World War I 1914 1919 The Causes and

World War I: 1914 -1919 The Causes and Consequences: Unpacking what really happened

Guiding Question for Big Project • What really happened to cause World War I and therefore what are the true consequences? – Did these keep true with the Treaty of Versailles?

Big Project Guidelines • Every Individual will: – Choose a nation/country involved in World – War I, the Paris Peace Conference, and the Treaty of Versailles (must have all three in some aspect for project to be complete) Cover this nations: • • • – – Leadership/allies Policies/actions Treaty of Versailles—decisions/consequences From information gathered, from a presentation and a paper (the presentation will be a collaboration if two individuals have chosen the same country/nation) The guiding questions to be used is “What really happened to start World War I and therefore, what are the consequences? ” regarding the chosen country/nation No Length requirement will be used for the paper, but it must be at least 2 pages 12 point font and double spaced (with an outline) The presentation will have a maximum limit of ten minutes though to be able to work through all the presentations • Total Points: 250 – Evaluations will go as followed: • Leadership/allies evidience 50 pts • Policies/Action evidence 50 pts • Treaty of Versailles 80 pts • Grammatical Errors/Organization of Paper 25 pts • Presentation 45 pts.

Journal Entries • • Minimum of 3 entries (Max of 9, i. e. one for each lesson) First Entry Second Part of Pretest – – • Second Entry Middle of Unite either after lesson four or five – – • – This entry should demonstrate confidence in knowledge gained on World War I [what was learned or how your thoughts changed]; self evaluation on your project and presentation; feedback on other students presentations—which you learned the most from and others which you felt could improve Overall thoughts on the lesson Optional Entries Beyond 3 required entries – • No guiding question, just need in at least 1 pg (written) show new knowledge gained or new aspects gained, AND any new thoughts on World War I Also information on the progress for the Big Project including what your thoughts are so far not limited to successes/difficulties and direction taken for project Third Entry End of Unit after Presentations – • Answer Question: “What does World War I mean to you as a student? To your family? To the United States? To the International Stage? ” Answers not limited to Question may go beyond if necessary, just demonstrate what you know and feel is important for me to know about World War I No extra credit given for entries; may reflect in final grade receive for effort; promptly returned with feedback; opportunities for asking questions about project; opportunities for asking questions about unit FEEDBACK: – Based on grammatical errors, thoughtfulness, general inquiries, evidence supported conclusions, depth of questions asked; Scores will be out of 25 points (5 points per each area)

Pre-Test • Purpose: – This will be used to allow those individuals who demonstrate an appropriate prior understanding of the events of World War I to use the class time in a more useful manner – To demonstrate appropriate prior understanding an individual must score 85% on part 1 of the pretest and 20 out of 25 points in the first journal entry – If demonstrated the individuals will use lessons four and five to work on their Big Projects and will give presentations towards the beginning of lesson nine – Students will know scores by beginning of lesson two—during their brief conferences on choices of country/nation – Upon completion of the multiple choice section please complete the first journal entry and turn it in promptly

Lesson One EARLY 1900 S WORLD POLITICS

Reading Assignment • In groups of three, read your assigned section of the article Causes of World War 1 – Be prepared to share important points – Share any information which was confusing or you felt to be interesting – Prepare 1 guiding discussion question to submitted to the instructor – (The divisions of the article will vary depending on the size of the class)

World Leaders (i. e. Power holders) and Alliances • • • Great Britain Germany Austro-Hungary—Archduke Franz Ferdinand Russia—Tsar Nicholas II France United States—Woodrow Wilson

Activity • From the reading as a group—please come up with as many of the pre-World War 1 existing alliances, the memberships, and terms of the alliances • Write all answers on the board

Power Struggles • Great Britain—strongest navy and army in world • Germany—close second on continent placing pressure on Great Britain – U-boats

Quiz for next lesson • • • This will be a map quiz, to check that when you are talking or learning about a nation in the World War I unit that you understand its location Please know all of the nations of Europe however only 10 will be on the quiz Spelling will count as well Quiz will be at the very beginning of the lessons Here is a link to a map of Europe in 1914 – http: //images. google. com/imgres? imgurl=htt p: //www. nationalarchives. gov. uk/pathways/fi rstworldwar/maps/map_images/Europe 1914. gif&imgrefurl=http: //www. nationalarchives. g ov. uk/pathways/firstworldwar/maps/europe 1 914. htm&usg=__PURD 4 BYgha 1 TQYx 0 b. Eczpb 7 Tp 4=&h=529&w=560&sz=32& hl=en&start=2&um=1&itbs=1&tbnid=vq. Wq 7 Go. Q 47 Oc 6 M: &tbnh=126&tbnw=133&prev=/i mages%3 Fq%3 DMap%2 Bof%2 BEurope%2 Bin %2 B 1914%26 um%3 D 1%26 hl%3 Den%26 sa%3 DN%26 rlz%3 D 1 T 4 HPNN_en. US 315%26 t bs%3 Disch: 1 • The nations of Europe include and are not limited to: – – – – Russia England/Great Britain Belgium Austro-Hungary Germany France Spain Portugal Serbia Italy Switzerland Netherlands Luxembourg Bulgaria Romania

Lesson Two UNITED STATES PLACE IN COMPETITION FOR WORLD POWER: NEUTRALITY AND LEGALITY

Map Quiz • Format—The students will receive a blank map of Europe with ten countries labeled – There will be four different formats the students will not know this however – There will be ten randomly selected countries – The scores will be graded out of ten – This is to assess their geographical knowledge, Its imperative that students understand the locations of the countries that they are studying

Guiding Questions for Lesson: • Did neutrality exist in a fair and equal form? • Can neutrality be legally practiced in times of international crisis? • What does the term neutrality mean?

Groupwork • Groups of 3 will read through each of the follow excerpts of President Wilson’s declaration of neutrality. • Discuss and record what each section’s meaning is and its basis

August 1914 • President Wilson declaration of United States’ neutrality – Excerpts from the declaration: • “The people of the United States are drawn from many nations, and chiefly from the nations now at war. It is natural and inevitable that there should be the utmost variety of sympathy and desire among them with regard to the issues and circumstances of the conflict” • “The United States must be neutral in fact, as well as in name, during these days that are to try men's souls. We must be impartial in thought, as well as action, must put a curb upon our sentiments, as well as upon every transaction that might be construed as a preference of one party to the struggle before another”

More Excerpts • I venture, therefore, my fellow countrymen, to speak a solemn word of warning to you against that deepest, most subtle, most essential breach of neutrality which may spring out of partisanship, out of passionately taking sides. • Some will wish one nation, others another, to succeed in the momentous struggle. It will be easy to excite passion and difficult to allay it. Those responsible for exciting it will assume a heavy responsibility, responsibility for no less a thing than that the people of the United States, whose love of their country and whose loyalty to its government should unite them as Americans all, bound in honour and affection to think first of her and her interests, may be divided in camps of hostile opinion, hot against each other, involved in the war itself in impulse and opinion if not in action.

Questions for Declaration of Neutrality • What can be drawn from President Wilson’s statement? • What can be drawn from his speech about the intentions of the United States or the role the United States will play?

Germany U-boat Policies • Naval blockade • Post-Lusitania—not attacking passenger ships

Warnings to the Germans • 1 st warning—February 10, 1915

Assignment • By the next lesson, please make your decision on the nation you wish to research for your Big Project – Please also have an idea of the direction you wish to take with the project and a basic thesis

Lesson Three WORK DAY—PROJECTS AND INTERVIEWS

Work Day Parameters • Must have permission to use Library/Computer Lab • Outline must be finished by end of Lesson Four • Must confirm country/nation with instructor • Free range for sources to be used • Use time wisely—remember instructor has final judgment on use of time

Due at end of day • 1 interview with Instructor for intent of project • 1 paragraph proposal and evidence of basic outline started

Lesson Four WHAT REALLY HAPPENED? PART 1 JUNE 28, 1914, LUSITANIA

Political Cartoon

June 28, 1914 • Archduke Ferdinand Wife – Gavrilo Princip – Sarajevo, Bosnia • Steps to Ultimatum – Securing Germany support – Delivering Ultimatum—eliminating anti-Austrian propaganda on own or allow Austro-Hungarian effort to eliminate propaganda

Contents of the Ultimatum • • • The Royal Serbian Government shall further undertake: (1) To suppress any publication which incites to hatred and contempt of the Austro-Hungarian Monarchy and the general tendency of which is directed against its territorial integrity; (2) To dissolve immediately the society styled "Narodna Odbrana, " to confiscate all its means of propaganda, and to proceed in the same manner against other societies and their branches in Serbia which engage in propaganda against the Austro-Hungarian Monarchy. The Royal Government shall take the necessary measures to prevent the societies dissolved from continuing their activity under another name and form; (3) To eliminate without delay from public instruction in Serbia, both as regards the teaching body and also as regards the methods of instruction, everything that serves, or might serve, to foment the propaganda against Austria-Hungary; (4) To remove from the military service, and from the administration in general, all officers and functionaries guilty of propaganda against the Austro-Hungarian Monarchy whose names and deeds the Austro-Hungarian Government reserve to themselves the right of communicating to the Royal Government; (5) To accept the collaboration in Serbia of representatives of the Austro-Hungarian Government for the suppression of the subversive movement directed against the territorial integrity of the Monarchy; • • • (6) To take judicial proceedings against accessories to the plot of the 28 th of June who are on Serbian territory; delegates of the Austro-Hungarian Government will take part in the investigation relating thereto; (7) To proceed without delay to the arrest of Major Voija Tankositch and of the individual named Milan Ciganovitch, a Serbian State employee, who have been compromised by the results of the magisterial inquiry at Serajevo; (8) To prevent by effective measures the cooperation of the Serbian authorities in the illicit traffic in arms and explosives across the frontier, to dismiss and punish severely the officials of the frontier service at Shabatz Loznica guilty of having assisted the perpetrators of the Serajevo crime by facilitating their passage across the frontier; (9) To furnish the Imperial and Royal Government with explanations regarding the unjustifiable utterances of high Serbian officials, both in Serbia and abroad, who, notwithstanding their official position, have not hesitated since the crime of the 28 th of June to express themselves in interviews in terms of hostility to the Austro-Hungarian Government; and, finally, (10) To notify the Imperial and Royal Government without delay of the execution of the measures comprised under the preceding heads. The Austro-Hungarian Government expect the reply of the Royal Government at the latest by 5 o'clock on Saturday evening the 25 th of July.

Reactions to Ultimatum • Serbia enlisting Russian assistance • Russia’s grievances with Germany • July 28, 1914 Austria-Hungary declaration of war against Serbia • August 1, 1914 German declaration of war on Russia • August 3, 1914 German declaration of war on France • August 6, 1914 Austria-Hungary declaration of war on Russia • Violation of Belgium’s neutrality Great Britain in the war

Political Cartoon

May 7, 1915 • Sinking of Lusitania – Almost 1200 civilians die (128 Americans) • Official Reactions – Great Britain – Germany – United States • President Wilson • Secretary of State Bryan

Where to go from this point • Hypotheses – What do you think will happen? – What should the United States do?

Assignment/Handout • http: //www. pbs. org/greatwar/resources/han dout 1. pdf • Fill out at least 4 boxes in the handout from information gained in the previous 3 lessons • Due at the beginning of the next lesson • Be prepared to formulate YOUR OWN opinion and answer to the question “What started World War I? ”

Lesson Five WHAT REALLY HAPPENED? PART 2 ZIMMERMAN TELEGRAM, U-BOATS

October 15, 1916 • Germany resumes U-boat usages despite US declarations violation of the Sussex Pledge – “search and destroy” – Officially broken promise on January 31, 1917 Unrestricted U-boat warfare – German announcement • “Neutral ships navigating these blockade zones do so at their own risk” • Results: February 3, 1917 US severs relations with Germany

Important clause from German Announcement • • • Sailing of regular American passenger steamers may continue undisturbed after February 1, 1917, if: (A) The port of destination is Falmouth. (B) Sailing to or coming from that port course is taken via the Scilly Islands and a point 50 degrees north, 20 degrees west. (C) The steamers are marked in the following way, which must not be allowed to other vessels in American ports: On ship's hull and superstructure three vertical stripes one metre wide, each to be painted alternately white and red. Each mast should show a large flag checkered white and red, and the stern the American national flag. Care should be taken that, during dark, national flag and painted marks are easily recognizable from a distance, and that the boats are well lighted throughout. (D) One steamer a week sails in each direction with arrival at Falmouth on Sunday and departure from Falmouth on Wednesday. (E) United States Government guarantees that no contraband (according to German contraband list) is carried by those steamers.

Zimmerman Telegram • Released to US on February 24, 1917 by Great Britain • Contained a message to Mexico from Germany • Communication between foreign ministers of Germany and Mexico • Concessions in United States promised to Mexico if it joined the German sides in the war effort • American press notified on March 1 • Played role in United States’ entrance into World War I

Contents of the Telegram • • To the German Minister to Mexico Berlin, January 19, 1917 On the first of February we intend to begin submarine warfare unrestricted. In spite of this, it is our intention to endeavour to keep neutral the United States of America. If this attempt is not successful, we propose an alliance on the following basis with Mexico: That we shall make war together and together make peace. We shall give general financial support, and it is understood that Mexico is to reconquer the lost territory in New Mexico, Texas, and Arizona. The details are left to you for settlement. . . You are instructed to inform the President of Mexico of the above in the greatest confidence as soon as it is certain that there will be an outbreak of war with the United States and suggest that the President of Mexico, on his own initiative, should communicate with Japan suggesting adherence at once to this plan; at the same time, offer to mediate between Germany and Japan. Please call to the attention of the President of Mexico that the employment of ruthless submarine warfare now promises to compel England to make peace in a few months. Zimmermann (Secretary of State)

Presidential Proclamation 1364 • April 6, 1917 US President Wilson declares War on Germany • Speech

Lesson Six WORK DAY—PROJECTS AND INTERVIEWS

Work Day Parameters • Second Journal Entry must be handed in within the first 10 minutes of the class period • Half of day allowed for library/computer use— must ask permission • Slip grading your self out of 10 points on the effort spent towards project • Group/Individual presentation outlines due at beginning of lesson seven

Interviews • A second interview not taking more than 4 minutes will occur • In alphabetical order • REASON: to have a face to face, one on one update of progress or difficulties on the Big Project – Also to help student keep on track

Due at the end of the Day • Journal entry #2 • Rough Draft of big project paper including works cited—may be written or typed – Even both, I just need to keep track on who is doing what and this is a great opportunity for feedback!! • Rough Draft of the presentation

Lesson Seven WAS PEACE TRULY ACHIEVED? THE CONSEQUENCES OF THE TREATY OF VERSAILLES

Background Information • An armistice was signed on November 11, 1918 to create a cease fire – This would be the end of World War I – TRIVIA fact: the armistice signed on November 11 was signed at the 11 th hour and the 11 th minute and was used to commemorate a veteran’s holiday in the United States (always on November 11) • Armistice only between the Germans and the Allied powers, other central nations had formulated their own armistices • Armistice process initiated in October of 1918 • Signed at 5 a. m. on 11. 1918 but took effect six hours later • Wilson need for the abdication of Kaiser Wilhelm II, (Germany) stood in way of peace process • Armistice was considered the peace treaty until the official Treaty of Versailles was signed

Armistice Terms • required the Germans to evacuate Germanoccupied territories on the Western Front within two weeks • Allied forces were to occupy the left bank of the Rhine within a month, and a neutral zone established on the right bank • Germany also had to face major reductions in its military supplies – (Germany viewed terms as punitive) • If any German violated the armistice, hostility would resume in no less than 48 hours

Treaty of Versailles • Treaty of Versailles content: – Fifteen topics (Including the covenant to the League of Nations) • • • • Political clauses for Europe German Rights and Interests Outside Germany Military, Naval and Air Clauses Prisoners of War and Graves Penalties Reparations Financial Clauses Economic Clauses Aerial Navigation Ports, Waterways and Railways Labour Procedure Guarantees Miscellaneous Provisions

Question for Thought • Were there any commonalities between the Treaty of Versailles and the Armistice signed by Germany and the Allied powers? • Are these commonalities fair or justified?

Activity—Group work • In groups of two or three (individuals whom you have not worked with) – Go through the assigned portion of the treaty • Evaluate the “fairness” of the section • Evaluate the justifications • Predict consequences – Formulate a poster which conveys the important points of the treaty which you were assigned. – This poster should be done to promote the Treaty itself

Homework • Please read the following document – Wilson’s 14 points • Fill out the associated graphic organizer • Also read the following reactions to President Wilson’s 14 points – British Foreign Secretary Arthur Balfour – German Count Georg von Hertling • In a short paragraph discuss the similarities and differences of the two reactions

Lesson Eight IS THE UNITED STATES TO BLAME? WILSON’S FOURTEEN POINTS AND THE LEAGUE OF NATIONS

Wilson’s speech • The final point—most important – League of Nations • Covenant of the League of Nations – Major organizational points • Advantages • Disadvantages • Link-http: //www. firstworldwar. com/source/fourteenp oints. htm

Wilson’s points 1 through 5 • What occurrences during the war are the basis for the first five points? • Are these points justified? • Do any one of the points stand out significantly? • Are any of the points based in the delayed United States entrance?

Wilson’s points 6 through 10 • Have all the countries involved had their needs met? • Are the circumstances requested justified? • Do you agree with the points placed forward by President Wilson? • Are the settlement proposals in line with the causes of the “War to end all wars”?

Wilson’s points 11 through 14 • Why are these four points very significant? • What does it mean to have a “general association of nations”? • Given the condition of international politics in 1918, was a League of Nations possible? • Are these four points justified in relation to the occurrences of World War 1?

Reactions to Wilson’s 14 points • British reactions • German reactions – Similarities – Differences – Justifications

Domestic Reactions to Wilson’s 14 points/Treaty of Versailles • Since the United States’ failed to join/ratify the League of Nation’s covenant, it failed to ratify the Treaty of Versailles – Impacts: • Formation of individual treaties with each nation of the Central Powers • Link to the Treaty of Versailles—for use in Big Project http: //www. firstworldwar. com/source/versailles. htm

Unanswered Questions • Now is the time to ask any questions which still remain…

Lesson Nine PRESENTATIONS

This slide in the class would be used to list the order of the presentations and the students nations/countries

From PBS. org on War Without an End The Great War had been the worst disaster in history. Nine million soldiers were killed. Four empires had collapsed and large parts of France, Belgium and Russia lay devastated. The old order had been decimated and a new one was taking shape -- and this struggle would prove even bloodier than the war itself. Millions of people - military and civilian - in every combatant nation had to cope with the war experience and its aftermath. Some people tried not to remember the war, while others built monuments to those who had died. Many went to the grave burdened by the unanswered question: "What did it all mean? “

Groupthink • From what you have learned, the presentations, and reading the last passage from PBS. org, answer the question – What did it all mean?

Final Journal Entry • Please complete the final journal entry at this time • Include any information you deem relevant • Also include recommendations for improvement of the Unit or what should stay the same • With submission of the journal entry, please include all other journal entries, final paper, final updated outline of presentation, and any important unit work for a complete portfolio in your record