How did the Espionage and Sedition Acts affect the United States during World war I?
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The following is a guest post by Michael Apfeldorf of the Library of Congress. Show
Identifying and reflecting on multiple perspectives can help students develop a more rounded, nuanced understanding of history. For example, a study of historical primary sources related to questions of loyalty, security, freedom of expression, and dissent during the World War I era naturally brings to the surface a conflict between two ideals: national security and constitutional liberties. But viewing these sources through the lens of multiple perspectives helps students understand that there are many more than two sides – or perspectives – related to this issue.  “Priest and Three Others Tarred By Mob As Disloyal,” Farmington Times, 3/29/1918 Shortly after the United States entered World War I, the U.S. Congress passed several measures, ostensibly for the purpose of securing allied victory overseas and security at home. The Espionage Act of 1917 was designed to prevent sabotage to wartime equipment as well as willful acts that might aid the enemy or result in military insubordination. In 1918, this Act was extended through a series of amendments. Known collectively as the Sedition Act, these amendments criminalized the expression of speech critical of the government that could be construed as harmful or opposed to the war effort. Consider this 1918 article, “Priest and Three Others Tarred By Mob as Disloyal,” which describes how vigilante mobs in one town tarred and feathered a number of U.S. citizens deemed guilty of “disloyal speech.” Allow time to read it, and then challenge students to brainstorm as many potential viewpoints related to the story as they can, casting a broad net: “Who is involved?”; “Who is affected?”; “Who might have an interest in this story?” This brainstorm will likely generate numerous perspectives beyond their initial ideas. Students might speculate about how longtime residents, recent immigrants, pacifists, nativists, foreign spies, the newspaper editor, U.S. lawmakers, President Woodrow Wilson, and many more people could have reacted to the events described by the article. After the brainstorm, enliven this speculation by asking students to take turns acting out one of the perspectives, helping them to appreciate nuances and to build empathy for different viewpoints. One excellent resource for applying this strategy is Harvard Graduate School’s Project Zero Program’s Circle of Viewpoints routine. Now For A Round Up. W. A. Rogers, 1918 Additional primary sources may be added to provide a richer experience. The political cartoon “Now for a Round Up” provides commentary on the passage of the Sedition Act and introduces additional “characters” for students to research, such as “I.W.W” and “Sein Fein.” Meanwhile, this oral history of a conscientious objector provides a perspective less often heard. After analyzing each additional primary source, revisit the list and add additional viewpoints prompted by the new sources. For many more resources that you can add to this list for students to examine, go to the Library of Congress World War I topic page. Let us know which ones work in your classroom! journal article The Espionage and Sedition Acts of 1917 and 1918: Sectional Interpretations in the United States District Courts of IllinoisIllinois Historical Journal Vol. 87, No. 1 (Spring, 1994) , pp. 41-50 (10 pages) Published By: University of Illinois Press https://www.jstor.org/stable/40192770 Publisher Information The University of Illinois Press is one of the leading publishers of humanities and social sciences journals in the country. Founded in 1918, the Press publishes more than 40 journals representing 18 societies, along with more than 100 new books annually. Our publication program covers a wide range of disciplines including psychology, philosophy, Black studies, women's studies, cultural studies, music, immigration, and more. Current issues are available through the Scholarly Publishing Collective. The Press is a founding member of the Association of University Presses. Rights & Usage This item is part of a JSTOR Collection. How did the Espionage and Sedition Acts affect Americans during World War I?The law set punishments for acts of interference in foreign policy and sought to prevent espionage. It authorized stiff fines and prison terms of up to 20 years for anyone who obstructed the military draft or encouraged "disloyalty."
What was the main problem with the Espionage and Sedition Acts passed during WWI?Passed on May 16, 1918, as an amendment to Title I of the Espionage Act of 1917, the act provided for further and expanded limitations on speech. Ultimately, its passage came to be viewed as an instance of government overstepping the bounds of First Amendment freedoms.
How did the Espionage Act affect the American homefront during ww1?The Espionage Act gave the government broad powers to inspect communications by mail. The Sedition Act made it illegal to even speak against the war effort or the U.S. Government. Both laws were challenged in court; at the time, both were upheld by the Supreme Court as necessary for the war.
What powers did the espionage and the Sedition Acts give to the government during World War I?The Sedition Act amendments made it a crime to “willfully utter, print, write, or publish any disloyal, profane, scurrilous, or abusive language about the form of government of the United States, or the Constitution of the United States.” The controversy over the Espionage Act of 1917 also led to the creation of the ...
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