Presentation Plus The American Vision Copyright by The

Presentation Plus! The American Vision Copyright © by The Mc. Graw-Hill Companies, Inc. Developed by FSCreations, Inc. , Cincinnati, Ohio 45202 Send all inquiries to: GLENCOE DIVISION Glencoe/Mc. Graw-Hill 8787 Orion Place Columbus, Ohio 43240

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 Click on a hyperlink to view the corresponding slides.

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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. Click the mouse button or press the Space Bar to display the information.

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. Click the mouse button or press the Space Bar to display the information.

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. Click the mouse button or press the Space Bar to display the information.

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. Click the mouse button or press the Space Bar to display the information.

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. Click the mouse button or press the Space Bar to display the information.

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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 Click the mouse button or press the Space Bar to display the information.

Guide to Reading (cont. ) Reading Strategy Organizing As you read about the start of World War I, complete a graphic organizer similar to the on page 576 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. Click the mouse button or press the Space Bar to display the information.

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 576– 577) Click the mouse button or press the Space Bar to display the information.

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 576– 577) Click the mouse button or press the Space Bar to display the information.

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 576– 577) Click the mouse button or press the Space Bar to display the information.

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 576– 577) Click the mouse button or press the Space Bar to display the information.

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 anti. American 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 (pages 576– 577) into Mexico to capture Villa. Click the mouse button or press the Space Bar to display the answer.

The Outbreak of World War I • The roots of World War I can be traced back to the 1860 s, 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 577– 580) Click the mouse button or press the Space Bar to display the information.

The Outbreak of World War I (cont. ) • Russia and France formed the Franco. Russian Alliance against Germany and Austria-Hungary. • Great Britain remained neutral until the early 1900 s, 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 577– 580) Click the mouse button or press the Space Bar to display the information.

The Outbreak of World War I (cont. ) • Nationalism, intense pride for one’s homeland, was a powerful idea in Europe in the late 1800 s. • 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 577– 580) Click the mouse button or press the Space Bar to display the information.

The Outbreak of World War I (cont. ) • In June 1914, the heir to the Austro. Hungarian 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 577– 580) Click the mouse button or press the Space Bar to display the information.

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 577– 580) Click the mouse button or press the Space Bar to display the information.

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 577– 580)

The Outbreak of World War I (cont. ) What factors led to the start of World War I? (pages 577– 580) Click the mouse button or press the Space Bar to display the answer.

The Outbreak of World War I (cont. ) The roots of World War I can be traced back to the 1860 s, 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 Austria. Hungary. Great Britain remained neutral until the early 1900 s, 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 Austro. Hungarian throne, Archduke Franz Ferdinand, was killed by a Bosnian revolutionary. This event caused the alliances of Europe to declare war on each other. (pages 577– 580)

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 580– 581) Click the mouse button or press the Space Bar to display the information.

American Neutrality (cont. ) • President Wilson’s cabinet was pro. British, 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 580– 581) Click the mouse button or press the Space Bar to display the information.

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 580– 581) Click the mouse button or press the Space Bar to display the information.

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 580– 581) Click the mouse button or press the Space Bar to display the answer.

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 (pages 581– 583) U-boats. Click the mouse button or press the Space Bar to display the information.

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 581– 583) Click the mouse button or press the Space Bar to display the information.

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 581– 583) Click the mouse button or press the Space Bar to display the information.

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 581– 583) Click the mouse button or press the Space Bar to display the information.

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 581– 583) Click the mouse button or press the Space Bar to display the information.

Moving Toward War (cont. ) What events led to the United States declaring war against Germany? (pages 581– 583) Click the mouse button or press the Space Bar to display the answer.

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 581– 583)

Checking for Understanding Define Match the terms on the right with their definitions on the left. __ 1. the spreading of ideas about an C institution or individual for the purpose of influencing opinion A. guerrilla B. nationalism C. propaganda __ 2. a member of an armed band that A D. contraband carries out surprise attacks and sabotage rather than open warfare E. U-boat __ 3. German submarine, term means E Unterseeboat (undersea boat) __ 4. loyalty and devotion to a nation B __ 5. goods whose importation, D exportation, or possession is illegal Click the mouse button or press the Space Bar to display the answers.

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. Click the mouse button or press the Space Bar to display the answer.

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. Click the mouse button or press the Space Bar to display the answer.

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. Click the mouse button or press the Space Bar to display the answer.

Analyzing Visuals Analyzing Time Lines Examine the time line on page 579 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. Click the mouse button or press the Space Bar to display the answer.

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 Click the mouse button or press the Space Bar to display the information.

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 on page 584 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. Click the mouse button or press the Space Bar to display the information.

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 584– 585) Click the mouse button or press the Space Bar to display the information.

Building Up the Military (cont. ) • African American soldiers faced discrimination and prejudice within the army, where they served in racially segregated units under the control of 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 584– 585) Click the mouse button or press the Space Bar to display the information.

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, refusing 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 584– 585) Click the mouse button or press the Space Bar to display the information.

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 584– 585) Click the mouse button or press the Space Bar to display the answer.

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 585– 586) Click the mouse button or press the Space Bar to display the information.

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 585– 586) Click the mouse button or press the Space Bar to display the information.

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 585– 586) Click the mouse button or press the Space Bar to display the information.

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 585– 586) Click the mouse button or press the Space Bar to display the information.

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 585– 586) Click the mouse button or press the Space Bar to display the answer.

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 587) Click the mouse button or press the Space Bar to display the information.

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 587) Click the mouse button or press the Space Bar to display the information.

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 587) Click the mouse button or press the Space Bar to display the information.

Mobilizing the Workforce (cont. ) • Many Mexicans moved north, providing labor farmers and ranchers in the American Southwest. • Mexicans also moved to cities to take wartime factory jobs. • They faced discrimination and hostility from Americans. (page 587) Click the mouse button or press the Space Bar to display the information.

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 587) Click the mouse button or press the Space Bar to display the answer.

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 587– 589) Click the mouse button or press the Space Bar to display the information.

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 587– 589) Click the mouse button or press the Space Bar to display the information.

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 587– 589)

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 587– 589) Click the mouse button or press the Space Bar to display the information.

Checking for Understanding Define Match the terms on the right with their definitions on the left. __ 1. requiring people to enter A military service __ 2. spying, especially to gain C government secrets B __ 3. gardens planted by American citizens during war to raise vegetables for home use, leaving more for the troops Click the mouse button or press the Space Bar to display the answers. 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. Click the mouse button or press the Space Bar to display the answer.

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. Click the mouse button or press the Space Bar to display the answer.

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. Click the mouse button or press the Space Bar to display the answer.

Analyzing Visuals Analyzing Posters Examine the posters on page 586 of your textbook. How do these images encourage support for the war? How effective do you think they would be today? Answers will vary. Click the mouse button or press the Space Bar to display the answer.

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 Brest. Litovsk • reparations • armistice Click the mouse button or press the Space Bar to display the information.

Guide to Reading (cont. ) Reading Strategy Organizing As you read about the battles of World War I, complete a graphic organizer similar to the on page 592 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. Click the mouse button or press the Space Bar to display the information.

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 592– 594) Click the mouse button or press the Space Bar to display the information.

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 592– 594) Click the mouse button or press the Space Bar to display the information.

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 592– 594) Click the mouse button or press the Space Bar to display the information.

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 592– 594) Click the mouse button or press the Space Bar to display the answer.

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 594– 596) Click the mouse button or press the Space Bar to display the information.

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 594– 596) Click the mouse button or press the Space Bar to display the information.

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 594– 596) Click the mouse button or press the Space Bar to display the information.

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 594– 596) Click the mouse button or press the Space Bar to display the information.

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 594– 596) Click the mouse button or press the Space Bar to display the information.

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 594– 596) Click the mouse button or press the Space Bar to display the answer.

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 596– 597) Click the mouse button or press the Space Bar to display the information.

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. Click the mouse button or press the Space Bar to display the information.

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. Click the mouse button or press the Space Bar to display the information.

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. Click the mouse button or press the Space Bar to display the information.

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. Click the mouse button or press the Space Bar to display the answer.

Checking for Understanding Define Match the terms on the right with their definitions on the left. __ 1. a temporary agreement to end B fighting __ 2. payment by the losing country C in a war to the winner for the damages caused by the war __ 3. a group that travels with A something, such as a ship, to protect it Click the mouse button or press the Space Bar to display the answers. A. convoy B. armistice C. reparations

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. Click the mouse button or press the Space Bar to display the answer.

Reviewing Themes Individual Action Why did President Wilson propose his Fourteen Points? He wanted to provide justice for all peoples and nationalities. Click the mouse button or press the Space Bar to display the answer.

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. Click the mouse button or press the Space Bar to display the answer.

Analyzing Visuals Analyzing Maps and Charts Examine the map and chart on page 595 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 Space Bar to display the answer.

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 Click the mouse button or press the Space Bar to display the information.

Guide to Reading (cont. ) Reading Strategy Organizing As you read about the war’s aftermath, complete a graphic organizer similar to the on page 599 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. Click the mouse button or press the Space Bar to display the information.

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 599– 601) Click the mouse button or press the Space Bar to display the information.

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 599– 601) Click the mouse button or press the Space Bar to display the information.

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 599– 601) Click the mouse button or press the Space Bar to display the information.

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 599– 601) Click the mouse button or press the Space Bar to display the information.

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 599– 601) Click the mouse button or press the Space Bar to display the information.

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 599– 601) Click the mouse button or press the Space Bar to display the answer.

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. (pages 601) Click the mouse button or press the Space Bar to display the information.

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. (pages 601) Click the mouse button or press the Space Bar to display the information.

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. (pages 601) Click the mouse button or press the Space Bar to display the answer.

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 601– 603) Click the mouse button or press the Space Bar to display the information.

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 601– 603) Click the mouse button or press the Space Bar to display the information.

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 601– 603) Click the mouse button or press the Space Bar to display the information.

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 601– 603) Click the mouse button or press the Space Bar to display the answer.

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. (pages 603) Click the mouse button or press the Space Bar to display the information.

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. (pages 603) Click the mouse button or press the Space Bar to display the answer.

Checking for Understanding Define Match the terms on the right with their definitions on the left. __ 1. a strike involving all the B workers in a particular geographic location __ 2. the cost of purchasing goods A and services essential for survival __ 3. to expel individuals from the C country Click the mouse button or press the Space Bar to display the answers. 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. Click the mouse button or press the Space Bar to display the answer.

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. Click the mouse button or press the Space Bar to display the answer.

Critical Thinking Analyzing How did 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. Click the mouse button or press the Space Bar to display the answer.

Analyzing Visuals Analyzing Photographs Study the photograph on page 600 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. Click the mouse button or press the Space Bar to display the answer.

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. __ 1. German submarine, term means D 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. __ 4. the spreading of ideas about an B institution or individual for the purpose of influencing opinion victory garden G. espionage H. armistice __ 5. requiring people enter military E service I. reparations J. deport __ 2. payment by the losing country in I a war to the winner for the damages caused by the war Click the mouse button or press the Space Bar to display the answers.

Reviewing Key Terms (cont. ) Define Match the terms on the right with their definitions on the left. __ 6. gardens planted by American F citizens during war to raise vegetables for home use, leaving more for the troops A. guerrilla B. propaganda C. contraband __ 7. to expel individuals from the J country D. U-boat E. conscription __ 8. spying, especially to gain G government secrets F. H __ 9. a temporary agreement to end fighting victory garden G. espionage __ 10. armed band that carries out A surprise attacks and sabotage rather than open warfare H. armistice I. reparations J. deport Click the mouse button or press the Space Bar to display the answers.

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. Click the mouse button or press the Space Bar to display the answer.

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. Click the mouse button or press the Space Bar to display the answer.

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. Click the mouse button or press the Space Bar to display the answer.

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. Click the mouse button or press the Space Bar to display the answer.

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. Click the mouse button or press the Space Bar to display the answer.

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. Click the mouse button or press the Space Bar to display the answer.

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. Click the mouse button or press the Space Bar to display the answer.

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. Click the mouse button or press the Space Bar to display the answer.

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 Space Bar to display the answer.

Explore online information about the topics introduced in this chapter. Click on the Connect button to launch your browser and go to The American Vision 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: //tav. 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 Click on a hyperlink to view the corresponding slide.

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 in 1906. During World War I, Germany was able to put several types of U-boats into service.

United States Posters Mass Media Click on a hyperlink to view the corresponding slide.

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 Click on a hyperlink to view the corresponding slide.

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 Click on a hyperlink to view the corresponding slide.

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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Stalemate Ace Click on a hyperlink to view the corresponding slide.

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. Click the mouse button or press the Space Bar to display the information.

Analyzing Information Practicing the Skill Read the information on page 598 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. Click the mouse button or press the Space Bar to display the answers.

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. Click the mouse button or press the Space Bar to display the answer.

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. Click in the small window above to show a preview of The American Vision video. Click the mouse button or press the Space Bar to display the information.

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. Click the mouse button or press the Space Bar to display the answer.

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. Click the mouse button or press the Space Bar to display the answer.

Battles of World War I, 1914– 1918 Western Front, 1914– 1918 World War 1 Military Deaths Click on a hyperlink to view the corresponding slide.

Western Front, 1914 -1918 World War 1 Military Deaths Click on a hyperlink to view the corresponding slide.

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