USA: +1(669)289-8683 
Sign in
High School Assignment : Purpose read and do the usual Priestley note organizer for the attached reading from the textbook, CHAP 19-3. You may research as well for information outside the reading…….
MUST FOLLOW THE DIRECTIONS!: TRIANGLE RUBIC IS GOOD GUIDE
To what extent did WWI alter the status of Americans between 1914-1920 ?
1. Read the Chapter 19-3 text pages (attached )
2. Include all aspects of the Priestley reading/note organizer.
(Attached)
3. Be content specific
4. write in complete sentences
5. your summary should be a claim that directly answers the prompt
•
For 15 points (daily rubric) ….follow the rubic and write as it describes ( more points )
594 CHAPTER 19
Terms & NamesTerms & NamesMAIN IDEAMAIN IDEA
One American’s Story
The War at Home
•War Industries
Board
•Bernard M.
Baruch
•propaganda
•George Creel
•Espionage and
Sedition Acts
•Great Migration
World War I spurred social,
political, and economic
change in the United States.
Such changes increased
government powers and
expanded economic
opportunities.
WHY IT MATTERS NOWWHY IT MATTERS NOW
The suffragist Harriot Stanton Blatch visited a munitions plant in New
Jersey during World War I and proudly described women at work.
A PERSONAL VOICE HARRIOT STANTON BLATCH
“ The day I visited the place, in one of the largest shops women had
only just been put on the work, but it was expected that in less than
a month they would be found handling all of the twelve hundred
machines under that one roof alone. The skill of the women staggers
one. After a week or two they master the operations on the ‘turret,’
gauging and routing machines. The best worker on the ‘facing’
machine is a woman. She is a piece worker, as many of the women
are. . . . This woman earned, the day I saw her, five dollars and forty
cents. She tossed about the fuse parts, and played with that
machine, as I would with a baby.”
—quoted in We, the American Women
Before World War I, women had been excluded from many jobs.
However, the wartime need for labor brought over a million more
women into the work force. For women, as for the rest of society,
World War I brought about far-reaching changes.
Congress Gives Power to Wilson
Winning the war was not a job for American soldiers alone. As Secretary of War
Newton Baker said, “War is no longer Samson with his shield and spear and
sword, and David with his sling. It is the conflict of smokestacks now, the com-
bat of the driving wheel and the engine.” Because World War I was such an
immense conflict, the entire economy had to be refocused on the war effort. The
shift from producing consumer goods to producing war supplies was too compli-
cated and important a job for private industry to handle on its own, so business
and government collaborated in the effort. In the process, the power of govern-
ment was greatly expanded. Congress gave President Wilson direct control over
much of the economy, including the power to fix prices and to
regulate—even to nationalize—certain war-related industries.
Harriot Stanton Blatch followed
in the footsteps of her famous
mother, Elizabeth Cady Stanton.
▼
WAR INDUSTRIES BOARD The main regulatory body was the War
Industries Board (WIB). It was established in 1917 and reorganized in
1918
under the leadership of Bernard M. Baruch (bE-rLkP), a prosperous business-
man. The board encouraged companies to use mass-production techniques to
increase efficiency. It also urged them to eliminate waste by standardizing prod-
ucts—for instance, by making only 5 colors of typewriter ribbons instead of 150.
The WIB set production quotas and allocated raw materials.
Under the WIB, industrial production in the United States increased by about
20 percent. However, the WIB applied price controls only at the wholesale level.
As a result, retail prices soared, and in 1918 they were almost double what they
had been before the war. Corporate profits soared as well, especially in such indus-
tries as chemicals, meatpacking, oil, and steel.
The WIB was not the only federal agency to regulate the economy during the
war. The Railroad Administration controlled the railroads, and the Fuel
Administration monitored coal supplies and rationed gasoline and heating oil. In
addition, many people adopted “gasless Sundays” and “lightless nights” to con-
serve fuel. In March 1918, the Fuel Administration introduced another conserva-
tion measure: daylight-saving time, which had first been proposed by Benjamin
Franklin in the 1770s as a way to take advantage of the longer days of summer.
WAR ECONOMY Wages in most industries rose during the war years. Hourly wages
for blue-collar workers—those in the metal trades, shipbuilding, and meatpacking,
for example—rose by about 20 percent. A household’s income, however, was largely
undercut by rising food prices and housing costs.
By contrast, stockholders in large corporations saw enormous profits. One indus-
trial manufacturer, the DuPont Company, saw its stock multiply in value 1,600 per-
cent between 1914 and 1918. By that time the company was earning a $68-million
yearly profit. As a result of the uneven pay between labor and management, increas-
ing work hours, child labor, and dangerously “sped-up” conditions, unions boomed.
Union membership climbed from about 2.5 million in 1916 to more than 4 million
in 1919. More than 6,000 strikes broke out during the war months.
To deal with disputes between management and labor, President Wilson estab-
lished the National War Labor Board in 1918. Workers who refused to obey board
decisions could lose their draft
exemptions. “Work or fight,” the
board told them. However, the
board also worked to improve fac-
tory conditions. It pushed for an
eight-hour workday, promoted
safety inspections, and enforced
the child labor ban.
FOOD ADMINISTRATION To
help produce and conserve food,
Wilson set up the Food Admin-
istration under Herbert Hoover.
Instead of rationing food, he
called on people to follow the
“gospel of the clean plate.” He
declared one day a week “meat-
less,” another “sweetless,” two
days “wheatless,” and two other
days “porkless.” Restaurants
removed sugar bowls from the
table and served bread only after
the first course.
The First World War 595
Background
In 1913 Henry
Ford speeded up
factory production
with a constantly
moving assembly
line. Wartime
production spread
this technique
throughout the
country.
A
MAIN IDEAMAIN IDEA
A
Making
Inferences
Why would
labor disputes
affect the
war effort?
Consumer Price Index*
*A measure of changes in the prices of goods and
services commonly bought by consumers; see Economics
Handbook, page R39.
1914 1915 1916 1917 1918 1919
1920
C
o
n
su
m
e
r
P
ri
c
e
I
n
d
e
x
30
35
40
45
50
55
60
Source: Historical Statistics
of the United States
Average Annual Income
1920
1919
1918
1917
1916
1915
1914 $627
$633
$708
$830
$1,047
$1,201
$1,407
The War Economy, 1914–1920The War Economy, 1914–1920
SKILLBUILDER Interpreting Graphs
1. How did the rise in average annual income compare with the
rise in prices from 1914 to 1920?
2. How might the combined change in wages and prices affect
a working family?
Homeowners planted “victory gardens” in their yards.
Schoolchildren spent their after-school hours growing tomatoes and
cucumbers in public parks. As a result of these and similar efforts,
American food shipments to the Allies tripled. Hoover also set a high
government price on wheat and other staples. Farmers responded by
putting an additional 40 million acres into production. In the
process, they increased their income by almost 30 percent.
Selling the War
Once the government had extended its control over the economy, it was faced
with two major tasks: raising money and convincing the public to support the war.
WAR FINANCING The United States spent about $35.5 billion on the war effort.
The government raised about one-third of this amount through taxes, including
a progressive income tax (which taxed high incomes at a higher rate than low
incomes), a war-profits tax, and higher excise taxes on tobacco, liquor, and luxury
goods. It raised the rest through public borrowing by selling “Liberty Loan” and
“Victory Loan” bonds.
The government sold bonds through tens of thousands of volunteers. Movie
stars spoke at rallies in factories, in schools, and on street corners. As Treasury
Secretary William G. McAdoo put it, only “a friend of Germany” would refuse to
buy war bonds.
COMMITTEE ON PUBLIC INFORMATION To popularize the war, the govern-
ment set up the nation’s first propaganda agency, the Committee on Public
Information (CPI). Propaganda is a kind of biased communication designed to
influence people’s thoughts and actions. The head of the CPI was a former muck-
raking journalist named George Creel.
Creel persuaded the nation’s artists and advertising agencies to create thou-
sands of paintings, posters, cartoons, and sculptures promoting the war. He
recruited some 75,000 men to serve as “Four-Minute Men,” who spoke about
everything relating to the war: the draft, rationing, bond drives, victory gardens,
and topics such as “Why We Are Fighting” and “The Meaning of America.”
Nor did Creel neglect the written word. He ordered a printing of almost
25 million copies of “How the War Came to America”—which included Wilson’s
war message—in English and other languages. He distributed some 75 million
pamphlets, booklets, and leaflets, many with the enthusiastic help of the Boy
596 CHAPTER 19
B
A Japanese-
American family
tends a victory
garden in New York
City in 1917.
A wartime poster encourages
Americans to conserve
resources.
▼
▼
MAIN IDEAMAIN IDEA
B
Summarizing
How did the
government raise
money for the
war effort?
AnalyzingAnalyzing
Scouts. Creel’s propaganda campaign was highly effective. However, while the
campaign promoted patriotism, it also inflamed hatred and violations of the civil
liberties of certain ethnic groups and opponents of the war.
Attacks on Civil Liberties Increase
Early in 1917, President Wilson expressed his fears about the consequences of
war hysteria.
A PERSONAL VOICE WOODROW WILSON
“ Once lead this people into war and they’ll forget there ever was such a thing
as tolerance. To fight you must be brutal and ruthless, and the spirit of ruthless
brutality will enter into the very fiber of our national life, infecting Congress, the
courts, the policeman on the beat, the man in the street. Conformity would be the
only virtue, and every man who refused to conform would have to pay the penalty.”
—quoted in Cobb of “The World”
The president’s prediction came true. As soon as war was declared,
conformity indeed became the order of the day. Attacks on civil liberties, both
unofficial and official, erupted.
ANTI-IMMIGRANT HYSTERIA The main targets of these attacks were
Americans who had emigrated from other nations, especially those from
Germany and Austria-Hungary. The most bitter attacks were directed against the
nearly 2 million Americans who had been born in Germany, but other foreign-
born persons and Americans of German descent suffered as well.
Many Americans with German names lost their jobs. Orchestras refused to
play the music of Mozart, Bach, Beethoven, and Brahms. Some towns with
German names changed them. Schools stopped teaching the German language,
and librarians removed books by German authors from the shelves. People even
resorted to violence against German Americans, flogging them or smearing them
The First World War 597
C
THE ENEMY WITHIN
After the United States entered the war, government
propaganda helped inflame prejudice against recent
immigrants. In the suspicious atmosphere of the time,
conspiracy theories flourished, and foreign spies were
believed to be ever ywhere. This cartoon reveals the
hysteria that gripped the countr y in 1917.
SKILLBUILDER Analyzing Political Cartoons
1. What is happening in this cartoon?
2. What does the cartoonist suggest will happen
to “enemy aliens”?
SEE SKILLBUILDER HANDBOOK, PAGE R24.
MAIN IDEAMAIN IDEA
C
Developing
Historical
Perspective
What effect
did the war have
on the lives of
recent immigrants?
D
with tar and feathers. A mob in Collinsville, Illinois, wrapped a German flag
around a German-born miner named Robert Prager and lynched him. A jury
cleared the mob’s leader.
Finally, in a burst of anti-German fervor, Americans changed the name of
German measles to “liberty measles.” Hamburger—named after the German city
of Hamburg—became “Salisbury steak” or “liberty sandwich,” depending on
whether you were buying it in a store or eating it in a restaurant. Sauerkraut was
renamed “liberty cabbage,” and dachshunds turned into “liberty pups.”
ESPIONAGE AND SEDITION ACTS In June 1917 Congress passed the
Espionage Act, and in May 1918 it passed the Sedition Act. Under the Espionage
and Sedition Acts a person could be fined up to $10,000 and sentenced to 20
years in jail for interfering with the war effort or for saying anything disloyal, pro-
fane, or abusive about the government or the war effort.
Like the Alien and Sedition Acts of 1798, these laws clearly violated the spir-
it of the First Amendment. Their passage led to over 2,000 prosecutions for
loosely defined antiwar activities; of these, over half resulted in convictions.
Newspapers and magazines that opposed the war or criticized any of the Allies
lost their mailing privileges. The House of Representatives refused to seat Victor
Berger, a socialist congressman from Wisconsin, because of his antiwar views.
Columbia University fired a distinguished psychologist because he opposed the
war. A colleague who supported the war thereupon resigned in protest, saying,
“If we have to suppress everything we don’t like to hear, this country is resting
on a pretty wobbly basis.”
The Espionage and Sedition Acts targeted socialists and labor leaders.
Eugene V. Debs was handed a ten-year prison sentence for speaking out
against the war and the draft. The anarchist Emma Goldman received a
two-year prison sentence and a $10,000 fine for organizing the No
Conscription League. When she left jail, the authorities deported her to
Russia. “Big Bill” Haywood and other leaders of the Industrial Workers of
the World (IWW) were accused of sabotaging the war effort because they
urged workers to strike for better conditions and higher pay. Haywood
was sentenced to a long prison term. (He later skipped bail and fled to
Russia.) Under such federal pressure, the IWW faded away.
The War Encourages Social Change
Wars often unleash powerful social forces. The period of World War I was no
exception; important changes transformed the lives of African Americans
and women.
AFRICAN AMERICANS AND THE WAR Black public opinion about the war was
divided. On one side were people like W. E. B. Du Bois, who believed that blacks
should support the war effort.
A PERSONAL VOICE W. E. B. DU BOIS
“ That which the German power represents today spells
death to the aspirations of Negroes and all darker races for
equality, freedom and democracy. . . . Let us, while this war
lasts, forget our special grievances and close our ranks
shoulder to shoulder with our own white fellow citizens
and the allied nations that are fighting for democracy.”
—“Close Ranks”
598 CHAPTER 19
Vocabulary
sedition: rebellion
against one’s
government;
treason
W. E. B. Du Bois
▼
This Industrial
Workers of the
World (IWW)
sticker encourages
workers to join
the union.
MAIN IDEAMAIN IDEA
D
Analyzing
Effects
What impact
did the Espionage
and Sedition Acts
have on free
speech?
▼
Du Bois believed that African-American support for the war would strength-
en calls for racial justice. In contrast, William Monroe Trotter, founder of the
Boston Guardian, believed that victims of racism should not support a racist gov-
ernment. Trotter condemned Du Bois’s accommodationist approach and favored
protest instead. Nevertheless, despite grievances over continued racial inequality
in the United States, most African Americans backed the war.
THE GREAT MIGRATION In concrete terms, the greatest effect of the First World
War on African Americans’ lives was that it accelerated the Great Migration,
the large-scale movement of hundreds of thousands of Southern blacks to cities
in the North. This great population shift had already begun before the war in the
late 19th century, when African Americans trickled northward to escape the Jim
Crow South—but after the turn of the century, the trickle became a tidal wave.
Several factors contributed to the tremendous increase in black migration.
First, many African Americans sought to escape racial discrimination in the South,
which made it hard to make a living and often threatened their lives. Also, a boll
weevil infestation, aided by floods and droughts, had
ruined much of the South’s cotton fields. In the North,
there were more job opportunities. For example, Henry
Ford opened his automobile assembly line to black workers
in 1914. The outbreak of World War I and the drop in
European immigration increased job opportunities for
African Americans in steel mills, munitions plants, and
stockyards. Northern manufacturers sent recruiting agents
to distribute free railroad passes through the South. In
addition, the publisher of the black-owned newspaper
Chicago Defender bombarded Southern blacks with articles
contrasting Dixieland lynchings with the prosperity of
African Americans in the North.
The First World War 599
History ThroughHistory Through
THE MIGRATION OF TH
E
NEGRO, PANEL NO. 1
(1940–41)
This painting by Jacob Lawrence
shows three of the most common
destinations for African Americans
leaving the South. Why do you
think the artist has not shown
any individual facial features?E
MAIN IDEAMAIN IDEA
E
Making
Inferences
How did
the war open
opportunities
for African
Americans?
F
However, racial prejudice against African Americans also
existed in the North. The press of new migrants to Northern
cities caused overcrowding and intensified racial tensions.
Nevertheless, between 1910 and 1930, hundreds of
thousands of African Americans migrated to such cities as
Chicago, New York, and Philadelphia. Author Richard
Wright described the great exodus.
A PERSONAL VOICE RICHARD WRIGHT
“ We are bitter no more; we are leaving! We are leaving our
homes, pulling up stakes to move on. We look up at the
high southern sky and remember all the sunshine and all
the rain and we feel a sense of loss, but we are leaving.
We look out at the wide green fields which our eyes saw
when we first came into the world and we feel full of
regret, but we are leaving. We scan the kind black faces
we have looked upon since we first saw the light of day,
and, though pain is in our hearts, we are leaving. We take
one last furtive look over our shoulders to the Big House—
high upon a hill beyond the railroad tracks—where the Lord
of the Land lives, and we feel glad, for we are leaving.”
—quoted in 12 Million Black Voices
WOMEN IN THE WAR While African Americans began
new lives, women moved into jobs that had been held
exclusively by men. They became railroad workers, cooks,
dockworkers, and bricklayers. They mined coal and took
part in shipbuilding. At the same time, women continued to fill more traditional
jobs as nurses, clerks, and teachers. Many women worked as volunteers, serving at
Red Cross facilities and encouraging the sale of bonds and the planting of victory
gardens. Other women, such as Jane Addams, were active in the peace movement.
Addams helped found the Women’s Peace Party in 1915 and remained a pacifist
even after the United States entered the war.
President Wilson acknowledged, “The services of women during the
supreme crisis have been of the most signal usefulness and distinction; it is high
time that part of our debt should be acknowledged.” While acknowledgment of
that debt did not include equal pay for equal work, it did help bolster public
support for woman suffrage. In 1919, Congress finally passed the Nineteenth
Amendment, granting women the right to vote. In 1920 the amendment was
ratified by the states.
600
Women worked
in a variety of
jobs during the
war. Here, women
assemble an
aircraft wing.
SPOTLIGHTSPOTLIGHT
HISTORICALHISTORICAL
RACE RIOTS
Racial prejudice against African
Americans in the North some-
times took violent forms. In July
1917, a race riot exploded in East
St. Louis, Illinois. White workers,
furious over the hiring of African
Americans as strikebreakers at
a munitions plant, rampaged
through the streets. Forty blacks
and nine whites died.
Another riot erupted in July
1919 in Chicago when a 17-year-
old African American swam from
the water off a “black beach” to
the water off a “white beach.”
There, white bathers threw rocks
at him until he drowned.
African Americans retaliated,
and several riots broke out in the
city. Order was restored after sev-
eral days of violence that
involved about 10,000 people.
▼
MAIN IDEAMAIN IDEA
F
Analyzing
Effects
What effect
did the war have
on women’s lives?
THE FLU EPIDEMIC In the fall of 1918, the United States suffered a home-
front crisis when an international flu epidemic affected about one-quarter of the
U.S. population. The effect of the epidemic on the economy was devastating.
Mines shut down, telephone service was cut in half, and factories and offices
staggered working hours to avoid contagion. Cities ran short of coffins, and the
corpses of poor people lay unburied for as long as a week. The mysterious illness
seemed to strike people who were otherwise in the best of health, and death
could come in a matter of days. Doctors did not know what to do, other than to
recommend cleanliness and quarantine. One epidemic survivor recalled that “so
many people died from the flu they just rang the bells; they didn’t dare take
[corpses] into the church.”
In the army, where living conditions allowed contagious illnesses to
spread rapidly, more than a quarter of the soldiers caught the disease.
In some AEF units, one-third of the troops died.
G
ermans fell victim in
even larger numbers than the Allies. Possibly spread around the
world by soldiers, the epidemic killed about 500,000 Americans
before it disappeared in 1919. Historians believe that the
influenza virus killed as many as 30 million people
worldwide.
World War I brought death and disease to
millions but, like the flu epidemic, the war also
came to a sudden end. After four years of
slaughter and destruction, the time had come
to forge a peace settlement. Americans hoped
that this “war to end all wars” would do just
that. Leaders of the victorious nations gath-
ered at Versailles outside Paris to work out the
terms of peace, and President Wilson traveled
to Europe to ensure it.
The First World War 601
•War Industries Board
•Bernard M. Baruch
•propaganda
•George Creel
•Espionage and
Sedition Acts
•Great Migration
1. TERMS & NAMES For each term or name, write a sentence explaining its significance.
MAIN IDEA
2. TAKING NOTES
In a chart like the one shown, list
some of the changes that the war
brought about for each group.
Explain how each group benefited
from or was disadvantaged by
these changes.
CRITICAL THINKIN
G
3. DRAWING CONCLUSIONS
How did the war affect government
power? Think About:
• how private business worked
with government
• how much control the president
gained over the economy
• the Espionage and Sedition Acts
4. MAKING INFERENCES
Why do you think the flu spread so
quickly among the troops?
5. EVALUATING
Do you think that the war had a
positive or a negative effect on
American society? Think About:
• how the propaganda campaign
influenced people’s behavior
• the new job opportunities for
African Americans and women
• how the government controlled
industry
Changes Brought About
by the War
African Americans
Women
Immigrants
New York City
street cleaners
wore masks to
avoid catching
influenza.
▼
MAIN IDEAMAIN IDEA
G
Making
Inferences
How did
wartime conditions
help spread
the flu?
G
SCHENCK v. UNITED STATES (1919)
ORIGINS OF THE CASE Charles Schenck, an official of the U.S. Socialist Party, distrib-
uted leaflets that called the draft a “deed against humanity” and compared conscription
to slavery, urging conscripts to “assert your rights.” Schenck was convicted of sedition and
sentenced to prison, but he argued that the conviction, punishment, and even the law
itself violated his right to free speech. The Supreme Court agreed to hear his appeal.
THE RULING A unanimous court upheld Schenck’s conviction, stating that under wartime
conditions, the words in the leaflets were not protected by the right to free speech.
LEGAL REASONING
The Supreme Court’s opinion in the Schenck case, written
by Justice Oliver Wendell Holmes, Jr., has become
famous as a guide for how the First Amendment defines
the right of free speech. Holmes wrote:
“ The question in every case is whether the words
used are used in such circumstances and are of
such a nature as to create a clear and present
danger that they will bring about the substantive
evils that Congress has a right to prevent.”
Justice Holmes noted that “in ordinary times” the
First Amendment might have protected Schenck, but
“[w]hen a nation is at war many things that might be
said in time of peace . . . will not be endured.”
The analogy that Holmes used to explain why
Schenck could be punished for his words has become
probably the best-known observation ever made about
free speech:
“ Protection of free speech
would not protect a man in
falsely shouting ‘Fire!’ in a
theatre and causing a panic.”
Writing for the Court, Holmes
implied that during wartime,
Schenck’s leaflet was just that
dangerous.
DEBS v. UNITED STATES
(MARCH, 1919)
The conviction against Eugene Debs for speaking
against the war and the draft is upheld.
FROHWERK v. UNITED STATES
(MARCH, 1919)
The publisher of a newspaper that had criticized the
war is sentenced with a fine and ten years in prison.
ABRAMS v. UNITED STATES
(NOV., 1919)
Leaflets criticizing the U.S. expeditionar y force in
Russia are found to be unprotected by the First
Amendment. Holmes writes a dissenting opinion
calling for the “free trade of ideas.”
RELATED CASES
U.S. CONSTITUTION, FIRST AMENDMENT (1791)
“Congress shall make no law . . . abridging the free-
dom of speech, or of the press.”
THE SEDITION ACT (1918)
“(W)hoever . . . shall willfully utter, print, write or
publish any disloyal, profane, scurrilous, or abusive
language about the form of government, . . .
Constitution, . . . military or naval forces, . . . flag, . . .
or the uniform of the Army or Navy of the United
States . . . shall be punished by a fine of not more
than $10,000 or imprisonment for not more than
twenty years, or both.”
LEGISLATION
LEGAL SOURCES
602 CHAPTER 19
Oliver Wendell Holmes, Jr.,
Supreme Court Justice
1902–1932 ▼
WHY IT MATTERED
During the course of World War I, the federal govern-
ment brought approximately 2,000 prosecutions for
violations of the Espionage Act of 1917 or the Sedition
Act of 1918, the same laws under which it convicted
Schenck, Debs, and Frohwerk.
By the fall of 1919, however, Holmes had changed
his mind. The case of Abrams v. United States concerned
leaflets that criticized President Wilson’s “capitalistic”
government for sending troops to put down the
Russian Revolution. Justice Holmes, joined by Justice
Louis Brandeis, dissented from the majority of the
Court, which upheld the conviction. In his dissent,
Holmes emphasized the importance of a free exchange
of ideas so that truth will win out in the intellectual
marketplace. His reasoning won him acclaim as a pro-
tector of free speech.
The belief that truth will eventually win out in the
marketplace of ideas has become important legal justi-
fication for promoting freedom of speech.
HISTORICAL IMPACT
Disagreements about what kinds of speech are “free”
under the First Amendment continue. During the 1950s,
when people were jailed for supporting Communism,
and during the Vietnam War, when war protestors sup-
ported draft resistance, these issues again reached the
Supreme Court.
The Court has also been asked to decide if young
people in schools have the same First Amendment
rights as adults. In Tinker v. Des Moines School District
(1969), the Court ordered a school to readmit students
who had been suspended for wearing black arm bands
in protest of the war in Vietnam.
This so-called symbolic speech, such as wearing an
armband or burning a draft card or a flag to express an
opinion, has sparked heated debate. In Texas v. Johnson
(1989), the Court, by a narrow five to four vote, inval-
idated a law under which a man who burned an
American flag to protest Reagan administration poli-
cies had been convicted. The decision so outraged
some people that members of
Congress considered amending
the Constitution to prohibit any
“physical desecration” of the flag.
The amendment did not pass. Our
freedoms of expression continue
to depend upon the words in the
first article of the Bill of Rights,
written more than 200 years ago.
The First World War 603
THINKING CRITICALLYTHINKING CRITICALLY
CONNECT TO HISTORY
1. Analyzing Primary Sources Read Justice Holmes’s
dissent in Abrams v. United States. Compare it with the
opinion he wrote in Schenck v. United States. Explain the
major difference or similarity in the two opinions.
SEE SKILLBUILDER HANDBOOK, PAGE R22.
CONNECT TO TODAY
2.
Visit the links for Historic Decisions of the Supreme
Court to research articles about free speech issues.
Select several of these issues—such as whether hate
groups have a right to march—to discuss with other
students in your class. Choose one issue and, as a
group, write down as many arguments as you can on both
sides of the issue. Then present a debate to the class.
IINTERNET ACTIVITY CLASSZONE.COM
In 1965 Mary
Beth Tinker and
her brother,
John, were
suspended from
school for
wearing
armbands that
symbolically
criticized the
Vietnam War.
▼
Eugene Debs was arrested for antiwar speeches like the one he
gave at this 1916 presidential campaign stop.
▼
WWI
1/26
To what extent did WWI alter the status of Americans between 1914-1920
For 15 points (daily rubric)
Task and assessment: Read chapter 19-3 in your text: Include all aspects of the Priestley reading/note organizer.
Be content specific, write in complete sentences, and your summary should be a claim that directly answers the prompt
(
Thesis Statement __/15
-Directly answers prompt
-Includes complexity
-Includes split topical analysis
) (
Thesis
)1) Prompt 2) Prompt Rewrite
3)Brainstorm
(
Topics __/15
-Linked to Thesis
-Equally Weighted
-Distinctly different
) ThesitheTheis
(
Topic Sentence
Supports thesis
___/15
__
) (
-Specific content (nothing general or vague)
-3 distinct citations/content
-Analysis is used to connect to content
-Examples must support your thesis/supporting topic
__/15
) (
-Specific content (nothing general or vague)
-3 distinct citations/content
-Analysis is used to connect to content
-Examples must support your thesis/supporting topic
__/15
) (
-Specific content (nothing general or vague)
-3 distinct citations/content
-Analysis is used to connect to content
-Examples must support your thesis/supporting topic
__/15
) (
Content with Analysis
) (
Content with A
nalysis
) (
Content with Analysis
) (
Topic Sentence
) (
Topic Sentence
) (
Topic Sentence
) (
Topic # 3
) (
Topic #2
) (
Topic #1
)4)Rough Thesis (Simple Split)
Priestley Assessment Rubric
Knowledge of evidence from
the lesson/topic: includes
facts/supporting details;
themes/issues; and
concepts/ideas
Analysis: Evaluation, application and synthesis of evidence.
Includes a thesis and demonstration of higher level analysis
Effort/Organization/Creativity : Demonstrates clear use of class time working on assessment with maximum effort
5
• Significant
facts/supporting details are
included and accurately
described
• Has little or no factual
inaccuracies
• Identifies and logically
organizes almost all relevant
evidence
4-5 Items of Content Present
•Complex Thesis is present and uses appropriate and
comprehensive critical
thinking skills and habits of
mind to analyze, evaluate, and
synthesize evidence
• Reaches informed
conclusions based on the
evidence
• Almost all ideas in the presentation are expressed in a way that provides evidence of the student’s
knowledge and reasoning processes
• The assessment is well focused with a well defined
Thesis or position
• Assessment shows substantial evidence of
Organization/effort
• Assessment shows attention to the details and great effort
Assessment demonstrates that time was used well on task and more than just the minimum was done for project
3
• Facts/supporting details
are included
• May have a major factual
inaccuracy, but most
information is correct
• Identifies and organizes
most of the relevant evidence
2-3 Items of Content Present
• Simple Thesis is present and
uses partial critical
thinking skills and habits of
mind to analyze, evaluate, and
synthesize evidence
• Reaches informed
conclusions based on the
evidence
• Most ideas in the presentation are expressed
in a way that provides evidence of the student’s
knowledge and reasoning processes
• The assessment demonstrates a focus and
thesis with several narrative gaps and minimal effort
• assessment demonstrates adequate evidence
of organization
Assessment demonstrates the adequate time was spent on task
1
• Some facts/supporting
details are included
• Has some correct and
some incorrect information
• Identifies some relevant
evidence and omits most of
the other evidence
1-0 Items Present
• No Thesis present and
uses unclear,
inappropriate, or incomplete
critical thinking skills and
habits of mind to analyze,
evaluate, and synthesize
evidence
• Reaches incomplete or
inaccurate conclusions based
on the evidence
• Some ideas in the presentation are expressed
in a way that provides evidence of the student’s
knowledge and reasoning processes
• Few or no facts/supporting
details are included and lack of effort
• Information is largely
inaccurate, absent or irrelevant
• Important evidence
relevant to the problem is not
identified
Assessment demonstrates the below average time was spent on task
Exceeds standard (total points 11 – 15)
Meets standard (total points 8 – 10)
Approaches standard (total points 5 -7)
Begins standard or absent (total points 1 -4)
Score
A Social Science Rubric
This model is an analytic rubric. It separates the skills a student possesses into three dimensions:
knowledge, reasoning, and communication. The three dimensions are interrelated. They overlap
to show what students know and what they can do. Each dimension of the rubric is divided into
four levels. Each level is defined by several criteria, which reflect a student’s abilities and skills.
Collectively, Levels 4 and 3 are designed to differentiate among students whose knowledge,
reasoning, and communication skills are developed. Collectively, Levels 2 and 1 represent a
student’s knowledge, reasoning, and communication skills that are still developing. Level 4
represents work of a student who exhibits the most developed skills; Level 1 represents the work
of a student with the lowest level of developing skills.
The gap between Level 3 and Level 2 is wider than the gap between any of the other levels because it
differentiates between a student whose skills are still developing and a student whose skills are
developed.
An analytic rubric is especially appropriate and useful for assessment in the social sciences. Teachers know that
their students may perform at a more or less developed level in one dimension than in another. For example, a
student may perform at Level 4 in knowledge, at Level 3 in reasoning, and at Level 2 in communication. An analytic
rubric allows teachers to take these differences into account when assessing their students.
RATIONALE FOR
A SOCIAL SCIENCE RUBRIC
KNOWLEDGE – REASONING – COMMUNICATION
Dimension 1: Knowledge
Knowledge of evidence from the social sciences: facts/supporting details; themes/issues; and
concepts/ideas
Knowledge of evidence is basic to the social sciences. Students who have developed knowledge — Levels
4 and 3– are able to demonstrate their ability to identify, define, and describe key concepts, themes,
issues, and ideas; they show their awareness of the connection between key facts and supporting details;
and they are accurate in their use of facts and details. The levels are differentiated by the degree to which
students can demonstrate their knowledge, that is, by being thorough, inclusive, and accurate.
Similarly, students who are developing knowledge — Levels 2 and 1 — are unable to demonstrate their
ability to identify, define, and describe key concepts, themes, issues, and ideas; they show an inadequate
awareness of the connection between key facts and supporting details; and they are largely inaccurate in
their use of facts and details.
Dimension 2: Reasoning
Analysis, evaluation, and synthesis of evidence.
While facts are the essential starting point for demonstrating ability in the social sciences, a student must
also be able to demonstrate the ability to reason. Reasoning makes facts, issues, and concepts meaningful.
When reasoning occurs, a student is engaged in the content and develops a deeper understanding of the
subject. Reasoning involves translation, interpretation, application, analysis, synthesis, and evaluation of
information. These reasoning processes require students to discover relationships among facts and
generalizations, values and opinions. Reasoning abilities and skills also include accessing, classifying,
and applying information to provide a solution to a problem, to make a judgment, or reach a logical
conclusion.
A student with developed reasoning ability must be able to organize evidence and select and apply an
appropriate method for analysis, evaluation, and synthesis. To analyze and evaluate evidence effectively,
whether that evidence is presented in a printed document, a song, poem, picture, or statistical table, a
student must ask relevant questions.
These questions encompass the traditional five questions: who, what, where, when, and why.
A student with developed reasoning abilities also uses critical thinking skills and habits of mind to
evaluate evidence. These thinking skills and habits of mind include comparing and contrasting,
identifying causes and effects, developing and recognizing alternative solutions, showing relationships
among concepts, recognizing bias, separating fact from opinion, identifying inconsistencies in logic,
avoiding present-mindedness, and maintaining an empathetic attitude toward the people under study.
These habits of mind and thinking skills demonstrate not only what students know; they also reveal
aspects of the student’s intellectual character. Students who possess habits of mind display self-discipline
as a thinker. They help students acquire the habit of inquiring into social science content and engaging in
discourse about their inquiry. Students with well developed thinking skills and habits of mind create
projects with care and thoroughness.
While all developed students must be able to reach an informed conclusion, there are several ways to
differentiate between students’ reasoning skills at Levels 4 and 3. Differentiation among these higher
levels is a matter of the degree to which a student can identify and logically organize evidence and then
select and apply an appropriate method for analyzing, evaluating, and synthesizing evidence. Students can
also be differentiated by their ability to incorporate critical thinking skills and habits of mind in their
process of reasoning. For example, a student at Level 4 will analyze and evaluate the evidence from a
variety of perspectives; a student at Level 3 will use only one perspective, but one that is still sufficient to
evaluate the evidence.
Students who are developing their ability in reasoning show important deficiencies. They fail to organize
information for proper analysis and may omit evidence. A developing student may also select an
inappropriate method for analyzing, evaluating, and synthesizing evidence. Students who are in the
process of developing reasoning skills have difficulty thinking critically. For example, they may accept
evidence at face value without subjecting it to any critical analysis or evaluation. Finally, the inability to
reach a reasonable, informed conclusion is indicative of a student who is still in the developing stage.
Dimension 3: Communication
Demonstrate knowledge and reasoning through oral, written, visual, dramatic, or mixed media
presentations
To be useful, a student’s knowledge and reasoning must be communicated to a wider audience. Effective
communication requires focus and organization. For example, in history, a student must have a clearly
defined thesis and an organized narrative that tells what happened in an interesting and informed way. In
the other social sciences, a student must be able to identify issues and concepts clearly, explain the
various parts of a problem, and present possible resolutions.
The most important aspect of communication is the student’s ability to express clearly his or her ideas.
Clarity depends upon organization. A well-organized presentation includes a focus statement, supplies
relevant examples to support main ideas, and offers conclusions based on evidence. Furthermore, an
effective presentation, regardless of its type, provides evidence of a student’s knowledge and reasoning
processes.
The teacher, sometimes in conjunction with the student, establishes the context, or audience, for a
student’s presentation: an oral report presented to his or her classmates, a letter written to the newspaper,
or an exhibit or model placed on display at a local business or historical society.
A student can select a variety of techniques to communicate his or her knowledge and reasoning skills.
Each communication technique has its own conventions which teachers should take into account. For
example, assessing an oral report may include such conventions as effective use of voice, gestures, eye
contact, and use of visual aids. Assessing a student-made exhibit might include such conventions as the
use of color, neatness, captions, and the selection of appropriate pictures, photographs, maps, and other
materials.
A student who has developed ability in communication demonstrates knowledge and reasoning skills in a
clear and organized fashion. The presentation will also take into account the appropriate conventions for
the selected activity. A higher assessment, Levels 4 and 3 is determined by the degree of clarity and
organization, the quality of illustrations and supporting examples, and the power of the conclusion. That
is, the main ideas and reasoning processes are focused, well developed, and clearly articulated in the
student’s presentation. Finally, a presentation at the highest level of development meets all the convention
standards for the type of activity the teacher assigns or the student selects.
A student who is developing his or her communication skills lacks the ability to present knowledge and
reasoning clearly and effectively in an organized presentation. That is, a student who is still developing
cannot successfully provide a thesis or a focus statement, or convey information through examples that
support and elaborate a main idea, or present an informed conclusion. Lastly, a developing student
neglects the details of the performance convention that he or she has selected as a means to communicate
knowledge and reasoning. The difference between students performing at Levels 2, or 1 is a matter of
degree in each of the criteria.
Critical Thinking Skills
• Identifying central issues
• Making comparisons
• Determining relevant information
• Formulating appropriate questions
• Expressing problems
• Distinguishing fact from opinion
• Recognizing bias
• Distinguishing false from accurate images.
• Analyzing cause and effect
• Drawing conclusions
• Identifying alternatives
• Testing conclusions
• Predicting consequences
• Demonstrating reasoned judgment
Habits Of Mind For Knowledge, Reasoning, And Communication
• Understand the significance of the past and the present to their own lives and to the lives of others
• Distinguish between the important and the inconsequential
• Perceive events and issues as they were experienced by people at the time
• Understand how human intentions matter
• Comprehend the interplay of change and continuity
• Realize that all problems may not have solutions
• Appreciate the often tentative nature of judgments
• Recognize the importance of individuals who have made a difference
• Appreciate the force of the non-rational, the irrational, and the accidental in human efforts
• Understand the relationship between people, time, and place as the context for events
• Recognize the difference between fact and conjecture
• Use evidence to frame useful questions
Adapted from Alternative Assessment in the Social Sciences:
AUTHORS
Lawrence W. McBride
Frederick D. Drake
Marcel Lewinski
Illinois State University
John C. Craig
Illinois State Board of Education
Purpose Reading Steps
History
Step 1
Preview: Identify Author, titles, topics, sub-topics, and visuals. Think about the possible argument or information within the reading and think topically (PERSIA).
Purpose: Develop at least 2 detailed questions or statements that will identify what content/argument you are to get from the reading. Write at the beginning of article.
Step 2
Purpose Read: While reading underline and highlight content or statements that answer your purpose points.
Your should use 2 highlighters and color code based upon which purpose point it is connected to.
Monitor: As you read, notice how content and analysis is being used by the author. You should be evaluative.
You may have to adjust your purpose points as well.
Step 3
Connect
In the margins, you are to write down any similarities to the content you have read.
These similarities should be things you have learned in the past or things you have experienced.
Step 4
Thesis (What is your/authors claim for the reading?)
Should include topics and should be complex-split and well developed.
Should answer your purpose points
Priestley reading/note taking organizer
|
Title/Purpose Points (3 Points) |
||
|
Topics |
Content/Vocabulary (6 Points) |
Connection (3 Points) |
|
Summary/Thesis(3 Points) |
|
Priestley Purpose Reading Rubric Student Name: ________________________________________ |
|
CATEGORY |
3 |
2 |
1 |
0 |
||||
|
Purpose |
Provides insightful purpose questions or points (2 total) |
Provides basic purpose points or questions (1 total). |
Does not provide useful purpose points or questions(1 or fewer) |
N/A |
||||
|
Connections |
Connections consistently stays focused on highlighted points and provides a specific link to other topics. |
Connections stays focused on highlighted points and provides a link to other topics most of the time. |
Connections do not stay focused on highlighted points and do not provide a link to other topics most of the time. |
|||||
|
Comprehension |
Comprehension is very evident throughout reading as evidence by a valid highlighted items, connections, and summarization. |
Comprehension is evident throughout reading as evidence by highlighted items, connections, and summarization. |
Comprehension is not evident throughout reading. Lack of highlighted items, connections, and summarization. |
|||||
|
Highlighting/ Content |
Students accurately highlighted items pertaining to their purpose points and readings main ideas. |
Students demonstrate basic highlighted items pertaining to their purpose points and readings main ideas. |
Students demonstrate a lack of highlighted items pertaining to their purpose points and readings main ideas. |
|||||
|
Summarization/ Position/ Thesis |
Student develops a well reasoned and analytical summary statement that includes a variety of focused adj.,examples from reading, and inferences. |
Student develops a basic summary statement that includes some focused adj.,examples from reading, and inferences. |
Student develops a summary statement that does not include some focused adj.,examples from reading, and inferences. |
