Download AP US Ch 22 Slides

Chapter 22
A Global Power
The United States in the Era of the Great War
1901-1920
© 2009 Pearson Education, Inc.
Chapter Focus Questions
• How and where did the United States expand its role on the
international scene? (pre-WW1: 1898-1914)
• Why did the United States move from neutrality to
participation in the Great War? (1914-1917)
• What methods and techniques did the federal government
used to achieve wartime mobilization? (1917-1918)
• How did U.S. entry into the war alter the political landscape,
especially with respect to dissent? (1917-1918)
• How can we explain Woodrow Wilson’s failure to win the
peace? (Post-1918)
© 2009 Pearson Education, Inc.
2
William McKinley (1897-1901):
“Open Door Policy”
• He was a Republican who defeated Democrat
William Jennings Bryan in the critical election of
1896; he planned to run a pro-business presidency
with a foreign policy based on economic growth for
US through trade.
• In Asia (esp. China), the United States pursued the
“Open Door” policy for free trade.
• When USS Maine exploded in 1898, he went along
with declaration of war on Spain.
• Allowed the US to buy Puerto Rico, Guam and the
Philippines from Spain in 1900.
• He was assassinated by an anarchist in September
1901. His Vice-President, Teddy Roosevelt, took
over for him.
Teddy Roosevelt (1901-1909):
“Big Stick Diplomacy”
• Americans believed that they had a God-given role to promote a
moral world order.
• Theodore Roosevelt’s “big stick” approach called for military
intervention when the US gov’t deemed it necessary.
– He secured a zone in the Panama Canal canal, completed in 1914.
– He expanded the Monroe Doctrine to justify armed intervention in the
Caribbean where the United States assumed management of several
nations’ finances (Roosevelt Corollary).
• In Asia (esp. China), the United States pursued the “Open
Door” policy for free trade.
• TR mediated a settlement of the Russo-Japanese War.
© 2009 Pearson Education, Inc.
4
This 1905 cartoon portraying President Theodore Roosevelt, “The World’s
Constable,” appeared in Judge magazine. In depicting the president as a strong
but benevolent policeman bringing order in a contentious world, the artist Louis
Dalrymple drew on familiar imagery from Roosevelt’s earlier days as a New York
5
City police commissioner. © 2009 Pearson Education, Inc.
William Howard Taft (1909-1913):
Dollar Diplomacy
• Roosevelt’s successor, William Howard Taft, favored “dollar
diplomacy” that substituted economic investment for
military intervention.
– Taft believed that political influence would follow increased
U.S. trade and investments.
– American investment in Central America doubled.
• Military interventions occurred in Honduras and Nicaragua.
• In Asia, the quest for greater trade led to worsening relations
with Japan over the issue of ownership of Chinese railroads.
© 2009 Pearson Education, Inc.
6
Woodrow Wilson (1913-1921):
Progressive and Moralistic Foreign Policy
• Woodrow Wilson had no diplomatic experience before
becoming president.
• He favored expanding the Open Door principle of equal access
to markets.
• He saw expansion of American capitalism and Americanstyle democracy in moral terms.
– He hope to bring the progressive vision to the rest of the world
• Unable to control the revolution in Mexico, Wilson sent troops
to Vera Cruz and northern Mexico.
– The complex realities of power politics interfered with his moral vision.
• When relations with Germany worsened, Wilson accepted an
international commission’s recommendation and withdrew
U.S. troops from Mexico.
This 1914 political cartoon
comments approvingly on
the interventionist role
adopted by the United
States in Latin American
countries. By depicting
President Woodrow Wilson
as school teacher giving
lessons to children, the
image captures the
paternalistic views that
American policy makers
held toward nations like
Mexico, Venezuela, and
Nicaragua.
© 2009 Pearson Education, Inc.
8
MAP 22.1 The United States in the Caribbean, 1865–1933 An overview of U.S.
economic and military involvement in the Caribbean during the late nineteenth and early
twentieth centuries. Victory in the Spanish-American War, the Panama Canal project,
and rapid economic investment in Mexico and Cuba all contributed to a permanent and
growing U.S. military presence in the region.
© 2009 Pearson Education, Inc.
9
World War I Begins (1914):
American Neutrality
• Wilson and most Americans wanted to stay
neutral.
• Many Americans had Old World (European) ties.
• The English and Germans bombarded Americans
with propaganda.
• Economic ties hurt American neutrality.
– Wilson opposed the British blockade of Germany but
did not trade with the Germans.
– Trade with the Allies increased dramatically.
© 2009 Pearson Education, Inc.
10
Preparedness and Peace
• Germany declared the waters around Britain to be a
war zone and began submarine attacks.
• In May 1915 Germans sank the Lusitania, a British
passenger ship secretly loaded with armaments,
killing 1,198 people including 128 Americans.
• In March 1916, Germany changed its submarine
policy, but Wilson pushed for greater war preparation.
– Opponents mobilized on the streets and in Congress.
• In 1916, Wilson won re-election with the slogan “He
Kept Us Out of War.”
© 2009 Pearson Education, Inc.
11
Patriotic marchers carry an over-sized American flag past
spectators, as part of a “preparedness parade” in downtown
Mobile, Alabama before American entry into World War I.
© 2009 Pearson Education, Inc.
12
1917: Keeping the world
“Safe for Democracy”
• Germans resumed unrestricted submarine warfare in
February 1917 gambling that they could destroy the Allies
before America intervened.
– Wilson broke diplomatic relations with Germany.
• The White House publicized a note from the German foreign
secretary to Mexico which proposed an alliance with
Mexico if the United States entered the war.
• The Zimmerman note also provoked an outpouring of antiGerman feeling.
– Wilson issued an executive order authorizing the arming of
merchant ships and allowing them to shoot at submarines.
– In one month German U-boats sank seven merchant ships.
• On April 6, 1917, Congress declared war on Germany (and
© 2009 Pearson Education, Inc.
13
its allies).
Part Five:
American Mobilization
© 2009 Pearson Education, Inc.
14
Selling the War
• Uncertain about public backing for the war, Wilson
appointed George Creel to head the Committee on
Public Information that tried to promote public
support.
• Creel enlisted over 150,000 people to promote the
cause.
• The CPI:
– published literature;
– sponsored huge rallies featuring movie stars;
– portrayed America as a unified moral community
engaged in a crusade for peace and freedom; and
– depicted Germans as bestial monsters.
© 2009 Pearson Education, Inc.
15
James Montgomery Flagg’s
Navy recruiting poser from
1918 combined appeals to
patriotism, the opportunity to
“make history,” and
traditional images depicting
liberty as a woman.
© 2009 Pearson Education, Inc.
16
Seeing History
Selling War.
SOURCE: http://www.firstworldwar.com/posters/images
© 2009 Pearson Education, Inc.
17
Fading Opposition to War
• Many progressives and intellectuals identified with Wilson’s
definition of the war as a defense of democracy.
• Women’s suffrage leaders who had initially opposed war
preparedness threw themselves behind the war effort.
– The war effort gave women a leading role in their communities
selling war bonds, coordinating food conservation drives, and
working for hospitals and the Red Cross.
– Many hoped that supporting the war effort would help the
suffrage cause.
• Only a minority maintained their opposition to the war.
© 2009 Pearson Education, Inc.
18
“You’re in the Army Now”
• Recruiting a large army required a draft that met
with only scattered organized resistance.
• On the first day, nearly 10 million men registered
for the draft.
– By the end of the war 24 million had registered, 2.8
million had been called to serve, and 2 million had
volunteered.
• Recruits took a range of psychological and
intelligence tests.
• Some praised the army for promoting democratic
equality among the troops.
© 2009 Pearson Education, Inc.
19
Racism in the Military
• But black troops were organized into
separate units and subjected to white
harassment.
• Most had non-combat jobs, but those
African Americans who did fight served with
distinction, and were well treated by the
French.
© 2009 Pearson Education, Inc.
20
African American officers in the 367th Infantry Regiment, 77th Division, pose with a
girl in France, 1918. Nicknamed the “Buffalos” a reference to the black “buffalo
soldiers” who had served in the U.S. Army during the late nineteenth century
campaigns against Indians, this was one of the only two army units that
commissioned African American
© 2009officers.
Pearson Education, Inc.
21
Americans in Battle
• Map: The Western Front, 1918
• Pershing insisted that American troops maintain
their own identity.
• Pershing believed the object of war was total
destruction, much like Ulysses S. Grant.
• Approximately 112,000 Americans died—half
from disease —and twice that number were
wounded. However, these losses were far less
than the millions of losses suffered by European
nations.
© 2009 Pearson Education, Inc.
22
MAP 22.2 The
Western Front,
1918 American
units saw their first
substantial action
in late May, helping
to stop the German
offensive at the
Battle of Cantigny.
By September,
more than 1 million
American troops
were fighting in a
counteroffensive
campaign at St.
Mihiel, the largest
single American
engagement of the
war.
© 2009 Pearson Education, Inc.
23
The Russian Revolution, The Fourteen
Points and Allied Victory
• The Bolshevik victory in 1917 changed the climate
of foreign and domestic affairs.
• Wilson sympathized with the overthrow of the
czar.
• In August 1918, Wilson sent American troops into
northern and eastern Russia, purportedly to
protect railroad connections.
• Wilson offered his vision for peace in a series of
Fourteen Points.
• The massive influx of American troops
hastened the end of the war.
© 2009 Pearson Education, Inc.
24
Part Six:
Over Here
© 2009 Pearson Education, Inc.
25
Organizing the Economy
• Wilson established the War Industries Board to
coordinate industrial mobilization.
– Headed by Bernard Baruch, the WIB forced industries to
comply with government plans.
• Herbert Hoover ran the Food Administration.
• Financing the war required new taxes.
• Most of the needed financing came from Liberty
Bond drives.
© 2009 Pearson Education, Inc.
26
A Food Administration poster
blended a call for conservation
of wheat with an imaginative
patriotic appeal for recent
immigrants to support the war
effort.
© 2009 Pearson Education, Inc.
27
The Business of War
• Industrialists saw the war as an opportunity for
expansion and high profits.
• Henry Ford pioneered efficient mass
production techniques.
• The need to coordinate war mobilization:
– required more efficient management
– resulted in an unprecedented businessgovernment partnership
• Some worried about the trend toward a higher
government presence in their lives.
© 2009 Pearson Education, Inc.
28
Labor and the War
• The wartime labor shortage led to higher wages and a
growth in union membership.
• The National War Labor Board (NWLB) included AFL
President Samuel Gompers and former President Taft.
– It mediated wage disputes and arbitrated solutions that
generally led to higher wages.
– The NWLB supported workers’ rights to organize unions and the
eight-hour day.
• Immigration laws were eased in the Southwest to recruit
Mexican workers.
• The radical IWW was destroyed as businesses and
government cracked down on it. Over 300 “Wobblies”
were arrested in a single government roundup, effectively
destroying the organization.
© 2009 Pearson Education, Inc.
29
Women at Work
• The war allowed women to shift from
low paying domestic service to higherpaying industrial jobs.
• The Women in Industry Service advised
industry on the use of women workers
and won improved conditions.
• At the end of the conflict, nearly all
women lost their war-related jobs.
© 2009 Pearson Education, Inc.
30
Women workers at the Midvale Steel and Ordinance Company in Pennsylvania, 1918.
Wartime labor shortages created new opportunities for over 1 million women to take
high-wage manufacturing jobs like these women shown here. The opportunities proved
temporary, however, and with the war’s end, nearly all of these women lost their jobs.
By 1920, the number of women employed in manufacturing was lower than it had been
© 2009 Pearson Education, Inc.
31
in 1910.
Woman Suffrage
• The war also brought a successful conclusion to
the women’s suffrage campaign.
– Prior to WWI, women in several western states had won
the vote.
– Most suffragists had opposed entry into the war.
• Carrie Chapman Catt, a key leader, convinced her
organization to back the war effort.
• Militants like Alice Paul pursued a strategy of
agitation.
• Catt won Wilson’s support and by 1920 the
nineteenth amendment became law.
• Map: Woman Suffrage by State, 1869–1919
© 2009 Pearson Education, Inc.
32
MAP 22.3 Woman Suffrage by State, 1869–1919 Dates for the enactment of woman
suffrage in the individual states. Years before ratification of the Nineteenth Amendment in
1920, a number of western states had legislated full or partial voting rights for women. In
1917, Montana suffragist Jeannette Rankin became the first woman elected to Congress.
SOURCE: Barbara G. Shortridge, Atlas of American Women (New York:Macmillan,1987).
© 2009 Pearson Education, Inc.
33
Prohibition
• During the war, the temperance movement
benefited from:
– anti-German feeling that worked against
breweries with German names
– the need to conserve grain
– moral fervor associated with the entry into the
war
• Prohibition gained during the war leading
to passage of the eighteenth amendment.
© 2009 Pearson Education, Inc.
34
Public Health and the Influenza
Pandemic
• The war effort also addressed public health issues such as
child welfare, disease prevention, and sex hygiene.
• The government attempted a vigorous campaign against
venereal diseases.
• Both the war and a worldwide flu epidemic that killed 21
million people in 1918–1919 influenced Congress to
appropriate money for public health after the return of
peace.
• In the postwar years, clinics for prenatal and obstetrical
care greatly reduced the rate of infant and maternal
mortality and disease.
© 2009 Pearson Education, Inc.
35
A nurse takes a patient’s pulse in the influenza ward at Walter Reed Hospital,
Washington, DC, November 1, 1918. Intensified by the crowded conditions on
the battlefield, in training camps, and on troop ships, the influenza pandemic
killed over half a million Americans and some 21 million people worldwide.
© 2009 Pearson Education, Inc.
36
Part Seven:
Repression and
Reaction
© 2009 Pearson Education, Inc.
37
Muzzling Dissent:
The Espionage and Sedition Acts
• WWI intensified social tensions in American life, leading to
oppression of dissent. The Espionage Act of June 1917:
– set severe penalties for anyone found guilty of aiding the
enemy.
– excluded from the mail periodicals the postmaster
considered treasonous.
• The Military Intelligence police force grew and a civilian
Bureau of Intelligence (precursor to the FBI) was
established.
• The Sedition Act widened the government’s power to
crush antiwar opposition.
• The Supreme Court upheld the constitutionality of these
prosecutions.
© 2009 Pearson Education, Inc.
38
The Great Migration and Racial Tensions
• Table: The Great Migration: Black Population
Growth in Selected Northern Cities, 1910-20
• Economic opportunity triggered a mass AfricanAmerican migration out of the South and into
northern cities.
• Kinship and community networks were pivotal to
the Great Migration.
– Black clubs, churches, and fraternal lodges
sponsored the migration of their members.
• Most migrants settled for lower-paid jobs as
laborers, janitors,
porters, etc.
© 2009 Pearson Education, Inc.
39
© 2009 Pearson Education, Inc.
40
The Great Migration and Racial
Tensions
• Racial violence in the South had contributed to the Great
Migration.
– The NAACP held a national conference on lynching in 1919 pledging
to defend persecuted African Americans, publicize the horrors of
the lynch law, and seek legislation against it.
• In the North, white outrage at the African-American influx
exploded in a series of riots.
• African Americans who had hoped their service in the war
would be rewarded were quickly disillusioned.
• Many returned with an increased sense of militancy.
© 2009 Pearson Education, Inc.
41
This Southern African American family is shown arriving in Chicago around 1910. Black
migrants to northern cities often faced overcrowding, inferior housing, and a high death rate
from disease. But the chance to earn daily wages of $6 to $8 (the equivalent of a week’s
wages in much of the South), as well as the desire to escape persistent racial violence, kept
© 2009 Pearson Education, Inc.
42
the migrants coming.
Labor Strife
• Peace in Europe shattered the labor peace at home.
• Postwar labor unrest was caused by:
– inflation
– non-recognition of unions
– poor working conditions
• In 1919, there were 3,600 strikes involving 4 million
workers.
• The largest was the steel strike which involved 350,000
workers and was unsuccessful.
© 2009 Pearson Education, Inc.
43
Part Eight:
An Uneasy Peace
© 2009 Pearson Education, Inc.
44
Peacemaking and the Specter of
Bolshevism
• Bolshevism represented a threat to
liberal-capitalist ideals.
• Wilson agreed to send troops to Siberia
and northern Russia.
• The armed intervention widened the gulf
between Russia and the West.
• The Paris Peace Conference essentially
ignored the revolution.
© 2009 Pearson Education, Inc.
45
Wilson in Paris
• Wilson’s fellow negotiators shared little of his idealism.
• His ideal of self-determination found limited expression
when independent states were carved out of the
homelands of the beaten Central Powers.
• The victorious Allies seized control of the former
German colonies.
• Germany was forced to take full responsibility for
starting the war and to accept a reparations bill of $33
billion.
• Wilson was unhappy with many of the compromises in
the final treaty but was pleased by the commitment to
the League of Nations.
© 2009 Pearson Education, Inc.
46
Woodrow Wilson,
Georges Clemenceau,
and David Lloyd George
are among the central
figures depicted in John
Christen Johansen’s
Signing of the Treaty of
Versailles. But all the
gathered statesmen
appear dwarfed by their
surroundings.
SOURCE: John Christen Johansen (18761964), “Signing of the Treaty of Versailles,”
1919, oil on canvas, 249 cm x 224.5 cm (981/16 x 88 3/8”). Gift of an anonymous donor
through Mrs. Elizabeth Rogerson, 1926.
National Portrait Gallery, Smithsonian
Institution, Washington, DC/Art Resource,
New York.
© 2009 Pearson Education, Inc.
47
The Treaty Fight
• The League did not enjoy wide support at home, however.
– Republicans had won control of Congress and many senators
opposed American participation in any treaty.
– Some senators were adamant isolationists; others were
racist xenophobes.
– Senate majority leader Henry Cabot Lodge of Massachusetts
and many others feared the League would impinge on
American autonomy.
• Wilson went on a grueling speaking tour to drum up
support for the League. He collapsed and had a stroke.
• Wilson opposed any compromise and the treaty did not
pass Congress. The United States never joined the League.
© 2009 Pearson Education, Inc.
48
The Red Scare
• In the United States, the charge of Bolshevism
became a weapon against dissent.
• A growing fear of foreigners fueled a new round
of government repression.
– Attorney General A. Mitchell Palmer rounded up
6,000 alleged radicals, despite the absence of any
evidence against them.
– Many were deported without evidence.
• Business groups found “red-baiting” to be an
effective tool for keeping unions out of factories.
© 2009 Pearson Education, Inc.
49
The Election of 1920
• The election of Warren G. Harding in 1920
showed that Americans wanted to retreat
from the turmoil of international affairs
and “return to normalcy.”
© 2009 Pearson Education, Inc.
50
Part Nine:
Conclusion
© 2009 Pearson Education, Inc.
51
© 2009 Pearson Education, Inc.
52
COUNTDOWN
• 95 Days until May 14th, 2013 AP US History
Exam