1.
Academic
Controversy
in
the
History
Classroom
This workshop is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Region Program, coordinated by Waynesburg University.
Historical Question:
Should the United States enter The Great War?
Author: Lauren Tata
Class/Grade Level: US History /11th Grade
CT Standards: 1.1, 2.2, 2.3, and 3.1
Overview:
(Set Up for Students) Since 1914 a war has been going on in Europe, a war that has been called a
threat to civilization. At home many people are urging America to wake up and join the war. Others
are arguing for the United States to isolate itself and avoid going into a European conflict.
Students will have a lesson prior to this on the outbreak of War in Europe. To review what has been
covered on WWI in their World History classes. This will include discussing the causes of the war, as
in Nationalism, Imperialism, militarism, and alliance system. How an assassination leads to war and
when the fighting starts.
Document Summary:
• Document 1 shows a political cartoon from around 1914. On August 4, 1914 President
Woodrow Wilson declares that the United States would remain neutral and stay out of the war
in Europe. At the time, a vast majority of Americans approved of Wilson’s policy of strict U.S.
neutrality. However different events created challenges to U.S. neutrality. This could be used
in support of joining the war. The cartoon depicts Uncle Sam trapped on a small rock of land.
On the piece of land is a sign with the words “Strict Neutrality”. All around the rock is hands
with daggers. This is to represent that other nations are not respecting this neutrality. That
neutrality is not protecting the United States but limiting it.
• Document 2 shows a political cartoon focusing on the Lusitania. The cartoon depicts Woodrow
Wilson setting with Johann Heinrich von Bernstorff, German ambassador to the United States.
The words “well, what are you going to do about this?” can be in reference to Germany taking
action to correct this event. After the attack, the Germans defended their action on the grounds
that the liner carried ammunition. Despite Germany’s explanation, Americans were outraged.
American opinion turned against Germany and the Central Powers. However, president Wilson
ruled out a military response. Or the line under the cartoon can be in reference to the president
taking a stand against Germany. To have students focus on the paper and painting in the

2. cartoon. What the artist is trying to portray in this cartoon. Is it to get American citizens thinking
that something needs to be done. This would be used to support the United States joining the
war.
• Document 3 shows a warning placed in newspapers. Prior to the sinking of the Lusitania the
German Embassy placed advertisements in U.S. newspapers warning of citizens that the area
around the British Isles was a war zone. This was in part because the British often disguised
ships as neutral ships when they held munitions This can be used for both viewpoints. It brings
into question that citizens were warned that the area around Great Britain was a war zone.
That this advertisement was a warning to all being subject to attack, even neutral citizens.
• Document 4 shows a piece of a newspaper article question the legitimacy of the Zimmerman
telegram. A telegram, the Zimmerman notes, from the German foreign minister to the German
ambassador in Mexico was intercepted by British agents. The telegram proposed an alliance
between Mexico and Germany. It promised that if war with the United States broke out,
Germany would support Mexico in recovering lost territory(in Texas, New Mexico, and
Arizona). I can see this working for both arguments. This document shows that there were still
doubts about the telegram’s authenticity. However, the note itself shows that the United States
has reason to enter.
• Document 5 shows the lyrics to a song. By 1915, Americans began debating the need for
military and economic preparations for war. A hit song from 1915, “I Didn’t Raise My Boy to Be
a Soldier,” by lyricist Alfred Bryan and composer Al Piantadosi, captures America’s uncertainty
about joining in the European war. This would help support the argument of not joining the
war. The lyrics give some reasons why citizens would not be supportive of the war.
• Document 6 is a newspaper article written by William Jennings Bryan. W.J. Bryan was
appointed secretary of state under Wilson’s presidency. Bryan was a staunch supporter of
neutrality at the outbreak of World War I. Bryan founded the Commoner, a weekly newspaper.
This document is a work written by Bryan in the Commoner. This document would be used to
support not entering the war. To pick up on the last two sentences that show staying neutral is
what the majority of Americans want. That European powers are already losing millions of
dollars, loss of life, and that this is not an American issue.
Procedure (80 minutes):
1. Introduction of lesson, objectives, overview of SAC procedure (15 minutes)
2. SAC group assignments (30 minutes)
a. Assign groups of four and assign arguments to each team of two.
b. In each group, teams read and examine the Document Packet
c. Each student completes the Preparation part of the Capture Sheet (#2), and works with
their partner to prepare their argument using supporting evidence.
d. Students should summarize your argument in #3.
3. Position Presentation (10 minutes)
a. Team 1 presents their position using supporting evidence recorded and summarized on
the Preparation part of the Capture Sheet (#2 & #3) on the Preparation matrix. Team 2
records Team 1’s argument in #4.
b. Team 2 restates Team 1’s position to their satisfaction.
c. Team 2 asks clarifying questions and records Team 1’s answers.

3. d. Team 2 presents their position using supporting evidence recorded and summarized on
the Preparation part of the Capture Sheet (#2 & #3) on the Preparation matrix. Team 1
records Team 2’s argument in #4.
e. Team 1 restates Team 2’s position to their satisfaction.
f. Team 1 asks clarifying questions and records Team 2’s answers.
4. Consensus Building (10 minutes)
a. Team 1 and 2 put their roles aside.
b. Teams discuss ideas that have been presented, and figure out where they can agree or
where they have differences about the historical question
Closure:
Discuss how different groups organized their arguments and which sources were used for each side.
Also to have the students think if the sources could be used to support both arguments. To discuss
were the class will be heading in the unit. Begin to think about the meaning behind the United States
enter the war. With remaining time students will start to write an editorial defending their position, for
or against, on the US entering WWI using the sources provided. The assignment will be due the next
class.
Assessment:
Students will write and editorial on whether the United States should and has reason to join the war.
The goal of the assignment is to have students write a thoughtful opinion editorial or depending on
time draw a political cartoon defending their position, for or against, on the US entering WWI using
the sources provided.
Differentiation:
This lesson can easily be differentiated by adjusting the level of the material presented. If the lesson
needs to be simplified for students, a bulleted list of for and against lists could be made instead of
using the small primary document excerpts. This lesson could also be adapted by providing the
resources to the student ahead of time for them to review and understand. I can give that group the
arguments in bulleted form instead of in paragraph form. I could also extend the time for reading and
forming arguments. If necessary, students could also be given a graphic organizer which would assist
them with organizing their thoughts for their presentations to the other members of their group. If the
lesson needs to be made more challenging the primary sources can be increased in length. Use of
opinion news pieces might also be added to help to increase the difficulty of this exercise.

4. DOCUMENT PACKET
Document 1
On August 4, 1914 President Woodrow Wilson declares that the United States would remain neutral
and stay out of the war in Europe. At the time, a vast majority of Americans approved of Wilson’s
policy of strict U.S. neutrality. However different events created challenges to U.S. neutrality.
Source: Title: “Watch your step”, Creator(s): Rogers, W. A. (William Allen), 1854-1931, artist
• Date Created/Published: [1914?], http://www.loc.gov/pictures/item/2010718780/.

5. Document 2
On May 7, 1975 a U-boat sank the British liner, the Lusitania, off the southern coast of Ireland. Of the
1,198 lost, 128 were American citizens. The Germans defended their action on the grounds that the
liner carried ammunition. Despite Germany’s explanation, Americans became outraged with Germany
because of the loss of life. American public opinion began to turn against Germany.
Vocabulary:
• Disavow:
To disclaim knowledge of, connection with, or
responsibility for; disown.
Source: Title: “Well, what are you going to do about it?”, Creator(s): Rogers, W. A. (William Allen),
1854-1931, Date Created/Published:1915, http://www.loc.gov/pictures/item/2010717742/.

6. Document 3
Prior to the sinking of the Lusitania the German Embassy placed advertisements in U.S. newspapers
warning of citizens that the area around the British Isles was a war zone. This was in part because
the British often disguised ships as neutral ships when they held munitions.
Vocabulary:
• Vessel: A ship or boat.
• Liable: Legally responsible for.
Ex: You are liable for the damage caused by
your action.
Source: New-York Tribune, May 01, 1915, Page 3, Image 3.
http://chroniclingamerica.loc.gov/lccn/sn83030214/1915-05-01/ed-1/seq-3/.

7. Document 4
A telegram, the Zimmerman notes, from the German foreign minister to the German ambassador in
Mexico was intercepted by British agents. The telegram proposed an alliance between Mexico and
Germany. It promised that if war with the United States broke out, Germany would support Mexico in
recovering lost territory(in Texas, New Mexico, and Arizona).
Vocabulary:
• Substantiate: To establish by proof or prove
it is true.
• Incompatible:
Not compatible; unable to exist together in h
armony
Source: Evening public ledger. (Philadelphia [Pa.]) 1914-1942, March 01, 1917, Final, Image 1
http://chroniclingamerica.loc.gov/lccn/sn83045211/1917-03-01/ed-1/seq-1/

8. Document 5
By 1915, Americans began debating the need for military and economic preparations for war. A hit
song from 1915, “I Didn’t Raise My Boy to Be a Soldier,” by lyricist Alfred Bryan and composer Al
Piantadosi, captures America’s uncertainty about joining in the European war.
I Didn’t Raise My Boy to Be a Soldier
Ten million soldiers to the war have gone,
Who may never return again.
Ten million mothers' hearts must break,
For the ones who died in vain.
Head bowed down in sorrowin her lonely years,
I heard a mother murmur thro' her tears:
Chorus:
I didn’t raise my boy to be a soldier,
I brought him up to be my pride and joy,
Who dares to put a musket on his shoulder,
To shoot some other mother’s darling boy?
Let nations arbitrate their future troubles,
It’s time to lay the sword and gun away,
There’d be no war today,
If mothers all would say,
I didn’t raise my boy to be a soldier.
(Chorus)
What victory can cheer a mother’s heart,
When she looks at her blighted home?
What victory can bring her back,
All she cared to call her own?
Let each mother answer in the year to be,
Remember that my boy belongs to me!
(Chorus)
Vocabulary:
• Murmur:
A mumbled or private expression of
dissatisfaction.
• Arbitrate: to decide or determine.
• Blighted:
The state or result of being deteriorated/
dilapidated/ or decaying.
Source: Al Pianadosi and Alfred Bryan, “I Didn’t Raise My Boy To Be
a Soldier.” Recording: Edison Collection, Library of Congress.
http://lcweb2.loc.gov/diglib/ihas/loc.natlib.ihas.100008457/default.html

9. Document 6
W.J. Bryan was appointed secretary of state under Wilson’s presidency. Bryan was a staunch
supporter of neutrality at the outbreak of World War I. Bryan founded the Commoner, a weekly
newspaper. This document is a work written by Bryan in the Commoner.
A Few War Facts
TWENTY-ONE MILLION of soldiers are en-
Gaged in the unparalleled war now raging in
Europe: what will be our quota if we are
foolish enough to enter into it?
More than TWO MILLION men have been
killed
Thus far. What will be our toll if we take part?
Over FIVE MILLIONS Wounded. What will be
our share if we become a participant?
The nations at war are now spending FOUR
HUNDRED MILLION dollars per week—more
than TWENTY BILLIONS per year—what will
our expenditures be?
Before we decide to “go in” “at any cost” let
some of the advocates of war give us an
estimate. We are a great nation and cannot
be stingy with blood or money if we cast in
our lot with the belligerents.
Vocabulary: And what it to be gained by war…Those who
• Expenditures: The act of spending. talk war misrepresent the wishes of the
Unnecessary people. You can no more measure the
expenditures include those for luxury items. sentiment of the masses by the froth of the
• Sentiment: jingo press than you can measure the
An attitude toward something; regard; opinion. ocean’s silent depths by the foam upon its
• Froth: waves.
An aggregation of bubbles, as on an agitated W.J. Bryan
liquid. Something unsubstantial or trivial.
• Jingo:
A person who professes his or her patriot-
ism loudly and excessively, favoring
vigilant preparedness for war and
an aggressive foreign policy.
Source: W.J. Bryan, “A Few War Facts.” The
commoner., August 01, 1915, Image 1
About: The commoner. (Lincoln, Neb.) 1901-1923
http://chroniclingamerica.loc.gov/lccn/46032385/1915-
08-01/ed-1/seq-1/
Some of the language and phrasing in these documents have been
modified from the originals.

10. Don’t
forget
the
rules
of
a
successful
CAPTURE SHEET academic
controversy!
1. Practice
active
listening.
2. Challenge
ideas,
not
each
other
Should the United States enter The Great 3. Try
your
best
to
understand
the
other
War? positions
4. Share
the
floor:
each
person
in
a
pair
MUST
have
an
opportunity
to
speak
Preparation: 5. No
disagreeing
until
consensus-­‐
1. Highlight your assigned position. building
as
a
group
of
four
Yes: The United States should and has reason to enter the war.
No: The United States should remain neutral and not enter the war.
2. Read through each document searching for support for your side’s argument. Use the
documents to fill in the chart (Hint: Not all documents support your side, find those that do):
Document What is the main idea of this document? What details support your position?
#
3. Work with your partner to summarize your arguments for your position using the supporting
documents you found above:
Position Presentation:

11. 4. You and your partner will present your position to your opposing group members. When you
are done, you will then listen to your opponents’ position.
While you are listening to your opponents’ presentation, write down the main details that they
present here:
Clarifying questions I have for the opposing partners:
How they answered the questions:
Consensus Building:
5. Put your assigned roles aside. Where does your group stand on the question? Where does
your group agree? Where does your group disagree? Your consensus answer does not have
to be strictly yes, or no.
We agree:
We disagree:
Our final consensus: