Chapter 14: World War I and Its Aftermath, 1914-1920

36 Pages·2002·9.69 MB·English

Chapter 14 Resources
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Graphic Organizer 14 Why It Matters Chapter Linking Past and Present Enrichment Activity 14 Primary Source Reading 14
Transparency 14 Activity 14
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Geoom cCap.scia, sntipe.egci ome bsaeas ttyntiTt ts.toltdcali a t i .hA yr ya lnswcroBswheepo.yrgdudene s eme n tf (cid:2)sre sttt.erani aonyui l ohrh naoeltinoeo.spnnnelnt—hn anfea edr f ap.r gregsbgaay ed t drikpiuf.HepOen. edsc nnrl y e feeetci.tUtaro.rct.rs norol ati e ota(cid:2)eIiini.wis sCnto n pg lt vnwsceh b itmtu. ioft pdt lehehgei ta iyeaeoNnthsenorirri ieee tm bpnnsera ta doa gnos W tesiotev ktei’nihtwr.mf eln rss eeseu itcne-e.nm toc nsodtenh d.thqs tn-iiied..tn sudmesgeiel.tsaln i-yTo(cid:2)t .hnbises
Source:An American Primer.Chicago:The University of Chicago Press,1966.
(continued)
RREEVVIIEEWW AANNDD RREEIINNFFOORRCCEEMMEENNTT
Reteaching Activity 14 Vocabulary Activity 14 Time Line Activity 14 Critical Thinking Skills
Activity 14
Name Date Class Name Date Class Name Date Class Name Date Class
(cid:2) Reteaching Activity 14 (cid:2) Vocabulary Activity 14 (cid:2) Time Line Activity 14 Critical Thinking Skills Activity 14 Distinguishing Fact From Opinion
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Copyright © by The McGraw-Hill Companies, Inc.
Meeting NCSS Standards Local Standards
The following standards are highlighted in Chapter 14:
Section 1 II Time, Continuity, and Change: B, C, F
Section 2 VI Power, Authority, and Governance: B, C, D, I
Section 3 IV Individual Development and Identity: A, D, E
Section 4 II Time, Continuity, and Change: A, B, E
446A
Chapter 14 Resources
A E
SSESSMENT AND VALUATION
Chapter 14 Test Chapter 14 Test Standardized Test Practice Performance Assessment ExamView®Pro
Form A Form B Workbook Activity 14 Activities and Rubrics 14 Testmaker CD-ROM
N(cid:2)ame (cid:2)(cid:2)C(cid:2)(cid:2)h(cid:2)(cid:2)a(cid:2)(cid:2)p(cid:2)(cid:2)(cid:2)t(cid:2)e(cid:2)(cid:2)r(cid:2) (cid:2)(cid:2)1(cid:2)(cid:2)4(cid:2)(cid:2) (cid:2)T(cid:2)e(cid:2)(cid:2)s(cid:2)(cid:2)t(cid:2)(cid:2), (cid:2)(cid:2)F(cid:2)o(cid:2)(cid:2)(cid:2)r(cid:2)m(cid:2)(cid:2)(cid:2) (cid:2)A(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)Date (cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)ClasSSsccoo rr(cid:2)ee(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2) N(cid:2)ame (cid:2)(cid:2)C(cid:2)(cid:2)h(cid:2)(cid:2)a(cid:2)(cid:2)p(cid:2)(cid:2)(cid:2)t(cid:2)e(cid:2)(cid:2)r(cid:2) (cid:2)(cid:2)1(cid:2)(cid:2)4(cid:2)(cid:2) (cid:2)T(cid:2)e(cid:2)(cid:2)s(cid:2)(cid:2)t(cid:2)(cid:2), (cid:2)(cid:2)F(cid:2)o(cid:2)(cid:2)(cid:2)r(cid:2)m(cid:2)(cid:2)(cid:2) (cid:2)B(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)Date (cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)ClasSSsccoo rr(cid:2)ee(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2) SNtamaend__a_r__d_i__z_e__d_ _T__e__s_t_ _P__r__a_c__t_i_c_e____Date____________________Class____________ N(cid:2)ameP e(cid:2)(cid:2)r(cid:2)(cid:2)f(cid:2)o(cid:2)(cid:2)r(cid:2)(cid:2)m(cid:2)(cid:2)(cid:2)a(cid:2)(cid:2)n(cid:2)(cid:2)c(cid:2)(cid:2)e(cid:2)(cid:2) (cid:2)A(cid:2)(cid:2)s(cid:2)(cid:2)s(cid:2)(cid:2)e(cid:2)(cid:2)s(cid:2)(cid:2)s(cid:2)(cid:2)m(cid:2)(cid:2)(cid:2)e(cid:2)(cid:2)n(cid:2)(cid:2)t(cid:2) (cid:2)(cid:2)A(cid:2)(cid:2)c(cid:2)(cid:2)t(cid:2)i(cid:2)v(cid:2)(cid:2)i(cid:2)t(cid:2)y(cid:2)(cid:2) 1D4ate (cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)Class (cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)(cid:2)
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(continued) (continued)
MMUULLTTIIMMEEDDIIAA SSPPAANNIISSHH RREESSOOUURRCCEESS
Vocabulary PuzzleMaker CD-ROM The following Spanish language materials are
Interactive Tutor Self-Assessment CD-ROM available in the Spanish Resources Binder:
ExamView® Pro Testmaker CD-ROM
•Spanish Guided Reading Activities
Audio Program
•Spanish Reteaching Activities
American History Primary Source Documents
•Spanish Quizzes and Tests
Library CD-ROM
•Spanish Vocabulary Activities
MindJogger Videoquiz
•Spanish Summaries
Presentation Plus! CD-ROM
•The Declaration of Independence and United States Constitution
TeacherWorks™ CD-ROM
Spanish Translation
Interactive Student Edition CD-ROM
Glencoe Skillbuilder Interactive Workbook
CD-ROM, Level 2
The American Republic Since 1877 Video Program
American Music: Hits Through History
American Music: Cultural Traditions
HISTORY
R
Use our Web site for additional resources. All essential content is cov-
R
ered in the Student Edition.
The following videotape programs are available
You and your students can visit tx.tarvol2.glencoe.com, the Web site
from Glencoe as supplements to Chapter 14:
companion to the American Republic Since 1877.This innovative
• Woodrow Wilson: Reluctant Warrior (ISBN 0-76-700101-X) integration of electronic and print media offers your students a wealth
• Pancho Villa: Outlaw Hero(ISBN 0-76-700315-2) of opportunities. The student text directs students to the Web site for
the following options:
To order, call Glencoe at 1-800-334-7344. To find classroom resources to
accompany many of these videos, check the following home pages: • Chapter Overviews • Student Web Activities
A&E Television: www.aande.com • Self-Check Quizzes • Textbook Updates
The History Channel: www.historychannel.com
Answers to the student Web activities are provided for you in the Web
Activity Lesson Plans.Additional Web resources and Interactive Tutor
Puzzles are also available.
446B
Chapter 14 Resources
SECTION RESOURCES
Daily Objectives Reproducible Resources Multimedia Resources
SECTION 1 Reproducible Lesson Plan 14–1 Daily Focus Skills Transparency 14–1
The United States Enters World War I Daily Lecture and Discussion Notes 14–1 American Art & Architecture
1.Discuss the causes and results of Guided Reading Activity 14–1* Interactive Tutor Self-Assessment
American intervention in Mexico and Section Quiz 14–1* CD-ROM
the Caribbean. Reading Essentials and Study Guide 14–1 ExamView®Pro Testmaker CD-ROM
2.Explain the causes of World War I Performance Assessment Activities and Presentation Plus! CD-ROM
and why the United States entered Rubrics TeacherWorks™ CD-ROM
the war. Audio Program
American Music: Hits Through History
American Music: Cultural Traditions
SECTION 2 Reproducible Lesson Plan 14–2 Daily Focus Skills Transparency 14–2
The Home Front Daily Lecture and Discussion Notes 14–2 Interactive Tutor Self-Assessment
1.Analyze how the United States raised Guided Reading Activity 14–2* CD-ROM
an army and won support for World Section Quiz 14–2* ExamView®Pro Testmaker CD-ROM
War I. Reading Essentials and Study Guide 14–2 Presentation Plus! CD-ROM
2.Explain how the economy was con- Performance Assessment Activities and TeacherWorks™ CD-ROM
trolled to support the war. Rubrics Audio Program
Supreme Court Case Studies
SECTION 3 Reproducible Lesson Plan 14–3 Daily Focus Skills Transparency 14–3
A Bloody Conflict Daily Lecture and Discussion Notes 14–3 Interactive Tutor Self-Assessment
1.Discuss the fighting techniques used Guided Reading Activity 14–3* CD-ROM
in World War I. Section Quiz 14–3* ExamView®Pro Testmaker CD-ROM
2.Characterize the American response Reading Essentials and Study Guide 14–3 Presentation Plus! CD-ROM
to the Treaty of Versailles. Performance Assessment Activities and Skillbuilder Interactive Workbook, Level 2
Rubrics TeacherWorks™ CD-ROM
Audio Program
SECTION 4 Reproducible Lesson Plan 14–4 Daily Focus Skills Transparency 14–4
The War’s Impact Daily Lecture and Discussion Notes 14–4 American Art & Architecture
1.Describe the effects of the postwar Guided Reading Activity 14–4* Interactive Tutor Self-Assessment
recession on the United States. Section Quiz 14–4* CD-ROM
2.Discuss the causes of and reaction to Reading Essentials and Study Guide 14–4 ExamView®Pro Testmaker CD-ROM
the Red Scare. Performance Assessment Activities and Presentation Plus! CD-ROM
Rubrics TeacherWorks™ CD-ROM
Interpreting Political Cartoons Vocabulary PuzzleMaker CD-ROM
Audio Program
Assign the Chapter 14 Reading Essentials and Study Guide.
*Also Available in Spanish
Blackline Master Transparency CD-ROM DVD
Poster Music Program Audio Program Videocassette
446C
Chapter 14 Resources
Teacher’s
From the Classroom of…
Corner
Lee Weber
INDEX TO
Price Laboratory School
NATIONAL GEOGRAPHIC MAGAZINE
Cedar Falls, IA
The following articles relate to this chapter. U.S. Entrance into World War I
• “The Bolshevik Revolution,” October 1992
• “Riddle of the Lusitania,” April 1994 Place the following “Causes of American Entrance
• “St. Petersburg, Capital of the Tsars,” December 1993 into World War I” on an overhead transparency:
• “The Wings of War,” March 1994
• Loss of innocent lives
• Loss of trade
NATIONAL GEOGRAPHIC SOCIETY
• Historical/cultural ties to British/French
PRODUCTS AVAILABLE FROM GLENCOE
• Defense of democracy against dictatorship
• Freedom of the seas
To order the following products for use with this chapter, contact your local
• The Zimmermann Note
Glencoe sales representative, or call Glencoe at 1-800-334-7344:
• PictureShow: Story of America, Part 2(CD-ROM)
Ask students to individually rank the causes from
• PicturePack: Story of America Library, Part 2 (Transparencies)
most important to least important. Then randomly
• PicturePack: World War I Era (Transparencies)
group students and have them try to reach consen-
sus. The interrelated nature of the six causes makes
ADDITIONAL NATIONAL GEOGRAPHIC
the task extremely difficult. If time permits, repeat the
SOCIETY PRODUCTS
process and make a hypothetical change in the his-
torical facts. For instance, suggest that Germany had a
To order the following, call National Geographic at 1-800-368-2728:
large surface navy and Britain developed unrestricted
• Historical Atlas of the United States
submarine warfare. How would U.S. policy have
• Last Voyage of the Lusitania(Video)
changed? Or, what if Germany were our major trad-
• 1917: Revolution in Russia(Video)
ing partner, not England and its allies?
• 1914–1918: World War I(Video)
Access National Geographic’s Web site for current events,
atlas updates, activities, links, interactive features, and
ADDITIONAL RESOURCES FROM GLENCOE
archives.
www.nationalgeographic.com
• American Music: Cultural Traditions
• American Art & Architecture
• Outline Map Resource Book
• U.S. Desk Map
• Building Geography Skills for Life
• Inclusion for the High School Social Studies Classroom
Strategies and Activities
• Teaching Strategies for the American History Classroom
(Including Block Scheduling Pacing Guides)
KEY TOABILITYLEVELS
Teaching strategies have been coded.
L1 BASIC activities for all students
L2 AVERAGE activities for average to above-average
students Activities that are suited to use within the block
L3 CHALLENGING activities for above-average students scheduling framework are identified by:
ELL ENGLISH LANGUAGE LEARNER activities
446D
IInnttrroodduucciinngg
CCHHAAPPTTEERR 1144
World War I and
Performance
Assessment
Refer to Activity 14 in the Its Aftermath
Performance Assessment
Activities and Rubrics
booklet. 1914–1920
Why It Matters
W
The United States reluctantly entered World War I after German submarines violated American
hy It Matters Activity
neutrality. After the war ended, President Wilson supported the Treaty of Versailles, believing its
terms would prevent another war. The U.S. Senate, however, rejected the treaty. It did not want
Ask students how they think the United
the country to be tied to European obligations. Instead, Americans turned their attention to the
States’s involvement in World War I
difficult adjustment to peacetime.
affects their lives today. Students should
evaluate their answers after they have
The Impact Today
completed the chapter. US:3B;ELA:
Gr9/10:16B;Gr11:15B The experience of World War I had a long-term effect on American history.
• The United States continues to be involved in European affairs.
• The horrors of the conflict helped reshape how people view warfare.
The American Republic Since 1877Video The Chapter 14 video,
MJ “Cousins: Royalty and World War I,” explains how royal marriages and
complex political alliances contributed to the outbreak of war in Europe.
The American Republic
Since 1877 Video Program
To learn more about how royal mar-
1913
riages and political alliances contributed
•Woodrow Wilson begins his
to the war in Europe, have students
first presidential term
view the Chapter 14 video, “Cousins:
Royalty and World War I,” from the 1915
American Republic Since 1877Video •The Lusitaniais sunk
Program. 1917
(cid:3) •U.S. enters war
Available in Wilson
DVD and VHS 1913–1921 (cid:3) (cid:3)
MindJogger Videoquiz
1913 1915 1917
Use the MindJogger Videoquizto
preview Chapter 14 content. (cid:2) (cid:2) (cid:2) (cid:2)
1914 1915 1916 1917
Available in VHS •Archduke Franz •Italy joins Allies •British suppress •Russian Revolution
Ferdinand in war Easter Rebellion begins in October
assassinated; war •Japan gains in Ireland •Balfour Declaration
begins in Europe rights in Chinese •Battle of the Somme favors setting up a Jewish
territory begins in July homeland in Palestine
446
TTWWOO--MMIINNUUTTEE LLEESSSSOONN LLAAUUNNCCHHEERR
Read to students this statement from President Wilson’s response to the sinking of the British pas-
senger ship Lusitania: “There is such a thing as a nation being so right that it does not need to
convince others by force that it is right.” Ask:What is Wilson’s main point?(If your stand is a
moral one, all nations will eventually support you.) Tell students that despite the president’s resist-
ance, the United States eventually did enter World War I. US:19B,24B;ELA:Gr9/10/11:7F
446
IInnttrroodduucciinngg
CCHHAAPPTTEERR 1144
HISTORY
Introduce students to chapter
content and key terms by having
them access the Chapter 14
Overview at tx.tarvol2.glencoe.com.
More About the Photo
Alvin C. York was one of the men on
the battlefield at Argonne Forest. He is
credited with almost single-handedly
capturing 132 Germans. York kept a
diary of the events, and his recollec-
tions of October 7, 1918, include the
following description: “It was raining a
little bit all day, drizzly and very damp.
Lots of big shells bursting all around
us. We were not up close enough for
the machine guns to reach us, but air-
planes were buzzing overhead most
American soldiers in the 23rd Infantry fire on German all the time, just like a lot of hornets.
positions in the Argonne Forest. Lots of men were killed by the artillery
1918
•Congress passes Sedition Act fire. And lots more wounded.” Ask
•Battle of Argonne Forest students how the conditions of war
begins in September produce heroes like York. (Responses
•Armistice ends fighting on may typically refer to feelings for
1920
November 11 comrades.)
•Red Scare and Palmer
1919
raids target Communists
•Race riots and strikes HISTORY
in the U.S.
take place in Northern
cities
Harding
(cid:3) (cid:3) (cid:3) 1921–1923 Chapter Overview
Visit the American Republic
Since 1877Web site at
1919 1921 tx.tarvol2.glencoe.comand Have students use the chapter and sec-
click on Chapter Overviews— tion time lines to create a single time
(cid:2) (cid:2) (cid:2) (cid:2)
Chapter 14to preview chapter
1918 1920 1921 information. line that incorporates all of the signifi-
•Treaty of Brest-Litovsk •Civil war breaks •Irish Free State cant dates related to World War I. US:
ends Russian-German war out in Ireland established 7C;ELA:Gr9/10/11:7D
1919
•Treaty of Versailles
conference begins
447
GGRRAAPPHHIICC OORRGGAANNIIZZEERR AACCTTIIVVIITTYY
Organizing Information Have students create two maps of Europe, one showing Europe in 1914
and the other showing Europe after World War I. Encourage students to review these maps as they
prepare for chapter assessments and to keep these maps for use with their study of World War II.
US:8A;ELA:Gr9/10/11:21B
447
Social Studies TAKStested at Grades 10/11: Obj 1:US3B(11);Obj 5:WH25C(10),US24B(11)
CCHHAAPPTTEERR 1144
The United States
SSeeccttiioonn 11,, 444488––445555
Enters World War I
1
FOCUS
Section Overview
This section focuses on the Main Idea Reading Strategy Reading Objectives
events that led up to World Although the United States tried to Organizing As you read about the start •Discuss the causes and results of
War I and how the United States remain neutral, events soon pushed the of World War I, complete a graphic American intervention in Mexico and
nation into World War I. organizer similar to the one below by the Caribbean.
became involved.
identifying the factors that contributed to •Explain the causes of World War I and
Key Terms and Names
the conflict. why the United States entered the war.
B E L L R I N G E R Pancho Villa, guerrilla, nationalism,
Section Theme
self-determination, Franz Ferdinand,
Skillbuilder Activity
Allies, Central Powers, propaganda, Factors Contributing Continuity and Change Ties with the
to World War I
contraband, U-boat, Sussex Pledge, British influenced American leaders to
Project transparency and have
Zimmermann telegram enter World War I on the side of the
students answer the question. Allies.
Available as a blackline ✦ 1914 ✦ 1915 ✦ 1916 ✦ 1917
master.
April 1914 June 1914 July 1914 May 1915 April 1917
Daily Focus Skills Transparency U.S. Marines occupy Assassination of Archduke World War I begins Sinking of the United States
14–1 Veracruz, Mexico Franz Ferdinand Lusitania enters the war
ChaU4pNteITr 14 DTCoRpAyrAiIghLNt Y©S bFyP TOAhe CRMcUEGraNSw -CHSillY KCo Im1Lpa4Lni-eSs1, Inc. ATCceoeNaunScntWrhtareilEe rPRs To :niwpGo:e lHrosan wvgeeit rhs te utxhdieset n cputosr rlcietoincmta mlplyaa.rpe ttoh ed elistetsr mofi nAel liwesh iacnhd
Analyzing a Map
WORLD WAR I – THE WORLD CHOOSES SIDES Dquireescttiioonn sb:a Asnedsw oenr tthhee mfoallpo.wing
A••••C••••LERFUIGAOBtLNrauuunetaITtlErslsionygtRmtSsemcraAidieaaraaL in-aKn yHPiG SnEiutbOrargmanitPWl ONtdoRaTgaUfrpGtoAiEaoLinmrraRle ycSSapPitalAACSITeBBRIeliLatEasiNyLccA IAaoACNNyfNEDLDTMAOIU NI SRCr NDiKeRs IaIhTANOeFEGCDRDEOdAMMAONNNiACCOEBtNESWoLeGrSSNeat.LWhENUETIXHTrM.ZG..ANEDRoRErSrININAwMLTMNOeIEAgAaANCiLMHRNaAYOA.dAKnYrUniLaRtTSiSCcSATLZeWROEeaCICVSBAHSARH.eOWaEO ESRRaADYPNIETHZEoBIPS.AGUOA naN.&SLle.NitGnBiaLLaulGfcOnAoAAfSRNVBeRoaNAUItAhYKSnMYiDLaISUAIGATIRLGACEESHFAE.ESRUICDTTNAOELBO.VANNDMUNIAIALBAIAeASGEgNeAeLaIRaAAnIRAMUOSTLUUDORKVRKAREBYAUlIaNCScYEPkRSSA UezaSSo ovIfe aA TcWaCteoFGHJhosxhneeo uineetsRAOOBI rnth stctuuaultttr toedttwlslspaarooygs tu ilromm rAaioWe aaneirPla lnsaa ii tlga-aaot nndtriHnitrheri wchEEuedGo seaImman seue yBla gtwrrlppp?nu myansiifslero.rr.ogda yeer WaTonu leraatwyofgih nn hankhoddeingtc oehoinfrw n AaWwmilasEerodreinic to hahfn aOt dhe’S emah sgbakraueosgdwsh yiCnn ioegnns cMsgryrie secxissoisc ub otleod Ct wanituoeyte,th ntsohl erMeie zwepex itoficheno eo taufh nsdeed ipr oatlhoifn emfyo U arnctni egNit heaetdgl so aoSfitnn aAs tOpte rM’sSi.l heE2xaa0iurc, lgoi1eh.9 rnI1 nte4h sh.as eLty ri dv wdianaiyags,r Pyaw,rte etlshliedent
O’Shaughnessy described the tensions in the Mexican capital:
“I can’t sleep. National and personal potentialities [possibilities] are surging through my
Guide to Reading brain. Three stalwart railroad men came to the Embassy this evening. They brought reports of
a plan for the massacre of Americans in the street to-night, but, strange and wonderful thing,
Answers to Graphic: Balkan crisis, a heavy rain is falling....Rain is as potent as shell-fire in clearing the streets, and I don’t
alliance system, naval race, assassina- think there will be any trouble.”
tion of Franz Ferdinand
The next day, O’Shaughnessy reported that the conflict had begun: “We are in Mexico, in
Preteaching Vocabulary full intervention!...Marines are due to-day in Vera Cruz....”
For each of the Key Terms and Raising the flag at Veracruz —adapted from A Diplomat’s Wife in Mexico
Names, have students write a phrase
or short sentence that will help them
Woodrow Wilson’s Diplomacy
remember the significance of the
term or name. US:25A;ELA: As president, Wilson resolved to “strike a new note in international affairs” and to see
Gr9/10/11:6A that “sheer honesty and even unselfishness...should prevail over nationalistic self-
seeking in American foreign policy.” Wilson strongly opposed imperialism. He also
448 CHAPTER14 World War I and Its Aftermath
SSEECCTTIIOONN RREESSOOUURRCCEESS
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Social Studies TAKStested at Grades 10/11: Obj 1:US1C(10,11),US3B(11)
CCHHAAPPTTEERR 1144
SSeeccttiioonn 11,, 444488––445555
believed that democracy was essential to a nation’s History
stability and prosperity, and that the United States
should promote democracy in order to ensure a Moral Imperialism President Wilson sent
2
General John Pershing (below) to stop Pancho
peaceful world free of revolution and war. During Villa’s (right) raids into the United States. TEACH
Wilson’s presidency, however, other forces at work at
Why was Villa conducting these raids?
home and abroad frustrated his hope to lead the
world by moral example. In fact, Wilson’s first inter-
national crisis was awaiting him when he took office Daily Lecture and
in March 1913. Discussion Notes 14–1
The Mexican Revolution From 1884 to 1911, a dicta-
Copyright © by The McGraw-Hill Companies, Inc.
tor, Porfirio Díaz, ruled Mexico. Díaz encouraged for- Daily Lecture and Discussion Notes
eign investment in Mexico to help develop the Chapter 14, Section 1
?
nation’s industry. Afew wealthy landowners domi- Did You Know When the United States finally entered World
War I, “Remember the Lusitania” became a common slogan much
nated Mexican society. The majority of the people lSipkae ntihseh -sAlomgaenri c“aRne mWeamr.ber the Maine” was used during the
were poor and landless, and they were increasingly
I. Woodrow Wilson’s Diplomacy (pages 448–449)
frustrated by their circumstances. In 1911 a revolution A.Ptor ekseidepe ntth eW nilastoionn w satasb olpe paonsde dp rtoos pimerpoeursia. lHisem w aanndt ebde laie wveodrl dd efmreoec frraocmy wreavso nluetcieosns ary
and war.
erupted, forcing Díaz to flee the country. B.In 1911 a revolution in Mexico forced its leader, Porfirio Díaz, to flee the country. The
new leader, Francisco Madero, was a poor administrator. General Victoriano Huerta
Francisco Madero, a reformer who appeared to tookoverinMexicoandmurderedMaderoWilsonrefusedtorecognizethenewgov
support democracy, constitutional government, and
land reform, replaced Díaz. Madero, however,
Creating a Map Give students
proved to be an unskilled administrator. Frustrated
an outline map of Central
with Mexico’s continued decline, army officers plot-
ted against Madero. Shortly before Wilson took armed band that uses surprise attacks and sabotage America and have them identify
office, General Victoriano Huertaseized power in rather than open warfare—that burned the town of and label all of the places men-
Mexico, and Madero was murdered—presumably on Columbus, New Mexico, and killed a number of tioned in this section. L1 US:8A;
Huerta’s orders. Americans. Wilson responded by sending 6,000 ELA:Gr9/10/11:21B
Huerta’s brutality repulsed Wilson, who refused U.S. troops under General John J. Pershingacross
to recognize the new government. Wilson was con- the border to find and capture Villa. The expedition Use the rubric for creating
vinced that without the support of the United States, dragged on as Pershing failed to capture the guer- a map, display, or chart on pages
Huerta soon would be overthrown. Wilson therefore rillas. Wilson’s growing concern over the war rag- 65–66 in the Performance
tried to prevent weapons from reaching Huerta, and ing in Europe finally caused him to recall
Assessment Activities and
he permitted Americans to arm other political fac- Pershing’s troops in 1917.
Rubrics.
tions within Mexico. Wilson’s Mexican policy damaged U.S. foreign
relations. The British ridiculed the president’s attempt
Wilson Sends Troops Into Mexico In April 1914, to “shoot the Mexicans into self-government.” Latin
American sailors visiting the city of Tampico were Americans regarded his “moral imperialism” as no
arrested after entering a restricted area. Though they improvement on Theodore Roosevelt’s “big stick” History
were quickly released, their American commander diplomacy. In fact, Wilson followed Roosevelt’s
demanded an apology. The Mexicans refused. Wilson example in the Caribbean. During his first term, Answer: Mexicans were unhappy with
used the refusal as an opportunity to overthrow Wilson sent marines into Nicaragua, Haiti, and the the new Mexican president, who was
Huerta. He sent marines to seize the Mexican port of Dominican Republic to preserve order and to set up receiving assistance from the United
Veracruz. governments that he hoped would be more stable and States. Villa was trying to force the
Although the president expected the Mexican democratic than the current regimes. United States to intervene.
people to welcome his action, anti-American riots Reading Check Ask: How successful was Pershing’s
Examining Why did President
broke out in Mexico. Wilson then accepted interna-
expedition to capture Pancho Villa?
Wilson intervene in Mexico?
tional mediation to settle the dispute. Venustiano
(not a success; Pershing recalled)
Carranza, whose forces had acquired arms from the
United States, became Mexico’s president.
The Outbreak of World War I
Mexican forces opposed to Carranza were not
appeased, and they conducted raids into the United Despite more than 40 years of general peace, ten-
States hoping to force Wilson to intervene. Pancho sions among European nations were building in 1914.
Villa (VEE·yah) led a group of guerrillas—an Throughout the late 1800s and early 1900s, a number
CHAPTER14 World War I and Its Aftermath 449 Answer: first, to help support the
overthrow of Huerta, later to sup-
CCOOOOPPEERRAATTIIVVEE LLEEAARRNNIINNGG AACCTTIIVVIITTYY press Villa
Creating a News Magazine Have students create a special issue of a magazine that reports
United States foreign policies from Wilson’s inauguration on March 4, 1913, to his war message to
Student EditionTEKS
Congress on April 2, 1917. Students might include news articles, news analysis, news features, edi-
torials, and political cartoons. Advise students to determine specific tasks for each individual.
US HISTORY:Page 448:1A,1B,
Suggest that they choose an editor in chief to help organize the selection of topics so that the end
3B,24B,25A,25C;Page 449:1A,
product contains varied and accurate coverage of the foreign policy of the period. US:1B,3B,
3B,25A
3C,24A–D,25A–D;ELA:Gr9/10/11:1A,1B,21B,21C
Use the rubric for a cooperative group management plan on pages 71–72 in the Performance
Assessment Activities and Rubrics. 449
Social Studies TAKStested at Grades 10/11: Obj 1:US3B(11)
CCHHAAPPTTEERR 1144
SSeeccttiioonn 11,, 444488––445555
of factors created problems among the powers of
Europe and set the stage for a monumental war.
Guided Reading Activity 14–1 The Alliance System The roots of World War I
date back to the 1860s. In 1864, while Americans
Name Date Class fought the Civil War, the German kingdom of
(cid:5) Guided Reading Activity 14-1 Prussia launched the first of a series of wars to
DIRECTIONS: Recording Who, What, When, Where, Why, and How Read the section and unite the various German states into one
answer the questions below. Refer to your textbook to write the answers.
1.Who seized power in Mexico shortly before Woodrow Wilson took office as president in nation. By 1871 Prussia had united Germany
1913?
2.How did Wilson respond to a refusal of the Mexicans to apologize for arresting and proclaimed the birth of the German Empire.
American sailors in April 1914? Fateful Couple Archduke Franz Ferdinand and wife
The new German nation rapidly industrialized
3.How did Wilson respond to attacks on American soil by Mexican guerrilla Pancho Sophia visit Sarajevo the day of the assassination.
Villa? and quickly became one of the most powerful nations
4.What was the result of this action?
in the world.
5.How was the new surge of nationalism evident in Europe in the late 1800s? primary emphasis on promoting their homeland’s
The creation of Germany transformed European
culture and interests above those of other countries.
politics. In 1870, as part of their plan to unify
Nationalism was one of the reasons for the tensions
Writing Newspaper Headlines Germany, the Prussians had attacked and defeated
among the European powers. Each nation viewed the
Have students choose three France. They then forced the French to give up terri- others as competitors, and many people were willing
major events leading to World tory along the German border. From that point for- to go to war to expand their nation at the expense of
ward, France and Germany were enemies. To protect
War I and write a newspaper others.
itself, Germany signed alliances with Italy and with
headline for each event. Use cur- One of the basic ideas of nationalism is the right
Austria-Hungary, a huge empire that controlled
to self-determination—the idea that people who
rent newspaper headlines to much of southeastern Europe. This became known as
belong to a nation should have their own country
illustrate how editors use a few the Triple Alliance.
and government. In the 1800s, nationalism led to a
words for maximum impact. The new alliance alarmed Russian leaders, who crisis in southeastern Europe in the region known as
Point out that most newspapers feared that Germany intended to expand eastward into the Balkans.Historically, the Ottoman Empire and
Russia. Russia and Austria-Hungary were also com-
use action verbs in headlines. the Austro-Hungarian Empire had ruled the
peting for influence in southeastern Europe. Many of
For example, most editors would Balkans. Both of these empires were made up of
the people of southeastern Europe were Slavs—the
many different nations. As nationalism became a
choose “U.S. Enters War” rather
same ethnic group as the Russians—and the Russians
powerful force in the 1800s, the different national
than “ANation at War.” L2 US: wanted to support them against Austria-Hungary. As
groups within these empires began to press for
3B,24F,24G,25C,25D;ELA:Gr9/10/11: a result, Russia and France had a common interest in
independence.
1A,1B opposing Germany and Austria-Hungary. In 1894 they Among the groups pushing for independence
signed the Franco-Russian Alliance.
were the Serbs, Bosnians, Croats, and Slovenes.
These people all spoke similar languages and had
The Naval Race While the other major powers of come to see themselves as one people. They called
Europe divided into competing alliances, Great themselves South Slavs, or Yugoslavs. The first of
Britain remained neutral. Then, in 1898, the Germans these people to obtain independence were the
On Christmas Day 1914, the fighting began to build a navy challenging Great Britain’s his- Serbs, who formed a nation called Serbia between
stopped, and British and German soldiers torical dominance at sea. By the early 1900s, an arms the Ottoman and Austro-Hungarian empires. Serbs
met in no-man’s-land to chat, play soccer, race had begun between Great Britain and Germany, believed their nation’s mission was to unite the
and pose for photographs. Officers as both sides raced to build warships. The naval race South Slavs.
quickly ended these goodwill meetings, greatly increased tensions between Germany and Russia supported the Serbs, while Austria-
and the soldiers returned to war. Britain and convinced the British to establish closer Hungary did what it could to limit Serbia’s growth.
relations with France and Russia. The British refused In 1908 Austria-Hungary annexed Bosnia, which at
to sign a formal alliance, so their new relationship the time belonged to the Ottoman Empire. The Serbs
with the French and Russians became known as an were furious. They wanted Bosnia to be part of their
“entente cordiale”—a friendly understanding. nation. The annexation demonstrated to the Serbs
Britain, France, and Russia became known as the that Austria-Hungary had no intention of letting the
Triple Entente. Slavic people in its empire become independent.
The Balkan Crisis By the late 1800s, nationalism, A Continent Goes to War In late June 1914, the
or a feeling of intense pride of one’s homeland, had heir to the Austro-Hungarian throne, the Archduke
become a powerful idea in Europe. Nationalists place Franz Ferdinand, visited the Bosnian capital
450 CHAPTER14 World War I and Its Aftermath
MMEEEETTIINNGG SSPPEECCIIAALL NNEEEEDDSS
Visual/Spatial Have students use a map in the text or an outline map that you provide to locate
the members of the Triple Alliance and Triple Entente. Ask students to measure the distances
Student EditionTEKS
between the capitals of the countries within the two groups. Then discuss the relative size and
proximity of these groupings. Ask:Why might it be beneficial for allied nations to be located
ELA:Page 450:Gr9/10/11:6A;
near each other? Does the distance matter if your allies are large and strong? L1
Page 451:Gr9/10/11:10B,13B,
19B,20B Refer toInclusion for the High School Social Studies Classroom Strategies and
Activities in the TCR.
450
Social Studies TAKStested at Grades 10/11: Obj 2:8:10B(10),US8B(11);Obj 5:WH25C(10),
WG21C(10,11),WH26C(10,11),US24B(11) CCHHAAPPTTEERR 1144
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of Sarajevo. As he and his wife rode through Serbian officials who hoped to start a war that
the city, a Bosnian revolutionary named Gavrilo would bring down the Austro-Hungarian Empire.
Princip rushed their open car and shot the couple to The Austro-Hungarian government blamed
death. The assassin was a member of a Serbian Serbia for the attack and decided the time had come
nationalist group nicknamed the “Black Hand.” to crush Serbia in order to prevent Slavic national-
The assassination took place with the knowledge of ism from undermining its empire. Knowing an Answers:
1. Germany, Austria-Hungary,
Bulgaria, Ottoman Empire, Italy
European Alliances, 1914
joined the Allies in 1915
2. Balkans
0 500 miles 60°NNORWAY
St. Petersburg
L0a mbert Azimut5h0a0l kilometers North SWEDEN (Petrograd) Geography Skills Practice
Equal-Area projection Sea Moscow Ask:Into what country did the
UNITED DENMARK
50°N KINGDOM BSaeltaic Central Powers send troops?
(France)
N
RUSSIA
London NETH. Berlin E
W
BELG. GERMANY S
ATLaNTIC Interpreting a Map Have stu-
OCEaN Paris LUX.
dents create a map of Europe at
Vienna June 28, 1914
FRANCESWITZ. Budapest Archduke Franz Ferdinand the beginning of World War I.
AUSTRIA- assassinated by Serb nationalist. Have students label the coun-
HUNGARY
40°NPORTUGASLPAIN CoFrrs.ica ITALRYomeSarajevoSEMROBINRATOBEMUNALEGGNRAIOARIA BPjoouinwlgeeadrr siatB hi njleoa 1iAcn9lkel1id e5S s.te hRianeo 1mC9ea1nn6tir.a al twtrhihee iscc ohann tfdhli eic ntc dodiuecncalttareri eethsd e iwn ovarodr.le vLre1 id nU iSn:
Sardinia ALBANIA Constantinople 1B,8A;ELA:Gr9/10/11:4B,4D
10°W It.
OTTOMAN
GREECE
SPANISH Italy refused to honor EMPIRE Use the rubric for creating
MOROCCO Central Powers alliance
and joined Allied Powers Sicily a map, display, or chart on pages
It.
on May 23, 1915. 65–66 in the Performance
MORFOr.CCO TUNISIA Gthree ewcaer duidn tnil o1t9 e1n7t.er CGrr.ete CypUr.uKs. Assessment Activities and
ALGERIA Fr. Mediterranean Sea Rubrics.
Fr.
LIBYA
Allied Powers 0° It. 20°E EGUY.KP.T30°E 40°E
Central Powers
Neutral nations
Initial troop movements 1. Interpreting Maps Which nations comprised the The last Ottoman sultan with any political
of Central Powers Central Powers in 1914? and military power was Abdul Hamid. He
2. Applying Geography Skills What was the name of was responsible for the massacres of
the southeastern European region that sparked the Armenian men, women, and children liv-
beginning of the war?
ing in Anatolia from 1894 to 1896.
Although there was widespread condem-
June 28 July 28 August 3 August 6
nation in the West, the Ottomans did gain
Assassination of Archduke Austria-Hungary Germany declares war on France, Austria-Hungary declares war
Franz Ferdinand declares war on Serbia begins invasion of Belgium on Russia one friend among European nations—
Germany. Hamid was overthrown in 1908
✦ ✦
July 1914 August 1914 by the Committee of Union and Progress
(CUP). Two important members of CUP,
July 30 August 1 August 4 August 12
Enver Bey and Talaat Bey, forged the
Russia begins mobilizing Germany declares Britain declares France and Great Britain
troops in defense of Serbia war on Russia war on Germany declare war on Austria-Hungary alliance with Germany that would carry
over into World War I.
CHAPTER14 World War I and Its Aftermath 451
IINNTTEERRDDIISSCCIIPPLLIINNAARRYY CCOONNNNEECCTTIIOONNSS AACCTTIIVVIITTYY
Civics Have students research the reaction to the start of World War I of people who lived in your
community at the beginning of the war. Suggest that students use library, museum, historical soci-
Student EditionTEKS
ety, and government resources to locate information. Encourage students to investigate resources
available from veterans organizations in the community. L2 US:24A–D;ELA:Gr9/10/11:4A–D,4F,13B
US HISTORY:Page 450:1A,3B,
25A;Page 451:1A,1B,8B,24A,
24B
451