Course Content
Technical Support
1-800-234-5832
M–Th: 8:00A.M.–Midnight EST
F: 8:00A.M.–10:00P.M. EST
Lesson Plans
The American Journey: A History of the United States ©2000
by David Goldfield, Carl Abbott, Virginia DeJohn Anderson, Jo Ann E. Argersinger, Peter H. Argersinger, William L. Barney, Robert M. Weir
Focus Lesson 19
Chapter 25: "America and the Great War, 1914–1920"
AP* Course Description
- The First World War
- Problems of neutrality
- Submarines
- Economic ties
- Psychological and ethnic ties
- Preparedness and pacifism
- Mobilization
- Fighting the war
- Financing the war
- War boards
- Propaganda, public opinion, civil liberties
- Wilson's Fourteen Points
- Treaty of Versailles
- Ratification fight
- Postwar demobilization
- Red scare
- Labor strife
- Problems of neutrality
Key Components
- Instructor's Manual: pp. 166–172
- Study Guide, Vol. II Since 1877: pp. 62–70
- Test Item File: pp. 284–295
Key Web Sites
Given the changing nature of the Internet, you may wish to preview these sites. Always check PHSchool.com for updated links to U.S. history sites.
Key Words and Terms
- Archduke Franz Ferdinand
- Central Powers
- Sussex Pledge
- Food Administration
- Espionage and Sedition Act
- Treaty of Versailles
- Zimmerman Note
- Lusitania
- War Industries Board
- National War Labor Board
- Committee on Public Information
Suggested Pacing
Allow two 90-minute classes on a block schedule or four 45-minute classes on a traditional bell schedule.
Test Strategy
If a multiple-choice question appears easy, it really might be. Students should not automatically think that it is a trick question, but they should evaluate each answer choice carefully.
Key Concepts
- Evolving foreign policy
It is important that students are able to connect themes across time periods. Continue the discussion of imperialism and anti-imperialism that began in Chapter 24. Point out how U.S. foreign policy evolved from Roosevelt's declaration of the Roosevelt Corollary to the Monroe Doctrine to Taft's dollar diplomacy to Wilson's moral diplomacy. The latter was nicknamed "missionary diplomacy." As the text notes, Wilson's policy, while espousing the highest intentions, also made use of military force (Roosevelt's "big stick") and economic power (Taft's dollar diplomacy). - Suppression of civil rights
As during the Civil War, the federal government suppressed certain civil rights. This action aggravated many of the social and economic tensions of the nation, for example, anti-immigrant feelings toward nonnative English-speakers like the Germans. In response to the fears that war created, Congress passed the Espionage and Sedition Acts. In upholding the constitutionality of the Sedition Act in Schenck v. United States, the U.S. Supreme Court established the principle of "a clear and present danger."
Summing Up Student Understanding
Refer students to the poster on p. 743. Have students working in pairs to design a poster to sell liberty bonds. The poster needs to explain the purpose of the bonds and how buying the bonds will help the war effort. Have several pairs of volunteers explain their posters. End the discussion by having students list the ways the government mobilized the citizens to support the war.
ADDITIONAL RESOURCES
You might also find these additional readings useful in developing students' background knowledge or for DBQ activities:
- American Issues: Vol. II Since 1865, edited by Unger and Tomes—Chapter 7
- Constructing the American Past, Vol. II, edited by Gorn, Roberts, and Bilhartz—Chapter 7
- American Experiences: Vol. II From 1877, edited by Roberts and Olson (secondary source readings)—Part Three