Summary: Historian Geoffrey Wawro observed, “With one in three Americans in 1918 either born abroad or of foreign-born parents, resentment of immigrants became as American as apple pie.” The three lessons in this unit explore the integration of foreign-born soldiers into the US military during World War I and compare that integration to the integration of foreign-born civilians into American society during World War I. Students will read, analyze, and evaluate secondary and primary sources, including political cartoons and posters, songs, and government documents. They will demonstrate their understanding through class discussions, activity sheets, and written responses
Overarching Questions:
- CIVICS: Have the concepts of liberty, justice and/or equality changed during the time period? If so, how and what has been the impact?
- CIVICS: How well does the government balance individual rights and the common good, including the need to maintain order, safety and a healthy environment, during this time period?
- CIVICS: Have individuals and groups influenced public policy during this time period? If so, how and what has been the impact?
NJ Student Learning Standards for Social Studies:
- 6.1.12.CivicsDP.7.a: Evaluate the impact of government policies designed to promote patriotism and to protect national security during times of war on individual rights (i.e., the Espionage Act and the Sedition Amendment).
Link to Lesson: Americans All: Foreign-born Soldiers and World War I | Gilder Lehrman Institute of American History