World War I -...

World War ITeacher’s Guide

Written By:Melissa McMeen

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TEACHER’S GUIDETABLE OF CONTENTS

Materials in Unit .................................................... 3

Introduction to the Series .................................................... 3

Introduction to the Program .................................................... 3

Standards .................................................... 4

Instructional Notes .................................................... 5

Suggested Instructional Procedures .................................................... 6

Student Objectives .................................................... 7

Follow-Up Activities .................................................... 8

Internet Resources .................................................... 8

Answer Key .................................................... 9

Script of Video Narration .................................................... 14

Blackline Masters Index .................................................... 25

Pre-Test .................................................... 26

Video Quiz .................................................... 27

Post-Test .................................................... 28

Discussion Questions .................................................... 33

Vocabulary Terms .................................................... 34

American Pride .................................................... 35

Roots of War .................................................... 36

Ethics of Warfare .................................................... 37

Choosing Sides .................................................... 38

Doughboy .................................................... 39

Media Rich Learning .................................................... 42

AMERICA IN THE 20TH CENTURY: WORLD WAR I—THE WAR IN EUROPE

PAGE 2 OF 36 MEDIA RICH LEARNING

Materials in the Unit• The video program World War I—The War in Europe

• Teachers Guide

This teacher's Guide has been prepared to aid the teacher in utilizing materials contained within this program. In addition to this introductory material, the guide contains suggested instructional procedures for the lesson, answer keys for the activity sheets, and follow-up activities and projects for the lesson.

• Blackline Masters

Included in this program are ten blackline masters for duplication and distribution. They consist of, classroom activities, information sheets, take-home activities, Pre-Test, Post-Test, and the text to the Video Quiz.

The blackline masters are provided as the follow-up activities for each lesson. They will help you determine focal points for class discussion based on the objectives for the lesson.

The blackline masters have a three-fold purpose: to reinforce the program; to provide an opportunity for the students to apply and analyze what they have learned from the program; for use as diagnostic tools to assess areas in which individual students need help.

Introduction and Summary of SeriesAmerica in the 20th Century is a comprehensive series designed to provide a clear overview of the people and events that distinguished the 20th century. Rare archival footage and photographs, authentic recordings, and other primary source documents, bring history to life, while stunning graphics and engaging narration lend context and clarity to the subject.

The series has been developed specifically for classroom use. It is organized around established standards and thoughtfully divided into chapters, with each volume functioning well as a full-length program or as focused support for specific study areas.

Introduction and Summary of ProgramThis visually rich program is the first of a two-part World War I study from the America in the 20th Century series. World War I – The War in Europe provides a clear and concise narrative discussion of the conflict illustrated by seldom seen photographic and film images – carefully



chosen and dramatically presented. Historically accurate, full-color maps provide geographical context for the program, while cogent narration and a dynamic soundtrack bring the period to life. Topics Include the roots of the war; European military alliances that ignited the war; industrial age technological advances such as the U-boat, machine guns, air combat and chemical weapons; United States involvement including the participation of women and African Americans; U.S. economic policies and public support for the war effort.

StandardsEra 7: The Emergence of Modern America (1890-1930)

STANDARD 2:

The changing role of the United States in world affairs through World War I.

Note: The following standards are addressed, with some overlap, in our two World War I programs, World War I—The War in Europe and World War I—On the Homefront.

Standard 2B

The student understands the causes of World War I and why the United States intervened.

Benchmarks:

Grade level: 5-12Explain the causes of World War I in 1914 and the reasons for the declaration of United States neutrality. [Identify issues and problems in the past]

Grade level: 7-12Assess how industrial research in aviation and chemical warfare influenced military strategy and the outcome of World War I. [Analyze cause-and-effect relationships]

Grade level: 7-12Analyze the impact of American public opinion on the Wilson administration's evolving foreign policy from 1914 to 1917. [Examine the influence of ideas]

Grade level: 7-12Evaluate Wilson's leadership during the period of neutrality and his reasons for intervention. [Assess the importance of the individual]

Standard 2C

The student understands the impact at home and abroad of the United States involvement in World War I.



Benchmarks:

Grade level: 7-12Explain U.S. military and economic mobilization for war and evaluate the role of labor, including women and African Americans. [Identify issues and problems in the past]

Grade level: 9-12Analyze the impact of public opinion and government policies on constitutional interpretation and civil liberties. [Evaluate the implementation of a decision]

Grade level: 5-12Explain how the American Expeditionary Force contributed to the allied victory. [Interrogate historical data]

Grade level: 7-12Evaluate the significance of the Russian Revolution, how it affected the war, and how theUnited States and Allied powers responded to it. [Marshal evidence of antecedent circumstances]

Grade level: 5-12Evaluate Wilson's Fourteen Points, his negotiations at the Versailles Treaty talks, and the national debate over treaty ratification and the League of Nations. [Evaluate the implementation of a decision]

Instructional NotesIt is suggested that you preview the program and read the related Suggested Instructional Procedures before involving your students in the lesson activities. By doing so, you will become familiar with the materials and be better prepared to adapt the program to the needs of your class.

You will probably find it best to follow the program and lesson activities in the order in which they are presented in this Teacher's Guide, but this is not necessary.

It is also suggested that the program presentation take place before the entire class and under your direction. The lesson activities focus on the content of the programs.

As you review the instructional program outlined in the Teacher's Guide, you may find it necessary to make some changes, deletions, or additions to fit the specific needs of your students.

Read the descriptions of the Blackline Masters and duplicate any of those you intend to use.



Suggested Instructional ProceduresTo maximize the learning experience, teacher’s should:

• Preview the video World War I—The War in Europe

• Read the descriptions of the blackline masters.

• Duplicate any blackline masters you intend to use.

Students should be supplied with the necessary copies of blackline masters required to complete the activities. By keeping students informed of current events, teachers can extend any of the lessons on the program.

Student ObjectivesAfter viewing the program World War I—The War in Europe and participating in the follow-up activities, students will be able to:

• Identify the underlying and immediate causes of the war

• Describe the technological advances used in the war

• Explain the United States intention for staying neutral and why they finally decided to join the war

• Explain the efforts made by the United States to join the Allies, including the military mobilization

• Recognize the economic mobilization and public support methods established to help the war effort

• Identify the American expeditionary force that led the Allies to victory

Follow-Up Activities

Blackline Master #1: Pre-Test is an assessment tool intended to gauge student comprehension of the Objectives prior to the launching of World War I – The War in Europe lesson, which includes the video and the ensuing activities. The results of the Pre-Test may be contrasted with the results of the Post-Test to assess the efficacy of the lesson in achieving the Student Objectives.

Blackline Master #2: Video Quiz is a printed copy of the questions that appear at the end of the video presentation. The Video Quiz is intended to reinforce the salient points of the video immediately following its completion and may be used for assessment or as a catalyst for discussion.



Blackline Master #3a-d: Post-Test is an assessment tool to be administered after the lesson (Pre-Test, video and follow-up activities) has been completed.

Blackline Master #4: Discussion Questions offers questions to spur conversation and to identify student comprehension and misunderstanding.

Blackline Master #5: Vocabulary Terms is a list of pertinent terms and definitions

Blackline Master #6: American Pride is an activity for students to research the propaganda postcards and design their own that would have been used to help support the war effort.

Blackline Master #7: Roots of the War is a chart for students to complete on the underlying causes of the war and how each contributed to the outbreak.

Blackline Master #8: Ethics of Warfare is a writing activity to encourage students to recognize and develop their own thoughts on the controversial issues of warfare during World War I.

Blackline Master #9: Choosing Sides is a group activity for students to list three reasons why the United States should join the Allies and also the Central Powers in the war just as President Wilson may have done when choosing sides.

Blackline Master #10: Doughboys is a research activity to discover the origin of the nickname of the American soldiers using the selected web site.

Internet ResourcesFor Teachers

http://wtj.com/wars/greatwar/The War Times Journal

http://www.worldwar1.com/tgwsThe Great War Society

http://www.firstworldwar.comFirst World War, the War to End All Wars

http://www.sonic.net/bantam1/wqww1.htmlWorld War One Webquest



http://wtj.com/wars/greatwar/

http://wtj.com/wars/greatwar/

http://www.worldwar1.com/tgws

http://www.worldwar1.com/tgws

http://www.firstworldwar.com

http://www.firstworldwar.com

http://www.sonic.net/bantam1/wqww1.html

http://www.sonic.net/bantam1/wqww1.html

For Students

Note: Teachers should preview all sites to ensure they are age-appropriate for their students.

http://www.rockingham.k12.va.us/EMS/WWI/WWI.htmlRockingham Public SchoolsWorld War I, The Great War, The Western Front

http://www.pbs.org/greatwar/Public Broadcasting StationThe Great War and the Shaping of the 20th Century

http://library.thinkquest.org/10927/worldwar.htmThink quest Presentation

Answer KeyBlackline Master #1: Pre-Test

1. false2. false3. true4. true5. true6. true7. false8. false9. true10. false

Blackline Master #2: Video Quiz

1. false2. false3. false4. false5. false6. true7. true8. true9. false10. true



http://www.rockingham.k12.va.us/EMS/WWI/WWI.html

http://www.rockingham.k12.va.us/EMS/WWI/WWI.html

http://www.pbs.org/greatwar/

http://www.pbs.org/greatwar/

http://library.thinkquest.org/10927/worldwar.htm

http://library.thinkquest.org/10927/worldwar.htm

Blackline Master #3: Post-Test

1. D2. C3. D4. D5. C6. A7. D8. D9. B10. B

The following answers may vary.

11. Initially, a series of interwoven military alliances stabilized Europe. These agreements promised the aid of partner countries in the event of attack by enemies. Nations were reluctant to upset this balance of power.

12. the sinking of the British ship, Lusitania, by the Germans; Discovering the “Zimmerman Telegram” stating the Germans would give U.S. territory to Mexico if they would join the Germans at war.

13. machine guns, chemical gases, tanks, flame throwers, air balloons, airplanes; and an explanation of how these were new or improved in war

14. enlist to fight in the war; plant victory gardens; eat meatless meals; observe gasless Sundays, lightless nights ; buy Liberty Bonds; view movies supporting the war

15. two lines of trenches zigzagging across northern and eastern France (the Western Front) for thousands of miles, wide enough for two men abreast and standing erect to fire their guns; they were congested with rats, mire, lice, and other diseases

16. the seas were neutral territory for transporting goods and contraband; Germans violated the policy by attacking and sinking British ships from U-Boats. This, in-part, led the U.S. into war with Germany.

17. African Americans were segregated into separate units. They were not allowed to join the Navy or Marines. African American officers were only permitted to be in charge of African-Americans troops. The 369th Infantry Regiment was dubbed “The Harlem Hellfighters” and saw more continuous duty on the front lines than any other regiment.

18. George Creel, a muckraking journalist, headed the committee to create propaganda such as movies, books, songs, Four-minute Men speeches, etc. to help “sell” the war to the American public.



Essays should contain the following main points along with an explanation.

19. Nationalism, tension between German and Slavic peoples; imperialism and rivalry for land; militarism and military alliances upset the checks and balances system and led to the outbreak of World War I.

20. There were large immigrant population in the U.S. who felt empathy for their native countries; to ensure the Allies would be able to repay the debts owed to the U.S., the German sinking of British ship, Lusitania; discovery of the “Zimmerman Telegram,” German war atrocities

Blackline Master #4: Discussion Questions

Answers will vary. Possible answers follow.

1. Nationalism, tension between German and Slavic peoples; imperialism and rivalry for land; militarism and Military Alliances upset checks and balances system and led to the outbreak of World War I

2. The assassination of the Austrian Archduke Ferdinand and his wife by a Serbian Nationalist.3. First war of the industrial age with telegraphs, tanks, movies, and machine guns, etc. 4. President Wilson saw no reason to get involved in Europe’s troubles 3,000 miles away; The

U.S joined the war because, “The world must be made safe for democracy;” sympathy for Britain, France (similar heritage); dislike of German atrocities such as killing civilians; stronger economic ties with the Allies; sinking of Lusitania; Zimmerman Telegram

5. All the countries were reluctant to upset the balance of power, did not want to tip the scales.6. Women were not drafted or allowed to enlist in the Army; the Navy and Marines accepted

female volunteers for non-combat position (nurses, clerks, stenographers, secretaries); they were allowed to serve as army nurses without benefits, equal pay, or military rank. African-Americans were segregated into separate units and were not allowed to join the Navy or Marines. They were trained to be officers in charge of African-Americans only. The 369th Infantry Regiment was dubbed “The Harlem Hellfighters” and saw more continuous duty on the front lines than any other regiment.

7. Assembled, coordinated, and distributed details about war materials and production; used steel from corsets to make battleships; encouraged mass production techniques to increase efficiency and eliminate waste; established price controls; allocated raw materials

8. Women gave up corsets, enlist to fight in the war; plant victory gardens; eat meatless meals; observe gasless Sundays, lightless nights ; buy Liberty Bonds; view movies supporting the war



9. Fabrication allowed parts to be built elsewhere and then assembled in a central shipyard in order to reduce the time needed to build ships. They were transported in a convey system, with large groups traveling together under the guard of heavily armed cruisers circling the fleet.

10. Soldiers were called “doughboys” and were led by General John J. Pershing. In April 1918 the U.S fought as a separate army and by May 1918 helped stop the German attacks at Chateau-Thierry, Cantigny, Belleau Wood and Vaux, leading to improved Allied morale. In the summer the U.S. triumphed in the second battle against the Germans at Meuse-Argonne and Saint-Mihiel. By October the Germans began to retreat with a United States and Allied victory imminent.

Blackline Master #6: American PrideAnswers will vary. Postcards can be evaluated on execution, accuracy, creativity, and content.

Blackline Master #7: Roots of the WarAnswers will vary. Charts can be assessed on execution, accuracy, and content.

Blackline Master #8: Ethics of WarfareAnswers will vary. Essays can be assessed on execution, accuracy, creativity, and content.

Blackline Master #9: Choosing SidesAnswers will vary. Charts can be assessed on execution, accuracy, creativity, and content.

Blackline Master #10: DoughboysAnswers will vary. Research can be assessed on execution, accuracy, and content.



World War I! ! The War in Europe

INTRODUCTION

One year after Woodrow Wilson's election as President of the United States, Europe went to war.

Wilson had pledged to continue the progressive reforms that were improving American government, business, work and living conditions. Determined to stay neutral in the European conflict President

Wilson warned:

WOODROW WILSON:

“There is no chance of progress and reform in an administration in which war plays a principle part.”

Sadly, just four years later, President Wilson asked Congress for a declaration of War against Germany, remarking:

WOODROW WILSON:

“The world must be made safe for democracy.”

Extenuating world events had changed his mind and America entered—World War One.

Chapter 1—Roots of a Conflict

It was called by some: The War to end all Wars. Socialists dubbed it The Imperialist War. Soldiers often

called it, The Trench War.

Some even named it, The Great War.

World War One was, in fact, the first modern war. A war waged with the ingenuity of the industrial age—

from telegraphs to tanks—movies to machine guns.

Despite being a modern war, the roots of World War One were steeped in Europe's tumultuous past. As far back as 1870 France and Germany were enemies. When Germany won the Franco-Prussian war it

seized two French provinces, Alsace and Lorraine. From then on a competitiveness for European leadership evolved between the two countries, and a spirit of Nationalism gripped them both.



This Nationalism went far beyond simply maintaining patriotic feelings for one's country—Instead,

Germany, France and other European countries believed that the interests of their homeland should always be put ahead of world cooperation. The resulting contempt for one country by another inevitably led to the risk of war.

Nationalism was at the root of conflicts between Russia and Austria-Hungary.

Russians believed that they were the protector of all of Europe's Slavic people, regardless of which government they happened to live under. For example, Serbia was an independent country, but millions

of other Serbs lived under Austria-Hungary's rule. The result was an intense rivalry between Russia and Austria-Hungary for influence over Serbians and the country of Serbia.

Poland had been divided among Germany, Austria-Hungary, and Russia, and wanted to reunite in their own Polish state with self-rule.

The Czechoslovakians, also wanted freedom and self-determination. Under Austria-Hungary's rule they

were not even allowed to use their own language.

Consequently, by 1914 Europe was a hotbed of Nationalism, and tensions ran high between the

governments and their constituents.

While the spirit of Nationalism flourished across Europe, many countries were building their global empires.

Great Britain and Germany were colonizing Africa and the Middle East in a frenzy of Imperialism. France and Germany, were now rivals at home, and abroad, as they clashed over control of Morocco.

Russia turned its attention to Europe as she sought control over the Serbs.

The contest for international trade, resources, and land soon resulted in a build up of military strength. The British, Germans, French, Italians, Japanese and Americans began an arms race, stockpiling

weapons, recruiting armies and launching battleships to protect their interests at home and abroad.

As each country amassed countless weapons and beefed-up their Army and Navies they saw the

wisdom of agreeing to military alliances—mutual treaties of assistance—that would commit each nation

to support one another should they be attacked.

By 1914 there were two major defense alliances. The Triple Entente, later called the Allies consisted of France, Great Britain, and Russia, although Russia had a separate treaty with Serbia.

The other, the Triple Alliance, later called the Central Powers, included Germany, Austria-Hungary the Ottoman Empire and Italy. Italy would later join the Allies.



For a little while these Military Alliances served as a type of checks and balances system, with each nation reluctant to upset the balance of power. But, despite these alliances, war soon erupted. A single

event would soon tip the scale...

On June 28, 1914, in the capital of Bosnia, a village called Sarajevo, Archduke Franz Ferdinand of

Austria and his wife Sophie were waiving to the happy crowds from their motorcade, when a young man, leapt from the sidewalk and shot them both dead.

The assassin turned out to be a member of a secret society called the “Black Hand,” who's goal was to reunite all Serbs under one rule.

The assassination was used by the Austria-Hungary government as an opportunity to make a grave example of Serbia, and squelch any Nationalist uprisings in the future.

One month later, Austria-Hungary declared war against Serbia.

If it weren't for the military alliances it might have been a relatively small, localized conflict. Instead, one nation after another was pulled into the fight due to their treaties of support.

In order to aid its Serbian allies, Russia mobilized its armed forces.

Germany, who was obligated by treaty to support Austria-Hungary, declared war on Russia two days after that.

Subsequently, Germany declared war on Russia's ally, France.

One day later, Great Britain, who had a treaty with France, declared war on Germany and Austria-

Hungary.

World War One had begun.

Chapter 2 — The European Conflict

As Germany invaded the neutral country of Belgium, no one foresaw how long the war would last and

how gruesome the costs would be.

Over 65 million people fought. Over 20 million were wounded. Between nine and ten million died on the

battlefield and another 20 million lost their lives due to hunger and disease related to the war.

The magnitude of the killing was unprecedented. The number of deaths nearly equivalent to the entire population of California today.

In just the first three months of the war nearly the entire original British army was wiped out.



Despite all the carnage, the battle lines remained almost stationary in France. The Western Front, as it was known, was defined by two lines of trenches zigzagging across northern and eastern France for

thousands of miles. Wide enough for two men to walk abreast and stand erect to fire their machine guns, the trenches were choked with mire, rats and lice.

German soldiers occupied one line, Allied soldiers the other. Between them lay a no man's land filled with barbed wire and mud, smoldering with bomb craters.

From time to time soldiers would storm out of these trenches and attempt to overrun the enemy only to be met with a hail of bullets.

Both sides suffered hundreds of thousands of casualties while accomplishing practically nothing, as the

battle lines remained essentially unchanged.

Meanwhile the tools of technology, which had provided prosperity for the industrialized world, were now

being used to create more efficient and more ghastly weapons.

A solider described the shocking sight of machine guns that could fire 500 to 600 bullets per minute:

SOLDIER:

“I saw trees as large as a man's thigh literally cut down by the stream of lead.”

In 1914 the German army deployed their new cannon against Belgium. Big Bertha as it was called, could

hurl an eighteen-hundred-pound shell nine miles.

A year later, at the second battle of Ypres the Germans introduced poison gas to warfare. Soon both sides used chemical weapons like chlorine which suffocated its victims, or mustard gas, that burned the skin and blinded its casualties.

By 1916 the British army began using tanks in battle with great success. Before long, however, German

soldiers realized that flame throwers, weapons that could shoot a stream of flaming gasoline, could be used to stop them.

Balloons, and then airplanes, were converted into weapons of war. When Germany attacked the Belgian city of Liege in 1914, it was the first time civilians were killed by a war plane.

Planes were fitted with machine guns and loaded with bombs, and soon began dueling in air to air combat. These Dogfights became a common sight over the skies of Europe.

Germany's leading fighter pilot, Manfred Richthofen, nicknamed The Red Baron by the British because

of his brightly painted red Albatross airplane, shot down eighty allied aircraft before being struck by a bullet from the trenches and crashing to his death.

If I should come out of this war alive. I will have more luck than brains.



Even more destruction was waiting on and under the Atlantic Ocean. As Germany pressed its Unterseeboots— its submarines—into the battle.

German submarines—U-boats—patrolled the Atlantic firing torpedoes on merchant ships trying to deliver supplies to the Allies. It aroused the anger of Americans in particular because they felt that this

was a violation of the principle of the freedom of the seas—long a cornerstone of United States Foreign Policy.

Germany then launched a U-boat blockade in response to the British blockade along the German coast, which in theory, prevented contraband—weapons and military supplies—from reaching Germany.

But the British definition of contraband was wide sweeping including food and fertilizer for crops.

750,000 Germans died of starvation during the British blockade.

75,000 people lost their lives due to German submarine warfare.

The blockades continued the pattern of the war begun in the trenches.

Everywhere the fighting was inconclusive, while the new technologically advanced weapons made the

lack of victories—more devastating.

Chapter 3 — America Joins the Ranks

Into this battle of death and despair came the United States in the spring of 1917, despite President

Woodrow Wilson's promise that the U.S. could stay neutral.

WILSON WOODROW:

“...so far as I can remember, this is a government of the people, and this people is not going to choose war.”

And most Americans, though they felt sympathy for the plight of Europeans, saw no reason to join a fight 3,000 miles away.

At the time of Wilson's second inauguration, immigrants constituted one third of the United States population. More than eight million German-Americans lived in the U.S. and naturally felt sympathy

toward their former homeland, as did British-Americans, Italian-Americans and Russian-Americans.

America had the closest ties with the Allies. The U.S. shared a common language and history with England and many democratic institutions..

America traded traded with Great Britain and France twice as much as with Germany, and stories of German war atrocities had outraged many citizens of all ethnic backgrounds. Still, most Americans

wanted to remain neutral --but that was not to be, primarily for two reasons.



America entered the war largely to insure that the Allies would be able to repay the huge debts owed to the United States. Private financiers, like J.P. Morgan, faced the prospect of bankruptcy if the Germans

won.

And America had to prevent Germany from threatening U.S. shipping.

A change in American attitude occurred when the British ship Lusitania was sunk by a German U-boat.

Of the 1,198 who were killed there were 128 Americans. More ships were sunk incurring more loss of American lives. When the German Kaiser announced on January 31st 1917 that U-boats would sink all ships in British waters whether they were hostile or neutral there seemed little choice but to enter the

war.

The discovery of The Zimmerman Telegram cemented that decision. It was a coded note from German Foreign Minister Arthur Zimmerman to the German Minister to Mexico, promising U. S. territory to Mexico in return for joining the German cause.

ARTHUR ZIMMERMAN:

“...we make Mexico a proposal or alliance on the following basis: make war together, make peace together, generous financial support and an understanding on our part that Mexico is to

reconquer the lost territory in Texas, New Mexico and Arizona.”

A little over a month later, Congress formally declared war on Germany and The Central Powers.

The American public was shocked, but still there was no rush to enlist.

The result was congress to voting overwhelmingly for a draft, requiring eligible men to register with the government. Of the 24 million who signed up, three million were chosen by lottery to serve.

Women were not drafted and the Army would not even let them enlist. The Navy and Marines accepted women volunteers for non-combat positions accepting 13,000 who served as nurses, clerks,

stenographers, secretaries and telephone operators. Women could become Army nurses, but did not receive the benefits, equal pay or military rank of Army men.

The number of African Americans who served in World War One was double their proportion in the general population. African American soldiers were segregated into separate units and living quarters

and were not allowed to join the Navy or the Marines. For the first time in history, some African Americans were trained to be Army officers, though they were only allowed to be in charge of African American troops.

The renown all-African-American 369th Infantry Regiment dubbed: The Harlem Hellfighters saw more

continuous duty on the front lines than any other American regiment.

Two of the 369th's soldiers were the first Americans ever to receive the French military honor The Cross

of War.



Chapter 4 — Supporting the War

Of course, before any American soldiers were able to fight in World War One the United States had to get troops and supplies to Europe. The costs of such an operation were staggering. To raise money and

get the resources needed The United States government implemented extraordinary measures.

First, the Federal government took control of the economy and gave the President the power to fix

prices, and regulate certain war-related industries.

President Wilson next established the War Industries Board and appointed millionaire financial expert Bernard Baruch to head it. Wilson often called him Dr. Facts because of his ability to assemble, coordinate and distribute details about war materials and production.

BERNARD BARUCH:

“Every man has a right to be wrong in his opinions. But no man has a right to wrong in his facts.”

No detail, however seemingly trivial, escaped his scrutiny. Baruch noticed that 8,000 tons of steel were used each year to make lady's corsets. He asked American women to give up that fashion in support of the war. They did, and the steel saved could be employed to build two battleships.

The board encouraged companies to use mass production techniques to increase efficiency and

eliminate waste. It also established price controls, allocated raw materials, and told manufacturers what they needed to produce in order to help the war effort. As a result, industrial production increased by twenty percent.

Other government agencies controlled the railroads, regulated the use of coal and oil and mediated labor

disputes avoiding crippling strikes.

The War Industries Board also created a massive publicity campaign encouraging the public to

contribute to the war effort by planting Victory Gardens and observing Meatless Meals so food could be sent overseas to the troops. Gasless Sundays and Lightless Nights soon followed. A popular rhyme of

the day went:

My Tuesdays are meatless. My Wednesdays are wheatless. I'm getting more eatless every day.

In order to conserve energy, the War Industries Board even adopted an idea first championed by

Benjamin Franklin—Daylight Savings Time. To take advantage of the longer days of summer and use less electricity.

And finally, to raise the $33 million cost of the war the government took two actions. First, it established an Excess Profits (or War Profits) tax on corporate earnings, and higher income taxes on wealthier

citizens. Taxes were raised on tobacco, liquor and luxury goods as well. These actions collected about one-third of the money needed.



The rest was raised by appealing to Americans' strong sense of patriotism. Liberty Bonds were sold—these—in essence—loaned money to the government to fight the war.

Movie stars and newspapers, parades and billboards all carried the message to buy bonds. Amazingly, on average, every adult American lent the war effort about $400.00—a large amount at the time.

Even with the money necessary to fight the war the government realized they would need the popular

support of Americans, most of whom had been either neutral or openly against involvement.

Therefore President Wilson appointed a former muckraking journalist, George Creel to head The

Committee On Public Information, our nation's first propaganda agency.

Creel, who was only five foot seven inches tall, was a giant when it came to advertising and public relations. He called his committee, ...the world's greatest adventure in Advertising. He described his goal in a 1920 memoir as…

GEORGE CREEL:

“The creation of a passionate belief in the justice of America's cause that would weld the American people into one, white hot mass instinct with fraternity, devotion, courage and

deathless determination.”

Creel convinced the best writers, artists, musicians and advertising people of the day to help him sell the war. From booklets and books for Americans in various languages...

To antigovernment propaganda messages for our enemies.

Creel even got into the movie business with features such as Pershing's Crusaders and Under Four Flags with the help of famous film director D.W. Griffith.

These pro-war movies were not only hits they actually made money for the cause, $852,744.

Remarkable, when you realize that it only cost a nickel to see a movie back then.

Simply put, Creel helped make an unpopular war—popular.

His masterstroke was the creation of a national force of 75,000 men who would deliver patriotic four

minute speeches anytime, anywhere.

The Four Minute Men spoke on the draft, rationing, bond drives, and victory gardens. By the end of the

war they had delivered more than seven and a half million speeches to 314 million listeners.

Musicians too gave voice to the war. Songs like: Till we meet again, It's a long, long way to Tipperary, Keep the homefires burning, and Over There, kept American spirits high.Meanwhile, the immense task of transporting troops to France began. After years of relying on foreign

vessels to take American goods overseas, America's supply of ships was limited. Consequently,



shipyard workers were exempt from the draft or given deferments to make shipbuilding a priority industry.

Using a new construction technique called fabrication-- a process by which parts were built elsewhere and then assembled in a central shipyard-- substantially reduced the time needed to build ships.

The system worked, and worked well. In a single day—appropriately, the Fourth of July, 1918, America

launched 95 ships!

Rear Admiral William S. Sims decided that the best way to get troops and supplies safely past the

German U-boats was to use a convoy system.

That meant that merchant and troop transport ships would cross the Atlantic in large groups, escorted by a guard of heavily armed destroyers and cruisers, circling the fleet. The plan cut shipping losses in half.

One hundred submarine chaser boats, and 500 airplanes were also used to stop U-boats from sinking

ships bound for Europe.

Remarkably, of the two million men who sailed to Europe during the war, only 100 were lost to U-boat

torpedoes.

General John J. Pershing led the American Expeditionary Force. Pershing believed in aggressive action in combat and was highly regarded by his superiors and the men he commanded. Black Jack as he was popularly known among the troops was understood to be fair, courageous and a top-notch

administrator.

At first American troops were employed mainly as replacements for European casualties. By April of 1918, Pershing convinced the Allies that Americans should fight as a separate army.

GENERAL JOHN PERSHING:

“We came American, we shall remain American and go into battle with old glory over our heads.

I will not parcel out American boys.”

Accordingly, American soldiers, called Doughboys because of their white belts that they cleaned with

pipe clay or dough, fought together under the command of French Marshal Ferdinand Foch.

By now, the government of Russia had been overthrown by the Bolsheviks led by Vladimir Lenin. Russia

withdrew from the war, signing a peace treaty with Germany. This meant the Germans could now consolidate their army and concentrate on a single front.

By May of 1918 the Germans managed to get within fifty miles of Paris.

America had arrived “over there” just in time to help stop the German advance at Cantigny.



A few weeks later the Doughboys helped thwart the German attacks at Chateau Thierry and Belleau Wood, and Reims.

In late summer the Allies, with America's help, triumphed in the second battle of the Marne and in September mounted offensives against the Germans at Saint-Mihiel and in the Meuse-Argonne regions

where 1.2 million U.S. troops fought.

By October it was clear the tide had turned against Germany and the Central Powers, as German troops began to retreat all along the front.

The victory was not without devastating cost, however. All told, the United States lost 48,000 men in battle, approximately 62,000 died of disease, and another 200,000 were wounded and needed

immediate medical care.

SOLDIER:

“The Army is only 12 miles away. I have Americans, English, Scotch, Irish, and French, and apart—in the corners—are Germans. They have to watch each other die side by side ...the cannon

goes day and night and the shells are breaking over and around us ....I have to write many sad letters to American mothers. I wonder if it will ever end.”

Thankfully, an end to the slaughter was not far off. Although, on the home front, the effects of the war were enormous.

From fines and imprisonment for those who opposed the war...to new roles for Women and African Americans...World War One was proving to be a major turning point in American history.

The story of America's involvement in World War One continues in part two: On the Home Front.



Blackline Masters• Blackline Master #1: Pre-Test• Blackline Master #2: Video Quiz• Blackline Masters #3a-3d: Post-Test• Blackline Master #4: Discussion Questions• Blackline Master #5: Vocabulary• Blackline Master #6: American Pride• Blackline Master #7: Roots of War• Blackline Masters #8: Ethics of Warfare• Blackline Master #9: Choosing Sides• Blackline Master #10: Doughboy



Activity: Pre-Test (1) Name

Subject: World War I—The War in Europe Date

DIRECTIONS: Read the following statements, and circle whether they are true or false.DIRECTIONS: Read the following statements, and circle whether they are true or false.DIRECTIONS: Read the following statements, and circle whether they are true or false.DIRECTIONS: Read the following statements, and circle whether they are true or false.

1. Communism was the leading cause of World War I.

True False

2. The United States was eager to support the war.

True False

3. The Allies and Central Powers were the two opposing forces in the war.

True False

4. World War I was the first war to use planes in warfare.

True False

5. The Germans introduced U-boats to sink opposing ships.

True False

6. Millions of men were drafted to fight in the war for the United States.

True False

7. African-Americans were not allowed to fight for the United States.

True False

8. The government had no financial problems when joining the war.

True False

9. The United States citizens’ support for the war was crucial.

True False

10. The United States joined with Germany to finally win the war.

True False



Activity: Video Quiz (2) Name


DIRECTIONS: Read the following statements, and circle whether they are true or false.DIRECTIONS: Read the following statements, and circle whether they are true or false.DIRECTIONS: Read the following statements, and circle whether they are true or false.DIRECTIONS: Read the following statements, and circle whether they are true or false.

1. Asian military alliances were responsible for the outbreak of World War I.

True False

2. Americans were universal in their desire to enter World War I.

True False

3. President Theodore Roosevelt signed the declaration of war against Germany.

True False

4. The sinking of the Titanic sealed the U.S. decision to enter World War I.

True False

5. The Triple Entente and the Triple Alliance combined to form the Central Powers.

True False

6. Over 65 million people fought in World War I.

True False

7. Battlefield trenches were choked with mire, rats and lice.

True False

8. German U-boats sunk many merchant ships destined for Great Britain.

True False

9. Women and African Americans did not participate in World War I.

True False

10. General John J. Pershing led the American Expeditionary Force.

True False



Activity: Post-Test (3a) Name


Multiple Choice

DIRECTIONS: Read each of the following statements. Then circle the best answer.

Multiple Choice


Multiple Choice


Multiple Choice


1. Which name was not used to describe World War I?a. The Imperialist Warb. The Great Warc. The Trench Ward. None of the above

2. What caused the conflict between Russia and Austria-Hungary?a. Control over French Provincesb. Control over Moroccoc. Control over Serbiansd. They had no conflict

3. Developing military strength consisted of increasing…a. International tradeb. Resourcesc. Landd. All of the above

4. Which country did not belong to the Triple Entente, later called the Allies?a. Great Britainb. Francec. Russiad. Germany

5. What was the name of the secret society that was trying to re-unite all Serbs under one rule?a. The Red Baronb. Big Berthac. The Black Handd. The Dogfighters

6. Which two countries did not sign a treaty together during the war?a. Austria-Hungary and Franceb. Germany and Austria-Hungaryc. Russia and Franced. Great Britain and France

Activity: Post-Test (3b) Name




7. Millions of people died during the war due to…a. Fighting in the battlefieldb. Hungerc. Diseases related to ward. All the above

8. Which of the following did the War Industries Board not do?a. Create Daylight Savings Timeb. Use women’s corsets to build two battleshipsc. Increase industrial production by 20%d. All of the above are correct

9. What was the new construction technique that allowed America to launch 95 ships on July 4, 1918??

a. Four Minute Menb. Mass Production & Fabricationc. Convoy Systemsd. None of the above

10. Which of the following did not apply to the efforts made by the doughboys for the American Force in the war?

a. They were led by General John J Pershingb. They over threw the Russia Governmentc. They fought the last German offense in Franced. They Improved the Allies morale to win the war

Short Answer QuestionsDirections: Read each of the following statements and answer in one or two sentences.

11. Describe the “Checks and Balances System” and its importance prior to the start of the war.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

12. Name two events that brought the United States into World War I?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Activity: Post-Test (3c) Name


13. Explain three items of the modern warfare used in World War I.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

14. List three things American citizens did to support the war at home.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

15. Explain and describe trench warfare. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

16. Explain the United States foreign policy, “Freedom of the Seas” and its role in the U.S. joining the war.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

17. What role did African-Americans play in World War I?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Activity: Post-Test (3d) Name


18. What did the Committee on Public Information do to support the war, and who was the head of the committee?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Essay Questions

Directions: Write a short essay in response to each statement on separate piece of paper.

19. What were four underlying causes for the start of World War I? Choose one of the four causes and discuss in detail how it played a part in starting the war.

20. Explain three reasons why the United States decided to join the war.



Activity: Discussion Questions (4) Name


1. List and explain the four underlying causes of World War I.

2. Describe the event that catapulted Europe into World War I.

3. Explain why World War I was also known as the “Modern War” and give examples of

technological advances.

4. Discuss why the United States wanted to stay neutral and the reasons why they decided to join.

5. Describe how the checks and balance system kept the war from starting before it did.

6. Explain the roles women and African-Americans had in fighting the war.

7. Describe the efforts made by the War Industries Board to control the economy in preparation for

war.

8. List and explain some of the efforts the general public could do to support the government and

the United States while at war.

9. Discuss the process the military used in getting ships made and transported over to Europe safely.

10. Explain the battles the United States fought against Germany and their outcomes.



Activity: Vocabulary Terms (5) Name


Democracy

A government in which the supreme power is held by the people

Progressivism

Believing in moderate political change and social improvement by government action

Socialism

A social system based on government ownership and administration of the means of production

and distribution of goods

Imperialism

Establishing political or economical control over other countries

Nationalism

Devotion to national interests, unity, and independence

Alliance

A union to promote a common interest

Trench

A long narrow cut in the ground used to shelter soldiers

Contraband

Goods legally prohibited in trade; smuggled goods

Propaganda

The spreading of ideas or information to further or damage a cause

Convoy

A group of ships traveling together for protection



Activity: American Pride (6) Name


DIRECTIONS: Explore actual propaganda postcards from World War I on the Internet at http://www.ww1-propaganda-cards.com/. After looking at the website, create your own postcard that would convince the public to support a war.




Message of Postcard: __________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

PROPAGANDA POSTCARD



http://www.ww1-propaganda-cards.com/

http://www.ww1-propaganda-cards.com/

Activity: Roots of War (7) Name


DIRECTIONS: Complete the chart below filling in each section to describe how each underlying cause of the war contributed to the conflicts in Europe.DIRECTIONS: Complete the chart below filling in each section to describe how each underlying cause of the war contributed to the conflicts in Europe.DIRECTIONS: Complete the chart below filling in each section to describe how each underlying cause of the war contributed to the conflicts in Europe.DIRECTIONS: Complete the chart below filling in each section to describe how each underlying cause of the war contributed to the conflicts in Europe.

contribution to war in Europe

nationalism

imperialism

militarism

military alliances



Activity: Ethics of Warfare (8) Name


DIRECTIONS: Discuss with your class some of the controversial issues surrounding implements of “modern warfare” that were used during the war. Some topics of concern were chemical warfare, machine guns and other modern technologies, water and air combat, and even the killing of civilians. Choose a topic that interests you on the ethics of warfare and write a persuasive essay about where you stand on your topic. Explain why.




_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________



Activity: Choosing Sides (9) Name


DIRECTIONS: Discuss with your class some of the reasons why the United States decided to join the war and why they chose to fight with the Allies. President Wilson had to make the decision about which side to join. Form groups of three students and complete the chart below. Your group needs to provide three reasons why the United States should join the Allies and three reasons why they might have joined the Central Powers.




Allies Central Powers

reason #1 reason #1

reason #2 reason #2

reason #3 reason #3



Activity: Doughboy (10) Name


DIRECTIONS: There are many theories why American soldiers were nicknamed “doughboys.” Conduct your own research on the Internet to discover some of these ideas. Here is a web site to help you get started. List three theories for the nickname and state which one you believe is the correct origin and explain why.

Doughboy Origins Web Site: http://www.worldwar1.com/dbc/origindb.htm







First Theory: _______________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Second Theory: _______________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Third Theory: _______________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

State the theory you believe is correct and explain why: ______________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________



http://www.worldwar1.com/dbc/origindb.htm

http://www.worldwar1.com/dbc/origindb.htm

Look for other educational programs from the award-winning team at Media Rich Learning:

America in the 20th Century

America Becomes a World Power

World War I—The War in Europe

World War I

The Roaring Twenties

The Great Depression

World War II

The Post-War Years

Vietnam

Cold War

The Sixties

The Civil Rights Movement

The Almost Painless guide to U.S. Civics

The Almost Painless Guide to the Executive Branch

The Almost Painless Guide to the Legislative Branch

The Almost Painless Guide to the Judicial Branch

The Almost Painless Guide to the U.S. Constitution

The Almost Painless Guide to the Election Process

The American Industrial Revolution

For more information, access to password-protected content, and to order programs, visit:

www.mediarichlearning.com



http://www.mediarichlearning.com

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