the road to war - wikispaceshastworldhistory9thgrade.wikispaces.com/file/view/ch. 21 sec. 1...

Differentiated Instruction

706 Chapter 21

Section 1Step-by-Step Instruction

Review and PreviewStudents have learned about the grow-ing power of the United States in the world. Now they will learn how the United States was drawn into a world-wide war that began in Europe.

Section Focus QuestionWhat were the causes of World War I?Before you begin the lesson for the day, write the Section Focus Question on the board. (Lesson focus: Rising imperialism and militarism throughout Europe, combined with rising nationalism in the Balkans, led the nations of Europe to form alliances. Tensions in the Balkans escalated throughout Europe after the assassination of Archduke Franz Ferdi-nand.)

Prepare to Read

Build Background KnowledgeRemind students that in the late 1800s and early 1900s, the United States became more involved in world affairs. Ask students to speculate how war in Europe would affect the United States. Remind them that the major European countries had colonies all over the world. Use the Idea Wave strategy (TE, p. T24) to help students brainstorm for ideas.

Set a Purpose! Read each statement in the Reading

Readiness Guide aloud. Ask students to mark the statements True or False.

Teaching Resources, Unit 7, Reading Readiness Guide, p. 42

! Have students discuss the statements in pairs or groups of four, then mark the worksheets again. Use the Numbered Heads participation strategy (TE, p. T24) to call on students to share their group’s perspectives. The students will return to these worksheets later.

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Special Needs

Guided Reading Give students a page protector to put over the text. Have stu-dents reread Origins of World War I and mark each sentence with a ? if they are uncertain or don’t understand a sentence, a * if they understand the sentence, or a ! (wow!) if they find the information inter-

esting or new. Review any sentences that they have marked with a question mark. Pair students to compare their “wow” sen-tences. Then, have students write one sen-tence that explains the causes of World War I.

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706 Chapter 21 World War I

The Road to War

Key Termsmilitarismnationalismstalemate

trench warfarepropaganda

Too Much Hatred“ The situation is extraordinary. It is militarism runstark mad. Unless someone acting for you can bringabout a different understanding, there is some dayto be an awful cataclysm. No one in Europe can doit. There is too much hatred, too many jealousies.”

—Colonel E.M. House, advisor toPresident Woodrow Wilson, 1914

Why It Matters America was a world power. But when

war erupted in Europe, the United States tried to keep out

of it. However, the problems that caused the war would

soon bring America into the war. Americans were learning

the costs and responsibilities of world leadership.

! This assassination led to World War I.

Objectives• Discover the factors that led to the outbreak

of war in Europe.

• Find out why World War I was deadlier than any earlier conflict.

• Learn how the United States moved from neutrality to involvement in the war.

Reading Skill

Identify Main Ideas and Support Lookfor main ideas within the text paragraphs that begin with subheadings. As you read, use the headings to guide you in identifying main ideas and supporting ideas.

Section Focus Question: What were the causes ofWorld War I?

Origins of World War IIn 1914, tensions in Europe erupted into the largest war

the world had yet seen. There were many different causes

for the conflict that later became known as World War I.

Imperialism European nations competed for trade and

territory in Africa, Asia, and the Pacific. France and

England looked on distrustfully as Germany expanded

its overseas holdings.

Imperialism fed a rise in militarism, or the glorification

of the military. For self-protection and for national glory,

nations built up their armed forces. Military leaders gained

great influence in European governments.

Nationalism A surge of nationalism, or pride in one’s

nation or ethnic group, boosted tensions. In the Balkan region

of southeastern Europe, different national groups sought to

break free from Austria-Hungary. Russia encouraged Serbians

and other Balkan nationalists to do so. Many people com-

pared the Balkans to a “powder keg,” or barrel of gunpowder.

A single spark could easily provoke a major war.

Alliance System As tensions mounted, European

nations formed alliance systems. Germany formed an

alliance with Austria-Hungary. France, Britain, and Russia

pledged to come to one another’s aid if attacked. The

alliance system meant that any conflict between two powers

would quickly involve others.

Chapter 21 707

Teach

Origins of World War IThe Deadliest Warpp. 706–707

Instruction! Vocabulary Builder Before teaching

this lesson, preteach the High-Use Words dominate and liable using the strategy on TE p. T21.Key Terms Following the instruction on p. 7, have students create a See It–Remember It chart for the Key Terms in this chapter.

! To help students better understand the concept of nationalism, which is impor-tant to the understanding of this section, use the Concept Lesson Nationalism. Provide students with copies of the Con-cept Organizer.

Teaching Resources, Unit 7, Concept Lesson, p. 51; Concept Organizer, p. 6

! Read Origins of World War I and The Deadliest War with students using the ReQuest strategy (TE, p. T23).

! Ask: What is militarism? (the glorifica-tion of the military) How did militarism contribute to the outbreak of World War I? (Countries had built up their mili-taries, and military leaders had gained great influence.)

! Ask: How did the system of alliances contribute to the outbreak of the war? (Allied countries were drawn into the fight-ing between Serbia and Austria-Hungary. Without the alliances, the war might not have spread across Europe.)

Answers

As European nations com-peted for each other’s territory, each wanted to assert its power and indepen-dence. This led to tensions in Europe.Apply Information It shows nations that had promised to support each other in case of war.

Use the information below to teach students this section’s high-use words.

High-Use Word Definition and Sample Sentence

dominate, p. 708 v. to control or ruleThe British were unable to dominate the United States after the Revo-lutionary War.

liable, p. 710 adj. likely to cause or have an effectIn the 1850s, many Americans warned that the slavery issue wasliable to split the nation in two.

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Section 1 The Road to War 707

Chapter 216/7/05rev 7/27/05

FRANCE AUSTRIA-HUNGARY

GERMANY

SERBIA

GREATBRITAIN

R U S S I ABELG.

NETH.

SPAINPORT

UG

AL

GREECE

BULGARIA

OTTOMANEMPIRE

SWITZ.

ITALY

ALB.MONTENEGRO

ROMANIA

DENMARK

NorthSea

Black Sea

Mediterranean Sea

ATLANTICOCEAN

10°W

20°W 10

°E

50°N

40°N

30°N

20°E 30°E

40°E0°

0 km

5000 miles

500

Lambert Azimuthal Equal-Area Projection

N

S

EW

Allies

Central powers

K E Y

June 28 Archduke Franz Ferdinand of Austria-Hungary is assassinated by a Serbian nationalist.

July 28 Austria-Hungary declares war on Serbia.

July 31 Russia mobilizes its armed forces.

August 1 Germany declares war on Russia.

August 3 Germany declares war on France.

August 4 Germany invades neutral Belgium.

August 4 Great Britain declares war on Germany.

The Road to World War I, Summer of 1914

War Begins The spark that set off the war came on June 28, 1914,

in the Bosnian city of Sarajevo. A Serbian nationalist assassinated

Archduke Franz Ferdinand, heir to the Austro-Hungarian throne.

Austria-Hungary accused the government of Serbia of supporting

terrorism. On July 29, Austria-Hungary declared war on Serbia.

The alliance system drew one country after another into war. (See

the chart below.) In time, more than 20 countries became involved in

the fighting. Britain, France, and Russia led the Allies. Opposing

them were the Central powers, including Germany, Austria-

Hungary, and the Ottoman Empire.

How did nationalism contribute to war?

The Deadliest WarBoth sides hoped for a quick victory. By early September, German

forces had advanced to within 30 miles of Paris. At the First Battle of

the Marne, however, French and British troops halted the German

advance. This area became known as the Western Front. Fighting

quickly settled into a long stalemate, or deadlock, in which neither

side could score a clear victory. The stalemate dragged on for more

than three grueling years.

Along the Western Front, trench warfare fed the stalemate. In

trench warfare, soldiers fire on one another from opposing lines of

dugout trenches. Between the lines was an unoccupied territory

known as “no man’s land.” After days of shelling, officers would

order troops to charge into no man’s land and attack the enemy

trenches. There, they were mowed down by enemy fire. As death

tolls mounted, the two sides fought back and forth over the same

patches of land.

The Road to World War IDuring the summer of 1914, one European power after another was drawn into the conflict that became known as World War I. Critical Thinking: ApplyInformation How does the information on the map help explain the sequence of events listed here?


708 Chapter 21

Instruction (continued)! Discuss changes in warfare in World

War I. Ask: How do you think new technology affected trench warfare? (Possible answers: It made the “no man’s land” between the trenches more deadly and made it harder for either side to advance.)

Independent PracticeHave students begin to fill in the Study Guide for this section.

Interactive Reading and Notetaking Study Guide, Chapter 21, Section 1 (Adapted Version also available.)

Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure students understand the causes of World War I and how new technology contributed to a long, deadly stalemate. Provide assistance as needed.

Answers

Reading Skill The main idea is that technology made the war more deadly than other wars had been. Supporting ideas include the fact that airplanes, armored tanks, and rapid fire machine guns were used in the war.Analyze Effects Possible answer: Trench warfare was probably very destructive to the enivorment. The land was dug up, littered with bullets and mines, and the fighting destroyed natural resources.

Technology gave the armies

more effective tools for killing the enemy, such as armored tanks and poison gas.

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Diagram and Draw Conclusions In World War I, soldiers dug trenches for protection. Have students research the lay-out of the trenches and draw a diagram illustrating its different parts. Then, ask students to write a paragraph explaining

how trench warfare might have affected the land and resources of the surrounding environment. Have students present their drawings and summaries of their findings to the class.

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Trenches snaked for miles along the French countryside. Soldiers on both sides endured mud, rats, cold, heat, and—worst of all—the constant threat of death. Critical Thinking: Analyze Effects What impact do you think trench warfare had on the environment?

The grenade contained powerfulexplosives. A soldier would pull the safety pin and then throw the grenade by hand at the target.

A soldier who did not get his gas mask onin time might go blind, suffer agonizingburns and blisters, or choke to death.

INFOGRAPHIC


Vocabulary Builderdominate (DAHM uh nayt) v. to control or rule

Technological advances made the war more lethal. Airplanes,

invented a few years before, were used for scouting and support of

ground forces. Armored tanks appeared on the battlefield. More than

any other weapons, rapid-fire machine guns and heavy artillery

raised the death toll.

But the most feared new weapon was poison gas. It was first used

by Germany, then by the Allies. Various gases caused choking,

blinding, or severe skin blisters. Even some soldiers who survived

gas attacks suffered lung problems for years afterward. In 1925, after

the war, a group of 140 nations agreed to ban the use of chemical

weapons in war.

How did technology make the war more deadly?

American NeutralityHorrified by the bloodshed, President Woodrow Wilson sought

to keep the United States out of the war. Soon after the fighting

began, he issued a proclamation of “strict and impartial neutrality.”

Ethnic Loyalties Still, many Americans had strong ties to one

side or the other. German Americans generally supported the

Central powers. Many Irish Americans also favored the Central

powers, out of hatred for England’s long domination of Ireland.

Identify Main Ideas and SupportWhat is the main idea

of the section that begins on the previous page? What are some of the supporting ideas?

History Background

Chapter 21 Section 1 709

American Neutralityp. 708

Instruction! Have students read American Neutral-

ity. Remind students to answer the read-ing Checkpoint question.

! Ask: What is propaganda? (information that is used to persuade people to have a certain opinion) Why did the British gov-ernment use propaganda in the United States? (The British wanted the United States to enter the war on the side of the Allies.)

! Ask: What ties did the United States have with the Allies? (The United States was a strong trading partner with the Allies.)

! Show the History Interactive Transpar-ency Trench Warfare. Ask: What chal-lenges did soldiers in trenches face? (attacks from biplanes, gas, and hand gre-nades)

Color Transparencies, Trench Warfare

Independent PracticeHave students continue to fill in the Study Guide for this section.


Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure students understand American neutrality during the early years of World War I. If students do not seem to have a good understand-ing, have them reread the section. Provide assistance as needed.

Manfred von Richthofen, “The Red Baron” Germany’s best-known aviator flew not a biplane but a brightly decorated red Fokker triplane. Manfred, baron von Richthofen gained fame as Der Rote Freiherr, or the Red Baron, for his record as a fierce fighter. When trench warfare

bogged down the battle, the former caval-ry officer transferred to the infantry, and then the German air units. He is said to have shot down 80 enemy aircraft before being killed by either Australian ground troops or by a captain in the Canadian Royal Air Force.

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Far overhead, airplanesobserved the battleground.Airplanes equippedwith machine guns alsoengaged in one-on-onedogfights.

With a rapid-fire automatic machine gun, a single gunner could mow downdozens of enemy soldiersas they tried to cross no man’s land.

Visit: PHSchool.comWeb Code: mvp-7211

ExploreTrench Warfare


Other Americans favored the Allies. Britain and the United States

shared a common language and history. Americans of Slavic or

Italian descent also generally supported the Allied side.

Britain used propaganda to win American support. Propagandais the spread of information designed to win support for a cause.

British propaganda often focused on Germany’s brutal treatment of

the Belgians at the start of the war. Many of the most horrifying tales

were exaggerated or completely made up.

Supplying the Allies Legally, American firms were free to sell

to both sides. Still, most American trade was with the Allies. In

addition, American banks made large loans to the Allies.

Contributing to this imbalance was a British naval blockade of

Germany. British ships stopped supplies from reaching German

ports. The British intercepted not only weapons, but also food and

cotton. Although Wilson objected, he reached an agreement with

Britain. For instance, he required Britain to buy more American

cotton to make up for lost sales to Germany.

The Lusitania Germany’s navy had too few surface vessels to

enforce a blockade of Britain and France. But the Germans had a large

supply of U-boats, or submarines. In February 1915, Germany

announced it would use its U-boats to blockade Britain.


710 Chapter 21

Discovery School VideoShow the video U.S. Entry Into World War I to further explore American involvement in World War I.

Entering the Warp. 710

Instruction! Have students read Entering the War.

Remind students to look for cause and effect.

! Discuss the reasons that the United States entered the war on the side of the Allies. Ask: Why did the Zimmermann Telegram anger many Americans? (The telegram proposed that Germany and Mex-ico attack the United States.)

! Assign the worksheet The Zimmermann Telegram to help students explore the effect of this diplomatic intrigue on American attitudes toward World War I and the motives of each side in the war.

Teaching Resources, Unit 7, The Zimmermann Telegram, p. 46

Independent PracticeHave students complete the Study Guide for this section.

Monitor Progress

! As students complete the Notetaking Study Guide, circulate to make sure stu-dents understand the reasons that the United States entered the war. Provide assistance as needed.

! Tell students to fill in the last column of the Reading Readiness Guide. Probe for what they learned that confirms or invalidates each statement.

Teaching Resources, Unit 7, Reading Readiness Guide, p. 42

AnswersAnalyze Cause and Effect The sinking of the Lusitania angered many Americans and increased support for joining the war.

The war divided Americans,

primarily along ethnic lines.

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Creating Artwork Have students create a piece of art that describes their impression of a battle in World War I. Encourage students to use images that represent what is important to them and to incorporate

information in this section. When students are finished, have them share their artwork with the class and describe what the differ-ent images portray about World War I.

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On May 7, 1915, a U-boat sank a British passenger liner, the

Lusitania, off the coast of Ireland. Nearly 1,200 people died, 128 of

them Americans. Wilson made angry protests to Germany. The

Germans responded that the ship was carrying a load of ammunition

to England. This argument mattered little to an outraged American

public. Fearing that further attacks were liable to provoke the United

States to declare war, Germany said its U-boats would no longer

target passenger liners and neutral merchant ships.

How did the war in Europe divide Americans?

Entering the WarWilson was reelected in November 1916 on the slogan “He kept

us out of war.” He then called on the warring powers to accept “peace

without victory.” Such a peace, he said, should be based on the prin-

ciples of democracy, freedom of the seas, and the avoidance of

“entangling alliances.” But Wilson’s attempt to make peace failed.

Germany resumed unrestricted submarine warfare in

February 1917. Germany hoped that cutting off American supplies to

the British would break the stalemate on the Western Front. In

response, Wilson cut off diplomatic relations with Germany.

Zimmermann Telegram On February 24, Wilson was shown

a telegram that the British had intercepted. Germany’s foreign

minister, Arthur Zimmermann, proposed that Mexico join the war

on Germany’s side. In return, Germany would help Mexico

“reconquer” New Mexico, Texas, and Arizona.

Explore More VideoTo learn more about the American entry into World War I, view the video.

Sinking of the Lusitania On May 7, 1915, German U-boats torpedoed the British liner Lusitania.One passenger wrote the note shown here, sealed it in a bottle, and tossed it into the sea. Critical Thinking:Analyze Cause and Effect What impact did the sinking of the Lusitania have?

Vocabulary Builderliable (Lì ah bahl) adj. likely to cause or have an effect

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Special Needs

Chapter 21 Section 1 711

Assess and Reteach

Assess ProgressHave students complete Check Your Progress. Administer the Section Quiz.

Teaching Resources, Unit 7, Section Quiz, p. 52

To further Assess Student Understanding, use the Progress Monitoring Transparency.

Progress Monitoring Transparencies, Chapter 21, Section 1

ReteachIf students need more instruction, have them read this section in the Interactive Reading and Notetaking Study Guide and complete the accompanying question.


ExtendTo help students expand their understand-ing of trench warfare, have them complete the Explore Trench Warfare History Inter-active online.

For: History Interactive Trench WarfareVisit: PHSchool.comWeb Code: mvp-7211

Progress Monitoring OnlineStudents may check their comprehension of this section by completing the Progress Monitoring Online graphic organizer and self-quiz.

Answer

Attacks by German subma-rines that killed Americans outraged the public and made Americans more willing to choose sides against the Central powers in the war.Section 1 Check Your Progress

1. (a) militarism, imperialism, and alliances(b) They had to choose between enter-ing the war or breaking their alliances.

2. (a) He issued a proclamation declaring the United States’ neutrality.(b) Possible answer: Probably not, because the warring sides were taking action against anyone who traded with their enemy.

3. The main idea is: “At first, the United States tried to stay out of the war in Europe.” Details include: divided ethnic loyalties, trade ties with the Allies, and the sinking of the Lusitania.

4. pride in one’s nation or national group.5. the spread of information designed to

win support for a cause.6. a deadlock in which neither side could

score a decisive victory.7. the glorification of the military.

8. Essays should accurately reflect the description in the text of how trench warfare was conducted. Students may write that present-day warfare does not usually employ fighting in trenches, within such close proximity to the other side.

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Section 1 Check Your Progress

The Zimmermann Telegram was released to the press on

March 1. American anger exploded. Anger soon turned to thoughts

of war after U-boats sank three American merchant ships.

Russian Revolution A revolution in Russia removed the final

obstacle to America’s entry. Russia was one of the three main Allies.

Its ruler, Tsar Nicholas II, was an absolute monarch who had long

resisted calls for democratic reforms. In March 1917, military defeats

and food shortages led to an uprising. The tsar was overthrown. A

new government vowed to keep Russia in the war.

The fall of the tsar made it easier for the United States to enter the

war. By joining with the Allied powers, the United States would not

be siding with a tyrant. Instead, Wilson reasoned, it would be joining

with other democracies to fight tyranny.

Declaring War On April 2, Wilson asked Congress to declare war

against the Central powers. His goal, he declared, was to fight

“. . . for the rights of nations great and small and the privilege of men everywhere to choose their way of life and of obedience. The world must be made safe for democracy.”

—Woodrow Wilson, war message, April 2, 1917

Congress overwhelmingly gave its approval. After nearly three years

on the sidelines, the United States was at war.

How did submarine warfare help lead the United States into World War I?

Looking Back and Ahead Following its traditional pol-

icy of isolationism, the United States tried to stay out of World War I.

Now that it had joined the war, American life would be greatly

changed.

For: Self-test with instant helpVisit: PHSchool.comWeb Code: mva-7211

Comprehension and Critical Thinking1. (a) List Identify three factors

that led to the outbreak of World War I.(b) Identify AlternativesWhat alternatives did European nations face when their Allies entered the war?

2. (a) Recall How did Wilson try to maintain neutrality?(b) Draw Conclusions Do you think the United States could have avoided entering the war? Why or why not?

4. Serbs and other ethnic groups favored nationalism, or _____.

5. The British tried to gain support by using propaganda, or _____.

6. Technology contributed to a long stalemate, or _____.

7. War fever was partly the result of militarism, or _____.

Writing8. Based on what you have read in

this section, write a thesis state-ment for an essay contrasting trench warfare with present-day warfare.

Reading Skill3. Identify Main Ideas and

Support Reread the text under the heading “American Neutrali-ty.” Identify the main idea of this portion of text. Then, list support-ing ideas.

Key TermsComplete each of the following sentences so that the second part further explains the first part and clearly shows your understanding of the key term.

President Wilson asks Congress to declare war on Germany.

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