Chapter 19: World War I and Its Aftermath, 1914-1920

36 Pages·2002·6.11 MB·English

Chapter 19 Resources
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TTEEAACCHHIINNGG TTRRAANNSSPPAARREENNCCIIEESS AAPPPPLLIICCAATTIIOONN AANNDD EENNRRIICCHHMMEENNTT
Graphic Organizer 14 Why It Matters Chapter Linking Past and Present Enrichment Activity 19 Primary Source Reading 19
Transparency 19 Activity 19
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Source:An American Primer.Chicago:The University of Chicago Press,1966.
(continued)
RREEVVIIEEWW AANNDD RREEIINNFFOORRCCEEMMEENNTT
Reteaching Activity 19 Vocabulary Activity 19 Time Line Activity 19 Critical Thinking Skills
Activity 19
Name Date Class Name Date Class Name Date Class Name Date Class
★Reteaching Activity 19 ★Vocabulary Activity 19 ★Time Line Activity 19 Critical Thinking Skills Activity 19 Distinguishing Fact From Opinion
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Meeting NCSS Standards Local Standards
The following standards are highlighted in Chapter 19:
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
574A
Chapter 19 Resources
A E
SSESSMENT AND VALUATION
Chapter 19 Test Chapter 19 Test Standardized Test Skills Performance Assessment ExamView®Pro
Form A Form B Practice Workbook Activity 19 Activities and Rubrics 19 Testmaker CD-ROM
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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 Vision 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 tav.glencoe.com, the Web site compan-
from Glencoe as supplements to Chapter 19:
ion to the American Vision.This innovative integration of electronic
• Woodrow Wilson: Reluctant Warrior (ISBN 0-76-700101-X) and print media offers your students a wealth of opportunities. The
• Pancho Villa: Outlaw Hero(ISBN 0-76-700315-2) 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 • Chapter Overviews • Student Web Activities
accompany many of these videos, check the following home pages: • Self-Check Quizzes • Textbook Updates
A&E Television: www.aande.com
Answers to the student Web activities are provided for you in the Web
The History Channel: www.historychannel.com
Activity Lesson Plans.Additional Web resources and Interactive Tutor
Puzzles are also available.
574B
Chapter 19 Resources
SECTION RESOURCES
Daily Objectives Reproducible Resources Multimedia Resources
SECTION 1 Reproducible Lesson Plan 19–1 Daily Focus Skills Transparency 19–1
The United States Enters World War I Daily Lecture and Discussion Notes 19–1 American Art & Architecture
1.Discuss the causes and results of Guided Reading Activity 19–1* Interactive Tutor Self-Assessment
American intervention in Mexico and Section Quiz 19–1* CD-ROM
the Caribbean. Reading Essentials and Study Guide 19–1 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 19–2 Daily Focus Skills Transparency 19–2
The Home Front Daily Lecture and Discussion Notes 19–2 Interactive Tutor Self-Assessment
1.Analyze how the United States raised Guided Reading Activity 19–2* CD-ROM
an army and won support for World Section Quiz 19–2* ExamView®Pro Testmaker CD-ROM
War I. Reading Essentials and Study Guide 19–2 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 19–3 Daily Focus Skills Transparency 19–3
A Bloody Conflict Daily Lecture and Discussion Notes 19–3 Interactive Tutor Self-Assessment
1.Discuss the fighting techniques used Guided Reading Activity 19–3* CD-ROM
in World War I. Section Quiz 19–3* ExamView®Pro Testmaker CD-ROM
2.Characterize the American response Reading Essentials and Study Guide 19–3 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 19–4 Daily Focus Skills Transparency 19–4
The War’s Impact Daily Lecture and Discussion Notes 19–4 American Art & Architecture
1.Describe the effects of the postwar Guided Reading Activity 19–4* Interactive Tutor Self-Assessment
recession on the United States. Section Quiz 19–4* CD-ROM
2.Discuss the causes of and reaction to Reading Essentials and Study Guide 19–4 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 19 Reading Essentials and Study Guide.
*Also Available in Spanish
Blackline Master Transparency CD-ROM DVD
Poster Music Program Audio Program Videocassette
574C
Chapter 19 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
most important to least important. Then randomly
(Transparencies)
group students and have them try to reach consen-
• PicturePack: World War IEra (Transparencies)
sus. The interrelated nature of the six causes makes
the task extremely difficult. If time permits, repeat the
ADDITIONAL NATIONAL GEOGRAPHIC
process and make a hypothetical change in the his-
SOCIETY PRODUCTS
torical facts. For instance, suggest that Germany had a
large surface navy and Britain developed unrestricted
To order the following, call National Geographic at 1-800-368-2728:
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
574D
IInnttrroodduucciinngg
CCHHAAPPTTEERR 1199
World War I and
Performance
Assessment
Its Aftermath
Refer to Activity 19 in the
Performance Assessment
1914–1920
Activities and Rubrics
booklet. Why It Matters
The United States reluctantly entered World War I after German submarines violated American
W
neutrality. After the war ended, President Wilson supported the Treaty of Versailles, believing its
hy It Matters Activity
terms would prevent another war. The U.S. Senate, however, rejected the treaty. It did not want
the country to be tied to European obligations. Instead, Americans turned their attention to the
Ask students how they think the United difficult adjustment to peacetime.
States’s involvement in World War I
The Impact Today
affects their lives today. Students should
evaluate their answers after they have
The experience of World War I had a long-term effect on American history.
completed the chapter.
• The United States continues to be involved in European affairs.
• The horrors of the conflict helped reshape how people view warfare.
The American VisionVideo The Chapter 19 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 Vision
Video Program
To learn more about how royal mar- 1913
riages and political alliances con- •Woodrow Wilson begins his
first presidential term
tributed to the war in Europe, have
students view the Chapter 19 video,
1915
“Cousins: royalty and World War I,”
•The Lusitaniais sunk
from the American VisionVideo
1917
Program. •U.S. enters war
▲
Wilson
Available in 1913–1921 ▲ ▲
DVD and VHS
MindJogger Videoquiz 1913 1915 1917
Use the MindJogger Videoquizto
▼ ▼ ▼ ▼
preview Chapter 19 content. 1914 1915 1916 1917
•Archduke Franz •Italy joins Allies •British suppress •Bolshevik Revolution
Available in VHS 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
574
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.
574
IInnttrroodduucciinngg
CCHHAAPPTTEERR 1199
HISTORY
Introduce students to chapter
content and key terms by having
them access the Chapter 19
Overview at tav.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-
American soldiers in the 23rd Infantry fire on German
positions in the Argonne Forest. planes were buzzing overhead most
1918
all the time, just like a lot of hornets.
•Congress passes Sedition Act
Lots of men were killed by the artillery
•Battle of Argonne Forest
fire. And lots more wounded.” Ask
begins in September
1919 students how the conditions of war
•Armistice ends fighting on
•Race riots and strikes produce heroes like York. (Responses
November 11
take place in Northern may typically refer to feelings for
cities
comrades.)
HISTORY
•Red Scare and Palmer
raids target
Harding
Communists in the U.S.
▲ ▲ 1921–1923
Chapter Overview
Visit the American Vision
1919 1921 Web site at tav.glencoe.com
and click on Chapter
▼ ▼ ▼ ▼ Overviews—Chapter 19to
1918 1920 1921 preview chapter information. Have students use the chapter and sec-
•Treaty of Brest-Litovsk •British government •Irish Free State tion time lines to create a single time
ends Russian-German war creates the Northern established by line that incorporates all of the signifi-
1919 Ireland province signed treaty cant dates related to World War I.
•Treaty of Versailles
conference begins
575
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.
575
CCHHAAPPTTEERR 1199 The United States
SSeeccttiioonn 11,, 557766––558833
Enters World War I
1
FOCUS
Section Overview Main Idea Reading Strategy Reading Objectives
Although the United States tried to Organizing As you read about the start •Discuss the causes and results of
This section focuses on the
remain neutral, events soon pushed the of World War I, complete a graphic American intervention in Mexico and
events that led up to World nation into World War I. organizer similar to the one below by the Caribbean.
War I and how the United States 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.
became involved.
Pancho Villa, guerrilla, nationalism,
self-determination, Franz Ferdinand, Section Theme
B E L L R I N G E R Allies, Central Powers, propaganda, Factors Contributing Continuity and Change Ties with the
to World War I
Skillbuilder Activity contraband, U-boat, Sussex Pledge, British influenced American leaders to
Zimmermann telegram enter World War I on the side of the
Allies.
Project transparency and have
students answer the question. ✦ ✦ ✦ ✦
1914 1915 1916 1917
Available as a blackline April 1914 June 1914 July 1914 May 1915 April 1917
master. U.S. Marines occupy Assassination of Archduke World War I begins Sinking of the United States
Veracruz, Mexico Franz Ferdinand Lusitania enters the war
Daily Focus Skills Transparency
19–1
ChaU6pNteITr 19 DTCoRpAyrAiIghLNt Y©S bFyP TOAhe CRMcUEGraNSw -HCSillY KCo Im1Lpa9Lni-eSs1, Inc. ATCceoeNaunScntWrhtareilEe rPRs To :niwpGo:e lHrosan wvgeeit rhs te utxhdieset n cputsor rlcietoincmta mlplyaa.rpe ttoh ed leistetsr mofi nAell iwesh iacnhd
Analyzing a Map
WORLD WAR I – THE WORLD CHOOSES SIDES Dquireescttiioonn sb:a Asnedsw oenr tthhee mfoallpo.wing
A•••••••••••••C••••N••••••••••LEERFBUIRSMGPMATGAOBINSDNLSASS MctLNUuruawoupewlpelueoeourteneabgooItTneTxllrorntrsaalErmsilongyeiaegrnhtbametRiRetwtnirSmseosumdcinnrzratnceiomauAiiAdaieiiceaeaegasireraadaancmaanL ciryLlnnhba-raKcailnoe a Hykal oonPNi gnnEuudOArdgmrnsoTWgdgMpIoSOaEiOmrPrRNeyRASSMNOOICPPSOORRCRCTTHUUGGOOOOAALLCCSOPAATILNAIMCNEALTeALINGCDdFE KKKORUUUIIIRNNNiNNNICGGGALIIIATTTDDDEtoPEEEOOOAnNDDDaMMMedddNrCiooosBBBrnnnNEEEEWSNNNLLLorSGGGeEEErTTT.a..NtTTTSSSahHHHEUUUWWW...DDDNNNLnIIITTTEEEUIIIZZZNNNSSSX...eMMM.IIIIAAAGTNAAAaOARRRERKKKLRnWYAMRRRYAdoooArAiammmSNtiUcYeeeBSeSeTSSSSWVerRaaaaEalBirrrDiIeanaaaEAlSSStnANijjjEEE-eceeLMMMnNNNRRRHBBBvvvSaOOOEEBEBBeAUAAoooaGGGIIINNNNNNAAANRRRTTTIIIGGGAAAEEEOORRORGEEE---EEEACCCEEERBBRUUYLLOGGMAARAR(IINSAAItAP PeetrteoBrgCCslroobaannudssrcttgaaRk)nntt iiOOnnUEESTTooMMppTTellOSOPPeeaIIMMRRAASEENNIA TcWaCteoFGHJhosxhneeo uineetsRAOOBI rnth stctuuaultttr toedttwlslspaarooygs tu ilromm rAaioWe aanierPla lnsaa ii tlga-aaot nndtriHnitrheri wchEEudeGo seaImman seeu yBlag twrrlppp?nu myansiifslero.rr.ogda yeer WaTonu leraatwyofgih nn hankhoddeingtc oehoinfrw n AaWOwm’iSlasEehrodraeiniuc to haghfn h aOt ndhe’eS emash sgsbakyraueo sdgdwseh yiCsnn cioegnrns i bcMsgryerie dsecxis soitsc hub oteleod Ctt waenitunoeytse,th i ntosohl nerMeise z wepeinx itof ichtenho eo e tauf hM nsdeed iepr xoatlihoifcn emafyo nU arn ctcni eagNit pheaeitdgtl sao aoSlfi:tnn aAs tOpte rM’sSi.l heE2xaa0iurc, lgoi1eh.9 rnI1 nte4h sh.as eLty ri dv wdianaiyags,r Pyaw,rte etlshliedent
“I can’t sleep. National and personal potentialities [possibilities] are surging through my
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,
Guide to Reading a heavy rain is falling....Rain is as potent as shell-fire in clearing the streets, and I don’t
think there will be any trouble.”
Answers to Graphic: Balkan crisis,
The next day, O’Shaughnessy reported that the conflict had begun: “We are in Mexico, in
alliance system, naval race, assassina-
full intervention!...Marines are due to-day in Vera Cruz....”
tion of Franz Ferdinand
Raising the flag at Veracruz —adapted from A Diplomat’s Wife in Mexico
Preteaching Vocabulary
For each of the Key Terms and
Woodrow Wilson’s Diplomacy
Names, have students write a phrase
or short sentence that will help them As president, Wilson resolved to “strike a new note in international affairs” and to see
remember the significance of the that “sheer honesty and even unselfishness...should prevail over nationalistic self-
term or name. seeking in American foreign policy.” Wilson strongly opposed imperialism. He also
576 CHAPTER19 World War I and Its Aftermath
SSEECCTTIIOONN RREESSOOUURRCCEESS
Reproducible Masters Multimedia
•Reproducible Lesson Plan 19–1 Interactive Tutor Self-Assessment CD-ROM
•Daily Lecture and Discussion Notes 19–1 ExamView®Pro TestmakerCD-ROM
•Guided Reading Activity 19–1 Presentation Plus! CD-ROM
•Section Quiz 19–1 TeacherWorks™CD-ROM
•Reading Essentials and Study Guide 19–1 Audio Program
American Music: Hits Through History
Transparencies
American Music: Cultural Traditions
•Daily Focus Skills Transparency 19–1
576
CCHHAAPPTTEERR 1199
believed that democracy was essential to a nation’s History
stability and prosperity, and that the United States SSeeccttiioonn 11,, 557766––558833
should promote democracy in order to ensure a Moral Imperialism President Wilson sent
General John Pershing (below) to stop Pancho
peaceful world free of revolution and war. During
Villa’s (right) raids into the United States.
Wilson’s presidency, however, other forces at work at Why was Villa conducting these raids? 2
home and abroad frustrated his hope to lead the TEACH
world by moral example. In fact, Wilson’s first inter-
national crisis was awaiting him when he took office
in March 1913.
Daily Lecture and
Discussion Notes 19–1
The Mexican Revolution From 1884 to 1911, a dicta-
tor, Porfirio Díaz, ruled Mexico. Díaz encouraged for-
eign investment in Mexico to help develop the Copyright © by The McGraw-Hill Companies, Inc.
nation’s industry. Afew wealthy landowners domi- Daily Lecture and Discussion Notes
Chapter 19, Section 1
nated Mexican society. The majority of the people ?
were poor and landless, and they were increasingly DiWda Yr Io, u“R Kemneomwber thWe Lhuesnit tahneia U” nbietceadm Set aat ecso fminmalolyn esnlotgeraend m Wuocrhld
like the slogan “Remember the Maine” was used during the
frustrated by their circumstances. In 1911 a revolution Spanish-American War.
erupted, forcing Díaz to flee the country. I. Woodrow Wilson’s Diplomacy (pages 576–577)
A.President Wilson was opposed to imperialism and believed democracy was necessary
Francisco Madero, a reformer who appeared to to keep the nation stable and prosperous. He wanted a world free from revolution
and war.
support democracy, constitutional government, and B.Inne w19 l1e1a ad erre,v Forlaunticoisnc oin M Maedxeircoo, fworacse ad pitoso lre aaddemr,i nPiosrtfriartioor D. Gíaezn, etroa fll Veei ctthoer icaonuon Htryu.e Trthae
tookoverinMexicoandmurderedMaderoWilsonrefusedtorecognizethenewgov
land reform, replaced Díaz. Madero, however,
proved to be an unskilled administrator. Frustrated
with Mexico’s continued decline, army officers plot- Creating a Map Give students
ted against Madero. Shortly before Wilson took armed band that uses surprise attacks and sabotage an outline map of Central
office, General Victoriano Huertaseized power in rather than open warfare—that burned the town of
America and have them identify
Mexico, and Madero was murdered—presumably on Columbus, New Mexico, and killed a number of
and label all of the places men-
Huerta’s orders. Americans. Wilson responded by sending 6,000
Huerta’s brutality repulsed Wilson, who refused U.S. troops under General John J. Pershingacross tioned in this section. L1
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-
Huerta soon would be overthrown. Wilson therefore rillas. Wilson’s growing concern over the war rag- a map, display, or chart on pages
tried to prevent weapons from reaching Huerta, and ing in Europe finally caused him to recall 77–78 in the Performance
he permitted Americans to arm other political fac- Pershing’s troops in 1917. Assessment Activities and
tions within Mexico. Wilson’s Mexican policy damaged U.S. foreign Rubrics.
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
Veracruz. governments that he hoped would be more stable and receiving assistance from the United
Although the president expected the Mexican democratic than the current regimes. States. Villa was trying to force the
people to welcome his action, anti-American riots Reading Check Examining Why did President United States to intervene.
broke out in Mexico. Wilson then accepted interna- Ask: How successful was Pershing’s
Wilson intervene in Mexico?
tional mediation to settle the dispute. Venustiano expedition to capture Pancho Villa?
Carranza, whose forces had acquired arms from the
(not a success; Pershing recalled)
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
CHAPTER19 World War I and Its Aftermath 577
Answer: first, to help support the
overthrow of Huerta, later to sup-
press Villa
CCOOOOPPEERRAATTIIVVEE LLEEAARRNNIINNGG AACCTTIIVVIITTYY
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
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.
Suggest that they choose an editor in chief to help organize the selection of topics so that the end
product contains varied and accurate coverage of the foreign policy of the period.
Use the rubric for a cooperative group management plan on pages 81–82 in the Performance
Assessment Activities and Rubrics.
577
CCHHAAPPTTEERR 1199
of factors created problems among the powers of
SSeeccttiioonn 11,, 557766––558833 Europe and set the stage for a monumental war.
The Alliance System The roots of World War I
Guided Reading Activity 19–1 date back to the 1860s. In 1864, while Americans
fought the Civil War, the German kingdom of
Prussia launched the first of a series of wars to
Name Date Class
unite the various German states into one
★ Guided Reading Activity 19-1
nation. By 1871 Prussia had united Germany
aDn1IRs.wECWeTrh ItOohN es Seq:iu zReeedstc ipoorondwsi nebrge l ioWnw Mh. oRe,x eWifceohr atsoth, oyWrothulyre nbte,e xfWotbrheoe oWrkeo ,t ooWd whrorywi,t ae W nthdiel Hs aoonnws two Roeerkas .odf ftihcee saesc ptiroens iadnednt in and proclaimed the birth of the German Empire. Fateful Couple Archduke Franz Ferdinand and wife
1913? The new German nation rapidly industrialized Sophia visit Sarajevo the day of the assassination.
2.How did Wilson respond to a refusal of the Mexicans to apologize for arresting
American sailors in April 1914? and quickly became one of the most powerful nations
3.How did Wilson respond to attacks on American soil by Mexican guerrilla Pancho in the world.
Villa? primary emphasis on promoting their homeland’s
4.What was the result of this action? The creation of Germany transformed European
culture and interests above those of other countries.
5.How was the new surge of nationalism evident in Europe in the late 1800s? politics. In 1870, as part of their plan to unify
Nationalism was one of the reasons for the tensions
Germany, the Prussians had attacked and defeated
among the European powers. Each nation viewed the
France. They then forced the French to give up terri-
Writing Newspaper Headlines others as competitors, and many people were willing
tory along the German border. From that point for-
to go to war to expand their nation at the expense of
Have students choose three ward, France and Germany were enemies. To protect
others.
major events leading to World itself, Germany signed alliances with Italy and with
One of the basic ideas of nationalism is the right
War I and write a newspaper Austria-Hungary, a huge empire that controlled to self-determination—the idea that people who
headline for each event. Use cur- much of southeastern Europe. This became known as belong to a nation should have their own country
the Triple Alliance.
rent newspaper headlines to and government. In the 1800s, nationalism led to a
The new alliance alarmed Russian leaders, who
illustrate how editors use a few crisis in southeastern Europe in the region known as
feared that Germany intended to expand eastward into
the Balkans.Historically, the Ottoman Empire and
words for maximum impact. Russia. Russia and Austria-Hungary were also com-
the Austro-Hungarian Empire had ruled the
Point out that most newspapers peting for influence in southeastern Europe. Many of
Balkans. Both of these empires were made up of
use action verbs in headlines. the people of southeastern Europe were Slavs—the many different nations. As nationalism became a
same ethnic group as the Russians—and the Russians
For example, most editors would powerful force in the 1800s, the different national
wanted to support them against Austria-Hungary. As
choose “U.S. Enters War” rather groups within these empires began to press for
a result, Russia and France had a common interest in
independence.
than “ANation at War.” L2
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
On Christmas Day 1914, the fighting Britain remained neutral. Then, in 1898, the Germans these people to obtain independence were the
stopped, and British and German soldiers began to build a navy challenging Great Britain’s his- Serbs, who formed a nation called Serbia between
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
578 CHAPTER19 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
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
near each other? Does the distance matter if your allies are large and strong? L1
Refer toInclusion for the High School Social Studies Classroom Strategies and
Activities in the TCR.
578
CCHHAAPPTTEERR 1199
of Sarajevo. As he and his wife rode through Serbian officials who hoped to start a war that
SSeeccttiioonn 11,, 557766––558833
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,
European Alliances, 1914
Bulgaria, Ottoman Empire, Italy
0 500 miles 60°NNORWAY joined the Allies in 1915
St. Petersburg
L0a mbert Azimut5h0a0l kilometers North SWEDEN (Petrograd) 2. Balkans
Equal-Area projection Sea
Moscow
UNITED DENMARK Geography Skills Practice
50°N KINGDOM BSaeltaic Ask:Into what country did the
N Central Powers send troops?
RUSSIA
London NETH. Berlin W E (France)
ATLaNTIC BELG. GERMANY S
OCEaN Paris LUX.
Vienna June 28, 1914 Interpreting a Map Have stu-
FRANCESWITZ. Budapest Archduke Franz Ferdinand
AUSTRIA- assassinated by Serb nationalist. dents create a map of Europe at
HUNGARY the beginning of World War I.
40°NPORTUGAL Corsica ITALY SarajevoSERBIRAOMANIA BulgariaB jloaicnked S tehae Central Have students label the coun-
SPAIN Fr. MONTBEUNLEGGRAORIA Pjooinweedr st hine 1A9ll1ie5s. Rino 1m9a1n6i.a tries and indicate the order in
Sardinia RomeALBANIA Constantinople which the countries involved in
10°W It. OTTOMAN the conflict declared war. L1
GREECE
EMPIRE
SPANISH Italy refused to honor
MOROCCO Central Powers alliance Sicily Use the rubric for creating
aonnd M joaiyn 2e3d, A1l9li1e5d. Powers It. a map, display, or chart on pages
MORFOr.CCO TUNISIA Gthree ewcaer duidn tnil o1t9 e1n7t.er Crete CypUr.uKs. 77–78 in the Performance
Gr.
ALGERIA Fr. Mediterranean Sea Assessment Activities and
Fr. Rubrics.
LIBYA
It. EGYPT
Allied Powers 0° 20°E U.K. 30°E 40°E
Central Powers
Neutral nations
Initial troop movements 1. Interpreting Maps Which nations comprised the
of Central Powers
Central Powers in 1914? The last Ottoman sultan with any political
2. Applying Geography Skills What was the name of and military power was Abdul Hamid. He
the southeastern European region that sparked the was responsible for the massacres of
beginning of the war? Armenian men, women, and children liv-
ing in Anatolia from 1894 to 1896.
June 28 July 28 August 3 August 6
Although there was widespread condem-
Assassination of Archduke Austria-Hungary Germany declares war on France, Austria-Hungary declares war
nation in the West, the Ottomans did gain
Franz Ferdinand declares war on Serbia begins invasion of Belgium on Russia
one friend among European nations—
✦ ✦
July 1914 August 1914 Germany. Hamid was overthrown in 1908
by the Committee of Union and Progress
July 30 August 1 August 4 August 12
(CUP). Two important members of CUP,
Russia begins mobilizing Germany declares Britain declares France and Great Britain
Enver Bey and Talaat Bey, forged the
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.
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-
ety, and government resources to locate information. Encourage students to investigate resources
available from veterans organizations in the community. L2
579