HIST 102 — United States History Since 1877
Richland Community College  ·  Chapter 22

Shell Shock

The Century: America's Time — 1914–1919
What happens to democracy during total war?
⚠️  Lecture Replacement — This material will appear on Exam 2

Before We Begin

📋 Lecture Replacement Notice
Today's documentary screening replaces the Chapter 22 lecture.
You do not turn in the worksheet — but this material will be covered on Exam 2.

Today's plan in four steps:

  • Step 1 — Scaffolding: Build context before the video starts
  • Step 2 — Worksheet: Complete the pre-screening questions
  • Step 3 — Screening: Watch Shell Shock with a critical lens
  • Step 4 — Post-Viewing: Complete the Interactive Follow-Up Guide

Section I

Scaffolding: Context Before You Watch

History doesn't explain itself — let's build the framework first.

The World in 1914

  • Europe dominated by rival empires — Britain, France, Germany, Austria-Hungary, Russia
  • A tangle of alliances meant one spark could ignite all of them
  • June 1914: Archduke Franz Ferdinand assassinated in Sarajevo — the spark arrives
  • U.S. officially neutral — most Americans assume it will stay that way
Map of European alliance systems in 1914 showing Triple Entente and Triple Alliance
Europe's Alliance Networks, 1914
Europe's rival alliance systems, 1914

Total War: A New Kind of Violence

  • Industrial technology turned war into mass slaughter — artillery, machine guns, poison gas
  • Trench warfare meant armies could advance yards at the cost of tens of thousands of lives
  • By end of 1914: French casualties alone approached one million
  • The romantic notion of war — heroic charge, quick victory — shattered within weeks
17 Million
Total deaths — military & civilian

20 Million
Wounded — many permanently disabled

World War I, 1914–1918

What Is Shell Shock?

  • A cluster of symptoms in soldiers: tremors, paralysis, nightmares, memory loss, inability to speak
  • First widespread recognition that psychological trauma is a real wound of war
  • Doctors debated the cause — was it physical (concussion from shells) or mental weakness?
  • Today we call it PTSD — but in 1917, there was no framework, no treatment, and little sympathy
"Shell shock" as metaphor
The documentary uses this title not just literally — it asks what total war does to a democratic society.

Individual trauma mirrors collective trauma.

America's Road to War, 1914–1917

  • 1915 — German U-boat sinks the Lusitania; 1,198 dead including 128 Americans — public outrage grows
  • 1916 — Wilson wins reelection on the slogan "He kept us out of war"
  • Feb 1917 — Germany resumes unrestricted submarine warfare; Zimmermann Telegram exposed
  • Apr 1917 — Wilson asks Congress for a declaration of war — "to make the world safe for democracy"
Notice Wilson's framing: this is a war for democracy. Keep that in mind as you watch.

Democracy Under Pressure

When a democracy goes to war, it faces a fundamental tension:

Democracy Requires
Free speech & press
Right to dissent
Open debate on policy
Protection of minorities
Total War Demands
Unified public opinion
Suppression of "disloyalty"
Government control of information
Conformity & sacrifice
These two columns are in direct conflict. The laws in your worksheet are where that conflict played out.

The Legal Architecture of Control

Espionage Act (1917)
Criminalized interference with military operations or recruiting — broad enough to prosecute anti-war speech
Sedition Act (1918)
Extended the Espionage Act to punish any "disloyal, profane, scurrilous, or abusive language" about the U.S. government, flag, or military
Committee on Public Information (1917)
George Creel's government propaganda agency — posters, pamphlets, films, and 75,000 "Four Minute Men" speakers nationwide
These laws won't appear in the documentary — but they are the invisible architecture around everything you'll watch.

Schenck v. United States (1919)

"The most stringent protection of free speech would not protect a man in falsely shouting fire in a theatre and causing a panic… The question is whether the words used… create a clear and present danger."
— Justice Oliver Wendell Holmes, writing for a unanimous Court

The Court upheld the conviction unanimously. Charles Schenck had mailed anti-draft pamphlets to men called up for service.

Holmes's "fire in a theatre" analogy became famous — but notice: who decides what speech creates danger? The wartime government does.

⏸ Pause & Reflect

Wilson said America entered the war "to make the world safe for democracy."

Based on what you've just seen — does the Espionage Act, Sedition Act, and Schenck decision support or contradict that claim?

Section II

Pre-Screening Worksheet

You should have this printed and in hand. If not — download it now.

Get Your Worksheet

Print before class. If you don't have it, download it now or grab a copy from the front.
📥  Download Worksheet PDF
Also on Canvas → Chapter 22 → Shell Shock
⚠ Exam 2 — not collected, but will be tested

Worksheet — What You're Doing

Four Parts
  • Part I — War and Power (2 questions)
  • Part II — Wartime Laws & Primary Sources (6 questions)
  • Part III — Prediction (3 questions)
  • Part IV — Watching with a Lens (5 observation prompts — fill in during the film)
Laws on the Worksheet
  • Espionage Act (1917)
  • Sedition Act (1918)
  • Schenck v. United States (1919)
  • Committee on Public Information
None of these appear in the documentary — that is intentional. You carry the legal context into the screening.

Walk-Through — Parts I & II

Complete these on your printed worksheet now, before the film starts.

Part I — War and Power
Q1. Should government have more power in wartime? (3–4 sentences)

Q2. What freedoms are at risk during a national emergency?
Part II — The Laws
Q3. Espionage Act — what speech/actions does it cover?
Q4–5. Sedition Act — what does it prohibit? How broad?
Q6–7. Schenck — what is "clear and present danger"? Who decides?
Q8. CPI — why would a democracy use propaganda?
💡 No single right answer on Part I — your reasoning is what Exam 2 will test.

Walk-Through — Parts III & IV

Part III — Prediction
Complete before the film starts.

Q9. How might dissenters be treated?
Q10. How might immigrants or radicals be viewed?
Q11. If Versailles failed — what does that suggest about wartime sacrifices to democracy?
Part IV — Watching With a Lens
Complete during the film — jot notes as you watch.

1 Expanded government power
2 Pressure to conform / display loyalty
3 Emotional appeals for unity
4 Moments when dissent appears dangerous
5 How ordinary people experienced the war
Your Part IV notes are the raw material for the post-viewing interactive guide.

⏸ Pause & Reflect

According to Schenck v. United States, which of the following could legally be suppressed during wartime?

  1. A newspaper criticizing the design of military uniforms
  2. A pamphlet urging young men to resist the draft
  3. A speech calling the president a poor leader
  4. A cartoon mocking the German Kaiser
Answer: B — directly interferes with military recruitment, meeting Holmes's "clear and present danger" test.

Section III

Documentary Screening
The Century: America's Time — "Shell Shock"
Running time: approx. 44 minutes

While you watch:

Keep your Part IV lens prompts visible. Record specific examples — names, scenes, moments — that you can reference in the post-viewing guide.

The documentary moves chronologically from 1914 through Versailles (1919). The arc matters: pay attention to how tone shifts from enthusiasm to disillusionment.

Documentary Roadmap

The film moves through five phases — each connects to your worksheet:

  • 1914–1915 · Enthusiasm — young men across Europe rush to enlist; the Lusitania sinking shocks America
  • 1915–1916 · Industrial Slaughter — trench warfare, mass casualties, the romantic vision of war destroyed
  • 1917 · America Enters — Pershing's AEF; propaganda; the home front mobilizes
  • 1918 · The Breaking Point — Argonne offensive; epidemic; the cost of victory
  • 1919 · Versailles — Wilson's 14 Points vs. allied revenge; seeds of WWII planted

Section IV

Post-Viewing Interactive Guide

What did the documentary teach you that the worksheet couldn't?

Post-Viewing Guide — Instructions

Complete the Interactive Post-Viewing Guide
🖊  Open Follow-Up Guide
Complete before your next class session

The guide connects what you watched to what you read on your worksheet.

You'll need your Part IV lens notes — specific scenes, names, moments from the film.

Not a quiz. Structured reflection — but the analytical skills it builds are exactly what Exam 2 will test.

Post-Viewing Guide — What It Covers

From the Film
  • How did actual people in the documentary experience the tension between loyalty and conscience?
  • Where did you see emotional manipulation — and did it work on you?
  • What did Versailles reveal about Wilson's wartime promises?
  • What would "shell shock" look like applied to democracy itself?
Connecting to the Laws
  • Did anything in the documentary make the Espionage/Sedition Acts feel more or less justified?
  • Who in the film would have been most vulnerable under these laws?
  • Did Wilson's "make the world safe for democracy" hold up — or collapse — by 1919?
  • What surprised you most?

⏸ Pause & Reflect

A veteran in the documentary says: "Nobody wins in a war. They lost. We didn't win."

He fought on the winning side. What does this mean — and what does it suggest about the costs that the laws on your worksheet were supposed to protect?

What This Means for Exam 2

⚠️ Exam 2 Coverage — WWI and Democracy
Know These
  • Espionage Act & Sedition Act — what they did and why
  • Schenck v. United States — the "clear and present danger" test
  • Committee on Public Information — purpose, methods
  • Wilson's 14 Points and Versailles
Analyze This
  • The tension between wartime security and civil liberties
  • How propaganda functions in a democracy
  • Why Versailles is considered a failed peace
  • The human cost of industrial warfare — beyond the numbers

Your Next Steps

 Review your worksheet answers
 Complete the Post-Viewing Interactive Guide
 Review Espionage Act · Sedition Act · Schenck · CPI for Exam 2
 Office hours: bring questions — this material has real depth
"I lost all my youth. I lost the best years of my life… a few medals don't make up for that, you know."
— WWI veteran, interviewed in Shell Shock, The Century: America's Time