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The United States and World War I featuring Tin Pan Alley Songs

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    "Red Cross workers... giving Red Cross pajamas, underwear and comfort bags to American soldiers boarding the boat for home." France Brest, 1919. https://www.loc.gov/item/2017667347/.

    • Preview of The United States and World War I featuring Tin Pan Alley Songs_V2.pdf - page 1
    • Preview of Handout - The United States and World War I Vocabulary_V2.pdf
    • Preview of Handout - World War I Close Reading Analysis.pdf - page 1
    • Preview of Handout - World War I Senate Speeches.pdf - page 1
    • Preview of Handout - World War I Graphic Organizer.pdf - page 1
      Subject Social Studies — US History, World War I
      Grade Level Grades 9-12
      Resource Type Handout, Lesson Plan
      Standards Alignment
      Civic Life (C3) Framework for State Social Studies Standards, Common Core State Standards, State-specific
      License

      Attribution Non-commercial NoDerivative

      CC (BY-NC-ND)

      About This Lesson

      In this lesson, students assume the role of history detectives to conduct an investigation into why the United States entered World War I and what occurred as a result of U.S. participation in the war. As part of their investigation, students will identify how Tin Pan Alley produced songs released during the war reflected the changing viewpoint of Americans toward the war. Throughout their investigation, students will analyze a variety of contemporaneous primary sources, including song lyrics and recordings, newspaper images, sheet music, and speeches. Additionally, some primary sources in the lesson are paired with related secondary sources so students have the necessary materials to conduct a comprehensive investigation, and become acquainted with standard research practices.

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      EdBrAIn uses AI to customize lesson resources for your students’ needs.

      The United States and World War I featuring Tin Pan Alley Songs_V2.pdf

      Lesson Plan
      September 30, 2025
      460.05 KB
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      Handout - The United States and World War I Vocabulary_V2.pdf

      Handout
      September 30, 2025
      97.3 KB
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      beta
      EdBrAIn uses AI to customize lesson resources for your students’ needs.

      Handout - World War I Close Reading Analysis.pdf

      Handout
      September 30, 2025
      202.79 KB
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      EdBrAIn uses AI to customize lesson resources for your students’ needs.

      Handout - World War I Senate Speeches.pdf

      Handout
      September 30, 2025
      249.79 KB
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      EdBrAIn uses AI to customize lesson resources for your students’ needs.

      Handout - World War I Graphic Organizer.pdf

      Handout
      September 30, 2025
      220.45 KB
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      External resources

      Standards

      Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
      Read More About D2.His.1.9-12
      Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.
      Read More About D2.His.3.9-12
      Critique the usefulness of historical sources for a specific historical inquiry based on their maker, date, place of origin, intended audience, and purpose.
      Read More About D2.His.11.9-12
      Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.
      Read More About D2.His.16.9-12
      Analyze multiple and complex causes and effects of events in the past.
      Read More About D2.His.14.9-12
      Analyze the political, economic, and social ramifications of World War I on the home front.
      Read More About US.11.4.5
      Assess the reasons for and consequence of United States involvement in World War I, and analyze its effects on post-war international relations.
      Read More About 3.US2.35
      Explain the rationale and events leading to the entry of the U.S. into World War I (e.g., unrestricted submarine warfare, the sinking of the Lusitania, the Zimmerman telegram, the concept of “making the world safe for democracy.”).
      Read More About USI.T7.6
      Explain the course and significance of Woodrow Wilson’s wartime diplomacy, including his Fourteen Points, the League of Nations, and the failure of the Versailles Treaty.
      Read More About USI.T7.8
      Analyze the causes and effects of United States involvement in WWI (e.g., threats to United States neutrality, support for democracy, suppression of civil liberties, debate over the League of Nations and the United States role in global affairs).
      Read More About US.His.14.a
      Determine the extent to which propaganda, the media, and special interest groups shaped American public opinion and American foreign policy during World War I and compare those factors to contemporary American involvement in another country.
      Read More About 6.1.12.HistoryCA.7.a
      Analyze the reasons for the policy of neutrality regarding World War I and explain why the United States eventually entered the war.
      Read More About 6.1.12.HistoryCA.7.b
      Analyze the Treaty of Versailles and the League of Nations from the perspectives of different countries.
      Read More About 6.1.12.HistoryUP.7.a
      Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
      Read More About CCSS.ELA-Literacy.RI.9-10.1
      Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
      Read More About CCSS.ELA-Literacy.RI.9-10.4
      Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
      Read More About CCSS.ELA-Literacy.RI.9-10.6
      Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
      Read More About CCSS.ELA-Literacy.RI.9-10.7
      Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
      Read More About CCSS.ELA-Literacy.RI.11-12.1
      Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
      Read More About CCSS.ELA-Literacy.RI.11-12.5
      Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
      Read More About CCSS.ELA-Literacy.RI.11-12.7
      Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
      Read More About CCSS.ELA-Literacy.W.9-10.1
      Draw evidence from literary or informational texts to support analysis, reflection, and research.
      Read More About CCSS.ELA-Literacy.W.9-10.9
      Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
      Read More About CCSS.ELA-Literacy.W.9-10.2
      Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      Read More About CCSS.ELA-Literacy.W.9-10.4
      Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
      Read More About CCSS.ELA-Literacy.W.9-10.7
      Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
      Read More About CCSS.ELA-Literacy.W.11-12.1
      Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
      Read More About CCSS.ELA-Literacy.W.11-12.2
      Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      Read More About CCSS.ELA-Literacy.W.11-12.4
      Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
      Read More About CCSS.ELA-Literacy.W.11-12.7
      Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
      Read More About CCSS.ELA-Literacy.W.11-12.8
      Draw evidence from literary or informational texts to support analysis, reflection, and research.
      Read More About CCSS.ELA-Literacy.W.11-12.9
      Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
      Read More About CCSS.ELA-Literacy.SL.9-10.1
      Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
      Read More About CCSS.ELA-Literacy.SL.9-10.2
      Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
      Read More About CCSS.ELA-Literacy.SL.9-10.4
      Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
      Read More About CCSS.ELA-Literacy.SL.11-12.1
      Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
      Read More About CCSS.ELA-Literacy.SL.11-12.2
      Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
      Read More About CCSS.ELA-Literacy.SL.11-12.4

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