A
Background:
century ago, World War I was being fought in American
public opinion as well as in the trenches of Europe.
The American literacy rate was remarkably high, and
newspapers were the main source of news and information
for most Americans. Newspapers were of course for-profit
businesses, and in order to make money, many major cities
offered multiple newspapers catering to specific audiences.
Today we can see these publications as the first draft of
history. They are tremendous historical sources because
they give modern readers insight into the conversations that
played out in American homes of that era.
Between 1914 and 1917, the assassination of Austrian
Archduke Franz Ferdinand, the declaration of war in Europe,
the invasion of Belgium, the establishment of trench warfare
in France, the sinking of the liner Lusitania, and the publication
of the Zimmermann telegram were all events that influenced
public opinion. The articles touching on these incidents
offered in this lesson reflect a variety of public opinion from
newspapers from across America.
College, Career and Civic Life Social
Studies Standards (C-3):
A British soldier says goodbye to his family before leaving for the war.
(Photo courtesy of the Hulton Archive)
Guiding Questions:
• Why was America so divided about the prospect of
entering World War I in 1917?
• How did Americans react toward the events of World War I
in their hometown newspapers?
Learning Objectives:
After completing this lesson, students will be able to:
• Read and analyze several newspaper articles to determine
the point of view of the author.
• Understand the reason behind why some Americans
advocated involvement in the war, while others opposed
U.S. involvement or maintained a neutral stance.
• D1.5.6-8: Determine the kinds of sources that will be
helpful in answering compelling and supporting questions,
taking into consideration multiple points of view
represented in the sources.
• D2. His.13.6-8: Evaluate the relevancy and utility of a
historical source based on information such as maker, date,
place of origin, intended audience, and purpose.
• D3.2.6-8: Evaluate the credibility of a source by
determining its relevance and intended use.
• D4.1.6-8: Construct arguments using claims and evidence
from multiple sources, while acknowledging the strengths
and limitations of the arguments.
Common Core Connections:
• CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to
support analysis of primary and secondary sources.
• CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of
words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social
studies.
NATIONAL HISTORY DAY 2015
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