DocsTeach is a product of the National Archives education division. The National Archives and Records Administration is the nation's record keeper. You may share with students that, in the message, Arthur Zimmermann, the Foreign Secretary of the German Empire, informed the Mexican government that Germany was going to resume unrestricted submarine warfare. For grades 6-12, working individually or in small groups, with breaks for class discussion. This, along with Germany's resumption of submarine warfare, and other factors led the United States to declare war against Germany in April 1917 and enter World War One.
Move on to activities in which students use the primary sources as historical evidence, like on. Remind students to practice this same careful analysis with every primary source they see. We hold in trust for the public the Declaration of Independence, the Constitution, and the Bill of Rights — but also the records of ordinary citizens — at our locations around the country. After the class discussion, direct students to read the next document: the decoded telegram. Zimmermann also invited Mexico to join the war on Germany's side if the United States did not stay neutral, in an effort to regain Mexico's lost territory of Texas, Arizona, and New Mexico.
Approximate time needed is 30 minutes. Teaching activities on this site have received the ; authors have waived all copyright and related rights to the extent possible under the law. Ask students to explain their opinions. . If you prefer the previous version of the worksheets, you can download them below. You may share with students that in January of 1917, British codebreakers deciphered a telegram from German Foreign Minister Arthur Zimmermann to the German Minister to Mexico, Heinrich von Eckhardt; this is known as the Zimmermann telegram. On April 6, 1917, the United States Congress formally declared war on Germany and its allies.
Except where otherwise noted, DocsTeach is licensed under a. On the encoded telegram, students may notice the series of numbers, a specific date, the places Mexico City and Galveston, and the terms German Legation and German Embassy. Primary source documents included on this site generally come from the holdings of the National Archives and are in the public domain, except as noted. Use these worksheets — for photos, written documents, artifacts, posters, maps, cartoons, videos, and sound recordings — to teach your students the process of document analysis. The American press published news of the telegram on March 1.
Students should click When You're Done to answer the question: Do you think the United States should have entered World War I based on the Zimmermann Telegram alone? See our for full terms and conditions. Our mission is to engage, educate, and inspire all learners to discover and explore the records of the American people preserved by the National Archives. Federal government that are judged to have continuing value. Then, they answer questions dissecting each source's purpose and reader's interpretation. Document Analysis Worksheets Document analysis is the first step in working with primary sources.
Conduct a class vote on whether or not the United States should have declared war on Germany based solely on the Zimmermann Telegram. Here, historians read and examine images taken from the Boston Massacre's witnesses and participants. Explain to students that the Zimmermann Telegram helped draw the United States into the war and thus changed the course of history. Analysis is just the foundation. On the decode worksheet, students may notice that numbers are associated with specific terms, that many of the terms are in another language specifically German , and that the places Mexico, Texas, New Mexico, and Arizona are noted. These worksheets were revised in February, 2017. Teach your students to think through primary source documents for contextual understanding and to extract information to make informed judgments.
Students will be asked to identify the author, audience, and purpose. Suggested Teaching InstructionsThis activity can be used during a unit on U. Share with students that, in an effort to protect their intelligence from detection and to capitalize on growing anti-German sentiment in the United States, the British waited until February 24 to present the telegram to Woodrow Wilson. Ask students begin the activity and look at the first two documents: the encoded Zimmermann Telegram and the partial Decode Worksheet. We save documents and other materials created in the course of business conducted by the U. . .
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