Discussion
 What seems to be the purpose of this
song?
It seems to be a way of motivating men to
volunteer to serve in the war.
Discussion
 How can popular entertainment be used
to generate support for a war?
Music, films, and other forms of
entertainment may be used to convey
patriotic messages and encourage the
public to support a war. They may provide
contemporary examples, as appropriate.
Discussion
 In what ways does the song serve
propaganda purposes?
It speaks to duty and Yankee pride and
making one's parents and sweetheart proud
of your service as a soldier.
Discussion
 Discuss this line from the song: “every son of
liberty. To whom the line refers and how they
know.
American soldiers, because liberty is a treasured
value in America; the Sons of Liberty was a
patriotic group in pre-Revolutionary times. “Over
There” was considered a patriotic song. Patriotic
movies, speeches, and pamphlets were also
common.
Managing the Economy
 Government Agencies Congress created several new federal
agencies to manage the use of resources. These included the War
Industries Board (WIB), Food Administration, Fuel Administration, and
National War Labor Board (NWLB).
 Rationing Agencies encouraged citizens to ration food and energy for
use in the war effort. Americans gave up commodities such as wheat,
meat, and heating fuel on certain days, and grew victory gardens to
supplement their own food supply.
 Taxes Congress raised income tax rates and established several new
taxes on business and war profits in order to pay for the war effort.
 Bonds Americans purchased Liberty Bonds and Victory Bonds from
the government to help fund the war. The government borrowed over
$20 billion through these bonds.
Discussion
 How could average citizens support the
war effort?
Citizens could conserve food and energy
resources for use by soldiers and war
factories. They could also lend the
government money by buying war bonds.
Discussion
 Why do you think the federal government
undertook such wide-scale economic
and social mobilization?
The government was determined to take
any steps necessary to help the military
succeed.
Managing the Workforce
 Women in the Workforce With so many men serving in
the military, employers hired women to fill different types of
jobs. About one million women entered the workforce, and
an additional eight million took on better industrial jobs.
 African Americans Move North Employers also hired
many African Americans from the South to work in
Northern factories. Hundreds of thousands of African
Americans settled in cities including Chicago, New York,
Cleveland, and Detroit, where they began influencing
politics and culture.
 Mexican Americans Migrate More than 100,000
Mexicans moved to take agricultural jobs in the Southwest.
Many others moved to cities to find manufacturing jobs.
Discussion
 How did life change for women on the
home front during World War I?
Many more women began working outside
of the home in jobs traditionally held by
men. Students will probably suggest that
this changed society’s view of women’s
capabilities and roles.
Discussion
 How did life change for African
Americans on the home front during
World War I?
Hundreds of thousands of African
Americans left the Deep South for industrial
jobs in the North. In Northern cities, these
members of the “Great Migration” could vote
and had greater civil rights.
Shaping Public Opinion
 Committee on Public Information The Committee on Public
Information (CPI) produced pamphlets and paid speakers to encourage
Americans to support the war effort.
 Espionage Act of 1917 Congress passed the Espionage Act of 1917
to outlaw helping the enemy, giving false reports, or interfering with the
war effort. Socialist Eugene V. Debs was famously arrested under this
law.
 Sedition Act of 1918 The Sedition Act of 1918 prohibited anyone from
speaking out against the war. This allowed the government to arrest
those who criticized government actions.
 Anti-German Sentiment The war stirred feelings against German
Americans, labor activists, radicals, and pacifists. Many German
Americans changed their names and avoided speaking German in
public.
Discussion
 How were Americans’ rights limited
during World War I?
The government made it illegal to speak out
against the war effort or criticize the
government, thus limiting citizens’ freedom
of speech.
Discussion
 Do you think that the government was
right to pass the Sedition Act? Why or
why not?
The Sedition Act supported victory in the
war, and citizens have the right to speak out
against wars or government.
Mobilizing the Military
 Progressive Ideals Progressive ideals helped shape
military recruitment practices. Local draft boards held the
power to decide who was drafted into the army.
 Volunteers Some two million men enlisted in the war.
 African Americans in the Military Hundreds of thousands
of African Americans served in the war, mostly in support
roles. About 42,000 soldiers fought overseas in racially
segregated units.
 Women in the Military For the first time, women served as
official noncombatants in the U.S. Navy and the Army
Nurse Corps. Women could also serve as auxiliaries.