21. World War I & Its Aftermath

¶ 1 Leave a comment on paragraph 1 3 *The American Yawp is an evolving, collaborative text. Please click here to improve this chapter.*

I. Introduction

¶ 2 Leave a comment on paragraph 2 4 World War I (“The Great War”) toppled empires, created new nations, and sparked tensions that would explode across future years. On the battlefield, gruesome modern weaponry wrecked an entire generation of young men. The United States entered the conflict in 1917 and was never again the same. The war heralded to the world the United States’ potential as a global military power, and, domestically, it advanced but then beat back American progressivism by unleashing vicious waves of repression. The war simultaneously stoked national pride and fueled disenchantments that burst Progressive Era hopes for the modern world. And it laid the groundwork for a global depression, a second world war, and an entire history of national, religious, and cultural conflict around the globe.

II. Prelude to War

¶ 3 Leave a comment on paragraph 3 2 As the German empire rose in power and influence at the end of the nineteenth century, skilled diplomats maneuvered this disruption of traditional powers and influences into several decades of European peace. In Germany, however, a new ambitious monarch would overshadow years of tactful diplomacy. Wilhelm II rose to the German throne in 1888. He admired the British Empire of his grandmother, Queen Victoria, and envied the Royal Navy of Great Britain so much that he attempted to build a rival German navy and plant colonies around the globe. The British viewed the prospect of a German navy as a strategic threat, but, jealous of what he perceived as a lack of prestige in the world, Wilhelm II pressed Germany’s case for access to colonies and symbols of status suitable for a world power. Wilhelm’s maneuvers and Germany’s rise spawned a new system of alliances as rival nations warily watched Germany’s expansion.

¶ 4 Leave a comment on paragraph 4 1 In 1892, German posturing worried the leaders of Russia and France and prompted a defensive alliance to counter the existing triple threat between Germany, Austro-Hungary, and Italy. Britain’s Queen Victoria remained unassociated with the alliances until a series of diplomatic crises and an emerging German naval threat led to British agreements with Tsar Nicholas II and French President Émile Loubet in the early twentieth century. (The alliance between Great Britain, France, and Russia became known as the Triple Entente.)

¶ 5 Leave a comment on paragraph 5 1 The other great threat to European peace was the Ottoman Empire, in Turkey. While the leaders of the Austro-Hungarian Empire showed little interest in colonies elsewhere, Turkish lands on its southern border appealed to their strategic goals. However, Austro-Hungarian expansion in Europe worried Tsar Nicholas II, who saw Russia as both the historic guarantor of the Slavic nations in the Balkans and the competitor for territories governed by the Ottoman Empire.

¶ 6 Leave a comment on paragraph 6 1 By 1914, the Austro-Hungarian Empire had control of Bosnia and Herzegovina and viewed Slavic Serbia, a nation protected by Russia, as its next challenge. On June 28, 1914, after Serbian Gavrilo Princip assassinated the Austro-Hungarian heirs to the throne, Archduke Franz Ferdinand and his wife, Grand Duchess Sophie, vengeful nationalist leaders believed the time had arrived to eliminate the rebellious ethnic Serbian threat. ((David Stevenson, The First World War and International Politics (London: Oxford University Press, 1988); David Stevenson, Cataclysm: The First World War as Political Tragedy (New York: Basic Books, 2004).))

¶ 7 Leave a comment on paragraph 7 1 On the other side of the Atlantic, the United States played an insignificant role in global diplomacy—it rarely forayed into internal European politics. The federal government did not participate in international diplomatic alliances but nevertheless championed and assisted with the expansion of the transatlantic economy. American businesses and consumers benefited from the trade generated as the result of the extended period of European peace.

¶ 8 Leave a comment on paragraph 8 1 Stated American attitudes toward international affairs followed the advice given by President George Washington in his 1796 Farewell Address, 120 years before America’s entry into World War I. He had recommended that his fellow countrymen avoid “foreign alliances, attachments, and intrigues” and “those overgrown military establishments which, under any form of government, are inauspicious to liberty, and which are to be regarded as particularly hostile to republican liberty.” ((George Washington, Farewell Address, Annals of Congress, 4th Congress, 2869–2870.))

¶ 9 Leave a comment on paragraph 9 1 A foreign policy of neutrality reflected America’s inward-looking focus on the construction and management of its new powerful industrial economy (built in large part with foreign capital). The federal government possessed limited diplomatic tools with which to engage in international struggles for world power. America’s small and increasingly antiquated military precluded forceful coercion and left American diplomats to persuade by reason, appeals to justice, or economic coercion. But in the 1880s, as Americans embarked upon empire, Congress authorized the construction of a modern navy. The army nevertheless remained small and underfunded compared to the armies of many industrializing nations.

¶ 10 Leave a comment on paragraph 10 1 After the turn of the century, the army and navy faced a great deal of organizational uncertainty. New technologies—airplanes, motor vehicles, submarines, modern artillery—stressed the capability of army and navy personnel to effectively procure and use them. The nation’s army could police Native Americans in the West and garrison recent overseas acquisitions, but it could not sustain a full-blown conflict of any size. The Davis Act of 1908 and the National Defense Act of 1916 inaugurated the rise of the modern versions of the National Guard and military reserves. A system of state-administered units available for local emergencies that received conditional federal funding for training could be activated for use in international wars. The National Guard program encompassed individual units separated by state borders. The program supplied summer training for college students as a reserve officer corps. Federal and state governments now had a long-term strategic reserve of trained soldiers and sailors. ((Paul Koistinen, Mobilizing for Modern War: The Political Economy of American Warfare, 1865–1919 (Lawrence: University Press of Kansas, 1997).))

¶ 11 Leave a comment on paragraph 11 1 Border troubles in Mexico served as an important field test for modern American military forces. Revolution and chaos threatened American business interests in Mexico. Mexican reformer Francisco Madero challenged Porfirio Diaz’s corrupt and unpopular conservative regime. He was jailed, fled to San Antonio, and penned the Plan of San Luis Potosí, paving the way for the Mexican Revolution and the rise of armed revolutionaries across the country.

¶ 12 Leave a comment on paragraph 12 1 In April 1914, President Woodrow Wilson ordered Marines to accompany a naval escort to Veracruz on the lower eastern coast of Mexico. After a brief battle, the Marines supervised the city government and prevented shipments of German arms to Mexican leader Victoriano Huerta until they departed in November 1914. The raid emphasized the continued reliance on naval forces and the difficulty in modernizing the military during a period of European imperial influence in the Caribbean and elsewhere. The threat of war in Europe enabled passage of the Naval Act of 1916. President Wilson declared that the national goal was to build the Navy as “incomparably, the greatest . . . in the world.” And yet Mexico still beckoned. The Wilson administration had withdrawn its support of Diaz but watched warily as the revolution devolved into assassinations and deceit. In 1916, Pancho Villa, a popular revolutionary in northern Mexico, raided Columbus, New Mexico, after being provoked by American support for his rivals. His raiders killed seventeen Americans and burned down the town center before American soldiers forced their retreat. In response, President Wilson commissioned Army general John “Black Jack” Pershing to capture Villa and disperse his rebels. Motorized vehicles, reconnaissance aircraft, and the wireless telegraph aided in the pursuit of Villa. Motorized vehicles in particular allowed General Pershing to obtain supplies without relying on railroads controlled by the Mexican government. The aircraft assigned to the campaign crashed or were grounded by mechanical malfunctions, but they provided invaluable lessons in their worth and use in war. Wilson used the powers of the new National Defense Act to mobilize over one hundred thousand National Guardsmen across the country as a show of force in northern Mexico. ((John S. D. Eisenhower, Intervention! The United States and the Mexican Revolution, 1913–1917 (New York: Norton, 1995); Friedrich Katz, The Secret War in Mexico: Europe, the United States, and the Mexican Revolution (Chicago: University of Chicago Press, 1981).))

¶ 13 Leave a comment on paragraph 13 1 The conflict between the United States and Mexico might have escalated into full-scale war if the international crisis in Europe had not overwhelmed the public’s attention. After the outbreak of war in Europe in 1914, President Wilson declared American neutrality. He insisted from the start that the United States be neutral “in fact as well as in name,” a policy the majority of American people enthusiastically endorsed. It was unclear, however, what “neutrality” meant in a world of close economic connections. Ties to the British and French proved strong, and those nations obtained far more loans and supplies than the Germans. In October 1914, President Wilson approved commercial credit loans to the combatants, which made it increasingly difficult for the nation to claim impartiality as war spread through Europe. Trade and financial relations with the Allied nations ultimately drew the United States further into the conflict. In spite of mutually declared blockades between Germany, Great Britain, and France, munitions and other war suppliers in the United States witnessed a brisk and booming increase in business. The British naval blockades that often stopped or seized ships proved annoying and costly, but the unrestricted and surprise torpedo attacks from German submarines were deadly. In May 1915, Germans sank the RMS Lusitania. Over a hundred American lives were lost. The attack, coupled with other German attacks on American and British shipping, raised the ire of the public and stoked the desire for war. ((Arthur S. Link, Wilson: The Struggle for Neutrality, 1914–1915 (Princeton, NJ: Princeton University Press, 1960).))

¶ 14 Leave a comment on paragraph 14 0 American diplomatic tradition avoided formal alliances, and the Army seemed inadequate for sustained overseas fighting. However, the United States outdistanced the nations of Europe in one important measure of world power: by 1914, the nation held the top position in the global industrial economy. The United States was producing slightly more than one third of the world’s manufactured goods, roughly equal to the outputs of France, Great Britain, and Germany combined.

III. War Spreads through Europe

¶ 15 Leave a comment on paragraph 15 6 After the assassination of Archduke Ferdinand and Grand Duchess Sophie, Austria secured the promise of aid from its German ally and issued a list of ten ultimatums to Serbia. On July 28, 1914, Austria declared war on Serbia for failure to meet all of the demands. Russia, determined to protect Serbia, began to mobilize its armed forces. On August 1, 1914, Germany declared war on Russia to protect Austria after warnings directed at Tsar Nicholas II failed to stop Russian preparations for war.

¶ 16 Leave a comment on paragraph 16 1 In spite of the central European focus of the initial crises, the first blow was struck against neutral Belgium in northwestern Europe. Germany planned to take advantage of sluggish Russian mobilization by focusing the German army on France. German military leaders recycled tactics developed earlier and activated the Schlieffen Plan, which moved German armies rapidly by rail to march through Belgium and into France. However, this violation of Belgian neutrality also ensured that Great Britain entered the war against Germany. On August 4, 1914, Great Britain declared war on Germany for failing to respect Belgium as a neutral nation.

¶ 17 Leave a comment on paragraph 17 1 In 1915, the European war had developed into a series of bloody trench stalemates that continued through the following year. Offensives, largely carried out by British and French armies, achieved nothing but huge numbers of casualties. Peripheral campaigns against the Ottoman Empire in Turkey at Gallipoli, throughout the Middle East, and in various parts of Africa either were unsuccessful or had little bearing on the European contest for victory. The third year of the war, however, witnessed a coup for German military prospects: the regime of Tsar Nicholas II collapsed in Russia in March 1917. At about the same time, the Germans again pursued unrestricted submarine warfare to deprive the Allies of replenishment supplies from the United States. ((Michael S. Neiberg, Fighting the Great War: A Global History (Cambridge, MA: Harvard University Press, 2005).))

¶ 18 Leave a comment on paragraph 18 0 The Germans, realizing that submarine warfare could spark an American intervention, hoped the European war would be over before American soldiers could arrive in sufficient numbers to alter the balance of power. A German diplomat, Arthur Zimmermann, planned to complicate the potential American intervention. He offered support to the Mexican government via a desperate bid to regain Texas, New Mexico, and Arizona. Mexican national leaders declined the offer, but the revelation of the Zimmermann Telegram helped usher the United States into the war.

IV. America Enters the War

¶ 19 Leave a comment on paragraph 19 1 By the fall of 1916 and spring of 1917, President Wilson believed an imminent German victory would drastically and dangerously alter the balance of power in Europe. Submarine warfare and the Zimmermann Telegram, meanwhile, inflamed public opinion. Congress declared war on Germany on April 4, 1917. The nation entered a war three thousand miles away with a small and unprepared military. The United States was unprepared in nearly every respect for modern war. Considerable time elapsed before an effective army and navy could be assembled, trained, equipped, and deployed to the Western Front in Europe. The process of building the army and navy for the war proved to be different from previous conflicts. Unlike the largest European military powers of Germany, France, and Austrio-Hungary, no tradition existed in the United States to maintain large standing armed forces or trained military reserves during peacetime. Moreover, there was no American counterpart to the European practice of rapidly equipping, training, and mobilizing reservists and conscripts.

¶ 20 Leave a comment on paragraph 20 0 The U.S. historically relied solely on traditional volunteerism to fill the ranks of the armed forces. Notions of patriotic duty and adventure appealed to many young men who not only volunteered for wartime service but sought and paid for their own training at army camps before the war. American labor organizations favored voluntary service over conscription. Labor leader Samuel Gompers argued for volunteerism in letters to the congressional committees considering the question. “The organized labor movement,” he wrote, “has always been fundamentally opposed to compulsion.” Referring to American values as a role model for others, he continued, “It is the hope of organized labor to demonstrate that under voluntary conditions and institutions the Republic of the United States can mobilize its greatest strength, resources and efficiency.” ((American Federation of Labor, Report of the Proceedings of the Annual Convention (Washington, DC: Law Reporter, 1917), 112.))

¶ 21 Leave a comment on paragraph 21 1 Despite fears of popular resistance, Congress quickly instituted a reasonably equitable and locally administered system to draft men for the military. On May 18, 1917, Congress approved the Selective Service Act, and President Wilson signed it a week later. The new legislation avoided the unpopular system of bonuses and substitutes used during the Civil War and was generally received without major objection by the American people. ((Christopher Capozzola, Uncle Sam Wants You: World War I and the Making of the Modern American Citizen (New York: Oxford University Press, 2010).))

¶ 22 Leave a comment on paragraph 22 2 The conscription act initially required men from ages twenty-one to thirty to register for compulsory military service. Basic physical fitness was the primary requirement for service. The resulting tests offered the emerging fields of social science a range of data collection tools and new screening methods. The Army Medical Department examined the general condition of young American men selected for service from the population. The Surgeon General compiled his findings from draft records in the 1919 report, “Defects Found in Drafted Men,” a snapshot of the 2.5 million men examined for military service. Of that group, 1,533,937 physical defects were recorded (often more than one per individual). More than 34 percent of those examined were rejected for service or later discharged for neurological, psychiatric, or mental deficiencies. ((Albert Gallitin Love, Defects Found in Drafted Men (Washington, DC: U.S. Government Printing Office, 1920), 73.))

¶ 23 Leave a comment on paragraph 23 2 To provide a basis for the neurological, psychiatric, and mental evaluations, the army used cognitive skills tests to determine intelligence. About 1.9 million men were tested on intelligence. Soldiers who could read took the Army Alpha test. Illiterates and non-English-speaking immigrants took the nonverbal equivalent, the Army Beta test, which relied on visual testing procedures. Robert M. Yerkes, president of the American Psychological Association and chairman of the Committee on the Psychological Examination of Recruits, developed and analyzed the tests. His data argued that the actual mental age of recruits was only about thirteen years. Among recent immigrants, he said, it was even lower. As a eugenicist, he interpreted the results as roughly equivalent to a mild level of retardation and as an indication of racial deterioration. Years later, experts agreed that the results misrepresented the levels of education for the recruits and revealed defects in the design of the tests.

¶ 24 Leave a comment on paragraph 24 0 The experience of service in the army expanded many individual social horizons as native-born and foreign-born soldiers served together. Immigrants had been welcomed into Union ranks during the Civil War, including large numbers of Irish and Germans who had joined and fought alongside native-born men. Some Germans in the Civil War fought in units where German was the main language. Between 1917 and 1918, the army accepted immigrants with some hesitancy because of the widespread public agitation against “hyphenated Americans.” Others were segregated.

¶ 25 Leave a comment on paragraph 25 2 Prevailing racial attitudes among white Americans mandated the assignment of white and Black soldiers to different units. Despite racial discrimination, many Black American leaders, such as W. E. B. Du Bois, supported the war effort and sought a place at the front for Black soldiers. Black leaders viewed military service as an opportunity to demonstrate to white society the willingness and ability of Black men to assume all duties and responsibilities of citizens, including wartime sacrifice. If Black soldiers were drafted and fought and died on equal footing with white soldiers, then white Americans would see that they deserved full citizenship. The War Department, however, barred Black troops from combat and relegated Black soldiers to segregated service units where they worked as general laborers. The army also often restricted the privileges of Black soldiers to ensure that the conditions they encountered in Europe did not lead them to question their place in American society. In France, however, the experiences of Black soldiers during training and periods of leave, coupled with their service, proved transformative.

¶ 26 Leave a comment on paragraph 26 1 The U.S. government exercised significant social control over its overseas soldiers. To ensure that American “doughboys” did not succumb to European vices, several religious and progressive organizations created an extensive program designed to keep the men pure of heart, mind, and body. With assistance from the Young Men’s Christian Association (YMCA) and other temperance organizations, the War Department put together a program of schools, sightseeing tours, and recreational facilities to provide wholesome and educational outlets. The soldiers welcomed most of the activities from these groups, but many still managed to find and enjoy the traditional recreations of soldiers at war. ((Dawley, Changing the World.))

¶ 27 Leave a comment on paragraph 27 1 Women reacted to the war preparations by joining several military and civilian organizations. Their enrollment and actions in these organizations proved to be a pioneering effort for American women in war. Military leaders authorized the permanent gender transition of several occupations that gave women opportunities to don uniforms where none had existed before in history. Civilian wartime organizations, although chaired by male members of the business elite, boasted all-female volunteer workforces. Women performed the bulk of volunteer work during the war. ((Susan Zeiger, In Uncle Sam’s Service: Women Workers with the American Expeditionary Force, 1917–1919 (Philadelphia: University of Pennsylvania Press, 2004), 2–4.))

¶ 28 Leave a comment on paragraph 28 1 The admittance of women brought considerable upheaval. The War and Navy Departments authorized the enlistment of women to fill positions in several established administrative occupations. The gendered transition of these jobs freed more men to join combat units. Army women served as telephone operators (Hello Girls) for the Signal Corps, navy women enlisted as yeomen (clerical workers), and the first groups of women joined the Marine Corps in July 1918. Approximately twenty-five thousand nurses served in the Army and Navy Nurse Corps for duty stateside and overseas, and about a hundred female physicians were contracted by the army. Neither the female nurses nor the doctors served as commissioned officers in the military, leaving the status of professional medical women hovering somewhere between the enlisted and officer ranks. As a result, many female nurses and doctors suffered various physical and mental abuses at the hands of their male coworkers with no system of redress in place. ((Lettie Gavin, American Women in World War I: They Also Served (Boulder: University Press of Colorado, 1997); Kimberly Jensen, Mobilizing Minerva: American Women in the First World War (Chicago: University of Illinois Press, 2008), 170–172.))

¶ 29 Leave a comment on paragraph 29 0 Millions of women also volunteered in civilian organizations such as the American Red Cross, the Young Men’s and Women’s Christian Associations (YMCA/YWCA), and the Salvation Army. Most women performed their volunteer duties in communal spaces owned by the leaders of the municipal chapters of these organizations. Women met at designated times to roll bandages, prepare and serve meals and snacks, package and ship supplies, and organize community fund-raisers. The variety of volunteer opportunities gave women the ability to appear in public spaces and promote charitable activities for the war effort. Female volunteers encouraged entire communities, including children, to get involved in war work. While most of these efforts focused on support for the home front, a small percentage of female volunteers served with the American Expeditionary Force in France. ((Gavin, American Women, 129–240.))

¶ 30 Leave a comment on paragraph 30 1 Jim Crow segregation in both the military and the civilian sector stood as a barrier for Black women who wanted to give their time to the war effort. The military prohibited Black women from serving as enlisted or appointed medical personnel. The only avenue for Black women to wear a military uniform existed with the armies of the allied nations. A few Black female doctors and nurses joined the French Foreign Legion to escape the racism in the American army. Black female volunteers faced the same discrimination in civilian wartime organizations. White leaders of the American Red Cross, YMCA/YWCA, and Salvation Army municipal chapters refused to admit Black women as equal participants. Black women were forced to charter auxiliary units as subsidiary divisions and were given little guidance on organizing volunteers. They turned instead to the community for support and recruited millions of women for auxiliaries that supported the nearly two hundred thousand Black soldiers and sailors serving in the military. While most female volunteers labored to care for Black families on the home front, three YMCA secretaries worked with the Black troops in France. ((Nikki Brown, Private Politics and Public Voices: Black Women’s Activism from World War I to the New Deal (Bloomington: Indiana University Press, 2006), 66–107.))

V. On the Homefront

¶ 31 Leave a comment on paragraph 31 1 In the early years of the war, Americans were generally detached from the events in Europe. Progressive Era reform politics dominated the political landscape, and Americans remained most concerned with the shifting role of government at home. However, the facts of the war could not be ignored by the public. The destruction taking place on European battlefields and the ensuing casualty rates exposed the unprecedented brutality of modern warfare. Increasingly, a sense that the fate of the Western world lay in the victory or defeat of the Allies took hold in the United States.

¶ 32 Leave a comment on paragraph 32 1 President Wilson, a committed progressive, articulated a global vision of democracy even as he embraced neutrality. As war engulfed Europe, it seemed apparent that the United States’ economic power would shape the outcome of the conflict regardless of any American military intervention. By 1916, American trade with the Allies tripled, while trade with the Central Powers shrank to less than 1 percent of previous levels.

¶ 33 Leave a comment on paragraph 33 1 The progression of the war in Europe generated fierce national debates about military preparedness. The Allies and the Central Powers had quickly raised and mobilized vast armies and navies. The United States still had a small military. When America entered the war, the mobilization of military resources and the cultivation of popular support consumed the country, generating enormous publicity and propaganda campaigns. President Wilson created the Committee on Public Information, known as the Creel Committee, headed by Progressive George Creel, to inspire patriotism and generate support for military adventures. Creel enlisted the help of Hollywood studios and other budding media outlets to cultivate a view of the war that pitted democracy against imperialism and framed America as a crusading nation rescuing Western civilization from medievalism and militarism. As war passions flared, challenges to the onrushing patriotic sentiment that America was making the world “safe for democracy” were considered disloyal. Wilson signed the Espionage Act in 1917 and the Sedition Act in 1918, stripping dissenters and protesters of their rights to publicly resist the war. Critics and protesters were imprisoned. Immigrants, labor unions, and political radicals became targets of government investigations and an ever more hostile public culture. Meanwhile, the government insisted that individual financial contributions made a discernible difference for the men on the Western Front. Americans lent their financial support to the war effort by purchasing war bonds or supporting the Liberty Loan Drive. Many Americans, however, sacrificed much more than money. ((David Kennedy, Over Here: The First World War and American Society (New York: Oxford University Press, 1980).))

VI. Before the Armistice

¶ 34 Leave a comment on paragraph 34 1 European powers struggled to adapt to the brutality of modern war. Until the spring of 1917, the Allies possessed few effective defensive measures against submarine attacks. German submarines sank more than a thousand ships by the time the United States entered the war. The rapid addition of American naval escorts to the British surface fleet and the establishment of a convoy system countered much of the effect of German submarines. Shipping and military losses declined rapidly, just as the American army arrived in Europe in large numbers. Although much of the equipment still needed to make the transatlantic passage, the physical presence of the army proved a fatal blow to German war plans. ((Neiberg, Fighting the Great War.))

¶ 35 Leave a comment on paragraph 35 0 In July 1917, after one last disastrous offensive against the Germans, the Russian army disintegrated. The tsarist regime collapsed and in November 1917 Vladimir Lenin’s Bolshevik party came to power. Russia soon surrendered to German demands and exited the war, freeing Germany to finally fight the one-front war it had desired since 1914. The German military quickly shifted hundreds of thousands of soldiers from the eastern theater in preparation for a new series of offensives planned for the following year in France. ((Ibid.))

¶ 36 Leave a comment on paragraph 36 1 In March 1918, Germany launched the Kaiserschlacht (Spring Offensive), a series of five major attacks. By the middle of July 1918, each and every one had failed to break through the Western Front. On August 8, 1918, two million men of the American Expeditionary Forces joined British and French armies in a series of successful counteroffensives that pushed the disintegrating German lines back across France. German general Erich Ludendorff referred to the launch of the counteroffensive as the “black day of the German army.” The German offensive gamble exhausted Germany’s faltering military effort. Defeat was inevitable. Kaiser Wilhelm II abdicated at the request of the German military leaders and the new democratic government agreed to an armistice (cease-fire) on November 11, 1918. German military forces withdrew from France and Belgium and returned to a Germany teetering on the brink of chaos. ((Ibid.))

¶ 37 Leave a comment on paragraph 37 0 By the end of the war, more than 4.7 million American men had served in all branches of the military: four million in the army, six hundred thousand in the navy, and about eighty thousand in the Marine Corps. The United States lost over one hundred thousand men (fifty-three thousand died in battle, and even more from disease). Their terrible sacrifice, however, paled before the Europeans’. After four years of brutal stalemate, France had suffered almost a million and a half military dead and Germany even more. Both nations lost about 4 percent of their population to the war. And death was not done. ((Ibid.))

VII. The War and the Influenza Pandemic

¶ 38 Leave a comment on paragraph 38 1 Even as war raged on the Western Front, a new deadly threat loomed: influenza. In the spring of 1918, a strain of the flu virus appeared in the farm country of Haskell County, Kansas, and hit nearby Camp Funston, one of the largest army training camps in the nation. The virus spread like wildfire. The camp had brought disparate populations together, shuffled them between bases, sent them back to their homes across the nation, and, in consecutive waves, deployed them around the world. Between March and May 1918, fourteen of the largest American military training camps reported outbreaks of influenza. Some of the infected soldiers carried the virus on troop transports to France. By September 1918, influenza spread to all training camps in the United States. And then it mutated. ((Nancy K. Bristow, American Pandemic: The Lost Worlds of the 1918 Influenza Epidemic (New York: Oxford University Press, 2012); Alfred W. Crosby, America’s Forgotten Pandemic: The Influenza of 1918 (Cambridge, UK: Cambridge University Press, 2003).))

¶ 39 Leave a comment on paragraph 39 0 The second wave of the virus, a mutated strain, was even deadlier than the first. It struck down those in the prime of their lives: a disproportionate amount of influenza victims were between ages eighteen and thirty-five. In Europe, influenza hit both sides of the Western Front. The “Spanish Influenza,” or the “Spanish Lady,” misnamed due to accounts of the disease that first appeared in the uncensored newspapers of neutral Spain, resulted in the deaths of an estimated fifty million people worldwide. Reports from the Surgeon General of the Army revealed that while 227,000 American soldiers were hospitalized from wounds received in battle, almost half a million suffered from influenza. The worst part of the epidemic struck during the height of the Meuse-Argonne Offensive in the fall of 1918 and weakened the combat capabilities of the American and German armies. During the war, more soldiers died from influenza than combat. The pandemic continued to spread after the armistice before finally fading in the early 1920s. No cure was ever found. ((Bristow, American Pandemic; Crosby, America’s Forgotten Pandemic.))

VIII. The Fourteen Points and the League of Nations

¶ 40 Leave a comment on paragraph 40 1 As the flu virus wracked the world, Europe and America rejoiced at the end of hostilities. On December 4, 1918, President Wilson became the first American president to travel overseas during his term. He intended to shape the peace. The war brought an abrupt end to four great European imperial powers. The German, Russian, Austro-Hungarian, and Ottoman Empires evaporated, and the map of Europe was redrawn to accommodate new independent nations. As part of the armistice, Allied forces followed the retreating Germans and occupied territories in the Rhineland to prevent Germany from reigniting war. As Germany disarmed, Wilson and the other Allied leaders gathered in France at Versailles for the Paris Peace Conference to dictate the terms of a settlement to the war. After months of deliberation, the Treaty of Versailles officially ended the war.

¶ 41 Leave a comment on paragraph 41 0 Earlier that year, on January 8, 1918, before a joint session of Congress, President Wilson offered an ambitious statement of war aims and peace terms known as the Fourteen Points. The plan not only dealt with territorial issues but offered principles on which a long-term peace could be built. But in January 1918, Germany still anticipated a favorable verdict on the battlefield and did not seriously consider accepting the terms of the Fourteen Points. The Allies were even more dismissive. French prime minister Georges Clemenceau remarked, “The good Lord only had ten [points].” ((Dawley, Changing the World).))

¶ 42 Leave a comment on paragraph 42 0 President Wilson labored to realize his vision of the postwar world. The United States had entered the fray, Wilson proclaimed, “to make the world safe for democracy.” At the center of the plan was a novel international organization—the League of Nations—charged with keeping a worldwide peace by preventing the kind of destruction that tore across Europe and “affording mutual guarantees of political independence and territorial integrity to great and small states alike.” This promise of collective security, that an attack on one sovereign member would be viewed as an attack on all, was a key component of the Fourteen Points. ((Thomas J. Knock, To End All Wars: Woodrow Wilson and the Quest for a New World Order (New York: Oxford University Press, 1992).))

¶ 43 Leave a comment on paragraph 43 1 But the fight for peace was daunting. While President Wilson was celebrated in Europe and welcomed as the “God of Peace,” his fellow statesmen were less enthusiastic about his plans for postwar Europe. America’s closest allies had little interest in the League of Nations. Allied leaders sought to guarantee the future safety of their own nations. Unlike the United States, the Allies endured the horrors of the war firsthand. They refused to sacrifice further. The negotiations made clear that British prime minister David Lloyd-George was more interested in preserving Britain’s imperial domain, while French prime minister Clemenceau sought a peace that recognized the Allies’ victory and the Central Powers’ culpability: he wanted reparations—severe financial penalties—and limits on Germany’s future ability to wage war. The fight for the League of Nations was therefore largely on the shoulders of President Wilson. By June 1919, the final version of the treaty was signed and President Wilson was able to return home. The treaty was a compromise that included demands for German reparations, provisions for the League of Nations, and the promise of collective security. For President Wilson, it was an imperfect peace, but an imperfect peace was better than none at all.

¶ 44 Leave a comment on paragraph 44 1 The real fight for the League of Nations was on the American home front. Republican senator Henry Cabot Lodge of Massachusetts stood as the most prominent opponent of the League of Nations. As chair of the Senate Foreign Relations Committee and an influential Republican Party leader, he could block ratification of the treaty. Lodge attacked the treaty for potentially robbing the United States of its sovereignty. Never an isolationist, Lodge demanded instead that the country deal with its own problems in its own way, free from the collective security—and oversight—offered by the League of Nations. Unable to match Lodge’s influence in the Senate, President Wilson took his case to the American people in the hopes that ordinary voters might be convinced that the only guarantee of future world peace was the League of Nations. During his grueling cross-country trip, however, President Wilson suffered an incapacitating stroke. His opponents had the upper hand. ((John Milton Cooper, Breaking the Heart of the World: Woodrow Wilson and the Fight for the League of Nations (Cambridge, UK: Cambridge University Press, 2001).))

¶ 45 Leave a comment on paragraph 45 1 President Wilson’s dream for the League of Nations died on the floor of the Senate. Lodge’s opposition successfully blocked America’s entry into the League of Nations, an organization conceived and championed by the American president. The League of Nations operated with fifty-eight sovereign members, but the United States refused to join, refused to lend it American power, and refused to provide it with the power needed to fulfill its purpose. ((Ibid.))

IX. Aftermath of World War I

¶ 46 Leave a comment on paragraph 46 2 The war transformed the world. The Middle East, for instance, was drastically changed. For centuries the Ottoman Empire had shaped life in the region. Before the war, the Middle East had three main centers of power: the Ottoman Empire, Egypt, and Iran. President Wilson’s call for self-determination appealed to many under the Ottoman Empire’s rule. In the aftermath of the war, Wilson sent a commission to investigate the region to determine the conditions and aspirations of the populace. The King-Crane Commission found that most of the inhabitants favored an independent state free of European control. However, these wishes were largely ignored, and the lands of the former Ottoman Empire were divided into mandates through the Treaty of Sèvres at the San Remo Conference in 1920. The Ottoman Empire disintegrated into several nations, many created by European powers with little regard to ethnic realities. These Arab provinces were ruled by Britain and France, and the new nation of Turkey emerged from the former heartland of Anatolia. According to the League of Nations, mandates “were inhabited by peoples not yet able to stand by themselves under the strenuous conditions of the modern world.” Though allegedly for the benefit of the people of the Middle East, the mandate system was essentially a reimagined form of nineteenth-century imperialism. France received Syria; Britain took control of Iraq, Palestine, and Transjordan (Jordan). The United States was asked to become a mandate power but declined. The geographical realignment of the Middle East also included the formation of two new nations: the Kingdom of Hejaz and Yemen. (The Kingdom of Hejaz was ruled by Sharif Hussein and only lasted until the 1920s, when it became part of Saudi Arabia.) ((David Fromkin, A Peace to End All Peace: The Fall of the Ottoman Empire and the Creation of the Modern Middle East (New York: Holt, 1989).))

¶ 47 Leave a comment on paragraph 47 0 The 1917 Russian Revolution, meanwhile enflamed American fears of communism. The fates of Nicola Sacco and Bartolomeo Vanzetti, two Italian-born anarchists who were convicted of robbery and murder in 1920 epitomized a sudden American Red Scare. Their arrest, trial, and execution, meanwhile, inspired many leftists and dissenting artists to express their sympathy with the accused, such as in Maxwell Anderson’s Gods of the Lightning or Upton Sinclair’s Boston. The Sacco-Vanzetti case demonstrated an exacerbated nervousness about immigrants and the potential spread of radical ideas, especially those related to international communism. ((Moshik Temkin, The Sacco-Vanzetti Affair: America on Trial (New Haven, CT: Yale University Press, 2009).))

¶ 48 Leave a comment on paragraph 48 0 When in March 1918 the Bolsheviks signed a separate peace treaty with Germany, the Allies planned to send troops to northern Russia and Siberia to prevent German influence and fight the Bolshevik Revolution. Wilson agreed, and, in a little-known foreign intervention, American troops remained in Russia as late as 1920. Although the Bolshevik rhetoric of self-determination followed many of the ideals of Wilson’s Fourteen Points—Vladimir Lenin supported revolutions against imperial rule across the world—the American commitment to self-rule was hardly strong enough to overcome powerful strains of anticommunism.

¶ 49 Leave a comment on paragraph 49 1 At home, the United States grappled with harsh postwar realities. Racial tensions culminated in the Red Summer of 1919 when violence broke out in at least twenty-five cities, including Chicago and Washington, D.C. The riots originated from wartime racial tensions. Industrial war production and massive wartime service created vast labor shortages, and thousands of Black southerners traveled to the North and Midwest to escape the traps of southern poverty. But the so-called Great Migration sparked significant racial conflict as white northerners and returning veterans fought to reclaim their jobs and their neighborhoods from new Black migrants. ((Isabel Wilkerson, The Warmth of Other Suns: The Epic Story of America’s Great Migration (New York: Vintage Books, 2011).))

¶ 50 Leave a comment on paragraph 50 0 Many Black Americans, who had fled the Jim Crow South and traveled halfway around the world to fight for the United States, would not so easily accept postwar racism. The overseas experience of Black Americans and their return triggered a dramatic change in Black communities. W. E. B. Du Bois wrote boldly of returning soldiers: “We return. We return from fighting. We return fighting. Make way for Democracy!” ((W. E. B. Du Bois, “Returning Soldiers,” The Crisis (May 1919): 14.)) But white Americans desired a return to the status quo, a world that did not include social, political, or economic equality for Black people.

¶ 51 Leave a comment on paragraph 51 1 In 1919, America suffered through the “Red Summer.” Riots erupted across the country from April until October. The massive bloodshed included thousands of injuries, hundreds of deaths, and vast destruction of private and public property across the nation. The Chicago Riot, from July 27 to August 3, 1919, considered the summer’s worst, sparked a week of mob violence, murder, and arson. Race riots had rocked the nation before, but the Red Summer was something new. Recently empowered Black Americans actively defended their families and homes from hostile white rioters, often with militant force. This behavior galvanized many in Black communities, but it also shocked white Americans who alternatively interpreted Black resistance as a desire for total revolution or as a new positive step in the path toward Black civil rights. In the riots’ aftermath, James Weldon Johnson wrote, “Can’t they understand that the more Negroes they outrage, the more determined the whole race becomes to secure the full rights and privileges of freemen?” Those six hot months in 1919 forever altered American society and roused and terrified those that experienced the sudden and devastating outbreaks of violence. ((William Tuttle, Race Riot: Chicago in the Red Summer of 1919 (Champaign: University of Illinois Press, 1970); Cameron McWhirter, Red Summer: The Summer of 1919 and the Awakening of Black America (New York: Holt, 2011).))

X. Conclusion

¶ 52 Leave a comment on paragraph 52 0 World War I decimated millions and profoundly altered the course of world history. Postwar instabilities led directly toward a global depression and a second world war. The war sparked the Bolshevik Revolution, which led to the Soviet Union and later the Cold War. It created Middle Eastern nations and aggravated ethnic tensions that the United States could never overcome. And the United States had fought on the European mainland as a major power. America’s place in the world was never the same. By whipping up nationalist passions, American attitudes toward radicalism, dissent, and immigration were poisoned. Postwar disillusionment shattered Americans’ hopes for the progress of the modern world. The war came and went, leaving in its place the bloody wreckage of an old world through which the United States traveled to a new and uncertain future.

XI. Primary Sources

¶ 53 Leave a comment on paragraph 53 0 1. Woodrow Wilson Requests War (April 2, 1917)

¶ 54 Leave a comment on paragraph 54 0 In this speech before Congress, President Woodrow Wilson made the case for America’s entry into World War I.

¶ 55 Leave a comment on paragraph 55 0 2. Alan Seeger on World War I (1914; 1916)

¶ 56 Leave a comment on paragraph 56 0 The poet Alan Seeger, born in New York and educated at Harvard University, lived among artists and poets in Greenwich Village, New York and Paris, France. When the Great War engulfed Europe, and before the United State entered the fighting, Seeger joined the French Foreign Legion. He would be killed at the Battle of the Somme in 1916. His wartime experiences would anticipate those of his countrymen, a million of whom would be deployed to France. Seeger’s writings were published posthumously. The first selection is excerpted from a letter Seeger wrote to the New York Sun in 1914; the second is from his collection of poems, published in 1916.

¶ 57 Leave a comment on paragraph 57 0 3. The Sedition Act of 1918 (1918)

¶ 58 Leave a comment on paragraph 58 0 Passed by Congress in May 1918 and signed into law by President Woodrow Wilson, the Sedition Act of 1918 amended the Espionage Act of 1917 to include greater limitations on war-time dissent.

¶ 59 Leave a comment on paragraph 59 2 4. Emma Goldman on Patriotism (July 9, 1917)

¶ 60 Leave a comment on paragraph 60 0 The Anarchist Emma Goldman was tried for conspiring to violate the Selective Service Act. The following is an excerpt from her speech to the court, in which she explains her views on patriotism.

¶ 61 Leave a comment on paragraph 61 0 5. W.E.B DuBois, “Returning Soldiers” (May, 1919)

¶ 62 Leave a comment on paragraph 62 1 In the aftermath of World War I, W.E.B. DuBois urged returning soldiers to continue fighting for democracy at home.

¶ 63 Leave a comment on paragraph 63 0 6. Lutiant Van Wert describes the 1918 Flu Pandemic (1918)

¶ 64 Leave a comment on paragraph 64 0 Lutiant Van Wert, a Native American woman, volunteered as a nurse in Washington D.C. during the 1918 influenza pandemic. Here, she writes to a former classmate still enrolled at the Haskell Institute, a government-run boarding school for Native American students in Kansas, and describes her work as a nurse.

¶ 65 Leave a comment on paragraph 65 1 7. Manuel Quezon calls for Filipino Independence (1919)

¶ 66 Leave a comment on paragraph 66 0 During World War I, Woodrow Wilson set forth a vision for a new global future of democratic self-determination. The United States had controlled the Philippines since the Spanish-American War. After World War I, the U.S. legislature held joint hearings on a possible Philippine independence. Manuel Quezon came to Washington as part of a delegation to make the following case for Filipino independence. It would be fifteen years until the United States acted and, in 1935, Manuel Quezon became the first president of the Philippines.

¶ 67 Leave a comment on paragraph 67 0 8. Boy Scout Charge (1917)

¶ 68 Leave a comment on paragraph 68 0 In this 1917 photograph, The Boy Scouts of America charge up Fifth Avenue in New York City in a “Wake Up, America” parade to support recruitment efforts. Nearly 60,000 people attended this single parade.

¶ 69 Leave a comment on paragraph 69 0 9. “I Want You” (1917)

¶ 70 Leave a comment on paragraph 70 0 In this war poster, Uncle Sam points his finger at the viewer and says, “I want you for U.S. Army.” The poster was printed with a blank space to attach the address of the “nearest recruiting station.” Click on the image to view the full poster.

XII. Reference Material

¶ 71 Leave a comment on paragraph 71 0 This chapter was edited by Paula Fortier, with content contributions by Tizoc Chavez, Zachary W. Dresser, Blake Earle, Morgan Deane, Paula Fortier, Larry A. Grant, Mariah Hepworth, Jun Suk Hyun, and Leah Richier.

¶ 72 Leave a comment on paragraph 72 0 Recommended citation: Tizoc Chavez et al., “World War I and Its Aftermath,” Paula Fortier, ed., in The American Yawp, eds. Joseph Locke and Ben Wright (Stanford, CA: Stanford University Press, 2018).

¶ 73 Leave a comment on paragraph 73 0 Recommended Reading

• Capozzola, Christopher. Uncle Sam Wants You: World War I and the Making of the Modern American Citizen. New York: Oxford University Press, 2010.
• Coffman, Edward M. The War to End All Wars: The American Military Experience in World War I. New York: Oxford University Press, 1968.
• Cooper, John Milton. Breaking the Heart of the World: Woodrow Wilson and the Fight for the League of Nations. New York: Cambridge University Press, 2001.
• Dawley, Alan. Changing the World: American Progressives in War and Revolution. Princeton, NJ: Princeton University Press, 2003.
• Doenecke, Justus D. Nothing Less than War: A New History of America’s Entry into World War I. Lexington: University Press of Kentucky, 2011.
• Freeberg, Ernest. Democracy’s Prisoners: Eugene V. Debs, the Great War, and the Right to Dissent. Cambridge, MA: Harvard University Press, 2008.
• Fussell, Paul. The Great War and Modern Memory. New York: Oxford University Press, 1975.
• Gerwarth, Robert, and Erez Manela, eds. Empires at War: 1911–1923. New York: Oxford University Press, 2015.
• Greenwald, Maurine W. Women, War, and Work: The Impact of World War I on Women Workers in the United States. Westport, CT: Greenwood, 1980.
• Hahn, Steven. A Nation Under Our Feet: Black Political Struggles in the Rural South from Slavery to the Great Migration. Cambridge, MA: Harvard University Press, 2003.
• Hawley, Ellis. The Great War and the Search for Modern Order. New York: St. Martin’s Press, 1979.
• Jensen, Kimberly. Mobilizing Minerva: American Women in the First World War. Champaign: University of Illinois Press, 2009.
• Keene, Jennifer. Doughboys, The Great War, and the Remaking of America. Baltimore: Johns Hopkins University Press, 2001.
• Kennedy, David. Over Here: The First World War and American Society. New York: Oxford University Press, 1980.
• Knock, Thomas J. To End All Wars: Woodrow Wilson and the Quest for a New World Order. New York: Oxford University Press, 1992.
• MacMillan, Margaret. The War That Ended Peace: The Road to 1914. New York: Random House, 2014.
• Manela, Erez. The Wilsonian Movement: Self-Determination and the International Origins of Anticolonial Nationalism. New York: Oxford University Press, 2007.
• Montgomery, David. The Fall of the House of Labor: The Workplace, the State, and American Labor Activism, 1865–1925. Cambridge, UK: Cambridge University Press, 1988.
• Murphy, Paul. World War I and the Origins of Civil Liberties in the United States. New York: Norton, 1979.
• Neiberg, Michael S. The Path to War: How the First World War Created Modern America. New York: Oxford University Press, 2016.
• Rosenberg, Emily. Financial Missionaries to the World: The Politics and Culture of Dollar Diplomacy, 1900–1930. Durham, NC: Duke University Press, 2003.
• Smith, Tony. Why Wilson Matters: The Origin of American Liberal Internationalism and Its Crisis Today. Princeton, NJ: Princeton University Press, 2017.
• Tuttle, William. Race Riot: Chicago in the Red Summer of 1919. Champaign: University of Illinois Press, 1970.
• Wilkerson, Isabel. The Warmth of Other Sons: The Epic Story of America’s Great Migration. New York: Vintage Books, 2010.
• Williams, Chad L. Torchbearers of Democracy: African American Soldiers in the World War I Era. Chapel Hill: University of North Carolina Press, 2010.

¶ 75 Leave a comment on paragraph 75 3 Notes