Interpret the Evidence and Put It in Context

Document Links:

Document 20.1 POEM READ BY FOUR-MINUTE MEN, It’s Duty Boy (c. 1918)

Document 20.2 Halt the Hun! (c. 1918)

Document 20.3 Advertisement in History Teacher’s Magazine (1917)

Document 20.4 He Will Come Back a Better Man! (1918)

Document 20.5 GEORGE CREEL, The “Censorship” Bugbear (1920)

INTERPRET THE EVIDENCE

  1. In the poem “It’s Duty Boy,” in what ways is World War I compared to previous American wars (Document 20.1)? What does the poem imply about the reasons America is involved in World War I? How does the poem use positive and negative emotions to encourage young men to enlist in the military?

  2. How does the “Halt the Hun!” cartoon portray the German soldiers (Document 20.2)? How does the cartoon appeal to Americans’ sense of pride? To gender norms?

  3. Why would the CPI target history teachers (Document 20.3)? What did the advertisement encourage teachers to do in their classrooms?

  4. According to the CPI, how would men benefit from war service (Document 20.4)? Who is the audience for this advertisement? What does it suggest were the proper roles for women during wartime?

  5. Why did George Creel oppose a federal censorship law (Document 20.5)? Do you think Creel’s alternative plan left the door open for censorship?

PUT IT IN CONTEXT

  1. Do you think the federal government has the responsibility to marshal popular support for war efforts? Why or why not? What are the potential positive and negative effects of such government action?