Student-Centered Methods to Discuss Origins of War: Europe and the First World War.by Darren Rollins, Atlanta International SchoolMay 7th, 2011

BigNavy. (Online Image) Available <http://www.uh.edu/engines/bignavy.jpg>. 27 September 2010.

Historically, it has been noted that WWI erupted after the assassination of Archduke Franz Ferdinand in Sarajevo on June 28, 1914. However, historians continue to debate other underlying causes, including changing political and economic situations in major European nations. 

Archduke Franz Ferdinand and Dutchess Sophie at Sarajevo on 28th June, 1914.http://www.spartacus.schoolnet.co.uk/FWWarchduke.htm

The World War of 1914-18 was the first manmade catastrophe of the 20th

Century. 

• How can we help students interpret documents and use sources to critically examine the events and people that moved the world toward global war? 

• Why is 20th Century war significant to the European Community today?

• What questions should we consider when discussing the European Union?

What Socrates taught his students was how to question – how to use inquiry to empower themselves.

Dialogue

Collaborative:

Goal is understanding 

Listening for deeper meaning 

Re-evaluating assumptions

Open-minded

Temporarily suspending belief

Searching for strength in all positions

Open-ended

Debate

Oppositional:

Goal is proving the other side is wrong

Listening for flaws

Defending assumptions

Close-minded

All-out defending of belief

Searching for weakness in position 

Demands closure

Three simple rules:

LISTEN: no one may speak while someone else is speaking. The other’s sentence must be completed.

BUILD: speakers must attempt to build on other’s comments rather than debate or contradict. Questioning politely is a civil way to disagree.

REFER TO THE TEXT or PROMPT: as often as possible, speakers must refer to a specific section of the text, or key words of the prompt being used, rather than making general comments or observations.

“Nothing is inevitable until it happens.”-A.J.P. Taylor

http://cache.viewimages.com/

Socratic DialogueQuestion:

 To what extent was war in Europe inevitable in the early twentieth century?

Documents:

Sources A-G [Wolfsen & Laver: European History 1890-1990 pages 121-123]

Origins of World War I Graphic [Rollins]

1914 Europe

an Tension

ImperialismPartition of

AfricaColonizatio

n of Far East

Nationalism

Large power

jingoism / small power

self-determinati

onMilitarismArms RaceMobilizatio

n time tables

European Navies

Romanticism

No war in Europe

since 1871

Alliance System

Dual Alliance

Triple AllianceFranco-RussianTriple

Entente

WeltpolitikThe Kaiser asserts Germany’s power

Moroccan Crisis

England & France pushed together against Germany

Sick Man of Europe [Ottoman Empire]

Balkan CrisisBosnian crisis and Balkan

Wars

Assassination of Austrian Archduke

Austrian Ultimatum to Serbia German Blank Check to

Austria

Russia Mobilizes to support Serbia

France Mobilizes to support Russia

Austria Declares War on Serbia

Germany and France Declare war on one another

Seminar Participant: Observer: Date: Seminar

Topic:

Positive

Makes a relevant comment

Takes a position

Uses evidence to support a position

Draws another person into discussion

Asks for clarification

Makes an analogy

Recognizes a contradiction

Negative

Not paying attention

Interrupts

Makes an irrelevant comment

Personal attack

Monopolizing

More than one ‘pass‘

Comments:

Level 4 – ExcellentA – CONDUCT: demonstrates respect for the seminar and patience with different opinions. Shows initiative by asking others for clarifications, bringing classmates into the conversation and moving the discussion forward. Speaks to all participants (not just teacher or a single student). Avoids talking too much, too long, too softly. Avoids pettiness and inappropriate language.B – SPEAKING/REASONING: processes information before answering. Cites evidence from the text (or elsewhere when appropriate). Expresses complete thoughts in complete sentences. Pronounces words properly. Makes logical and insightful comments. Makes connections among ideas from other speakers. Resolves seemingly contradictory ideas. Considers all sources, not just his or her own. Strives for good logic.C – LISTENING: pays attention to details; writes down questions and thoughts. Takes into account the comments of other participants and keeps up with the conversation. Recognizes faulty logic. Overcomes distractions.D – READING: prepares thoroughly and comes with notes and questions. Identifies key words, phrases, ideas, and issues.Level 3 – goodA – CONDUCT: generally stays calm but may display impatience. Comments often enough but does not encourage others to participate. Tends to address only the teacher or get into debates.B – SPEAKING/REASONING: responds to questions voluntarily. May have trouble with unfamiliar vocabulary. Comments indicate thought given to the text but may not show appreciation for more subtle points. Comments are logical but may not make connections among ideas of previous speakers. Ideas are interesting enough that other participants respond to them.C – LISTENING: Generally pays attention and responds thoughtfully to ideas and questions of other participants. Absorption in own ideas may distract from other participant’s contributions.D – READING: reads the text and comes with a few questions and ideas. Takes few or no notes to prepare. Understands the vocabulary.

Level 2 - fairA – CONDUCT: emphasizes own ideas in understanding the text. Sometimes loses composure and disrupts the conversation. Makes some insightful comments; however, by insisting too forcefully, or by not participating enough, contributes little to the progress of the conversation. Tends to debate rather than discuss. Shows understanding but only when called upon.B – SPEAKING/REASONING: responds to direct questions. Has difficulty with some vocabulary and mispronounces important words. Comments may not take into account some important details and may not be logical. Ideas may not connect with previous comments and questions.C – LISTENING: judges some ideas unimportant but responds to others. Needs to have questions repeated but fails to ask. Takes few notes during the seminar. Loses track of the conversation.D – READING: merely skims the text; prepares no meaningful notes or questions. Misconstrues key concepts. Shows little serious reflection done prior to seminar.

Level 1 - unsatisfactoryA – CONDUCT: displays little respect for the seminar. Argumentative, withdrawn or disruptive. Minor distractions are exploited. Use inappropriate language and speaks about individuals rather than about ideas. Arrives unprepared, without notes, a pen, perhaps even the text.B – SPEAKING/REASONING: disruptive or silent. Mumbles and/or expresses incomplete ideas. Comments may be so illogical as to be meaningless. Little or no account is made of previous comments or important ideas in the text.C – LISTENING: pays little attention to the seminar. Comments may reveal misinterpretations or questions or comments of other participants.D – READING: Unprepared. Important words, phrases, or ideas in the text are unfamiliar. No notes or questions ready and no effort to get help with a difficult reading.

Assessment criteria for Socratic Seminar participant

How to Analyze a Political Cartoon

techbostonacademy.org

Cartoon AnalysisLevel 1

Visual

List the objects or people you see in the cartoon.

Words

Identify the cartoon caption and/or title.

Locate three words or phrases used by the cartoonist to identify objects or people within the cartoon.

Record any important dates or numbers that appear in the cartoon.

Designed and developed by the Education Staff, National Archives and Records Administration. Washington, DC 20408

Cartoon Analysis Level 2

Visuals

Which of the objects on your list are symbols?

What do you think each symbol means?

Words

Which words or phrases in the cartoon appear to be the most significant? Why do you think so?

List adjectives that describe the emotions portrayed in the cartoon.

Designed and developed by the Education Staff, National Archives and Records Administration. Washington, DC 20408

Cartoon AnalysisLevel 3

In three lines or less for each bullet point:

Describe the action taking place in the cartoon.

Explain how the words in the cartoon clarify the symbols.

Explain the message of the cartoon.

What special interest groups would agree/disagree with the cartoon's message? Why?

Designed and developed by the Education Staff, National Archives and Records Administration. Washington, DC 20408

Alternative Sources: Songs of World War I

Your King and Country Want You

A sentimental favorite at the start of war in 1914, Your King and Country Want You was penned by Paul Rubens. [British] http://www.youtube.com/watch?v=m5wgL1AY3ks

We've watched you playing cricket and every kind of game,At football, golf and polo you men have made your name.But now your country calls you to play your part in war.And no matter what befalls youWe shall love you all the more.So come and join the forcesAs your fathers did before.

Oh, we don't want to lose you but we think you ought to go.For your King and your country both need you so.We shall want you and miss youBut with all our might and mainWe shall cheer you, thank you, bless youWhen you come home again.

Alternative Sources: Songs of World War I

Over There

Reproduced below are the lyrics to the chorus of America's best-known World War One song, Over There.  Written by George M. Cohan the song was widely performed by various artists (initially by Charles King) from its publication in 1917. [American] http://www.youtube.com/watch?v=6k9XZB6O26w Keep in mind that this song refers to the U.S.A’s entry into the war and not the origins of WWI.

ChorusOver there, over there,Send the word, send the word over there -That the Yanks are coming,The Yanks are coming,The drums rum-tummingEv'rywhere.So prepare, say a pray'r,Send the word, send the word to beware.We'll be over, we're coming over,And we won't come back till it's overOver there.

How to analyze the songsAs you read your assigned song

consider the following questions:

What is the tone of your song? Does it support or oppose the war?

From what perspective is your song written (soldier, parent, worker on the home front, etc.)? Does this perspective influence the tone?

CHOICES FOR THE 21ST CENTURY EDUCATION PROGRAM ■ WATSON INSTITUTE FOR INTERNATIONAL STUDIES, BROWN UNIVERSITY ■ WWW.CHOICES.EDU

How to Further Analyze Songs:

Who do you think might be the intended audience for your song—troops, or people on the home front? How can you tell?

How might the composer’s nationality influence the content and tone of the song?

What does your song’s copyright date tell you about its perspective on the war?

CHOICES FOR THE 21ST CENTURY EDUCATION PROGRAM ■ WATSON INSTITUTE FOR INTERNATIONAL STUDIES, BROWN UNIVERSITY ■ WWW.CHOICES.EDU

Interactive WebsitesDivide students into small groups. Direct all groups to the following resources on The

Great War and other sites or assign each group one or two to review.

The Great War: Explosion http://www.pbs.org/greatwar/chapters/ch1_explosion.html

The Great War: Europe in 1914 http://www.pbs.org/greatwar/maps/

The Great War: 1900 A Transforming World http://www.pbs.org/greatwar/historian/hist_winter_01_1900.html

The Great War: The War as Detective Story http://www.pbs.org/greatwar/historian/hist_winter_05_detective.html

Germany at the Turn of the Century http://www.pbs.org/greatwar/historian/hist_winter_02_germany.html

The Great War: Total War – Everyone is a target http://www.pbs.org/greatwar/historian/hist_winter_11_totalwar.html

Causes of World War I http://www.pvhs.chico.k12.ca.us/~bsilva/projects/great_war/causes.htm

World War I Timeline http://www.america-at-war.net/wwi.htm

The Origins of World War I http://www.bbc.co.uk/history/war/wwone/origins_01.shtml

German Perspective

Die Darstellbarkeit des Krieges im Museum ("The Presentation of War in Museums") A German site reporting on the conference of the same name.

Deutsches Historisches Museum: German Historical Museum, Berlin.

Die deutsch-amerikanischen Beziehungen vom 1. Weltkrieg bis zu den Anfängen der NS-Herrschaft

: German-American relations from WWI to the Nazi era.

World War I Page of the Max-Planck Institute (Germany).

The Ernst Jünger Home Page. (German author).

German Political Cartoon

Karte von Europa im Jahre 1914 (by W Trier; Berlin, 1914)

Cartoon Translation and Discussion

England hides its fleet under the skirt of home, the dog Ireland is at its back. King Oskar of Sweden looks “intently” at Russia.France bravely retreats, while Spain devotes itself to sweet “idleness.”Belgium – already has!

German and Austria-Hungary strike solid German blows on all sides.Good “will” prevails in Switzerland.|(blacked out)[Italy is loyal until death or victory(?)]|Sicily – volcanic soil, but otherwise quite quiet.Montenegro – a pack of lice.

Serbia – a pack of swine! The King of Derazzo.Albania – abandons its people.Greece and Turkey are eager to devour one another. Ferdinand of Bulgaria would also like to have a share.|(blacked out) [(a name here?) of Rumania]|Russia wants to swallow up everything, but will not succeed.

http://bibliodyssey.blogspot.com/2008/08/dogs-of-war.html

Historians’ major debates Origins of the First World WarOrthodox The outbreak of the war was the collective

responsibility of all the belligerents

Fischer’s View The continuity of German history from 1871 to 1914 led to war

The German desire for territorial expansion led to war

The German desire to break free of it diplomatic encirclement led to war

The war was a way of diverting the German populace from domestic problems

Ritter’s View Germany had no desire for world domination; its main aim was to support it ally

German military planners pushed into war

Other Views Germany intended only a defensive or “preventative” war

Germany went to war to achieve the aims of Weltpolitik (8)

Germany wanted war to reorder the alliance system

Germany wanted war in the interests of sammlungspolitk (31)

Imperial rivalry encouraged German monopoly capitalists to push for new territory and markets by means of war

Germany wanted to swing the European balance of power in its favor by war

Austria-Hungary’s desire to crush nationalist movements led it to war

The rival plans for mobilization of the European powers led to warFrank McDonough The Origins of the First and Second World Wars 2003

Also, check out the following PBS website for other historians and their different perspectives on the causes of World War I.http://www.pbs.org/greatwar/historian/index.html

Systemic Domestic / Societal IndividualRise of German powerRigidity of Alliance SystemBipolarity vs. multi-polarityLoss of moderation due to ignoring traditional emphasis on Balance of PowerNationalism – stronger than socialism or royaltyComplacency about peaceIncreasingly bellicoseSurvival of fittest – twisted philosophy of social-DarwinismGerman policy‘vague and confusing’ as well as antagonistic

Rejects Marxist/Leninist interpretation that it was caused by financial capitalistsInternal crises in Austria-Hungary and TurkeyThreatened by nationalism – could cause disintegration of empiresDomestic / political situation in GermanyFischer school – key cause is social problems“foreign adventures instead of domestic reform – circuses in place of bread.”

Leadership mediocreFranz Josef – weak and led by ministersTsar Nicholas – “isolated autocrat … resisting change”Kaiser Willem – “sense of inferiority … a blusterer, a weak man, and extremely emotional.” Personality did make a difference

Causes of World War 1: Three Levels of AnalysisJoseph Nye – Understanding International Conflicts

Information collated from:Nye, Joseph S. Understanding International Conflicts: an introduction to theory and history Library of Congress Cataloging-in-Publication Data, 2000

questions to ponder… World War or European Civil War? Should we

consider that Queen Victoria of England, Kaiser Wilhelm I (Willy) of Germany, and Czar Alexander (Nicky) of Russia were all related to one another? Down south we call that a family feud. Was it a case of the “The Hapsburgs and the McCoys?”

Is there a European identity? E Pluribus Unum? Has there always been a European identity? [The A.J.P. Taylor Debate]

Is World War I and World War II the same war? Since many of the actors (people, places, nations) are the same, did the failure to resolve one cause the other?

Is the EU a form of collective security? How did it start? To what extent has collective security been successful? Is the EU the “the Union to end all Wars?”

Rollins, AIS

• Was the end of monarchy an unexpected result? Just a step toward the inevitable end of empire? Russian Revolution, Collapse of the Ottoman Empire, Rise of parliamentary democracy in England and Germany?

• Seeds of Democracy vs. old Autocracy? English parliamentary monarchy, French republic, Italian parliamentary monarchy, and later the US constitutional democracy vs. the Kaiser, the Hapsburgs and the Sultan?

• Are some 20th century causes of European conflict still prevalent?

Is Europe still wrestling with Nationalism, imperialism, ethnic conflict, terrorism? Rollins, AIS

mmm…

mmm…• Do liberal democracies fight each other? What about the McDonald's Thesis? Do free market representative governments have any incentive to fight one another? Is globalization a killer of culture, or a peacemaker, or both?

• Has an European Union existed before? Austrian-Hungarian Empire, Russian Empire, Ottoman Empire? Were these all multi-national unions with shared economic policies? How are they different from the concept of the EU?

Rollins, AIS

mmm…• United States of Europe? Will there be a European Constitution? Will there be a European Army? Federalism? Electoral College? Is the USA/EU a fair comparison? Is the EU a unique entity?

• Will the World follow the European Union’s example? Will there be a common American Community? How about a common currency for North America, the Amero perhaps?

• Are we moving away from nation-states and back to empires? Empires with representative governments?

Rollins, AIS

Bibliography

Frank McDonough The Origins of the First and Second World Wars 2003

BigNavy. (Online Image) Available <http://www.uh.edu/engines/bignavy.jpg>. 27 September 2010

Origins of World War I Photograph. Archduke Franz Ferdinand and Dutchess Sophie at Sarajevo on 28th June, 1914. http://www.spartacus.schoolnet.co.uk/FWWarchduke.htm

Education Staff, National Archives and Records Administration. Washington, DC 20408

Cohen, George M. Over There.  [American] 1917 http://www.youtube.com/watch?v=6k9XZB6O26w

Brown University Choice for the 21st Century Education Program Watson Institute for International Studies. www.CHOICES.EDU

Nye, Joseph S. Understanding International Conflicts: an introduction to theory and history Library of Congress Cataloging-in-Publication Data, 2000

Bibliography Continued

Trier, W. Karte von Europa im Jahre 1914 http://bibliodyssey.blogspot.com/2008/08/dogs-of-war.html

Taylor, A.J.P. Photo http://cache.viewimages.com/xc/73559613.jpg?v=1&c=ViewImages&k=2&d=17A4AD9FDB9CF193F4690BDD119B3A6DC49AEAE3554F6E42284831B75F48EF45

Ruebens, Paul Your King and Country Want You [British] 1914 http://www.youtube.com/watch?v=m5wgL1AY3ks

Origins of World War I Political Cartoon techbostonacademy.org