Techonology in World War I: U-Boats, Airplanes and the

United States’ Entry into the War

Ms. Siarny

Name:____________________Date:_____________________

THE U-BOAT WAR IN CARTOONS

By the winter of 1914-1915 it became clear to both the Allies and the Central Powers that the war they were engaged in was not going to end with a few quick land campaigns. Germany was aware that it simply could not compete with Britain's surface navy. In February 1915 the Kaiser proclaimed that merchant ships bound for England could be destroyed without warning. Like it or not, a neutral country like the United States would have difficulty conducting trade with either side. In fact, the United States was trading with both sides. British ships were stopping American ships bound for German ports, forcing them to sail to Allied ports, and confiscating their cargoes. The nature of the U-boat, however, was such that it could not escort a large merchant ship to port. Rather, U-boats, being vulnerable on the surface, had to sink their quarry or risk their own safety. Consequently a neutral merchant ship engaged by a U-boat might experience loss of crew and passenger lives as well as the cargo it was carrying. It was precisely this difference that ended up drawing the United States into war with Germany.

DIRECTIONS

We will be looking at the cartoons that you see below. With a partner, complete the following steps.

Look at the cartoon. Circle 3 parts of the cartoon that you think are the most important to

focus on. Use a highlighter and highlight any text in the cartoon. Read the accompanying paragraph. Underline or highlight the 20 most important words in the paragraph

(people, dates, vocabulary words, etc.). Complete the questions.

QuickTime™ and a decompressor

are needed to see this picture.

Cartoon #1: BRITANNIA MUST BE MORE CAREFUL HOW SHE WAVES THE RULES January 16, 1915

The title of this cartoon is a play on a patriotic British song, Rule Britannia. It pays homage to Britain's naval strength and begins, "Rule Britannia, Britannia rules the waves..." This cartoon was drawn early in the war by John T. McCutcheon, a popular American cartoonist, as a response to Britain's naval blockade of Germany. The three men from left to right are Uncle Sam, John Bull and the Kaiser representing the U.S., Great Britain, and Germany, respectively. Only the Kaiser was a real person. Notice how John Bull is portrayed; he is wearing a short coachman's hat and a vest with the Union Jack (British flag) on it. he is also the physical opposite of Uncle Sam, short and portly rather than tall and slim. We recognize the Kaiser by his mustache, spiked helmet, waving sword and cavalry boots.

1. According to the artist who drew this cartoon, what effect is England's blockade having on neutral and American shipping?

2. How does the artist make this point? What parts of the picture tell you that?

3. Is the artist opposed to or in favor of England's blockade? How does he make this point?

QuickTime™ and a decompressor

are needed to see this picture.

Cartoon #2: JOHN BULL USES THE AMERICAN FLAG FOR PROTECTION ("CAWNT YOU SEE I'M A BLOOMING YANKEE!!") March 1915

This cartoon refers to the practice taken up by the British of flying a neutral flag (especially American) when in the declared war zone. The artist chose to depict one of the most well known British merchant ships, the Lusitania, to represent the entire merchant navy. Ironically, the Lusitania would end up being torpedoed two months later. After the war it was divulged that the Lusitania was carrying an extensive shipment of munitions in the hold.

1. Why is John Bull's claim supposed to be unconvincing?

2. In addition to flying a German flag, how else is the German identity of the submarine sailor made apparent.

3. Is this cartoon sympathetic to the Germans? Explain.

Airplanes in WWI

DIRECTIONS

As we read outline, underline or highlight vocabulary words, important details, dates, or people. Circle main points.

We will then watch some of “Flyboys.” As we watch, take note of how the airplanes attack and move. Be able to answer the larger question, “How did airplanes affect the war?” ****************************************************************************

“Before World War I, balloons were used to observe enemy positions. Propeller driven planes were first used to observe enemy troops by the Italians in the Italo-Turkish War of 1911-12. The British established the Royal Flying Corps in 1912. At the beginning of World War I, the Allies and the Germans each had about 200 slow, vulnerable planes. These were soon replaced by faster planes. Early aerial combat was hampered by the fact that bullets from the machine gun mounted on the plane would strike the propeller. This was solved by Anthony Fokker, a Dutch aircraft designer working with the Germans. The Allies quickly matched this advance.”1

“The word “fighter” was first used to describe a two-seater aircraft with sufficient lift to carry a machine gun and its operator as well as the pilot. The first such “fighters” belonged to the “gunbus” series of experimental gun carriers of the British Vickers company which culminated in the Vickers F.B.5 Gunbus of 1914. The main drawback of this type of aircraft was its lack of speed. It was quickly realised that an aircraft intended to destroy its kind in the air needed at least to be fast enough to catch its quarry.

Fortunately, another type of military aircraft already existed, which was to form the basis for an effective "fighter" in the modern sense of the word. It was based on the small fast aircraft developed before the war for such air races as the Gordon Bennett Cup and Schneider Trophy. The military scout aeroplane was not initially expected to be able to carry serious armament, but rather to rely on its speed to be able to reach the location it was required to “scout” or reconnoitre and then return quickly to report – while at the same time making itself a difficult target for anti-aircraft artillery or enemy gun-carrying aircraft. British “scout” aircraft in this sense included the Sopwith Tabloid and Bristol Scout; French equivalents included the light, fast Morane-Saulnier N.

As collective combat experience grew, the more successful pilots such as Oswald Boelcke, Max Immelmann, and Edward Mannock developed innovative new tactical formations and manoeuvres to enhance their air units’ combat effectiveness and accelerate the learning – and increase the expected lifespan – of newer pilots reaching the front lines.

Allied and – until 1918 – German pilots of World War I were not equipped with parachutes, so most cases of an aircraft catching fire, or structurally breaking up in flight were fatal. Parachutes were well-developed by 1918, and were adopted by the German flying services during the course of that year (the famous "Red Baron" was wearing one when he was killed), but the allied command continued to oppose their use, on various grounds.”2

1 “Teaching with The Dawn Patrol.”2 Wikipedia.

SOURCES

Peterson, John. “World War I Political Cartoons.” Rutland High School. Accessed October 20, 2008. http://rutlandhs.k12.vt.us/jpeterso/uboatcar.htm

The RAAF Zone. “Australian Military Aviation and World War One.” Accessed on October 20, 2008. http://www.raaf.gov.au/raafzone/html/history/wwI.html

Teaching with Movies. “Teaching with The Dawn Patrol.” Accessed on October 20, 2008. http://www.teachwithmovies.org/guides/dawn-patrol.html

“Fighter Aircraft.” Wikipedia. Accessed on October 20, 2008. http://en.wikipedia.org/wiki/Fighter_aircraft#World_War_I