Footprints of Freedom Unit - UCI History...

US History – World War IDocument-Based Question

UCI History Project, 2012 | 431 Social Science Tower | Irvine, CA | 92697-2505http://www.humanities.uci.edu/history/ucihp/

California History Standard11.4.5 Analyze the political, economic, and social ramifications of World War I on the home front.

Common Core State StandardReading Key Ideas and Details1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.Craft and Structure4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.Integration of Knowledge and Ideas7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.WritingText Types and Purposes1. Write arguments focused on discipline-specific content.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.Research to Build and Present Knowledge8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.9. Draw evidence from informational texts to support analysis, reflection, and research.Range of Writing10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

BackgroundWorld War I may have taken place overseas, but it produced strong reactions on the home front as soldiers departed for battle. Sub-sections of the American population felt the impact more keenly, either because their circumstances changed when white men left for war, or because they had strong ties to the fight itself. Communities that had been peaceful for years now found themselves being fundamentally changed by the conflict.

TasksInclude an original claim that organizes your essayUse at least four documentsUse multiple pieces of evidence in each paragraph to support your argumentInclude a counterargumentInclude a conclusionWrite in complete sentencesWrite in the third person

SourcesImagesBlack fighter pilot series: "Escape kits" (cyanide) being distributed to fighter pilots at air base in southern Italy, 1945During World War I there was a great migration north by southern Negroes The Patriotic American FungusImmigrants arriving at Ellis IslandCarrying a SignThe ExodusTextSedition Act (1917)Schenck v. US Opinion, delivered by Oliver Wendell Holmes, March 3, 1919


PromptWhich of the following groups was the affected the most by World War I – immigrants, union leaders, minorities, or critics of the war? In other words, whose lives underwent the most change because of World War I?

Write a five paragraph essay utilizing at least four of the given documents.

Document A

Library of Congress, Black fighter pilot series: "Escape kits" (cyanide) being distributed to fighter pilots at air base in southern Italy, 1945

Document B


National Archives, During World War I there was a great migration north by southern Negroes

Document C


The Patriotic American. Literary Digest, 6/28/19. Originally from the Chicago Tribune.


Document D

Fungus. Outlook, 7/2/19. Originally from the Brooklyn Eagle (Harding)http://www.baruch.cuny.edu/library/alumni/online_exhibits/digital/redscare/HTMLCODE/CHRON/RS013.HTM

Document ESedition Act (1917)


http://www.baruch.cuny.edu/library/alumni/online_exhibits/digital/redscare/HTMLCODE/CHRON/RS013.HTM

http://www.baruch.cuny.edu/library/alumni/online_exhibits/digital/redscare/HTMLCODE/CHRON/RS013.HTM

Whoever, when the United States is at war, 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 the flag of the United States, or the uniform of the Army or Navy of the United States into contempt, scorn, contumely, or disrepute, or shall willfully utter, print, write, or publish any language intended to incite, provoke, or encourage resistance to the United States…shall be punished by a fine of not more than $10,000 or the imprisonment for not more than 20 years, or both. From: http://sheg.stanford.edu/upload/Lessons/Unit%209_WWI%20and%20the%201920s/Sedition%20in%20WWI%20Lesson%20Plan1.pdf


http://sheg.stanford.edu/upload/Lessons/Unit%209_WWI%20and%20the%201920s/Sedition%20in%20WWI%20Lesson%20Plan1.pdf

http://sheg.stanford.edu/upload/Lessons/Unit%209_WWI%20and%20the%201920s/Sedition%20in%20WWI%20Lesson%20Plan1.pdf

Document FSchenck v. US Opinion, delivered by Oliver Wendell Holmes, March 3, 1919The question in every case is whether the words used are used in such circumstances and are of such a nature as to create a clear and present danger that they will bring about the substantive evils that Congress has a right to prevent. It is a question of proximity and degree. When a nation is at war, many things that might be said in time of peace are such a hindrance to its effort that their utterance will not be endured so long as men fight, and that no Court could regard them as protected by any constitutional right.From: http://www.law.cornell.edu/supct/html/historics/USSC_CR_0249_0047_ZO.html


Document GEugene V. Debs, Canton Ohio speech, June 16, 1918To speak for labor; to plead the cause of the men and women and children who toil; to serve the working class, has always been to me a high privilege; a duty of love.I have just returned from a visit over yonder, where three of our most loyal comrades are paying the penalty for their devotion to the cause of the working class. They have come to realize, as many of us have, that it is extremely dangerous to exercise the constitutional right of free speech in a country fighting to make democracy safe in the world.I realize that, in speaking to you this afternoon, there are certain limitations placed upon the right of free speech. I must be exceedingly careful, prudent, as to what I say, and even more careful and prudent as to how I say it. I may not be able to say all I think; but I am not going to say anything that I do not think. I would rather a thousand times be a free soul in jail than to be a sycophant and coward in the streets. They may put those boys in jail—and some of the rest of us in jail—but they cannot put the Socialist movement in jail. Those prison bars separate their bodies from ours, but their souls are here this afternoon. They are simply paying the penalty that all men have paid in all the ages of history for standing erect, and for seeking to pave the way to better conditions for mankind.If it had not been for the men and women who, in the past, have had the moral courage to go to jail, we would still be in the jungles.From: http://www.socialistviewpoint.org/march_03/mar_03_26.html


Document H

From the HOT Lesson – Gold on the Sidewalk


Document I

From the HOT Lesson – Industrial EconomyDocument J


From the HOT Lesson – Industrial Economy


Footprints of Freedom Unit - UCI History...

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