Evaluate the impacts of World War I on the United …...With the assassination of Archduke Franz Ferdinand of Austria-Hungary Europe and the world descend into war due to the alliance

Evaluate the impacts of World War I on the United States. To what extent did World War I impact the agricultural economy, foodways, and social rights of individuals left on the homefront?

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Historical Question Evaluate the impacts of World War I on the United States. To what extent did World War I impact the agricultural economy, foodways, and social rights of individuals left on the home front?

Introduction to DBQ This document based question allows the student to examine documents from World War I. These documents concentrate upon domestic issues within the United States during this period allowing the students an opportunity to gain a better understanding of the war’s impact upon daily life for those not overseas. Historical Thinking Skill: Causation; Continuity and Change Over Time The question relies on the students’ ability to trace a major event’s impacts upon individuals and also recognize how the rights and lives of individuals stay the same in some areas, but change in other areas. A student that masters these thinking skills should be able to clearly state how World War I impacted the individuals left on the home front in the United States. The student must also be able to illustrate an understanding of the struggle for individual rights over time and how world events impacted these rights. SC Standard(s) Standard 2: Demonstrate an understanding of how international events and conditions during the early 20th Century (i.e., 1910–1940) affected the United States and South Carolina. 5.2.CE Examine the primary causes of World War I and the events which led to U.S. involvement. 5.2.P Summarize how the role of the federal government expanded during the period. DOK Level DOK Level 4: Extended Thinking ● Analyze and explain multiple perspectives or issues within or across time periods, events, or

cultures ● Gather, analyze, organize, and synthesize information from multiple (print and non-print)

sources ● Make predictions with evidence as support To learn more about Depth of Knowledge please follow the following link: https://www.edutopia.org/blog/webbs-depth-knowledge-increase-rigor-gerald-aungst

Materials

● Computing device or copied packet of the DBQ including documents ● Any materials needed to complete the assignment (ex. poster board and markers if

computers are not available for visual presentation).

https://www.edutopia.org/blog/webbs-depth-knowledge-increase-rigor-gerald-aungst


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Teacher Guide Background Information:

During the late 1800s farmers in the United States struggled with low crop prices due to overproduction. Mechanization allowed farmers to cultivate more land while reducing the number of laborers needed to work the land. African Americans were significantly impacted by the agricultural depression as they were locked in the sharecropping system of the American South with little opportunities in other industries and the inability to move to other regions to improve their condition in life. Jim Crow laws kept African Americans socially segregated and voter suppression through poll taxes and literacy tests excluded African Americans from expressing their voices politically. Women were also fighting for equality during this time as many pushed for the right to vote. Known as women’s suffrage, the movement arose during the antebellum period under the leadership of Elizabeth Cady Stanton and Lucretia Motte as well as others.

In Europe mechanization is modernizing militaries across the continent and secret alliances are being formed among the countries. Russia, England, and France align together while Germany, Austria-Hungary, and Turkey also form an alliance. With the assassination of Archduke Franz Ferdinand of Austria-Hungary Europe and the world descend into war due to the alliance system. The United States attempts to remain neutral, but will eventually enter the war due to unrestricted submarine warfare used by Germany to disrupt transportation and shipping in the North Atlantic. In April of 1917 the United States officially declares war and enters World War I allied with Britain, France, and Russia.

The enlistment of white men in the military created a need for a new source of employment in industry across the nation. New opportunities were created for women and African Americans in the workplace and in society. War also brought restrictions on Constitutional rights through laws passed by Congress and actions of the government in the late 1910s and early 1920s. The documents in this packet reflect impacts upon daily life for Americans on the home front.

Note on documents The documents are presented thematically and not chronologically. The rationale behind this was to group the documents in a way that fit with the question. Students will not have to search through the entire packet when analyzing a particular part of the question.


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Teacher Guide (cont’d) Scaffolding the Historical Thinking Skill

Finished Product CP Honors AP Essay Allow students to

complete the essay at home or using multiple classes; provide students with graphic organizer for the essay. The teacher can write guiding questions for each document. Terminology list provided with definitions if needed.

Students can complete the essay in one class block. Students can be provided terminology that could be helpful.

Students complete essay in specified time allotment aligned with AP exam.

Digital poster/ Prezi/ Powerpoint

Students can present their findings in a presentation. Students can work in groups. No essay assigned.

Students can complete a visual presentation in addition to the essay.

Student can complete a visual presentation in addition to the essay.

Debate Post essay closure activity. Use guiding questions to direct debate over issues. Students can be in groups.

Post essay closure activity. Allow students to have control and observe with minimal interactions. Students can be in groups.

Oral representation of the argument produced after analyzing the information. Students present their findings to the class.

Possible Extension:

The teacher may require students to provide further research into the topic and find additional documents to support their arguments. Proper citation would be required with these additional documents.

Document A


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United States Food Administration Poster. Retrieved from: http://www.loc.gov/pictures/resource/cph.3g09663/

Document B

http://www.loc.gov/pictures/resource/cph.3g09663/


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Recipe published during World War I to reduce the amount of meat consumed by Americans on the home front. Retrieved from: http://www.pbs.org/wgbh/americanexperience/features/victory-recipes/

Document C:


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Chart illustrating tractor production from 1909 to 1970 produced by White, William. “Economic History of Tractors in the United States”. EH.Net Encyclopedia, edited by Robert Whaples. March 26, 2008. Retrieved from: https://eh.net/encyclopedia/economic-history-of-tractors-in-the-united-states/.

Document D:

https://eh.net/encyclopedia/economic-history-of-tractors-in-the-united-states/



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The following document is a selected portion of a newspaper article entitled “Production of farm machinery and labor supply must be protected.”

The Lancaster News., August 14, 1917, Page 4, Image 4 About The Lancaster news. (Lancaster, S.C.) 1905-current

Image provided by: University of South Carolina; Columbia, SC

http://chroniclingamerica.loc.gov/lccn/sn83007465/


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Document E: This painting was produced by Jacob Lawrence. It is entitled Migration of the Negro, Panel No. 1, 1940-41. While it was produced after World War I, it is applicable for events occurring at the time. Retrieved from: http://www.phillipscollection.org/research/american_art/artwork/Lawrence-Migration_Panel_01+.htm.

http://www.phillipscollection.org/research/american_art/artwork/Lawrence-Migration_Panel_01+.htm



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Document F: This document is a letter from an African American living in the south wishing to move north.


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Document G: The following is an excerpt from the Sedition Act. Source: United States, Statutes at Large, Washington, D.C., 1918, Vol. XL, pp 553 ff.

“Whoever, when the United States is at war, shall willfully make or convey false reports or false statements with intent to interfere with the operation or success of the military or naval forces of the United States, or to promote the success of its enemies, or shall willfully make or convey false reports, or false statements, ...or incite insubordination, disloyalty, mutiny, or refusal of duty, in the military or naval forces of the United States, or shall willfully obstruct ...the recruiting or enlistment service of the United States, or ...shall willfully utter, print, write, or publish any disloyal, profane, scurrilous, or abusive language about the form of government of the United States, or the Constitution of the United States, or the military or naval forces of the United States ...or shall willfully display the flag of any foreign enemy, or shall willfully ...urge, incite, or advocate any curtailment of production ...or advocate, teach, defend, or suggest the doing of any of the acts or things in this section enumerated and whoever shall by word or act support or favor the cause of any country with which the United States is at war or by word or act oppose the cause of the United States therein, shall be punished by a fine of not more than $10,000 or imprisonment for not more than 20 years, or both....”

Document H:

The following document is a statement made by Eugene Debs following his prosecution for violation of the sedition act.


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I believe, Your Honor, in common with all Socialists, that this nation ought to own and control its own industries. I believe, as all Socialists do, that all things that are jointly needed and used ought to be jointly owned—that industry, the basis of our social life, instead of being the private property of a few and operated for their enrichment, ought to be the common property of all, democratically administered in the interest of all…

I am opposing a social order in which it is possible for one man who does absolutely nothing that is useful to amass a fortune of hundreds of millions of dollars, while millions of men and women who work all the days of their lives secure barely enough for a wretched existence.

This order of things cannot always endure. I have registered my protest against it. I recognize the feebleness of my effort, but, fortunately, I am not alone. There are multiplied thousands of others who, like myself, have come to realize that before we may truly enjoy the blessings of civilized life, we must reorganize society upon a mutual and cooperative basis; and to this end we have organized a great economic and political movement that spreads over the face of all the earth.

Delivered: September 18, 1918 First Published: 1918 Source: Court Stenogropher Online Version: E.V. Debs Internet Archive, 2001 Transcribed/HTML Markup: John Metz for the Illinois Socialist Party Debs Archive & David Walters for the Marxists Internet Archive Debs Archive

Document I:





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Document J:

This poster was created by the National War Work Campaign. Retrieved from: http://www.loc.gov/pictures/resource/ppmsca.40823/

http://www.loc.gov/pictures/resource/ppmsca.40823/


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Document K:

This political cartoon was produced to illustrate the social climate of the 1910s. Retrieved from: http://www.loc.gov/pictures/resource/ppmsca.02919/



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Document L:




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Suggested questions for each document: These questions are only suggestions. Questions should meet the needs of individual classes and may be adjusted.


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Document A:

1) Explain how eating fish helps the wartime conservation efforts in the United States.

2) How would the creation of wartime agencies be seen by the differing political platforms of the present day political parties?

Document B:

1) Make inferences of the duties of the Food Administration based upon the document.

2) Using your computing device access a historic newspaper data base and read an article that relates to the Food Administration during World War I. Print the article and write a brief synopsis in your own words. *(You may have to show the students how to access these sites, historicnewspapers.sc.edu and chroniclingamerica)*

Document C:

1) Write a brief analysis of the data presented in the graph for the decade preceding World War I through the decade following the war.

2) What impact could the data displayed in the graph have on farm workers across the

United States?

Document D:

1) What argument does the article make?

2) Do you agree with the article? Justify your position.

Document E:

1) What event is portrayed in the painting?

2) What social and political push factors led to the population shifts of the early to mid-20th century?

Document F:

1) What reasons does the writer of the letter give for wanting to move to Chicago?


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2) Why does he not want the letter to be published in the newspaper?

3) Differentiate between push and pull factors. List at least three push factors and three pull

factors that this individual would have used when deciding the future of his family.

Document G:

1) Write a synopsis of the law stated in document G in your own words.

2) What factors during this period do you think led to the passage of such legislation? Document H:

1) From our earlier studies of U.S. history, write a brief identifying statement for Eugene Debs.

2) Justify the economic position held by Debs that is evidenced in this statement before the

court. Document I:

1) Why is the individual so concerned about rumors? What evidence can you find in the article to the seriousness of the writer? ($1,000 reward offered. This could open a discussion about inflation.)

2) Think of a time when rumors were spread about you. How did this make you feel? Put

yourself in the situation of this individual, why do you feel it is vital to clear your name?

Document J:

1) Explain how World War I expanded economic opportunities for women.

2) What evidence do you see in the poster for varying types of industry employing women during this time?

Document K:

1) What is the main point of the political cartoon? Provide evidence. Document L:


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1) Rewrite the article in your own words.

2) Why do you feel a general in the military wrote this article? Possible Lesson Extension: Have the students use their computing device to research one area covered in this document

based question. The students should use digital collections from university libraries or the Library of Congress to accomplish this task. The research should include unique primary sources gathered from these sites. Each primary source should have a paragraph written explaining why the source was chosen and a proper citation for the document.

Resources Aungst, G. (2014, September 14). Using Webb’s depth of knowledge to increase rigor. Edutopia.


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Retrieved from: https://www.edutopia.org/blog/webbs-depth-knowledge-increase-rigor-gerald-aungst.

Baker, E. H. (1918). For every fighter a woman worker. United War Work Campaign. Retrieved

from: http://www.loc.gov/pictures/item/98507935/

Brantingham, C. S. (1917, August 14). Production of farm machinery and labor supply must be

protected. The Lancaster News. p. 4, image 4. Retrieved from: http://historicnewspapers.sc.edu/lccn/sn83007465/1917-08-14/ed-1/seq-4/

Bull, C. L. (1917). Save the products of the land eat more fish. Retrieved from:


Bushnell, E. A. (1920). The sky is now her limit. Retrieved from:


Debs, E. V. (1918, September 18). Statement to the court upon being convicted of violation of

the Sedition Act. Retrieved from: https://www.marxists.org/archive/debs/works/1918/court.htm

Hirsch, L. (1917, August 10). To the people of Lancaster county. The Lancaster News. p. 6,

image 6. Retrieved from: http://historicnewspapers.sc.edu/lccn/sn83007465/1917-08-10/ed-1/seq-6/

Lawrence, J. (1940-41). Migration of the negro, panel no. 1. Retrieved from:


Scott, E. J. (1919, October). Letter from a southerner wishing to move north. Retrieved from:

http://www.umbc.edu/che/tahlessons/pdf/Understanding_the_Great_Migration_RS_08.pdf

Sedition Act. (1918). United States statutes at large. Retrieved from:

http://www.gwpda.org/1918/usspy.html

South Carolina Department of Education. (2015). Profile of the South Carolina graduate. [PDF

document]. Retrieved from: http://ed.sc.gov/newsroom/profile-of-the-south-carolina-graduate/



http://www.loc.gov/pictures/item/98507935/

http://historicnewspapers.sc.edu/lccn/sn83007465/1917-08-14/ed-1/seq-4/



https://www.marxists.org/archive/debs/works/1918/court.htm







http://www.gwpda.org/1918/usspy.html

https://webmail.lcsdmail.net/owa/redir.aspx?C=q6F5jARBwEiyy4x8AGxjuSM8ZSIqHdQI3b959KFgbg6lPEfSQcBQCtHN6al6y4dYno9YxLe-aOI.&URL=http%3a%2f%2fed.sc.gov%2fnewsroom%2fprofile-of-the-south-carolina-graduate%2f

https://webmail.lcsdmail.net/owa/redir.aspx?C=q6F5jARBwEiyy4x8AGxjuSM8ZSIqHdQI3b959KFgbg6lPEfSQcBQCtHN6al6y4dYno9YxLe-aOI.&URL=http%3a%2f%2fed.sc.gov%2fnewsroom%2fprofile-of-the-south-carolina-graduate%2f


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South Carolina Department of Education. (2019). South Carolina social studies college- and career-ready standards. Retrieved from: https://ed.sc.gov/index.cfm?LinkServID=9677E07B-CFFE-6A5C-AA47F98625149ABC

South Carolina Department of Education. (2012). Support documents for 11th grade social

studies. Retrieved from: http://ed.sc.gov/scdoe/assets/file/agency/ccr/Standards-Learning/documents/USHistorySupportDocuments.pdf.

Twentieth Century Club. (1918). Meatless Tuesday. Retrieved from:

http://www.pbs.org/wgbh/americanexperience/features/victory-recipes/

White, W. (2008). Economic History of Tractors in the United States. Retrieved from:


Wood, L. (1917, August 21). Trained women for the work of military relief greatly needed. The

Lancaster News. p.4, image 4. Retrieved from: http://historicnewspapers.sc.edu/lccn/sn83007465/1917-08-21/ed-1/seq-4/

https://ed.sc.gov/index.cfm?LinkServID=9677E07B-CFFE-6A5C-AA47F98625149ABC

https://ed.sc.gov/index.cfm?LinkServID=9677E07B-CFFE-6A5C-AA47F98625149ABC

http://ed.sc.gov/scdoe/assets/file/agency/ccr/Standards-Learning/documents/USHistorySupportDocuments.pdf

http://ed.sc.gov/scdoe/assets/file/agency/ccr/Standards-Learning/documents/USHistorySupportDocuments.pdf

http://www.pbs.org/wgbh/americanexperience/features/victory-recipes/

