Week 7 : October 15-19, 2018

1. Week 7: October 15-19, 2018 World War I & OHP

2. Why are we here this week? Watch & answer questions related to “The Lost Battalion” movie. Read assigned chapters of History Aliveprepare #1-3 responses for upcoming Socratic Circle (Ch. 22, 23, 24, or 25); READ The Americans Ch. 11, The First World War. 3) Watch & record notes on “The Great War” from Safari Montage. 4) Research Oral History Project topics & continue interview plans…PROGRESS check due Friday

3. Monday-Tuesday & Wednesday, October 15-16& 17 2018 auditorium to watch during SS classANSWER “most” questions p. 18 How does Trench Day compare to “The Lost Battalion?” Splendid fun? vs. Depiction of (f)actual fighting? https://www.youtube.com/watch?v=PyJwtC8kwJM

4. Homework: Foreign Policy essay due next Wednesday OHP research, biography, & preliminary interview due Friday How does Trench Day compare to “The Lost Battalion?” Splendid fun? vs. Depiction of (f)actual fighting? Tuesday, October 16, 2018 I. World War I: Learning Experiences Trench Day “The Lost Battalion” Socratic Circle wksht: #1-3 “done?” II. Continuing S.S. WORK Foreign Policy Essay Oral History Project III. QUIZ #1 RESULTS 40 points SCL?

5. Trench Day WW I simulation

6. Trench Day “Exit Ticket” (HW reflection) Respond to YOUR TEACHER’S FORMS survey: • My overall reaction to “Trench Day” is…. • The most authentic part of the simulation was… • A question, comment, or suggestion that I have is… gstanziola@cbsd.orgmrobinso@cbsd.orgmafash@cbsd.org

7. Trench Day =WW I simulation… LEARNING…? =WW I depiction

8. -deductions of -1 to -3… (10 of 40 MAJOR pts)

9. Socratic-like Circle Preparations 1. HIGHLIGHT chapter, then WRITE & EXPLAIN your “decision” (ANSWER) to the focus question. Ch. 22: Neutrality to War (p. 283-291) “Was it in the US national interest to stay neutral or declare war in 1917?” Ch. 23: Course & Conduct of the War (p. 293-301) “How was World War I different from previous wars?” Ch. 24: The Home Front (p. 303-313) “How did Americans on the home front support or oppose WW I?” Ch. 25: Versailles: Ratify or Reject? (p. 315-323) “Should the US have ratified or rejected Treaty of Versailles?" 1. My initial response & reasoninginterpretations, opinions, & ideas: What do you THINK is the “RIGHT” answer to the question? WHY? Do you have examples and explanations for your written answer? 2. What issues, concepts, conflicts, or debatable topics do you wish to DISCUSS?List ??s What do you want to TALK about? What questions will you ask your inner circle peers? 3a. CausesEffects(Past, Present, and/or Future)3b. Applications for Today & Tomorrow Examples/events (stimuli) & HOW they changed life? What “life lessons” (+ or -) or conclusions do you observe?

10. History Alive! The AmericansCh. 11: The First World Warpgs. 370-407 Section 1: World War I Begins p. 372-380 Section 2: American Power Tips the Balance p. 381-387 Section 3: The War at Home p. 388-397 Section 4: Wilson Fights for Peace p. 398-403 Ch. 22: From Neutrality to War p. 283-291 “Was it in the national interest of the US to stay neutral or declare war in 1917?” Ch. 23: Course & Conduct of the War p. 293-301 “How was World War I different from previous wars?” Ch. 24: The Home Front p. 303-313 “How did Americans on the home front support or oppose WW I?” Ch. 25: The Treaty of Versailles: Ratify or Reject? p. 315-323 “Should the US have ratified or rejected the Treaty of Versailles?”

11. Socratic-like Circle Scoring Rubric Content(Verbal) Advanced (10-9)-displays an extensive command of accurate historic information -answers, examples, comparisons, & “connections” to EUs & EQs are detailed & relevant -analysis of issues and events, plus their effects, show a high level of thought/insight Proficient (8.5-7) -displays an adequate command of mostly accurate historic information -answers, ex., comparisons, & “connections” to EU/EQs are somewhat detailed or relevant -analysis of issues, events, or their effects, show evidence of thought/insight Basic (<7 pts) -displays limited command of accurate historic information -answers, ex., comparisons, & “connections” to EU/EQs are NOT detailed and/or relevant -analysis of issues, events, and/or their effects, show little evidence of thought/insight Speaking & Listening Skills Advanced (10-9) -contributions are delivered efficiently with highly effective volume and clarity -eye contact and body language show excellent engagement and active listening -verbal contributions address others’ points of view and reflect awareness of time limits Proficient (8.5-7) -contributions are delivered with cceptable efficiently with effective volume and clarity -eye contact and body language show some engagement and active listening -verbal contributions may reflect awareness of others’ points of view and/or time limits Basic (<7 pts) -contributions are not delivered efficiently; volume and/or clarity are ineffective -eye contact and/or body language show little or no engagement/active listening -verbal contributions do not reflect awareness of others’ points of view and/or time limits Content(Verbal)Advanced (10-9) -displays an extensive command of accurate historic information -answers, examples, comparisons, & “connections” to EUs & EQs are detailed & relevant -analysis of issues and events, plus their effects, show a high level of thought/insight Speaking & Listening SkillsAdvanced (10-9) -contributions are delivered efficiently with highly effective volume and clarity -eye contact and body language show excellent engagement and active listening -verbal contributions address others’ points of view and reflect awareness of time limits Self-EvaluationEffort and Contributions (up to 10 pts) DUE the day AFTER your chapter is shared with the class!

12. Effort & Contribution(Participation SELF-EVALUATION) Advanced (10-9) -I spoke with accuracy, good details, and confidence throughout the performance. -My analysis & contributions were insightful & often expanded or challenged other ideas. -I participated respectfully and enhanced the group’s effectiveness through my actions. Proficient (8.5-7) -I spoke w/ limited accuracy or specific details; effectiveness varied during performance. -My analysis/contributions were somewhat insightful, but did little to expand/challenge ideas. -I participated respectfully and my actions contributed to an effective performance. Basic (6.5-6 pts) -I spoke inaccurately or with only vague details during most of the performance. -My analysis & contributions were lacking (participation did little to expand/challenge ideas). -My actions impaired the group’s effectiveness; disrespectful performance (unintentional). Below Basic (<6) -I displayed little knowledge during most of the performance. -My analysis & contributions were virtually non-existent. -My disrespectful actions hurt my group’s effectiveness. What was your best contribution?What area needs the most improvement? Effort & Contribution(Participation SELF-EVALUATION) Advanced (10-9) -I spoke with accuracy, good details, and confidence throughout the performance. -My analysis & contributions were insightful & often expanded or challenged other ideas. -I participated respectfully and enhanced the group’s effectiveness through my actions. What was your best contribution?REQUIRED!!! What area needs the most improvement?“day after” COMPLETED S.C. wksht #1-5 due (10 major pts)

13. Academic Conversation Placemat with Prompts

14. page #28? Do your best to make a meaningful & respectful contribution to an “intelligent conversation…”

15. Foreign Policy Essay • You will CHOOSE a question or “theme” to write about…CHOOSE WISELY! Was the U.S. motivated more by idealism or realism? Which argument (Imperialism or Anti-Imperialism?) do you agree with? American imperialism: more good or bad? EQ? FORMS “work day” question…CHOICE is up to the student! • You will write a THESIS…declarative statement expressing your opinion about U.S. foreign policy in the late 1890s (up to 1917) • You will select up to THREE (3) examples or pieces of evidence to support your thesis… ex. Spanish-American War? Philippines, Cuba, Puerto Rico, Guam? WW I? OTHER? • You will write three paragraphs: introidentify question/theme, state thesis, and preview examples/evidence bodyexplain the details & how your examples/evidence PROVE your THESIS is “true” or at least a valid opinion conclusionreview thesis and drive home “argument” with a current example or “new thought” do NOT ask “What do you think? • THINKING began on Thursday, 10/4…due date is “when you are ready/done,” but NOT later than Wednesday, October 24thCollection will be by FORMS, not email

16. Outlook Email?This is a only a PARTIAL list…

18. HONORS ONY: Imperialism DBQ IS a valid substitute for 3-paragraph essay

19. American Imperialism: More good or more bad? • In the past, and to some extent today the United States has made a name for itself as an Imperialist Nation. We have always been trying to conquer other countries and in many cases, we have been successful at that. From most Americans’ perspective, this has been hugely beneficial. But what we don’t see is the immense suffering that the people from the other countries face when we try to take over their country and change their way of life. Just take the Philippines for example; the United States gained so much by conquering them, but if you look at this event from their perspective, it doesn’t sound as great. And then take a look at Puerto Rico during the Spanish American War. When we acquired Puerto Rico, we had promised to protect their liberty, but we broke those promises and left them with nothing. • Starting with the Philippines, Spain had given them to us, which was hugely important for trade with China. It wasn’t long before the Philippines began to riot, and war broke out. Over 200,000 Filipinos died from the war, many of them innocent citizens. This is just one example of American Imperialism causing more war and suffering so that what we gained can’t make up for it. Another example is Puerto Rico during the Spanish American War. When we acquired Puerto Rico, we had granted them a promise to protect their lives, liberties and happiness, but we broke some of those promises and didn’t give them a say in our government until 1917. On top of that, they were never granted with statehood, but at the same time they were still allowed to get deployed by the U.S. Army as troops to defend the Panama Canal. • Finally, I’d like to say that these are just two examples of negative Imperialism from the United States. To this day, Puerto Rico is still American territory, their citizens still can’t vote for President, and they still do not have statehood. And finally, this generation of Puerto Ricans will likely not know what it’s like to live in a country that isn’t owned by another, all because we invaded their already impoverished nation back in the early 20th century.

20. What is THIS?!?!

21. What do you THINK about the intro? “Every empire, however, tells itself and the world that it is unlike all other empires, that its mission is not to plunder and control but to educate and liberate." (Edward W. Said) Were we better off not becoming the nation Edward Said described? In our beginnings as an imperial nation, that was what we had told ourselves, while many wise and influential people like Grover Cleveland and Mark Twain advised against becoming an Imperialist nation. We were better off not becoming an imperialist nation because this violated the American Ideals of democracy, rights, liberty, opportunity, and equality, it caused many political feuds, and because it exploited the native peoples.

22. What do you THINK about the BODY? To begin, becoming an imperialist nation violated the American Ideals of democracy, rights, liberty, opportunity, and equality. We, as a nation are supposed to provide freedom, rights, liberty, etc. to those who arrive on our soil, not go to war to help free a country, only to take it over once their freedom was won on the case of the Spanish American War. “It allowed temporary American control of Cuba and indefinite colonial authority over Puerto Rico, Guam, and the Philippines” (American Imperialism) While our control over Cuba was meant to be temporary, we remained there until 1902, and only after the Platt Amendment to the Cuban constitution, which was meant to benefit American interests. The Americans also never completely left, many had prosperous businesses and sugar plantations, and thanks to the Platt Amendment, the US built a military base there. And then there are the permanent American colonies of Puerto Rico, Guam, and the Philippines, of which only Puerto Rico and Guam were annexed and became official US territories. The Philippines didn’t give up so easily, and hence began the Filipino-American War, in which the American troops tortured the Filipino people, not just prisoners of war, to force them into submission. The Philippines only just gained their freedom in 1946. All for the US becoming an imperial nation. Then there are the political feuds that America became involved with when it became an imperialist nation, for example, the Filipino American War, the dethronement of Hawaii’s queen, without the consent of both Hawaii and the United States, the tensions between America and Colombia when Roosevelt wanted to build the Panama Canal, and of course; the Spanish American war. There was also the Open Door policy, which the US OK’d under the pretense that all the other countries had agreed as well. Unfazed, the US moved along with the policy. “The Open Door Policy stated that all nations, including the United States, could enjoy equal access to the Chinese market. In reply, each country tried to evade Hay’s request, taking the position that it could not commit itself until the other nations had complied” (American Imperialism). Though the treaty ensured that we were able to take part in China’s market, that didn’t prevent squabbles and competition between nations over railroad rights, foreign trade ports, mining, and loans never fully camp to rest, rather, it just continued at its original pace. Finally, there is the exploitation of native peoples. Once America gained its new territories overseas, thousands of Americans swarmed in. Many native people, like the Filipinos, fought back only to face war and torture. In the case of the Puerto Ricans, America improved sanitation and built roads, as well as public buildings, and set up a civilian government, governed by an American governor. Puerto Ricans could form political parties and legislatures, but as the island remained an American possession, due to its value, and many Puerto Ricans became increasingly unhappy with American rule. Eventually Puerto Ricans were granted a citizenship, but they were not allowed full rights, like the right to vote. There were also economic challenges, for example: while Puerto Rico was getting more involved in the economy, many Puerto Ricans remained in poverty. “The sugar industry produced great wealth for a small minority but left most Puerto Ricans in poverty. In 1930, the average annual income was just $122, one fifth of the U.S. average” (History Alive! Pursuing American Ideals). Puerto Ricans were also often wary of Americans, likely because of the way they were governed. There was also the issue of native people losing their traditions and native languages because of our exploitation. The Americanization of other cultures was a lower part of the imperialist movement, and it will always be remembered that way.

23. What about the conclusion? In conclusion, we were better off not becoming an imperialist nation because this violated the American Ideals of democracy, rights, liberty, opportunity, and equality, it caused many political feuds, and because it exploited the native peoples. Many wise people in the Inti-Imperialist League tried to warn us against this path, and to instead follow the precedents that George Washington had set out for us, not to get tangled up in foreign affairs or we would be sucked into the dark hole that is the fight for more power, which we recklessly ignored. If America had chosen to remain un-imperial, the Spanish American war, Filipino-American War, tensions with Columbia, and Puerto Rico’s discontent. There are many other ways of gaining power, for example, as the saying goes, it’s better to make friends than to make enemies. Bibliography: "American Imperialism."lumenlearning.com, courses.lumenlearning.com/ boundless-ushistory/chapter/american-imperialism/. Accessed 9 Oct. 2018. History Alive! Pursuing American Ideals. 2008. teachtci.com, subscriptions.teachtci.com/shared/sections/8300?locale=en&program_id=109. Accessed 10 Oct. 2018.

24. II. Oral History Project GOAL:Submit completed proposal with parental approval by Monday, 10/8/19 • Identify SUBJECT(person you interview, also called “narrator”) • Select TOPIC (specific event or era) after communicating with subject and doing preliminary RESEARCH via “weblinks” https://www.cbsd.org/Page/13760 3. Watch first 2-3 videos from NHD/Minnesota YruWEIGHT-ing?!?!

25. Library WORK DAYS are planned for: Friday, 10/19 Tuesday and/or Wednesday, 10/23 & 10/24 Objectives: *Research era/event Begin writing interview questions* Gather resources, start Noodle Tools *Good researchgood ?sgood interview = SUCCESFUL OHP COMPLETE final “Foreign Policy” essay via FORMS (25 major pts…3-paragraphs…due W/10/24) GO! DO…

26. Steps • Students will pick an event or era on or before September 11, 2001. • Students will choose a person to interview and return completed parental permission form. 3) Students will develop 10 to 15 questions from the following categories: a. Event/era’s impact on the interviewee’s life b. Event/era’s impact on the nation c. Event/era’s impact on community d. Accomplishments e. Entertainment /Media f. Employment /Occupations g. Community Life • Family Life 4) Students will conduct & record the interview (approx. 1 hour), ask appropriate follow-up questions, and keep detailed notes of the interviewee’s responses. What is OHP? Good research leads to... GOOD questions based on research & following interview script instructions (videos) which lead to… Good interview (10/26-11/18), which leads to … GREAT OHP experience

27. What is OHP? • Task: Students will create an oral history project by researching an event or era in American history and interviewing a person who was a participant or witness to that event. • Students will create a list of interview questions and use those questions to interview a person about her/his life & experiences. • Students will use the information from the recorded interview to create a product that demonstrates their understanding of the interviewee’s experience within the context of the historical time period.

28. Research & Interview Script REMINDERSCarefully read important expectations below • All questions should be short, easy-to-understand, open-ended, & neutral (AVOID one-word answer ?s, leading questions, and overly complex ?s) • 2-3 “intro” questions…biographical ?s…do NOT start with a historical question! • You MUST include 2+ questions that are based directly on your research! (Advanced OHP products have at least 5 direct quotes/comparisons (person’s testimonyresearch) • 6-8 “body” questions about the historical era or event are expected • Arrange ALL questions in chronological order • 2-3 “thought” questions are required (compare to today?) • ASK, “What would you like my classmates to remember about this event/era?” • 10-15 TOTAL (TYPED) questions…SEND to interviewee BEFORE interview…ADD topic and person’s name on the top of your interview script…TRIPLE space between questions (answer spaces for her/him…space for notes & follow-up questions for you)

29. By Friday, October 19, 2018 Did you watch & LEARN from first three videos about OHP? Create a preliminary RESEARCH summary* with 2+ sources? Write a BRIEF biographical description of interviewee? List preliminary interview questions (3 types? 6 of 10-15 ?s) OHP work due Friday: ONE printed copy, plus EMAILED attachment to mrobinso@cbsd.org(Period # in SUBJECT LINE?) Research with sources, biography & preliminary interview script

30. Components of the OHP Product • Introduction (give detailed background info of the time period: Cold War, WW II, 1950’s culture, Vietnam, etc. …include timelines, maps, images, video clips, etc.) • I. Body: Explain person’s experiences related to time period (era or event) in detail (results of most of your interview questions should be included) • II. Analysis: Compare interview responses to your research information on the topic. Historical details expected, including citations of sources. *Demonstrate understanding of interviewee’s experience in historical context. • V. Conclusion: Summarize the effect(s) that era/event had on your interviewee’s life (Write a thank you letter to you interviewee (consider sharing a copy of your product) Wednesday through Friday (research & interview prep) Friday is OHP Progress “check”PRINTcopy containing 2-paragraph RESEARCH summary (2-4+ sources of minimum 5-7+ req’d.), 1-paragraph biography of interviewee, and 6+ interview questions (of 10-15 ? script) Interview “season” opens next week…10/26! Interview should be “done” no later than 11/18! OHP product due on or before Tuesday, 11/27!

31. Create a “research file” today!Open OneDrive or Document links and find OHP research WORD fileCollect images & text as you VISIT these websites*…collect things that might be HELPFUL for OHP • Textbooks? History Alive!and/orThe Americans • Reliable & suggested sites…Schoolwires *Lenape Library research databases *ABC-CLIO most .org, .edu, and .gov sites are OK! *http://www.history.com/*Flow of History *CHECK OUT THESE THREE?!?! • Copy, paste, and SAVE “anything” that looks useful or interesting HUNT & GATHER…then write a 2-paragraph research summary, including two specific sources, TODAY!

32. OPEN Research document for OHP… ADD your name & Period # and SAVE file TODAY! SAVE this file to Office 365 TODAY with your name, OHP & Period # This file will include: Two carefully TYPED paragraphs about your era or event. (cite two or more sources…NoodleTools?) 1-paragraph biographical summary of interviewee 6+ interview questions, 2 of each type The file with 3 total paragraphs, 6+ interview questions, plus 3 or more research sources will be PRINTED andEMAILED on Friday, 10/19.

33. Weiderhold’s Question Matrix http://www.ltag.education.tas.gov.au/effectteach/Thinking/matrix.htm The Question Matrix is a set of 36 question starters that ask what, where, which, who, why and how. The questions in the top rows of the matrix are knowledge and information questions. The lower rows are questions that require analysis, synthesis and evaluation. C:\Documents and Settings\Educator\My Documents\ICTPD\Questioning\Weiderhold Question Matrix.doc

34. Q-Matrix Event Person/GroupReasonsResults What is ...? Who is...? Why is...? How is...? What did...? Who did...? Why did...? How did...? What will...? Who will...? Why will...? How will...? What might...? Who might...? Why might...? How might...?

35. Research & Interview Script REMINDERSCarefully read important expectations below • All questions should be short, easy-to-understand, open-ended, & neutral (AVOID one-word answer ?s, leading questions, and overly complex ?s) • 2-3 “intro” questions…biographical ?s…do NOT start with a historical question! • You MUST include 2+ questions that are based directly on your research! (Advanced OHP products have at least 5 direct quotes/comparisons (person’s testimonyresearch) • 6-8 “body” questions about the historical era or event are expected • Arrange ALL questions in chronological order • 2-3 “thought” questions are required (compare to today?) • ASK, “What would you like my classmates to remember about this event/era?” • 10-15 TOTAL (TYPED) questions…SEND to interviewee BEFORE interview…ADD topic and person’s name on the top of your interview script…TRIPLE space between questions (answer spaces for her/him…space for notes & follow-up questions for you)

36. What is OHP? Steps (continued): 5) Students will create a final product that demonstrates their understanding of the interviewee’s experience in historical context. Please choose from the following options: a. A PowerPoint presentation or Podcast b. A short narrative / biography c. A documentary • Other product as approved by the teacher 6) All products should: a. Demonstrate an understanding of the historical event or era. b. Incorporate specific information from the interview. c. Place the interviewee’s experiences in historical context. d. Interest and engage the audience. • Demonstrate effort and quality work. 7) Students should send a thank you letter to the person they interviewed (also consider sharing your OHP product).

37. https://www.cbsd.org/Page/13760

38. HONORS only Your selected book must be “approved” by October 26, 2018…presentations begin in 2019!

39. HONORS only

40. Suggested Books or Reads for Each Unit of Study  OHP era or event? Progressive Era  The Jungle  Imperialism  World War I  All Quiet on the Western Front  1920s The Great Depression  The Worst Hard Time  One Summer: America 1927 - Bill Bryson  World War II  Unbroken  The Boys in the Boat  All the Light You Cannot See  The Nightingale?  Hiroshima  Early Cold War Animal Farm  1984  Civil Rights Movement The Help  Hands on the Freedom Plow:  Personal Accounts By Women in SNCC  Great Society/Warren Court  Gideon's Trumpet  Vietnam  The Things They Carried  FIND a BOOK on that topic! HONORS only

41. Domestic Events All the President’s Men, Bob Woodward and Carl Bernstein The Sixties: Years of Hope, Days of Rage, by Todd Gitlin The Kennedy Detail, by Gerald Blaine The President Has Been Shot!: The Assassination of John F. Kennedy, by James L. Swanson International Events The Flight: Charles Lindbergh's Daring and Immortal 1927 Transatlantic Crossing, by Dan Hampton 444 Days, The Hostages Remember, by Tim Wells 102 Minutes, The Unforgettable Story of the Fight to Survive Inside the Twin Towers, by Jim Dwyer & Kevin Flynn 1999: Victory Without War, by Richard Nixon No Easy Day: The Firsthand Account of the Mission that Killed Osama Bin Laden, by Mark Owen Moon Landing, by Nadia Higgins Books from 2017-18 The True Flag, by Stephen Kinzer World War I The Zimmerman Telegram, by Barbara Tuchman World War II Let Me Tell you a Story: A Memoir of a Childhood, by Renata Calverley The Diary of a Young Girl, by Anne Frank Unbroken, by Laura Hillenbrand Civil Rights The Rock and the River, by Kekla Magoon Claudette Colvin: Twice Toward Justice, by Phillip Hoose American Voices from The Civil Rights Movement, by Elizabeth Sirimarco Cold War The General vs. The President: MacArthur and Truman at the Brink of Nuclear War, by H.W. Brands Blind Mans Bluff: The Untold Story of American Submarine Espionage, by Sherry Sontag and Christopher Drew Vietnam Legend, by Eric Behm Dear America: Letters Home From Vietnam, Edited by Bernard Edelman A Bright Shining Lie, by Neil Sheehan HONORS only

42. OHP is a GREAT & CHALLENGING project! OHP proposal is a MINOR grade, but a “MAJOR misstep” if NOT completed THOUGHTFULLY!

43. Homework: Foreign Policy essay due next Wednesday OHP research, biography, & preliminary interview due Friday What is so GREAT about WAR? Thursday, October 18, 2018 Period 3 has ASSEMBLY The First World War Ch. 10 “telescoping the times” HA introductions & summary notes Video(s)…The Great War (Safari Montage) LectureNOTES

44. World War I: The War to End All Wars? Our goal is to DISCERN the TRUTH!

45. What should YOU do? • Desks/seats? • Books? • Laptop? Socrative.com ROBINSON 7522 • Observation notes? • Self-Evaluation & Questions #4 & 5? • QUESTIONS? • ANSWERS = discern the TRUTH?

46. Ch. 11: First World War answers to the “ttt” questions Ch. 11: First World WarHistory Alive! Ch. 22-25 1. What factors led to war in Europe? The factors that led to war in Europe were nationalism, imperialism, militarism, and a system of alliances that made an attack on one nation a conflict that involved many interlinked allies. 2. What led the United States into World War I? The United States tried to remain neutral in World War I, but emotional and economic ties to Great Britain gradually moved it to the side of the Allies. German submarine attacks convinced Wilson to declare war. 3. How did the war change American society at home? At home during the war, production increased, and so did union membership. Many women entered industry, and thousands of African Americans moved from the South to the North seeking jobs and an end to segregation. 4. What was contained in the Treaty of Versailles and why did Americans object? Many Americans objected to the Treaty of Versailles because it seemed to betray the high principles Wilson had announced. Many disliked the idea of a League of Nations, fearing it would involve the United States in foreign conflicts.

47. History Alive!Introductions & Summaries Ch. 22: From Neutrality to War p. 283-291 “Was it in the national interest of the US to stay neutral or declare war in 1917?”

48. History Alive!Introduction & Summary Ch. 22: From Neutrality to War p. 283-291 “Was it in the national interest of the US to stay neutral or declare war in 1917?”

49. Ch. 22: From Neutrality to War: Was it in the national interest of the US to stay neutral or declare war in 1917? In 1914, during a visit to Sarajevo, Archduke Franz Ferdinand of Austria-Hungary and his wife with their children in 1909 were gunned down by a terrorist. Although this assassination sparked the outbreak of World War I, the conflict had deeper causes. In the spring of 1914, President Woodrow Wilson sent "Colonel" Edward House, his trusted adviser, to Europe. House's task was to learn more about the growing strains among the European powers. After meeting with government officials, House sent Wilson an eerily accurate assessment of conditions there. "Everybody's nerves are tense," he wrote. "It needs only a spark to set the whole thing off." That spark was not long in coming. On June 28, 1914, Archduke Franz Ferdinand and his wife, Sophie, made an official visit to Sarajevo, the capital of Austria-Hungary's province of Bosnia. Ferdinand was heir to the throne of the Austro-Hungarian Empire. A few years earlier, Bosnia had been taken over by Austria-Hungary, a move that angered many Bosnians who wanted closer ties to nearby Serbia and other Slavic ethnic groups. On the day of the visit, several terrorists, trained and armed by a Serbian group, waited in the crowd. Early in the day, as the royal couple rode through the city in an open car, a terrorist hurled a bomb at their car. The bomb bounced off the hood and exploded nearby. Unharmed, the couple continued their visit. Another terrorist, GavriloPrincip, was waiting farther down the route. When the car came into view, Princip fired several shots into the car, killing the royal couple. Their murders set off a chain reaction. Within weeks, Austria-Hungary declared war on Serbia. When the Russian foreign minister learned that Austrian soldiers had begun shelling the Serbian capital of Belgrade, the stunned diplomat warned the Austrian ambassador, "This means a European war. You are setting Europe alight." He was right. A local quarrel in the Balkans quickly became far more dangerous. Russia sided with Serbia and declared war on Austria-Hungary. To help Austria-Hungary, Germany declared war on Russia and its ally France. Britain came to France's defense and declared war on Germany. Dozens of countries took sides.

50. Ch. 22 SummaryThe assassination of Archduke Franz Ferdinand sparked the outbreak of World War I. However, the war had many underlying causes, including the European alliance system and the growth of nationalism and imperialism, which led to military buildups. The United States remained neutral until events in 1917 convinced Americans to fight on the side of the Allies. The Allied and Central powers When World War I began, the nations of Europe divided into two alliances—the Allied powers (Great Britain, France, & Russia) and the Central powers (Germany, Austria-Hungary, & the Ottoman Empire (Turkey). U-boats The war at sea started with a British blockade of German ports. Germany fought back by introducing a new weapon called a U-boat, or submarine. German U-boats sank both neutral and enemy vessels, often without warning. Lusitania The German sinking of the British ship the Lusitania killed 128 Americans. The United States strongly protested U-boat attacks on merchant ships carrying American passengers.