ssahtech21c09naAS_s.fm Page 730 Friday, September 21, 2007 5:33 PM
Chapter 21
Review and Assessment
Key Terms
1. reparations
2. trench warfare
3. self-determination
4. propaganda
5. Militarism
Comprehension and Critical
Thinking
6. (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) Suffragists’ 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 discrimination and sometimes violence. (b) Using
the term “liberty cabbage” shows a disdain for things German, even German
words. (c) Answers will vary, but students 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 partially, because he was unable to persuade 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) Possible answer: Washington’s advice “to
steer clear of permanent alliances with
any portion of the foreign world” is
closer to Lodge’s position.
730 Chapter 21
CHAPTER
21 Review and Assessment
Key Terms
Fill 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 Thinking
6. (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 reasons 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?
History Reading Skill
11. 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.
Writing
12. Write two paragraphs about one of the following issues involving World War I:
• Describe what happened on the “home
front” during the war.
• Evaluate the effectiveness of President Wilson 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 Life
Recognize Propaganda
Use the poster below to answer the questions.
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?
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?
730 Chapter 21 World War I
History Reading Skill
11. 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.
Writing
12. Students’ paragraphs should be based
on information from the text. A sentence that clearly states the main idea
should open the paragraphs and there
should be supporting facts, reasons,
and examples.
13. Students’ letters should contain accurate information based on what is in the
text.
ssahtech21c09naAS_s.fm Page 731 Friday, September 21, 2007 5:33 PM
Chapter 21
For: Self-test with instant help
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Review and Assessment
Test Yourself
1. D
1. During World War I, African American soldiers
Refer to the graph below to answer Question 3.
Number of Dead (in thousands)
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.
“Germany accepts the responsibility of Germany
and her allies for causing all the loss and damage to which the Allied and Associated Governments and their nationals have been subjected.”
2. Which of the Big Four would have been most
likely to oppose the above clause?
C Clemenceau
A Wilson
B Lloyd George
D Orlando
World War I: Military Deaths
2,000
1,600
Document-Based Questions
1,200
Answers
800
400
0
France
Write a short essay discussing whether
or not the government has the right to
limit freedom of speech during wartime.
British Russia United Germany AustriaEmpire
States
Hungary
Country
Source: R.E. Dupay and T.N. Dupay, The Encyclopedia of Military History
3. Which Allied power shown on the graph had the
most casualties?
C France
A Russia
B Germany
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:
2. A
3. A
A were banned from joining the army.
D United States
Document 2: Rose Pastor Stokes was a socialist and
outspoken critic of the war. In 1918, she was convicted 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?
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?
”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“
Document 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 Essay
Share 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 arguments, is well organized.
Score 4 Essay is comprehensive and
detailed with clear organization and supporting arguments, shows creativity.
Chapter Review and Assessment 731
For complete Four-Point rubrics, see the
writing rubrics on the Teaching Resources.
p. 100
Teaching Resources, Unit 7,
16. Answers will vary, but should reflect an
understanding of propaganda’s goals
and methods.
Skills for Life
14. (a) the government (b) buy Liberty
Bonds
15. The propaganda techniques used in this
poster are the use of strong words and
images and the use of symbols and
offensive names.
Chapter 21 731