U.S. History: WWI Unit Plan

CQ: Was U.S. military intervention in WWI necessary, constructive, and ultimately worth it?

Sub-questions:

I. What was WWI?A. What were the causes of WWI (MAIN)?B. Who were the main actors?C. Why was it “the Great War?”

1. What was warfare like?a) What was trench warfare?b) What weapons were used?

D. What was its effect on humanity?E. How did it end?

1. What was the Treaty of Versailles?2. What was Wilson’s 14 point plan?3. What did Europe look like after the war?

II. Why did the U.S. get involved?A. Was the sinking of the Lusitania justified?B. What was the national debate over the U.S.’s policy of neutrality?

1. How did the government try to shape public opinion after entering the war?2. What civil liberties were affected by the war?3. Why was the draft instituted?

C. What ultimately swayed Wilson into intervening?1. Was he pushed by outrage and public opinion or was it for economic reasons?

III. What were some possible alternatives to war?

CULMINATING ASSESSMENTS: 1) An argumentative essay answering the CQ and 2) a fishbowl Socratic Seminar on the CQ (small teams, half the class will go at a time).

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Culminating Assessment

CQ: Was U.S. military intervention in WWI necessary, constructive, and ultimately worth it?

While a complicated entanglement of alliances, nationalism, and imperialistic ambitions embroiled Europe in “The Great War” of WWI in 1914, the United States initially tried to stay neutral in the conflict. By 1915 however the Germans sank the American ship the Lusitania killing more than 120 Americans and officially setting the stage for the U.S. joining the Allies against the Central Powers. While the U.S. indubitably played a critical role in the war and in the peace negotiations that followed, some historians have doubted whether U.S. military intervention was necessary or even ultimately constructive. Some, such as Henry Fairlie, go so far as to argue that the U.S.’s actions were partially responsible for the creation of the terrible totalitarian regimes of the Nazis in Germany and Stalin’s Soviet Union, and led ultimately to WWII. In this unit, we will critically examine the U.S.’s decision to enter the war, and you will answer the central question by doing two things: 1) Writing an argumentative essay and 2) participating in a classroom Socratic Seminar with a small group of peers

Grading and Competencies

Both Part I, the argumentative essay, and Part II, the Socratic Seminar, will count for two summative grades (one per competency): Competency 2, Students will understand that conflict

and change shaped American history, and competency 4, Students will understand that there is a relationship between people and government throughout American History.

Part I: Argumentative Essay

Argument means “to make a claim about a debatable issue and to provide a reasoned defense of your claim.” For Part I of this assignment, you will adopt a stance on the CQ above and argue for your position using a minimum of three reasons to make your case. Your arguments must be evidence based and draw primarily from class materials and the two readings I will supply you with: 1)Woodrow Wilson’s Decision to Take the Country to War was Justified by Ross Gregory, and 2) Woodrow Wilson’s Decision to Take the Country to War was Not Justified by Henry Fairlie.

Format

A competent paper will:

1. Have a thesis statement. A thesis statement is usually one sentence that states your position, and appears at the end of the first paragraph (though it may occur as more than once). The thesis statement is developed, supported, and explained in the course of the paper by means of examples and evidence. For tips on crafting a thesis statement, visit https://owl.english.purdue.edu/owl/resource/545/01/

2. Have a minimum of three reasons justifying your thesis statement. These reasons must be evidence based.

3. Be word processed (typed) with 12 point, Times New Roman or similar font, with one inch margins all around.

4. Be between 3-4 pages at a minimum.

Rubric

Criteria AdvancedA

BeyondB

CompetentC

Not Yet Competent

NYC

Communication: (TEA)

Thesis, Evidence, Analysis

In addition to “B” analysis provides a logical argument connecting the evidence to the thesis statement.

In addition to “C” 4-5 reasons are provided and accurately supports the thesis.

Provides a well stated thesis which is supported by evidence, at least 3 reasons, and an analysis of the evidence is present.

Incorrectly or Incompletely addresses the prompt, and / or Incorrectly or Incompletely provides a thesis, evidence and analysis.

Organization:

Introduction, Body, Conclusion, Design

and Delivery

In addition to “B” the content is skillfully organized from beginning to end includes a complex or insightful synthesis of the information and is 3-4 pages or more.

In addition to “C” an organizational strategy is apparent with a logical progression of ideas and is 3-4 pages.

The assignment represents an effective analysis of the information and is two pages or fewer.

Incorrectly or Incompletely provides clarity or organizational skills and is one page or fewer.

Mechanics:

Sentence Structure, Grammar, Spelling,

Punctuation, Enunciation, and

Articulation

The assignment demonstrates mastery of language conventions. Complete understanding of the meaning is not hindered

The assignment demonstrates an accurate use of language conventions which do not interfere with the audience’s understanding

The assignment demonstrates control of language conventions with few errors that interfere with the audience’s understanding

Incorrectly or Incompletely demonstrates control of language conventions. Errors compromise the ability to understand the meaning

Part II “Socratic Seminar”

According to Walter Parker, a Socratic Seminar or “discussion” is:

...a text-based discussion in which an individual sets their own interpretations of the text alongside those of other participants. The aim is a mutual search for a clearer, wider and deeper (‘enlarged’) understanding of the ideas, issues, and values in the text at hand. It is shared

inquiry, not debate; there is no opponent save the perplexity all persons face when they try to understand something that is both difficult and important.

— Walter Parker, PhD, University of Washington

In other words, a Socratic Seminar is a discussion in which everyone is working together to try to answer one central question. Again, it is important to emphasize that participants are not debating one another. Instead they are trying to get to a shared understanding on a big idea. This doesn’t mean that participants can’t disagree, just that they shouldn’t try to “win” the conversation by proving themselves right at all costs. Socratic seminars promote thinking and meaning making, and the ability to debate, use evidence, and build on one another’s thinking. It also provides an active role for every student, engages students in complex thinking about rich content, and teaches students discussion skills.We will be using a “fishbowl” approach to Socratic discussion. This means that half the class will be speaking in the center of the room, while the other half will be observing and taking notes on the other side. Then the two halves of the classroom will switch. The discussion will look something like the following: 1. The discussion will be based primarily on two pieces of text (Gregory and Fairlie) that I will supply to you. You will use these texts to generate questions prior to the start of the seminar and will refer to them during the seminar to back up your arguments. 2. You will prepare for the seminar by reading the chosen pieces of text in advance, writing the argumentative essay. You will also develop discussion questions based on the text. 3. Once the seminar begins, all participants should be involved and should make sure others in the group are drawn into the discussion. 4. While we will start with the central question Was U.S. military intervention in WWI necessary, constructive, and ultimately worth it, inner circle participants may choose to move to a different question if the group agrees, or I may pose follow-up questions. 5. The discussion proceeds until I call time (approximately 40-45 minutes). At that time, the group debriefs their process; outer circle members give their feedback sheets to the inner group participants. 6. I may allow participants in the outer circle to add comments or questions they thought of while the discussion was in progress.

Criteria:

Participants…

A.Respect other participants. Exhibit open-mindedness; value others’ contributions. B.Are active listeners. Build upon one another’s ideas by referring to them when it is your

turn to talk.C.Stay focused on the topic.

D.Make specific references to the text. Use examples from the text to explain your point.E.Ask questions. As needed, ask clarifying questions to ensure that you understand the points

others are trying to make, and ask probing questions which push the conversation further and deeper when appropriate.

Seminar Rubric:

Did the participant...?

A(Came prepared with discussion questions and...)

B C NYC

Respond to other participants’ comments in a respectful way?

Consistently (4-5 times)

Consistently (4-5 times)

Occasionally (2-3 times)

Never

Listen attentively without interruption?

Consistently (4-5 times)

Consistently (4-5 times)

Occasionally (2-3 times)

Never

Use eye contact with peers?

Consistently (4-5 times)

Consistently (4-5 times)

Occasionally (2-3 times)

Never

Exhibit preparation for the seminar?

Consistently (4-5 times)

Consistently (4-5 times)

Occasionally (2-3 times)

Never

Reference the text to support response?

Consistently (4-5 times)

Consistently (4-5 times)

Occasionally (2-3 times)

Never

Participate in the discussion?

Consistently (4-5 times)

Consistently (4-5 times)

Occasionally (2-3 times)

Never

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DAY 1

Sub-questions: What were the causes of WWI (MAIN)? Who were the main actors?

Objective: Students will draw on existing knowledge to begin learning about and discussing WWI, and will initiate research on the causes, nations involved, and results of the timeline leading up to the war. They will also be introduced to the CQ and to the Culminating Assessment due DAY 10.

Procedure:

• Students will go to www.firstworldwar.com using Chromebooks. Using the causes of WWI

tab found there, students will make a craft of the secret treaties that existed before the war using construction paper and markers (20 minutes).

• “Speed dating”-Count students off in twos (half the class will be a “one”, the other a “two”). Have them form two concentric circles in the center of the room, with ones on the inside facing out, twos on the outside facing in. Each student should be paired off with someone. Using their sheets, direct ones to explain to twos everything they know about WWI. After 2-3 minutes (or when conversation audibly dies down), direct twos to shift one person to the left. Now twos will share their list with ones. Keep shifting twos to the left every 2-3 minutes, going through the remainder of the sheet (the questions they have and the answers they gave for the 3 discussion questions). After completing, have students reassume their seats (15-20 minutes).

• Debrief-Go over what students discussed, writing ideas about WWI down on the board. Also write questions that students have, and review 3 discussion questions. Explain that objective for today and tomorrow is for students to research and answer these questions (10 min.).

• Hand out Cumulative Assessment (see above) on debate and explain to class. Explain that this will be due DAY 10 of the unit (10 minutes).

• Divide students into groups of 3-4 and give each student a work sheet on the causes of the Great War, found here: http://www-tc.pbs.org/greatwar/resources/handout1.pdf Using either library set of Chrome Books or completing in the computer lab, assign each group visit one or two of the following websites to complete the worksheets: The Great War: Explosion, The Great War: Europe in 1914, The Great War: 1900 A Transforming World, The Great War: The War as Detective Story, The Great War: Germany at the Turn of the

Century, The Great War: Total War - Everyone is a Target, Causes of World War I, World War I Timeline, and The Origins of World War I. This will take the remainder of class; any worksheets not completed in class will be finished for homework (40-50 min.).

DAY 2

Sub-questions: What were the causes of WWI (MAIN)? Who were the main actors? Why was it called “The Great War?”

Objective: Students will continue to develop a working knowledge of WWI, specifically it’s causes, the nations involved and the general impact of the war on those nations, the main political and military leaders by constructing a timeline.

Procedure:

• Students will reconvene in yesterday’s groupings. Utilizing worksheets, lead a class discussion on what students believe the major causes of WWI are, making sure to emphasize the MAIN acronym (Militarism, Alliances, Imperialism, and Nationalism) if theses causes are not raised explicitly by students, and show this brief video to supplement understanding: https://www.youtube.com/watch?v=XRcg_t2oJkc. Compile a list on the board (15-20 minutes).

• Assign groups to research a specific cause and distribute several sheets of paper and markers to each group. Explain to them that their research will be used to create a timeline out of the relevant historical events; each event should have a date and a brief narrative describing how the event contributed to the start of WWI, and should be accompanied by a visual (an example can be shown to them here: http://www.pbs.org/greatwar/timeline/). Once completed, ask students to post their timelines around the class in chronological order (30-40 min.).

• Have groups give short presentations on their timelines, supplementing with “mini-lectures” to fill in details that might be left out. After presentations are finished, have students quietly write a paragraph on the question How could events have been altered to possibly avoid the war? Then finish class having a group discussion on this question (20-30 minutes). Homework will be to read a document from PBS explaining the concept of “stalemate” in WWI military tactics found here: http://www-tc.pbs.org/greatwar/resources/handout2.pdf. Students will also provide a list of stalemate’s major causes to be discussed tomorrow.

DAY 3

Sub-questions: What was warfare like? What was trench warfare? What weapons were used? What is “stalemate?”

Objective: Student’s will learn about the military tactics, weaponry and technology, and resulting carnage and futility of WWI warfare through discussion and an interactive activity.

• Teacher writes STALEMATE on the board and asks students to define it as a group. Possible definitions include: 1) A situation in which no progress can be made or no advancement is possible; "reached an impasse on the negotiations" and 2) A situation in which further action is blocked; a deadlock. Ask students how they think this term applies to WWI based on prior classes and last night’s assignment. Using lists from homework, write on board the factors leading to stalemate in WWI, focusing on military technology(15 minutes).

• Hand out “What the Trenches were Really Like” reading (http://www.pbs.org/greatwar/historian/hist_fussell_03_trenches.html) to students and allow them time to read it. Give a mini-lecture on the main tactics used in battle, specifically trench warfare, use of artillery, machine guns, infantry, and poison gas. Also show brief video clip from Joyeux Noel: https://www.youtube.com/watch?v=XvHEUxIok00&list=PLgdTTrC-aUSoNUbDoFelb0T_30Uvce5Lb&index=3. (15 minutes).

Some documentary clips (selective) and art?https://www.youtube.com/watch?v=ck6wACEENIwhttp://nga.gov.au/dix/http://www.art.com/gallery/id--b12360/world-war-i-posters.htm

• Transition to trench warfare activity. Arrange two rows of desks on either side of the classroom with open area left in the middle. Divide class in half, having one team occupy two lines of desks on either side. One side will play the “Allies” role, the other the “Central Powers.” Hand out stacks of scrap paper to both sides and instruct students to ball up pieces and hold on to them. These will be their ammo. Explain to the students that the Central Powers will go first; they will lob their ammo at the opposite side. If anyone on the Allied side is hit, they are out of the game and have to stand off to the side. After this round is complete, the Allies go next for round two. In round three, survivors on both sides occupy the front trench standing up, and fire on each other simultaneously. Whichever side has the most people standing once the teacher yells “cease fire” is the winner. Afterwards, have students pick up and put room back together (40 minutes).

• In last 15 to 20 minutes of class, debrief activity with discussion, asking students to reflect on the nature of trench warfare. Ask questions such as: Could either side really win? Notice how quickly casualties mounted up; could you imagine war like that? How did technology contribute to this high death toll? Also pass out and explain homework. Either have students access this photo-essay digitally or hand out a small packet with pictures and ask students to write a brief response to the question “Do you see a disconnect between how war is seen on the home front and the horrors of the battlefield? Can you think of

contemporary examples of this?” Photo essay can be found here: http://www.english.uiuc.edu/maps/ww1/photoessay.htm

DAY 4

Sub-questions: What was WWI’s effect on humanity and what have been the effect without U.S. Involvement?

Objective: The central question for today’s lesson is What was the Great War’s Effect on Humanity? By looking at primary source documents in small groups, students will get a wide-ranging sense of the effect of “total war” on various populations and will create an original piece of writing assuming the perspective of a survivor.

Procedure:

• Start the class with a brief discussion about last night’s homework; ask some people to volunteer to share what they wrote. Segue into a conversation about how total war didn’t only effect soldiers but also civilian populations. Remind them that this was the time of one of the first genocides of the 20th century when the Armenians were exterminated en masse by the Ottomans. Distribute packets of primary source materials (see Resources section) (15-20 minutes).

• Divide the class into small groups and instruct them to use the newspaper articles, letters, photographs in the packets to explain how "the total war" took its toll on humanity. They should note, for example, the extent of human casualties, how people died, which groups were especially targeted (e.g., the Armenians), and specific events that caused the most deaths (e.g., major battles.) (40-50 minutes).

• Once research is completed, ask each group to share its reflections. Chart the various groups of people identified and provide additional information on each one (20 minutes).

• For homework, ask each student to assume the role of a fictitious character present during WWI. The character can be a soldier, a journalist, a civilian, a military or political leader, a nurse, etc. The character can share his or her first-hand experiences watching, for example, the Armenian Genocide or a soldier during a day of battle. The character writes a letter or poem, tells the story as a monologue, whatever vehicle the students choose to convey these close-up encounters with the WWI warfront.1

DAY 5

Sub-questions: Why did the U.S. get involved? Was the sinking of the Lusitania justified?

1 This lesson drawn from PBS’ WWI series found here: http://www.pbs.org/greatwar/resources/lesson3.html

Objective: Students will begin to learn about why the U.S. stayed out of WWI initially and why we eventually intervened by comparing and contrasting the textbook account with primary sources. They will also begin to discuss and think about the inherent tension between liberty and security as a precursor to tomorrow’s lesson on the Espionage and Sedition Acts of 1917-18.

Procedure:

• Hand out reading by Ross Gregory “Woodrow Wilson’s Decision to Take the United States into War Was Justified” and Henry Fairlie’s “Woodrow Wilson’s Decision to Take the United States into War Was Not Justified.” Explain to students that their homework for the weekend is to read the Gregory piece and to find three good arguments for the United States getting involved militarily in WWI. (10 min)

• Class will start with a mini-lecture on the state of the U.S. in the 1910s and a brief overview on Woodrow Wilson, including both his positive legacy as a progressive and his controversial racist views including his screening of “The Birth of a Nation” in the White House (possibly show this clip to make the point: https://www.youtube.com/watch?v=HPmK1tPl_j0) (10-15 minutes).

• Hand out excerpts from Wilson’s speeches from the Stanford series (Documents A & B found in the resources section) and accompanying worksheet. After allowing 8-10 minutes to complete, lead brief discussion based on the following questions: 1)According to the second speech, why did the U.S. enter WWI? 2) How has Wilson’s attitude changed from the first speech? and 3) Do you trust Wilson’s speech and the reasons he gives for entering WWI? (10-15 min.)

• Repeat the procedure this time using section of class textbook on rationale for U.S. involvement in WWI. Discussion questions this time include: 1) What reasons does the textbook give for why the U.S. entered the war? and 2) Do these reasons line up with Wilson’s reasons? (10 min.)

• Repeat the procedure a final time, this time using Zinn excerpt (document C) and worksheet. Whole class discussion questions include: 1)Does Zinn agree or disagree with the textbook? 2) What is Zinn’s argument? What is his evidence? 3) Do you find Zinn’s argument convincing? Why or why not? and 4) Using all the documents, what would you argue were the reasons the United States entered WWI? (20-30 min.)

• Shift gears for the last 20 minutes of class. Ask students to quietly reflect on the questions Should the freedoms and liberties of Americans be restricted in any way during times of war? If so, which freedoms and liberties and why? If not, why not? Have a brief discussion about the question of freedom vs. security to end the class. Also, explain and hand out homework to read brief summary of Zimmerman telegram as well as telegram itself, found here: http://www.archives.gov/education/lessons/zimmermann/ (20 min.)

DAY 6

Sub-questions: How did the government try to shape public opinion after entering the war and is government propaganda sometimes justified? What civil liberties were affected by the war, and is government propaganda sometimes justified in restricting them?

Objective: Students will critically examine the concepts of “patriotism” and “treason” through class discussion and by reading excerpts of Eugene V. Debs Canton Ohio Antiwar Speech, Charles Schenk’s pamphlet on Socialism, and the Espionage and Sedition Acts.

Procedure:

• 4 Corners activity-Set up signs in four corners of the room saying strongly agree, somewhat agree, strongly disagree, and somewhat disagree respectively. Place a marker under each sign. On the board write the following statement: “The needs of security for the country trump civil liberties every time. In times of war, rights like freedom of expression and speech are luxuries that must be dispensed with in order to keep the homeland safe.” Ask the students to consider the statement, then to identify themselves with how they feel about it by physically moving themselves underneath one of the aforementioned signs. Once there, instruct the students to have a discussion about why they feel the way they do, and to nominate a speaker to represent the group’s opinion and a scribe to write down interesting or powerful statements on the sign. After approximately 5 minutes, have speakers from each group defend their group’s choice. Once a speaker is finished, other groups are allowed to rebut or comment on what was said, and anyone can choose to relocate to the group if they were convinced by what they heard. If the conversation seems to be going well, do the same thing for a second round. Once finished, have people silently go from sign to sign regardless their group and write down something that interested, provoked or confused them on each sign (25-30 minutes).

• Once students are back at their seats, debrief the activity with a short classroom conversation. Then give a brief lecture on the cultural climate of the nation during the war, explaining the federal effort to get citizens to contribute monetarily and militarily by volunteering to serve in the armed forces. Also review the Zimmerman telegram reading from last night’s homework, explaining how this contributed to a sense of national paranoia and suspicion of German-Americans (15 minutes).

• Hand out Debs and Schenk documents and the graphic organizer (documents A and B in the resources section) and have the read and complete the work sheet in pairs. When finished, have a brief discussion on the question Do you think Debs and Schenck were anti-American? Why or why not? (20 minutes).

• Hand out the Sedition Act of 1918 and accompanying questions (document C). Again, have the students complete. When finished, discuss the question Do you think Debs and Schenck broke the law? (15 minutes)

• Finally, hand out the last document, Justice Holmes’ opinion on the Schenk case. Read the document together as a class. End class with a brief discussion on the questions What does this ruling say? Do you agree with the ruling? For homework, read Fairlie’s “Woodrow

Wilson’s Decision to Take the United States into War Was Not Justified” handed out on DAY 5 and instruct students to find three good arguments for why United States entry in WWI was not necessary. This and the Gregory piece assigned on DAY 5 will be used for tomorrow’s Structured Academic Controversy activity. (20 minutes)

DAY 7

Sub-questions: Should the U.S. have intervened militarily in WWI?

Objective: Students participate in a Structured Academic Controversy activity using Gregory and Fairlie readings (see DAY 5) to answer sub-question for the day.

Procedure:

• Tell students to retrieve Gregory and Fairlie articles and accompanying arguments they developed for homework. Briefly review with them what the authors were arguing for generally (10-15 minutes).

• Allow students to pick a partner of their choice. Then, assign half the class to argue “pro” (the U.S. should have intervened), the other half “con” (the U.S. should not have intervened). Allow the pairs to compare their respective argument lists and pick their three best arguments (10 minutes).

• Group “pro” pairings up with “con” pairings. Teacher will select which pairs work with which to ensure that students who don’t normally work together are grouped together. Tell the “pro” side to share their three arguments, while the “con” side writes down exactly what those arguments are. The con side does not debate the pro side, but simply seeks to understand their arguments. After 5-10 minutes, have the two sides switch roles (20 minutes).

• Once both sides have shared their arguments, pros and cons drop roles and work together as a group to determine whether they believe the U.S. should have entered WWI militarily. A scribe in each group writes out the group’s consensus (15 minutes).

• For the last step, the groups participate in full class conversation. The groups speak to one another and the teacher to compare their perspectives and to try to come to a class consensus on the sub-question for the day (20-30 minutes).

•DAY 8

OBJECTIVE: Students will work on their final papers and prepare for their seminar.

PROCEDURE: Students will have time to work on their papers and prepare for the seminar.

DAY 9

OBJECTIVE: Students will work on their final papers and prepare for their seminar.

PROCEDURE: Students will work on their final papers and prepare for their seminar.

DAY 10OBJECTIVE: Cumulative assessment Part I due. Students will answer CQ “Was U.S. military

intervention in WWI necessary, constructive, and ultimately worth it” by having a Socratic Seminar in class (Cumulative Assessment; see above).

PROCEDURE:

• See Cumulative Assessment above for Debate format and rubric.

Resources for Unit Plan

DAY 4

Primary Source Documents:

1. “Death of an Air Ace”: http://www.eyewitnesstohistory.com/luf.htm2. “Gas Attack, 1916”: http://www.eyewitnesstohistory.com/gas.htm3. “Lawrence of Arabia, 1918”: http://www.eyewitnesstohistory.com/lawrence.htm4. Military casualties of WWI: http://www.ysursa.com/history/West%20Civ/Textbook/

WWI-casualties.htm5. Bryce Report on Armenian Genocide: http://www.firstworldwar.com/source/

brycereport_armenia.htm6.

DAY 5

Document A: Woodrow Wilson Speech #1 (Modified)

The people of the United States are drawn from many nations, and chiefly from the nations now at war. It is natural and inevitable that some will wish one nation, others another, to succeed in the momentous struggle. Such divisions among us would be fatal to our peace of mind and might seriously stand in the way of our duty as the one great nation at peace, the one nation ready to play a part of mediator and counselor of peace. The United States must be neutral in fact, as well as in name, during these days that are to try men's souls. We must be impartial in thought, as well as action. Source: President Woodrow Wilson, in a speech before Congress, August 19, 1914.

Vocabulary mediator: someone who helps two groups reach an agreement impartial: taking no sides

Document B: Woodrow Wilson Speech #2 (Modified) Property can be paid for; the lives of peaceful and innocent people cannot be. The present German submarine warfare against commerce is a warfare against mankind. The German policy has swept every restriction aside. Ships of every kind, whatever their flag, their character, their cargo, their destination, their errand, have been ruthlessly sent to the bottom of the ocean without warning. American ships have been sunk, American lives taken. I advise that the Congress declare the recent actions of the Imperial German Government to be, in fact, nothing less than war against the Government and people of the United States. Neutrality is no longer feasible or desirable where the peace of the world is involved.

The world must be made safe for democracy. We have no selfish ends to serve. We desire no conquest, no dominion. We seek not material compensation for the sacrifices we shall freely make. We are but one of the champions of the rights of mankind. It is a fearful, but right thing to lead this great peaceful people to war. We shall fight for the things which we have always carried nearest our hearts – for democracy, for the right of [people] to have a voice in their own government, for the rights and liberties of small nations.

Source: President Woodrow Wilson, in a speech before Congress, April 2, 1917. Vocabulary commerce: tradefeasible: possibledominion: control or domination material compensation: money

Document C: Historian Howard Zinn (Excerpted from Original) Howard Zinn is a historian and activist who is best known today as the author of A People’s History of the United States, a book that tells American history from the perspective of people of color, women, and poor people, and that is very critical of the United States government. President Woodrow Wilson had promised that the United States would stay neutral in the war. . . . But in April of 1917, the Germans had announced they would have their submarines sink any ship bringing supplies to their enemies; and they had sunk a number of merchant vessels. Wilson now said he must stand by the right of Americans to travel on merchant ships in the war zone. . . . As Richard Hofstadter points out (The American Political Tradition): “This was rationalization of the flimsiest sort. . . . The British had also been intruding on the rights of American citizens on the high seas, but Wilson was not suggesting we go to war with them. . . . The United States claimed the Lusitania carried an innocent cargo, and therefore the torpedoing was a monstrous German atrocity. Actually, the Lusitania was heavily armed: it carried 1,248 cases of 3-inch shells, 4,927 boxes of cartridges (1,000 rounds in each box), and 2,000 more cases of small-arms ammunition. . . . The British and American governments lied about the cargo. . . . Prosperity depended much on foreign markets, it was believed by the leaders of the country. In 1897, private foreign investments of the United States amounted to $700 million dollars. By 1914, they were $3.5 billion. . . . With World War I, England became more and more a market for American goods and for loans at interest. J.P. Morgan and Company acted as agents for the Allies and when, in 1915, Wilson lifted the ban on private bank loans to the Allies, Morgan could now begin lending money in such great amounts as to both make great profit and tie American finance closely to the interest of a British victory in the war against Germany. Source: Howard Zinn, A People’s History of the United States, 1980.

STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu

Guiding Questions Name________________

President Wilson’s Speeches 1. Read the first speech. Does Wilson think the United States should enter WWI? Why or why not? 2. Read the second speech. Does Wilson think the United States should enter WWI? Why or why not? 3. Contextualization: Use the 1917 speech to “imagine the setting.” (a) What does Wilson accuse Germany of doing? (b) Do you think this is a good reason to go to war? (c) What additional information would you need to have before making a decision? 4. Close reading: Re-read the last two paragraphs of the 1917 speech. Why do you think Wilson added these paragraphs? How do you think these words made Americans feel? STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu Guiding Questions for Textbook: 1. What are TWO reasons that the textbook gives for why the U.S. entered the war? 2. Based on the reasons in Wilson’s 1917 speech and in the textbook, do you think the United States had good reasons for entering WWI? Guiding Questions for Howard Zinn: 1. Sourcing: Before reading the document, what do you predict Howard Zinn will say about the United States’ reasons for entering WWI? 2. Close reading; Why does Zinn claim that Wilson made a flimsy argument? 3. Close reading: What does Zinn suggest are the real reasons the United States entered the war? 4. Close reading: What evidence does Zinn provide to support his claims that the United States was motivated by other reasons (besides German attacks on U.S. ships)? 5. Do you find Zinn’s argument convincing? Why or why not?

STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu