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An alternate view of pre-war alliances. Can you guess who’s who and why they’re doing what they’re doing?. August 1914—the initial German advance. September 1914 – the advance is turned. To the left-fields of the dead. Above—treating mustard gas wounds.
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An alternate view of pre-war alliances. Can you guess who’s who and why they’re doing what they’re doing?
To the left-fields of the dead Above—treating mustard gas wounds
War in Europe > Cartoon on German atrocities in Belgium, Life, 1915
England imposes a blockade on Germany in the Atlantic in 1915 US trade with Germany effectively ends But skyrockets with France and England (from 824 million in 1914 to 3.2 billion in 1916) And US industry starts to boom Out of desperation, Germany begins to attack English merchant ships, which occasionally carry Americans Like the Lusitania in 1915, and the Sussex in 1916
Wilson’s Response: (to Germany) “Don’t do it again” But also: (to Americans) “Don’t sail on these ships. There is a war going on, after all…”
Despite these attempts to keep the US out of the war, the government very quietly begins to build the US Army and Navy And create systems for military training And we invade Mexico in 1916 for practice, but that’s a different story
In 1917, Germany jumps the shark… German Ambassador Count Johann von Bernstorff to Robert Lansing, U.S. Secretary of State Washington D.C., 31 January 1917 Mr. Secretary of State: “…Germany will meet the illegal measures of her enemies by forcibly preventing, after February 1, 1917, in a zone around Great Britain, France, Italy and in the Eastern Mediterranean, all navigation, that of neutrals included, from and to England and from and to France, etc. All ships met within the zone will be sunk.”
U.S. in World War I > Reasons for US entry into World War I • War profits U.S. traded heavily with Britain and France but complied with a British embargo on trading with Germany • Anglophilia on the part of leaders like Woodrow Wilson and also among ordinary Americans (but not German or Irish immigrants) • Security of loans to Europe • The ideas expressed in what became known as the “14 Points Speech” in 1918 • End war for all time • Promote free trade • Promote self-sovereignty • And finally, the belief that war could • help US reformers to restructure • life in America along more scientific • and efficient lines
U.S. in World War I > Typical Questions on the IQ test Garnets are usually A. yellow B. blue C. green D. red Soap is made by A. B. T. Babbitt B. Smith & Wesson C. W. L. Douglas D. Swift & Co. If you are lost in a forest in the daytime, what is the thing to do? Hurry to the nearest house you know of Look for something to eat Use the sun or a compass for a guide Why does it pay to get a good education? A. it makes a man more useful and happyB. it makes work for teachersC. it makes demand for buildings for schools and colleges It is better to fight than to run, because A. cowards are shotB. it is more honorableC. if you run you may get shot in the back
All Americans were welcome--these are African-American soldiers, though they tended to be used mostly for hard labor, much like the colonial troops.
The Imperialism Assessment • Answering your thought questions • In any form you like • With evidence • And discussing the relationship between the questions • Due April 29
Or • Answer this question in a standard, well-written essay, making sure to address the same IB Subtopics: “Despite the best of intentions, what went wrong for the US when it applied its foreign policy between 1898-1919?” • Same due date
The Project—presentation in Bakken • Live performance of Tango 3 pm • Tango Documentary • Hip Hop Documentary • Symposium • 4 from each team at a time, 10 to 15 minutes • Responses to basic questions • To show knowledge • To discuss project process
The Project—research paper Due May 4 for pds 3 and 6/ May 5 for pd 1 • Plan of the investigation --question --methodology for answering --brief discussion of sources used (100-200 words)
The Project—research paper B. Summary of Evidence (300-450 words) • Explain the factual material you collected from your sources • Correctly cite the sources of these details • Organize them thematically into prose • All of your facts must be directly related to your topic
The Project—research paper • Analysis (300-450 words) • analysis of the evidence collected in section B in order to: • Answer the topic question • Come to conclusions about the topic • To explain why you selected the evidence you did • Discuss why it matters/is interesting
The Project—Research paper • Sources and Word Limit • A Works Cited page in MLA style must be included. Any illustrations, primary documents, or other supporting evidence should be included in an appendix. • None of these will form part of the word count. • The word count for the project must be clearly and accurately stated on the title page.
Additional WWI slides • These provide examples from the textbook reading section for the week of April 11-15
"As the work increased and the probability that this country would be drawn into the war became more certain, the department encouraged the organization of various local volunteer citizens' committees for the purpose of being on the lookout for disloyal or enemy activities and the presentation of such matters to the proper officials. These volunteer associations have rendered very great assistance. One of them in particular, which is nation-wide in scope and which is known as The American Protective League, has proven to be invaluable…” --US Justice Dept, 1918
If you’ve ever wondered where that Uncle Sam poster came from…
The 14 Points • Text of the President’s Speech to Congress indicating his post-war goals. • Thoughts?
14 Points • What is the best way to understand them? • How do they articulate a philosophy?
14 Points • More importantly, how do they connect back to US domestic policies? • Consider pages: • 657-663 • 663-666
