MAIN Causes of WWI: Identifying & Defending Significance

Copyright © 2015 UC Regents Siobhan Reilley for

MAINCausesofWWI:Identifying&DefendingSignificanceSiobhan Reilley, John F. Kennedy High School

Overview: In this lesson, students use primary sources to identify militarism, alliance, imperialism, and nationalism and assess how they influenced the outbreak of WWI. They evaluate the causes, choose the most significant, and defend their position using evidence from the primary sources. Content and Literacy Standards (see pg. 3 for detailed standards):

Historical Thinking Themes:

Cause and Consequence: Particularly analyzing multiple causes for an historical event and evaluating influence.

Significance: Assessing the significance of historical conditions in terms of the changes resulting from those conditions or forces

Historical Investigation Question: Which of the one of the MAIN (militarism, alliances, imperialism, nationalism) forces was the most significant in causing the outbreak of WWI? Teaching Thesis: Although Europe appeared to be peaceful and prosperous in 1914, underlying tensions and hostilities were simmering under the surface. Powerful European nations, namely Great Britain, France, Germany, and the Austro‐Hungarian Empire, were engaged in competition for power. This competition took the form of militarism, or the buildup of military might and armaments. These nations were also competing for domination of foreign lands through imperialism. Additionally, growing nationalism not only motivated European nations to want to prove their superiority but also fueled subjugated ethnic groups to strive for independence. In this atmosphere of mistrust and competition, nations created secret alliances in order to enhance their power in the case of a fight. All of these MAIN forces contributed to creating a tinder‐box ready to explode into war. The combination of factors set the stage and any one cause, it can be argued, was the most significant in tipping the scale to conflict.

Content:

10.5 Students analyze the causes and course of the First World

War

CCSS Reading 9‐10:

1,2,9

CCSS Writing 9‐10

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Time Required: 2‐5 days (55 minute periods) Timing will depend on whether or not homework is required and the abilities of the particular group. Materials Used

MAIN sources packet

MAIN graphic organizer

“Quick and Dirty” paragraph organizer

MAIN paragraph rubric

(Recommended, not included) vocabulary or unit notes for reference

(Optional) Highlighters or colored pencils Procedure Previous Knowledge: Students should be familiar with the MAIN causes of WWI. Vocabulary notes defining militarism, alliances, imperialism and nationalism are highly recommended and will be useful as reference. Students should also know about the assassination of Archduke Franz Ferdinand as the event which triggered the declarations of war that result in WWI. Day 1 Provide students with MAIN Source Packets. Instruct them to read the 9 short excepts and decide which of the MAIN causes it is discussing or describing. Have them circle the letter(s) in M A I N that matches the idea (or ideas) of each source. Many sources will cover more than one. Have students go back and underline or highlight the parts of the sources that support the letter they have chosen. Have students work independently. Once they have completed the sources on their own, put them into small groups or partners to discuss the sources and compare which causes they chose for each document. Day 2 Assign students to small groups of 3‐4. Distribute the MAIN Graphic Organizer to students. Have students use the MAIN graphic organizer to sort the sources by idea and then go back and identify which of the documents were referring to or discussing militarism listing those documents under the M. Once the documents to militarism are identified, have students work together to summarize the main idea or most important information is that document subset and write a brief summary in the box provided. Finally, have students choose a quote that best illustrates the idea of that subset. (Because students have highlighted or underlined the text already, they just need to choose the best one.) Have students repeat this process for each of the letters in M A I N. Once the documents are sorted and summarized on the graphic organizer, have students evaluate which cause or idea was the most significant in causing the outbreak of war and then rank them in order of significance, 1 for most important down to 4. Day 3 Have students use the “Quick and Dirty” Paragraph Organizer to prepare to write the paragraph to answer the investigation question: Which of the MAIN causes was most significant in causing the outbreak of WWI? Depending on the skills level of the class, students can complete it independently or it can be a guided, whole class practice. Student Output/ Assessment Have students use the completed paragraph organizer to write their paragraph. This can either be done as homework or in class. The rubric is included to grade students on using a quote appropriately and supporting

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their position with evidence. You may collect just the paragraph as a final product or the paragraph and the graphic organizer to check for understanding. Resources used to develop this lesson The First World War: Sources for History http://www.nationalarchives.gov.uk/pathways/firstworldwar/document_packs/origins.htm An online exhibit sponsored by the British National Archives and the Imperial War Museum Internet History Sourcebooks Project http://legacy.fordham.edu/halsall/mod/modsbook38.asp An online collection of historical documents and resources through Fordham University. WWI Document Archive http://wwi.lib.byu.edu/index.php/Main_Page This archive of primary documents from World War One has been assembled by volunteers of the World War I Military History List (WWI‐L). Housed at the Brigham Young University Library server. Standards in detail: History/Social‐Science Content Standards for California Schools 10.5 Students analyze the causes and course of the First World War. 1. Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of “total war.” Reading Standards for Literacy in History/Social Studies Grades 9‐10 1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. 9. Compare and contrast treatments of the same topic in several primary and secondary sources. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects Grades 9‐10 1. Write arguments focused on discipline‐specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

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World History NAME__________________

What was really the MAIN cause of WWI? After you read each document, circle which one of the MAIN causes it represents. Underline or highlight the language that supports your decision(s). YES! One document can have multiple answers! Make sure you have support from the text to support whatever you choose. Also, identify which county produced the document in the box labelled, “Nation of Origin.”

Source A Nation of Origin: M A I N The Dual Alliance Between Austria‐Hungary and Germany ‐ October 7, 1879 ARTICLE 1. Should, contrary to their hope, and against the loyal desire of the two High Contracting Parties, one of the two Empires be attacked by Russia the High Contracting Parties are bound to come to the assistance one of the other with the whole war strength of their Empires, and accordingly only to conclude peace together and upon mutual agreement. ARTICLE 2. Should one of the High Contracting Parties be attacked by another Power, the other High Contracting Party binds itself hereby, not only not to support the aggressor against its high Ally, but to observe at least a benevolent neutral attitude towards its fellow Contracting Party… …Should, however, the attacking party in such a case be supported by Russia, either by an active cooperation or by military measures which constitute a menace to the Party attacked, then the obligation stipulated in Article 1 of this Treaty, for reciprocal assistance with the whole fighting force, becomes equally operative, and the conduct of the war by the two High Contracting Parties shall in this case also be in common until the conclusion of a common peace.

Source B Nation of Origin: M A I N Colonel E.M. House, chief advisor to President Woodrow Wilson, was sent by the President in the Spring of 1914 to evaluate the situation in Europe. A portion of his report is below. The situation is extraordinary. It is militarism run stark mad. Unless someone acting for you can bring about a different understanding, there is some day to be an awful cataclysm. No one in Europe can do it. There is too much hatred, too many jealousies. Whenever England consents, France and Russia will close in on Germany and Austria. England does not want Germany wholly crushed, for she would then have to reckon alone with her ancient enemy, Russia; but if Germany insists upon an ever increasing navy, then England will have no choice. The best chance for peace is an understanding between England and Germany in regard to naval armaments and yet there is some disadvantage to us by these two getting too close.

Source C Nation of Origin: M A I N British Documents on the Origins of the War, 1898‐1914. Vol. XI: The Outbreak of War: Foreign Office Documents June 28th‐August 4th, 1914 Printed and Published by His Majesty's Stationery Office, 1926 Towards the end of June there was a considerable cessation of political activity… We do not mean by this that there was any real modification in the profound anxiety with which every responsible person regarded the future of Europe; the danger of the clash between the two rival systems was obviously increasing with every addition to the armaments on both sides; but there seemed no indication that a crisis was approaching, and nothing to suggest that, whatever their ultimate designs might be, any of the Great Powers proposed to force the issue during the summer of 1914.

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Source D Nation of Origin: M A I N Telegram from the Imperial Chancellor, von Bethmann‐Hollweg, to the German Ambassador at Vienna. Tschirschky, July 6, 1914 Berlin, July 6, 1914 Confidential. For Your Excellency's personal information and guidance Finally, as far as concerns Serbia, His Majesty, of course, cannot interfere in the dispute now going on between Austria‐Hungary and that country, as it is a matter not within his competence. The Emperor Francis Joseph may, however, rest assured that His Majesty will faithfully stand by Austria‐Hungary, as is required by the obligations of his alliance and of his ancient friendship.

Source E Nation of Origin: M A I N Clemenceau Calls France to Arms, speech given in Paris, France. 5 August 1914 And now to arms, all of us! I have seen weeping among those who cannot go first. Everyone's turn will come. There will not be a child of our land who will not have a part in the enormous struggle. To die is nothing. We must win. And for that we need all men's power. The weakest will have his share of glory. There come times, in the live of peoples, when there passes over them a tempest of heroic action.

Source F Nation of Origin: M A I N Germany's Reasons for War with Russia (From the German White Book) FOREIGN OFFICE, Berlin, August 1914. On June 28th the Austro‐Hungarian successor to the throne, Arch‐Duke Franz Ferdinand, and his wife, the Duchess of Hohenberg, were assassinated by a member of a band of Servian conspirators. The investigation of the crime through the Austro‐Hungarian authorities has yielded the fact that the conspiracy against the life of the Arch‐Duke and successor to the throne was prepared and abetted in Belgrade with the co‐operation of Servian officials, and executed with arms from the Servian State arsenal. This crime must have opened the eyes of the entire civilized world, not only in regard to the aims of the Servian policies directed against the conservation and integrity of the Austro‐Hungarian monarchy, but also concerning the criminal means which the pan‐Serb propaganda in Servia had no hesitation in employing for the achievement of these aims. The goal of these policies was the gradual revolutionizing and final separation of the south‐easterly districts from the Austro‐Hungarian monarchy and their union with Servia… In this manner for the third time in the course of the last 6 years Servia has led Europe to the brink of a world‐war…Under these circumstances it was clear to Austria that it was not compatible with the dignity and the spirit of self‐preservation of the monarchy to view idly any longer this agitation across the border

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Source G Nation of Origin: M A I N

Telegram from the British representative in Munich (Vincent Corbett) to the foreign secretary, SIr Edward Grey, 13 January 1914. Corbett's telegram deals with the response in Germany to a recent speech by the chancellor of the Exchequer, David Lloyd George, criticising the 'insanity' of increased armaments expenditure in Europe. He warns Grey that it might create the impression that the British Cabinet was 'hopelessly divided' over the issue of naval expenditure.

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Source H Nation of Origin: M A I N

Photograph of the crowd outside Buckingham Palace, London after the declaration of war against Germany4 August 1914. When news of Germany's ultimatum demanding free passage through Belgium reached London on 3 August, the Asquith government acted decisively. It sent its own ultimatum to Berlin on 4 August, ordering Germany to stop its military campaign against Belgium and France. When the deadline for this ultimatum expired at 11 pm GMT, Britain declared war on Germany. Judging from the number of hats raised in the air in this photograph, many of the crowd gathered outside Buckingham Palace greeted this news with patriotic enthusiasm.

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Source I Nation of Origin: M A I N German political cartoon, 1911. Source unknown.

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World History

NAME_____________________

The MAIN Causes of WWI

Militarism

Alliances

Imperialism

Nationalism

Documents

(List by letter)

Summarize evidence

that explains what

the document set

says about each

cause.

Supporting quote

Choose one that best

illustrates the cau

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Ran

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Writing Prompt:

After reading the primary sources from before the assassination of Archduke Franz Ferdinand, w

rite a 7‐12 sen

tence paragraph in

which you discuss the causes of WWI and

evaluate which cause was the most significant in plunging Eu

rope into war. Support your position eviden

ce from the text. Include a quote from the text.

“Quick and Dirty” Paragraph Organizer

#1 Topic Sentence: (Something general and basic about the beginning of WWI)

#2 Define & Summarize the M

AIN cau

ses of WWI:

#3 Complete the statement:

Although

there were several forces creating tension among the nations of Europe, ____________________________

was the m

ost significant in pushing the

nations into war.

#4 W

hy was this reason m

ore im

portan

t than

the other factors:

#5 Complete the statement with a quote from the read

ing:

In (insert nam

e of the document), it says (insert quote). This shows that _______________________________________________________.

#6 Additional evidence or reasons why this cau

se was the m

ost significan

t: (Bullet points are OK here)

#7 Conclusion: Wrap up the paragraph with a final sentence about the result or outcome of the growing tension

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MAIN Causes of WWI Essay Checklist NAME: (Each category is graded on a scale of 1‐4 points)

Strong, clear topic sentence

Position is clear and maintained throughout the essay

Evidence from documents provided to support position

Quote is used (appropriate to topic and source is cited)

Appropriate sentence structure and grammar

Historical accuracy TOTAL ______/ 24






















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MAIN Causes of WWI: Identifying & Defending Significance

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Transcript of MAIN Causes of WWI: Identifying & Defending Significance