Elizabeth Bohl
Unit on Germans in Wisconsin in WWI and the 1920s
Lesson 1: WWI and Wisconsin Citizens (enrichment activity)
Description of the institute content utilized in this plan
For this lesson plan I plan on using the institute materials that are related to how the immigrants,
specifically Germans, were treated during World War One. I would like to teach my class about how the
nation’s attitude and fears affected Wisconsinites. One of the ideas I try to convey to my students is the fact
that the World Wars were “total wars” which meant that everyone was affected, whether you were a soldier or
not. During the institute we discussed how life changed for German-Americans during the war years, and I plan
on using the document handed out in class entitled “Total War and the Boundaries of Dissent: The Response
from the Heartland.” I have borrowed a couple of the documents and added others and I plan on having my
students analyze them to come to some conclusions about the times and the affects on people. Another of the
resources I plan on utilizing is the video we were shown in class, “The Making of Milwaukee,” it is available
through the Marathon County Public Library System. Again, for my purposes I plan on showing the portion of
the video that deals specifically with World War One. However, after I get a chance to view it in its entirety I
might find other parts useful as well.
Placing my lesson in the larger context of my class
The class that I intend on using my lesson is “20th Century U.S. History,” a required course for high
school sophomores. The course is taught in themes and this lesson will be used during the “World Wars”
period. This lesson will be used near the end of the WWI unit, so the students will have sufficient background
information to make some connections and generalizations about the documents they will be looking at. The
general information that will be covered previously in the unit includes the following:




Causes of WWI
o Immediate causes – assassination of Archduke Ferdinand
o Underlying Causes – militarism, alliance systems, imperialism, nationalism
Warfare
o trench warfare
o weaponry
US Involvement/Tactics
o neutrality & attempts to remain neutral but help
o events leading up to involvement: submarine warfare in Atlantic, Zimmerman Note
US Mobilization
o Selective Service Act
o Impact on society – men, women, children, minorities
The document analysis exercise, that is the heart of my lesson, is designed to get students looking at how
the mobilization and war efforts affected our country, and more specifically our state. By using the primary
sources I hope that the students will be able to interpret history and come to their own conclusions, as opposed
to taking it from a textbook or me for a change. I find that many students find it difficult to interpret and come
up with their own ideas – many prefer for you to just tell them what to think (or what they should learn for the
test). After having the students work in pairs to analyze their document, they will share their findings – what
they looked at, what it told them about the period, etc. – with the rest of the class. The following brief
explanation of the documents that are available for use:








A German-American Pledge of Loyalty, 1917 – The document is addressed to the German-American
population and addressed the difficulty of the War for them, fighting family and friends. It urges them
to support the war to fight the Germany that is evil and in the end they will be helping the German
people break free from the oppressive rulers.
The Wisconsin Defense League Urges a Loyalty Pledge, ca. 1917 – This document was created by the
Wisconsin Defense League and is an actual pledge for people to sign that states you support what the
U.S. government is doing. It explicitly states that it is not an enlistment form, but it asks for information
that relates directly to skills and armed service preferences, and it gets mailed to the Army and Navy
recruiting Office in Milwaukee.
Sedition Map – This map was taken from the New York Sun, on March 21, 1918 and shows the
“disloyal” pockets in Wisconsin. It was actually created by the Wisconsin Loyalty League.
A Singing Nation Welcomes A Singing Army – This pamphlet was put together by the War Camp
Community Service, Milwaukee unit. It is a collection of popular and patriotic songs that people are
encouraged to sing to welcome the boys when they get home.
“Food Will Win the War” poster – The propaganda poster that I believe was created to target
immigrants. The picture shows a dock with the Statue of Liberty in the background and new immigrants
on the dock and the part of the caption reads, “You came here seeking Freedom. You must now help to
preserve it.” Put out by the U.S. Food Administration it promotes the conservation of wheat.
“Professor of Northland Tarred and Feathered” - This article comes from Ashland Wisconsin and
reports the kidnapping and tarring of Professor E.A. Schimler, whose only apparent “crime” was to have
a German name and teach the German language. I believe it does an excellent job highlighting just how
high the anti-German sentiment ran, and how far some people were willing to go. Plus I think there can
be some parallels made to other periods of U.S. history – Japanese-Americans during WWII, blacks
during most of the first half of the 20th century, communists/immigrants during the Red Scare and
McCarthyism.
Burning of German Textbooks – This a picture of a book burning in Baraboo. Much like the article,
previously listed I believe it highlights the anti-German sentiments and fear of anything German.
Wisconsin Food Administration Press Releases (March – April 1918) – I’ve actually taken 6 different
releases for students to look at. The releases discuss a variety of topics: loyalty of German-Americans,
a daily ration example, the development of community councils, the conservation of specific foodstuff,
actions taken to promote conservation of food, and the affects on industry.
After sharing what they have learned I have assigned a journal assignment for students to comment on the
effects of WWI on the various parts of the population and also it calls for them to make some connections to
other periods of history that may have some similar experiences – so it is my way of trying to get them to make
connections and comparison of other periods we have discussed.
Lesson 2: Prohibition in Marathon County (enrichment power point)
Description of the institute content utilized in this plan
The inspiration for this lesson came from the reading “When John Barleycorn Went Into Hiding in
Wisconsin,” by Paul W. Glad. I found the article very interesting, and thought that the premise of the article
was a good way for me to tie in the institute content into my 20th Century U.S. History curriculum. The article
discusses the German immigrant population and their 2nd and 3rd generation children in Wisconsin and how the
prohibition fight began long before the passage of the 18th amendment. It also ties in well with my WWI
lesson, in looking at how the German immigrants were targeted during and after WWI, which I believe that
prohibition in also in a sense target immigrant populations. The power point I’ve created takes a look at
German customs in the Central Wisconsin region and how the people in the area received Prohibition.
Placing my lesson in the larger context of my class
Again, this lesson will be taught in my 20th Century U.S. History class, during the 1920s & 1930s unit.
This is one of my shorter units, we really go through the material quickly, which is why I like that this lesson
gives us the opportunity to slow down and look at things at the local level. During the unit we discuss the
explosion that is the 1920s, and some of the major events that come about during this period – jazz, Harlem
Renaissance, flappers, Scopes Trial, popular culture, and of course Prohibition. Originally I had hoped to have
the students do some research on Prohibition in Marathon County, but in doing my own research I found that it
was somewhat limited and definitely not very accessible to the students. So, the power point I’ve created is a
presentation of my research on Prohibition in Marathon County, and perhaps keeping the focus of this power
point at the local level some students will bring their own background knowledge of this era into our discussion
I’ve had a number of students relay their family/neighborhood stories to the class during this period in the past,
so I’m hoping that the information given will get the students talking at home and perhaps come across some of
their own history.
Lesson Plan Title: WWI and Wisconsin citizens (enrichment activity)
Unit: World War I
Time: ~ 2 class periods
Concept / Topic To Teach: I would like students to look at how the war affected civilians
Wisconsin Standards Addressed/Objectives:
B.12.1 Explain different points of view on the same historical event, using data gathered from various sources,
such as letters, journals, diaries, newspapers, government documents, and speeches
B.12.2 Analyze primary and secondary sources related to a historical question to evaluate their relevance, make
comparisons, integrate new information with prior knowledge, and come to a reasoned conclusion


After the lesson the student will be able understand and explain how WWI affected citizens in
Wisconsin.
After the lesson the student will be able to formulate at least two generalizations about the effects of
WWI on people at home.
General Goal(s): During this lesson I would like students to examine various primary and secondary sources
that will help students create an understanding of what it was like to live in the United States during WWI. In
looking at these documents student will gain a better understanding of some of the issues that were directly
affecting the everyday lives of Wisconsinites.
Required Materials:
 Reading Handout – “WWI – The War at Home” (handed out as homework prior to lesson)
 Reading Quiz Handout
 Handout – “Mobilization the United States”
 WWI Documents: German-American Pledge of Loyalty, The Wisconsin Defense League Urges a
Loyalty Pledge, Singing Naiton Welcomes a Singing Army, “Food Will Win the War” poster,
“Professor of Northland Tarred and Feathered” article, “Burning of German Textbooks” picture,
Sedition Map, Wisconsin Food Administration Press Releases (Mar – Apr 1918) – 6 excerpts
 Document analysis handouts (includes one designed by National Archives and Record Administration,
and the one created by me)
 Powerpoint of WWI documents
Anticipatory Set (Lead-In): Reading Quiz – 8 question quiz about assigned homework reading, take and correct
in class
Step-By-Step Procedures:
1. Take quiz “The War at Home” and correct.
2. Hand out “Mobilizing the United States” and explain task:
a. Read through text boxes and the questions on page one
b. Have students pair up with one other person and complete the questions from page on a separate
sheet of paper – give them approximately 10 minutes to complete this portion of the assignment
c. After groups have completed answering the questions on page one turn the sheet over and read
the text at the top of the page together.
d. Listen to the song “Over There” by George M. Cohan
e. Students will answer the last question from the worksheet on their separate sheet of paper
3. After completing the analysis of posters and patriotic song, as a class talk about what they learned from
them (discuss the questions and answers the students came up with)
4. Now explain to the students that they will be examining some local (Wisconsin) documents that come
from this time period and they will be analyzing the documents and then they will share their findings
with the class.
5. Have the student pairs/groups come to the front to select their documents. After they have selected their
document they will then choose the corresponding document analysis sheet and spend the rest of the
time analyzing their documents.
6. Once the groups have completed their analysis I will then instruct them to create 3 generalizations about
their document and the effects / ramifications they felt the document had for citizens (rest of their WS)
7. After they have analyzed their documents they will share some basic information with the rest of the
class in regards to their document
a. What it is
b. Who created it
c. When it was created
d. What the document tells us – The three generalizations they created after their complete analysis
8. While sharing their findings I will have a power point that shows the documents that each group was
looking at, so the rest of the students get an opportunity to look at other documents as well.
9. Watch portion of video “Making of Milwaukee,” the section entitled The war to end wars.
Closure (Reflect Anticipatory Set): Journal: Write a ½ to ¾ page response to the following question: How did
WWI affect Wisconsin citizens? Be sure to address various groups of the population: Men, women, teens,
children, ethnic groups, etc. Think of another example of something like this happening at any other time in
history? (Explain)
WWI Lesson Plan – materials used on following pages 6-28
WWI – The War at Home
Winning the war required a combined effort – soldiers & citizens at home… Our entire economy needed
to be focused on the war effort. Congress therefore approved a measure that would allow President Woodrow
Wilson complete control over the economy. This allowed President Wilson to fix prices and to regulate and control
certain industries that were important for the war effort.
The War Industries Board was the designed to regulate the industries of our country and make sure they
were producing as much as they could for the war effort. This government organization taught businesses how to
be more productive. WIB taught businesses ideas about mass-production, standardization of parts, and how to
ration goods. Under WIB production rose along with prices for consumer goods. People started to observe
“gasless Sundays” and “meatless Mondays” to help conserve goods for the war effort. In the spirit of conservation
the government first used daylight savings time to take advantage of the longer days of summer. (Benjamin Franklin
first proposed this idea in the 1770s)
During this prosperous time in the U.S. things changed for “blue-collar”
workers - both good and bad. The average hourly wages increased; however because
of the increase cost of everything, it felt like people were earning less money because
they couldn’t afford everything. Another interesting event taking place is the growing
discrepancy (difference) in pay between workers and management. Child labor
increased and work days got longer – this lead to the popularity of unions. Once the
unions formed they worked to get workers better pay, hours, working conditions, and
to prevent the exploitation of children through strikes and collective bargaining
(compromising).
President Woodrow Wilson also created the
Food Administration, to help produce and conserve
food. Wilson didn’t want to ration (limit) food so he
called on people to observe the specific days: “meatless,
sweetless, wheatless, porkless” days. People began to plant
“Victory Gardens” in their yards so their families would have
enough to eat and wouldn’t have to buy produce that could go
to the soldiers. The food administration called on farmers to
grow more grain and wheat for the soldiers, and they did
becoming pretty wealthy in the process.
After the government had the economy under control it now
focused it’s efforts on raising money and convincing the
public to support the war. The government would raise money for the war through
increasing taxes through a progressive tax (which taxed high incomes at a higher rate than low
incomes), a war-profits tax, and higher taxes on tobacco, liquor, and luxury goods. The rest was raised through
“Liberty Bonds” (A bond is a sheet of paper you get when you give the government money for an agreed upon
period of time. When the time is up the government will give you your money back with some interest. So you
could buy a $50 Liberty Bond for $30 – you would just have to wait 10-15 years to get your money back)
To make the war more popular the government created a propaganda agency called
the Committee on Public Information. (Propaganda is a form of biased communication
designed influence people’s thoughts and actions.) The CPI persuaded the nation’s artists
and advertising agencies to create thousands of paintings, posters, cartoons and sculptures to
promote the war. The propaganda campaign was very successful in promoting support and
patriotism it also caused hatred and violations of civil rights among certain ethnic groups.
President Wilson was concerned about this new hatred and violence toward
“different” groups and he was correct in being worried. The main targets of these hate
crimes were immigrants, especially those from Germany and Austria-Hungary. People with
German names lost their jobs, orchestras refused to play the music of Mozart and Bach (German composers),
schools stopped teaching the German language, books were banned, violent attacks were made on Germans. This
really hit Germans hard in Wisconsin, as there are many people of German descent living here. In the Milwaukee
area Germans were forced to shut down their German newspapers and schools, many changed there names to
sound more “American.” Other names changed – sauerkraut became “liberty cabbage,” hamburger (named after
the German city of Hamburg) became “Salisbury steak” or “liberty sandwich.”
In 1917 Congress passed the Espionage and Sedition Acts, this allowed the government to fine a person
up to $10,000 or be sentenced to 20 years on prison for interfering in the war effort or saying anything disloyal
about the government or the war effort. Many people would be fired or punished for presenting opposing views of
the war effort. These acts clearly violated the First Amendment, however people really wanted to help the war
effort and to stop those who would harm it, and as we have learned previously, this often leads to some hasty
actions.
The war also lead to a period of social change in the U.S. The
black community had a divided opinion on the war. Some believed we
needed to support the war effort, others felt that because they were
discriminated by this government they shouldn’t support it. In terms
of major changes for the blacks of America during WWI, there is the
Great Migration. This is the large-scale movement of Southern blacks
to the cities of the North. Many blacks migrated to the North to
escape the racial discrimination of the South and to find a better job.
Blacks could make more in the factories than in the cotton fields.
However, it should be noted that blacks would face racism in the
North as they did in the South.
Women would also experience social change. Many women began working out of the house, taking over
the jobs of the soldiers who went to war. Though the women didn’t receive equal pay, this shift to the work force
would help people see women as a valuable part of our society. In 1920, women were given the right to vote
through the 19th Amendment.
The last major social change during WWI was the Flu Epidemic of 1918, approximately ¼ of the U.S.
population was affected. The economy suffered greatly as businesses were forced to shut down as people became
ill with the mysterious virus. Doctors didn’t know how to treat it and about 500,000 Americans would die before it
disappeared in 1919. This influenza virus was estimated to have killed approximately 30 million people worldwide.
This flu was often called the
“Spanish Flu”
Quiz: “The War at Home”
Directions: If the statement is true, write “true” on the line. If it is false, change the underlined word or words
to make it true.
Example: In the fall of 1918, the United States suffered a home-front economic crisis set off by a flu
epidemic.__________True___________________________
Example: Soon after the war, the 19th Amendment was passed, recognizing the right of African Americans to
vote. _____________women_______________
1. Under the National War Labor Board, the nation’s main wartime regulatory body, industrial production in
the United States increased. ____________________________
2. Unions will form and become popular during this industrial expansion because workers wanted better
working conditions, hours, and pay. __________________________________
3. President Franklin D. Roosevelt also created the Food Administration to help produce and conserve food.
________________________________
4. Liberty Stocks were a way in which the government raised money for the war effort. Liberty Stocks were
when you gave your money to the government and then they gave you a note that said you’d get your money
back, plus some interest, after so many years. ________________________________________
5. Propaganda is a form of biased communication designed to influence people’s thoughts and actions.
_______________________________________
6. Blacks became the target of many hate crimes during the War period. They lost their jobs, their music was
no longer played, their books were banned and so on. _____________________________________
7. The Espionage and Sedition Acts allowed the government to fine a person up to $10,000 or be sentenced to
20 years in prison for interfering in the war effort or saying anything disloyal about eh government or war
effort. ______________________________________
8. Many social changes took place during WWI for blacks. Many Southern blacks moved to the Northern
cities, this was called the Mass Movement. __________________________________________
Mobilizing The United States
Primary Sources: American World War One Posters
1
In April 1917, Congress issued a declaration of war against the
Central Powers – Germany, Austria-Hungary, and the Ottoman
Empire. Because this decision was not universally popular among
the diverse population of the United States, the U.S. government
established a propaganda agency, the Committee on Public
Information, to convince the American people to unite behind the
Allied cause. One tool used to gain public support for the war
was the mass distribution of posters like these.
4
Interestingly
enough… Many
other nations also
used propaganda
during this war.
3
2
1. Choose one of the following posters to examine. Carefully study the background and foreground of your poster.
What do you think the artist was trying to convey, and what symbols did they use to get their message across?
What country did this come from?
2. Do you think that posters like these would be effective now? Why or why not? What other forms of
Source:
Patriotic Song
propaganda might today’s governmentsPrimary
use? Give
an example.
During World War I, George M. Cohan’s rousing “Over There” was a favorite marching song of the American
Expeditionary Force. This patriotic
song also- helped
thousands
dollars worth
Remember
answersell
questions
on aofseparate
sheet!of Liberty Bonds when
renowned operatic tenor Enrico Caruso sang it on the steps of the New York Public Library.
Over There
Johnnie, get your gun,
Get your gun, get your gun,
Take it on the run,
On the run, on the run.
Hear them calling, you and me,
Every son of liberty.
Hurry right away,
No delay, no delay,
Make your daddy glad
To have had such a lad.
Tell your sweetheart not pine,
To be proud her boy's in line.
(chorus)
3.
Johnnie, get your gun,
Get your gun, get your gun,
Johnnie show the Hun
Who's a son of a gun.
Hoist the flag and let her fly,
Yankee Doodle do or die.
Pack your little kit,
Show your grit, do your bit.
Yankee Doodle fill the ranks,
From the towns and the tanks.
Make your mother proud of you,
And the old Red, White and Blue.
(chorus - twice)
CHORUS
Over there, over there,
Send the word, send the word over there-That the Yanks are coming,
The Yanks are coming,
The drums rum-tumming
Ev'rywhere.
So prepare, say a pray'r,
Send the word, send the word to beware.
We'll be over, we're coming over,
With your partner(s) listen as the song “Over There” is played aloud. Then discuss why you
And we won't come back till it's over
think this song was used as a marching song and why it spurred people to give money for the
Over there.
war effort.
Remember answer on a separate sheet!
WWI Document Analysis Questions
Directions: After completing the specific analysis questions from the front of this sheet answer the questions
below in complete sentences. Note: not all of your documents will give you obvious answers to these
questions, so think hard and connect your document to what we’ve learned so far.
1. What evidence (if any) does your document provide concerning the political impact of total war?
2. How were traditional constitutional and civil liberties affected by World War I?
3. How did government agencies portray the enemy, allies and Americans in the various materials
disseminated (passed out) throughout the United States?
4. What were the social consequences (affects on people and society) of government efforts to mobilize
public opinion?
5. Why are song titles, lyrics, and illustrations particularly revealing as evidence of public perceptions of
World War I? What special insights can be gained from such documents?
STOP HERE UNTIL YOU RECEIVE FURTHER INSTRUCTIONS
Generalizations about affects of WWI on U.S. citizens
1.
2.
3.
Lesson Plan Title: Prohibition in Marathon County (enrichment activity)
Unit: 1920s & 1930s
Time: ~ 1 class periods
Concept / Topic To Teach: I would like students to look at how prohibition was received in our area
Wisconsin Standards Addressed/Objectives:
B.12.4 Assess the validity of different interpretations of significant historical events
B.12.13 Analyze examples of ongoing change within and across cultures, such as the development of ancient
civilizations; the rise of nation-states; and social, economic, and political revolutions


After the lesson the student will be able hypothesize as to why Wisconsin, and specifically Marathon
County, was not overly supportive of Prohibition.
After the lesson the student will be able to give examples of how Wisconsinites tried to get around
prohibition
General Goal(s): During this lesson I would like students to understand and interpret the happenings in
Wisconsin and Marathon County during the Prohibition era.
Required Materials:
Anticipatory Set (Lead-In): Classroom Video – 20th Century Survey Video – and completion of graphic
organizer “Snapshot of the 1920s”
Step-By-Step Procedures:
10. Watch video and complete graphic organizer/notes sheet
11. Lecture & Powerpoint – “Prohibition in Marathon County”
Closure (Reflect Anticipatory Set): Small group discussion on three questions from last slide & overall class
discussion on findings of the small group.
Prohibition Materials are on the following pages
Snapshot of the 1920s
Directions: While watching the video take notes; think “big” ideas: who, what, why
Stars and Heroes
Scopes “Monkey Trial”
Modern Women
Prohibition
1920s: A Decade of
Contradictions
Resurgence of the Klan
Harlem Renaissance
Jazz Age
Bibliography – MAMA Summer Lesson Plans
Liz Bohl – Mosinee High School
"Bootleggers are Being Punished Rapidly in State." Wausau Daily Record-Herald 12 Mar. 1925.
Cohan, George M., “Over There,” Copyright 1917, Renewed 1945 by Leo Feist, Inc., in Legion Airs: Songs of
the Armed Forces, Lee Smith, ed. (New York, 1960), in Annals of America (Chicago: Encyclopaedia
Britannica, Inc., 1968), Vol. 14, pp. 117-118. (**This was included in a handout we received in class)
"County Prohibition [Option] Has No Standing in Wisconsin." Wausau Sun 18 Mar. 1911.
Glad, Paul W. "When John Barleycorn Went Into Hiding in Wisconsin." Wisconsin Magazine of History 68
(1985): 119-136.
Klueter, Howard R., and James J. Lorence. Woodlot and Ballot Box: Marathon County in the 20th Century.
Stevens Point, WI: Worzalla Company, 1977. 259-260.
Kotzenabe, C. “German-American Loyalty,” in Committee on Public Information, War Information Series,
American Loyalty (Washington: Government Printing Office, 1917), pp. 5-6. (**This was included in a
handout we received in class)
Kronenwetter, Michael. Wisconsin Heartland: the Story of Wausau and Marathon County. Midland, MI:
Pendell Company, 1984. 191-193.
Map Analysis Worksheet. National Archives and Records Administration. 17 July 2007
<http://www.archives.gov/education/lessons/worksheets/map_analysis_worksheet.pdf>.
"Marathon is in the Limelight." Wausau Daily Record-Herald 24 Feb. 1925: 4.
Photo Analysis Worksheet. National Archives and Records Administration. 17 July 2007
<http://www.archives.gov/education/lessons/worksheets/photo_analysis_worksheet.pdf>.
Poster Analysis Worksheet. National Archives and Records Administration. 17 July 2007
<http://www.archives.gov/education/lessons/worksheets/poster_analysis_worksheet.pdf.
"Professor of Northland Tarred and Feathered." Ashland Daily Press 1 Apr. 1918. 17 July 2007
<http://www.wisconsinhistory.org/turningpoints/search.asp?id=1160>.
"Teaching with Documents: Sow The Seeds of Victory! Posters From the Food Administration During World
War I." The U.S. National Archives & Records Administration. U.S. National Archives & Records
Administration. 17 July 2007 <http://www.archives.gov/education/lessons/so-seeds/index.html>.
Thayer, E.b., ed. "Prohibition Now a National Law: Wisconsin Goes Dry." Wausau Pilot Jan. 1918, Vol. LIV.:
1.
The Making of Milwaukee. Dir. Claudia Looze. DVD. Milwaukee Public Television, 2006.
Trimpey, Edwin B. Burning of German Textbooks. 1918. Madison, Wisconsin, Baraboo, Wisconsin. Wisconsin
Historical Society. 16 July 2007 <http://www.wisconsinhistory.org>.
United States. Food Administration. Wisconsin Division. Release, Mar. 1-Apr. 21, 1918. Wisconsin Food
Administration. Madison, WI: Wisconsin Food Administration, 1918. 16 July 2007
<http://www.wisconsinhistory.org/turningpoints/search.asp?id=1245>.
"United States Goes Dry." Wausau Daily Record-Herald 16 Jan. 1919, Vol. XII Number 39 ed.: 1.
"United States Will Now Try Experiment of Prohibition." Wausau Pilot Jan. 1919.
War Camp Community Service, Milwaukee Unit. “A Singing Nation Welcomes a Singing Army/War Camp
Community Service, Milwaukee Unit, Plankinton Arcade.” Milwaukee, WI: The Unit, 1918. Wisconsin
Historical Society. 16 July 2007 <http://www.wisconsinhistory.org/turningpoints/search.asp?id=1022>
"Wausau Brewing." Breweries Remembered. 23 Mar. 2006. American Brewriana Association. 25 July 2007
<http://www.americanbreweriana.org/history/wausau.htm>.
“Wisconsin Defense League, To the Citizens of Wisconsin,” ca. 1917, Broadside, State Historical Society of
Wisconsin. (**This was included in a handout we received in class)
Wisconsin Loyalty League. Sedition Map. 1918. Wisconsin Historical Society, Madison, Wisconsin. Wisconsin
Historical Society. 30 July 2007 <http://www.wiscoinsinhistory.org>.
Written Document Analysis Worksheet. National Archives and Records Administration. 17 July 2007
<http://www.archives.gov/education/lessons/worksheets/written_document_analysis_worksheet.pdf>.
Zeitlin, Richard H. Germans in Wisconsin. revised and expanded ed. Madison: The State Historical Society of
Wisconsin, 2000.