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Unit 3 Week 3. October 22 nd – October 26 th. Homework for the week. Monday: Read 24.5. It talks about efforts to promote security during WWI that deprived Americans of their freedoms.
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Unit 3 Week 3 October 22nd – October 26th
Homework for the week • Monday: • Read 24.5. It talks about efforts to promote security during WWI that deprived Americans of their freedoms. • Make a t-chart that lists evidence from the section of measures taken to promote security on one side and efforts by Americans to demand their freedoms on the other side. • Tuesday • Glossaries due block day • Study for card quiz • Block Day: • Study for the test • Prepare your checklist
Agenda, 10/28/2013 • HOT ROC: Review with your partner what propaganda means • Review of Ch. 24 – add info to your chart • HW: Use class notes and p.310-311 to make a t-chart identifying the actions taken by the government to promote security vs. the demands by Americans to protect their freedom of speech • Reminder – Test corrections today at lunch and 7th
America on the homefront "Mobilization"
Committee on Public Information • “It is not an army that we must shape and train for the war… it is a nation”- Wilson • CPI created… • Massive war support propaganda campaign • Press releases • Movies • Leaflets • Posters • “4 Minute Men”- speeches
Selective Service Act • This is the draft and it helps the US win the war by quickly mobilizing or creating an army (we didn’t have a standing army at the time). • Not necessary to write down… • 24,000,000 men registered for the draft by the end of 1918. • 4,800,000 men served in WW1 (2,000,000 saw active combat). • 400,000 African-Americansserved in segregated units. • 15,000 Native-Americans served as scouts, messengers, and snipers in non-segregated units.
WWI and Big Government • Our involvement in WWI expands the size and power of the federal government by setting up agencies to help us run the war: • War Industries Board • US Food Administration • National War Labor Board
Results of This New Organization of the Economy? • Positive: • Unemployment virtually disappeared. • Close cooperation between government and corporations. • Draft creates new job opportunites for African-Americans and women. • Neutral: • Expansion of “big government” • Government needs to sell war bonds to pay for the war. • Negative: • The government need to do more and do it quickly does lead to some (big) mismanagement and waste.
New Social/Economic Opportunities
Opportunities for African-Americans in WW1 • “Great Migration” • Movement of Af-Ams from the South to the North and West between 1916-1945. • 1916 – 1919 70,000 move north • Work in factories making war supplies. Enlist in the military but serve in segregated units.
Attacks on Civil Liberties
Government Excess & Threats to the Civil Liberties of Americans 1. Espionage Act– 1917- forbade actions that obstructed recruitment or efforts to promote insubordination in the military. - ordered the Postmaster General to remove Leftist materials from the mail. - fines of up to $10,000 and/or up to 20 years in prison.
Government Excess & Threats to the Civil Liberties of Americans 2.Sedition Act– 1918- it was a crime to speak against the purchase of war bonds or willfully utter, print, write or publish any disloyal, profane, scurrilous, or abusive languageabout this form of US Govt., the US Constitution, or the US armed forces or to willfully urge, incite, or advocate any curtailment of production of things necessary or essential to the prosecution of the war…with intent of such curtailment to cripple or hinder, the US in the prosecution of the war.
Government Excess & Threats to the Civil Liberties of Americans • Schenck v. US–1919 • in ordinary times the mailing of leaflets would have been protected by the 1st Amendment. • BUT, every act of speech must be judged acc. to the circumstances in which it was spoken. • If an act of speech posed a clear andpresent danger, then Congress had the power to restrain such speech.
Government Excess & Threats to the Civil Liberties of Americans 4.Abrams v. US– 1919- majority ruling --> cited Holmes’ “Clear and present danger” doctrine. - Holmes & Brandeis dissented:The best test of truth is the power of the thought to get itself accepted in the competition of the market, denying that a “silly leaflet” published by an “unknown man” constituted such a danger.
Fear leads to attacks on our founding ideals • Attacks by Germany on a weapons warehouse in New Jersey and fear of spies within the US, created fear among Americans. • This fear lead to attacks on civil liberties • Add civil liberties, neutrality and diplomacy to your glossary.
Civil Liberties - Discussion Questions • What do you care about keeping private? • Which of these bothers you? • NSA revelations • Wikileaks and Eric Snowden • NewsCorp’s hacking into voicemails
Agenda, Tuesday, 10/29 • HOT ROC: Did the doughboys know what they were in for? Discuss with a partner. • Table debates • Labeling activity • HW: Turn in glossary for 2nd check on block day
Table Debates • In groups of 5 you will debate each of the following civil liberties topics that came up during World War I. • Remember – take turns being the facilitator. • The facilitator assigns the 2 sides. Have each side read the assigned section first to gather evidence for their arguments.
Civil Liberties vs. Security Debates • The post office can search mail to find evidence for spying or terrorism during times of war or to help save lives in an emergency. • Pro side: Defend the search. Use p.305, 3rd paragraph and caption to help prepare your argument • Con side: Argue against the search. Use p. 310, The Gov’t Cracks Down on Dissent to help prepare your argument • Even during wartime or other emergencies, our Constitution protects our right to criticize our government or the war we’re fighting. • Pro side: Defend our freedom of speech. Use p. p. 310, The Gov’t Cracks Down on Dissent to help prepare your argument • Con side: Argue against free speech during times of war. Use p.305, The Gov’t uses Propaganda to “Sell” the War to help prepare your argument • Since it was a law that men must sign up for the draft during WW I, someone who convinces other people not to sign up is breaking the law and should be arrested. • Pro side: Argue for arresting people who try to convince others to break the law by using information from p.311 • Con side: Argue against arresting people who protest a law by using information from p.311
Civil Liberties vs. Security Debates • Speech that endangers other people, like yelling “fire” in a crowded room, (for no reason) is not protected by our 1st Amendment. • Pro side: Defend the government’s right to restrict free speech if it’s dangerious by using information from p. 311, last paragraph • Con side: Defend a person’s right to speech even if it’s dangerous by using information from p.311, last paragraph • Actions and gestures that convey a meaning are considered “symbolic speech” by the Supreme Court. Should all symbolic speech be considered free speech or are some gestures too offensive to be freely allowed? • Pro side: Defend people’s right to freedom of expression • Use information on p. 312, Flag Burning • Con side: Argue against destroying symbols of our country • Use information on p. 312, last 3 lines and p.313
Directions: Label each of the following with the ideal which it relates to. Also put a + or – sign to indicate if it promotes or violates that ideal. In some cases, you can label it with more than one ideal. 1. Selective Service Act creates a national draft that required all men ages 21 to 30 to register for military service. 2. Total war requires sacrifices from everyone on the home front 3. Espionage and Sedition Acts limit people’s civil liberties 4. Propaganda posters work to convince Americans to support the war 5. Liberty bonds ask people to all contribute to help pay for the cost of the war
Directions: Label each of the following with the ideal which it relates to. Also put a + or – sign to indicate if it promotes or violates that ideal. In some cases, you can label it with more than one ideal. 6. Meatless Mondays require all people to reduce their consumption during the war 7. African-Americans serve with distinction in the army 8. Women and African-Americans get higher paying factory jobs during the war. 9. The Great Migration 10. European immigration decreases during World War I
Directions: Label each of the following with the ideal which it relates to. Also put a + or – sign to indicate if it promotes or violates that ideal. In some cases, you can label it with more than one ideal. 11. War production and needs of the soldiers leads to shortages of consumer products at home 12. Eugene Debs arrested for encouraging men to disobey their draft orders 13. Attacks in the US against German-Americans, German food and German music 14. Wilson creates 14 Points to try and spread democracy and independence to all European people 15. The Schenck v. United States Supreme Court ruling says that the government has the right to limit speech that creates a clear and present danger, like yelling fire in a crowded theater.
Agenda, 10/30 -10/31/2013 • HOT ROC – Vocab card quiz • Collect glossaries • Context on Wilson’s 14 Pts and Treaty of Versailles • Examining the 2 sides of the disagreement • Hand out checklists and list of glossary terms • Go over Unit 2 test • Test review • HW: Study for the test, turn in checklists
War’s End • January 1918 over 30 countries meet at Versailles to decide peace terms • “The Big Four” • United States • France • Britain • Italy • “Big Four” negotiate Treaty of Versailles
War’s End What Wilson wants What Wilson gets The final terms of the Treaty of Versailles Freedom of the Seas ignored Reduce armaments ignored Self-Determination: some eastern European countries, but most territories divided among victorious powers War Guilt: Germany is to blame for everything League of Nations: YES! Wilson conceded on everything to get this • Comes up with Fourteen Points to protect “every peace-loving nation” • Freedom of the Seas • Reduce armaments • Self-Determination: territories and colonies get to be their own countries • “Peace without Victory”: no blame for the war • League of Nations: an international organization to keep peace
Approving the Treaty of Versailles • Source: Who is giving this speech? Is he for or against the League of Nations? • How would you describe the TONE of the speech? What are some of the words the author uses to convince you? • What is this person’s strongest argument FOR or AGAINST the League of Nations?
FORCED CHOICE! • Do we JOIN or do we NOT JOIN? You MUST choose!
What Really Happens… • Reservationists and Irreconcilables are against the Treaty • Internationalists are for it • Congress rejects the League of Nations and the Treaty of Versailles
Unit 3 wrap-up • Hand out checklists and glossary terms • Hand out Unit 2 tests and review answers
Review Game • Class will be divided into 2 teams. • Students from each side will come up in order of desks and square off against each other to answer review questions.
Agenda, Friday, 11/1/2013 • Collect checklists • Unit 3 test