analyzing Prim. Sources, Additional Resources • Persuasive Writing, • Reinforcing Skills Act., p. 581 • English Learner Act., p. 580 URB p. 93 Additional Resources URB p. 87 • Read. Essen., p. 183 • Guid. Read. Act., URB Additional Resources • Reteach. Act., URB Additional Resources p. 111 • Interp. Pol. Cartoons, p. 105 • American Art and • Prim. Source Read., URB p. 103 Music, URB p. 101 URB p. 99 • Quizzes and Tests, p. 226 • Auth. Assess., p. 37 R groups. Europe by communistsandotherradical the general strikewas acommontacticusedin their actionsworried many Americans because ers returned towork withoutmakingany gains, lyzed thecityforfivedays. Although thestrik- involved more than60,000peopleandpara- particular industry. The Seattlegeneral strike workers inacommunity, notjustworkers ina yard workers andorganized ageneral strike. Other unionsinSeattlesoonjoinedtheship- demanding higherwages andshorterhours. 35,000 shipyard workers walked offthejob major striketookplaceinSeattle, where some men shouldbefired, declaring: “There isno a new policeforce instead. commissioner thenfired thestrikersandhired the strikerstriedtoreturn towork, thepolice Coolidge, erupted inthecity, forcing thegovernor, force walked offthejob. Riotsandlootingsoon Boston, where roughly 75percent ofthepolice most famousstrikeof1919tookplacein The BostonPolice Strike The SeattleGeneral Strike Chicago Tribune Directions Directions oftheUnited States?and society How didthewar influence theeconomy Step 4:Post-War America Presenting World WarI the economy ofpost-war United States. The two teams. The firstteam shouldfocus on on theUnited States. Dividestudentsinto or screens to describe theeffectofwar will create one to three multimediaslides A Despite protests, Coolidgeagreed thatthe ▲ Thousands of Workers during thePoliceStrikeof1919 rioting undercontrolinBoston

3,000 3,500 4,000 4,500 1,000 1,500 2,000 2,500 general strike National Guardtroopsget Workers onStrike, 1916–1921 9611 1918 1917 1916 tocallintheNationalGuard. When Explain to studentsthatthey isastrikethatinvolves all Year 1919 Perhaps the 1920 The first Calvin 1921 Ask: until 1941. industry. Steelworkers remained unorganized failure setbacktheunioncauseinsteel dead. The strikecollapsedinearly1920andits frequent. InGary, Indiana, ariotleft18strikers between company guards andstrikerswere Mexicans asreplacement workers. Clashes the company hired African Americans and work. Meanwhile, tokeepthemillsrunning, and calledforloyal Americans toreturn to company blamedthestrikeonforeign radicals immigrant feelingstodividetheworkers. he setouttobreak theunionby usinganti- refused even totalkunionleaders. Instead, union. ElbertH. Gary, theheadofU.S. Steel, pay, shorterhours, andrecognition oftheir 350,000 steelworkers wentonstrikeforhigher American history beganwhenanestimated strike ended, oneofthelargest strikesin The SteelStrike election. vice presidential candidateinthe1920 convinced theRepublicanstomakehimtheir earned him body, anywhere, anytime.” Coolidge’s response right tostrikeagainstthepublicsafetyby any- . MakingInferences 2. 1. Evaluating Analyzing Many steelworkers were immigrants. The military forceinBostonsoquickly? received somuchattention? Why wereofficialswillingtouse ment morethanstrikes inpreviousyears? trate thepost-war economy andsociety, they willdetermine notonlyhow to illus- meet to finalize thechoices for theslides, It TogetherPutting visual elements.) explanation andthosefindinggraphic/ responsible for boilingdown theliteral ther divisionmightbemadebetween those thewar. after society bothgroups, (In fur- second team shouldfocus ontheAmerican widespread Whydoyouthinkstrikes in1919worriedthegovern- VISUALS Shortly afterthepolice WhydoyouthinktheBostonPolice Strike Chapter 16 publicsupportand

The Strikesof1919 Whenthetwo teams World War IandIts Aftermath D 577 Summary page) Summary (Chapter Project continued ontheVisual theeconomyimpacted andsociety. but alsohow to explainwhy thewar could have carriedduringthe create signs thatsteel workers Visual/Spatial pare thestrikes. use thisgraphic organizer to com- tion. As students read, have them the three majorstrikesinthissec- and “Results.” Labeltherows with “Who,” “What,” “Where,” “How Many,” organizer withfive columns labeled Have studentscreate agraphic Categorizing Information Teach effective useoflanguage. 1919 strike. Signs canexhibitany Analyzing D R 2. 1. Answers: Chapter 16 and to keepthepeace. disruptioninthecity further posed to strike;to prevent Public officialswere notsup- were behindthestrikes. Many believed communists Differentiated ReadingStrategy Instruction Chapter Project Hands-On Hands-On Step 4 Step VISUALS • Section4 OL Have students BL OL

577 Chapter 16 • Section 4 Racial Unrest near the beach to prevent him from coming ashore, and he drowned. A full-scale riot then The economic turmoil after the war also erupted in the city. contributed to widespread racial unrest. Many Angry African Americans attacked white W Writing Support African Americans had moved north during neighborhoods while whites attacked African the war to take factory jobs. As people began American neighborhoods. The Chicago riot Narrative Writing Have half of to be laid off and returning soldiers found it lasted for almost two weeks and the govern- the class write an eyewitness hard to find work and affordable housing, ment was forced to send in National Guard account of an African American many gave in to feelings of racism and blamed troops to impose order. By the time the rioting African Americans for taking their jobs. viewing the Chicago riot while the ended, 38 people had been killed—15 white Frustration and racism combined to produce and 23 black—and over 500 had been injured. other half of the students write the violence. The race riots of 1919 disillusioned some account from the point of view of In the summer of 1919, 25 race riots broke African Americans who felt their wartime con- out across the nation. African American leader a newspaper reporter describing tributions had been for nothing. For others, James Weldon Johnson called the summer of however, the wartime struggle for democracy the event. Have volunteers read 1919, “the red summer” because of the amount encouraged them to fight for their rights at the narratives in class. OL of blood that was spilled. The riots began in July, home. when a mob of angry white people burned The race riots of 1919 were different in one shops and homes in an African American neigh- respect. For the first time, African Americans borhood in Longview, Texas. A week later, in organized and fought back against the white Washington, D.C., gangs of African Americans mobs. Many African Americans also dedicated and whites fought each other for four days Answer: themselves to fighting for their rights politi- before troops got the riots under control. cally. The NAACP surged in membership after Soldiers returning from the war The worst violence occurred in Chicago. On the war, and in 1919, it launched a new cam- found it hard to get jobs and a hot July day, African Americans went to a paign for a federal law against lynching. W whites-only beach. Both sides began throwing blamed African Americans for stones at each other. Whites also threw stones Analyzing Why did the end of their economic hardships. at an African American teenager swimming the war lead to race riots?

September, 1920 Terrorists Attack America When terrorists attacked the United States on September 11, 2001, many Americans believed the United States was experiencing some- thing new—multiple attacks by a terrorist organization. It is almost forgotten by the American people that in June 1919, eight bombs exploded in eight American cities within minutes of each other, and another 30 bombs sent through the mail were intercepted before they exploded. In September 1920 an even larger bomb exploded in New York. As it did after 9/11, the United States government created a new federal agency to protect the American people. In 1919 the government created June 1919 Bombings the General Intelligence Division, headed by Herbert Hoover, who Boston later headed the FBI. In Newton 2002 the government Paterson created the Department New York East Orange of Homeland Security. ▲ In September 1920, a bomb made of Philadelphia 100 lbs. of dynamite and 500 lbs. of steel Pittsburgh fragments exploded in New York City, Washington, D.C. Additional killing 38 people and injuring 300 others.

Support 578 Chapter 16 World War I and Its Aftermath

Activity: Interdisciplinary Connection

Literature American writer John Dos Passos Provide students with excerpts from 1919 and published his trilogy U.S.A. between 1930 and then ask them to compose an essay in Dos 1936. The second novel in the series, simply Passos’s style in which they present the material titled 1919, is set during the tumultuous year from this section of Chapter 16. AL that followed World War I. In the trilogy, Dos Passos experimented with unconventional techniques. He interwove the fictional story of his characters with sections that included head- lines, news stories, and brief biographies of important or notorious figures from the era. 578 The strikes of 1919 fueled fears that Chapter 16 • Section 4 The Red Scare Communists, or “reds,” as they were called, MAIN Idea Fear of a Communist revolution might seize power. This led to a nationwide caused a nationwide panic. panic known as the Red Scare. Many people Reading Strategy HISTORY AND YOU Many Americans believed the were particularly concerned about workers R country was in danger in 1919. Read on to see simi- using strikes to start a revolution. Seattle’s C Activating Prior Knowledge larities with today’s concerns about security. mayor, Ole Hanson, for example, claimed that the Seattle general strike was part of an Discuss with students any existing The wave of strikes in 1919 helped to fuel attempt to “take possession of our American understanding they have of com- fears that Communists were conspiring to start government and try to duplicate the anarchy munism. Reinforce their under- a revolution in the United States. Americans of Russia.” standing by having students use had been stunned when Communists seized In April, the postal service intercepted more power in Russia and negotiated a separate peace than 30 parcels containing homemade bombs library or Internet resources to agreement with Germany. Many Americans addressed to prominent Americans. In May, help write a summary of the basic viewed this as a betrayal, and hostility toward union members, socialists, and communists principles of communism. BL Communists increased. Communism became organized a parade in Cleveland to protest the associated with disloyalty and treachery. jailing of American Socialist Party leader Eugene Debs. The parade turned into a series R Americans had long been suspicious of Critical Thinking communist ideas. Since the late 1800s, many of riots. By the time police and army units got C Americans had accused immigrants of import- the violence under control, two people were Drawing Conclusions Remind ing radical socialist and communist ideas and dead and another 40 were injured. students that the Red Scare tar- In June, eight bombs in eight cities exploded blamed them for labor unrest and violence. geted Communists. Ask: Why did Events in Russia seemed to justify fears of a within minutes of one another, suggesting a Communist revolution. The Soviet establish- nationwide conspiracy. One of them damaged Americans fear Communists and ment of the Communist International in 1919— the home of United States Attorney General blame them for violence in A. Mitchell Palmer. Most people believed the an organization for coordinating Communist America? (They had long associ- parties in other countries—appeared to be fur- bombings were the work of radicals trying to ther proof of a growing threat. destroy the American way of life. ated communism with unionization efforts and thus blamed recent

September, 2001 violence on these ties.) OL ▲ Firefighters search for victims in the rubble of MAKING CONNECTIONS the World Trade Center in September 2001. Answers: 1. In 1919 the government cre- ated the FBI, and in 2002 it created the Department of Homeland Security; the response to 9/11 was differ- ent in that the United States MAKING CONNECTIONS launched a war on terror. 1. Comparing How was the government’s 2. Students’ answers will vary, response to the 1919 and 1920 attacks similar but they should support their to its response to the attacks of September 11, 2001? How was it different? answers using the text. 2. Synthesizing How do you think the govern- ment should have responded to the bombings of 1919 and 1920? In what ways were the government’s policies inappropriate?

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Activity: Interdisciplinary Connection

Music Have students work in small groups to write a song describing the turmoil of the early 1900s. Ask each group to chose an existing mel- ody, or write their own, and then write lyrics that relate to one of the topics: fear of radicalism, racial strife, or labor unrest. Encourage students to use the names of people, places, and events mentioned in this section. Invite students to perform their songs for the class. OL

579 Chapter 16 • Section 4 The End of Progressivism? Writing Support W1 Presidential Presidential Narrative Writing Have inter- Election of 1916 Election of 1920 ested students use library or Internet resources to research and Wilson Hughes Harding Cox write a five-page paper on the early history of the General Intelligence Division. AL

W2 Writing Support Persuasive Writing Have stu- dents imagine that they are the defense attorney for a citizen falsely accused during the Palmer raids. Instruct students to write an argument describing their client’s rights that have been violated and why their client should be released. OL Analyzing GEOGRAPHY Many political historians used to think of the election of 1920 as 1. Region Which region voted for the Democrats in the end of the Progressive Era. It is true that the 1920 election rep- both elections? Which region voted Republican in Analyzing GEOGRAPHY resented a dramatic shift from the progressive Woodrow Wilson to both elections? the much more traditionally conservative Warren Harding. But did 2. Region What region of the country changed its Answers: the election really show a great change in voting habits through- vote between 1916 and 1920? Why do you think out the country? this happened? Does this change suggest people’s 1. the South; the Northeast views of progressivism had changed? 2. The West because the people of the West were more opposed to the nation’s The Palmer Raids New York for Russia carrying 249 immigrants involvement in international who had been deported, or expelled from the affairs; answers will vary. Declaring that a “blaze of revolution” was country. “burning up the foundations of society,” Palmer In January 1920, Palmer ordered another took action. He established a special division series of raids, this time on the headquarters of within the Justice Department, the General various radical organizations. Nearly 6,000 Intelligence Division. This division, headed by people were arrested. That same month, the J. Edgar Hoover, eventually became the New York state legislature expelled five mem- W 1 Federal Bureau of Investigation (FBI). bers of the Socialist Party who had been elected W Although evidence pointed to no single to the legislature. Over the next few months, 2 group as the bombers, Palmer’s agents targeted 32 states passed sedition laws making it illegal the foreign-born. On November 7, 1919, to join groups advocating revolution. Palmer’s Palmer ordered a series of raids on offices of raids continued until the spring of 1920. the Union of Russian Workers in 12 cities. Less Authorities detained thousands of suspects Additional than seven weeks later, a transport ship left and nearly 600 people were deported.

Support 580 Chapter 16 World War I and Its Aftermath

Activity: Interdisciplinary Connection

Language Arts Remind students that the conditions, public fear of violence and revolu- Palmer raids took place at the same time that tion overrode the real strike issues. Finally, have several major strikes were taking place. Have students write a letter from a young steelworker students discuss what daily life was like for to a parent explaining the situation. OL BL industrial workers and the effect a major strike might have on businesses and the public. Help students recognize that each major strike caused elements of the public to be less tolerant of strikers, and to blame communist influences. Even though strikers only wanted safer working 580 Palmer’s agents often ignored the civil liberties of the sus- Chapter 16 • Section 4 pects. Officers entered homes and offices without search war- REVIEW rants. People were mistreated. Some were jailed for indefinite Section 4 periods of time and were not allowed to talk to their attorneys. Many of the immigrants who were deported were never C Critical Thinking granted a court hearing to challenge the evidence against them Vocabulary

or to contest the deportation order. 1. Explain the significance of: cost of living, Analyzing Primary Sources For a while, Palmer was regarded as a national hero. His general strike, Calvin Coolidge, Red Scare, Have students read the quote raids, however, failed to turn up any hard evidence of revolu- A. Mitchell Palmer, J. Edgar Hoover, deport. from candidate Warren G. Harding tionary conspiracy. When his prediction that violence would on this page. Ask: What message rock the nation on May Day 1920—a celebration of workers in Main Ideas Europe—proved wrong, Palmer lost much of his credibility 2. Identifying Use a chart like the one is the candidate giving? (The and support. below to list the various causes of labor nation needs a period of The Red Scare greatly influenced people’s attitudes during unrest in 1919. peace.) OL the 1920s. Americans often linked radicalism with immigrants, and that attitude led to a call for Congress to limit immigration. Causes Assess The Election of 1920 Labor Unrest Economic problems, labor unrest, and racial tensions, as well as the fresh memories of World War I, all combined to create a general sense of disillusionment in the United States. 3. Describing What events made many By 1920 Americans wanted an end to the upheaval. Study Central™ provides summa- Americans believe a revolution was immi- During the 1920 campaign, Ohio governor James M. Cox nent in 1919? ries, interactive games, and online and his running mate, Assistant Secretary of the Navy Franklin graphic organizers to help stu- D. Roosevelt, ran on a platform of progressive ideals. President Critical Thinking dents review content. Wilson tried to convince the Democrats to make the campaign 4. Big Ideas Why did the end of World a referendum on the Treaty of Versailles and the League of War I bring such turmoil to the United Nations, but the party chose not to take a strong stand on the States? issue for fear of alienating voters. Close The Republican candidate, Warren G. Harding, called for a 5. Analyzing Provide evidence to explain return to “normalcy.” His vice-presidential running mate, whether or not the Palmer raids deprived Summarizing Ask: How did Calvin Coolidge, was chosen because people admired the way some people of their civil rights. the end of World War I affect the he had handled the Boston police strike. Harding argued that United States? (Conversion to a what the United States needed was a return to simpler days 6. Analyzing Visuals Examine the photo- before the Progressive Era reforms: graph on page 577. What do you notice peacetime economy led to strikes about the rioters? What does this tell you and race riots; people grew fearful PRIMARY SOURCE about the riots? of communism.) OL “[Our] present need is not heroics, but healing; not nostrums, but C normalcy; not revolution, but [bold] restoration; not agitation, but Writing About History adjustment; not surgery, but serenity; not the dramatic, but the dis- 7. Persuasive Writing Imagine that you passionate; . . . not submergence in internationality, but sustainment in are a European immigrant working in a triumphant nationality.” factory in the United States in 1919. Write —quoted in Portrait of a Nation a letter to a relative in Europe describing Answer: the feelings of Americans toward you and They blamed union leaders for Harding’s sentiments struck a chord with voters, and he other immigrants. won the election by a landslide margin of over 7 million votes. causing social unrest through Many Americans were weary of more crusades to reform soci- strikes and thought unions were ety and the world. They hoped to put the country’s racial and dominated by radicals. labor unrest and economic troubles behind them and build a more prosperous and stable society. Examining After World War I, why were Americans Study Central™ To review this section, go suspicious of some union leaders? to glencoe.com and click on Study Central. Section 4 REVIEW 581

Answers

1. All definitions can be found in the section 5. Answers will vary, but most students will and the Glossary. likely note that the raids did deprive some 2. answers may include: conversion to peace- people of their civil rights. time economy, inflation, layoffs, lowered 6. The rioters were mostly white men; they wages were unarmed. Violence may not have been 3. strikes, race riots, protests, the 1917 Russian imminent. Revolution 7. Students’ letters will vary. 4. soldiers returned home from the war; shift from a wartime to a peacetime economy; pent-up demand for higher wages to pur- chase new consumer goods; adjusting to new social climate after the Great Migration 581 Chapter 16 • Visual Summary

Chapter VISUAL SUMMARY You can study anywhere, anytime by downloading quizzes and flashcards to your PDA from glencoe.com. Determining Cause and Effect The Visual Summary lists causes of America’s entry into Causes of America’s Entry World War I and its social and cul- Into World War I tural effects. Ask students to use • Americans hear stories of German atrocities and many the information on the page to become anti-German. • Many of President Wilson’s advisors support the Allies. create a time line of the era’s • American banks lend the Allies large amounts of money events. Display the time lines in and American companies sell the Allies food, weapons, and the classroom. OL military supplies. • Germany angers the United States by ordering submarines to Descriptive Writing Have stu- attack neutral ships carrying goods to the Allies. • Germany sinks the passenger ships Lusitania and Sussex, dents select the one effect or enraging Americans. To keep America out of the war, Germany event that they believe has had stops sinking ships without warning in 1916. the most impact on the United • Germany tries to make an alliance with Mexico, further States today. Have students write angering Americans. • In a last attempt to win the war, Germany orders submarines a letter describing their chosen to attack ships without warning in 1917; six American ships effect or event to a friend, describ- are sunk. ing its impact on today’s America. • The United States declares war, April 1917. Remind students to use descrip- ▲ tive words and terms in their let- German U-boats helped ters. Have volunteers share their cause the United States to enter the war. letters with the class. OL

Social and Cultural Effects of World War I • Northern factories recruit African Americans from the rural South; African Americans migrate to northern cities in large numbers, improving their standard of living and changing politics in northern cities. • In search of workers, companies also hire large numbers of women for jobs traditionally reserved for men. • Labor shortages cause many Mexicans to migrate north to take work in the United States. Many Hispanic Americans leave farmwork for factory work. • Laws limiting civil rights in wartime are upheld by the Supreme Court in the cases of Schenck v. U.S. and Abrams v. U.S. • During the war, anti-German feelings are widespread. • The end of the war leads to economic and social tensions; ▲ World War I enabled women to take jobs many workers go on strike; race riots erupt in many cities. traditionally reserved for men. • After the war, many Americans become anti-immigrant, Hands-On anti-communist, and anti-union.

Chapter Project 582 Chapter 16 World War I and Its Aftermath Step 5: Wrap Up Presenting World War I Putting It Together Set aside class time for each team to give their presentations. Step 5: Wrap Up Students will divide Allow time for a discussion after all presen- into teams to complete their presentations. tations have been given. Ask students the following questions: Directions Divide the class into two teams. • What were the main points of the Each team will complete the presentation presentation? by placing all the slides created in Sections • Did the presentation present World War I 1, 2, 3, and 4 into a unified presentation. clearly? Students will need to provide logical transi- • Were the transitions clear? tions between topics, as well as edit the • What were the good (and bad) parts slides prior to presentation day. of the presentation? How could it be improved? 582 OL Chapter 16 • Assessment Chapter ASSESSMENT

Answers and Analyses Reviewing Vocabulary Reviewing Main Ideas Reviewing Vocabulary Directions: Choose the word or words that best complete the sentence. Directions: Choose the best answers to the following questions. 1. D One strategy to employ with 1. The British used ______to convince Americans to support Section 1 (pp. 548–555) vocabulary questions is to substi- the Allied war effort. 6. Which of the following was one of the primary causes of tute the definition of each answer A espionage World War I? choice into the blank to find the B armistice A a complex set of alliances among European nations one that makes the most sense. C conscription B the exile of Mexican General Victoriano Huerta Propaganda is information that is D propaganda C the dissatisfaction of Russian peasants meant to influence someone’s D the breakup of the Austro-Hungarian Empire 2. The ______system ensured that American troops arrived position. The other choices do not safely in Europe. 7. The event that triggered the American entry into World fit. Espionage is spying. Armistice is A nationalism War I was a cease-fire. Conscription is draft- B convoy A the sinking of the Lusitania. ing a person into military service. C reparations B the resumption of unrestricted submarine warfare. D cost of living C the invasion of neutral Belgium. 2. B In a convoy, cargo ships and D the interception of the Zimmermann telegram. ships carrying troops were pro- 3. British officials ordered a naval blockade to prevent ______, tected by destroyers. Convoy or prohibited materials, from entering Germany. Section 2 (pp. 556–561) means “fleet” or “procession.” A contraband 8. During World War I, which federal mobilization agency intro- Nationalism is feelings of intense B cost of living duced daylight savings time and shortened the work week for national pride. Reparations are C conscription some factories? payments for damages. Cost of liv- D self-determination A War Industries Board ing is an economic term. B Committee on Public Information 4. Soldiers in World War I dug a complex ______of trenches C National War Labor Board 3. A Contra- as a prefix means to protect themselves. D Fuel Administration “against” or “contrary.” This should A emphasis help students remember that con- B stability 9. Both the Espionage Act and the Sedition Act of 1918 were traband is goods that are prohib- designed to C restoration ited (against the law/rules). D network A provide plans for rebuilding Germany after the war. B help the British and French economies during the war. 4. D Only D makes sense. A net- 5. During the war, the federal government tried to shape C limit opposition to the war in the United States. work is a system or complex. A opinions about the war and to prevent ______, spying to D protect the rights of German Americans. and B do not make sense. Soldiers acquire government information. did not “restore” trenches, they A espionage dug new trenches. B propaganda TEST-TAKING TIP C reparations Eliminate answers that do not make sense. For instance, if an answer refers to World War II, you know it cannot be 5. A Propaganda was the infor- D militarism correct. mation that the government used to influence opinion; reparations Need Extra Help? were monetary payments If You Missed Questions . . . 123456789GO ON Go to Page . . . 552 566–567 554 564 558 548–550 554–555 556–557 558 demanded for war damages; mili- tarism was the aggressive buildup Chapter 16 World War I and Its Aftermath 583 of armed forces that led to war.

7. B There is never a single cause for a nation 8. D Discuss the purposes/benefits of daylight Reviewing Main Ideas entering a war, but there is often a “final straw,” savings with students. It allows more work to that triggers a nation’s involvement. Choices A be done during daylight. This, in turn, saves 6. A European nations developed and D both contributed to American support energy. The Fuel Administration is the most a system of complex alliances in of going to war, but it was Germany’s resump- likely organization listed to want to conserve response to the actions taken dur- tion of unrestricted warfare that finally drew energy. ing the creation/uniting of the U.S. into war. Germany and also to the spread of 9. C Espionage is spying. Sedition is subver- nationalism in Europe. Because of sion or treason. The passage of these acts sup- these alliances, one act of aggres- pressed war opposition. They did not protect sion triggered many nations to be rights, they suspended them. at odds.

583 Chapter 16 • Assessment Chapter ASSESSMENT

10. A The use of cannons far pre- (pp. 564–573) dates the use of tanks. Remind Section 3 Critical Thinking students that cannons were used 10. Which of the following technologies was first used during Directions: Choose the best answers to the following questions. World War I? during the Revolutionary War. A tanks 14. How did Congress ensure that the United States would have Aircraft carriers were developed in enough troops to serve in World War I? B cannons the early 1900s, but were not used A Congress allowed women to serve in the armed forces. C aircraft carriers in combat until after WWI. Hot air B The Selective Service Act of 1917 required all men ages D hot air balloons balloons were developed in eigh- 21 to 30 to register for the draft. teenth century. C Congress allowed African Americans to serve in the 11. Why did the Senate reject the Treaty of Versailles? armed forces. A to keep the United States free from foreign 11. A Remind students of the D Congress offered a free education and cheap land to entanglements anyone willing to serve. desire to return to isolationist B to express opposition to the harsh sanctions imposed on ways and retreat from world Germany Base your answer to question 15 on the map below and your knowledge of Chapter 16. affairs expressed by many at the C to avoid the dues for membership in the League of Nations close of WWI. The Treaty of Europe after WWI Versailles was rejected because of D to reduce United States military forces in Europe Former Austria- N the inclusion of the League of Hungary boundary Section 4 (pp. 576–581) Former German W Nations. Members of Congress boundary E thought the agreement would 12. The Red Scare was a fear that Former Russian S A nuclear power would result in widespread destruction in boundary entangle the U.S. in world affairs. Current country FINLAND the United States. boundary SWEDEN

NORWAY 12. B Communists were called B Communists would seize power in the United States. EST. IRELAND C fire would spread quickly through overcrowded American North LATVIA “reds.” The Red Scare was a fear of Indep. 1922 DEN. cities. UNITED Sea LITH. KINGDOM communism that swept through RUSSIA D the Soviet Union would develop an atomic bomb. ATLANTIC NETH. the nation in the years following GERMANY POLAND OCEAN BELG. LUX. WWI. Nuclear power was not CZECH. 13. The organization that eventually became the Federal Bureau FRANCE invented until the WWII era, so A of Investigation was originally formed to SWITZ. AUST. HUNG. and D can be eliminated. C is not A uncover German spies during World War I. YUGOSLAVIAROMANIA PORTUGAL likely. B spread propaganda within the United States in support SPAIN ITALY BULGARIA of World War I. 0 500 kilometers 13. D The General Intelligence C infiltrate unions to head off strikes. ALBANIA 0 500 miles GREECE Division was formed during the D raid the headquarters of radical organizations in order to Lambert Azimuthal Equal-Area projection Red Scare in response to a series look for evidence of a Communist conspiracy. of bombings that many believed 15. Which countries lost territory as a result of World War I? to be the acts of subversives, A Germany, Russia, France Communists in particular. Damage B Germany, France, England to the home of the Attorney C Germany, Italy, Austria-Hungary General prompted him to form D Germany, Austria-Hungary, Russia the Division, which later became the FBI. The organization was Need Extra Help? If You Missed Questions . . . 10 11 12 13 14 15 GO ON formed after WWI, so A and B can Go to Page . . . 565–567 571–573 579 580 560–561 570–571 be eliminated. Although many believed that unions were 584 Chapter 16 World War I and Its Aftermath involved with communism, the organization was not intended to head off strikes. Critical Thinking 15. D Examine the map with students. Explain that there were three empires broken up at the 14. B Women did not serve in combat posi- end of the war: the German Empire, the tions, so A can be eliminated. African Russian Empire, and the Austro-Hungarian Americans did serve in the armed forces; but Empire. France, Italy, and England were part of only a small number served in combat. The the “Big Four” present at the Peace Conference. Selective Service Act required men to sign up Any answer containing these countries can be for the draft, and the draft ensured that the U.S. eliminated as they were unlikely to lose any would have a large pool of possible troops. territory in the war.

584 Chapter 16 • Assessment Chapter ASSESSMENT

Document-Based 16. President Wilson’s Fourteen Points plan called for Document-Based Questions A Germany to pay war reparations to the Allies. Directions: Analyze the document and answer the short-answer Questions B Germany to acknowledge guilt for the outbreak of World questions that follow the document. War I. 18. Debs said the problems in C the creation of the United Nations. On September 12, 1918, Socialist leader Eugene V. Debs was American society were the espio- convicted of violating the Espionage Act. Debs later spoke to the D the creation of the League of Nations. court at his sentencing. The document below is an excerpt from nage acts, unfair working condi- that speech: tions, and the importance of profit Analyze the cartoon and answer the question that follows. Base your over peoples’ lives. answers on the cartoon and on your knowledge of Chapter 16. “I look upon the Espionage laws as a despotic enact- ment in flagrant conflict with democratic principles and with the spirit of free institutions. . . . I am opposed to the 19. Debs felt the espionage laws social system in which we live. . . . I believe in fundamental went against the democratic prin- change, but if possible by peaceful and orderly means. . . . ciples upon which the nation was I am thinking this morning of the men in the mills and factories, . . . of the women who for a paltry wage are com- founded. Answers to the second pelled to work out their barren lives; of the little children question will vary. Accept all well- who in this system are robbed of their childhood and . . . reasoned and relevant answers. forced into industrial dungeons. . . . In this high noon of our twentieth century Christian civilization, money is still so much more important than the flesh and blood of child- hood. In very truth gold is god. . . . “ Extended Response —from Eugene Debs in Echoes of Distant Thunder 20. Students’ essays will vary, but 18. According to Debs, what were some problems in American must demonstrate an understand- society at this time? How did he believe change should be ing of the purpose of the League brought about? of Nations and of the motivations 19. How did Debs seem to feel about the Espionage Act? Do you agree with him? Why or why not? behind those who opposed it. Essays should take a position for Extended Response or against the rejection of the 20. After World War I, the United States Senate refused to ratify the Treaty of Versailles despite the intense efforts of Treaty of Versailles and present a Woodrow Wilson to convince Americans that ratification balanced argument using infor- would help ensure that the peace would be an enduring mation from the chapter as sup- 17. The cartoonist is expressing the opinion that one. Choose to either support or oppose the United States’s ratification of the Treaty of Versailles. Write a persuasive port. Essays should follow proper A England’s blockade of Germany was beneficial for essay that includes an introduction and at least three guidelines for writing a persuasive neutral shipping. paragraphs that support your position. essay. B England’s blockade of the United States hurt neutral shipping. STOP C England’s blockade of the United States hurt American shipping. D England’s blockade of Germany hurt American shipping. For additional test practice, use Self-Check Quizzes— Chapter 16 at glencoe.com.

Need Extra Help? If You Missed Questions . . . 16 17 18 19 20 Go to Page . . . 570–571 552–555 585 R19 570–573

Chapter 16 World War I and Its Aftermath 585

16. D Direct students who have trouble with ping, represented by crying children. England this question to review the chart on page 570 is trying to “hit” Germany with the blockade Have students visit the Web site that lists the Fourteen Points. Students should (see writing on the stick/bat). England block- at glencoe.com to review relate President Wilson with the creation of the aded Germany, not the United States, so B and Chapter 16 and take the Self- League of Nations, even if the U.S. eventually C can be eliminated. The children are unhappy Check Quiz. failed to join. The United Nations was created about England’s actions toward Germany, elim- at the end of WWII. inating choice A. Need Extra Help? 17. D Study the cartoon with students. Uncle Have students refer to the Sam is chastising England for interfering with pages listed if they miss any of those who have the right to trade on the seas, the questions. namely, neutral commerce and American ship- 585