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WorldWar I

1914–1919Why It Matters

World War I changed the world. The people of the time called the conflict the Great War,and they believed that there could never again be another like it. Although the United States

tried to remain neutral, it was drawn into the conflict.

The Impact TodayThe war touched all aspects of life. When the fighting was over, the United States emerged

as one of the great powers in the world.

The American Journey Video The chapter 23 video, “Over There,” examinesthe impact of technology in World War I.

1914• Beginning of

Great Migration1915• Germany torpedoes

the Lusitania

1914• Franz Ferdinand assassinated

• World War I begins

1917• Lenin leads Bolshevik

Revolution

Wilson1913–1921

1917• Zimmermann telegram angers U.S.

• United States enters WW I

• Selective Service Act passed

CHAPTER 23 World War I

1914 1916

665

1920• Senate rejects League

of Nations

1918• World War I ends

• Flu epidemic kills more than 20 million worldwide

1919• Treaty of Versailles signed

HISTORY

Chapter OverviewVisit taj.glencoe.com andclick on Chapter 23—Chapter Overviews to pre-view chapter information.

To the Front World War I combined traditional means of warfare, suchas the cavalry, with modern means, such as the tank and the airplane.


1918 1920

1918• National War Labor

Board is set up

1914 1915 1917 1919 War1916 1918 Post-

Step 1 Fold two sheets of paper in half from topto bottom.

Time Line Study Foldable Time lines are usedto list important dates in chronological order. Usethis foldable to sequence key events of World War I.

Reading and Writing As you read the chapter,record key events that occurred during each yearof World War I.

Step 2 Turn the papers and cut each in half.

Step 3 Fold the four pieces in half from topto bottom.

Step 4 Tape the ends of the pieces together(overlapping the edges very slightly) to make anaccordion time line and label it as shown.

Cut alongfold lines.

Piecesof tape

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666

June 1914Franz Ferdinandis assassinated

July 1914Austria-Hungarydeclares war on Serbia

August 1914Germany declares war on Russia and France

1916France and Germany fightthe Battle of Verdun


The swift chain of events that led to war in Europe in 1914 stunned Americans. Mostagreed with Jeannette Rankin—the first woman to serve in the U.S. Congress at a timewhen women could not even vote in most states—that “You can no more win a war thanyou can win an earthquake.” Most Americans wanted the country to stay out of other coun-tries’ affairs. They saw no good reason to get involved in a conflict that they believed grewout of national pride and greed. As time went on, the United States found it more and moredifficult to remain neutral.

Troubles in EuropeThe people of Sarajevo crowded the streets of their city on the morning of

June 28, 1914. They wanted to see Archduke Franz Ferdinand, the heir to thethrone of the Austro-Hungarian Empire. The royal couple had come on a statevisit to Bosnia, an Austrian province. Suddenly shots rang out. The archdukeand his wife were hit and died soon after. The assassination destroyed the delicate balance of European stability. Within weeks Europe was at war. Thetensions that led to World War I had roots that went back many years. The con-flicts grew as European nations pursued dreams of empires, built up theirarmies, and formed alliances.

Main IdeaWhen Europe went to war in 1914,the United States tried to stay out ofthe conflict.

Key Termsnationalism, ethnic groups, mili-tarism, alliance system, entente,balance of power

Reading StrategyOrganizing Information As you readthe section, re-create the diagrambelow, and identify four causes ofWorld War I.

Read to Learn• what factors led to World War I.• how the early fighting progressed

in Europe.

Section ThemeScience and Technology Newweapons and other technology wereused in fighting the war.

War in Europe

Causes of WWI

Preview of Events

Guide to Reading

✦1914 ✦1915 ✦1916

667

Forming AlliancesAlong with militarism came a strengthening

of the alliance system, or the defense agree-ments among nations. By 1914 two majoralliances had been established. Germany, Aus-tria-Hungary, and Italy banded together in theTriple Alliance, while Great Britain, France, andRussia joined in the Triple Entente. An ententeis an understanding among nations.

The alliances aimed to keep peace by creatinga balance of power—a system that prevents anyone country from dominating the others. Yet thealliance system actually posed a great danger.An attack on one nation was all that was neededto trigger a war involving many countries.

Europe was like a powder keg. One Americandiplomat noted that it would take “only a sparkto set the whole thing off.” That spark wasignited in the Balkans.

Describing What was the purposeof the alliance system?

Crisis in the BalkansThe Balkan Peninsula in southeastern

Europe was a hotbed of nationalist and ethnicrivalries in the early 1900s. The nations ofGreece, Albania, Romania, and Bulgaria arguedover territory, while Slavic nationalists hopedto unite all the Slavic peoples in the region.Especially bitter was the dispute between Austria-Hungary, whose Slavic people desiredindependence, and the neigh-boring nation of Serbia,which supported the Slavsand opposed the empire.

An Assassination Leadsto War

Franz Ferdinand’sassassin, Gavrilo Princip,was a member of a Ser-bian nationalist group.Princip and other terroristshad plotted the murder toadvance the cause of the unifi-cation of Slavic peoples.

NationalismNationalism, a feeling of intense loyalty to

one’s country or group, caused much of the ten-sion in Europe. On the one hand, nationalismencouraged new nations, such as Italy and Ger-many, to unify and to establish their power inthe world. Italy had become a kingdom in the1860s, and the German states had united in the1870s. Their actions challenged the position ofolder nations such as Great Britain and France.

On the other hand, nationalism inspired certain groups of people to break away fromexisting nations. Some of these ethnic groups—people who share a common language and traditions—demanded independent nations oftheir own.

Imperial ExpansionTension in Europe also grew out of the desire

of nations to expand their empires. Nationscompeted for colonies in Africa, Asia, and otherparts of the world. These colonies not onlybrought new markets and raw materials, theyalso added to a nation’s prestige.

Great Britain and France already possessedlarge overseas empires, but they wanted toexpand them even more. Germany, Italy, andRussia wanted to increase their colonial hold-ings as well. Because few areas were left to col-onize, however, expansion by one Europeannation often brought it into conflict withanother power.

Military BuildupAs European nations competed for colonies,

they strengthened their armies and navies toprotect their interests. If one nation increasedits military strength, its rivals felt threatenedand built up their own military in response. Inthis atmosphere of militarism, Germany,France, and Russia developed huge armies inthe early 1900s.

Great Britain, an island nation, had theworld’s largest and strongest navy. When Ger-many began to challenge Britain’s naval powerin the early 1900s, a bitter rivalry grew betweenthe two nations. The rivalry led to an arms racethat threatened peace in Europe.

ArchdukeFranz Ferdinand


A day later, Germany invaded Belgium aspart of a plan to sweep across eastern andnorthern France. In doing so, Germany violateda treaty signed in 1839 guaranteeing Belgium’sneutrality. The invasion of Belgium promptedGreat Britain to honor its pledge to protect Bel-gium, and Britain declared war on Germany.

Describing What actions did Austria-Hungary take after the assassination of Franz Ferdinand?

A World War BeginsThe “Great War” had begun. On one side were

the Allied Powers, or the Allies—Great Britain,France, and Russia. On the other were the Central

668 CHAPTER 23 World War I

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ARCTIC CIRCLE

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10°W0° 10°E 20°E 30°E 40°E

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Europe in World War I, 1914

Allies

Central Powers

Neutral nations

June 28 Franz Ferdinand assassinated

July 28 Austria-Hungary declares war on Serbia

July 30 Russia mobilizes armed forces

Aug. 1 Germany declares war on Russia

Aug. 3 Germany declares war on France

Aug. 4 Germany invades Belgium

Aug. 4 Britain declares war on Germany

Aug. 6 Austria-Hungary declares war on Russia

Aug. 12 France and Britain declare war on Austria-Hungary

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The rulers of Austria-Hungary blamed the Ser-bian government for the assassination andmoved to crush the Serbian nationalist move-ment. After making sure its ally, Germany, supported its decision, Austria-Hungary sent a letter to Serbia listing harsh demands. WhenSerbia refused the conditions, Austria-Hungarydeclared war on Serbia on July 28, 1914.

Europe’s system of alliances caused the warto spread. Russia, which had agreed to protectSerbia, prepared for war. This brought Ger-many to the side of its ally, Austria-Hungary.Germany declared war on Russia on August 1,1914. Knowing France was an ally of Russia,Germany declared war on France on August 3.

1. Region What nations made up the the Central Powers?2. Drawing Conclusions What incident sparked the

beginning of World War I?

MotionIn

Powers—Germany, Austria-Hungary, and theOttoman (Turkish) Empire, which joined the warin October 1914. Japan, a rival of Germany inAsia, joined the Allies in late August 1914. Italyrefused to honor its alliance with Germany andAustria-Hungary. Instead, it joined the Allies in1915 after being promised territory in Austriaafter the war.

Fighting on the Western FrontIn launching an offensive through Belgium,

Germany hoped to defeat France quickly anddestroy the French armies. This would allowGermany to move troops east against Russia.

The plan almost succeeded. The Belgians,however, held out heroically for nearly threeweeks against the powerful German army. Thisdelay gave the French and British time to mobi-lize their forces.

After defeating the Belgians, the Germansmarched into France and advanced to within15 miles of Paris. The British and Frenchfinally managed to stop the German advanceat the Marne River just a few miles east of thecity. The Battle of the Marne, fought betweenSeptember 5 and 12, 1914, saved Paris frominvasion by the Germans and boosted Frenchmorale. It also made it clear that neitherside was capable of winning the warquickly or easily.

After the Battle of the Marne, the fight-ing in western Europe reached a stale-mate. For the next three years, theopposing armies faced each other acrossan elaborate network of deep trenches.Trenches along the front lines providedsome protection from flying bullets andartillery shells. Support trenches behindthe lines served as headquarters, first-aidstations, and storage areas.

In 1916 both sides attempted to breakthe deadlock of trench warfare by launch-ing major offensives. The German offen-sive, the Battle of Verdun in northeasternFrance, began in February and continuedon and off until December. At first the Ger-mans made small gains, but these were lostafter the French counterattacked. Verdun

was one of the longest and bloodiest battles of thewar. When it was over, more than 750,000 Frenchand German soldiers had lost their lives.

While the Battle of Verdun raged, the Britishand French launched their own offensive innorthern France in July—the Battle of theSomme. Again the number of casualties wasextremely high. The Allies gained only about 7 miles (11.2 km) in the offensive.

Deadly TechnologyNew and more deadly weapons accounted

for the terrible slaughter during these battles.Improved cannons and other artillery firedlarger shells greater distances than ever before.Better rifles enabled soldiers to hit targets withgreater accuracy.

Poison gas, another new and devastatingweapon, was first used by the Germans overAllied lines in April 1915. The gas could kill orseriously injure anyone who breathed it. ABritish officer said,

“They fought with terror, running blindly inthe gas cloud, and dropping . . . in agony.”

Airplanes were first used in combat during World War I.

The Allies began to use poison gas also, and gasmasks became necessary equipment for soldiersin the trenches.

The armored tank, first used in World War I inJanuary 1916, proved effective for crossing battlelines to fire on the enemy at close range. Tanksalso could crush barbed wire, providing an eas-ier route for advancing troops. After the Ger-mans saw the effectiveness of tanks, theyproduced them too.

The most dramatic new weapon—the air-plane—added a new dimension to fighting inWorld War I. Both sides used airplanes for watch-ing troop movements and bombing enemy tar-gets. Daring pilots waged duels in the skies called“dogfights.” The first fighter planes were onlyequipped with machine guns, which were fas-tened to the top wing. The most famous pilotsincluded Germany’s “Red Baron,” Baron vonRichthofen, and America’s Eddie Rickenbacker,who served in the French air force. The Germansused the zeppelin, or blimp, to bomb Allied cities.

On the SeasWith their land armies deadlocked in western

Europe, both sides looked to the sea to gain anadvantage in the war. Great Britain blockadedall ports under German control, eventually caus-ing serious shortages. Many Germans sufferedfrom malnutrition and illness because of lack offood and other supplies.

Germany had an effective naval weapon of itsown: the submarine. Known as U-boats—fromthe German word for submarine, Unterseeboot—submarines prevented supplies, including food,from reaching Great Britain. U-boat attacks onships at sea eventually affected the United Statesand changed the course of the war.

Explaining What did both sidesrealize after the Battle of the Marne?


Militarism

United States neutrality was put to a test when German U-boats (shownhere) attacked American ships.

Science Research the inventionsthat were developed in World War I.Make a chart in which you describeeach invention and a possiblepeacetime use of the invention.

Checking for Understanding1. Key Terms Write headlines for

events during the World War I era;use each of the following terms:nationalism, militarism, alliance system, entente.

2. Reviewing Facts What nationsmade up the Triple Alliance? TheTriple Entente?

Reviewing Themes3. Science and Technology Why were

casualties so high in World War I?

Critical Thinking4. Determining Cause and Effect How

did forming alliances increase thelikelihood of war in Europe?

5. Determining Cause and EffectRe-create the diagram below anddescribe two effects that militarismhad on rival nations.

Analyzing Visuals6. Geography Skills Examine the map

on page 668. When did Germanydeclare war on France? On what sidedid Belgium fight?

Study CentralTMTo review this section, go to

and click on Study CentralTM.taj.glencoe.com

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671

April 1917U.S. declares war on Germany

Main IdeaThe United States entered the conflicton the side of the Allies.

Key Termspropaganda, autocracy

Reading StrategyAnalyzing Information As you readthe section, re-create the diagrambelow and list two reasons the UnitedStates found it difficult to maintainneutrality.

Read to Learn• how Americans responded to the

war in Europe.• what led to American involvement

in the war.

Section ThemeGovernment and Democracy TheUnited States, officially neutral at first,entered the conflict.

America’s Roadto War


President Wilson struggled to remain neutral, even after Americans had been killed atthe outbreak of World War I. Others felt differently. An American businessman cabled thepresident after the Laconia was sunk by Germans: “My beloved mother and sister . . .have been foully murdered on the high seas. . . . I call upon my government to preserveits citizens’ self-respect and save others of my countrymen from such deep grief as I nowfeel. I am of military age, able to fight. If my country can use me against these brutalassassins, I am at its call.” Remaining neutral grew more and more difficult.

American NeutralityPresident Wilson had to make some difficult decisions. He declared that the

United States would be neutral in the war and called on Americans to be “neu-tral in fact as well as in name, impartial in thought as well as in action.” Otherinfluential political leaders also argued strongly in favor of neutrality.

Maintaining neutrality

August 1914Europe goes to war

May 1915Germany torpedoesthe Lusitania

March 1917Zimmermanntelegram angers U.S.

Preview of Events

Guide to Reading

✦1914 ✦1916 ✦1918

When Europe went to war in August 1914,most Americans believed that the war did notconcern them. Many shared the view expressedin an editorial in the New York Sun:

“There is nothing reasonable in such a war,and it would be [foolish] for the country to sac-rifice itself to the . . . policies and the clash ofancient hatreds which is urging the Old World to destruction.”

Despite Wilson’s plea to remain neutral,Americans soon began to take sides. More thanone-third of the nation’s 92 million people wereeither foreign-born or the children of immi-grants. Many of these people naturally sympa-thized with their countries of origin. Some of the8 million Americans of German or Austriandescent and the 4.5 million Irish Americans—who hated the British because they ruled Ire-land—favored the Central Powers.

Even more Americans, however, includingPresident Wilson, felt sympathetic to the Allies.Ties of language, customs, and traditions linkedthe United States to Great Britain, and manyAmericans were of British descent. President Wilson told the British ambassador: “Everything


History

The Lusitania left New York for England on May 1, 1915.Germany had placed a warning notice in American news-papers, but few people took it seriously. How did theUnited States respond to German U-boat attacks?

I love most in the world is at stake.” A Germanvictory “would be fatal to our form of govern-ment and American ideals.”

Using PropagandaTo gain the support of Americans, both sides

in the war used propaganda—informationdesigned to influence opinion. Allied propa-ganda emphasized the German invasion of neu-tral Belgium and included horror stories ofGerman atrocities. It called the Germans “Huns”and pictured them as savage barbarians.

The propaganda from the Central Powers wasequally horrible, but because of British sympa-thies, the Allied propaganda was more effectivein influencing Americans.

America’s Early InvolvementTrade between the United States and the

Allies helped build support for the Allied cause.As a neutral nation, America sought to tradewith both sides, but Britain’s blockade of Ger-many made this difficult.

The British navy stopped and searched Amer-ican ships headed for German ports, often seiz-ing the ships’ goods. The United Statesprotested that its ships should be able to passwithout interference. The British responded


with the defense that they were fighting for theirsurvival. “If the American shipper grumbles,”wrote a London paper, “our reply is that thiswar is not being conducted for his pleasure orprofit.” The United States government could donothing about the blockade. Barred from tradingwith Germany, it continued trading with Britain.

Indeed, American trade with the Alliessoared. In addition, Great Britain and Franceborrowed billions of dollars from Americanbanks to help pay for their war efforts. All thisbusiness caused an economic boom in theUnited States. It also upset the Germans, whowatched the United States—supposedly a neu-tral nation—helping the Allies.

Submarine WarfareTo stop American aid to Britain, Germany

announced in February 1915 that it would useits U-boats to sink any vessels that entered orleft British ports. President Wilson warned that

America would hold Germany responsible forany American lives lost in submarine attacks.Determined to cut off supplies to Great Britain,the Germans ignored this threat.

On May 7, 1915, a German U-boat torpedoedthe British passenger liner Lusitania off the coastof Ireland. W.T. Turner, the captain, reported:

“I saw the torpedo speeding towards us.Immediately I tried to change our course, butwas unable to maneuver out of its way. Therewas a terrible impact as the torpedo struck thestarboard side of the vessel. . . . It was cold-blooded murder.”

The Lusitania sank in about 15 minutes. Morethan 1,000 people died, including 128 UnitedStates citizens. Americans were outraged, andPresident Wilson denounced the attack. Later itwas learned that the ship carried war materials.; (See page 973 for a passenger’s account of the sinking.)

SubmarineDuring World War I, GermanU-boats, or submarines,became the terror of the seas. What part of the craftguided the submarine up and down?

The rudder steersthe vessel.

3Torpedo tubes were alwaysloaded. About 12 torpedoescould be carried at a time.

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2 The diving ruddersguide the submarine to different depths.

The conning toweris the attack center.

Periscope

Deck gun

Engine room

Control room

Crew’s quarters

1

The United States began building its own submarinefleet during the war. The fastest American submarinesreached a top surface speed of 14 knots (a little morethan 16 miles per hour).

Several months later a German U-boat torpe-doed the unarmed French passenger ship Sussex,injuring several Americans. Fearing that theAmericans might enter the war, Germany offeredto compensate Americans injured on the Sussexand promised to warn neutral ships and passen-ger vessels before attacking. The Sussex Pledge,as it was called, seemed to resolve the issue.

Describing What is the aim ofpropaganda?

The End of NeutralityThe crisis over submarine warfare led the

United States to take steps to strengthen its mil-itary. In the summer of 1916, Congress passedlegislation that doubled the size of the army andprovided funds to build new warships. Presi-dent Wilson still hoped, however, to stay out ofthe war.


Antiwar sentiment remained very strong.Some Americans criticized the nation’s militarybuildup, seeing it as a step toward entering thewar. A popular song in 1915 expressed thisopposition:

“I didn’t raise my boy to be a soldier,I brought him up to be my pride and joy.Who dares place a musket on his shoulder,To shoot some other mother’s darling boy?”

Antiwar sentiment was strong at the 1916 Democratic national convention, where all refer-ences to the president’s efforts to keep the coun-try out of war brought wild applause. AfterWilson was nominated for a second term, thephrase “He Kept Us Out of War” became theDemocrats’ slogan. The question of neutralitydivided the Republicans, and Republican presi-dential candidate Charles Evans Hughesavoided discussing the issue. Wilson narrowlydefeated Hughes.

In January 1917 German foreign min-ister Arthur Zimmermann cabled theGerman ambassador in Mexico instruct-ing him to make an offer to the Mexicangovernment. Zimmermann proposedthat Mexico help Germany in the eventthat the United States entered the war.To encourage Mexico’s cooperation, Ger-many promised that Mexico wouldregain some of the region that it lost tothe United States in 1848. A British offi-cial intercepted Zimmermann’s telegram.The telegram read:

“On the first of February we intendto begin submarine warfare unre-stricted. In spite of this, it is ourintention to endeavor to keep neutralthe United States of America.

If this attempt is not successful,we propose an alliance on the follow-ing basis with Mexico: That we shallmake war together and togethermake peace. We shall give generousfinancial support, and it is under-stood that Mexico is to reconquer thelost territory in New Mexico, Texas,and Arizona. The details are left toyou for settlement….

You are instructed to inform thePresident of Mexico of the above inthe greatest confidence as soon as itis certain that there will be an out-break of war with the United Statesand suggest that the President ofMexico, on his own initiative, shouldcommunicate with Japan suggestingadherence at once to this plan; at the

same time, offer to mediate betweenGermany and Japan.

Please call to the attention of thePresident of Mexico that the employ-ment of ruthless submarine warfarenow promises to compel England tomake peace in a few months.”

Widely publicized by British and inthe American press, the Zimmermanntelegram angered Americans and helpedbuild popular sentiment for the war.Then, between March 12 and March 19,four American merchant ships were sunkwithout warning. On April 2, 1917, Presi-dent Wilson asked the members of Con-gress to declare war on Germany.

—adapted from Almost History,Roger Bruns ©2000

The British Had Not Intercepted the Zimmermann Note?

675CHAPTER 23 World War I

On the Brink of WarIn January 1917, Germany reversed its policy

on submarine warfare. It announced that itwould sink on sight all merchant vessels, armedor unarmed, sailing to Allied ports. While realiz-ing that their policy might bring the Americansinto the war, the Germans believed they coulddefeat the Allies before the United States becameheavily involved. An angry President Wilsonbroke off diplomatic relations with Germany.

A few weeks later, a secret telegram—inter-cepted by the British government—set off a newwave of anti-German feeling. In late Februarythe German foreign minister, Arthur Zimmer-mann, sent a telegram to Mexico with an offer tothe Mexican government:

“[W]e shall make war together and togethermake peace. . . . [A]nd it is understood that Mexico is to reconquer the lost territory in NewMexico, Texas, and Arizona.”

1. Why was the British government eager to inform theUnited States of Germany’s offer to Mexico? What didit hope to gain?

2. If there were no Zimmermann note, do you think theUnited States would have: a) entered the war when itdid in April; b) entered the war at a later time; or c) notbeen drawn into the war at all?

Newspapers published the secret Zimmer-mann telegram on March 1, and Americansreacted angrily to the German action.

Revolution in RussiaIn the weeks following publication of the

Zimmermann telegram, dramatic events pushedthe United States to the brink of war. First, a rev-olution took place in Russia. Following a periodof rioting and strikes, the Russian people over-threw the monarchy. In its place they establisheda temporary government that promised freeelections.

Many Americans believed that the new Russian government, which vowed to defeat Germany, would help the Allies. With Russia’schange to a democratic form of government, Wilson could now claim that the Allies werefighting a war of democracy against autocracy—rule by one person with unlimited power.

Other critical events took place at sea. InMarch 1917, within a few days time, the Ger-mans attacked and sank four American ships—the Algonquin, the City of Memphis, the Illinois,and the Vigilancia. Thirty-six lives were lost.

President Wilson continued to struggle withhis conscience. He was convinced that warwould destroy much of the optimism and sym-pathy to human needs that had allowed Amer-ica to make the social progress it had. Hiscabinet, on the other hand, strongly favored war.One government official later explained:

“If we had stayed out of the war, and Ger-many had won, there would no longer havebeen a balance of power in Europe, or a Britishfleet to support the Monroe Doctrine and toprotect America.”

President Wilson decided that the UnitedStates could no longer remain neutral.

America Enters the WarOn the cold, rainy evening of April 2, 1917,

President Wilson stood before a special sessionof Congress to ask for a declaration of waragainst Germany.

1. Key Terms Define propaganda and autocracy.

2. Reviewing Facts What did the Zimmermann telegram promise to Mexico?

Reviewing Themes3. Government and Democracy What

steps did President Wilson have totake to make an official declarationof war?

Critical Thinking4. Determining Cause and Effect

Explain how the war in Europebrought about an economic boom in the United States.

5. Sequencing Information Re-createthe diagram below and explain howthese events led the United Statesinto the war.

Analyzing Visuals6. Picturing History Examine the sub-

marine on page 673. What was thetop speed of American submarines?What was the purpose of the divingrudders?

“The world must be made safe for democracy.. . . It is a fearful thing to lead this great peacefulpeople into war, into the most terrible and disas-trous of all wars. . . . But the right is more pre-cious than peace. . . .”

Congress did not agree at once to a formal res-olution of war. Some members of Congressagreed with Senator George Norris of Nebraska.He held that America’s involvement in the warwas the fault of American financiers and armsmanufacturers who were determined to profitfrom the war no matter what it cost the rest ofthe country.

In the end, however, most members of Con-gress agreed that if the United States wished toremain a great world power it must defend itsrights. As a result, Congress passed a declara-tion of war, and Wilson signed it on April 6.Fifty-six members of the House and Senatevoted against war, including RepresentativeJeannette Rankin of Montana—the first womanto serve in Congress.

The United States had to raise an armyquickly. On May 18, Congress passed the Selec-tive Service Act, establishing a military draft.Unlike the draft during the Civil War that led toriots, this draft had the support of most of theAmerican public.

Men aged 21 to 30(later the draft age wasextended from 18 to 45)registered by the mil-lions. By the end of thewar, some 24 million menhad registered. Of those,about 3 million werecalled to serve; another 2million joined the armed forces voluntarily.

In addition thousands of women enlisted inthe armed forces—the first time they wereallowed to do so. Women did noncombat work,serving as radio operators, clerks, and nurses.

Many African Americans also wanted toserve their country. More than 300,000 joined thearmy and navy—the marines would not acceptthem. African Americans faced discriminationand racism in the armed forces just as they didin civilian life. Most held low-level jobs on mili-tary bases in the United States. Among the140,000 African American soldiers sent toEurope, 40,000 saw actual combat. Many servedwith distinction. An African American regimentreceived medals for bravery from the Frenchgovernment. One of its members, Henry John-son, was the first American to receive the FrenchCroix de Guerre [Cross of War] for bravery.

Describing What was the purposeof the Selective Service Act?


Event

Sinking of LusitaniaZimmermann note

HISTORY

Student Web ActivityVisit taj.glencoe.com andclick on Chapter 23—Student Web Activitiesfor an activity on WorldWar I.

Expository Writing Create head-lines announcing major eventsdescribed in Section 2. Keep inmind that headlines condensemuch information into a few words.




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677

Americans Jointhe Allies


June 1917American troops landin France

March 1918Russia withdraws from the war

June 1918American ExpeditionaryForce begins to fight

November 1918Armistice endsWorld War I

Nov.1917

June1918

Oct. 4,1918

Nov. 11,1918

Preview of Events

Guide to Reading

✦1917 ✦1918 ✦1919

Drafted into the United States Army in 1917, Alvin York was reluctant to serve. “I wasworried clean through,” he said. “I didn’t want to go and kill.” York had grown up in themountains of Tennessee, where he learned to shoot while hunting wild turkeys. Applying hissharpshooting skills in World War I, York killed 17 German soldiers with 17 shots. He also took132 Germans prisoner and captured 35 enemy machine guns. For his actions and bravery incombat, Sergeant York received the Medal of Honor.

Supplying the AlliesIn 1917 the Allies desperately needed the help of American soldiers. Years of

trench warfare had exhausted the Allied armies, and some French troopsrefused to continue fighting after a failed offensive in 1917. The British hadstarted to run out of war supplies and food; their people were starving. Fur-thermore, German submarines were taking a deadly toll on Allied shipping—sinking one of every four ships that left British ports.

Main IdeaWith the help of American troops and supplies, the Allies turned the tideagainst Germany.

Key Termsconvoy, front, armistice

Reading StrategySequencing Information As youread the section, re-create the timeline below and identify the events thattook place.

Read to Learn• what was happening in Europe when

the United States entered the war.• what role American troops played

in the fighting.

Section ThemeGlobal Connections The entry of theUnited States into the war made animmediate difference, eventually lead-ing to Germany’s surrender.

The American entry into the war made animmediate difference. To ensure that neededsupplies reached Great Britain, the United StatesNavy took two steps. First, it helped the Britishfind and destroy German submarines. Then convoys—teams—of navy destroyers escortedgroups of merchant ships across the Atlantic.The convoy system worked well. In one year itreduced Allied shipping losses from 900,000 to300,000 tons a month. With the convoy system,not one American soldier bound for Europe waslost to submarine attack.

Russian WithdrawalThe Allies needed more troops because of a

second revolution in Russia. In November 1917,the Bolsheviks, a group of communists, over-threw the democratic Russian governmentestablished in March 1917.

Led by Vladimir Lenin, the Bolshevikswanted to end Russia’s participation in the warso they could focus their energies and resourceson setting up a new Communist state. Lenin tookRussia out of the war in December. In March1918, he signed the Treaty of Brest-Litovsk with


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0Lambert AzimuthalEqual-Area projection

0 250 miles

250 kilometers

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20°W 10°W 10°E 20°E 30°E 40°E0°60°N

AtlanticOcean

NorthSea

BalticSea

BlackSea

MediterraneanSea

EasternFront

WesternFront

WesternFront

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45

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82 7

May, 1915 Germanysinks Lusitania

PORTUGALSPAIN

FRANCE

LUX.

BELGIUM

UNITEDKINGDOM

NORWAYSWEDEN

DENMARK

GERMANYRUSSIA

AUSTRIA-HUNGARY

ITALYROMANIA

BULGARIASERBIA

GREECEOTTOMAN

EMPIRE

Europe During World War I, 1914–1918

Allies

Central Powers

Neutral nations

33

11 44

55

66

77

88

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22

Tannenberg, Aug. 1914

1st Marne, Sept. 1914

Gallipoli, Apr. 1915 – Jan. 1916

Verdun, Feb.–Dec. 1916

Somme, July–Nov. 1916

Chateau-Thierry andBelleau Wood, June 1918

2nd Marne, July 1918

St. Mihiel, Sept. 1918

Meuse-Argonne, Sept.–Nov. 1918

Major Battles

1. Location What country was the site of most WesternFront battles?

2. Location Nearest to what front was the battle of Tannen-berg fought?

MotionIn


Germany, surrendering Poland, the Ukraine, andother territory to the Germans. Russia’s with-drawal from the war allowed the Germans tomove hundreds of thousands of troops from theEastern Front—line of battle—to the WesternFront in France.

New German OffensiveReinforced by the transfer of troops, the Ger-

mans now launched a powerful offensiveagainst the Allies. German military leadershoped to drive a wedge in the Allied lines and tocapture the city of Amiens before proceeding toParis. Between March and June 1918, they ham-mered at Allied lines, pushing them back towithin 40 miles (64 km) of Paris. After years ofstalemate along the Western Front—the areaalong the French-German border—it suddenlylooked as if Germany might win the war.

American Troops in the WarAlthough the first American soldiers had

reached France in June 1917, many monthspassed before they were ready for battle. Whenthey finally began to fight, the Americanshelped turn the war around.

General John J. Pershing led the AmericanExpeditionary Force (AEF), the American troopsin Europe. American correspondent Floyd Gib-bons described the tremendous welcome theFrench gave Pershing and his troops in Paris:

“The sooty girders of the Gare du Nord [rail-road station] shook with cheers when the spe-cial train pulled in. . . . A minute later, there wasa terrific roar from beyond the walls of the sta-tion. The crowds outside had heard the cheeringwithin. . . . Pershing took Paris by storm.”

Life in the trenches was miserable. Soldiers lived in dirt and mud for months at a time.Between the enemy lines lay a “no-man’s land” of barbed wire and land mines. Endlessdays of shelling the enemy might sometimes be interrupted by an attempt to “break out” of the trenches and advance into enemy territory.

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The AEF reached full strength in Europe inthe spring of 1918. The French and Britishwanted to use the American soldiers to build uptheir own troops, but General Pershing refused.He preferred to keep the AEF a separate force.

The American Expeditionary Force saw its firstserious fighting in early June 1918. It helped turnback a German offensive at Château-Thierry onthe Marne River east of Paris. The Americantroops then advanced to nearby Belleau Wood.For 24 hours a day for the next three weeks,American forces fought their way through theforest against a solid wall of German machine-gun fire. In July the Americans and the Frenchfought back German attacks on Allied forcesalong the Marne and the Somme Rivers.

By the middle of July, the Allies had stoppedthe German offensive. General Pershing wrotethat the battles had “turned the tide of war.” TheAllies now began an offensive of their own. Inmid-September about 500,000 “doughboys”—thenickname given to American soldiers—fightingalone, defeated the Germans at Saint Mihiel, eastof Verdun. Later in the month, more than onemillion American troops joined the Allies in theBattle of the Argonne Forest, west of Verdun.

The Battle of the Argonne Forest raged fornearly seven weeks, with soldiers struggling overthe rugged, heavily forested ground. Rain, mud,barbed wire, and withering fire from Germanmachine guns hindered the Allies’ advance, andmany lives were lost.

American lieutenant Elden Betts wondered if he would survive the battle and wrote home—in case “I get mine tomorrow.” He said he hopedhis family would be proud of him, ending with“Now good-bye, and thank you Pop, Edie andMargie.” Four days later Betts was killed.

The Battle of the Argonne Forest ended inearly November, when the Allies finally pushedback the Germans and broke through the enemylines. The Germans now were faced with aninvasion of their own country.

Identifying What was the firstmajor battle to involve Americans?

The End of the WarWith their troops in retreat, German military

leaders realized they had little chance of win-ning the war. The Allied forces were now forti-fied by the Americans. In addition, the Germanssuffered from severe shortages of food and otheressential supplies.

Request for an ArmisticeOn October 4, 1918, the German government

appealed to President Wilson for an armistice.An armistice is an agreement to end the fight-ing. Wilson consented under certain conditions.Germany must accept his plan for peace and

In 1915 the Germans introduced anew weapon—poison gas. In time,all of the combatants would use gaswarfare. Artillery shells containinggas were fired at the enemy, andwind carried the gas into trenches,causing blindness, choking, dam-aged lungs, and death.

promise not to renew hostilities. All Germantroops must leave Belgium and France. Finally,Wilson would deal only with civilian leaders,not with the military.

While German leaders considered Wilson’sdemands, political unrest erupted in Germany.On November 9, the German kaiser, oremperor, Wilhelm II, was forced to give up histhrone. Germany became a republic, and itsnew leaders quickly agreed to Wilson’s termsfor the armistice.

Peace BeginsThe armistice began on November 11, 1918.

Germany agreed to withdraw all land forceswest of the Rhine River, withdraw its fleet tothe Baltic Sea, and surrender huge amounts ofequipment.

With the signing of the armistice, the GreatWar ended. President Wilson announced:

“Everything for which America fought hasbeen accomplished. It will now be our duty toassist by example, by sober, friendly counsel,and by material aid in the establishment of justdemocracy throughout the world.”

Describing What conditions didGermany accept to end the fighting?

CHAPTER 23 World War I 681

Armistice Day, first observed on November 11,1919, honored the Allied soldiers who died inWorld War I. In 1954 Armistice Day was renamedVeterans’ Day in honor of all those, living anddead, who had served with U.S. armed forces inwartime. Similar commemorations take place inCanada on Remembrance Day and the UnitedKingdom on Remembrance Sunday.

Honoring the Veterans

Soldiers receive the Distin-guished Service Cross.

Allied needs

Checking for Understanding1. Key Terms Write headlines for three

news stories about World War I; useeach of the following terms: convoy,front, armistice.

2. Reviewing Facts Who led the Amer-ican forces in Europe?

Reviewing Themes3. Global Connections According to

the armistice, from where did Germany agree to withdraw its land forces?

Critical Thinking4. Predicting Consequences Do you

think the Allies would have won thewar if the United States had notintervened? Why or why not?

5. Determining Cause and EffectRe-create the diagram below and listthree reasons the Allies needed thehelp of American forces.


on page 678. When was the battle atSt. Mihiel fought? When was the Bat-tle of Gallipoli fought? Do you think it was easier for Norway, Spain, andSweden to remain neutral than it wasfor Switzerland? Why?

Descriptive Writing Write the textfor a radio broadcast announcingthe arrival of American soldiers inParis in 1917.



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Outlining

Study & WritingStudy & Writing


Outline of Chapter 23, Section 3I. European Allies need help.

A. Allied armies are exhausted.1. Trench warfare depletes supplies.2. Russia leaves war.

B. Civilians are in trouble.1. People are starving.2. Supply ships are sunk by Germans.

II. Americans enter the war.A. United States Navy patrols seas.

1. German U-boats are destroyed.2. Convoys protect Allied ships.

a. Losses are reduced by two-thirds.

b. No American soldiers are killed.B. American Expeditionary Force (AEF)

lands in Europe.1. Germans lose at Château-Thierry.2. Germans are defeated at Bel-

leau Wood.III. Allies take the offensive.

A. Battle of Argonne Forest is fought.B. President Wilson lists conditions

for armistice.

Why Learn This Skill?To sketch a scene, you first draw the rough shape,

or outline, of the picture. Then you fill in this roughshape with details. Outlining written material is asimilar process. You begin with the rough shape ofthe material and gradually fill in the details.

Learning the SkillThere are two kinds of outlines—formal and infor-

mal. An informal outline is similar to taking notes.You write only the words and phrases needed toremember main ideas.

A formal outline has a standard format. In a formaloutline, label main heads with Roman numbers, sub-heads with capital letters, and details with Arabicnumerals and lowercase letters. Each level shouldhave at least two entries and should be indentedfrom the level above.

When outlining written material, first read thematerial to identify the main ideas. In textbooks, section heads provide clues to main topics. Thenidentify the subheads. Place supporting details underthe appropriate head.

Practicing the SkillStudy the partial outline of Section 3 on this page.Then answer the following questions.

1 Is this a formal or an informal outline?

2 What are the three main topics?

3 If you wanted to add two facts about the AEF,where would you put them in the outline? Wouldyou use numbers or letters to label the facts?

Applying the SkillOutlining Following the guidelines above, pre-pare an outline for Section 2 of Chapter 23.

Glencoe’s Skillbuilder InteractiveWorkbook CD-ROM, Level 1, providesinstruction and practice in key social studies skills.

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Main IdeaWorld War I drastically changed life inthe United States.

Key Termsmobilization, dissent, socialist,pacifist, espionage, sabotage

Reading StrategyAnalyzing Information As you readthe section, re-create the diagrambelow and describe the goals of these agencies.

Read to Learn• what steps the United States took to

organize and prepare for WorldWar I.

• how the war affected Americans.

Section ThemeEconomic Factors America’s involve-ment in the war in Europe led to eco-nomic challenges and opportunities at home.

The War at Home


July 1917Race riots occur in East St. Louis

April 1918National War LaborBoard is set up

June 1918Congress passes Sabotageand Sedition acts

“Over there, over there,Send the word, send the word

over thereThat the Yanks are coming, the Yanks

are coming,The drums rum-tumming ev’rywhere

So prepare, say a pray’r,Send the word, send the word to

beware,We’ll be over, we’re coming over,And we won’t come back till it’s over

over there.”

Agency Goals

Food Administration

War Industries Board

Committee on Public Information

George M. Cohan wrote this rousing song to help create enthusiasm for America’s parti-cipation in World War I. “Over There” was performed at rallies to raise money for the war.

Mobilizing the NationAfter declaring war on Germany in 1917, Americans immediately focused their

energies on getting ready to fight a war. Mobilization—the gathering of resourcesand the preparation for war—affected almost every part of American life.

Preview of Events

Guide to Reading

✦1917 ✦1918 ✦1919


The prospect of finding good jobs alsobrought hundreds of thousands of AfricanAmericans to Northern cities from the ruralSouth. In addition, thousands of Mexicansmigrated to the United States in search of jobs.

Paying for the WarWar is costly. World War I cost the United

States an enormous amount of money—about$32 billion. Two-thirds of this money wasraised by selling the American people warbonds, or Liberty Bonds.

The federal government also raised money forthe war by increasing taxes and requiring agreater number of Americans to pay incometaxes. It taxed wealthy Americans at rates as highas 70 percent of their income. The governmentalso imposed steep taxes on business profits.

EconomicsProducing Supplies

The United States had to produce food notonly for its own needs but also for the Allies.President Wilson appointed Herbert Hoover,who had helped organize food for war refugeesin Europe, to head a new Food Administration.This agency launched a campaign to encourageAmerican farmers to produce more and to per-suade the public to eat less. The agency urgedpeople to observe “Wheatless Mondays,” “Meat-less Tuesdays,” and “Porkless Thursdays,” and toadd to their own store of food by planting “vic-tory gardens.” Slogans such as “Serve JustEnough” and “Use All Leftovers” remindedAmericans to conserve food.

The Food Administration also imposed pricecontrols on various agricultural products toencourage voluntary rationing—limitation ofuse. As a result of such efforts, Americans con-sumed less food, expanded food production,and increased food exports.

Another government agency, the War Indus-tries Board, supervised the nation’s industrialproduction. The board’s responsibilitiesincluded converting factories to the productionof war-related goods and setting prices for keyconsumer products.

$

• Nationalistic pride

• Competition for colonies

• Military buildup

• Tangled web of alliances

• Assassination of Franz Ferdinand

• Destruction in Europe

• Boom in the American economy

• Suppression of dissent in U.S.

• Allied victory

• Defeated empires lose their colonies

To ensure production of vital war materials,the government created the National War LaborBoard in April 1918. The board pressured busi-nesses to grant some of the workers’ pressingdemands. As a result workers won an eight-hour working day, extra pay for overtime, equalpay for women, and the right to form unions. Inreturn workers agreed not to go on strike.

Workers During the WarTo meet the need for supplies and weapons,

the nation’s industries had to expand. At thesame time, however, millions of men left theirjobs in industry to serve in the armed forces, andfew European immigrants—who might havetaken these jobs—came to the United States dur-ing the war.

The labor shortage provided new job opportu-nities for women and minorities. Many womenjoined the workforce for the first time. Womenwere hired for jobs previously held by men.

After World War I, the United States was established as aworld leader and an economic giant.

Analyzing Information How did World War I affect theeconomy of the United States?


Mobilizing SupportThe federal government also needed to

mobilize public support for the war becauseantiwar sentiment remained strong even afterthe United States entered the war. PresidentWilson appointed journalist George Creel tohead the Committee on Public Information.The mission of the committee was to persuadeAmericans that the war represented a battle fordemocracy and freedom.

The Committee on Public Information distrib-uted millions of pro-war pamphlets, posters, articles, and books. It provided newspaperswith government accounts of the war and advertisements. It arranged for short patriotictalks, called Four-Minute Speeches, to be pre-sented before plays and movies. The committeehired speakers, writers, artists, and actors tobuild support for the war. It was the greatestpropaganda campaign the nation had ever seen.

Explaining Why did the UnitedStates face a labor shortage during the early days of WorldWar I?

Americans and the WarWorld War I provided a boost for the Ameri-

can economy. Yet the war had harmful effects onAmerican society as well. In the interest ofnational unity, the government stifled voices ofdissent, or opposition. Racial and other tensionsremained, and many Americans became intoler-ant of those who were “different.”

African American MigrationFrom 1914 to 1920, between 300,000 and

500,000 African Americans left their homes inthe rural South to seek jobs and settle in North-ern cities. Known as the Great Migration, thistremendous population movement continuedthe northward migration that had begun in thelate 1800s.

Many African American workers who trav-eled north did find jobs. But their new lives werenot easy. Often they lived in tiny, crowdedapartments in segregated neighborhoods, andthey found that racial prejudice continued tohaunt their lives in the North.

The son of Swiss immigrants who settledin Ohio, Edward Ricken-backer was the leadingAmerican combat pilot ofWorld War I. “CaptainEddie” recorded 26 offi-cial victories against Ger-man aircraft during WorldWar I and was awardedthe Medal of Honor.

From his youngestdays, Rickenbacker wasfascinated by technologyand speed. He worked on

automobile engines, thenstruck out on his own asa race car driver; he wonmany championships andset a world record forspeed driving.

When the UnitedStates entered the war,Rickenbacker volun-teered. After less thanthree weeks of traininghe was assigned to the94th Aero Squadron. The94th was the first patrolflown in France by an all-

American squadron andwon more victories thanany other squadron.

After the war, Ricken-backer was associatedwith several automotiveand aviation companies.He purchased and man-aged the IndianapolisMotor Speedway. He alsobuilt Eastern Airlinesinto one of the nation’slargest airlines.

Checking for Understanding1. Key Terms Use each of these terms

in a sentence that will help explain itsmeaning: mobilization, dissent,socialist, pacifist, espionage, sabotage.

2. Reviewing Facts Describe the roleof the Committee on Public Informa-tion.

Reviewing Themes3. Economic Factors Where did the

United States get most of the moneyto finance the war?

Critical Thinking4. Predicting Consequences Do you

think it was necessary for the govern-ment to take strong measures againstpeople who opposed the war?Explain.

5. Organizing Information Re-createthe diagram below and describethree ways that Americans supportedthe war effort at home.

Analyzing Visuals6. Graphic Organizer Skills Examine

the cause-and-effect chart on page684. What happened to the coloniesof the defeated nations after WorldWar I ended in 1918?


Citizenship Suppose that theUnited States was at war today.Write a law that states who is eligi-ble to be drafted and what to doabout people who refuse to serve.

Terrible race riots took place in several Northerncities during the war years. One of the worstoccurred in East St. Louis, Illinois. In July 1917, awhite mob attacked an African American neigh-borhood, burning houses and firing on residentsas they tried to escape. During the riot, as many as40 African Americans died and thousands losttheir homes.

Controlling Public OpinionEven after America entered the war, opposi-

tion to it remained strong. Some GermanAmericans and Irish Americans sympathizedwith the Central Powers. Many socialists—people who believe industries should be pub-licly owned—opposed the war because theythought it would only help rich business own-ers and hurt working people. Also against thewar were pacifists—people opposed to the useof violence.

During the war, the Committee on PublicInformation began trying to silence dissent andportrayed people who were against the war asunpatriotic. The Espionage Act that Congresspassed in 1917 gave the government a newweapon to combat dissent to the war. The lawprovided stiff penalties for espionage, or spying,as well as for aiding the enemy or interferingwith army recruiting. Congress passed evenharsher measures in 1918—the Sabotage Act and

the Sedition Act.These laws made it a crime to say, print,or write almost any-thing perceived asnegative about thegovernment. Suchacts would be consid-ered sabotage—secretaction to damage thewar effort. Thousandsof people—especiallyimmigrants, socialists, pacifists, and laboractivists—were convicted under the laws.

People became suspicious of German Ameri-cans. A few communities prohibited such activi-ties as performing German music and teachingthe German language in schools. As a result someGerman Americans concealed their ancestry.They even gave patriotic names—such as “libertycabbage” and “liberty sausage”—to German-sounding words such as sauerkraut and frankfurter.

Some people spoke out against these lawsand the intolerance they produced. Most Amer-icans, however, believed that in wartime nomeasure could be “too drastic” toward traitorsand disloyal Americans.

Identifying What act provided stiffpenalties for spies?

Aiding the war effort



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You’re a Grand Old FlagGeorge M. Cohan (1878–1942)As the UnitedStates enteredWorld War I,rousing songshelped bolsterthe spirits of soldiers and

civilians alike. ComposerGeorge M. Cohan was awardedthe Medal of Honor for writing“Over There,” the most popularpatriotic song of the war, andfor writing “You’re a Grand Old Flag.”

READ TO DISCOVERAs you read the lyrics for thefollowing song, think about itspurpose. How might it havehelped the country’s war effort?What words used by the com-poser are especially patriotic?

READER’S DICTIONARYJubilee: celebrationemblem: symbolauld: old

There’s a feeling comes a-stealing, And it sets my brain a-reeling,

When I’m listening to the musicof a military band.

Any tune like “Yankee Doodle” Simply sets me off my noodle,

It’s that patriotic something thatno one can understand.

“Way down South, in the land of cotton,”

Melody untiring, Ain’t that inspiring?

Hurrah! Hurrah! We’ll join theJubilee And that’s going some,

For the Yankees, by gum!

Red, white and blue, I am for you! Honest, you’re a grand old flag!

You’re a grand old flag You’re a high flying flag

And forever in peace may you wave.

You’re the emblem of The land I love,

The home of the free and the brave.

Ev’ry heart beats true ‘neath the Red, White, and Blue,

Where there’s never a boast or brag.

But should auld acquaintance be forgot

Keep your eye on the grand old flag.


ANALYZING LITERATURE1. Recall and Interpret What

does the American flag representto Cohan?

2. Evaluate and Connect Howdoes Cohan include the South in the song?

Interdisciplinary ActivityScience World War I caused a horrifying number of casualties,partly because of new technology.Research some medical practicesand equipment used on the battle-field at the time. Describe these in a report. Photocopy pictures frombooks and encyclopedias to illus-trate your report.

1921U.S. signs separate peacetreaty with Central Powers

Main IdeaStrong opposition greeted PresidentWilson’s plans for peace.

Key TermsFourteen Points, League of Nations,reparations

Reading StrategyAnalyzing Information As you readthe section, re-create the diagrambelow and identify these individualsand the role each played in the post-war era.

Read to Learn• what principles Woodrow Wilson

proposed as the basis for peace.• why many Americans opposed the

Treaty of Versailles.

Section ThemeGlobal Connections The end of thewar brought changes to many parts ofthe world and an attempt to establishworld peace.

Searching for Peace


1919Paris Peace Conference begins;Treaty of Versailles is signed

1920Senate rejects the League of Nations

Individual Identity and Role

Woodrow Wilson

David Lloyd George

Henry Cabot Lodge

✦1919 ✦1920 ✦1921Preview of Events

Guide to Reading

“We want Wilson,” the war-weary crowd roared. “Long live Dr. Wilson!” British studentswith American flags smiled, tossing flowers in the President’s path. Everywhere in Europethe Wilsons visited—Paris, Rome, Milan—the reception was jubilant. Boosted by thecheers of the European crowds, Wilson walked into the Paris Peace Conference at thePalace of Versailles with confidence. He was sure that his plan for a just and lasting peacewould win swift approval both in Europe and in America.

After the WarIn January 1919, world leaders from 27 nations gathered in Paris, France, for

the peace conference following World War I. President Woodrow Wilson led theAmerican delegation. When Wilson arrived in the city, enormous crowdscheered him. Well-wishers threw flowers in his path and unfurled banners thatread “Long Live Wilson!” With great hope, Europeans looked to Wilson to helpbuild a better postwar world. Yet enormous problems lay ahead.

Allies42 million

Central Powers23 million

Total Mobilized ForcesAllies

5.1 million

Central PowersCentral Powers3.4 million3.4 million

Central Powers3.4 million

Military Deaths


Europe lay in ruins. Much of its landscapewas devastated, its farms and towns destroyed.The human losses were terrible. France, Russia,Germany, and Austria-Hungary each lostbetween one and two million people in thefighting. Millions more were wounded. Morethan 50,000 Americans were killed in battle,while another 60,000 soldiers died from disease.Estimates for the whole war placed the numberof soldiers killed worldwide at nearly 9 million.Millions of civilians also lost their lives.

Europe also faced social and political tur-moil. Millions of people found themselveshomeless and hungry. Civil war raged in Rus-sia. Poles, Czechs, and other peoples struggledto form independent nations out of the col-lapsed empires of Turkey, Russia, and Austria-Hungary. These problems complicated thesearch for peace and stability.

Wilson’s Fourteen PointsWoodrow Wilson had a vision of a just and

lasting peace. Wilson outlined his peace plan in aproposal known as the Fourteen Points. Severalof the points concerned the adjustment of bound-aries in Europe and the creation of new nations.These points reflected Wilson’s belief in“national self-determination”—the right of thepeople to decide how they should be governed.

Wilson also proposed a number of principlesfor conducting international relations. Theseincluded calls for free trade, freedom of the seas,an end to secret treaties or agreements, reduc-tions and limits on arms, and the peaceful set-tlement of disputes over colonies. ; (See page 993 of

the Appendix for an excerpt of Wilson’s Fourteen Points.)

League of NationsWilson’s final point concerned the creation of a

League of Nations. The League’s member nationswould help preserve peace and prevent futurewars by pledging to respect and protect oneanother’s territory and political independence.

Wilson’s Fourteen Points reflected his strongfaith in the ability of governments to resolvetheir problems fairly. At first many Europeanswelcomed Wilson’s ideas. Then problems arosewhen the plan interfered with the competing

interests of the individual nations. Also, some ofWilson’s points were vague. They did not pro-pose concrete solutions to difficult questions—such as how to achieve self-determination inregions where many different ethnic groupslived closely together.

Explaining What is “national self-determination”?

The Peace Conference The victorious Allies dominated the talks at

the Paris Peace Conference. The Allies did notinvite either Germany or Russia—now ruled bythe Bolsheviks—to participate. The major fig-ures in the negotiations were the Big Four—President Wilson, Prime Minister David LloydGeorge of Great Britain, Premier GeorgesClemenceau of France, and Prime Minister Vit-torio Orlando of Italy.

The Allies DisagreeWilson faced a difficult task. Although Euro-

peans cheered him, their leaders showed littleenthusiasm for the Fourteen Points.

While Wilson opposed punishing thedefeated nations, the European Allies soughtrevenge. Clemenceau wanted to make sure thatGermany, which had invaded France twice in

Analyzing Information Which side hadthe larger fighting force? More casualties?

Britain, and the United Statessupported anti-Bolshevik forcesfighting for control of Russia.All three countries sent troopsto Russia.

The Treaty of VersaillesOn June 28, 1919, after

months of difficult negotiations,the Allies and Germany signed atreaty at the Palace of Versaillesoutside of Paris. The harshterms of the treaty shocked theGermans. In defeat, however,they had no choice but to sign.

Under the terms of theTreaty of Versailles, Germanyhad to accept full responsibilityfor the war and to pay billionsof dollars in reparations to theAllies. Germany also had todisarm completely and give upall its overseas colonies andsome territory in Europe.

The treaty carved up theAustro-Hungarian and RussianEmpires to create new nationsor restore old ones. The emer-gence of these nations fulfilledpart of Wilson’s vision of“national self-determination.”

Many of the borders of the new countries weredisputed, however, and this led to future conflicts.

Though disappointed by the rejection ofmuch of his Fourteen Points, Wilson succeededin having the League of Nations included in thetreaty. He believed that the League would cor-rect any mistakes in the rest of the treaty.

Explaining What provisions aboutreparations were included in the Treaty of Versailles?

Opposition at HomeWilson presented the Treaty of Versailles to

the United States Senate for ratification in July1919. “Dare we reject it and break the heart ofthe world?” he asked. In spite of his plea, a dif-ficult struggle lay ahead.

N

SE

W

300 kilometers

300 miles0

0

Azimuthal Equidistant projection

20°W 10°W 0° 10°E 20°E 30°E 40°E 50°E

40°N

50°N

30°W40°W

60°N

70°N

ARCTIC CIRCLE

AtlanticOcean

Mediterranean Sea

NorthSea

BlackSea

Bal t i c

Sea

GERMANY

FRANCE

SPAIN

ITALY

PORTUGAL

SPANISHMOROCCO

MOROCCOALGERIA TUNISIA

LIBYA

SWITZ.

ALBANIA

YUGOSLAVIA

AUSTRIA

GER.

POLAND

RUSSIA

ROMANIA

TURKEYGREECE

BULGARIA

HUNGARY

LITHUANIA

LATVIA

ESTONIA

FINLANDSWEDEN

DENMARK

NORWAY

ICELAND

NETH.

BELG.

LUX.

UNITEDKINGDOM

CZECHOSLOVAKIA


his lifetime, could never invade his countryagain. He believed that Germany should be bro-ken up into smaller countries. Both he andLloyd George demanded that Germany makelarge reparations, or payments, for the damageGermans caused in the war. Although Wilsonstruggled to uphold the principles of his Four-teen Points at the Paris meeting, he was forcedagain and again to compromise or give in to thedemands of the other Allies.

At the same time, the Allies had to decide howto deal with the new Bolshevik government ofRussia. Fearing the spread of communism, France,

New Nations

Europe After World War I

1. Region What new nations bordered on Germany?2. Analyzing Information Which new nations did not

have any coastline along a sea or ocean?

Checking for Understanding1. Key Terms Write a short article

about the plans for peace after WorldWar I; use each of these key terms:Fourteen Points, League ofNations, reparations.

2. Reviewing Facts What nations werecreated or restored through theTreaty of Versailles?

Reviewing Themes3. Global Connections How did Presi-

dent Wilson think the League ofNations would help maintain worldpeace?

Critical Thinking4. Analyzing Information Some Amer-

icans thought the Treaty of Versailleswas too hard on Germany. Whatterms would you have proposed forGermany?

5. Organizing Information Re-createthe diagram below and describe theprovisions of the treaty ending WorldWar I.


on page 690 showing European bor-ders following World War I. Which of the following was not a newnation—Poland, Latvia, or Bulgaria?Was Portugal a new nation?


Many Americans had doubts about the treaty.Some thought the treaty dealt too harshly withGermany. A great many Americans worriedabout participation in the League of Nations,which marked a permanent American commit-ment to international affairs.

In 1919 the Republicans controlled the Senate,which had to ratify the treaty. Some Republicansenators saw the ratification issue as a chance toembarrass President Wilson, a Democrat, and toweaken the Democratic Party before the upcom-ing elections of 1920. Other senators had sincereconcerns about the treaty, particularly theLeague of Nations. A few senators opposedsigning any treaty.

The most powerful opponent of the treaty wasHenry Cabot Lodge of Massachusetts, head ofthe Senate Foreign Relations Committee. Lodge,a longtime foe of President Wilson, claimed thatmembership in the League would mean that

“American troops and American ships may be ordered to any part of the world by nationsother than the United States, and that is a propo-sition to which I, for one, can never assent.”

Lodge delayed a vote on the treaty so thatopponents could present their cases. He thenproposed a number of reservations that wouldlimit America’s obligations under the treaty.

In September, Wilson went on a nationalspeaking tour to rally support for the treaty andthe League of Nations. On September 25, Wilsoncollapsed. The rest of his tour was canceled.Back in Washington Wilson suffered a strokethat left him partially paralyzed. During thepresident’s illness, his wife, Edith Wilson, triedto shield him from the pressures of responsibil-ity and took a leading role in deciding whichissues were important enough to raise with him.

The Treaty Is RejectedIn the months following Wilson’s stroke,

opposition to the treaty grew. In March 1920,when the Senate voted on the treaty withLodge’s changes, Wilson ordered loyal Demo-crats to vote against it.

Opposed by most Republicans and desertedby former supporters, the Treaty of Versailles—along with the League of Nations—was rejectedin the Senate. Wilson hoped the 1920 electionwould be a “great and solemn referendum” onthe League. He even considered running for athird term. In the end, however, Wilson did notrun. In 1921 the United States signed a separatepeace treaty with each of the Central Powers,and it never joined the League of Nations.

Explaining How did the Senatevote on the treaty?

Treaty of Versailles Geography Compare the map ofEurope after World War I to a mapof Europe today. Make a list of thesignificant border changes thathave occurred since that time.



taj.glencoe.com

Reviewing Key TermsExamine the pairs of words below. Then write a sentence explaining what each of the pairs has in common.1. nationalism, militarism2. mobilization, convoy3. Fourteen Points, League of Nations4. espionage, sabotage

Reviewing Key Facts5. Why did European nations form alliances?6. Why did the Zimmermann telegram push the United

States toward war?7. What was the Sussex Pledge?8. Who won the presidency in the election of 1916?9. How did Russia’s withdrawal affect World War I?

10. In what ways did the war help improve conditions forAmerican workers?

11. Who were the leaders at the Paris Peace Conference?12. What was Henry Cabot Lodge’s greatest concern

about the League of Nations?

Critical Thinking13. Science and Technology What advantages did air-

planes provide in the war?14. Government and Democracy How did President

Wilson use Russia’s revolution in March of 1917 togain support for the war?

15. Analyzing Information What four nations dominatedthe Paris Peace Conference?

16. Determining Cause and Effect Re-create the diagrambelow and explain the causes of the labor shortage inthe United States during the war.

Practicing Skills17. Outlining On a separate sheet of paper, prepare an

outline of Section 5 of the text.

World War I

Labor shortage

1914• Archduke Franz Ferdinand assassinated

• Austria-Hungary declares war on Serbia

• Germany declares war on Russia andFrance

• Germany invades Belgium

• Great Britain joins Allies

• Allies turn back German forces at Marne

1915• Poison gas used for first time in battle

• Submarine warfare begins

• President Wilson declares he will keep Americaout of war

• Lusitania is sunk

1916• French suffer heavy losses at Battle

of Verdun

• President Wilson calls for Germany to stop submarine warfare

1917• U.S. severs diplomatic relations with Germany

• U.S. declares war on Germany in April

• First American troops reach France in June

1918• General Pershing leads the American Expeditionary

Force in Europe

• Allies turn back Central Powers at Château-Thierry

• U.S. troops drive Germans out of Belleau Wood

• Allies defeat German forces at Second Battle of Marne

1919• Treaty of Versailles signed, officially ending the

Great War

Self-Check QuizVisit The American Journey Web site at taj.glencoe.com and click on Chapter XX—Self-Check Quizzes to prepare for the chapter test.

HISTORY


Directions: Choose the bestanswer to the following question.

The United States did not enter World War I until1917. Which of the following was the most impor-tant factor in convincing the American public to support the war?

A German submarine attacks against Americanmerchant ships

B Continued loss of troops and land by the Russian army

C Failure of the British and French to defeat Germany

D The threat of a German invasion

Test-Taking Tip

This question asks you to remember a fact aboutWorld War I. Since most Americans favored apolicy of isolation, answer C is not a strongenough reason to change public opinion.

Standardized Test Practice

Geography and History ActivityStudy the map below; then answer the questions that follow.

18. Location About how far from Paris was the Battle ofAmiens?

19. Movement In which direction did Allied forces moveafter the battle of Ypres?

20. Location In what country were the battles of Amiens and Verdun fought?

Technology Activity21. Using the Internet Search the Internet to find out more

details about the time of the “Great War”—World War I.Use the information you find to create a chart titled“World War I—A Closer Look.” Focus on causes of thewar, methods of warfare, and the outcome of the war forvarious countries. Include numbers of casualties and costsof rebuilding.

Self-Check QuizVisit at taj.glencoe.com and click on Chapter 23—Self-Check Quizzes to prepare for the chapter test.

HISTORY

48°N

4°E

Verdun

Argonne ForestRheims

Chˆateau-Thierry

BelleauWood

Somme

Amiens

Ypres

Marne R.

Somme R.

NorthSea

NETH.

BELGIUM

GERMANY

LUX.

FRANCE

Paris

N

S

EW

50 kilometers0Albers Conic Equal-Area projection

50 miles0

Farthest Germanadvance, 1914

Allied offensive,1918

Armistice line,1918

Indecisive battle

Allied victory

The Western Front, 1914–1918

Citizenship Cooperative Activity22. Drawing Conclusions With a partner, research primary

and secondary sources about the Espionage Act of 1917.Write a one-page paper to answer these questions: Arerestrictive laws necessary during wartime? Why or whynot? Share your paper with your classmates.

Economics Activity23. What effects does war have on a nation’s economy?

Describe at least one positive and one negative effect.

Alternative Assessment 24. Expository Writing Write a paragraph to explain why the

League of Nations was so important to President Wilson.


694

How did you learn about the latest exciting national or inter-

national event? You probably heard or read about it in the mass

media—newspapers, magazines, radio, and television. Through-

out history the media have played a major part in shaping the

opinions of Americans about national and international events.

Imagine you are a news reporter. Create a newspaper that

reports the events of World War I to the American public.

The Way It Was

Today almost every American receives information from the

mass media. The media did not always grab the public’s atten-

tion so easily though. Before the late 1800s, newspapers simply

reported the news. In the late 1800s, however, newspapers

started using sensational headlines. When many Americans

picked up their papers and read “LUSITANIA SUNK BY A SUB-

MARINE, PROBABLY 1,260 DEAD,” they felt angry. Many

called for revenge and war against the aggressor, which many

newspapers claimed was Germany. Eventually this outrage led

to America’s involvement in World War I. Throughout the war,

while American soldiers fought with the Allies in Europe,

their friends and family eagerly scanned the newspapers to

learn what was happening on the war front. Americans

relied on the newspapers to keep them up to date on the lat-

est happenings. Now, create a special edition newspaper to

inform Americans of an event or battle of World War I.

Creating a Special-Edition Newspaper

On November 7, 1918,

Americans read in the

newspapers that

World War I had

ended. Instantly peo-

ple poured into the

streets to celebrate.

However, in Europe,

fighting continued.

The newspapers were

wrong! The war really

ended three days later.

✓ paper and pen or pencil✓ access to library

and/or Internetresources

✓ newspapers or maga-zines

✓ tape or paste✓ a typewriter or PC

(optional)

695

1 As a group, use your textbook or othersources to research and decide whatevent, situation, or person(s) will be thefocus of your special-edition World War Inewspaper.

2 As a group, assign the following roles togroup members: historian, journalist,illustrator/cartographer, and biographer.

3 Individually, complete the research thatrelates to the role you have beenassigned. Keep in mind that newspaperreporters focus on answering the “fiveW” questions when researching their stories: Who was involved, What hap-pened, When it happened, Where ithappened, and Why it happened.

4 After you complete your research, writeone feature story from the viewpoint ofyour role. (Remember to include the fiveW’s!) Don’t forget to include a headlinethat will catch readers’ attention.

5 Provide one another with constructiveadvice and revise the stories as needed.

6 Combine your final articles into a groupnewspaper. Work together to choose thebest layout for the newspaper. Together,decide if the special-edition newspaper iscomplete. Is it missing some graphics?Would it look better with a cartoon orphotograph? Are some of the stories toolong or too short? Revise your newspaperif needed.

7 Distribute your special-edition newspaperto the class.

After you have organized into groups of threeor four, follow the directions below. Decideupon specific tasks for each member.

1. What is the subject of your special-editionnewspaper? Why did your group select thistopic?

2. How did working with a group help you cre-ate a better newspaper? How might yournewspaper be different if you had worked onit alone?

3. Analyzing Information What advice wouldyou give to a younger student who wants tobecome a newspaper reporter?

Turn one of the feature stories in yournewspaper into a late-breaking radiobroadcast. Before writing your broadcast,

consider how an audio story would be different from a writtenstory. Read your broadcast to the class.

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