Chapter 19 Resources Timesaving Tools ™ Use Glencoe’s Presentation Plus! •Interactive Teacher Edition Access your Teacher Wraparound Edition and multimedia teacher your classroom resources with a few easy clicks. tool to easily present • dynamic lessons that visually excite your stu- Interactive Lesson Planner Planning has never been easier! Organize your week, month, semester, or year with all the lesson helps you need to make dents. Using Microsoft PowerPoint®you can teaching creative, timely, and relevant. customize the presentations to create your own personalized lessons. TTEEAACCHHIINNGG TTRRAANNSSPPAARREENNCCIIEESS AAPPPPLLIICCAATTIIOONN AANNDD EENNRRIICCHHMMEENNTT Graphic Organizer 14 Why It Matters Chapter Linking Past and Present Enrichment Activity 19 Primary Source Reading 19 Transparency 19 Activity 19 GCopyrriaghpt ©hby Tihce M OcGrarwg-Hilal Cnomipazniees, rIn c.14:Cause–Effect Chart Copyright © by The McGraw-Hill Companies, Inc. 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Goeom cCa.pscia, sintpe.eg cio me bsaae sttyntiTt ts.tolctdali a t i .hA yry a lnswrcoBshweepo.rygduedne s eme n tf rse sttt.er anioanuyi l ohrh ★naoetlinoeo.spnnne—lnthn anfea edr f a.pr gregsbgaaey d t drikpiufH.eOpe n.edsc nnrl ye feeetciU.ttaro.rct.rs norlo ati e otaeIiiin.ws isCnto n gp lt vnwsceh bitmtu. ioftd pt leheheg ita iyeaeoNtnhsenor★irri ieee tm pbnsnera ta doa gnsoW tesioetv kte’inihtwr.mfe l nrsse eseu itcne-en. mtoc nsodtenh d.thqs tni-iide..tn sudmesgeiel★.tsaln i-yTot .hnbises★ Source:An American Primer.Chicago:The University of Chicago Press,1966. (continued) RREEVVIIEEWW AANNDD RREEIINNFFOORRCCEEMMEENNTT Reteaching Activity 19 Vocabulary Activity 19 Time Line Activity 19 Critical Thinking Skills Activity 19 Name Date Class Name Date Class Name Date Class Name Date Class ★Reteaching Activity 19 ★Vocabulary Activity 19 ★Time Line Activity 19 Critical Thinking Skills Activity 19 Distinguishing Fact From Opinion Copyright © by The McGraw-Hill Companies, Inc. 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Copyright © by The McGraw-Hill Companies, Inc. Meeting NCSS Standards Local Standards The following standards are highlighted in Chapter 19: Section 1 II Time, Continuity, and Change: B, C, F Section 2 VI Power, Authority, and Governance: B, C, D, I Section 3 IV Individual Development and Identity: A, D, E Section 4 II Time, Continuity, and Change: A, B, E 574A Chapter 19 Resources A E SSESSMENT AND VALUATION Chapter 19 Test Chapter 19 Test Standardized Test Skills Performance Assessment ExamView®Pro Form A Form B Practice Workbook Activity 19 Activities and Rubrics 19 Testmaker CD-ROM N★ame (cid:1)(cid:1)C(cid:1)(cid:1)h(cid:1)(cid:1)a(cid:1)(cid:1)p(cid:1)(cid:1)(cid:1)t(cid:1)e(cid:1)(cid:1)r(cid:1) (cid:1)1(cid:1)(cid:1)9(cid:1)(cid:1)(cid:1) (cid:1)T(cid:1)e(cid:1)(cid:1)s(cid:1)(cid:1)t(cid:1),(cid:1) (cid:1)F(cid:1)(cid:1)o(cid:1)(cid:1)(cid:1)r(cid:1)m(cid:1)(cid:1)(cid:1) (cid:1)A(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)Date 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rr(cid:1)ee(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1) SNatmaend__a_r__d__i_z_e__d__ _T__e_s_t_ _P___r_a__c_t_i_c__e___Date____________________Class____________ N★ameP e(cid:1)(cid:1)r(cid:1)(cid:1)f(cid:1)o(cid:1)(cid:1)r(cid:1)(cid:1)m(cid:1)(cid:1)(cid:1)a(cid:1)(cid:1)n(cid:1)(cid:1)c(cid:1)(cid:1)e(cid:1)(cid:1) (cid:1)A(cid:1)(cid:1)s(cid:1)(cid:1)s(cid:1)(cid:1)e(cid:1)(cid:1)s(cid:1)(cid:1)s(cid:1)m(cid:1)(cid:1)(cid:1)(cid:1)e(cid:1)(cid:1)n(cid:1)(cid:1)t(cid:1) (cid:1)A(cid:1)(cid:1)(cid:1)c(cid:1)(cid:1)t(cid:1)i(cid:1)v(cid:1)(cid:1)i(cid:1)t(cid:1)y(cid:1)(cid:1) 1D9ate (cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)Class (cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1)(cid:1) Copyright © by The McGraw-Hill Companies, 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efsel-iRandeaaelrm ca.hsseens-deii t-rtemsaotdei iaesnct-lsfol.-d (continued) (continued) MMUULLTTIIMMEEDDIIAA SSPPAANNIISSHH RREESSOOUURRCCEESS Vocabulary PuzzleMaker CD-ROM The following Spanish language materials are Interactive Tutor Self-Assessment CD-ROM available in the Spanish Resources Binder: ExamView® Pro Testmaker CD-ROM •Spanish Guided Reading Activities Audio Program •Spanish Reteaching Activities American History Primary Source Documents •Spanish Quizzes and Tests Library CD-ROM •Spanish Vocabulary Activities MindJogger Videoquiz •Spanish Summaries Presentation Plus! CD-ROM •The Declaration of Independence and United States Constitution TeacherWorks™ CD-ROM Spanish Translation Interactive Student Edition CD-ROM Glencoe Skillbuilder Interactive Workbook CD-ROM, Level 2 The American Vision Video Program American Music: Hits Through History American Music: Cultural Traditions HISTORY R Use our Web site for additional resources. All essential content is cov- R ered in the Student Edition. The following videotape programs are available You and your students can visit tav.glencoe.com, the Web site compan- from Glencoe as supplements to Chapter 19: ion to the American Vision.This innovative integration of electronic • Woodrow Wilson: Reluctant Warrior (ISBN 0-76-700101-X) and print media offers your students a wealth of opportunities. The • Pancho Villa: Outlaw Hero(ISBN 0-76-700315-2) student text directs students to the Web site for the following options: To order, call Glencoe at 1-800-334-7344. To find classroom resources to • Chapter Overviews • Student Web Activities accompany many of these videos, check the following home pages: • Self-Check Quizzes • Textbook Updates A&E Television: www.aande.com Answers to the student Web activities are provided for you in the Web The History Channel: www.historychannel.com Activity Lesson Plans.Additional Web resources and Interactive Tutor Puzzles are also available. 574B Chapter 19 Resources SECTION RESOURCES Daily Objectives Reproducible Resources Multimedia Resources SECTION 1 Reproducible Lesson Plan 19–1 Daily Focus Skills Transparency 19–1 The United States Enters World War I Daily Lecture and Discussion Notes 19–1 American Art & Architecture 1.Discuss the causes and results of Guided Reading Activity 19–1* Interactive Tutor Self-Assessment American intervention in Mexico and Section Quiz 19–1* CD-ROM the Caribbean. Reading Essentials and Study Guide 19–1 ExamView®Pro Testmaker CD-ROM 2.Explain the causes of World War I Performance Assessment Activities and Presentation Plus! CD-ROM and why the United States entered Rubrics TeacherWorks™ CD-ROM the war. Audio Program American Music: Hits Through History American Music: Cultural Traditions SECTION 2 Reproducible Lesson Plan 19–2 Daily Focus Skills Transparency 19–2 The Home Front Daily Lecture and Discussion Notes 19–2 Interactive Tutor Self-Assessment 1.Analyze how the United States raised Guided Reading Activity 19–2* CD-ROM an army and won support for World Section Quiz 19–2* ExamView®Pro Testmaker CD-ROM War I. Reading Essentials and Study Guide 19–2 Presentation Plus! CD-ROM 2.Explain how the economy was con- Performance Assessment Activities and TeacherWorks™ CD-ROM trolled to support the war. Rubrics Audio Program Supreme Court Case Studies SECTION 3 Reproducible Lesson Plan 19–3 Daily Focus Skills Transparency 19–3 A Bloody Conflict Daily Lecture and Discussion Notes 19–3 Interactive Tutor Self-Assessment 1.Discuss the fighting techniques used Guided Reading Activity 19–3* CD-ROM in World War I. Section Quiz 19–3* ExamView®Pro Testmaker CD-ROM 2.Characterize the American response Reading Essentials and Study Guide 19–3 Presentation Plus! CD-ROM to the Treaty of Versailles. Performance Assessment Activities and Skillbuilder Interactive Workbook, Level 2 Rubrics TeacherWorks™ CD-ROM Audio Program SECTION 4 Reproducible Lesson Plan 19–4 Daily Focus Skills Transparency 19–4 The War’s Impact Daily Lecture and Discussion Notes 19–4 American Art & Architecture 1.Describe the effects of the postwar Guided Reading Activity 19–4* Interactive Tutor Self-Assessment recession on the United States. Section Quiz 19–4* CD-ROM 2.Discuss the causes of and reaction to Reading Essentials and Study Guide 19–4 ExamView®Pro Testmaker CD-ROM the Red Scare. Performance Assessment Activities and Presentation Plus! CD-ROM Rubrics TeacherWorks™ CD-ROM Interpreting Political Cartoons Vocabulary PuzzleMaker CD-ROM Audio Program Assign the Chapter 19 Reading Essentials and Study Guide. *Also Available in Spanish Blackline Master Transparency CD-ROM DVD Poster Music Program Audio Program Videocassette 574C Chapter 19 Resources Teacher’s From the Classroom of… Corner Lee Weber INDEX TO Price Laboratory School NATIONAL GEOGRAPHIC MAGAZINE Cedar Falls, IA The following articles relate to this chapter. U.S. Entrance into World War I • “The Bolshevik Revolution,” October 1992 • “Riddle of the Lusitania,” April 1994 Place the following “Causes of American Entrance • “St. Petersburg, Capital of the Tsars,” December 1993 into World War I” on an overhead transparency: • “The Wings of War,” March 1994 • Loss of innocent lives • Loss of trade NATIONAL GEOGRAPHIC SOCIETY • Historical/cultural ties to British/French PRODUCTS AVAILABLE FROM GLENCOE • Defense of democracy against dictatorship • Freedom of the seas To order the following products for use with this chapter, contact your local • The Zimmermann Note Glencoe sales representative, or call Glencoe at 1-800-334-7344: • PictureShow: Story of America, Part 2(CD-ROM) Ask students to individually rank the causes from • PicturePack: Story of America Library, Part 2 most important to least important. Then randomly (Transparencies) group students and have them try to reach consen- • PicturePack: World War IEra (Transparencies) sus. The interrelated nature of the six causes makes the task extremely difficult. If time permits, repeat the ADDITIONAL NATIONAL GEOGRAPHIC process and make a hypothetical change in the his- SOCIETY PRODUCTS torical facts. For instance, suggest that Germany had a large surface navy and Britain developed unrestricted To order the following, call National Geographic at 1-800-368-2728: submarine warfare. How would U.S. policy have • Last Voyage of the Lusitania(Video) changed? Or, what if Germany were our major trad- • 1917: Revolution in Russia(Video) ing partner, not England and its allies? • 1914–1918: World War I(Video) Access National Geographic’s Web site for current events, atlas updates, activities, links, interactive features, and ADDITIONAL RESOURCES FROM GLENCOE archives. www.nationalgeographic.com • American Music: Cultural Traditions • American Art & Architecture • Outline Map Resource Book • U.S. Desk Map • Building Geography Skills for Life • Inclusion for the High School Social Studies Classroom Strategies and Activities • Teaching Strategies for the American History Classroom (Including Block Scheduling Pacing Guides) KEY TOABILITYLEVELS Teaching strategies have been coded. L1 BASIC activities for all students L2 AVERAGE activities for average to above-average students Activities that are suited to use within the block L3 CHALLENGING activities for above-average students scheduling framework are identified by: ELL ENGLISH LANGUAGE LEARNER activities 574D IInnttrroodduucciinngg CCHHAAPPTTEERR 1199 World War I and Performance Assessment Its Aftermath Refer to Activity 19 in the Performance Assessment 1914–1920 Activities and Rubrics booklet. Why It Matters The United States reluctantly entered World War I after German submarines violated American W neutrality. After the war ended, President Wilson supported the Treaty of Versailles, believing its hy It Matters Activity terms would prevent another war. The U.S. Senate, however, rejected the treaty. It did not want the country to be tied to European obligations. Instead, Americans turned their attention to the Ask students how they think the United difficult adjustment to peacetime. States’s involvement in World War I The Impact Today affects their lives today. Students should evaluate their answers after they have The experience of World War I had a long-term effect on American history. completed the chapter. • The United States continues to be involved in European affairs. • The horrors of the conflict helped reshape how people view warfare. The American VisionVideo The Chapter 19 video, MJ “Cousins: Royalty and World War I,” explains how royal marriages and complex political alliances contributed to the outbreak of war in Europe. The American Vision Video Program To learn more about how royal mar- 1913 riages and political alliances con- •Woodrow Wilson begins his first presidential term tributed to the war in Europe, have students view the Chapter 19 video, 1915 “Cousins: royalty and World War I,” •The Lusitaniais sunk from the American VisionVideo 1917 Program. •U.S. enters war ▲ Wilson Available in 1913–1921 ▲ ▲ DVD and VHS MindJogger Videoquiz 1913 1915 1917 Use the MindJogger Videoquizto ▼ ▼ ▼ ▼ preview Chapter 19 content. 1914 1915 1916 1917 •Archduke Franz •Italy joins Allies •British suppress •Bolshevik Revolution Available in VHS Ferdinand in war Easter Rebellion begins in October assassinated; war •Japan gains in Ireland •Balfour Declaration begins in Europe rights in Chinese •Battle of the Somme favors setting up a Jewish territory begins in July homeland in Palestine 574 TTWWOO--MMIINNUUTTEE LLEESSSSOONN LLAAUUNNCCHHEERR Read to students this statement from President Wilson’s response to the sinking of the British pas- senger ship Lusitania: “There is such a thing as a nation being so right that it does not need to convince others by force that it is right.” Ask:What is Wilson’s main point?(If your stand is a moral one, all nations will eventually support you.) Tell students that despite the president’s resist- ance, the United States eventually did enter World War I. 574 IInnttrroodduucciinngg CCHHAAPPTTEERR 1199 HISTORY Introduce students to chapter content and key terms by having them access the Chapter 19 Overview at tav.glencoe.com. More About the Photo Alvin C. York was one of the men on the battlefield at Argonne Forest. He is credited with almost single-handedly capturing 132 Germans. York kept a diary of the events, and his recollec- tions of October 7, 1918, include the following description: “It was raining a little bit all day, drizzly and very damp. Lots of big shells bursting all around us. We were not up close enough for the machine guns to reach us, but air- American soldiers in the 23rd Infantry fire on German positions in the Argonne Forest. planes were buzzing overhead most 1918 all the time, just like a lot of hornets. •Congress passes Sedition Act Lots of men were killed by the artillery •Battle of Argonne Forest fire. And lots more wounded.” Ask begins in September 1919 students how the conditions of war •Armistice ends fighting on •Race riots and strikes produce heroes like York. (Responses November 11 take place in Northern may typically refer to feelings for cities comrades.) HISTORY •Red Scare and Palmer raids target Harding Communists in the U.S. ▲ ▲ 1921–1923 Chapter Overview Visit the American Vision 1919 1921 Web site at tav.glencoe.com and click on Chapter ▼ ▼ ▼ ▼ Overviews—Chapter 19to 1918 1920 1921 preview chapter information. Have students use the chapter and sec- •Treaty of Brest-Litovsk •British government •Irish Free State tion time lines to create a single time ends Russian-German war creates the Northern established by line that incorporates all of the signifi- 1919 Ireland province signed treaty cant dates related to World War I. •Treaty of Versailles conference begins 575 GGRRAAPPHHIICC OORRGGAANNIIZZEERR AACCTTIIVVIITTYY Organizing Information Have students create two maps of Europe, one showing Europe in 1914 and the other showing Europe after World War I. Encourage students to review these maps as they prepare for chapter assessments and to keep these maps for use with their study of World War II. 575 CCHHAAPPTTEERR 1199 The United States SSeeccttiioonn 11,, 557766––558833 Enters World War I 1 FOCUS Section Overview Main Idea Reading Strategy Reading Objectives Although the United States tried to Organizing As you read about the start •Discuss the causes and results of This section focuses on the remain neutral, events soon pushed the of World War I, complete a graphic American intervention in Mexico and events that led up to World nation into World War I. organizer similar to the one below by the Caribbean. War I and how the United States identifying the factors that contributed to •Explain the causes of World War I and Key Terms and Names the conflict. why the United States entered the war. became involved. Pancho Villa, guerrilla, nationalism, self-determination, Franz Ferdinand, Section Theme B E L L R I N G E R Allies, Central Powers, propaganda, Factors Contributing Continuity and Change Ties with the to World War I Skillbuilder Activity contraband, U-boat, Sussex Pledge, British influenced American leaders to Zimmermann telegram enter World War I on the side of the Allies. Project transparency and have students answer the question. ✦ ✦ ✦ ✦ 1914 1915 1916 1917 Available as a blackline April 1914 June 1914 July 1914 May 1915 April 1917 master. U.S. Marines occupy Assassination of Archduke World War I begins Sinking of the United States Veracruz, Mexico Franz Ferdinand Lusitania enters the war Daily Focus Skills Transparency 19–1 ChaU6pNteITr 19 DTCoRpAyrAiIghLNt Y©S bFyP TOAhe CRMcUEGraNSw -HCSillY KCo Im1Lpa9Lni-eSs1, Inc. ATCceoeNaunScntWrhtareilEe rPRs To :niwpGo:e lHrosan wvgeeit rhs te utxhdieset n cputsor rlcietoincmta mlplyaa.rpe ttoh ed leistetsr mofi nAell iwesh iacnhd Analyzing a Map WORLD WAR I – THE WORLD CHOOSES SIDES Dquireescttiioonn sb:a Asnedsw oenr tthhee mfoallpo.wing A•••••••••••••C••••N••••••••••LEERFBUIRSMGPMATGAOBINSDNLSASS MctLNUuruawoupewlpelueoeourteneabgooItTneTxllrorntrsaalErmsilongyeiaegrnhtbametRiRetwtnirSmseosumdcinnrzratnceiomauAiiAdaieiiceaeaegasireraadaancmaanL ciryLlnnhba-raKcailnoe a Hykal oonPNi gnnEuudOArdgmrnsoTWgdgMpIoSOaEiOmrPrRNeyRASSMNOOICPPSOORRCRCTTHUUGGOOOOAALLCCSOPAATILNAIMCNEALTeALINGCDdFE KKKORUUUIIIRNNNiNNNICGGGALIIIATTTDDDEtoPEEEOOOAnNDDDaMMMedddNrCiooosBBBrnnnNEEEEWSNNNLLLorSGGGeEEErTTT.a..NtTTTSSSahHHHEUUUWWW...DDDNNNLnIIITTTEEEUIIIZZZNNNSSSX...eMMM.IIIIAAAGTNAAAaOARRRERKKKLRnWYAMRRRYAdoooArAiammmSNtiUcYeeeBSeSeTSSSSWVerRaaaaEalBirrrDiIeanaaaEAlSSStnANijjjEEE-eceeLMMMnNNNRRRHBBBvvvSaOOOEEBEBBeAUAAoooaGGGIIINNNNNNAAANRRRTTTIIIGGGAAAEEEOORRORGEEE---EEEACCCEEERBBRUUYLLOGGMAARAR(IINSAAItAP PeetrteoBrgCCslroobaannudssrcttgaaRk)nntt iiOOnnUEESTTooMMppTTellOSOPPeeaIIMMRRAASEENNIA TcWaCteoFGHJhosxhneeo uineetsRAOOBI rnth stctuuaultttr toedttwlslspaarooygs tu ilromm rAaioWe aanierPla lnsaa ii tlga-aaot nndtriHnitrheri wchEEudeGo seaImman seeu yBlag twrrlppp?nu myansiifslero.rr.ogda yeer WaTonu leraatwyofgih nn hankhoddeingtc oehoinfrw n AaWOwm’iSlasEehrodraeiniuc to haghfn h aOt ndhe’eS emash sgsbakyraueo sdgdwseh yiCsnn cioegnrns i bcMsgryerie dsecxis soitsc hub oteleod Ctt waenitunoeytse,th i ntosohl nerMeise z wepeinx itof ichtenho eo e tauf hM nsdeed iepr xoatlihoifcn emafyo nU arn ctcni eagNit pheaeitdgtl sao aoSlfi:tnn aAs tOpte rM’sSi.l heE2xaa0iurc, lgoi1eh.9 rnI1 nte4h sh.as eLty ri dv wdianaiyags,r Pyaw,rte etlshliedent “I can’t sleep. National and personal potentialities [possibilities] are surging through my brain. Three stalwart railroad men came to the Embassy this evening. They brought reports of a plan for the massacre of Americans in the street to-night, but, strange and wonderful thing, Guide to Reading a heavy rain is falling....Rain is as potent as shell-fire in clearing the streets, and I don’t think there will be any trouble.” Answers to Graphic: Balkan crisis, The next day, O’Shaughnessy reported that the conflict had begun: “We are in Mexico, in alliance system, naval race, assassina- full intervention!...Marines are due to-day in Vera Cruz....” tion of Franz Ferdinand Raising the flag at Veracruz —adapted from A Diplomat’s Wife in Mexico Preteaching Vocabulary For each of the Key Terms and Woodrow Wilson’s Diplomacy Names, have students write a phrase or short sentence that will help them As president, Wilson resolved to “strike a new note in international affairs” and to see remember the significance of the that “sheer honesty and even unselfishness...should prevail over nationalistic self- term or name. seeking in American foreign policy.” Wilson strongly opposed imperialism. He also 576 CHAPTER19 World War I and Its Aftermath SSEECCTTIIOONN RREESSOOUURRCCEESS Reproducible Masters Multimedia •Reproducible Lesson Plan 19–1 Interactive Tutor Self-Assessment CD-ROM •Daily Lecture and Discussion Notes 19–1 ExamView®Pro TestmakerCD-ROM •Guided Reading Activity 19–1 Presentation Plus! CD-ROM •Section Quiz 19–1 TeacherWorks™CD-ROM •Reading Essentials and Study Guide 19–1 Audio Program American Music: Hits Through History Transparencies American Music: Cultural Traditions •Daily Focus Skills Transparency 19–1 576 CCHHAAPPTTEERR 1199 believed that democracy was essential to a nation’s History stability and prosperity, and that the United States SSeeccttiioonn 11,, 557766––558833 should promote democracy in order to ensure a Moral Imperialism President Wilson sent General John Pershing (below) to stop Pancho peaceful world free of revolution and war. During Villa’s (right) raids into the United States. Wilson’s presidency, however, other forces at work at Why was Villa conducting these raids? 2 home and abroad frustrated his hope to lead the TEACH world by moral example. In fact, Wilson’s first inter- national crisis was awaiting him when he took office in March 1913. Daily Lecture and Discussion Notes 19–1 The Mexican Revolution From 1884 to 1911, a dicta- tor, Porfirio Díaz, ruled Mexico. Díaz encouraged for- eign investment in Mexico to help develop the Copyright © by The McGraw-Hill Companies, Inc. nation’s industry. Afew wealthy landowners domi- Daily Lecture and Discussion Notes Chapter 19, Section 1 nated Mexican society. The majority of the people ? were poor and landless, and they were increasingly DiWda Yr Io, u“R Kemneomwber thWe Lhuesnit tahneia U” nbietceadm Set aat ecso fminmalolyn esnlotgeraend m Wuocrhld like the slogan “Remember the Maine” was used during the frustrated by their circumstances. In 1911 a revolution Spanish-American War. erupted, forcing Díaz to flee the country. I. Woodrow Wilson’s Diplomacy (pages 576–577) A.President Wilson was opposed to imperialism and believed democracy was necessary Francisco Madero, a reformer who appeared to to keep the nation stable and prosperous. He wanted a world free from revolution and war. support democracy, constitutional government, and B.Inne w19 l1e1a ad erre,v Forlaunticoisnc oin M Maedxeircoo, fworacse ad pitoso lre aaddemr,i nPiosrtfriartioor D. Gíaezn, etroa fll Veei ctthoer icaonuon Htryu.e Trthae tookoverinMexicoandmurderedMaderoWilsonrefusedtorecognizethenewgov land reform, replaced Díaz. Madero, however, proved to be an unskilled administrator. Frustrated with Mexico’s continued decline, army officers plot- Creating a Map Give students ted against Madero. Shortly before Wilson took armed band that uses surprise attacks and sabotage an outline map of Central office, General Victoriano Huertaseized power in rather than open warfare—that burned the town of America and have them identify Mexico, and Madero was murdered—presumably on Columbus, New Mexico, and killed a number of and label all of the places men- Huerta’s orders. Americans. Wilson responded by sending 6,000 Huerta’s brutality repulsed Wilson, who refused U.S. troops under General John J. Pershingacross tioned in this section. L1 to recognize the new government. Wilson was con- the border to find and capture Villa. The expedition Use the rubric for creating vinced that without the support of the United States, dragged on as Pershing failed to capture the guer- Huerta soon would be overthrown. Wilson therefore rillas. Wilson’s growing concern over the war rag- a map, display, or chart on pages tried to prevent weapons from reaching Huerta, and ing in Europe finally caused him to recall 77–78 in the Performance he permitted Americans to arm other political fac- Pershing’s troops in 1917. Assessment Activities and tions within Mexico. Wilson’s Mexican policy damaged U.S. foreign Rubrics. relations. The British ridiculed the president’s attempt Wilson Sends Troops Into Mexico In April 1914, to “shoot the Mexicans into self-government.” Latin American sailors visiting the city of Tampico were Americans regarded his “moral imperialism” as no arrested after entering a restricted area. Though they improvement on Theodore Roosevelt’s “big stick” History were quickly released, their American commander diplomacy. In fact, Wilson followed Roosevelt’s demanded an apology. The Mexicans refused. Wilson example in the Caribbean. During his first term, Answer: Mexicans were unhappy with used the refusal as an opportunity to overthrow Wilson sent marines into Nicaragua, Haiti, and the the new Mexican president, who was Huerta. He sent marines to seize the Mexican port of Dominican Republic to preserve order and to set up Veracruz. governments that he hoped would be more stable and receiving assistance from the United Although the president expected the Mexican democratic than the current regimes. States. Villa was trying to force the people to welcome his action, anti-American riots Reading Check Examining Why did President United States to intervene. broke out in Mexico. Wilson then accepted interna- Ask: How successful was Pershing’s Wilson intervene in Mexico? tional mediation to settle the dispute. Venustiano expedition to capture Pancho Villa? Carranza, whose forces had acquired arms from the (not a success; Pershing recalled) United States, became Mexico’s president. The Outbreak of World War I Mexican forces opposed to Carranza were not appeased, and they conducted raids into the United Despite more than 40 years of general peace, ten- States hoping to force Wilson to intervene. Pancho sions among European nations were building in 1914. Villa (VEE·yah) led a group of guerrillas—an Throughout the late 1800s and early 1900s, a number CHAPTER19 World War I and Its Aftermath 577 Answer: first, to help support the overthrow of Huerta, later to sup- press Villa CCOOOOPPEERRAATTIIVVEE LLEEAARRNNIINNGG AACCTTIIVVIITTYY Creating a News Magazine Have students create a special issue of a magazine that reports United States foreign policies from Wilson’s inauguration on March 4, 1913, to his war message to Congress on April 2, 1917. Students might include news articles, news analysis, news features, edi- torials, and political cartoons. Advise students to determine specific tasks for each individual. Suggest that they choose an editor in chief to help organize the selection of topics so that the end product contains varied and accurate coverage of the foreign policy of the period. Use the rubric for a cooperative group management plan on pages 81–82 in the Performance Assessment Activities and Rubrics. 577 CCHHAAPPTTEERR 1199 of factors created problems among the powers of SSeeccttiioonn 11,, 557766––558833 Europe and set the stage for a monumental war. The Alliance System The roots of World War I Guided Reading Activity 19–1 date back to the 1860s. In 1864, while Americans fought the Civil War, the German kingdom of Prussia launched the first of a series of wars to Name Date Class unite the various German states into one ★ Guided Reading Activity 19-1 nation. By 1871 Prussia had united Germany aDn1IRs.wECWeTrh ItOohN es Seq:iu zReeedstc ipoorondwsi nebrge l ioWnw Mh. oRe,x eWifceohr atsoth, oyWrothulyre nbte,e xfWotbrheoe oWrkeo ,t ooWd whrorywi,t ae W nthdiel Hs aoonnws two Roeerkas .odf ftihcee saesc ptiroens iadnednt in and proclaimed the birth of the German Empire. Fateful Couple Archduke Franz Ferdinand and wife 1913? The new German nation rapidly industrialized Sophia visit Sarajevo the day of the assassination. 2.How did Wilson respond to a refusal of the Mexicans to apologize for arresting American sailors in April 1914? and quickly became one of the most powerful nations 3.How did Wilson respond to attacks on American soil by Mexican guerrilla Pancho in the world. Villa? primary emphasis on promoting their homeland’s 4.What was the result of this action? The creation of Germany transformed European culture and interests above those of other countries. 5.How was the new surge of nationalism evident in Europe in the late 1800s? politics. In 1870, as part of their plan to unify Nationalism was one of the reasons for the tensions Germany, the Prussians had attacked and defeated among the European powers. Each nation viewed the France. They then forced the French to give up terri- Writing Newspaper Headlines others as competitors, and many people were willing tory along the German border. From that point for- to go to war to expand their nation at the expense of Have students choose three ward, France and Germany were enemies. To protect others. major events leading to World itself, Germany signed alliances with Italy and with One of the basic ideas of nationalism is the right War I and write a newspaper Austria-Hungary, a huge empire that controlled to self-determination—the idea that people who headline for each event. Use cur- much of southeastern Europe. This became known as belong to a nation should have their own country the Triple Alliance. rent newspaper headlines to and government. In the 1800s, nationalism led to a The new alliance alarmed Russian leaders, who illustrate how editors use a few crisis in southeastern Europe in the region known as feared that Germany intended to expand eastward into the Balkans.Historically, the Ottoman Empire and words for maximum impact. Russia. Russia and Austria-Hungary were also com- the Austro-Hungarian Empire had ruled the Point out that most newspapers peting for influence in southeastern Europe. Many of Balkans. Both of these empires were made up of use action verbs in headlines. the people of southeastern Europe were Slavs—the many different nations. As nationalism became a same ethnic group as the Russians—and the Russians For example, most editors would powerful force in the 1800s, the different national wanted to support them against Austria-Hungary. As choose “U.S. Enters War” rather groups within these empires began to press for a result, Russia and France had a common interest in independence. than “ANation at War.” L2 opposing Germany and Austria-Hungary. In 1894 they Among the groups pushing for independence signed the Franco-Russian Alliance. were the Serbs, Bosnians, Croats, and Slovenes. These people all spoke similar languages and had The Naval Race While the other major powers of come to see themselves as one people. They called Europe divided into competing alliances, Great themselves South Slavs, or Yugoslavs. The first of On Christmas Day 1914, the fighting Britain remained neutral. Then, in 1898, the Germans these people to obtain independence were the stopped, and British and German soldiers began to build a navy challenging Great Britain’s his- Serbs, who formed a nation called Serbia between torical dominance at sea. By the early 1900s, an arms the Ottoman and Austro-Hungarian empires. Serbs met in no-man’s-land to chat, play soccer, race had begun between Great Britain and Germany, believed their nation’s mission was to unite the and pose for photographs. Officers as both sides raced to build warships. The naval race South Slavs. quickly ended these goodwill meetings, greatly increased tensions between Germany and Russia supported the Serbs, while Austria- and the soldiers returned to war. Britain and convinced the British to establish closer Hungary did what it could to limit Serbia’s growth. relations with France and Russia. The British refused In 1908 Austria-Hungary annexed Bosnia, which at to sign a formal alliance, so their new relationship the time belonged to the Ottoman Empire. The Serbs with the French and Russians became known as an were furious. They wanted Bosnia to be part of their “entente cordiale”—a friendly understanding. nation. The annexation demonstrated to the Serbs Britain, France, and Russia became known as the that Austria-Hungary had no intention of letting the Triple Entente. Slavic people in its empire become independent. The Balkan Crisis By the late 1800s, nationalism, A Continent Goes to War In late June 1914, the or a feeling of intense pride of one’s homeland, had heir to the Austro-Hungarian throne, the Archduke become a powerful idea in Europe. Nationalists place Franz Ferdinand, visited the Bosnian capital 578 CHAPTER19 World War I and Its Aftermath MMEEEETTIINNGG SSPPEECCIIAALL NNEEEEDDSS Visual/Spatial Have students use a map in the text or an outline map that you provide to locate the members of the Triple Alliance and Triple Entente. Ask students to measure the distances between the capitals of the countries within the two groups. Then discuss the relative size and proximity of these groupings. Ask:Why might it be beneficial for allied nations to be located near each other? Does the distance matter if your allies are large and strong? L1 Refer toInclusion for the High School Social Studies Classroom Strategies and Activities in the TCR. 578 CCHHAAPPTTEERR 1199 of Sarajevo. As he and his wife rode through Serbian officials who hoped to start a war that SSeeccttiioonn 11,, 557766––558833 the city, a Bosnian revolutionary named Gavrilo would bring down the Austro-Hungarian Empire. Princip rushed their open car and shot the couple to The Austro-Hungarian government blamed death. The assassin was a member of a Serbian Serbia for the attack and decided the time had come nationalist group nicknamed the “Black Hand.” to crush Serbia in order to prevent Slavic national- The assassination took place with the knowledge of ism from undermining its empire. Knowing an Answers: 1. Germany, Austria-Hungary, European Alliances, 1914 Bulgaria, Ottoman Empire, Italy 0 500 miles 60°NNORWAY joined the Allies in 1915 St. Petersburg L0a mbert Azimut5h0a0l kilometers North SWEDEN (Petrograd) 2. Balkans Equal-Area projection Sea Moscow UNITED DENMARK Geography Skills Practice 50°N KINGDOM BSaeltaic Ask:Into what country did the N Central Powers send troops? RUSSIA London NETH. Berlin W E (France) ATLaNTIC BELG. GERMANY S OCEaN Paris LUX. Vienna June 28, 1914 Interpreting a Map Have stu- FRANCESWITZ. Budapest Archduke Franz Ferdinand AUSTRIA- assassinated by Serb nationalist. dents create a map of Europe at HUNGARY the beginning of World War I. 40°NPORTUGAL Corsica ITALY SarajevoSERBIRAOMANIA BulgariaB jloaicnked S tehae Central Have students label the coun- SPAIN Fr. MONTBEUNLEGGRAORIA Pjooinweedr st hine 1A9ll1ie5s. Rino 1m9a1n6i.a tries and indicate the order in Sardinia RomeALBANIA Constantinople which the countries involved in 10°W It. OTTOMAN the conflict declared war. L1 GREECE EMPIRE SPANISH Italy refused to honor MOROCCO Central Powers alliance Sicily Use the rubric for creating aonnd M joaiyn 2e3d, A1l9li1e5d. Powers It. a map, display, or chart on pages MORFOr.CCO TUNISIA Gthree ewcaer duidn tnil o1t9 e1n7t.er Crete CypUr.uKs. 77–78 in the Performance Gr. ALGERIA Fr. Mediterranean Sea Assessment Activities and Fr. Rubrics. LIBYA It. EGYPT Allied Powers 0° 20°E U.K. 30°E 40°E Central Powers Neutral nations Initial troop movements 1. Interpreting Maps Which nations comprised the of Central Powers Central Powers in 1914? The last Ottoman sultan with any political 2. Applying Geography Skills What was the name of and military power was Abdul Hamid. He the southeastern European region that sparked the was responsible for the massacres of beginning of the war? Armenian men, women, and children liv- ing in Anatolia from 1894 to 1896. June 28 July 28 August 3 August 6 Although there was widespread condem- Assassination of Archduke Austria-Hungary Germany declares war on France, Austria-Hungary declares war nation in the West, the Ottomans did gain Franz Ferdinand declares war on Serbia begins invasion of Belgium on Russia one friend among European nations— ✦ ✦ July 1914 August 1914 Germany. Hamid was overthrown in 1908 by the Committee of Union and Progress July 30 August 1 August 4 August 12 (CUP). Two important members of CUP, Russia begins mobilizing Germany declares Britain declares France and Great Britain Enver Bey and Talaat Bey, forged the troops in defense of Serbia war on Russia war on Germany declare war on Austria-Hungary alliance with Germany that would carry over into World War I. IINNTTEERRDDIISSCCIIPPLLIINNAARRYY CCOONNNNEECCTTIIOONNSS AACCTTIIVVIITTYY Civics Have students research the reaction to the start of World War I of people who lived in your community at the beginning of the war. Suggest that students use library, museum, historical soci- ety, and government resources to locate information. Encourage students to investigate resources available from veterans organizations in the community. L2 579