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Name : _____________________________ Assigned: Due:

Nationalism and World War I

Table of Contents: Page #

Assignment 1: What is Nationalism? 2-‐4

Assignment 2: Nationalism case study: Germany 5-‐7

Assignment 3: Nationalist Perspectives on the Assassination of Archduke Ferdinand 8-‐9

Assignment 4: M.A.I.N and Causes of World War One 9-‐11

Assignment 5: Nationalist Propaganda 12-‐14

Assignment 6: Sources on Trench Warfare 15-‐19

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Aim: What is nationalism? Do Now: Do you identify with a certain group of people? Describe the group you belong to. What aspects of identity can unite people into a single group? Key Words: Nationalism: I. What makes a nation?

A. Nationalist leaders we’ve already studied: •

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B. Sometimes, nationalism can unite people into a new country

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C. Nationalism can also tear countries apart

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Annotations:

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Ernest Renan (1823-‐1892) was a French philosopher who wrote about a variety of topics. This is an excerpt from an essay titled “What is a nation?” A nation is a soul, a spiritual principle1... Two things make up a national soul... One lies in the past, one in the present. One is the possession in common of a rich legacy of memories; the other is present-‐day consent2, the desire to live together, the will to perpetuate3 the value of the heritage4 that one has received in an undivided form. The nation, like the individual, is the culmination5 of a long past of endeavors, sacrifice, and devotion. Of all past accomplishments, it is that of the ancestors that is the most legitimate, for the ancestors have made us what we are. A heroic past, great men, glory, this is the social capital6 upon which one bases a national idea. More valuable by far than common customs is sharing, in the past, a glorious heritage and having suffered, enjoyed, and hoped together... Suffering in common unifies more than joy does. Where national memories are concerned, griefs are of more value than triumphs. These are the kinds of things that can be understood in spite of differences of race and language... A nation is therefore a large-‐scale solidarity7, created by the feeling of the sacrifices that one has made in the past and of those that one is prepared to make in the future... __________________________________________________________________________________________________________ The Assignment: In this group work assignment, you will be debating whether America can be considered a “nation.” Using what you’ve learned in your notes and Ernest Renan’s description above, you will brainstorm and discuss your views. Then, as a group, you will come to a consensus on whether America can be considered a “nation” or not. Your Task: 1.) Individually, brainstorm in the space below things that unite and divide Americans. In other words, what are the things "Americans" have in common, and what are the things that keep Americans separated? (4 minutes) 2.) Discuss your brainstorms as a group. (1 minute per speaker) 3.) As a group, decide whether America is a “nation” or not, with at least two reasons justifying your answer. (7 minutes)

Things that divide Americans Things that unite Americans

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1 principle: idea, belief 2 consent: permission, agreement 3 perpetuate: make something continue 4 heritage: inheritance, something passed down from older generations 5 culmination: final result, end result 6 social capital: the relationships between people in a society 7 solidarity: unity, agreement, feeling united with others in thoughts and actions

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Group members: ___________________________________________________________________________________________________ Is America a “nation?” yes / no Two reasons why: 1.) _____________________________________________________________________________________________

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Assignment 2: Nationalism case study: Germany

Similar to Italy, Germany did not exist before 1871. There were many states in the country that is today known as Germany. The largest and most powerful of these states was Prussia. The first time these states became loosely unified was when they banded together to fight Napoleon in the early 1800s. However, they were never united under a single leader or territory. In 1861 William I became the King of Prussia. He made a politician named Otto von Bismarck his Prime Minister. Both men wanted Prussia to unite all of the German states into one great German nation. Bismarck believed that the way to accomplish this was through blood and iron. In other words, war and industrialization.

Otto von Bismarck

As Prime Minister, Bismarck launched Prussia into three wars. After each victory, Prussia gained more land and became more powerful. The war that finally united Germany was fought against France. The Franco-‐Prussian War was fought in 1870 and 1871. Prussia won, and took the French territories of Alsace and Lorraine. These provinces (a smaller part of a country) were rich in coal and iron. After this war all the German territories were conquered and united. King William I was then made Kaiser (emperor) of the new German Empire. REMEMBER THIS: France was very bitter about the loss of its territories, and this rivalry between France and Germany was a major cause of WWI. ____________________________________________________________________________________________________________________________________

Directions: • Otto von Bismarck was a controversial figure both in the past and the present. Some people admired his tactics and saw him as an idealist who did what he had to in order to unify Germany. Others saw him as a selfish opportunist who cared only about his own power. These views continue to the present day.

• Examine the two sets of sources on the next page. The first are primary sources from people

who lived in Bismarck’s time. The second are secondary sources from historians.

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• Answer the questions to evaluate how people, both in the past and the present, viewed Bismarck and his tactics differently.

Primary Source Perspectives: Heinrich von Sybel, a German politician Emile Ollivier, a French politician

“He was not striving for world-‐domination nor for boundless power, but just for the means to secure and strengthen his German Fatherland. He wanted just enough territory to hold with his iron grasp – just enough to unify the Germans and no more. The joy of victory never disordered his judgment nor got the mastery over his fixed principle of moderation [calmness]. Truly this was a man who the judgment of history will smile kindly upon.”

…That extraordinary man, the craftiest of foxes, the boldest of lions…. He was both fascinating and terrifying, he could make truth itself an instrument of falsehood; to whom gratitude [thankfulness], forgiveness of injuries, and respect for the vanquished [defeated] were so entirely unknown… He only cared about his country’s ambition; he thought any method was fine as long as he achieved what he wanted. With his contempt [dislike] for morality [goodness] and fairness, he inspired fear in the imagination of mankind.

THINK AND SEARCH: How does Sybel, the German politician, characterize Bismarck?

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THINK AND SEARCH: How does Ollivier, the French politician, characterize Bismarck?

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THINK AND SEARCH: How do the author’s nationalities help explain why they had different opinions of

Bismarck?

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Secondary Source Perspectives:

L.C.B. Seaman, Vienna to Versailles, 1963 [annotated] Norman Rich, The Age of Nationalism and Reform, 1850–1890, 1977 [annotated]

The first of these mistakes is the interpretation that “Bismarck unified Germany.” He did not. He did not even want to. He annexed, conquered, and absorbed into Prussian control many German territories and called it the German Empire. However, it excluded all German speaking people living in Austria.

The second interpretation which should be abandoned is that Bismarck somehow planned all these developments far in advance, and that the results were what he always intended.

This view of Bismarck as the cunning realist planning the whole campaign in advance is not based on facts but on a legend; a legend created by Bismarck to build up his own reputation and serve his vanity.

Bismarck was an artist in politics as Napoleon had been an artist in war… While remaining aware of long term goals, he concentrated on the needs of the moment… He did not only take into account the most obvious moves of his opponents; he was prepared to deal with every conceivable move… Much of his success depended on this patience and timing.

He once compared himself to a hunter inching forward through a swamp to shoot a duck while one false step might cause him to sink into the mud…

Bismarck’s outstanding quality, and the one he himself valued most highly, was the ability to choose the most opportune (practical) and least dangerous political course.

THINK AND SEARCH: How does Seaman, the first historian, characterize Bismarck?

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THINK AND SEARCH: How does Rich, the second historian, characterize Bismarck?

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THINK AND SEARCH: Which of the above interpretations would Bismarck probably have liked more? Why?

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Assignment 3: Perspectives on the Assassination of Archduke Ferdinand Archduke Francis Ferdinand of Austria-‐Hungary and his pregnant wife were assassinated on June 28, 1914 by a Serbian nationalist named Gavrilo Princip. Princip wanted territories of Austria-‐Hungary where many ethnic Serbs lived to break away and become part of Serbia. Soon after, Austria-‐Hungary declared war on Serbia, and through a complicated system of alliances, most other European countries were dragged into World War I. Nationalism played a major role in causing World War I, and influenced how people viewed the events that caused it. Directions: Read the two primary sources below about the assassination of Archduke Ferdinand. One is from a Serbian perspective and the other is from the Austrian perspective. Then answer the questions that follow. Serbian source: eyewitness account of Borijove Jevtic, a partner of Princip who helped carry out the attack.

Austrian Source: newspaper editorial from an Austrian newspaper the day after the assassination.

“We read a newspaper article that Archduke Ferdinand would visit our capital on June 28 to direct army maneuvers in the nearby mountains… That was no day for Franz Ferdinand to venture to the very doors of Serbia for a display of arms which kept us beneath his heel. Our decision was taken almost immediately. Death to the tyrant! Then came the matter of arranging it… because of his role, Princip is destined to go down in Serbian history as one of her greatest heroes… The fateful morning dawned... As the car came abreast he stepped forward from the curb, drew his automatic pistol from his coat and fired two shots. The second bullet struck the archduke close to the heart… he died almost instantly. The officers seized Princip. They beat him over the head with their swords. They knocked him down, they kicked him, tortured him, all but killed him… I was placed in the cell next to Princip's, and when Princip was taken out to walk in the prison yard I was taken along as his companion... Awakened in the middle of the night and told that he was to be carried off to another prison, Princip bravely made this statement to the prison governor: ‘There is no need to carry me to another prison. My life is already ebbing away. I suggest that you nail me to a cross and burn me alive. My flaming body will be a

“For many years hatred against the Austrian throne has been sown in Serbia. There has been a movement there whose goal is to break way a territory that rightfully belongs to the Austrian empire. In the press and in the streets, criminals and terrorists have been inciting the hatred of the Serbian population against the Austrian king. Everywhere they plant seeds of falsehood. Now the crop has sprung up and the harvest is murder. Among all Serbians, a vile criminal is now regarded as a national hero. Even worse, the Serbian government has done nothing to stop these criminals and terrorists from inciting hatred of the Serbian population against the Austrian king. The Serbian government has tolerated unrestrained language on the part of the press and has glorified the assassins who perpetrated this outrage. The accounts of eye-‐witnesses say that upon hearing of this murder that people fell into one another’s arms in delight, and remarks were heard, such as: “It serves them right, we have been expecting this for a long time.” Such a response is inhuman, for they also shot down an innocent woman. In view of this attitude of the Serbian population, the people of Austria need to hold all of Serbia responsible, not just the criminals who perpetrated this outrage.”

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torch to light my people on their path to freedom.’” 1a. How does the Serbian source describe Gavrilo Princip? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

1b. How does the Austrian source describe Gavrilo Princip and his fellow assassins? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

1c. How does the way each source describes Princip demonstrate bias? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________. 2a. Copy a direct quote from the Serbian source that demonstrates nationalism: “_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.” 2b. How does the quote you chose demonstrate nationalism? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________. 3a. Copy a direct quote from the Austrian source that demonstrates nationalism: “_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.” 3b. How does the quote you chose demonstrate nationalism? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

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Assignment #4 Aim: How did nationalism help cause World War I? Do Now: The map on the board is an ethnic map of Austria-‐Hungary in 1910. Use it to answer the following questions: 1. How many different ethnic groups (represented by the colors) can you spot in Austria-‐Hungary? 2. How might nationalism cause conflict between these groups? I. Four M.A.I.N. causes of World War I: 1. M -‐ _________________________________ • •

• 2. A -‐ __________________________________ •

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3. I -‐ ___________________________________ • • 4. N -‐ __________________________________ • • •

Annotations:

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Militarism, Alliances, Imperialism, or Nationalism?

Your Task: Below are a list of events leading to World War I; categorize them as an example of either

M (militarism), A (alliances), I (imperialism), or N (nationalism).

____ 1.) Under Chancellor Otto von Bismarck, Germany began to strengthen its armed forces. ____ 2.) After Austria declared war on Serbia, treaty obligations caused Russia, Germany, France, and Britain to enter the conflict shortly thereafter. ____ 3.) A Serbian radical assassinated the heir to the Austrian throne in an attempt to get part of Austria with ethnic Serbs to merge with Serbia. ____ 4.) The European “Scramble for Africa” caused tensions between Britain, France, and Germany ____ 5.) Otto von Bismarck, seeking to weaken France, attempted to make a series of agreements to ensure friendly relations with Russia and Austria. ____ 6.) A variety of ethnic groups began to demand independence, threatening to break apart existing countries and empires, and led to the Balkans being referred to as "The Power Keg of Europe." ____ 7.) In 1871, Germany and France fought the Franco-Prussian War so Germany could take the French territories of Alsace-Lorraine, where the majority of people spoke German. Caused long term bitterness between France and Germany. ____ 8.) Germany wanted to challenge British naval superiority by building up a strong navy of their own.

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Assignment 5: Nationalist Propaganda Propaganda has been used throughout history by leaders and governments to influence their citizens during times of national conflict and/or crisis. However, its use was escalated to an entirely new level during World War I. In order to create support for war, governments created special committees to create and distribute propaganda. One of the most common forms of propaganda during WWI was posters. Common Techniques of Propaganda: “Bandwagon:” Do this because everyone else is doing this

“Name Calling:” links a person, group of people, or idea, to a negative symbol. Ex: savage, barbarian, fascist, commie, etc. “Glittering generalities:” linking a person, group of people, or idea to a positive symbol. Ex: democracy, patriotism, family, etc. “Fear:” plays on deep-‐seated fears; warns the audience that a disaster will result if they do not follow a particular course of action. “Simplification:” reducing a complex situation into a simple choice of good vs evil.

Directions: Examine the five propaganda posters below. Then, complete the graphic organizer on page 11, identifying different techniques of propaganda being used and how they are trying to create support for World War I.

Poster 1: British Propaganda Poster

Note: the “Huns” were a group of Germanic invaders who brought down the Roman Empire

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Poster 2: United States Propaganda Poster Poster 3: German Propaganda Poster

"Your Fatherland is in danger, enlist!"

Poster 4: British Propaganda Poster Poster 5: U.S. Propaganda Poster

Note: this is a German helmet

(friends)

Note: this is the Lusitania sinking in the background

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Poster Propaganda technique being used

How it is being used to drum up support for World War I

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Name calling and fear

This poster uses name calling because it calls Germans

“Huns,” which is like calling them barbarians. It also plays

on fear because it says if you don’t fight,__ Britain might be

destroyed like Belgium was.________

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Assignment 5: Sources on Trench Warfare

In 1914 the Germans declared war on France an attacked. The Germans had a plan called the Schlieffen Plan. Using his plan the Germans invaded Belgium and then France. They thought that they would be able to avoid the French defenses and defeat them very quickly. The plan didn’t work. The French and British armies ‘dug in’ and stopped the German advance. In doing so they had started trench warfare. The majority of fighting on the western front was done from the trenches, and was a horrific ordeal for the soldiers involved. Directions: Examine the various sources on trench warfare below. Then complete the concept web on page 15, identifying different aspects of life in the trenches.

Source 1: A French soldier in the trenches

Source 2: Soldiers firing a machine gun

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Source 3: Private H.F. Leppard in a letter to his mother on December 19th, 1914

The soldiers at the front need more rest. While in the trenches the water is over our knees most of the time. The war is going to last some time yet, and might be another twelve months before it is over. The war has only just begun and its going to be a war of exhaustion. After the regular armies have done their work it means that all the young lads at home being trained and disciplined and will take our place in the field. The sooner people understand this, the better, it will be for the nation.

Source 4: Account of Private F. Richards

A good trench was about 6 foot deep, so that we could walk in safety from rifle-fire. In each bay of the trench we built fire steps about two feet off the bottom. This allowed us to put our heads over the parapet. During the day we had an hour’s sleep, on a wet and muddy fire step, wet through to the skin. When anyone had to visit the company on our right he had to walk through thirty yards of waterlogged trench, chest deep in water in some places. The duckboard track was always being shelled. In some places over a hundred yards had been blown away. It was better to keep off the track, but then sometimes you had to walk through very heavy and deep mud.

Source 5: Side Diagram of a Trench

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Source 6: Fighting in No Man’s Land

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Source 7: No Man’s Land after a battle

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TRENCH WARFARE

Living conditions

FIGHTING CONDITIONS

TECHNOLOGY EMOTIONS OF SOLDIERS

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