WWI at Home in the U.S.
Text, Questions, Chart, Writing Activity
Standards Alignment
Text
Text Dependent Questions
Text Chart
Text Quotes and Response Writing Activity
Standards Alignment
California State Standards for Grade 10
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10.5 Students analyze the causes and course of the First World War.
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Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of
political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda
and nationalism in mobilizing the civilian population in support of “total war.”
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Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military
decisions and outcomes (e.g., topography, waterways, distance, climate).
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Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the
war.
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Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including
how colonial peoples contributed to the war effort.
Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students:
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RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as
the date and origin of the information.
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RH 2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how
key events or ideas develop over the course of the text.
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RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply
preceded them.
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RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political,
social, or economic aspects of history/social studies.
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RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students:
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WHST 1 - Write arguments focused on discipline-specific content.
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a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization
that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
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c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims.
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d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
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e. Provide a concluding statement or section that follows from or supports the argument presented.
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WHST 2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
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a. Introduce a topic and organize ideas, concepts, and information to make important connections and
distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to
aiding comprehension.
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b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
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d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style
appropriate to the discipline and context as well as to the expertise of likely readers.
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e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
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f. Provide a concluding statement or section that follows from and supports the information or explanation
presented (e.g., articulating implications or the significance of the topic).
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WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
World War I at Home in the U.S.
Economic Effects of the War
To fight the war, the United States needed the help of industry. The economy had to change from
making consumer goods to making war supplies. As a result, much of American industry was placed under
government control. Congress gave President Wilson direct control over much of the economy. He had the
power to fix prices and to regulate war-related industries.
With his new power over industry, President Wilson created numerous agencies that aimed to help
the war effort. Wilson wanted to make sure the Allies were given enough fuel to win the war. As a result
he created the Fuel Administration, which watched over the use of coal, gasoline, and heating oil in the U.S.
He wanted Americans at home to sacrifice their use of fuel so that the boys fighting in Europe were given
enough fuel supplies to win the war.
Another new agency Wilson created was the Food Administration. This agency was established to
help produce and conserve food supplies in the U.S. It encouraged people to grow their own food in their
yards at home and in public parks in what was called “Victory Gardens.” As a result, Americans were able to
conserve and send more food to the Allies.
Political Effects of the War
To popularize the war, the government created the Committee on Public Information (CPI). It was
the nation’s first propaganda agency. The CPI used artists and advertising people to create thousands of
posters, paintings, and cartoons to promote the war.
Moreover, Congress passed the Espionage and Sedition Acts to punish people who did not support
the war effort. People could not speak out against the war because of these acts. If people spoke out
against the war they could be arrested or fined. The Espionage and Sedition Acts led to 6,000 arrests and
1,500 convictions for antiwar activities.
Social Effects of the War
The war brought out anti-immigrant feelings. Immigrants from Germany were often targeted for
attack. Americans with German-sounding names lost their jobs. The war also brought many social changes
for African Americans. African-American leaders were divided over the war. The famous progressive W. E.
B. Du Bois believed African Americans should join the war effort because it would increase AfricanAmerican equality in the U.S. Others believed that African-Americans should not fight in an American army
that continued to be segregated.
American women also played new roles during the war. American women were given greater
opportunities in the workplace since many of the men were fighting in the war. They worked as truck
drivers, cooks, dockworkers, and construction workers. However, they were not paid the same as men. But,
soon after the war, Congress finally passed the 19th amendment giving them the right to vote.
World War I at Home in the U.S. Questions
Economic Effects
Because the American
economy had to change from
making consumer goods to
making war supplies, much of
the American industry was
placed under whose control?
With his new power over
industry, President Wilson
created numerous agencies
that did what?
What did the Fuel
Administration do?
What did the Food
Administration do?
Explain what “Victory
Gardens” were and what they
aimed to accomplish.
Political Effects
What did the government
create to popularize the war
effort? What kind of agency
was this?
The CPI used artists and
advertising people to create
what?
What Acts did Congress pass
to punish people who did not
support the war?
Social Effects
What immigrant group was
often targeted for attack?
Why did many African
American leaders believe
African Americans should join
the war effort?
Why did other AfricanAmericans believe they should
not join the American army?
During the war, where were
What couldn’t people do under women given greater
the Espionage and Sedition
opportunities? Why?
Acts?
Did women get paid the same
How many arrests and
wages as men?
convictions occurred in the
U.S. because of the Espionage
and Seditions Acts?
World War I at Home in the U.S. Ramifications Chart
Social
Ramifications
Economic
Ramifications
Political
Ramifications
Divisions within African
American community about the
war
War Industries Board
Committee on Public Information
Railroad Administration
Anti-Immigrant Feelings
Fuel Administration
Espionage and Sedition Acts
National Labor Board
Arrests and Fines
Great Migration
Women in men’s jobs
Women in other jobs
Food Administration
19th Amendment
Violations of First Amendments
World War I at Home in the U.S.
Social Effects of the War
Social Effects of the
War
Political Effects of the
War
Economic Effects
of the War
Economic Effects of
the War
The text explains the economic, political, and social effects of WWI on the U.S. Write the quote from the
reading and then respond to the quotes.
Paragraph 1: Notes from reading.
Paragraph 1: Response to reading.
“The economy had to change from making
________________________________________
_______________________________________.”
“As a result, much of American industry was
________________________________________
_______________________________________.”
From these quotes I learned
_________________________________________
_________________________________________
_________________________________________
_________________________________________
____________________________________.
Paragraph 2: Notes from reading.
Paragraph 2: Response to reading.
“As a result, Wilson created the
________________________________________
_______________________________________.”
“The food administration was established to
________________________________________
_______________________________________.”
These quotes explain _____________________
________________________________________
________________________________________
_________________________________________
_______________________________________
________________________________________.
Paragraph 3: Notes from reading.
Paragraph 3: Response to reading.
“To popularize the war, the government created
_________________________________________
______________________________________.”
“Moreover, congress passed the
________________________________________
_______________________________________.”
These details help me understand
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________.
Paragraph 4: Notes from reading.
Paragraph 4: Response to reading.
“African-American leaders were
________________________________________
_______________________________________.”
“Others believed that African-Americans should
not _____________________________________
_______________________________________.”
Reading this made me realize
________________________________________
________________________________________
________________________________________
________________________________________
_______________________________________.
Paragraph 5: Notes from reading.
Paragraph 5: Response to reading.
“American women were given greater
________________________________________
_______________________________________.
“However, they were not
________________________________________
_______________________________________.”
Reading this made me realize
_________________________________________
_______________________________________
________________________________________
________________________________________
_______________________________________.