Grade: High
Subject: Social Studies/History
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Essential Question

Why did the United States enter World War I and how did music reflect the changing viewpoint of Americans toward the war?

Overview

In this lesson, students assume the role of history detectives to conduct an investigation into why the United States entered World War I and what occurred as a result of U.S. participation in the war. As part of their investigation, students will identify how Tin Pan Alley produced songs released during the war reflected the changing viewpoint of Americans toward the war. Throughout their investigation, students will analyze a variety of contemporaneous primary sources, including song lyrics and recordings, newspaper images, sheet music, and speeches. Additionally, some primary sources in the lesson are paired with related secondary sources so students have the necessary materials to conduct a comprehensive investigation, and become acquainted with standard research practices.

World War I began in Europe during the summer of 1914 and millions of people would be killed or wounded until combat ended in November 1918. By the war’s end, multiple regions on continents around the world had been affected. The war resulted in centuries-old monarchies falling and new nations emerging from the former empires.

The combatants in World War I consisted of two opposing groups, the Allies and the Central Powers. The Allies were led by Britain, France, and Russia, while the Central Powers were led by Austria-Hungary and Germany. Other countries would join the conflict over the course of the war and align with one of the two warring groups. Notably, the United States entered the war in 1917 on the side of the Allies.

Woodrow Wilson was President of the United States during World War I. When the war began, President Wilson declared that the U.S. would take a neutral position toward the war and maintain an isolationist foreign policy. However, international incidents drew the U.S. closer to the conflict and challenged its neutral position as the war progressed.

Two events in particular challenged the U.S.’s neutral position during World War I. The first was the brazen sinking of the RMS Lusitania ocean liner by Germany in May 1915. The sinking resulted in over 1,000 deaths, including over 100 Americans. The second event was the interception and publication of the covert Zimmermann Telegram in the early months of 1917. Publication of the telegram made the American public aware that Germany was secretly offering a military partnership to Mexico if the U.S. entered the war on the side of the Allies. Both events caused public outrage in the U.S. and led to an increase of support by Americans for U.S. participation in the war.

As President Wilson surveyed the international upheaval occurring during the war, he recognized a leadership role for the U.S. in world affairs. Wilson concluded that the U.S. should lead in two distinct roles. First, the U.S. should join the conflict in order to secure a military victory for the Allies. Second, at the end of the war, the U.S. should lead the international negotiations that would establish a peaceful postwar new world order.

Throughout World War I, newspapers around the U.S. provided extensive coverage of the war. News stories kept Americans informed about the war’s events in Europe and beyond, but how Americans felt about the war wasn’t necessarily frontpage news. The feelings of Americans toward the war were more likely to be found in the popular songs of the day. Two particular songs that were produced in New York City’s Tin Pan Alley, an early American music industry district, reflected the changing viewpoint of Americans during the war.

“I Didn’t Raise My Boy to Be a Soldier” was released in early 1915 and is considered one of the first American anti-war songs. The song’s lyrics expressed the U.S. position of neutrality toward the war from the perspective of a concerned mother – which is also illustrated on the song’s sheet music cover. The recording reached No. 1 in sales during March and April of 1915 and the song’s sheet music sold over one million copies. The song has endured as an American pacifist anthem.

“Over There” was written as a direct response to the U.S. declaration of war against Germany on April 6, 1917. The U.S. entered World War I on the side of the Allies and by that time American public opinion had shifted toward support for U.S. military involvement in the war. The lyrics to “Over There” expressed a popular public sentiment that American soldiers were heading “over there” to Europe to vanquish the Central Powers and bring the war to an end. While “Over There” is now considered an American patriotic anthem and sharply contrasted with the theme of “I Didn’t Raise My Boy to Be a Soldier,” both songs utilized musical arrangements and instrumentation often found in traditional American patriotic music.

President Wilson gave a speech to Congress on January 8, 1918 where he proposed a fourteen point plan to secure world peace after World War I. The plan called for an end to secret treaties, a reduction in arms, and various methods to promote democracy. Point 14 proposed an intergovernmental agency that would promote cooperation among nations to ensure international peace and security. While nearly all of President Wilson’s proposed points were left out of the Treaty of Versailles that ended World War I, the intergovernmental agency known as the League of Nations was established by the treaty in 1919. However, the United States Senate opposed both the League of Nations and the Treaty of Versailles. Weakened without U.S. involvement, the League of Nations failed in its mission and international peace and security did not take hold.

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Objectives

  • Know (knowledge):
    • Events in Europe that led to World War I
    • Initial neutral status of the U.S. toward the war
    • Events that led to the U.S. entering World War I
    • Music that reflected the changing viewpoint of Americans toward the war
    • U.S. rejection of the Treaty of Versailles and the League of Nations
  • Mastery Objective
    • Students will be able to describe what led to World War I, explain how the U.S. participated in the war and what occurred as a result of U.S. participation, and identify the changing viewpoint of Americans toward the war by analyzing primary sources, viewing images, and listening to music.

Images

“National Anthem” Definition

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“The Star-Spangled Banner” Sheet Music Cover and Lyrics

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U.S. Senate Chamber

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Activities

Disclaimer

This lesson contains primary source documents and other materials that may include terms and images reflecting the attitudes, perspectives, and beliefs of different times that today are considered offensive and demeaning. Teachrock.org does not endorse the views expressed in these documents, but recognizes the value such materials provide for historical inquiry. For guidance on introducing controversial historical materials into the classroom, we suggest reviewing this document from The Library of Congress.

Materials Needed

  • An internet accessible device for each student

Motivational Activity:

  1. Play the YouTube video, “The National Anthem” by Radiohead. (Play, pause, and replay sections as needed. Note that the “horn section” or wind instruments starting at 2:40 may be useful for students to hear as they are musical elements that students will also hear when analyzing recordings later in the lesson.) Then, while the recording is playing and using the Library of Congress – Teacher’s Guide: Analyzing Sound Recordings sheet as a guide, ask students: 
    • Describe what you hear. What do you notice first?
    • Do you recognize any musical instruments? If so, which instruments? 
    • Do you know the song? If so, what is the song’s title? 
  2. Inform students that the song is titled, “The National Anthem” and it is by the band, Radiohead. Then, ask students: 
    • What comes to mind when you hear the song’s title, “The National Anthem”?
    • How might you define a national anthem?
  3. As a Quick Write activity, instruct students to define “national anthem” in their own words. Then, ask student volunteers to share their definition of a national anthem. Text that reads, "National Anthem - a generally patriotic musical composition - usually in the form of a song or hymn of praise - that evokes and eulogizes the history, traditions, or struggles of a nation or its people. (cia.gov/the-world-factbook/field/national-anthem)"
  4. Display Image 1, “National Anthem” Definition and distribute Handout – The United States and World War I Vocabulary. Explain to students that they will use the handout as a reference guide throughout the lesson. Then, ask students: 
    • What common words do you see among your definition and this definition of “national anthem”?
    • Why might a national anthem or other kinds of “patriotic” music be important? 

Procedure

Part 1: The World  at WarTo the left, the cover of sheet music for the "Star Spangled-Banner" featuring an American Flag with a cloudy sky background and the words "Liberty and Justice for all" under the flag. To the right, the lyrics to "The Star Spangled Banner": “The Star-Spangled Banner” (1814) Lyrics by Francis Scott Key Music by John Stafford Smith O!, say can you see by the dawn’s early light, What so proudly we hail’d at the twilight’s last gleaming, Whose broad stripes and bright stars thro’ the perilous fight, O’er the ramparts we watch’d, were so gallantly streaming. And the Rockets’ red glare, the Bombs bursting in air, Gave proof through the night that our Flag was still there. O! say, does that star spangled Banner yet wave, O’er the Land of the free, and the home of the brave."

  1. Inform students that they will now listen to a 1914 recording of “The Star-Spangled Banner.” Display Image 2, “The Star-Spangled Banner” Sheet Music Cover and Lyrics. Instruct students to follow along with the lyrics that are displayed as they listen to the recording. (If students would like to, encourage them to sing along with the recording.)

  1. Play the clip “The Star-Spangled Banner” 1914 audio recording from the Library Congress above.  (Play, pause, and replay sections as needed.) Then, ask students: 
    • What similarities and differences, musical or otherwise, do you hear between this song and the Radiohead song heard earlier? (Replay both recordings as needed. Encourage students to consider the musical elements of the two recordings: instruments, beat, etc.)
    • What is the significance of “The Star-Spangled Banner” in the United States? (It is the U.S. national anthem.)
    • What do you think is the purpose of the U.S. national anthem? 
    • How might a national anthem or other kinds of patriotic music be particularly important during a national emergency?
    • What might be some examples of a national emergency?
    • Might a war be an example of a national emergency?
    • Were there any national emergencies happening at the time of this 1914 recording? (World War I began in 1914.)
  2. Inform students that they will now be assuming the role of history detectives. Explain that in that role they will be conducting an investigation to identify how the U.S. became involved in World War I and what occurred as a result of U.S. involvement in the war. Describe to students that during their investigation they will access a case file containing a variety of primary and secondary sources. (If helpful, share this Library of Congress webpage that defines and differentiates primary and secondary sources.) 
  3. Direct students to gather together in small detective groups. Distribute Handout – The United States and World War I Graphic Organizer to every student on each group. Review the graphic organizer together as a class, making sure to emphasize to students the different types of sources they will be analyzing. Explain to students that while they are responsible for filling out their own graphic organizer, they will work together as a group to complete the investigation.
  4. Instruct detective groups to access the investigation case file, Slideshow – The United States and World War I Case File using their electronic device(s). Have student grounds go through each question in Part 1, ending with a collectively written case synopsis on page 4 of the handout. Ask groups to share and compare their synopses with the class.

Part 2: The World at Peace

  1. Inform students that they will continue in their roles as history detectives working in groups on an investigation to assess the reasons for and what occurred as a result of U.S. involvement in World War I. Instruct students to retrieve both Handout – The United States and World War I Graphic Organizer and Handout – The United States and World War I Vocabulary, and to access the investigation case file, Slideshow – The United States and World War I Case File using their electronic device(s).
  2. Ask student groups to move through, Part 2: The World at Peace of Slideshow – The United States and World War I Case File (starting on slide 19) and complete the rest of the graphic organizer for this section, including the case synopsis at the end. Ask groups to share and compare their synopses with the class.  

Summary Activity:An overhead photograph of the US Senate Floor.

  1. Display Image 3, U.S. Senate Chamber and inform students that they will continue in their roles as history detectives. Explain to students that they will conclude their investigation inside the Senate Chamber of the U.S. Capitol building. In the Senate Chamber, detective groups will analyze speeches from U.S. senators arguing for and against the U.S. joining the League of Nations after the end of World War I.
  2. Distribute Handout – Speeches in the United States Senate about the League of Nations and Handout – The United States and World War I Close Reading Analysis. Select an equal number of teams to read a speech by either Senator Hitchcock or Senator Lodge. Then, review the handouts with the groups and explain the directions for the close reading analysis.
  3. Once detective groups have completed their investigation, have groups share their arguments with the classroom and lead a discussion about each group’s argument. Then, ask students:
    • How did the U.S.’s role in the world change over the course of World War I? What are some examples from your investigation to support that change?
    • How did music reflect the changing viewpoint of Americans toward the war? What are some examples from your investigation to support that change?
    • How might you describe the songs you analyzed in this lesson? Could they all be characterized as anthems? Could they all be characterized as patriotic? Could they all be characterized as patriotic anthems? Why or why not?
    • Finally, what similarities might there be between international affairs involving the U.S. during World War I and international affairs that involve the U.S. at the present time?

Extension Activities:

  1. Examine the national anthems of countries around the world with The World Factbook, choose an anthem from another country outside the U.S., and share a brief explanation about why you chose that particular national anthem.
  2. Analyze the U.S. Army “I want you for U.S. Army” recruiting poster image by using the Library of Congress – Teacher’s Guide: Analyzing Photographs & Prints sheet. Share your analysis.
  3. Read an essay about the history of the patriotic song, “Over There” and Nora Bayes’ performance of it. Then, summarize the essay by utilizing the skills you acquired in this lesson.
  4. Research the wind instruments that were often heard in the music from this lesson and present your research.
  5. Read about President Wilson being awarded the Nobel Peace Prize in 1919.
  6. Discover the history and the architecture of the Senate Chamber in the U.S. Capitol building.

Handouts

Handout – Speeches in the United States Senate about the League of Nations Handout – The United States and World War I Close Reading Analysis Handout – The United States and World War I Graphic Organizer Handout – The United States and World War I Vocabulary

Standards

College, Career, and Civic Life (C3) Social Studies Standards

History

  • D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
  • D2.His.3.9-12. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.
  • D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives.
  • D2.His.11.9-12. Critique the usefulness of historical sources for a specific historical inquiry based on their maker, date, place of origin, intended audience, and purpose.
  • D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past.
  • D2.His.16.9-12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.

California History–Social Science Content Standards

11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.

  • 5. Analyze the political, economic, and social ramifications of World War I on the home front.

District of Columbia Social Studies Standards

  • US2.35 Assess the reasons for and consequence of United States involvement in World War I, and analyze its effects on post-war international relations.

Massachusetts History and Social Science Framework Standards

Topic 7: Progressivism and World War I Defending Democracy [USI.T7]

  • 6. Explain the rationale and events leading to the entry of the U.S. into World War I (e.g., unrestricted submarine warfare, the sinking of the Lusitania, the Zimmerman telegram, the concept of “making the world safe for democracy.”
  • 8. Explain the course and significance of Woodrow Wilson’s wartime diplomacy, including his Fourteen Points, the League of Nations, and the failure of the Versailles Treaty. For example, students take on the roles of legislators and debate whether or not the United States should join the League of Nations. This is an opportunity for students to engage with the concept of “making the world safe for democracy” that they will encounter in United States History II and World History II.

Connecticut Elementary and Secondary Social Studies Standards

US-3. Imperialism and World War I

  • US.His.14.a. Analyze the causes and effects of United States involvement in WWI (e.g., threats to United States neutrality, support for democracy, suppression of civil liberties, debate over the League of Nations and the United States role in global affairs)

New Jersey Student Learning Standards – Social Studies

Era 7. The Emergence of Modern America: World War I (1890–1930)

  • 6.1.12.HistoryCA.7.a: Determine the extent to which propaganda, the media, and special interest groups shaped American public opinion and American foreign policy during World War I and compare those factors to contemporary American involvement in another country.
  • 6.1.12.HistoryCA.7.b: Analyze the reasons for the policy of neutrality regarding World War I and explain why the United States eventually entered the war.
  • 6.1.12.HistoryUP.7.a: Analyze the Treaty of Versailles and the League of Nations from the perspectives of different countries.

Social Studies – National Council for the Social Studies (NCSS)

  • Theme 1: Culture
  • Theme 2: Time, Continuity, and Change
  • Theme 3: People, Place, and Environments
  • Theme 4: Individual Development and Identity
  • Theme 5: Individuals, Groups, and Institutions
  • Theme 6: Power, Authority and Governance
  • Theme 8: Science, Technology, and Society
  • Theme 9: Global Connections
  • Theme 10: Civic Ideals and Practices

Common Core State Standards

College and Career Readiness Reading Information Text Standards for Grades 9-12

  • CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • CCSS.ELA-Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
  • CCSS.ELA-Literacy.RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
  • CCSS.ELA-Literacy.RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
  • CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
  • CCSS.ELA-Literacy.RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
  • CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

College and Career Readiness Anchor Standards for Writing for Grades 9-12

  • CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  • CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
  • CCSS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • CCSS.ELA-Literacy.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  • CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
  • CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience.
  • CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

College and Career Readiness Anchor Standards for Speaking and Listening for Grades 9-12

  • CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
  • CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
  • CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
  • CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
  • CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
  • CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

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