The Great War Revisited: Measuring Human Costs In Warfare

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The Great War Revisited Measuring Human Costs In
Warfare

• Mrs. Fairbairn and Mrs. Olivé

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What are some of the results of a war?

• Death and human carnage
• Building destruction
• Disease
• Governmental collapse
• Civil War
• Refugees (displaced individuals)

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Lesson ObjectivesStudents participating in
todays lesson will be able to do the following

• Identify the events which led to the eruption of
  The Great War.
• Define key terms and people involved in The
  Great War.
• Analyze the negative and positive consequences of
  warfare.
• Use various technology resources to analyze
  different types of photographs .
• Use technology resources in order to analyze
  primary and secondary resources.

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Key TermsUtilize your text or the Internet
resources listed to define the following key
terms and people.

• Archduke Francis Ferdinand
• Gavrilo Princip
• Woodrow Wilson
• Nicholas Romanov II
• Otto Von Bismarck
• Kaiser Willhelm
• Nicholai Lenin
• David Lloyd George
• Georges Clemenceau
• Grigory Rasputin
• isolationism
• communism

• Zimmerman Note
• U-Boat
• Mustard Gas
• no-mans land
• democracy
• 3-isms (nationalism, imperialism,militarism)
• Versailles Treaty
• dough boy
• propaganda
• mobilization
• Triple (Alliance, Entente)

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The Great War TimelineActivity Use the dates
provided to create an annotated timeline.

• Archduke F. Ferdinand assassinated in Sarajevo
  1914.
• Austria declares war on Serbia 1914.
• Russia declares war on Austria 1814.
• Germany declares war on Russia 1914.

• France (ally to Russia) declares war on Germany
  1914.
• Britain (ally to France) declares war on Germany.
• Japan enters war as an ally to Britain.
• Germany introduces submarine blockade to Britain
  1915.

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Timeline continued

• Lusitania sunk by German U-boat 1915.
• Italy declares war on Germany 1916.
• Rasputin is murdered in 1916.
• Bolshevik Revolution in 1917.
• Romanov family imprisoned by Bolsheviks in 1917.

• Zimmerman Note 1917.
• U.S. abandons isolationism in 1917-entering war.
• Kaiser Wilhelm abdicates throne 1918.
• Romanov family assassinated in 1918.
• Treaty of Versailles signed in 1919.

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MilitarismThe 3-isms destroyed 100 years of
relative peace in Europe.

• Late 1800s saw a rise in militarism.
• War was painted in romantic colors.
• As tensions grew the great powers expanded their
  militaries.
• There was a growing fear of war, citizens sought
  quick solutions and remedies giving military
  leaders more importance in society-thus more
  power and control.

• Activity Team up with another classmate in
  order to accomplish the following Utilize
  information in your text and or web sites sighted
  in order to outline the following players
  involved in World War I
• The Central Powers
• The Allied Powers
• Be sure to include information about past
  histories of these countries in your outline.
• Describe how the other 2-isms contributed to the
  rising tensions of Europe. (Nationalism,
  Imperialism)

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The Powderkeg of Europe

• June 28, 1912 Archduke Francis Ferdinand and his
  wife Sophie were assassinated by a young Black
  Hand revolutionary member named Gavrilo Princip.
• The archdukes motorcade was traveling through
  Sarajevo the capitol of neighboring Bosnia.
• There were 3 other attempts by conspirators yet
  Gavrilo was successful. As their car was making a
  U-turn he fired 2 shots into the back seat
  killing the archduke and his wife.

• Background (its all in a date -June 28)
• Serbians were outraged that the archduke would
  have a parade on this date
• Serbia was conquered by the Ottoman Empire in
  1389.
• In 1912, Serbia had finally freed itself from
  Turkish rule.
• But Bosnia (home to many Serbs) was still under
  Austrian-Hungarian rule.

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Peace Unraveled-Due to one action

• Austria gave Serbia an ultimatum Serbias partial
  refusal to some of the terms led to Austrias
  declaration of war on Serbia on July 28, 1914.
• Austria sought help from Germany, Serbia sought
  help from Russia, Russia asked for help from
  France.
• The decision by the Germans to use the
  Schlieffen Plan in order to avoid a two-front war
  brought Britain into the conflict as well.
• Each side blamed each other, each side felt
  justified in their actions.
• The United States sold materials to both sides
  with the interest of staying neutral.

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The Western Front

• Soon after the start of the war a stalemate
  developed. Germany dug in to fight a 2-front war.
• On the Western Front a system of trenches
  provided an underground network of linked
  channels from the Swiss frontier to the English
  Channel.
• Soldiers roasted in the summer and froze in the
  summer not to mention sharing their food with
  rats and their beds with lice.

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Geography Activity

• Using an outline map of students will complete a
  map of Europe representing the years 1914-1918.
• Students should include the following information
  on their map
• All countries outlined in Europe
• Norway, Sweden, Russia, Germany,
  Austria-Hungary, Ottoman Empire, Greece,
  Bulgaria, Serbia, Bosnia, Romania, Italy, France,
  Switzerland, Belgium, Netherlands, Luxemburg,
  Spain, Portugal, Great Britain, Ireland, Denmark,
  Africa.

• All Water sources outlined
• Mediterranean sea, Black Sea, Atlantic Ocean,
  Somme River, Baltic Sea, Rhine River, Danube
  River, North Sea.
• Important Locations
• Sarajevo, the Dardanelles, Tanneberg, Caporetto,
  Gallipoli, Verdun, Ypres, use a red arrow to
  indicate the route of the Schlieffen Plan.
• After completing this map students will compare a
  map of Europe in 1920s. Answer the following
  question What differences are there in your map
  and the map of Europe in the 1920s?

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Military Casualties in World War I 1914-1918

• Belgium 45,550
• British Empire 942,135
• France 1,368,000
• Greece 23,098
• Italy 680,000
• Japan 1,344
• Montenegro 3,000
• Portugal 8,145
• Romania 300,000
• Russia 1,700,000
• Serbia 45,000
• United States 116,516
• Austria-Hungary 1,200,000
• Bulgaria 87,495
• Germany 1,935,000
• Ottoman Empire 725,000

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Diagnosis and Medical Treatments in the Great
War Directions Log onto the website Medical
Front in World War I and then complete the
chart where a blank has been left. Afterward,
complete the follow-up questions by referring to
the statistical data found at the website for
Spartacus Educational . (Your teacher may
choose to download the information for you and
have booklets ready for your use.) Medical Front
Website From the homepage, http//www.lib.byu.edu
/rdh/wwi/ http//www.raven.cc.ukans.edu/kansite/
ww_one/medical/medtitle.htm, and then log onto
the additional sites for the manual and
amputation information. Spartacus website
http//www.spatacus.schoolnet.co.uk/FWWdeaths.htm
and also click on USA Army casualities for
unusual deaths and the gas deaths page to find
out how many died or were injured from this
technology first used in warfare.
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Trumbos thoughts

• In an introduction written in 1970, Trumbo
  (author of Johnny Got His Gun) does a bit of
  arithmetic for us.
• Numbers have dehumanized us. Over breakfast
  coffee we read of 40,000 American dead in
  Vietnam. Instead of vomiting, we reach for the
  toast.
• Our morning rush through crowded streets is not
  to cry murder but to hit that trough before
  somebody else gobbles our share.
• An equation 40,000 dead young men 3,000 tons
  of bone and flesh, 124,00 pounds of brain
  matter, 50,000 gallons of blood, 1,840,000 years
  of life that will never be lived, 100,000
  children who will never be born.

• Let us use his same arithmetic for World War I
• 9,000,000 dead young men equal 1,350,000,000
  pounds of bone and flesh, 27,900,000 pounds of
  brain matter, 11,250,000 gallons of blood,
• 414,000,000 years of life that will never be
  lived, and 22,500,000 children who will never be
  born. The dry if imposing figure
• "9,000,000 dead" seems a little less statistical
  when we view it from this perspective.

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The Dead (War Sonnet III by, Rupert Brooke)

• Blow out, you bugles, over the rich Dead!
  Theres none of these so lonely and poor of old,
  But, dying, has made us rarer gifts than gold.
  These laid the world away poured out the red
  Sweet wine of youth gave up the years to be Of
  work and joy, and that unhoped serene, That men
  call age and those who have been, Their sons,
  they gave, their immorality.

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Total WarGovernments committed everything they
had to winning the war

• Committing all of their nations resources.
• Introducing economic restraints.
• Unconsciously changing gender roles by requiring
  women to support the war effort outside the home.
• Controlling public opinion.

• Both sides waged a Propaganda War.
• The public was introduced to horrible acts, and
  stories often exaggerated versions of incidents
  and sometimes altogether made up.

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Propaganda

• As generally understood, propaganda is opinion
  expressed for the purpose of influencing actions
  of individuals or groups... Propaganda thus
  differs fundamentally from scientific analysis.
  The propagandist tries to "put something across,"
  good or bad. The scientist does not try to put
  anything across he devotes his life to the
  discovery of new facts and principles. The
  propagandist seldom wants careful scrutiny and
  criticism his object is to bring about a
  specific action. The scientist, on the other
  hand, is always prepared for and wants the most
  careful scrutiny and criticism of his facts and
  ideas. Science flourishes on criticism. Dangerous
  propaganda crumbles before it.
• Alfred McLung Lee Elizabeth Bryant Lee, The
  Fine Art of Propaganda, 1939.

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Propaganda

• A message designed to promote a product, service,
  or an idea through the use of influence or
  persuasion.

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In our everyday life we are exposed to different
forms of Propaganda

• Printed Materials (Newspapers, Magazines, etc.)
• Posters
• Neon signs
• Billboards
• Commercials

• Direct Mail
• Window Displays
• Point of Purchase Displays
• Telephone Directories
• Cold Calls

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Purpose of Propaganda

• Manufacturers advertise to try to persuade people
  to buy their products.
• Political parties, candidates, social
  organizations, and special interest groups,
  advertise in order to promote a cause.

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Propaganda TechniquesAll propaganda begins with
basic appeal

• Attention getting headlines
• Slogans
• Testimonials (T.V. Stars, athletes, etc.)
• Product characters (fictional characters, cartoon
  animals)
• Repetition (the more often heard the better, when
  and where is the best time to advertise?)

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Your Assignment

• Cooperatively create a propaganda campaign to
  persuade people to support the war effort.
• Recall the examples which have already been given.

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The United States Enters The War1917

• Why did the United States trade neutrality for a
  world war?
• Unrestricted Submarine warfare
• German sub attacks on passenger ships and cargo
  ships-carrying American citizens.
• 1915 after sinking of Lusitania (128 Americans
  aboard) Germany agreed with Wilson that U-boats
  would give surface warnings. In 1917 it was
  evident Germany had resumed unrestricted warfare.
• Cultural ties Many citizens felt cuture and
  language ties to Britain..
• Zimmerman Notes British intercepted a note from
  Germanys Arthur Zimmerman.

The Republic Must Awake Senator Warren G.
Harding (www.loc.gov)
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The Tide Turns in favor of the Allied Powers

• Although few American troops were involved in
  comparison, to the other nations they proved to
  be
• Good fighters
• Morale boost
• United States provided financial aid to debt
  ridden countries.
• Germans launched an all-out offensive in March
  1918.

• Allies counterattacked exhausting Germans.
• German forces pushed back across France and
  Belgium-in September Generals reported there
  would be no hope of winning.
• German citizens were exhausted and hungry they
  called for kaiser to step down as the tsar had.
• William II stepped down in November-he fled to
  exile in the Netherlands.

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The Tide Turns continued

• Austrian-Hungarian empire at the same time is
  tottering.
• Within its empire the nationalities are
  revolting, splitting the empire apart.
• The new German government sought an armistice at
  11 am November 11, 1918.

• Activity Within groups students will research
  the following
• The Costs of World War I.
• Reparations for World War I.
• The Big Three.
• The Treaty of Versailles 1919.
• After the research is complete, draw a political
  cartoon illustrating the viewpoint of the Germans
  after the treaty signing.

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Versailles Treaty Simulation Directions You are
one of several diplomats attending the Peace
Treaty Conference in Versailles, France after the
armistice is declared in November 1918. 1.Your
job, should you decide to accept it, is to argue
the particular position of your assigned nation.
Utilize the worksheets with a synopsis of each
countrys point of view. 2.Within your group
delegate the following roles Nation leader,
advisors to the leader, and public relations
officer. Please note your grade will be
determined by your ability to effectively debate
your countrys position. Good Luck, Sir/Madam
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Can there be positive results from warfare?

• Technological advancements (weapons)
• Advancements in medicine
• Advancements in transportation

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Closure

• Individually you need to write what your personal
  impressions of this war are.
• Focus on the effect this war had on American
  society.

• Remember to include in your write up the specific
  reasons why you feel society in America changed
  or why you feel there was no change.
• You will have 1 class period to complete this
  assignment.