ed 3700 skills portfolio--martin, grace 3700 skills portfolio--martin, grace.pdf · sovereignty (to...

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SOCIAL STUDIES SKILLS PORTFOLIO LESSON PLAN #1

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OUTCOMES FROM ALBERTA SOCIAL STUDIES PROGRAM OF STUDIES General Learning Outcomes:

2. Students will assess impacts of nationalism, ultra-‐nationalism and the pursuit of national interest.

Targeted Specific Learning Outcomes and/or Skill Outcomes:

S.3 Geographical thinking: Students will • locate, gather, interpret and organize information, using historical maps • develop and assess geographical representations to demonstrate the impact of factors of geography on world events • assess how human interaction impacts geopolitical realities 1.6 develop understandings of nation and nationalism (relationship to land, geographic, collective, civic, ethnic, cultural, linguistic, political, spiritual, religious, patriotic) (I, CC, LPP)

LEARNING OBJECTIVES (STUDENT LANGUAGE) Students will:

1. Develop a sense of the diverse and changing geography of Europe in the early 1900s. ESSENTIAL QUESTION/INQUIRY QUESTION

• What were the geographical factors that led to WWI and WWII? • To what extent should national interest be pursued?

ASSESSMENTS Observations: (What am I looking for?)

• Geographical understanding from independent research

Key Questions: (What will students understand?)

• How have the geographical boundaries of Europe changed over time? • Considering what happened to Germany’s borders, how could geographical factors from the

First World War have aggravated circumstances to contribute to causing the Second World War?

Products/Performances: (What will student do?)

• Orally share group research about a central European country • Fill in and colour Pre-‐ and Post-‐ WWI maps of Europe • Answers to guiding questions on student worksheet

LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT • http://education.nationalgeographic.com/education/activity/observing-‐physical-‐and-‐cultural-‐landscapes/?ar_a=1

• https://www.youtube.com/watch?v=NiqBgnF3CAw • http://www.learnalberta.ca/content/ssmah/index.html?interactive=europe/europe.swf

• Google images for maps • Teacher resource maps from: https://mapcollection.wordpress.com/tag/wwi/

• Student 1914 map from: http://www.thecaveonline.com/APEH/WWImap.html

• Student 1920 map from: http://mapssite.blogspot.ca/2009/09/blank-‐map-‐of-‐europe-‐during-‐wwi.html

• Computer and overhead projector with audio connection

• Internet connection • Handout: Student Map Worksheet and homework questions on back of map sheet

PROCEDURE Introduction Time

Attention Grabber (hook)

Play video “History of Europe - 6014 years in 5 minutes” before class and while students are settling in. This is a map of Europe showing countries at different times. https://www.youtube.com/watch?v=NiqBgnF3CAw

Break before class

Overview and/or Assessment of When class begins, let students know that they will be learning about 4 minutes

Skill Focus Geographic Thinking Subject/Grade Level Grade 11 Level 20-‐1 Time

Duration 60 minutes

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Prior Knowledge the geographical factors that changed Europe from Pre-‐WWI to WWII. Replay the introductory video from 1914 (3:51) to 1946 (4:26) while pointing out the major changes.

Transition to Body

This lesson is going to focus on Europe’s changing borders. You will research European countries affected by WWI and recognize the changes in the map of Europe.

1 minute

Body Time Learning Activity #1 Description: Teacher Notes (Assessments/ Differentiation)

Geography researching exercise: Have students log into their computers from the laptop cart. Divide students into seven groups. Have each group find the natural resources, landscape, and geographical history of ONE of the following countries: 1 Germany, 2 Poland, 3 Austria, 4 Hungary, 5 Czechoslovakia, 6 Yugoslavia, or 7 Serbia, then share their findings with the class.

20 min research

10 min share

Learning Activity #2 Description: Teacher Notes (Assessments/ Differentiation)

-‐ Colour a map of pre-‐WWI Europe with one colour for the Triple Entente (Britain, France, Russia) and a different colour for the Triple Alliance (Germany, Austria-‐Hungary, and Italy) -‐ Label countries of Europe on the post-‐WWI map -‐ Students may continue to work on their maps as they watch the videos in the following activity -‐ Homework Questions (due next class) are on the back of the sheet. Point out specifically “Considering what happened to Germany’s borders, how could geographical factors from the First World War have aggravated circumstances to contribute to causing the Second World War?” because that question will be used later in the unit.

10 min


The students will be asked after the videos to answer: What happened to Austria-‐Hungary? To Serbia? To Russia? To the Ottoman Empire? Students may take jot notes during the videos: http://www.learnalberta.ca/content/ssmah/index.html?interactive=europe/europe.swf Use “European Imperialism in the 19th Century” which describes an animated map of the 19th century presents a geographical view of European nations' (e.g.: Britain, France) major acquisitions during the period of European Imperialism. Also use “Europe at the End of the First World War” which has an animated map of the 20th century presents a geographical view of the redrawn European national frontiers formed by the various treaties signed after the First World War (Treaty of Brest-‐Litovsk). This video activity contextualizes events for a changing map.

10 min

Closure Time Consolidation of Learning:

Place a blank map of Pre-‐ and Post-‐WWI on the SMART board and ask students to come up and label the correct countries on the maps using the SMART board pen.

Transition to Next Lesson:

Today we used geographical thinking to understanding the changing borders of Europe before WWI. Next lesson we will talk about other factors that contributed to sparking the first World War. Please complete your assignment questions for homework and give extra thought to “Considering what happened to Germany’s borders, how could geographical factors from the First World War have aggravated circumstances to contribute to causing the Second World War?”

5 min

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Lesson #1 Materials: Teacher Map Answer Key Posted on Board

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Student Map Worksheet

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Student Worksheet Guiding Questions In 1914:

• What countries were in the Triple Entente?

• What countries were in the Triple Alliance?

• Serbia and Russia were also allies. Was Serbia’s border closer to members of the Triple Alliance or to the Triple Entente? Why was this significant?

From 1914 to 1920, what happened to the geographical borders of the following countries:

• What happened to Austria-Hungary? What countries was it broken into?

• What happened to Serbia? What new country was the land given to?

• What happened to Russia? What land did it lose?

• What happened to the Ottoman Empire?

• What happened to Germany? Did it lose land?

• Where is Eastern Prussia located?

• Considering what happened to Germany’s borders, how could geographical factors from the First World War have aggravated circumstances to contribute to causing the Second World War?

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1. Students will explore the relationships among identity, nation and nationalism.


S.2 Historical thinking: Students will • analyze connections among patterns of historical change by identifying cause and effect relationships • analyze similarities and differences among historical narratives • identify reasons underlying similarities and differences among historical narratives • develop a reasoned position that is informed by historical and contemporary evidence 2.7 analyze nationalism and ultranationalism during times of conflict (causes of the First and Second World Wars, examples of nationalism and ultranationalism from the First and Second World Wars)

LEARNING OBJECTIVES Students will:

2. Analyze the historical causes of the First World War and utilize that information, along with primary sources, to make a reasoned decision about the justification of Canadian WWI internment

ESSENTIAL QUESTION/INQUIRY QUESTION • To what extent should national interest be pursued? • What were the factors that led to WWI and WWII?


• Student discussions using historical details to analyze the events


• How did militarism, alliances, imperialism, and nationalism cause WWI?


• Answer the question: thinking historically, was the Canadian WWI internment of Austrian-‐Hungarians justified?

• Thinking historically, what European nations do each of the countries A-‐G represent? • Class discussion about how colonialism could have contributed to WWI

LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT • http://www.historyhome.co.uk/europe/causeww1.htm • Colonial map http://culinarydiplomacy.com/tag/banh-‐mi/ • Critical Thinking Corsortium primary resource for justification of WWI internment

• Computer and overhead projector with audio and Internet connections

• Handout: WWI primary source PROCEDURE

Introduction Time Attention Grabber

Today we are thinking historically about the causes of the First World War. The first half of the lesson will focus on cause/consequence, historical significance and perspective, while the last half will focus on primary source evidence and historical perspective.

1 min

Overview and/or Assessment of Prior Knowledge

Brainstorm Think-‐Pair-‐Share. Instruct students to take 20 seconds to brainstorm ideas about why a country might go to war. Then share with a partner for one minute. Write the words “causes of wars” in a circle on the board and invite student to write up their ideas. Refer to the Big 6 “Cause and Consequence.”

5 min

Transition Later today we will analyze some primary sources on the WWI internment 1 min

Skill Focus Historical Thinking Subject/Grade Level Grade 11 Level 20-‐1 Time

Duration 60 minutes

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to Body in Canada. But first we will analyze connections among patterns of historical change by identifying cause and effect relationships for the factors leading to WWI. Teacher writes “MAIN” on the board and says we will define this acronym for the main causes.

Body Time Learning Activity #1 Description: Teacher Notes (Assessments/ Differentiation)

Ask students to write in their notebooks that “MAIN” stands for militarism, alliances, imperialism, and nationalism. Teach militarism and nationalism through an exercise of self-‐interest. Make two teams by splitting the room in two. Get the teams to create names for their team and chant it. Encourage them to sport their name with pride. This is nationalism. Tell them that the other team wants to take them over, so they need to build up their armies. One crumbled piece of paper would represent a bomb big enough to kill five people. Allow students to make snowballs from their scrap paper for ten seconds. Count down and then say, “freeze!” Ask teams to count how many snowballs they made and ask if they are intimidated by the other team? This is militarism. This activity builds understanding of historical perspective. For fun, let the students have a paper ball fight.

10 min

Learning Activity #2

Thinking historically, ask students to discuss what was the cause and effect of colonialism? Show students a map of colonies under British, French, Italian, and German control. Many countries wanted to acquire land and colonies far away for various reasons. Britain had the largest empire, and other countries wanted colonies for themselves. This was due to industrialism (=more interest in colonies). Teacher guides historically thinking discussion.

5 min


Alliances game role-‐play. Divide the number of students by 7 and make that many copies of the country cards. Hand out one country card to each student. Ask students to get into their groups (A-‐F). Have everyone read their card to familiarize themselves with their role. Ask the groups to form alliances based upon the information they have. (Should end up ACEG and BDF). See if they can figure out which country their card is: A – France B – Italy C – Russia D – Austria E – Serbia F – Germany G – England Have students return to their seats and discuss why they made their decision and the importance role that alliances played in causing WWI. This builds historical perspective and addresses historical significance.

15 min


Students will be split into groups of three and given three primary sources from the Critical Thinking Consortium about WWI internment in Canada. Students will analyze similarities and differences among historical narratives, identify reasons underlying similarities and differences among historical narratives, and develop a reasoned position that is informed by historical and contemporary evidence. Thinking historically, was the internment justified? Focus on cause and effect, historical perspectives, and historical significance of the primary source evidence.

25 min

Closure Time Consolidation of Learning: Today we did two major activities: determine the causes of the First

3 min

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World War, and analyze historical documents from Canada’s decision to intern people from the Austro-‐Hungarian Empire in the First World War.

Transition to Next Lesson:

Tomorrow we will be thinking critically about which is the most important cause of WWI and why.

Map for Learning Activity #2: Colonialism

WWI “Alliance Cards”

Country A You have made an alliance with Country C and G and are competing with Country F for overseas holdings. You despise Country B.

Country B You have a rivalry with Country C and have made an alliance with Country F to try to stop Country C’s aggressive overseas expansion.

Country C You are bordered by Countries D & F and have made an alliance with Country A for security purposes. You would like to protect and even annex Country E.

Country D You control Country E and have made an alliance with Country B to secure your borders and balance the competing alliance between Country A & C.

Country E You have good relations with Country C. You are controlled by Country D, but desire sovereignty (to govern yourself). Radical elements of your pro-sovereignty movement

assassinate Country D’s future leader. Country F You make alliances with Countries B & D because you are competing with Country A for

overseas holdings and are advanced you navy, which would compete against Country G. Country G You have a strong navy because you are geographically bordered by water only. Despite

historical wars and colonial interests, you allied with Country A because you are concerned about Country F’s naval expansion, which threatens your control of the seas.

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WWI INTERNMENT JUSTIFIED Historical context for teachers Early Ukrainian immigration to Canada • Despite previous periods of independence, the Ukrainian people did not have a nation to call their own in the 19th century; instead, Ukrainian territory was controlled by two powerful empires. The crown lands of Galicia and Bukovyna in Western Ukraine were controlled by the Austro-Hungarian Empire, while Eastern Ukraine was part of the Russian Empire. • Approximately 171 000 immigrants of Ukrainian ethnic origin came to Canada between 1892 and 1914, the majority of whom came from the provinces of Galicia and Bukovina in western Ukraine that was part of the Austro-Hungarian Empire. • Canadian immigration officials labelled Ukrainian immigrants arriving in Canada as Austrian or Russian, depending on their passport, but they were also classified as Galician, Bukovynian or Ruthenians, depending on which region or province they were from in Austria-Hungary. The term Ukrainian was not commonly used. Outbreak of World War I • When Great Britain, alongside Russia and France, declared war against Germany and Austria-Hungary on August 4, 1914, Canada, as a colony of Britain, was automatically at war. • Almost immediately, the Government of Canada issued an order-in-council stating that enemy aliens (citizens of a country that is at war with the country in which they are living) could be arrested and detained if they tried to leave Canada. The order-in-council was created to prevent citizens of the Central Powers (the Austro-Hungarian Empire, German Empire, Ottoman Empire and Kingdom of Bulgaria) from returning to their homelands and serving in their countries’ militaries. • The War Measures Act, passed on August 22, 1914, gave the government emergency powers to censor and control all publications and communications; arrest, detain or deport anyone; and take, use or control any property for the security, defence, peace, order and welfare of Canada. Restrictions on Enemy Aliens • On October 28, 1914, another order-in-council was passed that required enemy aliens to register with authorities at different locations throughout Canada. From October 1914 to February 24, 1920, 80 000 individuals, the majority Ukrainian, were forced to report each month to special registrars, or to local North West Mounted Police forces. • Enemy aliens were issued with registration cards that identified them, their nationality, place of residence and place of employment. The registration cards had to be carried at all times, and those failing to do so could be subjected to arrest, fine or even imprisonment. • Only those enemy aliens who lived within 20 miles of a registration office were required to regularly report their movements, while those who lived far away from major urban centres were not required to report as frequently. • Restrictions were also imposed on freedom of speech, association and movement for enemy aliens. Municipalities were told to watch all Germans and Austrians living within their areas. Out of patriotism, many employers also dismissed Austrians and Germans from work. Internment of enemy aliens • Many enemy aliens were interned over the course of the war for failing to regularly report as regulation demanded, or when attempting to leave Canada for the United States to seek work. In some cases, they voluntarily interned themselves, due to the extreme poverty they were facing during the war. In many instances, however, war-enhanced prejudice contributed to communities attempting to unload their poor enemy-alien populations into the internment camps. • In total, 8579 enemy aliens (including 81 women and 156 children) were incarcerated in one of the 24 internment camps across Canada. Only 3138 of these internees could be properly classified as prisoners of war (P.O.W.'s)—individuals captured under arms or reservists required to serve in the Austrian or German imperial forces—of these, 817 were active servicemen captured in Caribbean ports at the onset of the war and transferred to Canada. • The internment camps housed 7762 Canadian residents, 5954 non-Germans from the Austro-Hungarian Empire, 1192 Germans, 205 Turks and 99 Bulgarians. • Internees from the Austro-Hungarian Empire were officially designated as Austrians, although the vast majority were different minorities, including Hungarians, Czechs, Slovaks, Croats, Poles, Slovenes and

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Ukrainians. The majority of surnames in the camps were Ukrainian, which reflects the ethnic make-up of immigrants from Austria-Hungary in Canada at the outbreak of the war. • No Ukrainians carrying passports from the Russian Empire were interned during the war because Russia was an ally of Great Britain. Internment camp conditions • The Hague Convention outlined rules for the employment of POWs. Internees were required to provide work only for their own comfort, cleanliness and health. Any work completed for the advantage of the government, or for the service of private individuals or corporations, was voluntary and required payment. • Internees received the same pay a Canadian soldier would receive for noncombat work (25 cents per day). Internees were put to work building roads, clearing land (including for experimental farms in northern Ontario and Québec), cutting wood, building railways, and building Canada’s national parks, including Banff National Park in Alberta. • Due to labour shortages across Canada during the last two years of the war, many internment camps closed between 1916 and 1918 when internees were shipped to larger camps, or paroled to private companies to work as full-time employees. They were allowed to work for private businesses; for municipal, provincial and federal levels of government; or for the railway companies. • Paroled Ukrainians were forced to move to different spots across Canada without their families, and many were employed in industries in which they had no previous experience. Although many camps closed from 1916 to 1918, several camps (Vernon, British Columbia; Kapuskasing, Ontario; and Amherst, Nova Scotia) were not closed until 1919 or 1920, a full year and a half after the end of the war. Upon being released, internees’ possessions and finances were not always returned, and they often faced continual security checks.

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Student Resources for Lesson 2:

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2. Students will assess impacts of nationalism, ultranationalism and the pursuit of national interest.


S.1 Critical thinking: Students will • evaluate ideas and information from multiple sources • determine relationships among multiple and varied sources of information • synthesize information from contemporary and historical issues to develop an informed position 2.7 analyze nationalism and ultranationalism during times of conflict (causes of the First and Second World Wars, examples of nationalism and ultranationalism from the First and Second World Wars)

LEARNING OBJECTIVES (STUDENT LANGUAGE) Students will:

3. Rank the causes of WWI in order of importance and explain why ESSENTIAL QUESTION/INQUIRY QUESTION

• To what extent should national interest be pursued? • What were the factors that led to WWI and WWII?


• Student critical thinking process through establishment of criteria, evaluating information from source material, and synthesis of information to support a position


• In your opinion, what was the most important cause of WWI?


• Class discussion of important WWI causes • A written paragraph response detailing the most important factor causing WWI

LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT • Lesson Plan idea and resources: What are the M.A.I.N. Causes of World War I? http://www.cpalms.org/Public/PreviewResource/Preview/61731

• https://www.youtube.com/watch?v=XRcg_t2oJkc

• Critical Thinking Task: Causes of WWI handout

• Internet and audio connection, computer, and projector

PROCEDURE Introduction Time

Attention Grabber (hook)

Write on board for students to read upon entering, “How do we decide what the most important thing is given a list?” (Looking for students to say it depends upon the criteria)

1 min

Transition to Body

Yesterday we learned the MAIN causes of WWI, who can tell me what they are? Today we will be ranking these factors in order of importance. This is a critical thinking lesson. There is no right answer, but you will have to take a position and defend your choice through analyzing and synthesizing information.

1 min

Body Time Learning Activity #1 Description:

Ask students to think about what the most important cause of the First World War while watching the “Causes of WWI” video (6:07): https://www.youtube.com/watch?v=XRcg_t2oJkc

10 min

Skill Focus Critical Thinking Subject/Grade Level Grade 11 Level 20-‐1 Time

Duration 60 minutes

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Teacher Notes (Assessments/ Differentiation)

Discuss what students picked out to be the most important factor.


Hand out the 5 page package, “Critical Thinking Task: Causes of WWI.” Split the room in half. Get one half to study documents A-‐E in partners. The other half will study documents F-‐J. After ten to fifteen minutes (longer if students are still reading) have each student pair up with a new partner from the other side of the room. Partners share what they learned with one another for another ten minutes and answer the guiding questions in pairs. If students are done, have them discuss the prompting question: which is the most important factor and why?

25 min


Written Response. Write a bullet-‐form list ranking the causes of WWI from most to least important. Ask students to write a paragraph (at least 100 words) explaining which factor they think is the most important cause of WWI and why. Why is it more important than the other causes?

20 min

Closure Time Consolidation of Learning: Have volunteer students share their ranking and why. Transition to Next Lesson:

Now that we understand the causes of WWI tomorrow we will learn about the significant events of WWI to describe nationalism and ultranationalism.

3 min

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Critical Thinking Task: Causes of WWI

Prompt: Of the 4 M.A.I.N. reasons for the cause of WWI, which factor do you think contributed most to the outbreak of World War One and why? Directions: The prompt is based on the accompanying documents. As you analyze the documents, take into account both the source of the document and the author’s point of view. Use this information to help support your decision of which factor is the most important cause of WWI? Document A: Pre-WWI Alliance Map of Europe Source: Wikimedia Commons

Guiding Questions: 1. What three main countries make up the Triple Alliance? (Hint to remember: think A for Austria) 2. What three main countries make up the Triple Entente? (Hint to remember: think E for England) Document B: Source: http://avalon.law.yale.edu/19th_century/dualalli.asp

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. Guiding Questions:

1. What country are Germany and Austria-‐Hungary most worried about? 2. What are Germany and Austria-‐Hungary “bound” to do for one another?

Critical Thinking Task: Causes of WWI page 1

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Document C: Source: http://www.authentichistory.com/1914-‐1920/1-‐overview/1-‐origins/index.html “By the 1890s, the great land armies of France, Germany, Austria-Hungary, and Russia had no equals on earth except one another. Nicholas warned that ‘the accelerating arms race,’ which was producing larger armies, more powerful artillery, and bigger warships, was ‘transforming the armed peace into a crushing burden that weighs on all nations and, if prolonged, will lead to the very cataclysm it seeks to avert.’ Unfortunately, participation in the international court was voluntary. The next year, in an attempt to compensate for its small empire, Germany enacted the Second Naval Law, intending to build a navy capable of challenging the British Royal Navy in combat. The British responded. By 1906, keeping ahead of the Germans in modern battleships was a national priority. France, meanwhile, strove to match the German standing army of sixty million men, no small feat for a nation of forty million people.” Guiding Questions:

1. According to Nicholas, what was the arms race leading to? 2. How did Britain and France react to Germany’s military buildup?

Document D: Source: http://www.oldmagazinearticles.com/Pre-‐World_War_One_Military_Spending_pre_ww1

Guiding Questions: 1. What happened to all European Countries’ expenditures from 1908 to 1913? What might

account for this? 2. What two countries spent the most on their militaries in 1913? Are these two countries allies?


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Document E: Source: http://www.authentichistory.com/1914-‐1920/1-‐overview/1-‐origins/index.html “One of the main causes of the First World War was imperialism: an unequal relationship, often in the form of an empire, forced on other countries and peoples, resulting in domination and subordination of economics, culture, and territory. Historians disagree on whether the primary impetus for imperialism was cultural or economic, but whatever the reason, Europeans in the late 19th century increasingly chose to safeguard their access to markets, raw materials, and returns on their investments by seizing outright political and military control of the undeveloped world. Between the 1850s and 1911, all of Africa was colonized except for Liberia and Ethiopia. The British, who had imposed direct rule on India in 1858, occupied Egypt in 1882, probably a strategic necessity to protect their Indian interests. The French, who had begun missionary work in Indochina in the 17th century, finished their conquests of the region in 1887, and in 1893 they added to it neighboring Laos and a small sliver of China.” Guiding Questions:

1. According to the passage, why did Britain occupy Egypt? 2. What areas are referred to as “the underdeveloped world” in the passage?

Document F: Source: http://commons.wikimedia.org/wiki/File:WWI-‐Causes.jpg Guiding Questions:

1. What countries do you think represent the figures sitting on the “pot?” Why? 2. Why is the cartoon titled “The Boiling Point”?


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Document G: Source: http://www.authentichistory.com/1914-‐1920/1-‐overview/1-‐origins/index.html The Balkan Powder Keg Serbia was the only Balkan nation to threaten a Great Power directly. Following a change of dynasties in 1903, the aggressive Serbian leader Nicholas Pashich adopted an openly anti-Austrian policy. At the same time, he promoted Pan-Slav nationalism--a vision that the Slavic peoples would one day be united under one nation. Additionally, the Serbians could or would do little to stop the activities of the anti-Austrian secret society, the Black Hand. To the Austrians, the rise of Pan-Slavic nationalism, and particularly Serbian aggression, was a direct threat to the future of the Austrian Empire. Serbia had become “a jackal snapping at the Austro-Hungarian Achilles heel.” Guiding Questions:

1. What does it mean that Serbia was “a jackal snapping at the Austro-‐Hungarian Achilles heel?”

2. According to the passage, why was Serbia important? Document H: Source: Wikimedia Commons Guiding Questions:

1. Which “M.A.I.N.” causes of WWI are represented in the document above? 2. If the various alliances and nations are represented as a “wood pile” in the cartoon, what is

the “match” that will set them all ablaze? Why?


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Document I: Source: http://www.authentichistory.com/1914-‐1920/1-‐overview/1-‐origins/index.html On the eve of the First World War, several social movements had influence over the various classes of citizenry in Europe. Socialism pressed for social justice and economic rights for the working class. Conservatism was the accepted value system of kings, aristocrats, most priests, and many of their lesser supporters, especially in Eastern Europe. In response to the perceived threat of Socialism, a new Conservatism, with roots in anti-Capitalism and anti-Semitism, began to spread amongst the students and shopkeepers of Paris and Vienna. But the movement that had the most influence in Europe in 1914, including over the workers, was Nationalism--emotional loyalty to the state. The idea of popular sovereignty, that the people should be sovereign, easily led to the notion that sovereignty should be supported by the citizenry with extreme enthusiasm. Guiding Questions:

1. According to the passage, what movement had the most influence on Europe in 1914? 2. What other movements influenced Europe?

Document J: Source: http://upload.wikimedia.org/wikipedia/commons/2/2d/Chain_of_Friendship_cartoon.gif

Guiding Questions:

1. Which “M.A.I.N.” cause(s) of WWI are illustrated in the picture above? How? 2. Why is Serbia the first in the chain? Why is it smallest?

Critical Thinking Task: Causes of WWI Page 5

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