Download The Outbreak of World War I (cont.)

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Chapter Introduction
Section 1 The United States Enters
World War I
Section 2 The Home Front
Section 3 A Bloody Conflict
Section 4 The War’s Impact
Chapter Summary
Chapter Assessment
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Chapter Objectives
Section 1: The United States Enters
World War I
• Discuss the causes and results of American
intervention in Mexico and the Caribbean. 
• Explain the causes of World War I and why
the United States entered the war.
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Chapter Objectives
Section 2: The Home Front
• Analyze how the United States raised an
army and won support for World War I. 
• Explain how the economy was controlled
to support the war.
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Chapter Objectives
Section 3: A Bloody Conflict
• Discuss the fighting techniques used in World
War I. 
• Characterize the American response to the
Treaty of Versailles.
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Chapter Objectives
Section 4: The War’s Impact
• Describe the effects of the postwar recession
on the United States. 
• Discuss the causes of and reaction to the Red
Scare.
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Why It Matters
The United States reluctantly entered World
War I after German submarines violated
American 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 the
country to be tied to European obligations.
Instead, Americans turned their attention
to the difficult adjustment to peacetime.
The Impact Today
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.
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continued
on next slide
Guide to Reading
Main Idea
Although the United States tried to remain neutral,
events soon pushed the nation into world War I. 
Key Terms and Names
• Pancho Villa 
• guerilla 
•
•
•
•
nationalism 
self-determination 
Franz Ferdinand 
Allies 
• Central Powers 
• propaganda 
• contraband 
• U-boat 
• Sussex Pledge 
• Zimmermann telegram
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Guide to Reading (cont.)
Reading Strategy
Organizing As you read about the start of World
War I, complete a graphic organizer similar to
the one on page 448 of your textbook by
identifying the factors that contributed to the
conflict. 
Reading Objectives
• Discuss the causes and results of American
intervention in Mexico and the Caribbean. 
• Explain the causes of World War I and why the
United States entered the war.
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Guide to Reading (cont.)
Section Theme
Continuity and Change Ties with the British
influenced American leaders to enter world
War I on the side of the Allies.
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Woodrow Wilson’s Diplomacy
• President Wilson was opposed to
imperialism and believed democracy was
necessary to keep the nation stable and
prosperous. 
• He wanted a world free from revolution
and war. 
• In 1911 a revolution in Mexico forced
its leader, Porfirio Díaz, to flee the
country. 
• The new leader, Francisco Madero,
was a poor administrator.
(pages 448–449)
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Woodrow Wilson’s Diplomacy (cont.)
• General Victoriano Huerta took over
in Mexico and presumably had Madero
murdered. 
• Wilson refused to recognize the new
government and prevented weapons
from reaching Huerta. 
• In 1914 Wilson sent U.S. Marines to
seize the Mexican port of Veracruz to
overthrow Huerta. 
• Anti-American riots broke out in Mexico.
(pages 448–449)
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Woodrow Wilson’s Diplomacy (cont.)
• International mediation of the dispute
placed Venustiano Carranza as Mexico’s
new president. 
• Mexican forces opposed to Carranza
conducted raids into the United States,
hoping Wilson would intervene. 
• Pancho Villa led a group of
guerrillas, an armed group that
carries out surprise attacks, into New
Mexico, and a number of Americans
were killed.
(pages 448–449)
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Woodrow Wilson’s Diplomacy (cont.)
• Wilson sent General John J. Pershing
and his troops into Mexico to capture
Villa. 
• Pershing was unsuccessful. Wilson’s
Mexican policy damaged U.S. foreign
relations.
(pages 448–449)
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Woodrow Wilson’s Diplomacy (cont.)
What was President Wilson’s foreign policy in
Mexico?
Wilson refused to recognize the new Mexican
government led by General Victoriano Huerta,
who had seized power in Mexico. Wilson sent U.S.
Marines to Mexico to overthrow Huerta. When antiAmerican riots broke out in Mexico, Wilson was
forced to accept international mediation over the
dispute. Venustiano Carranza was made Mexico’s
president. Mexican forces, led by Pancho Villa,
were opposed to Carranza and conducted raids
into the U.S. Wilson sent General John J. Pershing
into Mexico to capture Villa.
(pages 448–449)
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The Outbreak of World War I
• The roots of World War I can be traced
back to the 1860s, when Prussia began
a series of wars in order to unite German
states. 
• By 1871 Germany was united. The new
German nation changed European
politics. 
• France and Germany were enemies. 
• Germany formed the Triple Alliance with
Austria-Hungary and Italy.
(pages 449–452)
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The Outbreak of World War I (cont.)
• Russia and France formed the FrancoRussian Alliance against Germany and
Austria-Hungary. 
• Great Britain remained neutral until the
early 1900s, when it began an arms race
with Germany. 
• This increased tensions between the two
countries, causing the British to gain
closer relations with France and Russia. 
• The three countries became known as
the Triple Entente.
(pages 449–452)
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The Outbreak of World War I (cont.)
• Nationalism, intense pride for one’s
homeland, was a powerful idea in Europe
in the late 1800s. 
• The right to self-determination, the idea
that people who belong to a nation should
have their own country and government,
was a basic idea of nationalism. 
• This idea led to a crisis in the Balkans
where different national groups within the
Ottoman and Austro-Hungarian Empires
began to seek independence.
(pages 449–452)
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The Outbreak of World War I (cont.)
• In June 1914, the heir to the AustroHungarian throne, Archduke Franz
Ferdinand, was killed by a Bosnian
revolutionary. 
• This act set off a chain of events that
led to World War I. 
• On July 28, Austria declared war on
Serbia. 
• On August 1, Germany declared war
on Russia. 
• Two days later Germany declared war
on France.
(pages 449–452)
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The Outbreak of World War I (cont.)
• The Allies–France, Russia, Great Britain,
and later Italy–fought for the Triple
Entente. 
• Germany and Austria-Hungary joined the
Ottoman Empire and Bulgaria to form the
Central Powers. 
• Germany and France became locked in
a stalemate along hundreds of miles of
trenches. 
• The stalemate lasted three years.
(pages 449–452)
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The Outbreak of World War I (cont.)
• The Central Powers had greater success
on the Eastern Front, capturing hundreds
of miles of territory and taking hundreds
of thousands of prisoners.
(pages 449–452)
The Outbreak of World War I (cont.)
What factors led to the start of World
War I?
(pages 449–452)
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The Outbreak of World War I (cont.)
The roots of World War I can be traced back to the 1860s,
when Prussia began a series of wars in order to unite
German states. By 1871 Germany was united. The new
German nation changed European politics. France and
Germany were enemies. Germany formed the Triple Alliance
with Austria-Hungary and Italy. Russia and France formed the
Franco-Russian Alliance against Germany and AustriaHungary. Great Britain remained neutral until the early 1900s,
when it began an arms race with Germany. This increased
tensions between the two countries, causing the British to
gain closer relations with France and Russia. Nationalism led
to a crisis in the Balkans where different national groups
within the Ottoman and Austro-Hungarian Empires began to
seek independence. In June 1914, the heir to the AustroHungarian throne, Archduke Franz Ferdinand, was killed by a
Bosnian revolutionary. This event caused the alliances of
Europe to declare war on each other.
(pages 449–452)
American Neutrality
• Wilson declared the United States to be
neutral. 
• He did not want his country pulled into
a foreign war. 
• Americans, however, began showing
support for one side or the other with
many immigrants supporting their
homelands. 
• Most Americans favored the Allied
cause.
(pages 452–453)
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American Neutrality (cont.)
• President Wilson’s cabinet was proBritish, believing that an Allied victory
would preserve an international balance
of power. 
• The British skillfully used propaganda,
or information used to influence
opinion, to gain American support.
(pages 452–453)
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American Neutrality (cont.)
• Companies in the United States had
strong ties to the Allied countries. 
• Many American banks gave loans to
the Allies. 
• As a result, American prosperity was
tied to the war. 
• The money would only be paid back
if the Allies won.
(pages 452–453)
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American Neutrality (cont.)
How did propaganda influence Americans?
The British cut the transatlantic telegraph
cable from Europe to the United States to
limit news about the war to mainly British
communication. Outrageous reports about
German war atrocities convinced many
Americans to support the Allies.
(pages 452–453)
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Moving Toward War
• While most Americans supported the
Allies, they did not want to enter the
war. 
• The British navy blockaded Germany
to keep it from getting supplies. 
• The British redefined contraband, or
prohibited materials, to stop neutral
parties from shipping food to Germany. 
• To get around the blockade, Germany
deployed submarines known as
U-boats.
(pages 453–455)
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Moving Toward War (cont.)
• Germany threatened to sink any ship that
entered the waters around Britain. 
• Attacking civilians ships without
warning violated an international treaty
and outraged the United States. 
• The Lusitania, a British passenger
liner, was hit by the Germans, killing
almost 1,200 passengers–including
128 Americans.
(pages 453–455)
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Moving Toward War (cont.)
• Americans instructed Germany to stop
U-boat strikes. 
• Germany did not want the U.S. to join
the war and strengthen the Allies. 
• The Sussex Pledge, a promise made
by Germany to stop sinking merchant
ships, kept the United States out of
the war for a bit longer.
(pages 453–455)
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Moving Toward War (cont.)
• A German official, Arthur Zimmermann,
cabled the German ambassador in
Mexico, proposing that Mexico ally itself
with Germany. 
• In return, Mexico would regain territory
it had earlier lost to the United States. 
• The Zimmermann telegram was
intercepted by British intelligence and
leaked to American newspapers.
(pages 453–455)
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Moving Toward War (cont.)
• In February 1917, Germany went back
to unrestricted submarine warfare and,
soon after, sank six American merchant
ships. 
• On April 6, 1917, the United States
declared war against Germany.
(pages 453–455)
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Moving Toward War (cont.)
What events led to the United States
declaring war against Germany?
(pages 453–455)
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Moving Toward War (cont.)
The British navy blockaded Germany to keep it from
getting supplies. To get around the blockade, Germany
deployed U-boats. The Lusitania, a British passenger
liner, was hit by the Germans, killing almost 1,200
passengers including 128 Americans. A German official,
Arthur Zimmermann, cabled the German ambassador in
Mexico, proposing that Mexico ally itself with Germany. In
return, Mexico would regain territory it had earlier lost to
the United States. The Zimmermann telegram was
intercepted by British intelligence and leaked to American
newspapers. In February 1917, Germany went back to
unrestricted submarine warfare and, soon after, sank six
American merchant ships. On April 6, 1917, the
United States declared war against Germany. (pages 453–455)
Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
C 1. the spreading of ideas about an
institution or individual for the
purpose of influencing opinion
__
A 2. a member of an armed band that
carries out surprise attacks and
sabotage rather than open warfare
__
E 3. German submarine, term means
Unterseeboat (undersea boat)
__
B 4. loyalty and devotion to a nation
__
D 5. goods whose importation,
exportation, or possession is illegal
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A. guerrilla
B. nationalism
C. propaganda
D. contraband
E. U-boat
Checking for Understanding (cont.)
Name the two alliances that Europe was
divided into at the start of World War I.
The Triple Alliance and Triple Entente
were the two alliances.
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Reviewing Themes
Continuity and Change Why did most
of President Wilson’s cabinet members
support the British?
They believed that Allied victory was the
only way to preserve the international
balance of power, and they cited the close
historical ties with Britain and France.
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Critical Thinking
Synthesizing How did European
nationalism contribute to the outbreak
of World War I?
Each major ethnic group in European
empires wanted its own country.
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Analyzing Visuals
Analyzing Time Lines Examine the
time line on page 451 of your textbook.
How does the order in which countries
declared war reflect the European
alliance system?
When one country declared war, its
allies declared war.
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Close
Discuss the causes of World War I and why
the United States entered the war.
Guide to Reading
Main Idea
To successfully fight the war, the United States had
to mobilize the entire nation. 
Key Terms and Names
• conscription 
• Liberty Bond 
• War Industries
Board 
• Victory bond 
• Bernard Baruch 
• Committee on
Public Information 
• victory garden 
• espionage
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Guide to Reading (cont.)
Reading Strategy
Taking Notes As you read about how the United
States mobilized for war, use the major headings
of the section to create an outline similar to the
one on page 456 of your textbook. 
Reading Objectives
• Analyze how the United States raised an army
and won support for World War I. 
• Explain how the economy was controlled to
support the war.
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Guide to Reading (cont.)
Section Theme
Government and Democracy To fight the war,
the federal government created new agencies
to mobilize the economy, draft soldiers, and build
public support.
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Building Up the Military
• As the United States entered the war; it
was necessary to recruit more soldiers. 
• Many progressives thought
conscription, or forced military
service, violated both democratic and
republican principles. 
• A new system of conscription, called
selective service, resulted in about
2.8 million Americans being drafted.
(pages 456–457)
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Building Up the Military (cont.)
• African American soldiers faced
discrimination and prejudice within the
army, where they served in racially
segregated units under white officers. 
• Many African Americans won praise
from their commanders and received
war medals. 
• World War I was the first war in which
women officially served.
(pages 456–457)
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Building Up the Military (cont.)
• The navy enlisted some 11,000 women,
whose jobs included clerics, radio
operators, electricians, pharmacists,
photographers, chemists, and torpedo
assemblers. 
• The army, choosing not to enlist
women, hired them as temporary
employees to fill clerical positions. 
• Army nurses were the only women in
the military to go overseas during the
war.
(pages 456–457)
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Building Up the Military (cont.)
What was selective service?
Selective service was a new system of
forced military service. It required all men
ages 21-30 to register to be drafted for war.
A lottery randomly decided the order in
which they were called to service.
(pages 456–457)
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Organizing Industry
• President Wilson and Congress agreed
that the government should not control
the economy. 
• Instead, they wanted to establish a
cooperative relationship between big
business and government to ensure
efficient use of resources during the
mobilization of the American economy
for war.
(pages 457–458)
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Organizing Industry (cont.)
• In 1917 the War Industries Board (WIB)
was created to coordinate the production
of war materials. 
• In 1918 the WIB was reorganized and
Bernard Baruch, a wealthy Wall Street
stockbroker, was appointed to run it.
(pages 457–458)
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Organizing Industry (cont.)
• The Food Administration, under the
direction of Herbert Hoover, was
responsible for increasing food
production while reducing consumption. 
• Hoover asked people to plant victory
gardens to raise their own vegetables
in order to leave more food for the
troops. 
• The Fuel Administration encouraged
people to conserve coal and oil. 
• Daylight savings time was introduced
to conserve energy.
(pages 457–458)
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Organizing Industry (cont.)
• To raise money to pay for the war,
the government began selling Liberty
Bonds and Victory Bonds. 
• By buying bonds, Americans were
loaning the government money that
would be repaid with interest in a
specified number of years.
(pages 457–458)
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Organizing Industry (cont.)
What were some actions of the WIB under
the leadership of Bernard Branch?
The WIB told manufacturers what they
could and could not make. It also controlled
the flow of raw materials, ordered
construction of new factories, and with the
president’s approval, set prices.
(pages 457–458)
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Mobilizing the Workforce
• To prevent strikes, the government
established the National War Labor
Board (NWLB) in 1918. 
• In exchange for wage increases, an
8-hour workday, and the right to
organize unions and bargain
collectively, the labor leaders agreed
not to disrupt war production with a
strike.
(page 459)
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Mobilizing the Workforce (cont.)
• The war increased the need for women
in the workforce. 
• They took factory and manufacturing
jobs and positions in the shipping and
railroad industries. 
• After the war, women returned to their
previous jobs or left the workforce.
(page 459)
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Mobilizing the Workforce (cont.)
• The war stopped the flow of immigrants
to the United States, which allowed
African Americans wartime jobs 
• Between 300,000 and 500,000 African
Americans left the South to settle in the
North. 
• This “Great Migration” changed the
racial makeup of many Northern cities.
(page 459)
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Mobilizing the Workforce (cont.)
• Many Mexicans moved north, providing
labor for the farms and ranches in the
American Southwest. 
• Mexicans also moved to cities to take
wartime factory jobs. 
• They faced discrimination and hostility
from Americans.
(page 459)
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Mobilizing the Workforce (cont.)
What was the “Great Migration?”
Wartime job openings attracted hundreds
of thousands of African Americans from
the South to settle in the North. It was a
massive population movement during the
war.
(page 459)
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Ensuring Public Support
• The Committee on Public Information
(CPI), was a new government agency
that attempted to “sell” the idea of war
to the American people. 
• Pamphlets and speeches helped deliver
patriotic messages. 
• Espionage, or spying to acquire secret
government information, was addressed
in the Espionage Act of 1917. 
• It set up consequences for people who
aided the enemy.
(pages 459–461)
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Ensuring Public Support (cont.)
• The Sedition Act of 1918 went a step
further by making it illegal to criticize
the president or the government. 
• Suspicions of disloyalty led to the
mistreatment of German Americans.
Anti-German feelings sometimes led
to violence. 
• Radical labor activists, socialists,
pacifists, and anyone appearing
disloyal also came under attack.
(pages 459–461)
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Ensuring Public Support (cont.)
• In the case of Schenck v. the United
States (1919), the Supreme Court ruling
limited an individual’s freedom of speech
if the words spoken constituted a “clear
and present danger.”
(pages 459–461)
Ensuring Public Support (cont.)
How did the government ensure the American
public’s support of the war?
The Committee on Public Information attempted to
“sell” the idea of war to the American people
through pamphlets and speeches. The Espionage
Act of 1917 set up consequences for people who
aided the enemy. The Sedition Act of 1918 made it
illegal to criticize the president or the government.
In the case of Schenck v. the United States (1919),
the Supreme Court ruling limited an individual’s
freedom of speech if the words spoken constituted
a “clear and present danger.”
(pages 459–461)
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
A 1. requiring people to enter
military service
__
C 2. spying, especially to gain
government secrets
B 3. gardens planted by American
__
citizens during war to raise
vegetables for home use,
leaving more for the troops
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A.
conscription
B. victory garden
C. espionage
Checking for Understanding (cont.)
Describe the contributions of African
Americans during the war.
About 400,000 African Americans were
drafted to serve in the war; many received
high praise for their courage from French
generals.
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Reviewing Themes
Government and Democracy How did
government efforts to ensure support for
the war conflict with democratic ideals?
The government’s efforts limited free
speech and freedom of the press.
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Critical Thinking
Analyzing How did World War I cause
the federal government to change its
relationship with the business world?
Special boards were created that
encouraged cooperation between
business and government.
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Analyzing Visuals
Analyzing Posters Examine the
posters on page 458 of your textbook.
How do these images encourage
support for the war? How effective do
you think they would be today?
Answers will vary.
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Close
Explain how the economy was controlled
to support the war.
Guide to Reading
Main Idea
After four years of fighting, the war in Europe
ended in November 1918. 
Key Terms and Names
• “no man’s land” 
• Fourteen Points
• convoy 
• League of Nations 
• Vladimir Lenin 
• Treaty of Versailles 
• Treaty of BrestLitovsk 
• reparations
• armistice 
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
Guide to Reading (cont.)
Reading Strategy
Organizing As you read about the battles of World
War I, complete a graphic organizer similar to
the one on page 464 of your textbook by listing
the kinds of warfare and technology used in the
fighting. 
Reading Objectives
• Discuss the fighting techniques used in World
War I. 
• Characterize the American response to the
Treaty of Versailles.
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Guide to Reading (cont.)
Section Theme
Individual Action American troops played a major
role in helping end the war, while President
Wilson played a major role in the peace
negotiations.
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Combat in World War I
• By 1917 World War I had claimed millions
of European lives. 
• Americans, however, believed their
troops could bring the war to a quick
end. 
• Soldiers dug trenches as a means of
protection from modern weapons. 
• “No man’s land” was the space
between the opposing trenches.
(pages 464–466)
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Combat in World War I (cont.)
• Soldiers would charge the enemy by
scrambling out of the trenches. 
• This inefficient military move made
soldiers easy targets. 
• In major battles, both sides lost several
hundred thousand men.
(pages 464–466)
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Combat in World War I (cont.)
• To break through enemy lines and reduce
casualties, new technologies were
created. 
• Poison gas, first used by the Germans,
caused vomiting, blindness, and
suffocation. 
• Tanks were unsuccessfully used. 
• Airplanes dropped small bombs on the
enemy and engaged in air battles.
(pages 464–466)
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Combat in World War I (cont.)
How did the nature of warfare change in
World War I?
The nature of warfare changed as troops
dug trenches as a means of protection from
modern weapons. New technologies were
created to break through enemy lines. The
technologies included rapid-fire machine
guns, poison gas, tanks, and airplanes that
dropped small bombs and that attached
machine guns for air battles.
(pages 464–466)
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The Americans and Victory
• “Doughboys” was a nickname for
American soldiers. 
• Although inexperienced, the American
soldiers boosted the morale of Allied
forces. 
• American Admiral William S. Sims
proposed convoys, in which merchant
ships and troop transports were
gathered into groups and brought
across the Atlantic by warships.
(pages 466–468)
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The Americans and Victory (cont.)
• The result was a reduction in shipping
losses and ensured that American troops
would get to Europe safely. 
• Although Russians supported the war
effort, their government was not
equipped to handle the major
problems of the nation. 
• In 1917 Vladimir Lenin, leader of the
Bolshevik Party, overthrew the
government and replaced it with a
Communist one.
(pages 466–468)
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The Americans and Victory (cont.)
• Lenin pulled Russia out of the war and
agreed with Germany to sign the Treaty
of Brest-Litovsk, removing German
armies from Russian lands in exchange
for territory. 
• This closed the Eastern Front for
Germany.
(pages 466–468)
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The Americans and Victory (cont.)
• In March of 1918, Germany launched a
massive attack along the Western Front
and pushed deeply into Allied lines. 
• Americans troops captured the village
of Cantigny, and with French
assistance the German attack of Paris
was blocked. 
• The American and French troops held
their ground.
(pages 466–468)
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The Americans and Victory (cont.)
• In September 1918, American General
Pershing put together the most massive
attack in American history, causing one
German position after another to fall to
the advancing American troops. 
• On November 11, 1918, Germany
finally signed an armistice, or ceasefire, that ended the war.
(pages 466–468)
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The Americans and Victory (cont.)
Why did Russia pull out of the war?
After Lenin overthrew the Russian
government and set up a Communist
government, he pulled Russia out of the
war to focus on establishing a Communist
state.
(pages 466–468)
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A Flawed Peace
• In January 1919, leaders of the victorious
Allied nations met to resolve the issues
caused by the war. 
• Wilson’s plan, called the Fourteen
Points, addressed “the principle of justice
to all people and nationalities.” 
• The points proposed by Wilson included
eliminating the general causes of the war
through free trade and disarmament,
open diplomacy instead of secret
agreements, and the right to selfdetermination.
(pages 468–469)
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A Flawed Peace (cont.)
• The points required the evacuation of the
Central Powers from all countries invaded
during the war. 
• The fourteenth point, known as the
League of Nations, called for member
nations to help preserve peace and
prevent future wars.
(pages 468–469)
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A Flawed Peace (cont.)
• The other Allied governments felt that
Wilson’s plan was too lenient toward
Germany. 
• The Treaty of Versailles, signed by
Germany, weakened Wilson’s
proposal. The treaty stripped Germany
of its armed forces and made it pay
reparations, or war damages to the
Allies. 
• The Treaty of Versailles and the
League of Nations were opposed
by many United States lawmakers. (pages 468–469)
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A Flawed Peace (cont.)
• The “Reservationists,” led by Henry
Cabot Lodge, supported the League
but wanted to change the treaty with
amendments that would preserve the
nation’s freedom to act independently. 
• Wilson, exhausted by trying to sell his
plan to Americans, suffered a stroke. 
• The Senate refused to ratify the treaty. 
• Instead, the United States negotiated
separate peace treaties with each of
the Central Powers.
(pages 468–469)
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A Flawed Peace (cont.)
What were the provisions of the Treaty of
Versailles?
The treaty stripped Germany of its armed
forces and made it pay reparations to the
Allies. The sum was more than Germany
could afford to pay. The Treaty also required
Germany to acknowledge guilt
for the outbreak and devastation caused
by World War I.
(pages 468–469)
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
B 1. a temporary agreement to
end fighting
A. convoy
__
C 2. payment by the losing country
in a war to the winner for the
damages caused by the war
C. reparations
__
A 3. a group that travels with
something, such as a ship,
to protect it
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B. armistice
Checking for Understanding (cont.)
List the four nations that dominated the
Paris peace conference in 1919.
Italy, Britain, France, and the United
States were the four nations that
dominated the Paris peace conference
in 1919.
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Reviewing Themes
Individual Action Why did President
Wilson propose his Fourteen Points?
He wanted to provide justice for all
peoples and nationalities.
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Critical Thinking
Analyzing What impact did John J.
Pershing and the Battle of the Argonne
Forest have on World War I?
The battle shattered German defenses
and opened a hole in the German line.
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Analyzing Visuals
Analyzing Maps and Charts Examine
the map and chart on page 467 of your
textbook. Prepare a quiz with questions
based on information from both. Give the
quiz to some of your classmates.
Quizzes will vary.
Click the mouse button or press the
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Close
Characterize the American response to the
Treaty of Versailles.
Guide to Reading
Main Idea
As American society moved from war to peace,
turmoil in the economy and fear of communism
caused a series of domestic upheavals. 
Key Terms and Names
• cost of living 
• general strike 
• Red Scare 
• A. Mitchell
Palmer 
• J. Edgar Hoover 
• deport
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Guide to Reading (cont.)
Reading Strategy
Organizing As you read about the war’s
aftermath, complete a graphic organizer similar
to the one on page 471 of your textbook to list
the effects of the end of World War I on the
American economy. 
Reading Objectives
• Describe the effects of the postwar recession
on the United States. 
• Discuss the causes of and reaction to the Red
Scare.
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Guide to Reading (cont.)
Section Theme
Continuity and Change The postwar period
proved a difficult readjustment period for the
United States, in part because of economic
turmoil and the fear of communism.
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An Economy In Turmoil
• After World War I ended, rapid inflation
resulted when government agencies
removed their controls from the American
economy. 
• Inflation increased the cost of living–the
cost of food, clothing, shelter, and other
essentials people need. 
• While workers needed higher wages to
keep up with the cost of living, companies
wanted to lower wages due to an
increase in operating costs.
(pages 471–473)
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An Economy In Turmoil (cont.)
• The number of members in unions
increased greatly during the war. 
• Unions were better organized than
before. 
• Business leaders wanted to break the
power of unions. 
• The result of these factors was a large
number of strikes.
(pages 471–473)
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An Economy In Turmoil (cont.)
• General strikes–strikes that involve all
workers living in a certain location–
worried Americans because they were
commonly used in Europe by
Communists and other radicals. 
• The Seattle general strike involved
more than 60,000 people and brought
the city to a halt for five days.
(pages 471–473)
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An Economy In Turmoil (cont.)
• In 1919, 75 percent of the police force
of Boston went on strike. 
• The governor of Massachusetts,
Calvin Coolidge, called in the
National Guard to stop looting. 
• When the police tried to return to work,
Coolidge fired them, and a new police
force was hired to replace them.
(pages 471–473)
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An Economy In Turmoil (cont.)
• One of the largest strikes in American
history took place when 350,000
steelworkers went on strike for higher
pay, shorter hours, and recognition of
their union. 
• The failure of their strike set back the
union cause in the steel industry until
1937.
(pages 471–473)
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An Economy In Turmoil (cont.)
What caused Coolidge to become the
Republican choice for vice president in
the 1920 election?
Coolidge had agreed that the striking police
officers should be fired because they had
jeopardized public safety. This brought
Coolidge public attention and support.
(pages 471–473)
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Racial Unrest
• In the summer of 1919, race riots
occurred in many Northern cities. 
• They were caused by the return of
hundreds of thousands of American
soldiers who needed to find
employment. 
• African Americans, who moved north
to work, were now competing for the
same jobs as the soldiers.
(page 473)
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Racial Unrest (cont.)
• The worst violence occurred in Chicago
where whites and African Americans
entered each other’s neighborhoods
and attacked one another. 
• The violence lasted almost two weeks.
(page 473)
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Racial Unrest (cont.)
What caused racial unrest in Northern cities
after the war?
Hundreds of thousands of American
soldiers returned to the workforce after the
war. They competed for jobs and housing
with African Americans who had moved to
Northern cities during the war to work in
factories.
(page 473)
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The Red Scare
• After World War I, Americans associated
communism with disloyalty and
unpatriotic behavior. 
• The numerous strikes in the U.S. in
1919 made Americans fear that
Communists, or “reds,” might take
control. 
• This led to a nationwide panic known
as the Red Scare.
(pages 473–475)
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The Red Scare (cont.)
• The postal service intercepted 30 parcels
addressed to leaders in the business and
political arena that were set to explode
upon opening. 
• One bomb damaged the home of United
States Attorney General A. Mitchell
Palmer. 
• Although no one ever took responsibility
for the packages, most people felt it was
Communists or revolutionaries trying to
destroy the American way of life.
(pages 473–475)
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The Red Scare (cont.)
• Palmer set up a special division in the
Justice Department called the General
Intelligence Division, headed by J. Edgar
Hoover. 
• Today this is known as the Federal
Bureau of Investigation (FBI). 
• Palmer organized raids on various
radical organizations, mostly rounding
up immigrants who were then
deported, or expelled from the
country.
(pages 473–475)
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The Red Scare (cont.)
How did the Red Scare change the attitude
of Americans toward immigrants?
Americans linked radicalism with
immigrants. This led Congress to limit
immigration.
(pages 473–475)
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An End to Progressivism
• Warren G. Harding won the election in
1920 with a campaign that called for a
return to “normalcy,” or a return to the
simpler days before the Progressive
Era reforms. 
• Harding won the election by a
landslide. 
• The American people liked the idea
of returning to a simpler time.
(page 475)
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An End to Progressivism (cont.)
Why did Americans like the idea of a return
to “normalcy”?
Americans had a general sense of
disillusionment because of economic
problems, labor unrest, and racial tensions.
They wanted an end to the upheaval. They
liked the idea of returning to simpler times
before reform.
(page 475)
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
B 1. a strike involving all the
workers in a particular
geographic location
__
A 2. the cost of purchasing goods
and services essential for
survival
__
C 3. to expel individuals from the
country
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A. cost of living
B. general strike
C. deport
Checking for Understanding (cont.)
Describe the conditions that African
Americans faced after the end of World
War I.
They faced racism and intense
competition for housing and jobs.
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Reviewing Themes
Continuity and Change Why did
Republican Warren G. Harding win the
election of 1920?
He campaigned on a return to “normalcy,”
which many wanted.
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Critical Thinking
Analyzing How did the Palmer raids
deprive some citizens of their civil
rights?
They abused civil liberties by searching
without a warrant, jailing suspects
indefinitely, and limiting lawyer-client
communication.
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Analyzing Visuals
Analyzing Photographs Study the
photograph on page 472 of your
textbook. How might parades such as
this one mobilize African Americans to
work for an end to discrimination?
African Americans would note that they
had fought for their country and deserved
to be treated equally.
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Close
Create a graphic organizer showing the
causes of and the reactions to the Red
Scare.
Reviewing Key Terms
Define Match the terms on the right with their definitions on
the left.
__
D 1. German submarine, term means
Unterseeboot (undersea boat)
A.
guerrilla
B.
propaganda
C.
contraband
D.
U-boat
C 3. goods whose importation,
__
exportation, or possession is
illegal
E.
conscription
F.
victory
garden
B 4. the spreading of ideas about an
__
institution or individual for the
purpose of influencing opinion
G.
espionage
H.
armistice
__
E 5. requiring people enter military
service
I.
reparations
J.
deport
__
I 2. payment by the losing country in
a war to the winner for the
damages caused by the war
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Reviewing Key Terms (cont.)
Define Match the terms on the right with their definitions on
the left.
__
F 6. gardens planted by American
citizens during war to raise
vegetables for home use,
leaving more for the troops
A.
guerrilla
B.
propaganda
C.
contraband
__
J 7. to expel individuals from the
country
D.
U-boat
E.
conscription
__
G 8. spying, especially to gain
government secrets
F.
victory
garden
H 9. a temporary agreement to end
__
fighting
G.
espionage
__
A 10. armed band that carries out
surprise attacks and sabotage
rather than open warfare
H.
armistice
I.
reparations
J.
deport
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Reviewing Key Facts
What factors contributed to the start of
World War I in Europe?
The alliance system, the naval
buildup, nationalism in the Balkans,
and the assassination of Archduke
Franz Ferdinand all led to the start of
World War I.
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Reviewing Key Facts (cont.)
What role did American women play in
the war effort during World War I?
Women filled noncombat positions such
as nurses, clerical help, and other jobs
vacated by men who had become
soldiers.
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Reviewing Key Facts (cont.)
What did the American government do
to solve the problem of supplying its
troops?
A draft was initiated to alleviate the
shortage of troops. Convoys ensured
they–and supplies–could get to Europe
safely.
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Reviewing Key Facts (cont.)
What were the provisions of the Treaty of
Versailles?
Germany was stripped of its armed
forces, forced to accept guilt for the war,
and made to pay reparations to the Allies.
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Reviewing Key Facts (cont.)
What were the Palmer raids?
The Palmer raids were raids of various
radical organizations to round up
suspects to deport or imprison.
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Critical Thinking
Analyzing Themes: Government and
Democracy Do you think government
action to suppress opposition to World
War I was justified? Why or why not?
Possible positive answer: It protected
American people from Communist
propaganda. Possible negative answer:
It violated civil rights and liberties.
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Geography and History
The map to the right
shows the
geographical
changes in Europe
after World War I.
Study the map and
answer the
questions on the
following slides.
Geography and History (cont.)
Interpreting
Maps After World
War I, what new
countries were
formed using
territory that had
belonged to
Austria-Hungary?
Czechoslovakia,
Austria, Hungary,
Romania, and
parts of Yugoslavia, Italy, and Poland
were formed.
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Geography and History (cont.)
Applying
Geography
Skills What
countries
acquired territory
from the former
Russian Empire?
Poland, Lithuania,
Latvia, Estonia,
Finland, and part
of Romania
acquired territory.
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Directions: Choose the best answer to the following question.
Which of the following was one of the primary causes of
World War I?
F
A complex set of alliances among European nations
G
The exile of Mexican General Victoriano Huerta
H
The dissatisfaction of Russian peasants
J
The breakup of the Austro-Hungarian Empire
Test-Taking Tip Eliminate answers you know are incorrect.
For example, the breakup of Austria-Hungary took place after
World War I, so you can eliminate that answer. Similarly, the
exile of Huerta occurred in Mexico, which had little effect on
European nations. You also can eliminate that answer.
Click the mouse button or press the
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What was the name of the Austrian
archduke whose assassination started
World War I?
Franz Ferdinand was the Austrian
archduke.
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Explore online information about the topics
introduced in this chapter.
Click on the Connect button to launch your browser and go to
The American Republic Since 1877 Web site. At this site, you will
find interactive activities, current events information, and Web
sites correlated with the chapters and units in the textbook. When
you finish exploring, exit the browser program to return to this
presentation. If you experience difficulty connecting to the Web
site, manually launch your Web browser and go to
http://tarvol2.glencoe.com
Government Concerning the Mexican
Revolution, President Wilson cautioned
“watchful waiting.” Interventionists termed his
policy “deadly drifting.” One critic joked about
Wilson’s diplomacy by making up an ironic
dance step he called the Wilson Tango. It
consisted of one step forward, two steps back,
one to the side, and then a hesitation.
Health Although the Russian people had faced
war, revolution, and civil war, their greatest
danger came in the form of lice. Lice carry
Rickettsia bacteria, which causes typhus. After
the revolution of 1917, Russia experienced the
worst typhus epidemic in history. Between 1917
and 1921, over 2.5 million Russians died of
typhus. The use of fumigants prevented a
similar outbreak on the Western Front.
Christmas Day 1914
Abdul Hamid
Europe
German U-boats
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On Christmas Day 1914, the fighting stopped,
and British and German soldiers met in noman’s-land to chat, play soccer, and pose for
photographs. Officers quickly ended these
goodwill meetings and the soldiers returned to
war.
The last Ottoman sultan with any political and
military power was Abdul Hamid. He was
responsible for the massacres of Armenian men,
women, and children living in Anatolia from 1894
to 1896. Although there was widespread
condemnation in the West, the Ottomans did gain
one friend among European nations–Germany.
Hamid was overthrown in 1908 by the Committee
of Union and Progress (CUP). Two important
members of CUP, Enver Bey and Talaat Bey,
forged the alliance with Germany that would
carry over into World War I.
Until the outbreak of World War I, Europe had
not had a major war for almost 100 years, since
the end of the Napoleonic Wars in 1815.
The first German U-boat was built in1906. During
World War I, Germany was able to put several
types of U-boats into service.
United States Posters
Mass Media
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Some of the posters printed by the United States
government contained highly charged language
and images. One showed two German soldiers
robbing a house after shooting the owner; the
soldiers were labeled “Hindenburglers.” Another,
entitled “Halt the Hun,” showed an American
soldier preventing a German soldier from
bayoneting a defenseless woman and her baby.
The mass media of the World War I era consisted
only of newsprint. Neither film nor radio had
developed as a medium for spreading ideas.
Considering these limitations, World War I
propaganda was extremely effective.
Flying Aces
Ten Days That Shook The World
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Three pilots who flew bombers in World War I
were among the best-known fighters of the war.
American Eddie Rickenbacker shot down 22
planes during the war. Flying aces from other
countries also became famous. Manfred von
Richthofen of Germany, known as the “Red
Baron,” was credited with 80 victories, and
Rene Fonck of France with 75.
John Reed was an eyewitness to the 1917
revolution in Russia. Back in the United States,
he wrote Ten Days That Shook the World and
helped lead the Communist Labor Party. For
his Communist activities, Reed was indicted for
sedition. In 1919 he returned to Russia and
was elected to the Second Congress of the
Communist International.
Black Socks
Red Scare
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As fresh memories of the war, economic
problems, labor unrest, and racial tension
combined to create a sense of disillusionment,
scandal marred a symbol of American life. In
1919 eight members of the Chicago White Sox
were accused of taking mob money to lose the
World Series to the Cincinnati Reds. The
players, dubbed the Black Sox, were acquitted
in court but were banned from professional
baseball for life.
During the Red Scare, many Americans believed
that people who promoted radical causes should
be treated without regard for their rights. Others,
such as journalist William Allen White, argued
that the arrests and deportation of alleged
Communists gave radical causes more publicity
than they deserved.
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to listen to the audio again.
Stalemate
Ace
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Stalemate A stalemate occurs in the game of
chess when one player cannot make any move
without putting his or her king in a position to be
captured, and thus lose the game. It is an apt
term for the deadlock along the Western Front.
Ace The term ace originally referred to a pilot
who shot down five enemy planes. It later came
to mean anyone who was exceptionally good at
something.
Analyzing Information
The ability to analyze information is important
in deciding your position on a subject. For
example, you need to analyze a political
decision to determine if you should support it.
You would also analyze a candidate’s position
statements to determine if you should vote for
him or her.
Click the Speaker button
to listen to the audio again.
Analyzing Information
Learning the Skill
To analyze information, use the following steps: 
• Identify the topic that is being discussed. 
• Examine how the information is organized. What are
the main points? 
• Summarize the information in your own words, and
then make a statement of your own based on your
understanding of the topic and on what you already
know.
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Analyzing Information
Practicing the Skill
Read the information on page 470 of your textbook
taken from Henry Cabot Lodge’s On the League of
Nations speech. Use the steps listed on the previous
slide to analyze the information and answer the
questions on the following slides.
Analyzing Information
Practicing the Skill (cont.)
1. What topic is being discussed?
The League of Nations is being discussed.
2. What are the main points of this excerpt from Senator
Lodge’s speech?
Independence of the United States is precious to us
and to the world; he cannot share his devotion to the
United States with the League of Nations; getting
involved in the intrigues of Europe will endanger the
existence of the United States.
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Analyzing Information
Practicing the Skill (cont.)
3. Summarize the information in this excerpt, and
then provide your analysis based on this
information and what you know from the rest
of the chapter.
Answers will vary.
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Cousins: Royalty and
World War I
Objectives
After viewing “Cousins: Royalty and World War I,” you
should: 
• Know about the complex alliances that existed among
European powers at the start of World War I. 
• Understand how politics can be
stronger than blood ties. 
• Realize that the “war to end all
wars” actually helped set the
stage for another.
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Cousins: Royalty and
World War I
Discussion Questions
Why was World War I sometimes called
a “family affair?”
Alliances between European nations were
complicated by the politically powerful
family dynasties that existed, and many of
the European leaders were related to one
another.
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Cousins: Royalty and
World War I
Discussion Questions
How did the European people react to
their leaders’ goals?
They believed that their leaders’ goals
were just, and that if war did occur, it
would be short-lived.
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Battles of World War I, 1914–1918
Western Front, 1914–1918
World War I Military Deaths
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Western Front, 1914-1918
World War I Military Deaths
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