sedition in ww1 assignment answers

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Reading Like a Historian: Sedition in WWI

In this lesson, students analyze primary source documents in an effort to answer the central historical question: Were critics of the First World War anti-American? Students begin by free-writing: what is patriotism? Is it unpatriotic to criticize one's government? Students receive 2 documents: a speech by Eugene Debs and a pamphlet by Charles Schenck. For both, they answer detailed questions on a graphic organizer. After discussing, students then look at the text of the 1917 Sedition Act and answer guiding questions. Finally, the class looks at Oliver Wendell Holmes' Supreme Court decision ruling against Schenck and discuss: Did he break the law? Do you agree with the decision? For homework, students answer the central question in writing with evidence from the documents.

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• Anticipatory set
• Teaching (input, modeling, checking for understanding)
• Guided practice/monitoring
• Independent practice

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In this lesson, students analyze primary and secondary source documents in an effort to answer the central historical question: What caused the Chicago race riots of 1919? The teacher begins with a mini-lecture on the Great Migration and then streams the video trailer for a documentary film called Up South . Students then read 2 secondary source accounts of the riots: 1 from a generic textbook and another from John H. Franklin's From Slavery to Freedom . Students analyze with a graphic organizer and discuss: which account is more believable and why? They then do the same for 3 primary sources, drawn from contemporary newspapers and magazines. A final class discussion attempts to identify the real cause of the riots and places them in a larger context of racial violence at the time.

In this lesson, students analyze primary source documents in an effort to answer the central historical question: Why was Marcus Garvey a controversial figure? Students first read their textbook's passage on Garvey and discuss; the teacher then distributes a timeline to extend students' background knowledge. The teacher may also (optional) stream some video clips on Garvey "In His Own Words," about 5 minutes total. Students then analyze 4 documents: 1) an excerpt from the Autobiography of Malcolm X , 2) a letter from NAACP members and others to the Attorney General complaining of Garvey, 3) a memo by J. Edgar Hoover, and 4) Garvey's own Autobiography . For all, students answer extensive guiding questions and engage in Socratic discussion with the teacher: why was Garvey so popular and controversial? Students then answer the question in writing using all the documents as evidence.

In this lesson, students analyze primary source documents in an effort to answer the central historical question: What was life like for Mexicans and Mexican-Americans in the 1920s? Students look at 3 documents: 1) an oral interview of a Mexican immigrant, 2) a traditional Mexican corrido ballad, and 3) a 2003 article from Journal of Social History that contains data on lynching. For each, students complete questions on a graphic organizer in groups. Class discussion: do you trust these documents? What other information would you like to see?

In this lesson, students analyze primary source documents in an effort to answer the central historical question: What caused the Palmer Raids? The lesson begins by asking students what communism/socialism means to them. Students share answers in pairs. The teacher then provides background information on the Red Scare and follows up by streaming a film clip from Discovery Education. Students then analyze 2 documents-"The Case Against the Reds" by A. Mitchell Palmer and a deportation statement by Emma Goldman-and answer guiding questions for each. A final class discussion corroborates the documents: why did the nation allow the Palmer Raids to take place?

In this lesson, students analyze primary source documents in an effort to answer the central historical question: Why was the 18th Amendment adopted? Students first read the text of the amendment and answer brief guiding questions. Then, the teacher streams a video clip from Discovery Education about the temperance movement. Students then analyze, in small groups, 4 documents: 1) a statement by the National Temperance Council, 2) a New York Times article, 3) a propaganda poster, "Alcohol and Degeneracy," and 4) another such poster, "Children in Misery." For each, they answer detailed guiding questions. A final class discussion evaluates the strategies of temperance advocates: are their arguments convincing?

In this lesson, students analyze primary source documents in an effort to answer the central historical question: Why did people care about the Butler Act? Students first read an excerpt from a 1914 textbook, A Civic Biology , and answer brief questions. The teacher then gives a mini-lecture on the rise of religious fundamentalism in the 1920s and streams a video clip on the Scopes Trial. Students fill out a graphic organizer during/after they watch and then they analyze 4 documents: 1) a letter to the editor of the Nashville Tennessean , 2) a speech from one of John Scopes' defense attorneys, 3) a magazine article written by a fundamentalist preacher, and 4) a New York Times article commenting on the media circus. For each, they answer guiding questions. A final class discussion contextualizes the documents: how did the context of the 1920s make this more than a simple debate over evolution?

In this lesson, designed to follow a more general lesson on the causes and warring parties of WWI, students analyze primary source documents in an effort to answer the central historical question: Why did the U.S. enter World War I? The teacher begins with a mini-lesson on Woodrow Wilson. Students then read 2 Wilson documents: 1) a 1914 speech urging American neutrality and 2) Wilson's 1917 speech on the U.S. entry into the war. Students then read their class textbook's explanation for the end of U.S. neutrality, followed by an excerpt from Howard Zinn's People's History of the United States . For all documents, students answer guiding questions which stress contextualization and close reading. A final class discussion evaluates Zinn's views and compares them to the other sources.

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Peters World War I - Homework assignment on WW1

U.s. history since 1865 (hist 2112), columbus state university, recommended for you, students also viewed.

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Preview text

World war i.

 Read in America Chapter 21 “An Emerging World Power" from "Wilson and Mexico" on p. 640 to p. 657.

Answer the following questions in paragraphs. Provide details and examples from the

Readings to support the points you make. use only the text or assigned readings as the, source for your answers. do not copy directly from the text or from, any other source—all answers should be written in your own words., chapter 22: “war and the american state, 1914-1920”.

1. Describe the United States' involvement in the Mexican Revolution 1914-1916.

During the Mexican Revolution, the United States President was Wilson. The reason the United States became involved in the Mexican Revolution was because Wilson and his administrations became fearful that Mexico would threaten United States interests. Once the citizens within Mexico began to protest their leader, Venustiano Carranza, Wilson would intervene in the Revolution and would force American troops into the Mexican Revolution. President Wilson favored the Mexican leader, Venustiano Carranza, during this time and feared that this revolution would endanger the United States. Wilson forced the United States Navy to go to the port of Veracruz, which took place on April 2, 1914, because of the United States worrying about the interests that the United States had with the trade with other countries during the revolution. With this taking place, there were one hundred and thirty five deaths, nineteen Americans and one hundred and twenty six Mexicans died on that day. However, although President Wilson supported Carranza, in August of 1914, Carranza would force his troops to enter Mexico City, which interfered with the American troops and caused President Wilson to classify Carranza as an enemy during these hard times. Carranza and his troops would become victors of the Mexican Revolution. However, the revolution was just the beginning of the war. In 1916 General Pancho Villa, who was under Carranzas command, began to use his power to cause tension along the United States and Mexico border. This tension would lead to the deaths of sixteen American civilians, alarming President Wilson. Soon after this he would send eleven thousand troops to the border, and within a year the war between the countries would become inevitable.

2. Describe changes in weaponry and military methods that made World War I so devastating.

The weapons of the American military consisted of multiple things that would make it deadlier than any other war before this time. Soldiers would carry a long-range, high- velocity rifle with them at all times, and this would allow them to hit targets up to one thousand yards ahead of them. This rifle would increase the shooting range by three hundred yards. Hiram Maxim, who was an immigrant from Great Britain in the 1880s, invented another weapon that made World War I more devastating. Maxim created the machine gun because of his friends’ advice to him, which was, make something that would make you rich and would allow the Europeans to kill one another faster. With the weapon capabilities increasing the military methods also were forced to change. These new methods allowed the war to continue for four years, leading to a great amount of death on both sides of the war. Another new method developed was the use of trench

warfare. Both countries started to use these new warfare techniques because with the new weaponry, the casualties would increase. The amount of deaths would increase significantly and the trenches allowed for the soldiers to hind underground away from the weapons that were being shot at them. Soldiers would dig trenches and wait for the right time to attack their enemy. However, although the trenches allowed soldiers to work better with being able to live underground and in the mud and clay, they also had a downfall. This downfall would be that many soldiers would live in the trenches for days on end, being wet form the water that would form in the mud, and many military men were not clean because of this, which would cause illnesses and deaths on its own. In addition, by the end of the bloody four years, Germany pronounced a new weapon of mass destruction. This weapon consisted of poisonous gas, which would lead to 450, German casualties and 550,000 deaths or wounded French soldiers.

3. Despite Wilson's pledge to remain neutral, explain how each of the following helped bring the U. in to World War I: a. The sinking of the Lusitania

The Lusitania , which was a British luxury liner, as well as a U-boat or undersea boat, was destroyed. The sinking of this U-boat lead to 1198 deaths including one hundred and twenty eight of those were Americans. Despite Wilson’s pledge to remain neutral, Americans were being killed by opposing countries, and Wilson had to think fast on how to prevent going to war. President Wilson sent a strongly worded letter to the German leader, who then announced that U-boats will no longer attack passenger ships without warning. Once this happened, Wilson tried to unite the two countries, making peace within the two but neither country wanted to unite with each other. Although, American lives were lost in the sinking of the Lusitania , the general population still opposed going to war, which helped form the 1916 election. Wilson had been reelected because to the populations viewpoint on his stand with opposing the war. However, this was only the beginning. Many U-boats were attacked without warning after President Wilson had sent the letter and the deal with the Germans was struck, which would help the United States join World War I.

b. The Zimmerman telegram

During the war, Arthur Zimmermann had written a letter to his minister in Mexico City and a few weeks after that the letter was published in the newspaper. This article was published to the minister in Mexico City and urged Mexico to join the Central Powers. Zimmermann had promised that if the United States entered the war, Germany would help Mexico recover the land that it had lost. With this coming as a threat to the American population, it changed the minds of those who once opposed the war. This telegram was not the only thing that changed the viewpoints for Americans on the war, many saw the harsh crimes the German population was doing, such as violating the threat Wilson made in the strongly worded letter to a German leader. Wilson feared that the Zimmerman telegram had held truth. He knew the United States could not afford to wage a war on their southern border and knew that fighting on the home front would be incredibly dangerous and would lead to American loss of life. American citizens also feared a war on the home front, especially seeing the devastating type of warfare in Europe at the time.

c. U-boat attacks in the spring of 1917

duties. Many Native Americans were known as devious, they would fight for everything they believed in and they would be the ones that would volunteer to go into combat first. Their duties sometimes consisted of talking with other countries as a communication purpose because many of them did know different languages, while others would be the first to go to war.

5. In what ways did World War I lead to conformity and intolerance for criticism and dissent? Identify the significance of the following: a. The Committee on Public Information

The Committee on Public Information (CPI) was created in April of 1917. It was a government agency, and its leader was George Creel. This committee had the goal of educating its members about democracy, adapting immigrants, and ending the separation of rural existence. This committee set out to form Americans to what is known as one white-hot mass of patriotism during the war. CPI had done much more than its intended goal, the CPI touched the lives of many members within the group. This organization started what is known as the four-minute men, which were men who would give short speeches at the movie theaters. This organization would also recruit thousands of volunteers and would issue seventy-five million literature sections into the community. This organization strongly advised that each of its members to become full Americans. Without being full Americans there was discrimination that would take place with the citizens, for instance, German members who were composers were banned from certain theaters, schools would shut down the German Language programs within the school and school district. Along with this America would force the discrimination to go as far as the foods, no German spices were allowed to be within the hamburgers because the sandwiches were known as the liberty sandwich.

b. The Espionage Act of 1917 and the Sedition Act of 1918

During World War I (WWI) Congress passed two new acts, both were new laws that the citizens would have to follow. The first act that was passes is the Espionage act of 1917; this act would enforce firm consequences for antiwar activities. The second act that was passed during the war was the Sedition Act of 1918, which prohibited any behavior that could provoke or encourage individuals to come to the United States or promote causes to come into the United States as an enemy. With these acts coming into effect, more than a thousand people were convicted of these crimes. Those that were convicted of these crimes were convicted by the Justice Department, this department prosecuted members of the Industrial Workers of the World also known as IWW. These industries were opposition to militarism, which threatened to disrupt the production of the war of copper and lumber. Two examples of people who were convicted of these crimes was a New York City schoolteacher who refused to teach a certain topic with the school system. The other individual that was convicted was Eugene V. Debs, he was sentenced to ten years in jail for arguing with a wealthy capitalist, which started a conflict and forced the workers to fight the outcome. Due to these laws taking place, many Americans were fearful to speak out; many Americans would hold back what they had to say because they feared that they would be executed if they spoke something that would be considered unlawful to the government’s point of view.

c. Schenck v. United States and Abrams v. United States

The federal courts passed the Espionage Act of 1917 and the Sedition Act of 1918. With the trial of Schenck v. United States in 1919, the Supreme Court supported the principle of a socialist who was jailed for circulating guides that commended army recruits to fight training. Along with this case, there was another case; Abrams v. United States of 1919 was a case that authorities could sue any speech that was believed to display a clear and present a danger to the safety of the United States. Two individuals, Justices Oliver Wendell Homes Jr. and Louis Brandeis, disagreed with the Abrams v. United States case. They believed that the case was not clear and it was misleading which would later launch a wide discussion on the free speech and civil liberties in the United States.

6. Describe the causes and effects of the "Great Migration" of African Americans that began with World War I.

With an increase in the population of American Soldiers, there was a decrease in individuals working at home because many of the men would be overseas. For the first time, jobs were opened up to African Americans. Many of the jobs that would open up would be in the North. During the war, more than four hundred thousand African Americans moved to cities within the North just for the work force, this is known as the Great Migration. Many industrial leaders and managers of organizations stated that if it were not for the African Americans during this time the industries and organizations would not have been able to continue. However, discrimination was still a big problem within the North. Many if not all African American were discriminated within the job force, the housing community, and within education. Although there was still discrimination in the North, the South had lower pay wages and harsher racism. The work treated African Americans as if they were equal men whereas the South did not. The viewpoints between the North and the South with discrimination of African Americans were very different. After hearing from family members of this, there had been many more individuals going to the North for a better chance at life within the work force.

7. Describe the issues, leaders, and events that led to the passage of woman suffrage. How did World War I play a role in its success?

With World War I starting and the increase in the population of United States Army uniformed soldiers, the jobs not only allowed African Americans to migrate but also it allowed for an increase in the workforce for the American woman. During the war, around one million women joined the work force for the first time while another eight million gave up lower paying waged jobs for higher paying waged jobs. The American woman was starting to be viewed different than they once had been. Many believed that the men would take the jobs back once the war was over, but the war had created a new comfort level with the women working outside of the household. With this entire taking place during the war, the National American Woman Suffrage Association (NAWSA) was formed with a larger member population behind Wilson’s administration. President Catt declared later that in order to further the women’s suffrage, the women must prove their patriotism to the United States. Thousands of members in the NAWSA encouraged food conservation for the war individuals and many of the emergency relief organizations. One of these organizations is known as the American Red Cross. However, the NAWSA was not the only organization to improve the woman suffrage; the National Woman’s Party (NWP) took a more hostile approach. The NWP began picketing the White House in July of 1917, and because of this protest, many of the NWP members were arrested because of the traffic they obstructed. These members were sentenced to seven months in jail,

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Course : U.S. History Since 1865 (HIST 2112)

University : columbus state university.

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