730 Chapter 21

Chapter 21Review and Assessment

Key Terms1. reparations2. trench warfare3. self-determination4. propaganda5. Militarism

Comprehension and Critical Thinking6. (a) German U-boats sank the Lusitania,

killing more than 100 Americans, and the Zimmermann Telegram, advocating an invasion of the United States, was intercepted. (b) The United States declared war in both cases to protect its interests. In both cases a perceived naval attack increased support for war. However, the United States entered World War I much more reluctantly than it entered the Spanish-American War.

7. (a) American women volunteered for service in the U.S. Army and U.S. Navy Nursing Corps. They also took jobs that were traditionally held by men who were now fighting in the war. (b) Suf-fragists’ support of the war effort brought them broader support to give women full voting rights.

8. (a) German Americans’ patriotism was questioned and they faced discrimina-tion and sometimes violence. (b) Using the term “liberty cabbage” shows a dis-dain for things German, even German words. (c) Answers will vary, but stu-dents should use what they have learned in the text to develop their answers.

9. (a) Wilson wanted the United States to be in a strong position to influence the negotiations at the end of the war. (b) Possible answer: He succeeded par-tially, because he was unable to per-suade the Allies not to punish Germany harshly; however, he did persuade them to establish the League of Nations.

10. (a) Wilson believed that the League of Nations was necessary for preserving peace; Lodge believed it weakened the power of the United States. (b) Possi-ble answer: Washington’s advice “to steer clear of permanent alliances with any portion of the foreign world” is closer to Lodge’s position.

History Reading Skill11. Answers will vary, but should reflect an

understanding of the main ideas in each section and how the main ideas connect in a meaningful way.

Writing12. Students’ paragraphs should be based

on information from the text. A sen-tence that clearly states the main idea should open the paragraphs and there should be supporting facts, reasons, and examples.

13. Students’ letters should contain accu-rate information based on what is in the text.

CHAPTER 21 Review and Assessment

730 Chapter 21 World War I

Key TermsFill in the blanks with the correct key terms from this chapter.

1. The Treaty of Versailles punished Germany by making it pay _____.

2. In _____, armies fired at each other across a barren patch called no man’s land.

3. The principle of _____ meant that nations could choose their own form of government.

4. The use of _____ helped stir support for the war effort.

5. _____ led nations to place great pride and trust in their armies and navies.

Comprehension and Critical Thinking6. (a) Describe Describe the events that led the

United States to declare war on Germany.(b) Contrast Review what you learned about the Spanish-American War. How were the rea-sons for declaring war on Spain similar to the reasons for declaring war on Germany? How were they different?

7. (a) Recall How did American women support the war effort?(b) Analyze Cause and Effect How did the role of women during the war affect their political status?

8. (a) Recall What problems did German Americans face during World War I?(b) Identify Bias How is the use of an expression such as “liberty cabbage” for “sauerkraut” an example of bias?(c) Apply Information Suggest one way that people can avoid such bias during wartime.

9. (a) Explain Why did Wilson want American forces to fight separately from French and British armies?(b) Evaluate Information Did Wilson’s plan succeed?

10. (a) Recall How did Wilson and Lodge disagree over the League of Nations?(b) Detect Points of View Recall what you learned about George Washington’s Farewell Address. Do you think Washington’s viewpoint was closer to that of Wilson or to that of Lodge?

History Reading Skill11. Identify and Connect Main Ideas Identify a

main idea from each of the four sections in this chapter. Explain how these ideas connect to one another. If possible, find a connection to an earlier event or to a current event.

Writing12. Write two paragraphs about one of the follow-

ing issues involving World War I:• Describe what happened on the “home

front” during the war.• Evaluate the effectiveness of President Wil-

son as a leader.• Take a stand about America’s entry into

World War I.Your paragraph should:• begin with a sentence stating your main idea

about your subject;• include facts, reasons, and examples from the

chapter to develop your ideas.13. Write a Letter:

Imagine that you are an American soldier in France during World War I. Write a letter home describing your experiences.

Skills for LifeRecognize PropagandaUse the poster below to answer the questions.

14. (a) Who do you think created this poster? (b) What did the creator of the poster want people to do?

15. What propaganda techniques are used?

16. Do you think the poster was an effective form of propaganda? Why or why not?

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Chapter 21 731

Chapter 21Review and Assessment

Chapter Review and Assessment 731

For: Self-test with instant helpVisit: PHSchool.comWeb Code: mva-7216

1. During World War I, African American soldiersA were banned from joining the army.B refused to support the war effort.C served in combat with white soldiers.D served in segregated units.

Refer to this excerpt from the Treaty of Versailles to answer Question 2.

Refer to the graph below to answer Question 3.

Task: Look at Documents 1 and 2, and answer their accompanying questions. Then, use the documents and your knowledge of history to complete the following writing assignment:

Write a short essay discussing whether or not the government has the right to limit freedom of speech during wartime.

Document 1: The Espionage Act of 1917 was passed after Congress declared war with Germany. What is the punishment for someone who violates this portion of the Espionage Act?

Document 2: Rose Pastor Stokes was a socialist and outspoken critic of the war. In 1918, she was con-victed under the Espionage Act and sentenced to 10 years in federal prison for writing to the editor of the Kansas City Star the following letter. Why did Stokes write to the Kansas City Star?

World War I: Military Deaths

Num

ber o

f Dea

d(in

thou

sand

s)

0France

Country

400

1,200

800

1,600

2,000

Source: R.E. Dupay and T.N. Dupay, The Encyclopedia of Military History

BritishEmpire

Russia UnitedStates

Germany Austria-Hungary

“Germany accepts the responsibility of Germany and her allies for causing all the loss and dam-age to which the Allied and Associated Govern-ments and their nationals have been subjected.”

2. Which of the Big Four would have been most likely to oppose the above clause?A WilsonB Lloyd George

C ClemenceauD Orlando 3. Which Allied power shown on the graph had the

most casualties?A RussiaB Germany

C FranceD United States

”SEC. 3 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 obstruct the recruiting or enlistment service of the United States, to the injury of the service or of the United States, shall be punished by a fine of not more than $10,000 or imprisonment for not more than twenty years, or both.“

”To the Star:. . . A headline in the evening’s issue of the Star reads: ‘Mrs. Stokes for Government and Against War at the Same Time.’ I am not for the government. In the interview that follows I am quoted as having said ‘I believe the government of the United States should have the unqualified support of every citizen in its war aims.’ I made no such statement, and I believe no such thing. No government which is for the profiteers can also be for the people, while the government is for the profiteers.

Rose Pastor Stokes“

For complete Four-Point rubrics, see the writing rubrics on the Teaching Resources.

Teaching Resources, Unit 7, p. 100

Skills for Life14. (a) the government (b) buy Liberty

Bonds15. The propaganda techniques used in this

poster are the use of strong words and images and the use of symbols and offensive names.

16. Answers will vary, but should reflect an understanding of propaganda’s goals and methods.

Test Yourself1. D2. A

3. A

Document-Based QuestionsAnswersDocument 1 That person will be fined not more than $20,000, or imprisoned for not more than 20 years, or both.Document 2 Possible answer: She wrote to the newspaper to “set the record straight” about her opposition to the war and the government that was waging it.Rubric: Write an EssayShare the rubric with students before they begin writing.Score 1 Ideas are unclear, organization poor.Score 2 Essay has few details in support of position taken, fails to completely address the issue of whether a government has the right to limit freedom of speech during wartime.Score 3 Essay clearly states support of position taken, has some supporting argu-ments, is well organized.Score 4 Essay is comprehensive and detailed with clear organization and sup-porting arguments, shows creativity.

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