Nonfiction Texts
World War I
Leveled
by The Sweetest Thing
Table of Contents
Text Title
Below Level
On Level
Above Level
Zimmerman Telegram
800 980 1060 Lusitania
790 890 990 Wilson’s Fourteen Points
780 950 1030 Wartime Propaganda
790 860 1150 Four-Minute Men
770 900 990 RESOURCES
Lexile Levels
©The Sweetest Thing
Student’s Guide to Responding
(APE), Primary Source Guide,
Recommended Student Book
List
1
800
World War I
243
Zimmerman Telegram
The United States did not get involved in World War I
at the beginning of the war. American people did
not want to be part of the war. But, the Germans
made the Americans change their minds. First, the
German Navy attacked innocent British ships. Then,
the U.S. found out about the Zimmerman telegram.
These things made the U.S. enter the war in April 1917.
In January 1917, German Foreign Minister Arthur
Zimmerman sent a telegram to the German Minister
in Mexico. In the message, Zimmerman explained
that Germany would promise Mexico land in the U.S.
if Mexico agreed to help Germany. The telegram was
written in a secret code. England broke the code
and shared the message with the United States.
“On February 1st, we will start unrestricted submarine
warfare on Great Britain. This is a type of fighting
where submarines sink other ships without warning.
We hope this will not make the United States mad. If
they do get mad, we will ask Mexico to join our side.
We will promise them lots of money. We will also
promise to help them get the land that the United
States took from them, like Texas, New Mexico, and
Arizona.
You are in charge. If you find out that the United
States is mad, secretly tell the Mexican president
about this plan. You can also tell him to invite Japan
to join with us. Please remind the president that we
are attacking in order to get England to surrender.”
Signed, ZIMMERMAN
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2
980
World War I
284
Zimmerman Telegram
Even though WWI started in 1914, the United States
did not get involved in the fighting at the beginning
of the war. American people did not want to get
involved in the war. However, the Germans gave the
United States reasons to change their minds about
the war. The German Navy kept attacking British
ships and the U.S. discovered this telegram. So, the
U.S. decided to enter the war in April 1917.
In January 1917, German Foreign Minister Arthur
Zimmerman sent a telegram to the German Minister
in Mexico. This telegram made a promise to Mexico
that Germany would give Mexico parts of U.S.
territory if Mexico agreed to support Germany in
WWI. The telegram was written in a number code
so that it would be secret. However, Great Britain got
hold of the telegram and broke the code.
“On February 1st, we will start unrestricted submarine
warfare on Great Britain, a type of fighting where
submarines sink other ships without warning. We
hope the United States of America will not get too
upset and will still stay out of the war. If they do get
upset, we will ask Mexico to join our side. We will
promise lots of financial support to them. We will
also promise to help get back the lost territory in
Texas, New Mexico, and Arizona from the U.S.
You can decide how you want to handle things. If
you find out for sure that the United States is upset,
you will secretly tell the Mexican president about this
plan. You can also give him the idea to invite Japan to
join in with us. Please remind the president that our
submarines are attacking to make England want to
surrender to us.”
Signed, ZIMMERMAN
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1060
World War I
299
Zimmerman Telegram
Although WWI began in 1914, the United States did
not get involved in the fighting for the first three
years of the war. President Woodrow Wilson was
reelected by the American people mostly because
he pledged to keep the U.S. out of war. However,
the German Navy kept attacking British ships and
the U.S. discovered this telegram, so they decided to
enter the war in April 1917.
In January 1917, German Foreign Minister Arthur
Zimmerman sent a telegram to the German Minister
in Mexico. This telegram promised Mexico parts of
U.S. territory in return for Mexican support of
Germany in WWI. The telegram was written in a
number code so that it would be secret. However,
Great Britain got hold of the telegram and decoded
the message.
“On February 1st, we will start unrestricted submarine
warfare on Great Britain (a type of fighting where
submarines sink other ships without warning). We
hope the United States of America will not get too
upset and will still stay out of the war. If they do get
upset, we will make a proposal to Mexico to join our
side. We will promise lots of financial support and will
help them regain the territory they lost in Texas,
New Mexico, and Arizona from the US.
We will leave the details of the plan up to you. As
soon as you are certain that the U.S. is upset, you
will secretly tell the Mexican president about this
plan. You can also add the idea that he should invite
Japan to join in with us. Please remind the president
that our submarine attacks could be strong enough
to make England want to surrender to us, too.”
Signed, ZIMMERMAN
©The Sweetest Thing
4
Name _________________________________
Close READING & responding
Zimmerman Telegram
Directions: Answer like an A.P.E! Restate part of the question, use complete sentences, cite evidence, and explain.
KEY IDEAS & DETAILS
1. 
According to the article, what are some of the reasons why the U.S. became involved in
WWI? Cite evidence from the text. (RI. 1)
____________________________________________________________
____________________________________________________________
2. 
Explain the role that code breaking played in the U.S.’s involvement in WWI. (RI.3)
____________________________________________________________
____________________________________________________________
3.  Explain what the German Foreign Minister asked the German Minister in Mexico to do. (RI 3)
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
4. 
Explain how the German Mexican relationship was mutually beneficial, or helpful to both
countries. (RI 3)
____________________________________________________________
____________________________________________________________
____________________________________________________________
©The Sweetest Thing
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Name _________________________________
Close READING & responding
Zimmerman Telegram
Directions: Answer like an A.P.E! Restate part of the question, use complete sentences, cite evidence, and explain.
CRAFT & STRUCTURE
5.  Describe Zimmerman’s tone in the telegram. Use details from the message as evidence. (RI.2)
____________________________________________________________
____________________________________________________________
____________________________________________________________
6.  Explain the meaning of the term “unrestricted submarine warfare” in your own words. (RI.4)
____________________________________________________________
____________________________________________________________
7.  How is the telegram organized? Describe the telegram’s organizational structure
(chronological, cause/effect, comparison/contrast, description, problem/solution). Explain your
reasoning. (RI.5)
____________________________________________________________
____________________________________________________________
INTEGRATION OF KNOWLEDGE & IDEAS
8.  What is the author’s overall message of the text? What evidence did the author use to
support her thinking? (RI.8)
____________________________________________________________
____________________________________________________________
____________________________________________________________
©The Sweetest Thing
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Name _________________________________
Close READING & responding
Zimmerman Telegram
Directions: Answer like an A.P.E! Restate part of the question, use complete sentences, cite evidence, and explain.
KEY IDEAS & DETAILS
1.  According to the article, what are some of the reasons why the U.S. became involved in
WWI? Cite evidence from the text. (RI. 1)
2.  Explain the role that code breaking played in the U.S.’s involvement in WWI. (RI.3)
3.  Explain what the German Foreign Minister asked the German Minister in Mexico to do. (RI
3)
4.  Explain how the German Mexican relationship was mutually beneficial, or helpful to both
countries. (RI 3)
CRAFT & STRUCTURE
5.  Describe Zimmerman’s tone in the telegram. Use details from the message as evidence. (RI.2)
6.  Explain the meaning of the term “unrestricted submarine warfare” in your own words. (RI.4)
7.  How is the telegram organized? Describe the telegram’s organizational structure
(chronological, cause/effect, comparison/contrast, description, problem/solution). Explain your
reasoning. (RI.5)
INTEGRATION OF KNOWLEDGE & IDEAS
8.  What is the author’s overall message of the text? What evidence did the author use to support
her thinking? (RI.8)
©The Sweetest Thing
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ANSWER KEY
Close READING & responding
Zimmerman Telegram
Directions: Answer like an A.P.E! Restate part of the question, use complete sentences, cite evidence, and explain.
KEY IDEAS & DETAILS
1.  According to the article, what are some of the reasons why the U.S. became involved in
WWI? Cite evidence from the text. (RI. 1)
First, the German Navy attacked innocent British ships. Then, the U.S. found out about
the Zimmerman telegram. These things made the U.S. enter the war in April 1917.
2.  Explain the role that code breaking played in the U.S.’s involvement in WWI. (RI.3)
In a telegram message, Zimmerman explained his plans to attack Britain at sea and
convince Mexico to side with Germany. The telegram was written in a secret code.
England broke the code and shared the message with the United States. This
convinced the United States to get involved in the war.
3.  Explain what the German Foreign Minister asked the German Minister in Mexico to do. (RI
3)
The German Foreign Minister told the German Minister in Mexico to decide how to
handle things. He said if the United States got upset, the German Minister in Mexico
should secretly tell the Mexican president that Mexico can have some of its land
back in exchange for helping Germany in the war. The German Foreign Minister also
asked him to invite Japan to join in with them.
4.  Explain how the German Mexican relationship was mutually beneficial, or helpful to both
countries. (RI 3)
Germany promised Mexico financial support and help in reclaiming land from the
United States. Germany would benefit from Mexico’s support by having more forces
in the war and a close position to the United States.
CRAFT & STRUCTURE
5.  Describe Zimmerman’s tone in the telegram. Use details from the message as evidence. (RI.2)
Zimmerman’s tone in the telegram is calm because he does not seem very
concerned about the outcome of the events. He talks about the United States
getting mad as if it is not a big deal. He writes, “We hope this will not make the United
States mad. If they do get mad, we will ask Mexico to join our side.” He also calmly
leaves things in the hands of the Mexican Foreign Minister. “You are in charge. If you
find out that the United States is mad, secretly tell the Mexican president about this
plan.” It sounds as if Zimmerman is talking about an insignificant topic, like the
weather.
6.  Explain the meaning of the term “unrestricted submarine warfare” in your own words. (RI.4)
Unrestricted submarine warfare is a type of fighting where submarines sink other
ships without warning.
©The Sweetest Thing
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ANSWER KEY
Close READING & responding
Zimmerman Telegram
Directions: Answer like an A.P.E! Restate part of the question, use complete sentences, cite evidence, and explain.
7.  How is the telegram organized? Describe the telegram’s organizational structure
(chronological, cause/effect, comparison/contrast, description, problem/solution). Explain your
reasoning. (RI.5)
The telegram is organized in a problem/solution structure. Zimmerman explains that
Germany will attack Great Britain. He explains the impact this might have on the
United States and how the German Minister in Mexico should solve the problem of
the United States’ involvement in the war if it did happen.
INTEGRATION OF KNOWLEDGE & IDEAS
8.  What is the author’s overall message of the text? What evidence did the author use to support
her thinking? (RI.8)
The author of the text is calmly explains to the German Minister in Mexico how
Germany plans to act. The author assures the German Minister that there is a
solution to any problem that might come about; if the United States wants to go to
war, Mexico must be convinced to join their side.
©The Sweetest Thing
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Close READING & responding
Zimmerman Telegram
Teacher’s Guide to
Whole-Group Discussion
1. 
2. 
About the Text:
1. 
What did Zimmerman propose would be Germany’s first course of action?
2. 
Zimmerman mentioned getting several countries involved in the war.
Who did he want to join Germany’s side? Who did he recognize was not
on Germany’s side? What makes you think he didn’t expect to gain the
support of these countries?
Beyond the Text:
1. 
Even though he mentions keeping the United States neutral, it is clear
that Zimmerman expects the unrestricted submarine warfare to upset the
U.S. enough to bring them to war. Use evidence from the text to support
this claim.
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Lusitania
WHO: Lusitania, the largest British passenger ship at the time
WHERE: Lusitania departed from New York heading towards Liverpool (England)
WHEN: Lusitania left the U.S. shore on May 1, 1915
NEED TO KNOW: What are U-Boats? “Unterseeboot” is German for undersea boat. U-boat
is an English abbreviation of this German term.
NEED TO KNOW: What was the relationship like between Germany and Britain? The two
countries had been fighting for almost a year at the time the Lusitania set sail. Germany had
publicly stated that it would attack any British ship it found near Ireland or England.
The Warnings
German submarines had sunk many British ships
around this time period. à However, the Lusitania’s
quick speed made passengers believe they would
be safe from German attacks.
German authorities published warnings of
submarine attacks in U.S. newspapers the
morning that the Lusitania was scheduled to
leave. à People still thought the Lusitania was
fast enough to keep all of its passengers safe.
Lusitania’s Captain William Turner was warned
to stay away from the shore where U-boats loved
to wait for British ships. He was told to stay in the
open water and to never slow down. à He ignored
this warning because he was worried about the
fog.
LOC.gov
©The Sweetest Thing
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790
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The Attack
On May 7, 1915, a German U-boat shot a torpedo at the Lusitania just off the coast of Ireland.
The ship sank in just 18 minutes. There were 1,959 passengers on board. 1,195 (including 123
Americans) died.
The Outcome
This was one of the most important moments of WWI. Before this, American feelings about
the war were neutral. The fighting in Europe had not directly affected the United States.
However, when Americans heard that 123 U.S. citizens were killed when the Lusitania sank,
they became very angry with Germany.
LOC.gov
©The Sweetest Thing
12
World War I
890
316
Lusitania
WHO: Lusitania, the largest British passenger ship at the time
WHERE: Lusitania departed from New York heading towards Liverpool (England)
WHEN: Lusitania left the U.S. shore on May 1, 1915
NEED TO KNOW: What are U-Boats? “Unterseeboot” is German for undersea boat. U-boat
is an English abbreviation of this German term.
NEED TO KNOW: What was the relationship like between Germany and Britain? The two
countries had been fighting for almost a year at the time the Lusitania departed. Germany
had publicly declared that it would take down any merchant ship it found near Ireland or
England.
The Warnings
German submarines had already sank many British
Ships during this time period. à However, the
Lusitania was well-known for its speed. Passengers
believed this would guarantee a safe trip despite
the threat of a German attack.
German authorities published warnings of attacks
in American newspapers the morning of the
Lusitania’s departure. à People still believed the
Lusitania’s speed would carry her to Britain safely.
Lusitania’s Captain William Turner was warned
by British authorities to avoid getting too close to
shore where the U-boats loved to “lurk”. He was told
to stay in the open channel and not to slow down.
à Captain Turner ignored this warning because
he was worried about the fog.
LOC.gov
©The Sweetest Thing
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890
World War I
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The Attack
On May 7, 1915, a German U-boat under the command of Kapitänleutnant Walther Schwieger
shot a single torpedo at the Lusitania off the coast of Queenstown, Ireland. The ship sank
in just 18 minutes. Of the 1,959 passengers on board, 1,195 (including 123 Americans) died.
Amazingly, Captain Turner survived after spending more than three hours in the water.
The Outcome
This was one of the most important moments of WWI. Up until this time, American feelings
towards the war were neutral as the fighting in Europe had no direct connection to the
United States. However, when the American public found out that 123 U.S. civilians died when
the Lusitania sunk, they were furious with the Germans.
LOC.gov
©The Sweetest Thing
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World War I
990
325
Lusitania
WHO: Lusitania, the largest British passenger ship at the time
WHERE: Lusitania departed from New York heading towards Liverpool (England)
WHEN: Lusitania left the U.S. shore on May 1, 1915
NEED TO KNOW: What are U-Boats? “Unterseeboot” is German for undersea boat. U-boat
is an English abbreviation of this German term.
NEED TO KNOW: What was the relationship like between Germany and Britain? The two
countries had been fighting for almost a year at the time the Lusitania departed. Germany
had publicly declared that it would take down any merchant ship it found near Ireland or
England.
The Warnings
German submarines had already sunk many
British ships during this time period. à However,
the Lusitania’s unmatched speed seemed to
guarantee passengers a safe trip despite the
threat of a German attack.
German authorities published warnings of submarine
attacks in U.S. newspapers the morning of the
Lusitania’s departure. à People still believed the
Lusitania’s speed would carry her to Britain safely.
Lusitania’s Captain William Turner was warned
by British authorities to avoid steaming too close
to shore where the U-boats loved to “lurk”. He was
ordered to stay in the open channel and not to
slow down. à Captain Turner ignored this warning
because he was worried about the fog.
LOC.gov
©The Sweetest Thing
15
990
World War I
325
The Attack
On May 7, 1915, a German U-boat under the command of Kapitänleutnant Walther Schwieger
shot a single torpedo at the Lusitania off the coast of Queenstown, Ireland. The ship sank in
just 18 minutes. Of the 1,959 passengers on board, 1,195 (including 123 Americans) died. Captain
Turner was one of the few people who survived the attack after spending more than three
hours in the water.
The Outcome
This was one of the defining moments of WWI. Up until this time, American sentiment
towards the war remained neutral as the fighting in Europe had no direct connection to the
United States. However, when the American public learned that 123 U.S. civilians were on board
the Lusitania and were killed when it sank, they were outraged with the Germans and tensions
between the U.S. and Germany were immediately heightened.
LOC.gov
©The Sweetest Thing
16
Name _________________________________
Close READING & responding
Lusitania
Directions: Answer like an A.P.E! Restate part of the question, use complete sentences, cite evidence, and explain.
KEY IDEAS & DETAILS
1. 
According to the article, what were some of the “warnings” that were given to the
Lusitania? Cite from the text. (RI. 1)
____________________________________________________________
____________________________________________________________
Explain the relationship between Germany and Britain at the time the Lusitania was sunk.
(RI.3)
2. 
____________________________________________________________
____________________________________________________________
3.  Explain how the sinking of the Lusitania impacted the United States’ involvement in the
war. (RI 3)
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
©The Sweetest Thing
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Name _________________________________
Close READING & responding
Lusitania
Directions: Answer like an A.P.E! Restate part of the question, use complete sentences, cite evidence, and explain.
4.  Summarize the newspaper clipping titled “Notice!” in one sentence. (RI.2)
____________________________________________________________
____________________________________________________________
____________________________________________________________
CRAFT & STRUCTURE
5.  Explain the meaning of the word “U-boat” according to the text. (RI.4)
____________________________________________________________
____________________________________________________________
6.  How is the text organized? Describe the text’s organizational structure (chronological, cause/
effect, comparison/contrast, description, problem/solution). Explain your reasoning. (RI.5)
____________________________________________________________
____________________________________________________________
INTEGRATION OF KNOWLEDGE & IDEAS
7.  What is the author’s overall message of the text? What evidence did the author use to
support her thinking? (RI.8)
____________________________________________________________
____________________________________________________________
____________________________________________________________
©The Sweetest Thing
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Name _________________________________
Close READING & responding
Lusitania
Directions: Answer like an A.P.E! Restate part of the question, use complete sentences, cite evidence, and explain.
KEY IDEAS & DETAILS
1.  According to the article, what were some of the “warnings” that were given to the Lusitania?
Cite from the text. (RI. 1)
2.  Explain the relationship between Germany and Britain at the time the Lusitania was sunk. (RI.
3)
3.  Explain how the sinking of the Lusitania impacted the United States’ involvement in the war.
(RI 3)
4.  Summarize the newspaper clipping titled “Notice!” in one sentence. (RI.2)
CRAFT & STRUCTURE
5.  Explain the meaning of the word “U-boat” according to the text. (RI.4)
6.  How is the text organized? Describe the text’s organizational structure (chronological, cause/
effect, comparison/contrast, description, problem/solution). Explain your reasoning. (RI.5)
INTEGRATION OF KNOWLEDGE & IDEAS
7.  What is the author’s overall message of the text? What evidence did the author use to support
her thinking? (RI.8)
©The Sweetest Thing
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ANSWER KEY
Close READING & responding
Lusitania
Directions: Answer like an A.P.E! Restate part of the question, use complete sentences, cite evidence, and explain.
KEY IDEAS & DETAILS
1.  According to the article, what were some of the “warnings” that were given to the Lusitania?
Cite from the text. (RI. 1)
The article lists three “warnings” given that related to the Lusitania. German
submarines had sunk many British ships around this time period. German authorities
published warnings of submarine attacks in U.S. newspapers the morning that the
Lusitania was scheduled to leave. Lusitania’s Captain William Turner was warned to
stay away from the shore where U-boats loved to wait for British ships. He was told
to stay in the open water and to never slow down.
2.  Explain the relationship between Germany and Britain at the time the Lusitania was sunk. (RI.
3)
The two countries had been fighting for almost a year at the time the Lusitania set
sail. Germany had publicly stated that it would attack any British ship it found near
Ireland or England.
3.  Explain how the sinking of the Lusitania impacted the United States’ involvement in the war.
(RI 3)
The sinking of the Lusitania was one of the most important moments of WWI.
Before this, American feelings about the war were neutral. The fighting in Europe
had not directly affected the United States. However, when Americans heard that
123 U.S. citizens were killed when the Lusitania sank, they became very angry with
Germany.
4.  Summarize the newspaper clipping titled “Notice!” in one sentence. (RI.2)
Travelers on Atlantic voyages are reminded that Germany and Great Britain are at
war, which means that the Atlantic Ocean is a war zone and any ships sailing in the
area are doing so at their own risk.
CRAFT & STRUCTURE
5.  Explain the meaning of the word “U-boat” according to the text. (RI.4)
“Unterseeboot” is German for undersea boat. U-boat is an English abbreviation of
this German term.
6.  How is the text organized? Describe the text’s organizational structure (chronological, cause/
effect, comparison/contrast, description, problem/solution). Explain your reasoning. (RI.5)
The text is organized chronologically. The text gives background information about
the state of the relationship between Germany and Great Britain, in addition to the
warning signs prior to the sinking of the Lusitania. Then, the text describes how the
Germans sank the ship and the impact that the sinking had on the war.
©The Sweetest Thing
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ANSWER KEY
Close READING & responding
Lusitania
Directions: Answer like an A.P.E! Restate part of the question, use complete sentences, cite evidence, and explain.
INTEGRATION OF KNOWLEDGE & IDEAS
7.  What is the author’s overall message of the text? What evidence did the author use to support
her thinking? (RI.8)
Based on the number of warnings given prior to the attack, the text seems to
suggest that the Americans and the British should have expected the attack.
Although that suggestion does not indicate that the attack was fair or humane, it
does imply that the attack was so upsetting to the Americans and the British
because they were given warnings prior to the attack.
©The Sweetest Thing
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Close READING & responding
Lusitania
Teacher’s Guide to
Whole-Group Discussion
1. 
2. 
About the Text:
1. 
Was the German attack completely unexpected by Americans?
2. 
Was the German attack specifically aimed at Americans?
Beyond the Text:
1. 
Americans are extremely protective of their fellow citizens. Use evidence
from the text to support this.
2. 
The sinking of the Lusitania was a key turning point in the U.S.’s
involvement in WWI. Use evidence from the text to explain why and
support your reasoning with key details.
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Wilson’s Fourteen Points
January 8, 1918
We want to have peace talks out in the open with no secret deals. No more conquering and
power-seeking! No more secret deals to help certain countries and hurt others! It is time for
every nation who wants peace to join this agreement.
We started this war because things were not fair for some nations. We were not okay with
this. We had to fix this problem. We want the whole world to be a safe place to live in. We
want every nation to be able to live its own life, set its own government, and know that things
will be taken care of when other countries act wrongly. The whole world has to work
together for this. The only way to have peace is this:
1. Let’s openly agree to peace. No more secrets.
2. Everyone should be free to move about the sea wherever they want, even during war
times.
3. Let’s make trade equal for all nations.
4. Get rid of as many national weapons as possible. There should only be enough for safety.
5. Let small groups of people living in the same areas, called colonies, make their own
governments if they want to.
6. Get rid of unwanted groups in the Russian territory. Russia should be its own country.
7. Unwanted groups should leave Belgium, too. No one should
try to limit its power. This will help build trust with other nations.
8. All French land should be freed. The wrong done to France
by Prussia in 1871 should be fixed so that other nations can feel
more safe.
9. The borders of Italy should be made clear.
10. The people of Austria-Hungary should be able to rule
themselves.
http://woodrowwilson.dls.virginia.gov/
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11. Unwanted groups should leave Romania, Serbia, and Montenegro. Serbia should be able to
reach the sea whenever it wants; Balkan nations should be given their freedom.
12. The Turkish part of the Ottoman Empire should be given its own power. The groups of
people that are ruled by the Turks should be able to create their own government. The
Dardanelles (a thin strip of water connecting two pieces of land) should be opened so ships
can pass through whenever they want.
13. Poland should be a nation of its own. This new nation should include the parts of land
where Polish people already live.
14. Let’s get a group of nations together who all agree on political independence and fairness
to all nations.
These are very important solutions to the problems of the past. We all have to stand
together until the end.
We will keep fighting until we can reach these goals. We only fight because we want world
peace. We can only make peace if we get rid of the main causes of war. This plan explains
how to get rid of the causes of war. We are not jealous of how great Germany is. We do not
want to hurt her or take away her power with this plan. We do not want to fight her if she will
work with us and the other peace-loving nations. We hope she wants to be equal with
everyone.
The Outcome
Unfortunately, it was not just up to President Wilson to decide how to obtain peace.
Wilson worked as part of the “Big Four” – France, Great Britain, Italy, and the U.S. The leaders
in France and Great Britain thought President Wilson’s fourteen-point plan was too easy on
the Germans. The Big Four got together to write the Treaty of Versailles for Germany to
sign. In the treaty, a lot of Wilson’s ideas were used. However, France and Great Britain
added punishments for Germany. Germany did not really have a choice but to sign the treaty.
Some of the added punishments related to Germany’s important war leaders. The treaty said
the German leaders should be treated like war criminals. Also, Germany had to give up over
10% of its land, take responsibility for the war, pay $5 billion to the Allied Powers for war
damages, and make its army and navy smaller.
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Wilson’s Fourteen Points
January 8, 1918
We wish to create peace out in the open without any secret deals. There should be no more
conquering and power-seeking. There should be no more secret deals to help certain nations
and hurt others. It is time for every nation who wants peace to join this agreement.
We started this war because things were very unfair for some nations. This made us very
upset. We could not continue until this problem was fixed . What we want in this war is not just
for us, but we want the whole world to be safe to live in. We want every nation to be able to
live its own life, set its own government, and know that things will be taken care of when
other countries act wrongly. The whole world has to work together for this. The only
possible way to have peace is this:
I. Let’s openly agree together to peace. No more secrets.
II. Everyone should be free to move about the sea wherever they want, even during war
times.
III. Let’s make trade equal for all nations.
IV. Get rid of as many national weapons as possible. There should only be enough to for
safety.
V. Let small groups of people living in the same areas, called colonies, make their own
governments when they want to.
VI. Get rid of unwanted groups in the Russian territory. Russia should be her own country.
VII. Unwanted groups should leave Belgium, too. No one should
try to limit her power and control. Doing this for Belgium will
make other nations feel like they can trust one another again.
VIII. All French land should be freed. The wrong done to France
by Prussia in 1871 should be fixed so that other nations can feel
more safe.
IX. The borders of Italy should be made clear.
X. The people of Austria-Hungary should be able to rule
themselves.
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XI. Unwanted groups should leave Romania, Serbia, and Montenegro. Serbia should be able to
reach the sea freely; Balkan nations should be given their freedom.
XII. The Turkish part of the Ottoman Empire should be given its own power. The groups of
people that are ruled by the Turks should be able to create their own government. The
Dardanelles (a thin strip of water connecting two pieces of land) should be opened as a
place where ships can pass through whenever they want.
XIII. Poland should be a nation of its own. This new nation should include the parts of land
where Polish people already live.
XIV. Let’s get a group of nations together who all agree on political independence and
fairness to all nations.
These are very important solutions to the wrong that has been done in the past. We cannot
have separate interests or purposes. We must stand together until the end.
We are willing to fight and keep fighting until we can make these things happen. We only do
this because we wish for world peace. We can only get this peace if we get rid of the main
causes of war. This plan explains how to get rid of the causes of war. We are not jealous of
how great Germany is. There is nothing in this plan to take away from the Germans. We do
not wish to hurt her or to stop her power. We do not wish to fight her if she is willing to work
with us and the other peace-loving nations of the world. We wish she would want to be equal
with everyone instead of wanting to rule over everyone.
The Outcome
Unfortunately, it was not just up to President Wilson to decide how to make peace.
Wilson worked as part of the “Big Four” – France, Great Britain, Italy, and the US. The leaders
in France and Great Britain thought President Wilson’s fourteen-point plan was too easy on
the Germans. Many of Wilson’s ideas were used, but strict punishments for Germany were
added during the writing of the Treaty of Versailles. Germany was told to come to Versailles
on June 28, 1919 and was forced to sign the treaty. The treaty called for Germany’s important
war leaders to be treated as war criminals. Germany also had to give up over 10% of its land,
accept responsibility for the war, pay over $5 billion to the Allied Powers for damages done
during the war, and cut down the size of its army and navy.
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Wilson’s Fourteen Points
January 8, 1918
It is our wish that the process of creating peace will be totally open and will allow no secret
deals of any kind. The day of conquering and power-seeking is gone. The day of secret
agreements to help certain governments that upset the peace of the world is gone. It is this
happy fact that makes it time for every nation who wants justice and the peace of the world
to join together in agreement.
We entered this war because certain rights were violated which upset us deeply. It made the
lives of our own people impossible unless these wrongs are corrected and the world is
made safe again for all. What we demand in this war is not just for ourselves. We only want
the world to be a safe place to live in. We want every peace-loving nation to be able to live its
own life, determine its own government, and be confident that justice will be served when
other countries act wrongly. All the people of the world are partners in this goal. The
programme of the world's peace is our programme; and the only possible programme, as
we see it, is this:
I. Open agreements of peace, after which there will be no private international secrets of
any kind.
II. Freedom of the seas in times of peace and in war.
III. Establish conditions that make trade equal among all the nations that agree to peace.
IV. National weapons will be reduced to the lowest amount possible - only enough to
guarantee domestic safety.
V. Allow colonies to have freedom to form their own systems of government.
VI. Remove unwelcome groups from Russian territory and
give her independence as her own nation. The way other
nations treat Russia will show their own good will and
character.
VII. Unwelcome groups should leave Belgium, too. No one should
try to limit her power. Doing this for Belgium will
make other nations feel like they can trust one another again.
VIII. All French land should be freed, and the wrong done to
France by Prussia in 1871 (which has unsettled the peace of the
world for nearly fifty years) should be fixed so that other
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nations can feel more safe.
IX. The land lines of Italy should be made clearly recognizable.
X. The people of Austria-Hungary should be given the opportunity to govern themselves.
XI. Unwanted groups should leave Romania, Serbia, and Montenegro; Serbia should be given free
access to the sea; several Balkan nations should be given their independence.
XII. The Turkish part of the Ottoman Empire should be given its own power. The groups of people
that are ruled by the Turks should be able to create their own government. The Dardanelles (a thin
strip of water connecting two pieces of land) should be opened as a place where ships can pass
through freely.
XIII. An independent Polish nation should be formed. This new nation should include the parts of land
where Polish populations already live. The political and economic independence of these people
should be guaranteed.
XIV. A group of nations must be formed under specific agreements in order to guarantee political
independence and fairness to all nations.
These are very important corrections of the wrongs done in the past. We cannot have separate
interests or purposes. We must stand together until the end.
We are willing to fight and keep fighting until we make these promises happen; but only because we
wish the right to a just and stable world. Peace can only be secured by removing the chief causes of
war, which this plan does remove. We are not jealous of German greatness, and there is nothing in
this plan to take away from the Germans. We do not wish to hurt her or to stop her influence or
power. We do not wish to fight her if she is willing to work with us and the other peace-loving nations
of the world. We wish she would accept a place of equality among the nations of the world, instead
of a place of mastery where she rules over others.
The Outcome
Unfortunately, President Wilson was not on his own to decide the terms of peace to end the
war. He worked as part of the “Big Four” – France, Great Britain, Italy, and the US. The leaders in
France and Great Britain thought President Wilson’s fourteen-point plan was too lenient, or too easy
on the Germans. Many of Wilson’s ideas were used, but a number of strict punishments for the
Germans were added when the Treaty of Versailles was drafted. Germany was summoned to
Versailles on June 28, 1919 and was forced to sign the treaty. The treaty called for German’s highranking officials to be tried as war criminals. Additionally, Germany had to give up over 10% of its land,
accept responsibility for the war, pay over $5 billion to the Allied Powers for war damages, and
greatly decrease the size of its army and navy.
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Name _________________________________
Close READING & responding
Wilson’s Fourteen Points
Directions: Answer like an A.P.E! Restate part of the question, use complete sentences, cite evidence, and explain.
KEY IDEAS & DETAILS
1. 
What do points 5-13 share in common? Cite evidence from the text. (RI. 1)
____________________________________________________________
____________________________________________________________
2. 
Explain what Wilson means by point 14. (RI.3)
____________________________________________________________
____________________________________________________________
3.  In two sentences, summarize Wilson’s introduction before the fourteen points. (RI 2)
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
4. 
In two sentences, summarize Wilson’s conclusion after the fourteen points. (RI 2)
____________________________________________________________
____________________________________________________________
____________________________________________________________
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Name _________________________________
Close READING & responding
Wilson’s Fourteen Points
Directions: Answer like an A.P.E! Restate part of the question, use complete sentences, cite evidence, and explain.
5.  In one or two sentences, summarize the section “The Outcome”. (RI.2)
____________________________________________________________
____________________________________________________________
____________________________________________________________
CRAFT & STRUCTURE
6.  What is the tone of Wilson’s fourteen-point plan? Cite evidence from the text as support for
your claim. (RI.4)
____________________________________________________________
____________________________________________________________
7.  How is the text organized? Describe the text’s organizational structure (chronological, cause/
effect, comparison/contrast, description, problem/solution). Explain your reasoning. (RI.5)
____________________________________________________________
____________________________________________________________
INTEGRATION OF KNOWLEDGE & IDEAS
8.  What is the author’s overall message of the text? What evidence did the author use to
support his thinking? (RI.8)
____________________________________________________________
____________________________________________________________
____________________________________________________________
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Name _________________________________
Close READING & responding
Wilson’s Fourteen Points
Directions: Answer like an A.P.E! Restate part of the question, use complete sentences, cite evidence, and explain.
KEY IDEAS & DETAILS
1. 
2. 
3. 
4. 
5. 
What do points 5-13 share in common? Cite evidence from the text. (RI. 1)
Explain what Wilson means by point 14. (RI.3)
In two sentences, summarize Wilson’s introduction before the fourteen points. (RI 2)
In two sentences, summarize Wilson’s conclusion after the fourteen points. (RI 2)
In one or two sentences, summarize the section “The Outcome”. (RI.2)
CRAFT & STRUCTURE
6.  What is the tone of Wilson’s fourteen-point plan? Cite evidence from the text as support for
your claim. (RI.4)
7.  How is the text organized? Describe the text’s organizational structure (chronological, cause/
effect, comparison/contrast, description, problem/solution). Explain your reasoning. (RI.5)
INTEGRATION OF KNOWLEDGE & IDEAS
8.  What is the author’s overall message of the text? What evidence did the author use to support
his thinking? (RI.8)
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ANSWER KEY
Close READING & responding
Wilson’s Fourteen Points
Directions: Answer like an A.P.E! Restate part of the question, use complete sentences, cite evidence, and explain.
KEY IDEAS & DETAILS
1.  What do points 5-13 share in common? Cite evidence from the text. (RI. 1)
Points 5-13 all relate to the individual freedoms or rights of each nation. For example,
the text mentions that small groups of people living in the same areas should be
able to form their own governments if they want to. Unwanted groups in the Russian
territory should leave so that Russia can be its own country.
2.  Explain what Wilson means by point 14. (RI.3)
In point 14, Wilson states, “Let’s get a group of nations together who all agree on
political independence and fairness to all nations.” He is referring to an international
organization that monitors peace and fairness amongst the nations of the world.
3.  In two sentences, summarize Wilson’s introduction before the fourteen points. (RI 2)
Wilson wants to have peace talks out in the open with no secret deals or powerseeking! He started this war because things were not fair for some nations, and he
wants every nation to be able to live its own life, set its own government, and know
that things will be taken care of when other countries act wrongly.
4.  In two sentences, summarize Wilson’s conclusion after the fourteen points. (RI 2)
Wilson’s fourteen points are important solutions to the problems of the past that
can bring peace by getting rid of the main causes of war. Wilson's plan is not to hurt
Germany or take away its power.
5.  In one or two sentences, summarize the section “The Outcome”. (RI.2)
Many leaders of the Big Four thought President Wilson’s fourteen-point plan was too
easy on the Germans. As a result, they added punishments for Germany, such as
making Germany give up over 10% of its land, take responsibility for the war, pay $5
billion to the Allied Powers for war damages, and shrink its army and navy.
CRAFT & STRUCTURE
6.  What is the tone of Wilson’s fourteen-point plan? Cite evidence from the text as support for
your claim. (RI.4)
The tone of Wilson’s fourteen-point plan is urgency. He uses phrases such as,
“These are very important solutions to the problems of the past,” and “We can only
make peace if we get rid of the main causes of war.” He uses words like “must,”
“important,” and “necessary/need to” frequently in the plan.
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ANSWER KEY
Close READING & responding
Wilson’s Fourteen Points
Directions: Answer like an A.P.E! Restate part of the question, use complete sentences, cite evidence, and explain.
7.  How is the text organized? Describe the text’s organizational structure (chronological, cause/
effect, comparison/contrast, description, problem/solution). Explain your reasoning. (RI.5)
The text is organized as a problem and solution structure. President Wilson explains
the issues at hand and then uses fourteen points to explain the solutions. He
explains the possible impact of these solutions in his conclusion.
INTEGRATION OF KNOWLEDGE & IDEAS
8.  What is the author’s overall message of the text? What evidence did the author use to support
his thinking? (RI.8)
The author of the text is passionately urging the world to listen to his proposal for
fourteen actions that could be taken to create world peace. He does not want to
belittle Germany or frustrate them - he only wants to do what is fair.
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Close READING & responding
Wilson’s Fourteen Points
Teacher’s Guide to
Whole-Group Discussion
1. 
2. 
About the Text:
1. 
How is Wilson’s 2nd point a response to Germany’s unrestricted
submarine warfare?
2. 
What did Wilson’s 14th point establish?
Beyond the Text:
1. 
Wilson mentions one country clearly in his closing and alludes (hints) to
them in his opening. We know that much of this fourteen-point plan is
directed at Germany. Based on what the plan calls for, use the text to
describe some of the things Germany was doing that Wilson says were
“causes of war.”
2. 
State specific evidence from the text to support your prediction for
Germany’s response to Wilson’s plan.
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Wartime Propaganda
NEED TO KNOW: What is propaganda? It is a message used
to make a certain political cause or point of view the point of view
of the public. Propaganda is mostly used in politics.
Who used propaganda and why? Most of the countries involved
in World War I used some type of propaganda. Propaganda
messages were sent to citizens to help governments make their
involvement in the war seem right, get men to serve in the war,
and raise more money for the military.
Why posters? Television was not around yet, and not everyone
had radios.
How it Began
Less than a week after the United States went to war with
Germany, President Wilson started the Committee on Public
Information (CPI). President Wilson was re-elected because
Americans thought he would not go to war. Americans
wanted to stay out of the war, and Wilson promised them that.
So, when Wilson changed his mind and decided to go to war,
he needed to help change the minds of Americans.
George Creel was a muckraking journalist, a writer who spreads
shocking or crazy news. He was picked by Wilson to be in charge
of the committee and get Americans to support the war.
His team put up over 1,400 posters on billboards across the
country. These posters could be hung up anywhere – in
churches, at places of work, near schools. This made the posters
even more influential.
Four-Minute Men
Creel’s committee included more than 75,000 men who gave short
speeches wherever they could find an audience gathered
– in churches, at club meetings, and mostly at movie
theaters. Creel said his “army” gave more than 7.5 million
speeches to over 314 million people.
LOC.gov
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Wartime Propaganda
NEED TO KNOW: What is propaganda? According to Google,
propaganda is a message used to promote a particular
political cause or point of view. The most common type of
propaganda is used in politics.
Who used propaganda and why? Most of the countries involved
in World War I used some type of propaganda. Propaganda sent
messages to a country’s citizens to help make the government’s
involvement in the war seem right, recruit more men to serve,
and raise money for the military.
Why posters? Television had not yet been invented and, allthough
radio had been invented, not everyone owned one yet.
How it Began
Less than a week after the United States declared war on
Germany, President Wilson created the Committee on Public
Information (CPI). President Wilson was re-elected because
Americans believed he was opposed to going to war. Americans
wanted to stay out of the war, and Wilson promised them that.
So, when Wilson decided it was time to go to war, he needed
something to help change the minds of Americans.
George Creel, a muckraking journalist, was chosen by Wilson
to lead the committee and create American enthusiasm
about the war. Under Creel’s leadership, over 1,400 posters were
created and displayed on billboards across the country. In
addition to being displayed on billboards, these posters could be
posted anywhere – in churches, at places of work, near schools.
This made the posters extremely influential.
Four-Minute Men
Creel expanded his committee to create an army of over 75,000
men that gave brief speeches wherever an audience was
gathered – in churches, at club meetings, and most commonly
at movie theaters. Creel claimed his “army” gave over 7.5 million
speeches to over 314 million people.
LOC.gov
©The Sweetest Thing
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Wartime Propaganda
NEED TO KNOW: What is propaganda? According to Google,
propaganda is a message used to promote a particular
political cause or point of view. Propaganda is most commonly used in politics.
Who used propaganda and why? During World War I, most of the countries involved in the
war utilized propaganda in some way. Governments used propaganda for many reasons,
including justifying its involvement in the war to its citizens, recruiting additional men to serve in
the military, and raising money for the military.
Why posters? Television had not yet been invented at this time and, although
radio had been invented, not everyone owned a radio set yet.
How it Began
Less than a week after the United States declared war on
Germany, President Wilson established the Committee on Public
Information (CPI). Americans re-elected President Wilson because
they believed he was opposed to going to war. The American public
wanted to stay out of the war, and Wilson promised them that during his anti-war campaign.
Because of this, when Wilson decided it was best for the U.S. to enter the war, he needed
some convincing information to help change the minds of Americans.
George Creel, a muckraking journalist, was Wilson’s
choice to head up the CPI. Creel was primarily charged with generating American enthusiasm
about the war. Under Creel’s leadership, over 1,400 pro-war posters were
created and displayed on billboards across the country. In
addition to being shown on billboards, these posters could be displayed
anywhere – in churches, at places of work, near schools. The fact that the posters could be
displayed all over the country made them much more influential.
Four-Minute Men
After seeing how effective the posters were, Creel expanded his committee. He ended up
recruiting a group of over 75,000 men to give brief speeches wherever an audience was
gathered in churches, at club meetings, and most popularly at movie
theaters. Creel claimed his “army” gave over 7.5 million speeches
to 314 million people!
LOC.gov
©The Sweetest Thing
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Name _________________________________
Close READING & responding
Wartime Propaganda
Directions: Answer like an A.P.E! Restate part of the question, use complete sentences, cite evidence, and explain.
KEY IDEAS & DETAILS
1. 
According to the article, what are some of the reasons why the various countries involved in
WWI chose to use propaganda? Cite evidence from the text. (RI. 1)
____________________________________________________________
____________________________________________________________
2. 
Explain why President Wilson decided to use propaganda. (RI.3)
____________________________________________________________
____________________________________________________________
3.  Explain why President Wilson chose George Creel to generate support from the Americans.
(RI 3)
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
4. 
Compare and contrast the poster featuring the Lusitania (top) and the poster featuring
Uncle Sam (middle). (RI 3)
____________________________________________________________
____________________________________________________________
____________________________________________________________
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Name _________________________________
Close READING & responding
Wartime Propaganda
Directions: Answer like an A.P.E! Restate part of the question, use complete sentences, cite evidence, and explain.
5.  Summarize the section titled “Four-Minute Men” in one sentence. (RI.2)
____________________________________________________________
____________________________________________________________
____________________________________________________________
CRAFT & STRUCTURE
6.  Explain the meaning of the word “propaganda” in your own words. (RI.4)
____________________________________________________________
____________________________________________________________
7.  How is the text organized? Describe the text’s organizational structure (chronological, cause/
effect, comparison/contrast, description, problem/solution). Explain your reasoning. (RI.5)
____________________________________________________________
____________________________________________________________
INTEGRATION OF KNOWLEDGE & IDEAS
8.  What is the author’s overall message of the text? What evidence did the author use to
support her thinking? (RI.8)
____________________________________________________________
____________________________________________________________
____________________________________________________________
©The Sweetest Thing
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Name _________________________________
Close READING & responding
Wartime Propaganda
Directions: Answer like an A.P.E! Restate part of the question, use complete sentences, cite evidence, and explain.
KEY IDEAS & DETAILS
1.  According to the article, what are some of the reasons why the various countries involved in
WWI chose to use propaganda? Cite evidence from the text. (RI. 1)
2.  Explain why President Wilson decided to use propaganda. (RI.3)
3.  Explain why President Wilson chose George Creel to generate support from the Americans.
(RI 3) 4.  Compare and contrast the poster featuring the Lusitania (top) and the poster featuring Uncle
Sam (middle). (RI 3)
5.  Summarize the section titled “Four-Minute Men” in one sentence. (RI.2)
CRAFT & STRUCTURE
6.  Explain the meaning of the word “propaganda” in your own words. (RI.4)
7.  How is the text organized? Describe the text’s organizational structure (chronological, cause/
effect, comparison/contrast, description, problem/solution). Explain your reasoning. (RI.5)
INTEGRATION OF KNOWLEDGE & IDEAS
8.  What is the author’s overall message of the text? What evidence did the author use to support
her thinking? (RI.8)
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ANSWER KEY
Close READING & responding
Wartime Propaganda
Directions: Answer like an A.P.E! Restate part of the question, use complete sentences, cite evidence, and explain.
KEY IDEAS & DETAILS
1.  According to the article, what are some of the reasons why the various countries involved in
WWI chose to use propaganda? Cite evidence from the text. (RI. 1)
Most of the countries involved in World War I used some type of propaganda.
Propaganda messages were sent to citizens to help governments make their
involvement in the war seem right, get men to serve in the war, and raise more
money for the military.
2.  Explain why President Wilson decided to use propaganda. (RI.3)
Less than a week after the United States went to war with Germany, President
Wilson started the Committee on Public Information (CPI). President Wilson was reelected because Americans thought he would not go to war. Americans wanted to
stay out of the war, and Wilson promised them that. So, when Wilson changed his
mind and decided to go to war, he needed to change the minds of Americans.
3.  Explain why President Wilson chose George Creel to generate support from the Americans.
(RI 3) George Creel was a muckraking journalist, a writer who spreads shocking or
crazy news. He was picked by Wilson to be in charge of the committee and get
Americans to support the war. Wilson chose him because he was passionate and
willing to do seemingly anything for publicity.
4.  Compare and contrast the poster featuring the Lusitania (top) and the poster featuring Uncle
Sam (middle). (RI 3)
The Lusitania poster plays on American empathy for the situation in which over 100
Americans were killed by a malicious German U-boat attack. Seeing the image of the
boat likely conjured up anger in Americans, enticing them to join the war effort. The
poster of Uncle Sam suggests that it is the duty of every American to help the
government. It makes the government's campaign to get every man involved in the
war more personal because Uncle Sam is pointing and looking directly at the
audience.
5.  Summarize the section titled “Four-Minute Men” in one sentence. (RI.2)
Over 75,000 four-minute men gave 7.5 million short speeches to more than 314 million
people wherever they could find an audience gathered.
CRAFT & STRUCTURE
6.  Explain the meaning of the word “propaganda” in your own words. (RI.4)
Propaganda is a message used to make a certain political cause or point of view the
point of view of the public. Propaganda is mostly used in politics.
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ANSWER KEY
Close READING & responding
Wartime Propaganda
Directions: Answer like an A.P.E! Restate part of the question, use complete sentences, cite evidence, and explain.
7.  How is the text organized? Describe the text’s organizational structure (chronological, cause/
effect, comparison/contrast, description, problem/solution). Explain your reasoning. (RI.5)
The text is organized in a description structure. The text explains what propaganda
is, why it was used, and how it was used.
INTEGRATION OF KNOWLEDGE & IDEAS
8.  What is the author’s overall message of the text? What evidence did the author use to support
her thinking? (RI.8)
The author’s message is that propaganda played an important role in minds of the
public during the war. Propaganda was used to alter public opinion of the
government’s efforts at home and the enemy overseas.
©The Sweetest Thing
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Close READING & responding
Wartime Propaganda
Teacher’s Guide to
Whole-Group Discussion
1. 
2. 
About the Text:
1. 
Based on the image included in the text, how did the Irish use
propaganda to generate wartime enthusiasm?
2. 
How is Uncle Sam’s propaganda effective?
3. 
Why was the group of four-minute men established?
Beyond the Text:
1. 
President Wilson chose a muckraker to head up his information
committee after the U.S. joined the war. Explain the strategic reason for
this appointment using evidence from the text.
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Four-Minute Men
Four-Minute Man Bulletin: General Suggestions for Speakers
The speech cannot be longer than four minutes. There is no time for wasted words.
Speakers should go over their speech again and again until the ideas are stuck in their minds.
You do not have to write it out and memorize it, but with such short time you are probably
better off to memorize it.
Every speech can be improved. Never be satisfied with success. Try to be more successful
each time. So, keep your eyes open. Read all the papers every day to try to find a new idea
that can change something you have in your speech. For example, one page of the Chicago
Herald is full of good ideas and phrases. There is one sentence that says, “No country was
ever saved by the other man; it must be done by you, by a hundred million yous, or it will not be
done at all.” Try phrases like “Earn the right to say, I helped to win the war,” or “A cause that is
worth living for is one worth dying for, and a cause that is worth dying for is one worth
fighting for.”
Get your friends to give you tough feedback. We all want to do our best and like to be praised,
but there is nothing so unhelpful as “good” and “fine.” Let your friends know that you want
tough criticism. If their criticism is not helpful, you can ignore it. If it is helpful, you would be
silly to ignore it.
Do not say things like “Doing your part.” "Business as usual.“ "Your country needs you.” These
phrases are old and no longer have any power or meaning.
Time yourself on every paragraph. Remember you will probably speak slower in public than
you do when you practice in your own room.
If you find a new slogan, or a new argument, or a new story, don’t forget to send it to the
Committee. We need your help to make the Four-Minute Men the strongest force fighting for
the United States.
©The Sweetest Thing
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770
World War I
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NEED TO KNOW: A Liberty Loan was a type of war bond. Wars are very expensive, so you
could purchase a war bond to help give your country the money it needed up front in order to
pay for the war. For example, you could buy a $25 war bond for $18.75. The government would
take that money to help pay for planes, uniforms, weapons, medicine, food, and everything
else the military needed to fight and win. Ten years after you bought your war bond, you
could cash it in and get $25 in return. So, you would make $6.25. It may not sound like a lot, but
most Americans bought more than just $18.75 worth of war bonds!
Sample Speech by a Four-Minute Man
Ladies and Gentlemen:
I just heard there is a German spy around us — a German spy watching us. He is here to
report on you and me. He is sending reports about us to Berlin. He is telling the Germans
exactly what we are doing with the Liberty Loan.
These spies have been getting reports from all over the U.S. and sending them to Germany.
These reports are very detailed and explain our weaknesses and our strengths. The spies
are also reporting what people are saying in each town. The German Government is worried
about our loan. They worry about its effect on the German spirit. The Germans are starting a
loan this month, too.
If the American people give money now, it shows that America is united and strong. If we
give our money half-heartedly (not very excited), America will seem weak and Germany will
stay strong.
Money means everything now. It means a quicker win and less bloodshed. We are in the war,
and now Americans can have only one opinion, only one goal in the Liberty Loan.
Well, I hope the spies are getting their messages straight, letting Potsdam know that America
is throwing back to the Junkers these answers:
For disloyalty here, attempted disloyalty in Mexico, disloyalty everywhere — one billion dollars.
For the murder of American women and children — one billion more. For promises to murder
more Americans — billions and billions more.
And then we will add:
In the world fight for freedom, our share — billions and billions and billions and billions.
Do not let the German spy hear and pass on that you are a slacker.
Committee on Public Information, Four Minute Men Bulletin 1, May 22, 1917
©The Sweetest Thing
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900
World War I
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Four-Minute Men
Four-Minute Man Bulletin: General Suggestions for Speakers
The speech must not be longer than four minutes, which means there is no time for wasted
words.
Speakers should go over their speech again and again until the ideas are stuck in their minds
and will not be forgotten. This does not mean that the speech needs to be written out and
memorized, although most speakers, especially when limited in time, do best to memorize.
There is never a speech that cannot be improved. Never be satisfied with success. Aim to be
more successful, and still more successful. Keep your eyes open. Read all the papers every
day in order to find a new slogan, or a new phrase, or a new idea to replace something you
have in your speech. For example, one page of the Chicago Herald of May 19 is crammed full
of good ideas and phrases. There is one sentence that says, “No country was ever saved by
the other fellow; it must be done by you, by a hundred million yous, or it will not be done at all.”
Try slogans like “Earn the right to say, I helped to win the war,” or “A cause that is worth living
for is one worth dying for, and a cause that is worth dying for is one worth fighting for.”
Have your friends criticize your speech harshly. We all want to do our best and like to be
praised, but there is nothing so dangerous as “good” and “fine.” Let your friends know that
you want strong criticism. If their criticism isn’t helpful, you can reject it. If it is helpful,
wouldn’t you be silly to ignore it?
Cut out “Doing your part.” "Business as usual.“ "Your country needs you.” These phrases are
flat and no longer have any power or meaning.
Time yourself on every paragraph and remember you will probably speak more slowly in
public than you do when you practice in your own room.
If you come across a new slogan, or a new argument, or a new story, do not forget to send it
to the Committee. We need your help to make the Four-Minute Men the mightiest force for
exciting patriotism in the United States.
©The Sweetest Thing
46
900
World War I
758
NEED TO KNOW: A Liberty Loan was a type of war bond. Wars are very expensive, so you
could purchase a war bond to help give your country the money it needed up front in order to
pay for the war. For example, you could buy a $25 war bond for $18.75. The government would
use that money to help pay for planes, uniforms, weapons, medicine, food, and everything
else the military needed to fight and win. Ten years after you bought the war bond, you could
cash it in and get $25 in return. So, you would make $6.25. It may not sound like a lot, but most
Americans bought more than just $18.75 worth of war bonds!
Sample Speech by a Four-Minute Man
Ladies and Gentlemen:
I have just gotten information that there is a German spy among us — a German spy watching
us. He is around here somewhere, reporting on you and me — sending reports about us to
Berlin and telling the Germans exactly what we are doing with the Liberty Loan.
From every part of the country these spies have been getting reports over to Potsdam —
very detailed reports — that discuss where the loan is going well and where its success
seems weak. These reports also include information about what people are saying in each
community. The German Government is worried about our great loan. Those Junkers fear it
will have a negative effect upon the German morale, or spirit. They are starting a loan this
month, too.
If the American people lend billions of dollars now, it will show that America is united and
strong. If we give our money half-heartedly, it will make America seem weak and Germany will
stay strong.
Money means everything now; it means a quicker win and less bloodshed. We are in the war,
and now Americans can have only one opinion, only one goal in the Liberty Loan.
Well, I hope these spies are getting their messages straight, letting Potsdam know that
America is throwing back to the Junkers these answers:
For betrayal here, attempted betrayal in Mexico, betrayal everywhere — one billion dollars.
For murder of American women and children — one billion more. For promises to murder more
Americans — billions and billions more.
And then we will add:
In the world fight for Liberty, our share — billions and billions and billions and endless billions.
Do not let the German spy hear and pass on that you are a slacker.
Committee on Public Information, Four Minute Man Bulletin, No. 17 (October 8, 1917).
©The Sweetest Thing
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990
World War I
794
Four-Minute Men
Four-Minute Man Bulletin: General Suggestions for Speakers
The speech must not be longer than four minutes, which means there is no time for a single
wasted word.
Speakers should go over their speech time and time again until the ideas are firmly fixed in
their mind and can not be forgotten. This does not mean that the speech needs to be written
out and committed [memorized], although most speakers, especially when limited in time, do
best to commit their speeches to memory.
There hasn’t been a speech yet that could not be improved. Never be satisfied with success.
Aim to be more successful, and still more successful. Keep your eyes open. Read all the
papers every day in hopes of finding a new slogan, or a new phraseology, or a new idea to
replace something you have in your speech. For instance, the editorial page of the Chicago
Herald of May 19 is crammed full of good ideas and phrases. There is one sentence which
says, “No country was ever saved by the other fellow; it must be done by you, by a hundred
million yous, or it will not be done at all.” Try slogans like “Earn the right to say, I helped to win
the war,” and “This is a Loyalty Bond as well as a Liberty Bond,” or “A cause that is worth living
for is worth dying for, and a cause that is worth dying for is worth fighting for.”
Get your friends to criticize your speeches pitilessly. We all want to do our best and naturally
like to be praised, but there is nothing so dangerous as “josh” and “jolly.” Let your friends know
that you want ruthless criticism. If their criticism isn’t sound, you can reject it. If it is sound,
wouldn’t you be foolish to reject it?
Cut out “Doing your bit.” "Business as usual.“ "Your country needs you.” These phrases are flat
and no longer have any force or meaning.
Time yourself in advance on every paragraph and remember you are likely to speak
somewhat more slowly in public than you do when you practice in your own room.
If you come across a new slogan, or a
new argument, or a new story, or a new
illustration, do not fail to send it to the
Committee. We need your help to make
the Four-Minute Men the mightiest force
for arousing patriotism in the United
States.
©The Sweetest Thing
48
990
World War I
794
NEED TO KNOW: A Liberty Loan was a type of war bond. Wars are very expensive,
citizens were able to purchase war bonds to help give their country the money it needed in
order to pay for the war. For example, you could buy a $25 war bond for $18.75. The
government would take that money to help pay for planes, uniforms, weapons, medicine, food,
and everything else the military needed to fight and win. Ten years after you bought your
war bond, you could cash it in and get $25 in return. So, you would make $6.25. It may not
sound like a lot, but most Americans bought more than just $18.75 worth of war bonds!
Sample Speech by a Four-Minute Man
Ladies and Gentlemen:
I have just received information that there is a German spy among us — a German spy
watching us. He is around here somewhere, reporting on you and me — sending reports about
us to Berlin and telling the Germans what we are doing with the Liberty Loan.
From every section of the country these spies have been sending reports over to Potsdam —
not general reports but detailed reports — that discuss where the loan is going well and where
it seems weak. These reports also include what people are saying in each community. The
German Government is worried about our great loan. Those Junkers fear it will have a
negative effect upon the German morale. They are starting a loan this month, too.
If the American people lend their billions now, one and all with a hip-hip-hurrah, it will show
that America is united and strong. However, if we lend our money half-heartedly, America will
seem weak and autocracy will remain strong.
Money means everything now; it means a quicker victory and therefore less bloodshed. We
are in the war, and now Americans can only have one opinion, only one wish in the Liberty
Loan.
Well, I hope these spies are getting their messages straight, letting Potsdam know that
America is hurling back these answers to the autocrats:
For treachery here, attempted treachery in Mexico, treachery everywhere — one billion.
For murder of American women and children — one billion more. For broken faith and promise
to murder more Americans — billions and billions more.
And then we will add:
In the world fight for Liberty, our share — billions and billions and billions and endless billions.
Do not let the German spy hear and report that you are a slacker.
Committee on Public Information, Four Minute Man Bulletin, No. 17 (October 8, 1917).
©The Sweetest Thing
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Name _________________________________
Close READING & responding
Four-Minute Men
Directions: Answer like an A.P.E! Restate part of the question, use complete sentences, cite evidence, and explain.
KEY IDEAS & DETAILS
1. 
According to the article, what are some things a four-minute man should do to prepare for
his speech? Cite evidence from the text. (RI. 1)
____________________________________________________________
____________________________________________________________
___________________________________________________________
2. 
Based on the sample speech, explain the speaker’s ideas about the importance of money. (RI.3)
____________________________________________________________
____________________________________________________________
____________________________________________________________
3.  Based on the sample speech, summarize the information shared about the Germans. (RI 2)
____________________________________________________________
____________________________________________________________
____________________________________________________________
CRAFT & STRUCTURE
4.  Based on the sample speech, explain what the speaker means when he says, “letting Potsdam
know that America is throwing back to the Junkers these answers”. (RI 3)
____________________________________________________________
____________________________________________________________
____________________________________________________________
©The Sweetest Thing
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Name _________________________________
Close READING & responding
Four-Minute Men
Directions: Answer like an A.P.E! Restate part of the question, use complete sentences, cite evidence, and explain.
5.  Explain the tone of the some of the phrases that the bulletin recommends the four-minute men
use in their speeches. Explain the purpose of this tone. (RI.4)
____________________________________________________________
____________________________________________________________
____________________________________________________________
6.  Explain what a “Liberty loan” is in your own words. (RI.4)
____________________________________________________________
____________________________________________________________
7.  How is the text organized? Describe the text’s organizational structure (chronological, cause/
effect, comparison/contrast, description, problem/solution). Explain your reasoning. (RI.5)
____________________________________________________________
____________________________________________________________
INTEGRATION OF KNOWLEDGE & IDEAS
8.  What is the author’s overall message of the text? What evidence did the author use to
support her thinking? (RI.8)
____________________________________________________________
____________________________________________________________
____________________________________________________________
©The Sweetest Thing
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Name _________________________________
Close READING & responding
Four-Minute Men
Directions: Answer like an A.P.E! Restate part of the question, use complete sentences, cite evidence, and explain.
KEY IDEAS & DETAILS
1.  According to the article, what are some things a four-minute man should do to prepare for his
speech? Cite evidence from the text. (RI. 1)
2.  Based on the sample speech, explain the speaker’s ideas about the importance of money. (RI.3) 3.  Based on the sample speech, summarize the information shared about the Germans. (RI 2)
CRAFT & STRUCTURE
4.  Based on the sample speech, explain what the speaker means when he says, “letting Potsdam
know that America is throwing back to the Junkers these answers”. (RI 3)
5.  Explain the tone of the some of the phrases that the bulletin recommends the four-minute men
use in their speeches. Explain the purpose of this tone. (RI.4)
6.  Explain what a “Liberty loan” is in your own words. (RI.4)
7.  How is the text organized? Describe the text’s organizational structure (chronological, cause/
effect, comparison/contrast, description, problem/solution). Explain your reasoning. (RI.5)
INTEGRATION OF KNOWLEDGE & IDEAS
8.  What is the author’s overall message of the text? What evidence did the author use to support
her thinking? (RI.8)
©The Sweetest Thing
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ANSWER KEY
Close READING & responding
Four-Minute Men
Directions: Answer like an A.P.E! Restate part of the question, use complete sentences, cite evidence, and explain.
KEY IDEAS & DETAILS
1.  According to the article, what are some things a four-minute man should do to prepare for his
speech? Cite evidence from the text. (RI. 1)
Speakers practice their speeches repeatedly “until the ideas are stuck in their
minds”. Speakers should read newspapers every day to find new ideas for their
speeches. Speakers should get friends to give tough feedback. Speakers should
time themselves on every paragraph.
2.  Based on the sample speech, explain the speaker’s ideas about the importance of money. (RI.3)
If the American people give money now, it shows that America is united and strong.
If Americans give their money half-heartedly (not very excited), America will seem
weak and Germany will stay strong. Money means everything now. It means a
quicker win and less bloodshed.
3.  Based on the sample speech, summarize the information shared about the Germans. (RI 2)
According to the speech, there are German spies watching the Americans. The
purpose of the spies is to report to Berlin about how Americans are spending their
money. These reports are very detailed and explain the strengths and weaknesses
of Americans. The spies also report on what people are saying in each town. The
German Government is worried about the Liberty loan and it plans to start a loan
this month, too.
CRAFT & STRUCTURE
4.  Based on the sample speech, explain what the speaker means when he says, “letting Potsdam
know that America is throwing back to the Junkers these answers”. (RI 3)
Potsdam was an important German base during the war. The author meant that he
hoped the spies were letting the important German officials know that Americans
are responding to the Junkers (Germans) with money. The American money shows
that all Americans are in the war. Also, all of the crimes that Germany commit
against the good and peace of the world (disloyalty) just further encourages
financial support from Americans.
5.  Explain the tone of the some of the phrases that the bulletin recommends the four-minute men
use in their speeches. Explain the purpose of this tone. (RI.4)
The tone of these speeches is dramatic and passionate. The bulletin recommends
that the men make blanket statements that are overdramatized, such as, “No country
was ever saved by the other man; it must be done by you, by a hundred million yous,
or it will not be done at all.” Another overly dramatic phrase is, “Earn the right to say,
I helped to win the war.” This would be like claiming (although not completely untrue)
one small American donation could help win the war.
©The Sweetest Thing
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ANSWER KEY
Close READING & responding
Four-Minute Men
Directions: Answer like an A.P.E! Restate part of the question, use complete sentences, cite evidence, and explain.
6.  Explain what a “Liberty loan” is in your own words. (RI.4)
A Liberty loan was a type of war bond. Wars are very expensive, so the
government allowed its citizens to purchase a war bond to help give the country the
money it needed in order to pay for the war.
7.  How is the text organized? Describe the text’s organizational structure (chronological, cause/
effect, comparison/contrast, description, problem/solution). Explain your reasoning. (RI.5)
The text is organized in a description structure. The text explains the preparation
needed to become a four-minute man and then shares a sample speech.
INTEGRATION OF KNOWLEDGE & IDEAS
8.  What is the author’s overall message of the text? What evidence did the author use to support
her thinking? (RI.8)
The purpose of this text is to inform readers about the demands placed on the
four-minute men (as the bulletin outlines) and the types of claims being made by the
speakers (as the sample speech demonstrates).
©The Sweetest Thing
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Close READING & responding
Four-Minute Men
Teacher’s Guide to
Whole-Group Discussion
*Fluency practice: Allow students to read through the Four-Minute Man bulletin
guidelines for public speaking. Give students 8 minutes to practice reading through
the four-minute speech. Then, give each student a chance to “deliver” the speech in
under 4 minutes while sounding convincing to the audience. Vote on which speaker
is most convincing.
1. 
About the Text:
1. 
2. 
List several pieces of advice given to four-minute men.
Beyond the Text:
1. 
Identify some of the tactics used by the four-minute men. How do you
think these were effective?
our
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i
o
Rem ents t
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li
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ans APE!
an
©The Sweetest Thing
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student’s guide to
RESPONDING
Make yourself sound like an expert!
Answer the question. Start your answer with
part of the question.
Proof. State evidence directly from the text that
supports your answer.
Explain the proof you quoted from the text.
Explain how this proof supports your answer to
the question.
ays
w
l
A
ber
m
e
rem nswer
to a n APE!
a
like
©The Sweetest Thing
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Content &
Comprehension
PPacked Reading Passages
set
#1
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