COVER SHEET:
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STUDENT NAME…………………………………………………….
CLASS …………………………………. TEACHER ………………… |
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Task | Source Analysis (OPVL) Students will read and interpret four sources (one image and three written) and answer the accompanying questions.
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Global Context | Identities and relationships | Key Concepts | Change |
SOI | The consequences of the First World War are still being felt today. |
Marking | A: Knowing and Understanding Students should be able to: i. discuss concepts, issues, models, visual representation and theories ii. demonstrate knowledge and understanding of subject-specific content and concepts through developed descriptions, explanations and examples.
D: Thinking Critically Students should be able to: i. discuss concepts, issues, models, visual representation and theories ii. synthesise information to make valid, well supported arguments iii. analyse and evaluate a range of sources/data in terms of origin and purpose, examining value and limitations iv. interpret different perspectives and their implications |
Conditions | An in-class examination |
ATL | Organisation Skills Use appropriate strategies to organise complex information |
Time Allocation | 1 lesson (55 minutes) | Resources | None |
Date of Issue |
| Due Date |
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Marking | Your work will be marked and standardised by the Grade 10 humanities teachers |
Authenticity | Copied or collusive written work will result in the awarding of zero for the assignment for both the copying and source students. |
RUBRIC
Level | Criterion A Knowing & Understanding | Criterion D Critical Thinking |
1- 2 | i. uses limited relevant terminology ii. demonstrates basic knowledge and understanding of content and concepts with minimal descriptions and/or examples | i. analyses concepts, issues, models, visual representation and theories to a limited extent ii. summarises information to a limited extent to make arguments iii. describes a limited number of sources/data in terms of origin and purpose and recognizes nominal value and limitations iv. identifies different perspectives and minimal implications. |
3 - 4
| i. uses some terminology that is accurately and/or appropriately ii. demonstrates adequate knowledge and understanding of content and concepts through satisfactory descriptions, explanations and examples. | i. analyses concepts, issues, models, visual representation and theories ii. summarises information to make arguments iii. analyses and/or evaluates sources/data in terms of origin and purpose, recognising some value and limitations iv. interprets different perspectives and their implications. |
5 - 6 | i. uses a range of terminology accurately and appropriately ii. demonstrates substantial knowledge and understanding of content and concepts through accurate descriptions, explanations and examples. | i. discusses concepts, issues, models, visual representation and theories ii. synthesises information to make valid arguments iii. effectively analyses and evaluates a range of sources/data in terms of origin and purpose, usually recognising value and limitations iv. interprets different perspectives and their implications. |
7 - 8
| i. consistently uses a wide range of terminology effectively ii. demonstrates excellent knowledge and understanding of content and concepts through thorough, accurate descriptions, explanations and examples. | i. completes a detailed discussion of concepts, issues, models, visual representation and theories ii. synthesises information to make valid, well-supported arguments iii. effectively analyses and evaluates a range of sources/data in terms of origin and purpose, consistently recognising value and limitations iv. thoroughly interprets a range of different perspectives and their implications. |
To what extent were German decisions during the July Crisis responsible for the outbreak of the First World War?
Source A: An excerpt from a telegram sent by the Austro-Hungarian ambassador to Germany, Count Szögyéni, on 6 July, 1914. |
Concerning our [Austria-Hungary’s] relationship to Serbia, the German government takes the view that we [Austria-Hungary] have to decide what should be done to clarify that relationship; in this respect - whatever we decide to do - we can be sure that Germany stands behind the Monarchy [Austria-Hungary] as our ally and friend. As the conversation [with Bethmann Hollweg, the chancellor of Germany] went on, I was able to ascertain [find out] that both the Reich Chancellor and his Imperial Majesty [the Kaiser] see an immediate intervention against [invasion of] Serbia as the most radical and best solution to our problems in the Balkans. From the international point of view, he [Bethmann Hollweg] considers the present moment as more favourable than a later one. |
Source B: The assassination of Archduke Franz Ferdinand of Austria and Sophie, Duchess of Hohenberg, as illustrated in the Italian newspaper Domenica del Corriere, 12 July, 1914 by Achille Beltrame. |
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Source C: An excerpt from the notes of Vladimir Kokovtsov, former chairman of the council of ministers, reflecting on the Tsar’s decision to partially mobilize. 25 July, 1914. |
[Tsar Nicholas II] was not aggressive; in his essence he was deeply peace-loving. But he liked the raised tone of the nationalistically minded ministers. He was more satisfied with their [praises] on the theme of unlimited power...He also liked assurances [comforting statements] that German was only frightening by her preparations and would never decide on an armed conflict with us and would therefore be the more conciliatory [reasonable], the more clearly we gave her to understand that we were not afraid of her and would bravely go along our national road. |
Source D: An excerpt from a memorandum written by Kaiser Wilhelm II to chancellor Bethmann Hollweg on 28 July, 1914. |
After reading through the Serbian reply [to the ultimatum], which I received this morning, I am convinced that the wishes of the Danube Monarchy [Austria-Hungary] have been more or less fulfilled. The few reservations [points of disagreement] which Serbia makes with regard to certain points can be cleared up by negotiations, in my view. But the completely humiliating capitulation [giving way] has been announced and, as a result, all reasons for going to war disappear. However, a piece of paper is only of limited value, so long as it is not carried out in actions. The Serbs are Orientals, so they are liars, cheats and masters of dragging things out. So that these fine promises can be transformed into reality, a ‘gentle act of violence’ will have to be carried out. This should be done in the following way - Austria obtains a security (Belgrade) so as to force the promises to be carried out and [Austria] keeps it [Belgrade] until they have been. That is necessary to give the…[Austro-Hungarian] army a symbolic satisfaction of its honour and the appearance of success abroad and the feeling that at least it [the Austro-Hungarian army] had stood on foreign territory. |
Answer each of the following questions in complete sentences on the paper provided.
1a. What are two key points discussed in Source A? [3 - 6 sentences]
1b. What is the significance of Source B in understanding the outbreak of WWI in the summer of 1914? [2 - 4 sentences]
2. Consider the origin, purpose, and content of Source C, what would the values and limitations be for an historian studying causes of the First World War? [6 - 12 sentences]
3. Using the sources and your own knowledge to support the response, to what extent were German decisions during the July Crisis responsible for the outbreak of the First World War? [Your answer should include a thesis statement and be roughly two paragraphs long. Follow the PEEL writing structure; to reach the markband 7-8 all sources must be used as evidence.]
How Did Allied Military Victories on the Western Front Help Defeat Germany?
Read each of the following sources (two of which were provided to you via MB). Then use the sources to help answer the questions.
SOURCE A: Excerpt from Gilbert, Adrian. "Battle of Saint-Mihiel". Encyclopedia Britannica, 5 Sep. 2020, https://www.britannica.com/event/Battle-of-Saint-Mihiel-1918. Accessed 12 February 2021. “Battle of Saint-Mihiel, (12–16 September 1918), Allied victory and the first U.S.-led offensive in World War I. The Allied attack against the Saint-Mihiel salient provided the Americans with an opportunity to use their forces on the Western Front en masse. Although lacking some of the tactical skills of the French and British, the U.S. First Army carried the day through sheer determination and its multifaceted plan of attack… ...The American part of the assault was to be conducted by two "super" corps, each with three divisions in attack and one in reserve. Two smaller French corps would provide support on the western part of the salient… ...Allied offensive—had decided to withdraw from the salient to a shorter and more easily defended line to the rear. As the Germans were withdrawing, the Allies attacked. With much of their artillery not in place, the Germans were poorly prepared to maintain the front line, an advantage that the attacking Americans were quick to exploit. The relative ease of the initial American attack came as a surprise to Pershing, and he sent orders to his commanders to speed up their advance. By 13 September lead units of the U.S. First Army had met up with Allied troops advancing from the west. Three days later, the offensive was halted, with the salient in Allied hands…” |
SOURCE B: From the American Battle Monuments Commission, “The Meuse-Argonne Campaign”. ABMC favoured the services of overseas U.S. Armed Forces by maintaining and promoting America's overseas commemorative cemeteries and memorials. The campaign lasted from 26 September - 11 November, 1918. Within days of concluding the Saint Mihiel Campaign, the fledgling [inexperienced] American Army shifted sixty miles, mustered [collect, assemble] logistics, and changed direction to conduct a massive attack into the Meuse-Argonne. This would become the largest single battle in American history, with over a million men ultimately engaged and 120,000 American casualties. Following a three-hour bombardment... American divisions attacked on line from the Argonne Forest to the Meuse River...on 26 September 1918...The terrain, a series of broken ridges providing excellent observation, favoured the defence. Into this the Germans had built four heavily fortified lines... Nevertheless, the Americans overran the first German line on Day One of the offensive, and compromised the second with the capture of Montfaucon on 27 September. Attacking into formidable defences on a twenty mile front, American divisions had little alternative but to batter their way forward a few yards at a time. The Germans poured in reinforcements, committing forty-seven divisions by the end of the campaign. The American offensive ground on, pausing as exhausted units were replaced, losses of equipment made good, lines of communication restored, and logistics staged forward. General John J. Pershing reorganized American forces in mid-October...Renewed attacks jumped off on 4 October, 14 October and 1 November. The final German defensive lines cracked, and the Americans pursued the retreating enemy across the breadth of their front... |
Source C: Excerpt from “‘Foch’s Grand Offensive’: the biggest battle you’ve never heard of” by Dr. Jonathan Broff. Dr. Boff is a senior lecturer in history at the University of Birmingham. This article appeared on the website History Extra, the official site for BBC Magazine and BBC History Revealed.
Within five days [of launching the Battle of Amiens], (French Commander) Foch had set the western front ablaze. The German defenders fought hard: not one of the attacks opened a clean break in the German lines, and progress was often slow. General Pershing (of the USA) suspended his offensive in the Argonne Forest after just three days, for instance, having lost 45,000 men and advanced at best only 12 kilometres, while the British attack on Cambrai stalled. It took several days of bitter fighting to clear the defenders from the Hindenburg Line (German) in the St Quentin area. Only at Ypres did the defence collapse, but even here the Allied advance soon ground to a halt: it was simply too great a task to move supplies across the shattered ground of the salient [a part of a battlefield which juts out or bulges into enemy territory]. The beauty of Foch’s plan, however, was that it didn’t depend on achieving a breakthrough at any one point, much less all of them. Instead, it relied on cumulative effect, and it proved spectacularly successful. |
Source D: Comparative numbers of Allied and German armies on the western front, April - November, 1918. From “The War With Germany: A Statistical Summary” by Leonard P. Ayres, a colonel in the US Army (1919). 
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Answer each of the following questions in complete sentences on the paper provided.
1. (a) What are three key reasons for the US winning the Meuse-Argonne Campaign (Source B)? Answer should be roughly 3 sentences.
(b) What is the message conveyed by Source D? Answer should be roughly 2 - 4 sentences.
2. With reference to its origin, purpose and content, assess the values and limitations of Source A for historians studying the Americans’ contribution to Allied victory in WWI. Your answer can be written in an OPVL format (i.e. O…, P…) with each answer being roughly 1 - 3 sentences in length.
3. Using the sources and your own knowledge of events at the time, determine to what extent the Americans helped the Allies secure victory in WWI. Use all sources to reach the highest levels. This is a mini-essay and should be about 2 paragraphs. Your first sentence will be both the thesis and topic sentence that answers the question. Any following sentences will be your “evidence” in support of your argument(s). Your paragraphs should be organised following the PEEL structure (P:oint, E:xample/evidence; E:xplanation, L:ink).
“To what extent was the alliance system responsible for causing WWI in 1914?”
Source A: A.J.P.Taylor, The Struggle for Mastery in Europe 1848 - 1918 (published 1954).
“As to the Balance of Power, it would be truer to say that the war was caused by its breakdown rather than by its existence. There had been a real European Balance in the first decade of the France-Russian alliance [1893-1903]; and peace had followed from it. The Balance broke down when Russia was weakened by war with Japan [1904-5]; and Germany got in the habit of trying to get her way [forcing others to do what she (Germany) wanted] by threats. [After 1911] Russia began to recover her strength, France her nerve. Both insisted on being treated as equals, as they had been in Bismarck’s time. The Germans resented this and resolved to end it by war, if they could end it no other way. They feared the Balance was being recreated.
Source B: German postcard from 1914. Text reads “The Balance of Europe."
Source C: S.B. Fay, The Origins of the World War vol 2 (published 1929).
In the forty years following the Franco-Prussian War [1870-1871]...there developed a system of alliances which divided Europe into two hostile [unfriendly] groups. The hostility was accentuated [intensified] by the increase of armaments, economic rivalry, nationalist ambitions and antagonisms [conflicts], and newspaper incitement.
Source D: H.G. Nicholas “Woodrow Wilson and Collective Security” in A.S. Link (ed.) Woodrow Wilson and a Revolutionary World, 1913 - 1921 (published 1982).
Henceforth [from now on] alliance must not be set up against alliance, understanding [agreement] against understanding. I am proposing that all nations henceforth avoid entangling [being drawn into a web or know of complicated relationship which is difficult to get out of] alliances which would draw them into competitions of power, catch them in a net of intrigue [conspiracy, secret plotting against each other] and selfish rivalry [hostile competition], and disturb their own affairs with influences intruded [pushed] from without [outside].
Answer each of the following questions in complete sentences on the paper provided.
1a. What does Taylor argue caused WWI (Source A)? [2 - 3 sentences]
1b. What is the message of Source B? [2 - 4 sentences]
2. Considering the origin, purpose, and content of Source D, what would the values and
limitations be for a historian studying the causes of WWI? [6 - 12 sentences]
3. Using the sources and your own knowledge to support the response, “To what extent
was the alliance system responsible for causing WWI in 1914?”
[Your answer should include a thesis statement and be roughly 2 paragraphs long. To
reach the markband 7-8 all sources must be used as evidence supported by own
knowledge.]
To what extent did World War One change the role and status of women?
Source A: Excerpts from “Changing Lives: Gender Expectations and Roles During and After World War One” by Susan Grayzel as featured on the British Library’s website. Published 29 Jan 2014. Susan R Grayzel is Professor of History at the University of Mississippi (in the USA), where she teaches modern European history, focusing on gender and the cultural history of 20th-century war. https://www.bl.uk/world-war-one/articles/changing-lives-gender-expectations
Despite the upheavals that affected many women and men, basic ideas about gender remained fairly consistent throughout the war. Warring states defined the essence of male service to the nation as combat...Most nations also called upon and celebrated women as mothers, the representative of family life and domesticity...For all of women’s extensive and varied war work, most public celebrations of their contributions underlined that such labour was part of ‘doing their bit for the duration.’ Dissent from gender norms was perhaps more easily tolerated for women as they took on roles that had previously been the work of men (in munitions factories for example). Male dissent from gender norms was not so readily accepted. Because the war destroyed so many lives and reshaped the international political order, it is understandable to view it as a catalyst for enormous changes in all aspects of life, including ideas about gender and the behaviour of women and men...Most notably, the aftermath of the war witnessed women gaining voting rights in many nations for the first time. Yet women’s full participation in political life remained limited, and some states did not enfranchise their female inhabitants until much later (1944 in France)...Economically, returning men displaced many women from their wartime occupations, and many households now headed by women due to the loss of male breadwinners faced new levels of hardship. Women did not gain or retain access to all professions, and they did not come close to gaining equal pay for comparable work.
Source B: Alonzo Earl Foringer’s ‘The Greatest Mother in the World,’ one of 700 poster designs created for 58 governmental departments and committees in the United States in 1917. Courtesy of the Hudson River Museum, Yonkers, New York. Note: the woman is cradling a wounded soldier.
Source C: Excerpt from “Women in World War I” from the National WWI Museum’s website, https://www.theworldwar.org/learn/women.
Aiming to improve communications on the Western front between the Allied Forces, General John J. Pershing [of the USA] called for the creation of the Signal Corps Female Telephone Operators Unit. The unit recruited women who were bilingual in French and English to serve as telephone switchboard operators on the Western front. The women received physical training, observed strict military protocol, wore identity discs and worked very close to the front lines. These female recruits were nicknamed the “Hello Girls” (a term which some of them felt disparaged their efforts) and became known for their bravery and focus under pressure. However, upon their return to the United States after the end of the war, the “Hello Girls” did not receive veteran status or benefits...
Source D: “War Girls” by Jessie Pope, 1914. Pope was a prolific writer of occasional poetry and prose, and her work was published widely in British periodicals.
There's the girl who clips your ticket for the train,
And the girl who speeds the lift from floor to floor,
There's the girl who does a milk-round in the rain,
And the girl who calls for orders at your door.
Strong, sensible, and fit,
They're out to show their grit,
And tackle jobs with energy and knack.
No longer caged and penned up,
They're going to keep their end up
Till the khaki soldier boys come marching back.
There's the motor girl who drives a heavy van,
There's the butcher girl who brings your joint of meat,
There's the girl who cries 'All fares, please!' like a man,
And the girl who whistles taxis up the street.
Beneath each uniform
Beats a heart that's soft and warm,
Though of canny mother-wit they show no lack;
But a solemn statement this is,
They've no time for love and kisses
Till the khaki soldier-boys come marching back.
Answer each of the following questions in complete sentences on the paper provided.
1a. What are three key points Grayzel makes in Source A about how gender roles did or did
not change as a result of WWI?
1b. What is the message of Source B?
2. Considering the origin, purpose, and content of Source D, what would the values and
limitations be for a historian studying the role of women in WWI?
3. Use the sources and your own knowledge to support a response to the question, “To
what extent did World War One change the role and status of women?” [To reach the
markband 7-8 all sources must be used as evidence.]
How far was the Treaty of Versailles fair and reasonable?
Study the Background Information and the sources carefully, and then answer all the questions.
Background Information
The Paris Peace Conference in 1919 was dominated by the ‘Big Four’: Clemenceau of France, Lloyd George of Britain, Orlando of Italy and Wilson of the USA. Were they meeting simply to punish Germany or did they have other aims?
Source A: An excerpt from a speech by President Wilson speaking to the American Senate in January 1917. |
It must be a peace without victory. Victory would mean peace forced upon the loser, a victor’s terms imposed upon the defeated. It would be accepted in humiliation, and would leave resentment and a bitter memory upon which terms of peace would rest, not permanently, but only as if built on sand. Peace without victory was the only sort of peace that the peoples of America could join in guaranteeing.
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Source B: A political cartoon about German attitudes towards the treaty titled “Dr. Jekyll and Mr. Hyde,” published in The Washington Star newspaper in 1919. |
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Source C: An excerpt from a book: A History of Germany written by a British historian William Carr (1972) |
Severe as the Treaty of Versailles seemed to many Germans, it should be remembered that Germany might easily have fared much worse. If, instead of being restrained by Britain and the USA, Clemenceau had had his way, the Rhineland would have become an independent state, the Saarland would have been given to France and Danzig would have become an integral part of Poland. However, the Germans as a nation were not inclined to count their blessings in 1919. Most of all they resented being forced to accept war-guilt. Finally, the fact that the treaty was not negotiated but dictated to Germany and signed in humiliating circumstances made it certain that the German people would accept no responsibility for carrying out its terms.
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Source D: President Poincaré of France in a speech of welcome to President Wilson in December 1918. |
Mr President. You have sent to France your young soldiers. Eager though they were to meet the enemy they were unaware when they arrived of the monstrous crimes of the Germans. To obtain a proper view of the German conduct of the war, they had to witness the burnt-down cities, the flooded mines and the crumbling factories. You will have the opportunity, Mr President, to inspect with your own eyes the extent of that disaster. The French government will also show you documents in which the German General Staff described its plan of plunder and industrial destruction.
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Source E: Lloyd George speaking at a meeting during the 1918 election campaign in Britain. |
There will be strong attempts to persuade the government to depart from the strict principles of justice, in order to satisfy some shameful principles of either revenge or greed. We must resist that. |
Source F: Lloyd George speaking in January 1919. |
We propose to demand the whole cost of the war from Germany. |
Answer each of the following questions in complete sentences on the paper provided.
1. Consider the origin, purpose, and content of Source B, what would the values and limitations be for an historian studying the effects of the Treaty of Versailles? [6 - 12 sentences]
2. Using the sources, your own knowledge and your opinion to support the response:
How far do these sources show that the Treaty of Versailles was fair and reasonable?
Use the sources to explain your answer. [Your answer should include a short introduction with a thesis statement and be roughly 2-3 paragraphs long. No conclusion is necessary. Follow the PEEL writing structure; to reach the markband 7-8 all sources must be used as evidence.]
Who Was Most to Blame for the First World War?
Read each of the following sources (two of which were provided to you via MB). Then use the sources to help answer the questions.
SOURCE A: From a history book published in 2007. On 28 June the heir to the throne, Archduke Franz Ferdinand, was assassinated in Sarajevo, capital of Bosnia. The murderer, Gavrilo Princip...was later imprisoned and died in April 1918. Before he died he was asked if he had any regrets that his deed had caused a world war and the death of millions. He answered: if I had not done it, the Germans would have found another excuse. In this, he was right. Berlin was waiting for ‘the inevitable accident’. The army had been saying for some time that it could win a European war then and there. It was, the German emperor said, ‘Now or never’. War was to be provoked, and the murder of the Archduke provided a perfect occasion. |
SOURCE B: A report by the Austrian ambassador in Berlin to Count Berchtold of a conversation he had with Kaiser Wilhelm II. Berchtold was the member of the Austrian government in charge of foreign policy. The report was written on 5 July 1914 and was marked ‘Strictly Private’. The Emperor authorised me to inform our gracious Majesty that we might rely on Germany’s full support. Especially as far as our action against Serbia was concerned. But it was his opinion that this action must not be delayed. Russia’s attitude will no doubt be hostile, but for this he had for years been prepared, and should a war between Austria-Hungary and Russia be unavoidable, we might be convinced that Germany, our old faithful ally, would stand at our side. Russia at the present time was in no way prepared for war and if we really recognised the necessity of warlike action against Serbia, the Emperor would regret if we did not make use of the present moment, which is all in our favour. |
Source C: Kaiser Wilhelm II writing to a member of his government in charge of foreign policy, 28 July 1914. After reading over the Serbian reply I am convinced that on the whole the wishes of Austria have been agreed to. The few exceptions could be settled by negotiation. The reply contains concessions of the most humiliating kind and, as a result, every cause for war falls to the ground. Nevertheless, the piece of paper, like its contents, can be considered as of little value so long as it is not translated into deeds. The Serbs are Orientals, therefore tricksters and masters of evasion. In order that these beautiful promises may be turned into facts I propose we say to Austria that a guarantee that promises will be carried out should be demanded. That could be secured by means of a temporary military occupation of a part of Serbia. On this basis I am ready to encourage Austria to seek peace. |
Source D: A British cartoon published in 1914. ’  |
Answer each of the following questions in complete sentences on the paper provided.
1. (a) What are three key points Kaiser Wilhem II makes in Source B? Answer should be roughly 3 sentences.
(b) What is the message conveyed by Source D? Answer should be roughly 3 - 4 sentences.
2. Compare and contrast the views expressed in Sources A and C about Germany's desire for war. Answer should include one comparison and one contrast. Your answer should be roughly 4 - 6 sentences.
3. With reference to its origin, purpose and content, assess the values and limitations of Source C for historians studying the outbreak of the First World War. Your answer can be written in an OPVL format (i.e. O…, P…) with each answer being roughly 1 - 3 sentences in length.
4. Using the sources and your own knowledge of events at the time, discuss which country you believe is most responsible for the outbreak of the war. Use all sources to reach the highest levels. This is a mini-essay and should be about 2 paragraphs. Your first sentence will be both the thesis and topic sentence that answers the question. Any following sentences will be your “evidence” in support of your argument(s). Your paragraphs should be organized following the PEEL structure (P:oint, E:xample/evidence; E:xplanation, L:ink).
