Right or Wrong: The Debate of United States Involvement Prior to World War I

Woodrow Wilson and William Howard Taft.

Library of Congress. Prints and Photographs Division.

Reproduction number: LC-USZ62-34095.

In June of 1914, World War I began without the involvement of the United States. President Woodrow Wilson, much like others throughout the nation, believed getting involved in the European wars was not an American problem. However, there were also many Americans who firmly believed that it was the duty of the United States to aid its allies. The debate whether to get involved in the European crisis escalated until February of 1917 when the United States entered the war. Should the United States have entered the war earlier or not?

Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension

Overview Back to Navigation Bar
Objectives	Students will: · debate the nature of U.S. neutrality vs. interventionism. · understand the events that brought the United States into World War I. · understand how to effectively draw conclusions from primary source documents.
Recommended time frame	3-5 Ninety-Minute Class Periods
Grade level	10-12
Curriculum fit	American History
Materials	Primary Source Worksheet, Computers, PowerPoint, Flash drive, primary sources, internet
District Standards Back to Navigation Bar
	Social Studies Standard: Students will be able to understand the development of civic responsibility and the influence of history, geography, government, human behavior, and economics on individual and societies. History Power Benchmarks: Students will be able to identify and analyze various governments, emphasizing the role of the citizen in a participatory government. Students will be able to understand the interactions of the individual and society and analyze human behavior and the range of its influences on human development. Students will be able to understand the formation, development, and change of societies through time.
Procedures Back to Navigation Bar
	Day One: Introduction to the mini project. Students will be placed in groups of 3 or 4. Each group will receive a primary source. Groups will then investigate the primary source and conclude which side of the debate the source advocates. Students are required to complete the Primary Source Worksheet before day 2 begins. Day Two: Begin working on PowerPoint presentations. You must present what you have found in your investigation of your source. You might want to refer to the Primary Source Worksheet to help you put your presentation together. You can use additional resources to supplement your findings. For instance, books, encyclopedias, and the internet would be good sources. Be creative! Find unique ways to use Microsoft PowerPoint in your presentation. Use audio clips, movies, pictures, etc. to enhance your information. Each member in the group must create 1-2 slides for your group. By end of class day, PowerPoint presentations should be completed. Presentations should be limited to 3-5 minutes. Day Three: Each group will present their PowerPoint presentations on their findings. At the completion of presentations, groups will start using the information they learned to formulate a persuasive argument defending their position. Debate question: Should the United States have gotten involved in World War I earlier than 1917? A one- to two-page persuasive paper should be completed by each group. Each group must complete a 1-2 page persuasive paper advocating whether the United States should have joined the war earlier than 1917. The side you advocate depends on your source. Each member in the group must write 1-2 paragraphs. Day Four: Classroom debate. Each group will turn in persuasive paper, copy of PowerPoint, and worksheet.
Evaluation Back to Navigation Bar
	Students will complete a worksheet on their primary source, present a brief PowerPoint presentation (3-5 minutes), complete a 1-2 page persuasive paper, and actively participate in a classroom debate. See attached rubric.
Extension Back to Navigation Bar
	There are several more primary source documents that can be used for this particular lesson. Below is a list of resources: · “Bringing the war to our doors”. October 21, 1916. Literary Digest, vol. LIII No. 17, Hoover Presidential Library · “Wilson’s stance on neutrality”. London Times. October 5, 1916. Hoover Presidential Library · “Wilson’s speech on the war”. London Times. October 7, 1916. Hoover Presidential Library · Explanation of the Zimmerman telegram, undated. Irwin B. Laughlin Papers, Personal Correspondence, London, Hoover Presidential Library · “Roosevelt’s Push for War”. London Times. October 6, 1916. Hoover Presidential Library. Extension: Have students create a “letter to the editor” to place in the New York Times. Create a propaganda poster advocating your personal views on whether the U.S. should remain neutral. Have students create their own cryptic telegram with code and answer key.

Primary Resources from the Library of Congress

Image	Description	Citation	URL
	World War I post cards from the New York Times.	Excerpt from New York Times, September 13, 1914, New York: September 13, 1914, sgpnyt 19140913 http://hdl.loc.gov/loc.gdc/sgpnyt.19140913	http://memory.loc.gov/cgi-bin/np_item .pl?collection=sgproto&agg=sgpnyt& iss=19140913&page=3
	Ruins of the French city of Louvain in September of 1914	Excerpt from New York Times, September 20, 1914, New York: September 20, 1914 sgpnyt 19140920 http://hdl.loc.gov/loc.gdc/sgpnyt.19140920	http://memory.loc.gov/cgi- bin/np_item.pl?collection= sgproto&agg=sgpnyt&iss= 19140920&page
	Shattered altar at Rheims Cathedral in France.	Excerpt from New York Times, October 18, 1914, New York: October 18, 1914 sgpnyt 19141018 http://hdl.loc.gov/loc.gdc/sgpnyt.19141018	http://memory.loc.gov/cgi- bin/np_item.pl?collection=sg proto&agg=sgpnyt&iss=191 41018&page
	Antwerp refugee camping in the woods on their flight to Holland	Excerpt from New York Times, November 1, 1914, New York: November 1, 1914 sgpnyt 19141101 http://hdl.loc.gov/loc.gdc/sgpnyt.19141101	http://memory.loc.gov/cgi- bin/np_item.pl?collection=sg proto&agg=sgpnyt&iss=191 41101&page=4
	The Ruins of Ypres—The most remarkable photograph from an aeroplane yet taken.	Excerpt from New York Times, September 26, 1915, New York: September 26, 1915 sgpnyt 19150926 http://hdl.loc.gov/loc.gdc/sgpnyt.19150926	http://memory.loc.gov/cgi- bin/np_item.pl?collection=sg proto&agg=sgpnyt&iss=191 50926&page=4
	The disaster of the Lusitania in 1915	The war of the nations: portfolio in rotogravure etchings: compiled from the midweek pictorial, New York: New York Times, Co., 1919. sgpwar 19191231 http://hdl.loc.gov/loc.gdc/sgpwar.19191231	http://memory.loc.gov/cgi- bin/np_item.pl?collection=sg proto&agg=sgpwar&iss=191 91231&page=342
	Burying the dead after the disaster of the Lusitania. Some of the sixty-six coffins buried in one of the huge graves in Queenstown.	Excerpt from New York Times, May 30, 1915, New York: May 30, 1915 sgpnyt 19150530 http://hdl.loc.gov/loc.gdc/sgpnyt.19150530	http://memory.loc.gov/cgi- bin/np_item.pl?collection=sg proto&agg=sgpnyt&iss=19150530&page=7
	Polish Infantry of the German Army in East Prussia advance over flat ground in extended order firing from individual rifle pits.	Excerpt from New York Times, November 22, 1914, New York: November 22, 1914 sgpnyt 19141122 http://hdl.loc.gov/loc.gdc/sgpnyt.19141122	http://memory.loc.gov/cgi- bin/np_item.pl?collection=sg proto&agg=sgpnyt&iss=19141122&page=2
	Remnants of a bombed church in France.	Excerpt from New York Tribune, February 17, 1918, New York: February 17, 1918 sgpnytr 19180217 http://hdl.loc.gov/loc.gdc/sgpnytr.19180217	http://memory.loc.gov/cgi- bin/np_item.pl?collection=sg proto&agg=sgpnytr&iss=19180217&page=7
	New York Times article dealing with sinking of the Lusitania	New York Times, March 1, 1915. “Lusitania sunk by submarine, probably 1,260 dead” Herbert Hoover Presidential Library	Not available
	Public opinion on the war.	New York Times, August 16^th, 1916. “Anti-German Sentiment”	Not available
	Article from the Literary Digest discussing the American position of neutrality. Page 1	Literary Digest, Funk and Wagnalls “American Neutrality Officially Explained.” February 6, 1915. Hoover Library	None available
	Page 2 of Literary Digest discussing American position of neutrality.	Literary Digest, Funk and Wagnalls “American Neutrality Officially Explained”. February 6, 1915. Hoover Library	None available
	Page 3 of Literary Digest article discussing American position of neutrality.	Literary Digest, Funk and Wagnalls “American Neutrality Officially Explained.” February 6, 1915. Hoover Library	None available

CATEGORY	4	3	2	1
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.
Comprehension	Student is able to accurately answer almost all questions posed by classmates about the topic.	Student is able to accurately answer most questions posed by classmates about the topic.	Student is able to accurately answer a few questions posed by classmates about the topic.	Student is unable to accurately answer questions posed by classmates about the topic.
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Collaboration with Peers	Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.	Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.