World War I 226 227

OXFORD BIG IDEAS HISTORY 9: AUSTRALIAN CURRICULUM 5 WORLD WAR I 226 227

In this depth study, students will investigate key aspects of World War I and the Australian experiences of the war, including the nature and signifi cance of the war in world and Australian history.

Th is depth study MUST be completed by all students:.

5.0 World War I (1914–1918)

Over 2000 Anzac troops marched through London to commemorate the fi rst offi cial Anzac Day on 25 April 1916. SAMPLE OXFORD BIG IDEAS HISTORY 9: AUSTRALIAN CURRICULUM 5 WORLD WAR I (1914–1918) 228 229

Australian Curriculum focus Skillbooster: Images of war ink about starting the lesson with the song HISTORICAL KNOWLEDGE AND ‘Oh what a lovely war’ and show the slides that UNDERSTANDING accompany the song (see the obook extras panel on • An overview of the causes of World War I and the this spread for the weblink). Ask students to compare reasons why men enlisted to ght in the war depth study images portrayed in the song with the reality of • The places where Australians fought and the nature war shown in the image of the dead soldier on these of warfare during World War I, including the Gallipoli opening pages. campaign World War I • The impact of World War I, with a particular emphasis on Australia (such as the use of propaganda to (1914–1918) in uence the civilian population, the changing role of women, the conscription debate) World War I has been described as the ‘fi rst modern war’, largely because it was • The commemoration of World War I, including debates the fi rst war in which advanced machine guns, chemical warfare, tanks, attack about the nature and signi cance of the Anzac legend aircraft and submarines were widely used. It was also the fi rst ‘total war’, where nations mobilised all of their available resources for the war eff ort. Millions of HISTORICAL SKILLS people, mainly young men, lost their lives in this confl ict, and towns, homes, • Use chronological sequencing to demonstrate the businesses and farms were destroyed. relationship between events and developments in However, World War I was also a catalyst for economic power. Soviet Russia was also formed, different periods and places. great change. The map of Europe had been redrawn igniting a fear of communism across many western • Use historical terms and concepts. by 1919, as large empires dissolved and new nation nations. The terms of the Treaty of Versailles also • Identify and select different kinds of questions about states were formed. Most of the nations involved sowed the seeds for the rise of fascism, and for other had borrowed heavily to fi nance the war, and 20th century confl icts like World War II and the the past to inform historical inquiry. this allowed the USA to emerge as the world’s new Vietnam War. • Evaluate and enhance these questions.

• Identify and locate relevant sources, using ICT and Key inquiry questions other methods. • Identify the origin, purpose and context of primary and 5.1 What were the causes of World War I? secondary sources. 5.2 How and where was World War I fought? • Process and synthesise information from a range of sources for use as evidence in an historical argument. 5.3 How did World War I affect life at home in Australia?

• Evaluate the reliability and usefulness of primary and 5.4 How is World War I remembered and commemorated? secondary sources. • Identify and analyse the perspectives of people from the past. • Identify and analyse different historical interpretations (including their own). • Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced. • Select and use a range of communication forms (oral, graphic, written) and digital technologies. The remains of a fallen soldier in a trench, photographed during World War I 5 Getting started Start with a brainstorming activity. Ask students to groups. Students are to elect one person as group wars generally. ey can then place this knowledge Teaching tips write the word ‘war’ in the centre of a blank piece of 5 Wars students know about leader and one person to write down responses. in context as they examine one war in particular— paper and then write down everything that comes to Ask students to speak to members of their immediate Students could then copy the following table and, World War I. 6 What war accomplishes, mind when they see or hear that word. ere are no or extended family to discover whether any stories scanning through their word list, see which of the 1 Effect of war (what can if anything right or wrong answers to this exercise. Give students about World War I have been handed down through categories (1–7) their words might t into. Once their happen as a result of war) Enter the ID numbers below into the search eld of at least one minute to do this task in silence. If you SAMPLE7 Famous people who come the generations of their family. Ask students to responses are written down, students can discuss to mind when thinking about your obook to access these resources. think students are struggling, you might suggest that 2 Reasons for war (why gather artefacts from their family members (for each of the categories in the table and build an even war—are these people they think of images or lms they might have seen or wars start) example medals, photographs or memorabilia) and ID05.01 Flashcard glossary: World War I bigger list of words associated with war. admired today because of present these family stories to the class. stories they may have read about war. 3 Personal experiences of war ID05.02 Weblink: ‘Oh what a lovely war’ e purpose of the activity is to gather and assess their involvement in a war? Once students have completed their personal Visit the World War I music and songs website, students’ prior knowledge about the impacts of 4 Types of war or warfare brainstorming activity, ask them to form small listen to the song ‘Oh what a lovely war’ and see the slideshow of images from World War I. OXFORD BIG IDEAS HISTORY 9: AUSTRALIAN CURRICULUM 5 WORLD WAR I (1914–1918) 230 231

Australian Curriculum focus

HISTORICAL KNOWLEDGE AND UNDERSTANDING March 1918 The Ludendorff • An overview of the causes of World War I and the bigpicture Offensive begins in a fi nal attempt reasons why men enlisted to ght in the war by Germany to • The places where Australians fought and the nature break through the Allied lines The signing of the of warfare during World War I, including the Gallipoli World War I (1914–1918) and win the war Armistice between the Allies and Germany in campaign a railway carriage in the French forest of • The impact of World War I, with a particular emphasis Wars have many diff erent causes, so it is important to look at both long-term and August Compiègne on on Australia (such as the use of propaganda to short-term factors. Th e long-term causes of World War I can be traced back to at April 1918 1918 11 November 1918 Australian troops The start of the in uence the civilian population, the changing role of least the mid 19th century. Th ese included tensions between the European recapture the town of Allied counter- November 1918 women, the conscription debate) powers, the creation of the alliance system, the arms race, the Balkan wars,and Villers-Bretonneux offensive The Armistice (ceasefi re) is signed; end of World War I • The commemoration of World War I, including debates the rise of nationalism. about the nature and signi cance of the Anzac legend Long-term factors such as these often form the real basis for going to war, but in many instances it takes a catalyst to trigger outright confl ict. In the case of HISTORICAL SKILLS World War I, this catalyst was the assassination of the heir to the throne of the • Use chronological sequencing to demonstrate the Austro-Hungarian Empire. Less than two months later, all of the great powers of December 1915 relationship between events and developments in The evacuation from Europe were engaged in a bitter war that was to last more than four years. Gallipoli January–June 1919 different periods and places. 1917 The Paris Peace Conference Fighting continues on the is held to decide the fate • Use historical terms and concepts. Western Front; battles are of Germany; the Treaty of August 1915 fought at Passchendaele, Versailles is drawn up • Identify and select different kinds of questions about January 1915 April 1915 The fi rst Zeppelin raid on Britain The Germans are driven back Battles of Lone Pine Ypres, Pozières and the past to inform historical inquiry. from Ypres (Belgium) and the Nek at Gallipoli Bullecourt

• Evaluate and enhance these questions. April 1917 • Identify and locate relevant sources, using ICT and CE The USA joins the war other methods. • Identify the origin, purpose and context of primary and May 1915 1916 October 1917 28 June 1914 The stalemate A German U-boat sinks the Lusitania, killing Communist revolution in Russia secondary sources. Archduke Franz Ferdinand (heir 1198 people, including 128 Americans; this continues on the Western Front • Process and synthesise information from a range of to the Austro-Hungarian throne) event contributes to the decision of the USA 1–4 August 1914 and his wife are assassinated in to enter the war in 1917 A key moment in the Russian 25 April 1915 Revolution: the storming of the sources for use as evidence in an historical argument. Germany declares war Sarajevo, Bosnia–Herzegovina The landing at Gallipoli Winter Palace in 1917 on Russia and France, • Identify and analyse the perspectives of people from and invades neutral the past. Luxembourg and July–November 1916 Belgium; World War I The Battle of the Somme; • Develop texts, particularly descriptions and discussions begins tanks are used for the fi rst time that use evidence from a range of sources that are referenced. October 1916 • Select and use a range of communication forms December 1914 The fi rst conscription The Christmas Truce: plebiscite in Australia is (oral, graphic, written) and digital technologies. soldiers from both narrowly defeated sides come out of their trenches and share drinks and greetings on Christmas Eve Getting started Franz Ferdinand, Archduke of Austria Students might like to create their own timeline. Australian soldiers at Gallipoli Source 5.1 Timeline of key events in World War I

ere are timeline templates that can be used in 230 oxford big ideas history 9: australian curriculum chapter fi ve world war I (1914–1918) 231 Microso , or students could construct a timeline by using one of the timelines found on the Internet (see the weblink in the obook extras panel on this Students might also like to view the interactive spread for an example). timeline of Australian history by the National Film Enter the ID numbers below into the search eld of Skillbooster: Interactive timeline and Sound Archive (see the weblink in the obook your obook to access these resources. ID05.03 e interactive timeline for this chapter (see the extras panel on this spread). e timeline shows what Interactive timeline: World War I link in the obook extras panel on this spread) has happened in each decade of Australian history. SAMPLE ID05.04 Weblink: Create an electronic timeline video, links and are range of supporting activities for Visit the ‘read write think’ website and create your students. own timeline. Note: students cannot save their timeline electronically; they can only print it out. ID05.05 Weblink: Australian history timeline Visit the National Film and Sound Archive website to see an interactive timeline of Australia’s history. OXFORD BIG IDEAS HISTORY 9: AUSTRALIAN CURRICULUM 5 WORLD WAR I (1914–1918) 232 233

Australian Curriculum focus

HISTORICAL KNOWLEDGE AND UNDERSTANDING Background to World War I

• An overview of the causes of World War I and the The Great War—as World War I was referred to at the time—was caused by reasons why men enlisted to ght in the war a complex interaction of factors that had been simmering for more than 20 years. National rivalries, jealousies over territory, competition over economic progress, competition over the size of armies and navies, and the HISTORICAL SKILLS race to colonise new parts of the world all contributed to the tension. • Use chronological sequencing to demonstrate the In the 1870s, a newly unifi ed Germany had attempted to consolidate its place in European politics by developing a system of alliances. This system relationship between events and developments in changed the nature of European diplomacy, and resulted in the development different periods and places. of two alliances, consisting of all the European powers. The powers believed • Use historical terms and concepts. that these alliances would act as a deterrent to war, because if a member of one alliance was attacked by a member of the other, all the members of both • Identify and analyse different historical interpretations alliances would be involved. This was called ‘balance of power’ politics. (including their own). The disagreement that provoked World War I grew from the assassination • Select and use a range of communication forms of Archduke Franz Ferdinand (heir to the Austro-Hungarian throne), and his wife on 28 June 1914. (oral, graphic, written) and digital technologies. Source 5.3 The Archduke Franz Ferdinand of Austria and his wife, Sophie. Their assassination in June 1914 sparked the Europe in the lead-up to war outbreak of World War I. In 1901, Europe appeared peaceful. Queen Victoria had occupied the British throne for over 60 years and many of her descendants married into Teaching tips royal houses all over Europe (see Source 5.4). As a result, many of the royal families of Europe were closely related. Tsar Nicholas II of Russia, Kaiser Ask students to make a list of all the words they do Wilhelm of Germany and the British Prince of Wales (later King George V) not understand as they work through this chapter, and were all fi rst cousins (see Source 5.5). The Tsar’s wife was also one of Queen Victoria’s granddaughters. help them to create their own de nitions. Students In the lead-up to World War I, many thought it was unlikely that close may have di culty with the following concepts. relations would become involved in armed confl ict—and certainly not Empire: a group of nations and/or areas, probably fi ghting on opposing sides. having di erent languages or cultures, ruled by a central power or leader. Source 5.2 An English recruitment poster from World War I, urging men to join the fi ght Dominion: a self-governing territory of the British Commonwealth. Canada, Australia and New Zealand are examples of British dominions. What were the causes of Political ideology: a set of ideas that might include World War I? goals, expectations and actions about the way we are 5.1 to be governed. World War I involved all of the great powers of Europe. Because these nations had such large empires, many other colonies, nations and dominions, Alliance: an agreement or friendship between two or including Australia, were also drawn into the confl ict. more parties. Wars between nations start for a variety of reasons. These can include historical Assassination: to murder a person through a sudden tensions, territorial disputes or competition among nations for resources or economic and or secret attack, frequently for political or markets. Other factors, such as different political ideologies and systems of government, can also drive nations towards war. Short-term factors, such as the deaths of key fi gures religious reasons. or the mobilisation of armies, can be the triggers that turn tension and hostility into Source 5.4 Queen Victoria (seated front centre) photographed with members of her Source 5.5 Tsar Nicholas II of Russia with his cousin Tsar: the king or ruler of Russia. outright war. extended family in 1894. Kaiser Wilhelm II of Germany is seated front left. King George V—their mothers were sisters. Kaiser: German title that means emperor. Once you have clari ed the meaning of each of the 232 oxford big ideas history 9: australian curriculum chapter fi ve world war I (1914–1918) 233 terms, ask students to write a sentence that includes the word and also demonstrates the word’s meaning.

Skillbooster: Background tweet For your information Skillbooster: What are some of the general Ask students to imagine that they are living in Britain Students might be interested in the concept of royal causes of war? before World War I. ey should identify some of intermarriage—where a member of royalty from one Before embarking on the causes of World War I, ask the key events and lifestyle factors mentioned ruling dynasty married a member of another ruling students to think of what the causes might be for under the heading ‘Europe in the lead-up to dynasty. Marriage could guarantee peace between any war. ey maySAMPLE list causes such as power, belief war’ that provide a background to World War I nations or might have had political bene ts, securing in certain ideologies, increasing wealth, hatred for (note: this section continues on the following alliances between nations and maybe even enhancing another race, nationalism or reinforcing superiority, page). Ask students to make up at least two tweets the prospect of acquiring territory. for example. As you work your way through this (140 characters) about this time. section, students could compare their list with the Enter the ID number below into the search eld of For example: actual causes of World War I. your obook to access this resource. Kaiser Wilhelm II is over here to visit Queen Vic. It’s ID05.01 Flashcard glossary: World War I a family reunion. OXFORD BIG IDEAS HISTORY 9: AUSTRALIAN CURRICULUM 5 WORLD WAR I (1914–1918) 234 235

Australian Curriculum focus

HISTORICAL KNOWLEDGE AND UNDERSTANDING On the surface, Europe seemed prosperous and peaceful at this time. The Industrial One example of a country that was attempting to assert its independence was Bosnia– Revolution had transformed Western Europe, with new production methods Herzegovina, an area in south-eastern Europe known as the Balkans (see Source 5.6). In the years • An overview of the causes of World War I and the and technology affecting almost every sector of society. Governments had made before World War I, Bosnia–Herzegovina was under the control of the Austro-Hungarian Empire. reasons why men enlisted to ght in the war improvements in health care, sanitation and relief for the poor. Roads, canals and railways However, Bosnia–Herzegovina was made up of many different ethnic groups, including Bosnians, made transport easier and more accessible, and literacy rates were rising. The middle Serbs and Croats, who did not see themselves as historically, ethnically or culturally linked to classes had generally been extended further political rights and enjoyed a higher standard either Austria or Hungary. Instead, most of the people of Bosnia–Herzegovina wanted to join with HISTORICAL SKILLS of living. The working classes had also won some improvements, such as the right to vote Serbia to form their own nation. • Use chronological sequencing to demonstrate the in Britain after 1867. Russia had been supporting moves by Bosnia–Herzegovina to become independent and unite However, this prosperity masked both international and domestic tensions. There with Serbia, so when a Serbian youth was accused of assassinating the Austrian Archduke, Russia relationship between events and developments in were jealousies among many of the royal families, despite their close relationships. Issues was drawn into the confl ict that followed. different periods and places. such as the different rates of economic progress, the size of colonial empires and the • Use historical terms and concepts. development of weapons, armies and ships all caused rivalry. Imperialism The rate of economic progress, together with improvements in the standard of living, • Process and synthesise information from a range of Another factor that led to tensions between European countries in the lead-up to World War I was also unevenly spread. The Industrial Revolution of the 18th and 19th centuries had was imperialism. Imperialism is the policy of one country extending its territory to create an sources for use as evidence in an historical argument. little impact on the nations of Eastern Europe such as Austria–Hungary, the Balkan states empire, usually for fi nancial and strategic reasons. • Identify and analyse the perspectives of people from and Russia. This contributed further to the rivalry between nations. Even in industrialised European powers, such as Britain, Spain, France and Portugal, had colonised much of the nations like Britain and Germany there was a huge gap between rich and poor. Many the past. world, including North and South America, Australia and parts of Asia, between the 15th and working-class families lived in cramped, unsanitary conditions or in urban slums. Women 19th centuries (see Source 5.7). By the late 19th century, European nations were engaged in a • Identify and analyse different historical interpretations were still not allowed to vote in Europe, and nationalist movements divided people along new wave of imperialism, often called the ‘scramble for Africa’. (including their own). ethnic lines. Many governments and people were afraid of the rising infl uence of radical movements like socialism and anarchism. Although Europe seemed to be peaceful before • Develop texts, particularly descriptions and discussions World War I, rivalries and tensions bubbled beneath the surface—so much so that by the that use evidence from a range of sources that are time Archduke Franz Ferdinand and his wife were assassinated, Europe was ripe for war. referenced. • Select and use a range of communication forms Causes of World War I (oral, graphic, written) and digital technologies. There were a number of short- and long-term factors that led to the outbreak of World War I. Key concepts such as nationalism, imperialism, militarism and ATLANTIC the alliance system began to dominate international Norway OCEAN relations in the late 19th and early 20th century. Teaching tips Sweden PACIFIC Great Britain North a Nationalism OCEAN ere is a lot of information to take in on these e PACIFIC Sea S

Denmark c OCEAN pages. Keep it simple. It is worth showing students lti Put simply, nationalism is a sense of pride in and love ATLANTIC Ba The Russian Empire of one’s nation. It grows out of an understanding that OCEAN an animation on the causes of World War I from Netherlands the people of a nation share a common language, Belgium Germany the BBC website (see the obook extras panel on culture and history. In Europe, nationalism played an this spread for the weblink). You may then want France important role in the lead-up to World War I. Switzerland Austria-Hungary students to read the student book and then get Nationalism can either unite or divide the people of Belgium INDIAN Portugal Romania a nation or region. For example, feelings of nationalism OCEAN them to complete the skillbooster for this section. Black Sea France Bulgaria contributed to the unifi cation of many small Germanic Spain Corsica Italy Germany Good teaching can sometimes be about ‘layering’ kingdoms to form the German Empire in 1871. A sense Great Britain Sardinia Albania The Ottoman Empire information—through the BBC animation, Med of nationalism also encouraged cooperation between Italy N iterra ne Germany and Austria–Hungary, because German- an Netherlands students ‘see’ the information rst, they then Morocco language speakers ruled both empires. Nationalism also Tunisia S ea The Ottoman Empire ‘read’ the information in the student book, and N 0 3000 km played a role in the federation of Australia’s six separate Portugal nally ‘respond’ to the information through the colonies in 1901. The Russian Empire skillbooster. 0 1000 km Spain

Skillbooster: The causes of World War I Source 5.6 Europe before World War I E 1914 Source 5.7 European global empires in 1914

Have students complete the following activity. 234 oxford big ideas history 9: australian curriculum chapter fi ve world war I (1914–1918) 235 1 Before World War I, there was a rise in radical ideas or beliefs, such as anarchism and socialism. Anarchism is the belief that a Describe why the uneven distribution 2 Refer to Source 5.7. List the top ve countries Workbook resources governments are not needed and that individuals Nationalism Imperi alism Alliances Militarism of wealth amongst countries and within according to the territory owned. should be le to organise their own a airs Activity 5.1 e causes of World War I countries would give rise to political 3 Draw the following table or create it cooperatively. Socialism is the belief in social philosophies such as anarchism and electronically, showing the major causes for or community ownership of resources such A Countries/empires raced to gain new C Britain and Germany steadily increased their socialism. World War I. Read the sentences below the table as land and labour and the machines used SAMPLEterritories. Germany was defeated in its military might. b Why would political philosophies such as and place them under the correct heading. to produce goods (sometimes referred to as attempts to take control of French colonies D Germany, Austria–Hungary and Italy formed Enter the ID number below into the search eld of anarchism and socialism be seen as a threat by capital). Pro ts are not kept by the individual in North Africa. an alliance where they promised to provide your obook to access this resource. some in countries such as Great Britain? but shared. B Bosnia–Herzegovina wanted to be free from military support to any member that was ID05.06 Weblink: Causes of World War I the control of the Austro-Hungarian Empire attacked. Britain, France and Russia also animation and to form a nation with Serbia. A Serbian reached an agreement to protect each other Visit the BBC website to watch an animation on the youth was accused of assassinating the in times of war. causes of World War I. Austrian Archduke. 236 4 Comment on the following quote about an an quote about following on the Comment 4 quote: tothis Respond 3 Japan, India, NewZealand, Australia, following of the of each name the Place 2 parties Both afriendship. abit is like alliance An 1 exercises. following tocomplete the students Ask Skillbooster: Formingalliances • • • • • HISTORICAL SKILLS • UNDERSTANDING HISTORICAL KNOWLEDGEAND Australian Curriculumfocus 5 WORLD WAR I(1914–1918) CURRICULUM HISTORY 9: AUSTRALIAN IDEAS BIG OXFORD United States of America, April 1953) April of America, States United of the President (34th DEisenhower Dwight clothed.’ not are and cold are who those fed, not are and hunger who those from rocket every signi red, the in es athe sense nal launched, warship every made, is that gun ‘Every arms race. war’. a into drawn it of being likelihood its increases and war against acountry ‘An protects both alliance Ireland Canada, Bosnia–Herzegovina, ( 2or 4). column alliance either in lling particular tothat belonged country why each explain then and page of the bottom at the table 3of the 1or column column either countries in way? some you in protect group tothat belonging does groups, friendship own tobene supposed are your Within t mutually. (including theirown). Identify andanalysedifferent historicalinterpretations the past. Identify andanalysetheperspectivesofpeoplefrom sources foruseasevidenceinanhistoricalargument. Process andsynthesiseinformationfrom arangeof secondary sources. Identify theorigin,purposeandcontextofprimary Use historicaltermsandconcepts. reasons whymenenlistedto ght inthewar An overviewofthecausesWorld War Iandthe Triple Entente the of amember to attached 1 Countries 236 oxford 9:australiancurriculum bigideashistory

focus on … were drawnintotheconfl ict. and RussiafollowingtheassassinationofArchduke,allsixmajorpowers,theirempires, actually madethewarlongerandmorewidespread.WhenadisputedevelopedbetweenAustria by membersoftheotheralliance—asortsecurityagainstwar.Therealityisthatalliances The sameappliestothenetworkofalliances.Thesewereformedasprotectionagainstinvasion navies. However,therivalrythisarmsracecausedincreasedlikelihoodofoutrightwar. Fear ofwarpromptedmanynations,particularlyBritainandGermany,tobuilduptheirarmies there isacircularpattern.ThiswellillustratedbythearmsracethatprecededWorldWarI. In thecaseofmanyhistoricalevents,itisdiffi culttodistinguishbetweencauseandeffect.Often eff and cause 2 Reason why 2 Reason ect: members was attacked. was members one of its if support tomilitary provide nation promised participating Each or alliance. Source 5.8 5.8 Source Entente 1907the Triple and 1882 Triple Alliance alliances—the 1907, into two and themselves grouped nations leading 1879 Between system. alliance the was war European to led atotal that key of factors One the Alliances many. These alliances increased the tension between Triple tension between the increased Alliance many. alliances These aconfl that arisk was there if war of defeat Germany. the in resulting attempts, Germany’s resisted Britain’s support, with France, cases, both In Africa. North colonies of in French control of to anumber take troops sending by byFrance expansion colonial 1911, in 1905, again and tofurther attempted block Germany unifi world. the Germany, however, colonies around hadmany a world. been also the hadonly France over all (such Australia) as dominions colonies and with empire, colonial largest hadthe Britain 1882: Triple (Germany, Alliance 1879: Dual Alliance (Germany 1879: (Germany Alliance Dual Austria–Hungary andItaly) Austria–Hungary Another aim of these alliances was to prevent wars. It was assumed that no that power would go to It assumed to was prevent was wars. alliances of these aim Another colonies. In of German of eager to Germany, number addto was the ruler II, Wilhelm Kaiser Germany. and France Britain, were time for race new the colonies this in rivals main The and Austria–Hungary) ed nation since 1871 and was still trying to build a large colonial empire when war broke war when out. empire colonial alarge to build 1871 trying nation since ed still was and beginnings of awar beginnings TRIPLE ALLIANCE The development of European alliances from 1879 from to 1907 alliances ofEuropean development The Triple Alliance the of amember to attached 3 Countries (see Source 5.8). (see Source ict between two nations could easily build into aconfl build easily could nations two among between ict ict Entente is a French word meaning an ‘understanding’ ‘understanding’ an word aFrench is meaning 1894: Franco-Russian Alliance Alliance 1894: Franco-Russian

SAMPLE Why 4 Reason (France andRussia) (France (Britain, France andRussia) France (Britain, and Triple and Entente countries. 1907: Triple Entente TRIPLE ENTENTE 1904: Entente Cordiale 1904: Cordiale Entente (Britain andFrance) (Britain Source 5.9 5.9 Source weapons. and stores of ships up their building and armies for war, most training were not were preparing they that powers of European of war. weapons Despite claims important also were submarines and battleships modern century, 20th early the In soldiers. and ammunition fought guns, be without can No war Militarism: the armsrace inEurope political and military situation in Europe at the beginning of World War I War ofWorld beginning the at Europe in situation military and political preparing for war. preparing forces. armed German the strengthening into resources poured aworld as power. Kaiser goal,the To Germany this to establish achieve wanted II, Wilhelm army. alarge Its leader, Kaiser possessed and powerful economically was Germany armaments. into and ships of pounds millions pouring still but was navy largest the countries that were members of the two alliances. two of the members were that countries aconfl become the would therefore all between ict Austria–Hungary and Bosnia–Herzegovina Aconfl Empire. Austro-Hungarian the from bidHerzegovina’s for independence of Bosnia– akey Triple supporter of was the Russia amember Entente considered because also into confl drawn be all could they that meant This 1902. in Britain with Triple of the atreaty Entente. part Japan hadsigned became automatically 5.7). (see Source alliances of to the one or other attached were territories Individualresponses willvary. Anexamplemightbe: 2 Individualresponses willvary. Points raisedmight 1 Answers: Checkyourlearning By early 1914, even though the leaders of Europe were still talking of peace, they were clearly clearly were they of peace, talking 1914, early By still were of Europe leaders the though even race’. had ‘arms the Britain what called was in players leading the were Britain and Germany All British colonies (such as India) and dominions (such as Australia and New Zealand) NewZealand) and (such Australia as colonies dominions (such and India) as British All colonies and countries, other many 5.8, Source in listed key countries to the addition In Nationalism isthefeelingofgreat prideinone’s nation. had alsodevelopedbetweenthemajor powers. alliances betweenthemajorpowers; andanarmsrace ‘balance ofpower’politicshaddeveloped, involving armies andnavies,nationalpride; asystemof powers overtheiroverseascolonies,thesizeof there wasintenserivalrybetweenthemajorEuropean but thispeacemaskedmajortensionsbetweennations; include: Europe hadbeenatpeaceforover40years A German cartoon ‘Map of Europe 1914’ ofEurope ‘Map the cartoon byWTrier,A German satirising ict if war broke out. Bosnia–Herzegovina was was broke war out. Bosnia–Herzegovina if ict ict between between ict Balanceofpowerpolitics refers tothepolicyof nations 4 Britainhadbeenbuildingitsempire sincethe 3 would actasadeterrent towar, forcing nationsto support eachother. Itwashopedthatthissystem nations. Intheeventofwar, thealliednationswould creating allianceswitheachothertoformgroups ofrival to establishalargecolonialempire. united nationin1871,soithadfeweropportunities 15th century, whereas Germanyhadonlybecome a a hatred ofothernations. beliefs butitcanalsocreate afeelingofsupremacy and It canunitepeoplewithashared language,culture or chapter fi 5 4 3 2 1 Check your learning ve reasons foryouranswer. mean thatwarislikely?Give Does anarmsracenecessarily drawbacks ofthissystem. Explain boththebenefi tsandthe ‘balance ofpower’politics? What ismeantbytheterm Britain’s? empire somuchsmallerthan Why wasGermany’scolonial positive andnegativefeatures. term ‘nationalism’,notingbothits In yourownwords,explainthe Explain youranswer. situation inEuropearound1900? How wouldyousumupthe world warI(1914–1918) 237 Individualresponses willvary. Pointsraisedmight 5 even ifthere isanarmsrace. rulers andleadersstillhavetheopportunitytoavoidwar, undermines attemptsatpeacefuldiplomacy;andthat going towarasnecessary;thatstockpilingweapons it makesthepopulationofanationmore likelytoaccept arms racecreates a erce rivalrybetweennations;that include: thatanarmsraceisself-perpetuating; develop intoamassivewarbetweenalliedgroups. not resolve adisputepeacefully, aminordisputecould of powerpoliticsalsomeantthatiftwonationscould resolve theirdisputespeacefully. However, balance 237 237 OXFORD BIG IDEAS HISTORY 9: AUSTRALIAN CURRICULUM 5 WORLD WAR I (1914–1918) 238 239

Australian Curriculum focus

Vienna HISTORICAL KNOWLEDGE AND Budapest UNDERSTANDING AUSTRIA-HUNGARY The outbreak of World War I The Schlieffen Plan was based on the following assumptions: Source 5.12 Zagreb • Russia would take at least six weeks to get its army ready for war. Key dates in the lead-up to World War I • An overview of the causes of World War I and the The event that triggered the start of World War I took place in the Balkan • France would be easily defeated in six weeks. 28 June 1914 Assassination of Archduke Franz reasons why men enlisted to ght in the war ROMANIA states, an area of south-eastern Europe (see Source 5.10). The Balkans were BOSNIA- • Belgium would not resist any German attack. Belgrade Bucharest Ferdinand HERZEGOVINA very unstable. Three major imperial powers were actively involved in the • Britain would remain neutral. Sarajevo region: Austria–Hungary, the Russian Empire and the Ottoman (Turkish) 23 July 1914 Austria–Hungary presents ten SERBIA demands to Serbia BULGARIA Black Empire. If war broke out, Germany would attack France by marching through HISTORICAL SKILLS MONTENEGRO Sofia Sea Belgium. Belgium and France would be quickly defeated, after which Cetinje The complex relationships between these powers made the Balkans a 25 July 1914 Serbia agrees to only nine of the ten • Use chronological sequencing to demonstrate the Adriatic Germany could turn its attention to Russia. demands Sea potential crisis point. Austria–Hungary controlled parts of the Balkans relationship between events and developments in Tirane Istanbul If this plan was implemented, it would violate Belgium’s neutrality. ITALY ALBANIA and, in 1908, had annexed (taken control over) Bosnia–Herzegovina. Russia 28 July 1914 Austria–Hungary declares war on different periods and places. supported Serbian nationalists, who wanted Bosnia–Herzegovina as part of Britain had signed a treaty in 1839, guaranteeing to come to the defence Serbia of Belgium if another country attempted to invade its borders. As a result, • Use historical terms and concepts. THE OTTOMAN Serbia. 29 July 1914 Russia promises support for Serbia EMPIRE the German invasion of Belgium forced Britain to become involved in the Aegean The Emperor of Austria–Hungary was aware of the tension in the 1 August 1914 Germany declares war on Russia • Identify and select different kinds of questions about GREECE growing confl ict. Sea Balkans. Believing that the people would be dazzled and charmed by a 3 August 1914 Germany declares war on France and the past to inform historical inquiry. Athens royal visit, he sent his nephew and his wife on a goodwill visit to the city of invades Belgium • Evaluate and enhance these questions. Sarajevo in Bosnia–Herzegovina. On 28 June 1914, most of the people of the contestability: the Schlieff en Plan area lined the streets, enthusiastically welcoming the royal couple. However, 4 August 1914 Britain declares war on Germany (Australia becomes involved) a small group of Bosnian Serb nationalists took the opportunity to show their Historical events can become contestable with the release of new sources of ITALY N feelings about their imperial rulers. information. The Schlieffen Plan is a good example because it has become 6 August 1914 Austria–Hungary declares war on the accepted explanation of German tactics in 1914. More recently, however, Russia While visiting the city, Archduke Franz Ferdinand and his wife Sophie historians like Terence Zuber have used material released from German Skillbooster: What happened next? 0 300 km Mediterranean Sea were shot and killed by Gavrilo Princip, a member of a Serbian nationalist 23 August 1914 Japan (an ally of Britain) declares war archives after the fall of the Berlin Wall to challenge this view. They argue

focus on … on Germany group called the Black Hand. that the 1905 Schlieffen Plan was not a practical war plan, but actually a e assassination was the trigger that had a domino 29 October 1914 Turkey enters the war on the side of Source 5.10 Balkan states in 1914 theoretical training exercise. This argument is based on inconsistencies Germany e ect leading to many countries declaring war on The declaration of war between the 1905 Schlieffen Plan and the German mobilisation plans each other. is skillbooster may help students to The expansion of the confl ict from an incident in the Balkans to a world implemented in 1914. 23 May 1915 Italy enters the war on the side of the Triple Entente organise their thoughts. war was a direct result of the alliance system. Austria–Hungary, with Zuber points out that the Schlieffen Plan was for a war against France on support from Germany, quickly issued an ultimatum consisting of ten a single front, yet in 1914 Germany was planning for a war against France 1 Read the pages of your student book and then demands to Serbia. Serbia agreed to accept nine of the demands but and Russia. The actual document was also in the possession of Schlieffen’s ll in the blanks in the following sentences to refused to agree to the last one—that offi cials from Austria–Hungary daughters in 1914, not with the General Staff. Historians have to be prepared be involved in the investigation into the assassination of the Archduke. to accept the emergence of new evidence that challenges accepted beliefs. help you organise your thoughts regarding who When Serbia failed to agree to all ten demands, Austria–Hungary The Schlieffen Plan has long been accepted as fact, but as Zuber argues, declared war on who and why. declared war on Serbia on 28 July 1914. it can now be regarded as contestable. a Archduke Franz and his Empires mobilise wife visited Bosnia–Herzegovina on a Russia saw itself as Serbia’s protector. It responded by mobilising its army The war escalates goodwill mission. Many Bosnians wanted for war against Austria–Hungary and Germany. On 31 July, Germany On 3 August 1914, British Prime Minister Herbert Asquith and Foreign Bosnia–Herzegovina to form a nation demanded that Russia stop these preparations for war. Russia did not Secretary Sir Edward Grey sent a message to the German government with instead of being respond and so Germany declared war on Russia. The Germans had also announcing that Britain would declare war if Germany did not withdraw asked the French government what its intentions were. France issued a controlled by Austria–Hungary. its troops from Belgium by midnight. There was no response to the Check your learning vague response, stating that it would ‘follow its own interests’. message, so on 4 August 1914 Britain, and its empire, found itself at war b e royal couple, Archduke Ferdinand and his with Germany. 1 Why did the Archduke and his wife tour Sarajevo? The Schlieffen Plan and the invasion of Belgium wife Sophie, were Italy was also a member of the Triple Alliance with Germany and Austria– 2 Explain why there is historical debate over the use by a Serbian By 1914, the German General Staff had decided to invade France through Hungary. It was expected that Italy would join the war on their side. However, of the term ‘Schlieffen Plan’ to describe Germany’s actions in World War I. . Belgium in the event of a two-front war. This was based on a 1905 strategy under the wording of the Triple Alliance, members were not bound to support drawn up by Chief of Staff Alfred von Schlieffen, called the Schlieffen each other if one had been the aggressor. Italy used this clause to remain 3 Why did Serbia reject Austria–Hungary’s ultimatum c Because the assassin was a Serbian, Plan. neutral at the start of the war and to switch to the Triple Entente in May 1915. in July 1914? Austria–Hungary, with support from Turkey entered the war on the side of the Triple Alliance in October 1914. 4 Carefully examine the key dates leading up to its ally, issued an ultimatum It was against Turkey that Australia’s fi rst land battles took place. The USA also World War I (Source 5.12). Use this information to Source 5.11 An artist’s impression of the assassination came into the war, on the side of the Triple Entente (or Allies), in April 1917, construct a fl ow chart that shows the lead-up to of demands to Serbia. Serbia of the Archduke Franz Ferdinand in Sarajevo after Germany had resumed its unrestricted submarine warfare. World War I. agreed to all but one demand. d On 28 July 1914, — 238 oxford big ideas history 9: australian curriculum chapter fi ve world war I (1914–1918) 239 declared war on Serbia. e , Serbia’s protector, declared war on Austria–Hungary. Answers: (a) Ferdinand, Serbia, (b) assassinated, 1 e assassination of Archduke Ferdinand and Answers: Check your learning because the German army’s general staff did not have the original Schlieffen Plan in their possession when war f declared war on Russia Gavrilo Princip, nationalist, (c) German, 10, his wife Sophie can be likened to one domino 1 The Austro-Hungarian Emperor was worried about broke out. because Austria–Hungary was one of its allies. (d) Austria–Hungary, (e) Russia, (f) Germany, falling, triggering other dominos to fall. is is the tension in the Balkans over the issue of Serb g Germany invaded and (g) Belgium, (h)1839, (i) Japan, 1915, war. because … nationalism in Bosnia–Herzegovina. Archduke 3 Because Austria–Hungary’s ultimatum consisted of declared war on France. 2 Now that you know about the causes of World 2 e arms raceSAMPLE is like a cat chasing its tail Ferdinand and his wife were sent to Sarajevo in Bosnia– 10 demands. The Serbian government was prepared h Britain came to Belgium’s aid, having signed War I, do you think any country in particular was because … Herzegovina on a ‘goodwill visit’ to calm the tensions. to accept nine of these, but refused to allow Austro-Hungarian of cials to be involved in the a treaty to protect them in . responsible for its escalation? Give reasons for 3 An alliance is like going to the dentist because … 2 Answers may include: because recent evidence investigation into the assassination of Archduke Britain declared war on Germany. your answer. Once you have completed the analogies above, ask suggests that the Schlieffen Plan was not a practical Ferdinand. i On 23 August 1914, one of students to draw cartoons to re ect these statements. war plan; because the Schlieffen Plan was not a plan Digging deeper 4 Individual responses will vary. Britain’s allies, declared war on Germany. ey will nd it useful to combine pictures and for a war on two fronts, as occurred in 1914; and Using analogies can help students think about Italy entered the war in . words when completing this task. Turkey entered the on the side concepts in a di erent way. Ask students to nish o of Germany. the following sentences. OXFORD BIG IDEAS HISTORY 9: AUSTRALIAN CURRICULUM 5 WORLD WAR I (1914–1918) 240 241

Australian Curriculum focus

HISTORICAL KNOWLEDGE AND UNDERSTANDING Australia’s entry into World War I As well, there were young men who joined out of a spirit of adventure, an opportunity to leave home, to see the world, to meet French girls. Whole • An overview of the causes of World War I and the Before World War I, Europe had been relatively peaceful for over 40 years. The last major football and cricket teams joined, as did groups of workmates from businesses reasons why men enlisted to ght in the war war had been fought in 1871, meaning that a whole generation of young men had grown up and factories in cities and country towns. Many women encouraged their with no real experience of war. The same was true of Australia. Apart from a small number of husbands, boyfriends, brothers and even fathers to enlist. Many young soldiers who had fought for Britain in the Sudanese and Boer wars, Australians had not been women preferred to socialise with men in uniform. HISTORICAL SKILLS engaged in war and had little understanding of what it meant. The opportunity to earn a good income also acted as an incentive. • Use historical terms and concepts. Possibly because of this, there was a perception that war was glorious, exciting and heroic. The pay was 6 shillings (60 cents) per day, a fi gure calculated to match the Young people, especially boys, were brought up on military stories and were taught military average wage of Australian workers, minus the cost of rations. The promise of • Identify and select different kinds of questions about drills in school. In these stories, the heroes were rarely wounded or killed; they won their battles regular pay also motivated many unemployed men to volunteer. As the war the past to inform historical inquiry. effortlessly, and the drills taught them to obey orders and work together. progressed, hatred of the enemy also became a motivation for enlistment. • Evaluate and enhance these questions. Propaganda stories (often exaggerated) of German atrocities were used in The great adventure recruiting campaigns. • Identify and locate relevant sources, using ICT and When World War I began, Australia had been a single, united country for only 13 years. In every city and town, recruiting rallies were held. Platforms would be other methods. Although Australia was self-governing, it was still a dominion of the British Empire. As such, set up with the Australian and British fl ags side by side as a backdrop to the • Identify the origin, purpose and context of primary and Australia was obliged to follow the instructions of Britain in many areas of government. speeches. High-profi le sportsmen such as footballers, cricketers and athletes Therefore, when Britain declared war on Germany, Australia was also at war, as were all other would be planted in the crowd. When the call went out for young men to step secondary sources. countries in the Empire. forward and sign up, it was frequently one of these sportsmen who led the • Process and synthesise information from a range of In Australia, a wave of enthusiasm for the war effort swept the country. The men of Australia charge. sources for use as evidence in an historical argument. rushed to enlist in the Australian Imperial Force (AIF). According to legend, many were concerned Among those who offered to enlist were Aboriginal Australians. Only that the war might end before they got to Europe. The Australian government initially promised 400 Aborigines were accepted for service, and they were all deemed to be ‘of • Identify and analyse the perspectives of people from to supply 20 000 men to the British war effort by the end of 1914—in reality, the number of men substantial European origin or descent’. When Australian soldiers returned the past. enlisted by this time was around 50 000. from World War I, there were many benefi ts available to them to assist their • Select and use a range of communication forms (oral, readjustment to civilian life. Aboriginal soldiers, however, were denied access Source 5.14 Recruitment posters such as this appealed to the to these benefi ts. ‘sportsmen’ in Australia (AWM ARTV00026). graphic, written) and digital technologies. Of course, not all motives for joining the war effort were noble. There were stories (perhaps just rumours) of soldiers changing their names before enlisting in order to get away from their wives or other commitments. Others enlisted to escape the boredom of jobs they hated, to leave school early, or to Teaching tips escape the strict rules and confi nes of their family homes. Those who had fought in the Boer war had some understanding of the Indigenous Australians brutality of war, but for most, war seems to have meant adventure. Of all the thoughts that ran through the heads of those who enlisted, particularly in It is important to think about Indigenous the fi rst few months, the idea of death or even injury seems to have been very Australians and their experiences of war. Under the much in the background. section ‘Australia’s entry into World War I’ it states Questioning voices that ‘… Australians had not been engaged in war Not all Australians were enthusiastic about the war. Some argued that it and had little understanding of what it meant’. Ask was not Australia’s war and that a force from this young country could students if they can think about why Indigenous make little difference to the outcome. Others were opposed to the war Source 5.13 Australian recruitment because they were pacifi sts—people who do not think violence is an Australians might disagree with this statement. poster from 1915 (AWM ARTV00021) answer. One group of pacifi sts were the Jehovah’s Witnesses, a religious Have students do some research on the Internet to group for whom any engagement in war went against their beliefs. The reasons for enlistment were varied and complex. Some men were driven by a desire to There was also a small group of conscientious objectors and pacifi sts— nd out about Indigenous Australians’ involvement show what this new young nation could contribute to a world confl ict. Others went to war because people who oppose war and believe that they would betray their principles of pure loyalty to Britain, ‘the mother country’. Many of the fi rst wave of volunteers were former in World War I and their treatment at the end of by enlisting or fi ghting, or by supporting war. Among this group was the British soldiers and other British citizens who happened to be in Australia. Still others wanted to Source 5.15 Vida Goldstein was the war. Ask them what they think of Indigenous Women’s Peace Army, led by suffragette (a woman demanding the right to show support for Britain in case we should need Britain’s help at some stage in the future. Leader both a suffragette and a pacifi st. vote) Vida Goldstein (see Source 5.15). Australian soldiers not being given the same of the Opposition (later Prime Minister) Andrew Fisher pledged that Australia would ‘stand beside government assistance all other soldiers received the mother country to help and defend her to the last man and the last shilling’. a er the war.

Paci sm 240 oxford big ideas history 9: australian curriculum chapter fi ve world war I (1914–1918) 241 Discuss the concept of paci sm. Paci sm is not a new concept. Paci sm is part of many religious teachings, for example those of Buddha and Jesus. Students Vida Goldstein certainly was a groundbreaker in her home life, pressure from others, earn an income, be a to use the same words that appear in the student may have heard of the phrase, ‘turn the other cheek’. quest for women’s su rage and her leadership role hero, excitement, get in rst, support Britain, protect book on their mind map and keep their reasons to It means that if someone was to slap you on the in the Women’s Peace Army. Students might like to Australia. You could follow this skillbooster activity a maximum of three words. If students are having face, you would not respond by hitting them back. consider other females who have been instrumental in up by completing question 11 in ‘Big ideas’ for this trouble getting started, you could give them a Students might think about what life might be like if bringing about change, such as Mother eresa, who key inquiry question.SAMPLEcouple of examples. Two examples of reasons could we all embraced this theory. established the Missionaries of Charity in India. 1 Ask students to draw a mind map that lists all of be ‘adventure and travel’ and ‘copying friends’. 2 Have students read Sources 5.16 to 5.20 on page Women’s Peace Army Skillbooster: Reasons for going to war the reasons why Australian soldiers enlisted to Enter the ID number below into the search eld of ght in World War I. e reasons are explained on 242 and match the reason for enlisting given in your obook to access this resource. For background information, it is worth listening is exercise is designed to give students valuable these pages of the student book. e centre circle the sources with a reason on their diagram. to an audio program on Vida Goldstein (see the practice at summarising key information. Here are ID05.07 Weblink: Vida Goldstein of the mind map should read ‘Reasons Australians obook extras panel on this spread for the weblink). some possible reasons for going to war that students Visit the ABC website and listen to an audio report enlisted in World War I’. Ask students to try not You may wish to ask students why Vida Goldstein might identify when completing this activity: escape about Vida Goldstein. was considered to be a ‘woman before her time’. OXFORD BIG IDEAS HISTORY 9: AUSTRALIAN CURRICULUM 5 WORLD WAR I (1914–1918) 242 243

Australian Curriculum focus b Points raised might include: Allied ships would have had access to the Black Sea and been able to open a direct supply line to Russia; with better supply HISTORICAL KNOWLEDGE AND lines to the other Triple Entente nations, Russia may UNDERSTANDING Some Australians did not enlist because they were afraid, or because they believed it was to their economic advantage to remain at home. Little has been recorded about these people. Often have been able to defeat Germany on the Eastern • An overview of the causes of World War I and the those who were reluctant to go to war used excuses such as poor health or family responsibilities bigideas Front, ending the war quickly; and resources which reasons why men enlisted to ght in the war to explain their decision not to enlist. were deployed to invade Turkey, such as the AIF, Taken together, however, all of these questioning groups seem to have made up only a small could have been used to relieve pressure on the fraction of the total population. In 1914 and through most of 1915, the dominant feeling towards 5.1 What were the causes of World War I? HISTORICAL SKILLS Western Front or to reinforce Russia’s position on the war was positive and supportive. It was only as the harsh reality of war became known that Remember Analyse • Use historical terms and concepts. some Australians began to question their initial enthusiasm. the Eastern Front. 1 Write defi nitions in your own words for the terms: 10 Examine the two recruiting posters (Sources 5.13 and 5.14. 7 Points raised might include: because many people a imperialism Identify all the methods used on these posters to encourage b nationalism enlistment. Support your answer with reference to words or saw Australia as a ‘sporting nation’; Australians were perspective: motives c alliance. images in the posters. proud of their sporting achievements so were likely to Answers: Check your learning Australian soldiers enlisted in the First AIF for a range of reasons. Source 5.18 2 What were the two major alliances formed before World War I? Evaluate be in uenced by high-pro le sportsmen; and it was The age, background, circumstances and values of particular The Bugles of England were blowing o’er the sea, Which countries were the members of the two alliances? believed that t, young sportsmen would make ne 1 War was generally perceived as glorious, exciting soldiers were all signifi cant factors. The following sources provide a 11 Think about some of the reasons why young men decided to As they had called a thousand years, calling now to me: 3 Give three reasons why many Australians strongly supported brief insight into the motives of some of the men that enlisted. enlist for World War I. Do you think the same reasons apply for soldiers. and heroic. Many Australians held this attitude They woke me from my dreaming in the dawning of the day, Australia’s involvement in World War I.

focus on … young Australians who enlist to fi ght in wars overseas today? because few of them had any personal experience of The Bugles of England—and how could I stay? 8 a Answers may include: nationalism; imperialism; Source 5.16 Understand war. Many young men had been brought up with heroic JD Burns, a student at Scotch College, Melbourne, in 1914 Create militarism and the arms race; the alliance system I wasn’t eighteen. I was working on the lathe, next to another chap (in EM Andrews, The Anzac Illusion, Cambridge University Press, p. 40) 4 Why might Serbia have refused to agree to the last of Austria– 12 Create an illustrated timeline or fl ow chart of the events leading and balance of power politics; independence war stories and taught military drills in school. … I said to him ‘why don’t you enlist?’ I said, ‘I’ll enlist if you do’ Hungary’s demands: that Austro-Hungarian offi cials be involved Source 5.19 to the outbreak of World War I. You may like to illustrate the … I went right up to Victoria Barracks and enlisted. We left the movements in the Balkans; and the assassination 2 Answers may include: because violence in the investigation into the assassination of the Archduke? timeline by hand, or use the Internet to locate illustrations of the factory and I had to get my father’s signature. Well, I forged that. contradicted their religious beliefs; because they were … I have joined the Australian Army … it’s not bad money here, 5 How do you explain the fact that the rulers of Britain, Germany events. of Archduke Franz Ferdinand and Serbia’s rejection Stan D’Altera (in A Thomson, Anzac Memories, 5/- a day and clothes and food … nearly as good as cabinet making and Russia, although they were fi rst cousins, were engaged in 13 Use a range of print and digital resources to locate and print a of Austria–Hungary’s ultimatum. paci sts or conscientious objectors; because they Oxford University Press, p. 27) and not half as hard. You may [think] it funny [my] turning up such bitter confl icts with each other over the course of World series of recruitment posters from World War I (two of which understood the realities of warfare and were scared; such a good job, but … this [employer] had only about three days b Individual responses will vary. Source 5.17 War I? must be Australian). Be sure to include posters from a range of work left for us … things are so bad out here for there is a drought because they thought the war was not Australia’s 6 At the start of the war, the Ottoman Empire (Turkey) was different countries that were involved in World War I. Analyse 9 Individual responses will vary. Points raised might I couldn’t help myself. Mum was a widow and she needed me on [and] we haven’t had any rain for months, so I [thought] I neutral. If Turkey had remained neutral, the story of the war, in these posters, looking for points such as: to ght; and they thought Australia’s small army would to help run the farm … But I read what Andrew Fisher said and would join the army. include: Yes: because there was intense rivalry between particular Australia’s role, would have been very different. There • appeal to sense of national identity I went, ‘Fisher’s message to England was that Australia would Corporal RE Antill in a letter to his parents, 1914 (defencemagazine) the European powers anyway; balance of power politics make little difference to the outcome of the war. would not have been a Gallipoli campaign and 25 April would stand behind her to the last man and the last shilling.’ • appeal to sense of adventure and excitement be just another day on the calendar. and the arms race made war inevitable; there were 3 Answers may include: propaganda; recruiting posters; Unnamed soldier (in P Adam-Smith, The Anzacs, Penguin, p. 17) Source 5.20 • appeal to sense of outrage and anger at the enemy. a Conduct research into the reasons why Turkey chose to various other potential ashpoints, such as the Morocco recruiting rallies were held in every major town; Create a PowerPoint or other multimedia presentation in which I have enlisted and I don’t regret it in the very least. I believe it is enter the war, and why Turkey became involved on the side you identify the key features of the posters in each category. crisis, which could have drawn the powers into a high-pro le people such as top sportsmen were used every young fellow’s duty. There are far better men than any of us of the Triple Alliance. have already gone … we are the sort of men who ought to go. Discuss whether you think each poster was successful in to encourage others to enlist; stories of German b How would the Triple Entente powers have been helped if war; and the nations were planning for war before the Private AJ McSparrow (in B Gammage, The Broken Years, p. 7) encouraging people to get involved in the war effort and why. atrocities were exaggerated; members of the AIF were Turkey had remained neutral? assassination of Franz Ferdinand. well paid; and women were encouraged to pressure 7 Why did recruiters rely on a sporting image to encourage young No: balance of power politics may have proved an Australian men to enlist? their brothers, boyfriends, husbands and sons to enlist. effective deterrent if the assassination had not occurred; Apply 4 a Answers may include: patriotism; a sense of duty; Check your learning the alliance system may have dissolved naturally before the offer of regular employment for a good wage; 8 Examine the background of World War I. war broke out; and the rulers of the European powers 1 What was the attitude of most Australians to war before 1914? Why did they hold this a List and briefl y explain all the major causes of World War I. joining up with workmates; and loyalty to Britain. may have backed down over the arms race. attitude? b Choose the cause that you believe was most signifi cant and b Answers may include: a sense of adventure; the 2 Why were some people or groups not enthusiastic about the war? explain why you have chosen this cause. 10 Points raised might include: invoking ideas of loyalty chance to get away from an unhappy marriage 3 What techniques were used by the government to encourage men to enlist? 9 If the assassination of the Archduke had not taken place, do and duty to the British Empire; using vague images or job; the chance to leave school; because of 4 Reread Sources 5.16 to 5.20. you believe that World War I would still have occurred? Explain to avoid showing the realities of modern warfare; and support your opinion. pressure from sisters, wives, girlfriends or mothers; a How many different motivations and attitudes can you identify? using Australian images, such as the kangaroo, to b What other reasons might have motivated men to enlist? hatred of Germany; and the chance to prove create a sense of nationalism; referring to sport to 5 Create a conversation between the unnamed soldier in Source 5.17 and a younger brother make war sound exciting and adventurous; using the Australians could be good soldiers. who has been left to run the farm alone. Your conversation should include three arguments 5 Individual responses will vary. Points raised might ‘for’ and ‘against’ enlisting in 1914. image of Victoria Cross recipient Lieutenant Albert include: For: the younger brother can look after the Jacka to emphasise the glory and heroism of war; and emphasising the mateship and camaraderie of the army. farm while the older brother is away; the older brother 242 oxford big ideas history 9: australian curriculum chapter fi ve world war I (1914–1918) 243 will earn a very good wage while he is away, which will 11 Individual responses will vary. Points raised might help the family in the long term; if he is killed or injured, include: that patriotism, nationalism and a sense of duty the older brother will earn a military pension; and the to one’s country do motivate some people to join the these empires, such as Australia, New Zealand and would be a violation of Serbia’s sovereignty, as well 6 a Individual responses will vary. Points raised might British Empire’s need for more soldiers outweighed the Answers: Big ideas army today; that the army is still considered a well-paid India in the Triple Entente. as damage Serbia’s national pride; and because the include: the Ottoman Empire (Turkey) had a individual needs of the family. 1 Individual responses will vary. Example answers: career that offers regular employment; some soldiers 3 Answers may include: loyalty to the British Empire; Serbian government may have believed that poor relationship with the Triple Entente nations; Against: their widowed mother could not maintain a Imperialism is the policy of expanding a nation’s are still motivated by a sense of adventure; that effective a desire to prove Australia’s military worth as a new Austria–Hungary would not declare war on Serbia Germany’s early successes in the war convinced the farm by herself; the farm may have to be sold, territory to create an empire. government propaganda, such as advertisements nation; a sense of duty to the ‘mother country’; the because of its alliance with Russia. Turkey that the Triple Alliance was more likely to be emphasising mateship and camaraderie, still motivates potentially nancially ruining the family; the older brother b Nationalism is the feeling of great pride in and love SAMPLE victorious; Turkey and Russia were erce rivals, and opportunities it provided, such as adventure, travel, 5 Points raised might include: because national pride was people to enlist; that a hatred of the enemy is less likely may be killed during the war, or else injured and unable of one’s nation. good wages, meeting women, and escaping unhappy considered more important than family loyalty; although Turkey had no interest in supporting Russia’s war in to motivate young people today to enlist; that loyalty is to contribute to farm work when he returned; and c An alliance is an agreement between two nations jobs or marriages; and because there was little they were cousins, the rulers had different languages the Balkans; Germany had consistently pressured now more likely to be to Australia itself, rather than to Australia needed farmers to remain behind to help to come to each other’s aid in the event of an understanding of the brutal nature of modern warfare. and cultures, and were therefore more closely linked to Turkey to enter the war on the side of the Triple Britain; and that young people today are more likely to supply the allied armies with food. invasion by another nation. 4 Points raised might include: because the their own nation than each other; because they did not Alliance because it wanted to control the entrance understand the realities of warfare than young people 2 The Triple Alliance, which consisted of Germany, Austro–Hungarian of cials would likely blame Serbia want to be seen as betraying their own people because to the Black Sea; Germany offered Turkey a major enlisting in the rst AIF did. Austria–Hungary and Italy, and the Triple Entente, which for the assassination; because the investigation could of family loyalty; and because of rivalry between the nancial incentive. 12 Individual responses will vary. consisted of Britain, France and Russia. However, both be used as an excuse to annex Serbia; because it rulers over imperialism and the arms race. 13 Individual responses will vary. alliances also involved the colonies and dominions of OXFORD BIG IDEAS HISTORY 9: AUSTRALIAN CURRICULUM 5 WORLD WAR I (1914–1918) 244 245

Australian Curriculum focus Skillbooster: Sustainability and war Since this section is about the nature of warfare, HISTORICAL KNOWLEDGE AND students might explore the relationship between UNDERSTANDING Much of this technology is blamed for extending the sustainability and war. To do that, students need to war, as the confl ict quickly became an evenly matched • The places where Australians fought and the nature battle of technology and tactics—with neither side able understand what sustainability is. In simple terms, of warfare during World War I, including the Gallipoli to break the deadlock. Unlike earlier wars, in which the this sustainability is the capacity of planet Earth campaign soldiers moved around constantly to gain an advantage, to keep on providing for the needs of our children both sides on the Western Front were forced to dig and our children’s children so they can maintain or trenches for protection, bringing the armies to HISTORICAL SKILLS a stalemate. hopefully improve their wellbeing. Consider asking students the following questions. • Use chronological sequencing to demonstrate the Guns and artillery 1 What type of costs would be involved in staging relationship between events and developments in Machine guns, which had fi rst been used during the different periods and places. American Civil War, were improved for use in World a war? • Use historical terms and concepts. War I (see Source 5.22). Many were capable of fi ring 2 What could have been done with the resources if up to 600 rounds of ammunition per minute in short there was no World War I? (Consider re-reading • Identify the origin, purpose and context of primary and bursts. Facing one machine gun was similar to facing secondary sources. 250 soldiers with rifl es. However, the guns often the top of page 234, describing the standard of Source 5.21 British aircraft played a vital role in the new way of fi ghting wars. overheated and were heavy and diffi cult to move Source 5.22 British machine gunners fi ring during the Battle of the Somme • Process and synthesise information from a range of living that had been reached in various countries through the mud. Nonetheless, they were devastating before the outbreak of the war.) sources for use as evidence in an historical argument. when used against oncoming troops. • Evaluate the reliability and usefulness of primary and Heavy artillery guns could fi re large shells over a long 3 Can you imagine what e ect warfare in the secondary sources. How and where was World War I distance, usually projecting them in an arc to land on the trenches had on the environment? target from above. Like machine guns, artillery weapons 4 What human impact did warfare have? • Identify and analyse the perspectives of people from were heavy and diffi cult to move. They were usually the past. fought? mounted on wheels that often became bogged down 5 Respond to this quote: ‘Sustainability is about 5.2 in the mud or got stuck in craters. • Identify and analyse different historical interpretations World War I was fought across a larger area than any previous confl ict. preserving life now and for future generations (including their own). Th eatres of war ranged from the Middle East to the Western Front, from Russia Gas and war is about terminating life.’ to the Pacifi c, the North Sea to the Dardanelles, and from northern Italy to • Select and use a range of communication forms (oral, In April 1915, Germany introduced poison gas (see graphic, written) and digital technologies. Africa. Each region produced its own unique demands, tactics and conditions Source 5.23) as a weapon of war. Chlorine, which was of warfare. Th e common feature across all regions and theatres was the blown over the enemy trenches, burned and destroyed emergence of new technologies. the respiratory tracts (airways) of anyone without a gas mask, causing terrible pain and death. Other gases were introduced throughout the war, including Teaching tips The nature of warfare in World War I mustard and tear gas. Poison-gas attacks were so horrifi c that their use was banned in 1925 under the Unlike earlier wars, World War I was fought across a large part of the world and involved e timeline at the beginning of this chapter refers Geneva Protocol. many countries. Britain, France and Russia faced Germany and its allies on the Western to the 1914 Christmas Truce. Students might be Front. Germany also fought against Russia on the Eastern Front. There was fi ghting Tanks interested in this truce, which resulted in uno cial in Turkey and the Middle East and in North Africa. There were also small confl icts The British army introduced the fi rst tanks into the cease res along the Western Front. Soldiers on both in the Pacifi c Ocean, where a combined effort of Japanese and Australian forces took over German colonies in New Guinea. Battles at sea interrupted shipping and trade. war in September 1916 at the Battle of the Somme. sides came out of their trenches, some exchanging War was also fought in the air and under the sea for the fi rst time—terrorising civilian While they were successful at overcoming barbed wire the greetings of the season and singing Christmas populations. obstacles and trenches, the mechanical unreliability songs. It is a great story of acts of kindness during of these early tanks limited their impact. They had New technology been rushed into production and frequently broke bitter periods of war and it drives home the point down or became stuck in muddy ditches. The crews Over the course of World War I, many new technologies were introduced, and existing inside the tanks had to endure unbearably hot that the trenches on both sides were in close military vehicles and weapons were improved. Developments in powerful, long-range and noisy conditions, almost constantly choking proximity to each other. You might like to read to weaponry, such as the machine gun and heavy artillery, were particularly important. on the fumes inside the cab. By the end of 1917, Deadly new chemical weapons were also a signifi cant development. the class one of the letters from an English soldier improvements in tank technology and tactics meant revealing what happened on Christmas day in 1914 that tanks were becoming more effective. Source 5.23 A soldier and dog work to fi nd the wounded in poisonous war areas. (see the weblink in the obook extras panel on this

spread). 244 oxford big ideas history 9: australian curriculum chapter fi ve world war I (1914–1918) 245 For your information A ‘military front’ or ‘battle front’ refers to the Skillbooster: The nature of warfare geographical area in which the war is or was fought. from enemy re and is also the place from which Type of warfare Description Capability Problems Used by? Enemy e Western Front covered the area from the Belgian soldiers re on the enemy. ‘Stalemate’ is a term used Have students draw up the following table in experienced with only/Both sides coast to the Swiss border, and the Eastern Front to describe a situation where there is no progress. their notebooks. ey should use the information this weaponry e trenches, while providing protection to soldiers, contained on these pages of the student book to ll in covered the area to the east of Europe, between Guns Russia and Germany and Austria–Hungary (see the stopped either side from making a move and trying each section of theSAMPLE table. map in Source 5.26). World War I involved trench to overcome the enemy. Artillery Enter the ID numbers below into the search eld of warfare. A trench is a ditch used to protect soldiers your obook to access these resources. Gas ID05.01 Flashcard glossary: World War I Tanks ID05.08 Weblink: Christmas Truce 1914

Aircraft Visit the Christmas Truce 1914 website to read letters written from soldiers who experienced the truce. 246 headquarters, keeping the lines of communication of communication lines the keeping headquarters, towar frontline the from messages tosend were used home. Pigeons return will location unknown an in Apigeon released bird’s leg. tothe attached was that atube into inserted and of paper pieces on thin were written Messages km/h. 80 of around at speeds can and 1700 kilometres) approximately is y Brisbane kilometres—the between distance Melbourne and can pigeons Homing (about 1800 y huge distances US soldiers. 200 tosave was that amessage with injuries his on despite shot but continued he was ight, World during War his On I. messages important nal 12 World delivered during War Ami Cher I. France in Corps Signal US Army the in used was Friend’) World War I. ‘Dear (translated Ami epigeon Cher in happened what exactly is but that heroic services o it odd think for might Some apigeon amedal ering war medal Homing pigeonCherAmiawarded prestigious follow. that questions the answer then should Students Worldin Ami. of Cher War name Iby the pigeon used of ahoming story this students Read Skillbooster: Casestudy • • • • • • • • • • • HISTORICAL SKILLS • UNDERSTANDING HISTORICAL KNOWLEDGEAND Australian Curriculumfocus 5 WORLD WAR I(1914–1918) CURRICULUM HISTORY 9: AUSTRALIAN IDEAS BIG OXFORD graphic, written)anddigitaltechnologies. Select andusearangeofcommunicationforms(oral, that are referenced. discussions that useevidencefrom arangeofsources Develop texts,particularlydescriptionsand (including theirown). Identify andanalysedifferent historicalinterpretations the past. Identify andanalysetheperspectivesofpeoplefrom secondary sources. Evaluate thereliability andusefulnessofprimary sources foruseasevidenceinanhistoricalargument. Process andsynthesiseinformationfrom arangeof secondary sources. Identify theorigin,purposeandcontextofprimary other methods. Identify andlocaterelevant sources, usingICTand Evaluate andenhancethesequestions. the past toinformhistoricalinquiry. Identify andselectdifferent kindsofquestionsabout Use historicaltermsandconcepts. campaign of warfare duringWorld War I,includingtheGallipoli The placeswhere Australiansfoughtandthenature 2 Homing or carrier pigeons, as they were they as pigeons, or carrier Homing 2 areward? given Ami Cher was Why 1 frontline. on the soldiers the lo with and at headquarters both s were located instinctively or boxes homing home. Pigeon y back pigeons the as receiver’s at the location roosted that pigeons holding tobe had message of the sender by pigeon, the amessage order toreceive In open. communication was no longer used. longer no was communication War II. of form why this of areason ink World in were not used called, sometimes underside of a Gotha bomber. ofaGotha underside from the front. This one brings news to a soldier in the trenches. 246 5.25 Source 5.24 Source oxford 9:australiancurriculum bigideashistory German airmen attach a 100-kilogram bomb to the to the bomb 100-kilogram a attach airmen German Dogs were sometimes used to carry messages to and to and messages to carry used sometimes were Dogs 5 Use the Internet to Internet Use the dog nd out afamous about 5 World in government War eBritish Iissued 4 pigeons homing can speed and distance What 3 became acelebrity. became World playeddog during War why he Iand Stubby. out role this Find what Sergeant called issued? was warning this do you think Why pigeon. ahoming for shooting imposed be could 100 pounds imprisonment months’ ne or six of a way. any in pigeons Apunishment carrier not or toshoot harm public to the a warning travel? with its equivalent, the Handley Page Handley Type the Obomber. its equivalent, with G.V. Gotha the as such responded planes, bomber Britain bymulti-engine replaced were largely war, zeppelins Towards of end the the course. blow off could that them winds to strong vulnerable also were they and though, poor was accurately targets to their hit ability zeppelins’ fi diffi zeppelins made cult to This over its targets. silently almost drift and fl aircraft conventional than higher y fi and ablefabric was to zeppelin a gasbags, with lled with covered frame metal 1915. Madeof acylindrical fi the in in January England over Germans raid the air rst by used were von Zeppelin, inventor Ferdinand Count between commanding fi commanding between contact faster allowed communication in Advances Communications dogfi as known combats, aerial in used were guns machine with armed Later, planes to scout positions. enemy used World War during At I. fi time for fi conducted the was warfare aerial Large-scale Aircraft times (see Source 5.25). (see Source times at used dogswere even and pigeons carrier couriers, Motorbike to relayinformation. runners as acted still soldiers new technologies, of these use increasing diffi and were heavy radios wireless the and artillery, bythe damaged were easily new location, each in laid hadto be which lines, However, phone decisions. quick and reports front-line instant (radio) allowed systems telephone wireless and development The of line. front at the soldiers and line ght against with normal anti-aircraft weaponry. The weaponry. The anti-aircraft normal with ght against 4 3 2 1 Check your learning Huge airships called called airships Huge SAMPLEnew developmentsincommunications? What weretheadvantagesanddisadvantagesof other typesofweaponswasnot? banned undertheGenevaProtocolwhileuseof Why doyouthinkthattheuseofpoisongaswas the war? Did newdevelopmentsintechnologyactuallyextend different fromprecedingwars. Identify threewaysinwhichWorldWarIwas ghts . zeppelins eld offi eld cult to move.cult Despite the rst, small planes were were planes small rst, cers behind the front front the behind cers , named for their for their , named rst rst fi erce life. great loss of and ghting fi of scene the was Austria, and Italy between border the along front, Athird Russia. and confl of the terms in Germany between ict especially important, very Front also was However, 5.26). Front Eastern the (see Source Western the as known Belgium and France of World in War area played Iwere an out in battles land best-known of Many the Europe. World In in was loss of War life greatest I,the fought? Where was World War I Guinea by the end of end 1914. bythe Guinea out of New Germans the forces haddriven Australian no loss of life. with Samoa German 1914, August as forces occupied NewZealand early As NewGuinea. and Samoa colonies in had Germany because to Australia close confl involvedwere the in NewZealand) and Canada Africa, South India, (such Australia, as Commonwealth British the confl the in world participated over the all from people empires, colonial large focus on … and could warn soldiers of poison-gas attacks and and attacks of poison-gas soldiers warn could and hearing and of smell senses keen had home. Stubby at and trenches the in for soldiers booster morale agreat He was but survived. grenade hand German by a injured he was one On mission, frontline. the steady under on he was messages delivering re, At times, soldiers. American with France in trenches War I. the he in worked because famous is edog a presidents American three Worlder with met and for bravery medals received Stubby Sergeant For yourinformation Because so many European nations had nations European many so Because about hispartinwhatwascalledtheArabRevolt. historians whowerecriticaloftheaccuracyLawrence’swriting Lawrence’s reputationasaheroicfi gurewasquestionedby as ‘LawrenceofArabia’madehimapopularhero.Later, supported theirdemandsforindependence.Hisadventures Lawrence workedwiththeArabtribesagainstTurksand other attacks. communication, weakeningtheirabilitytorespond tactics forcedtheTurkstodiverttroopsprotectsuppliesand Arab tribesmenlaunchingsurpriseattacksontheTurks.These campaign. Thisinvolvedsmallbandsofindependent,non-military armies attackingeachotherinforce,theyusedaguerrilla-style from thatusedatGallipoliandinFrance.Ratherthanlarge The typeofwarfareusedintheMiddleEastwasdifferent Ottoman (Turkish)troops. the Arabictribesandencourageduprisingsthatdistracted to anArabicprince,Faisal.LawrenceandFaisalhelpedunite campaign intheMiddleEast.Lawrencebecameacloseadviser war began,heenlistedinBritishintelligenceandtookparta a universitystudent,specialisingintheMiddleEast.When At theoutbreakofWorldWarI,ThomasEdwardLawrencewas signifi cance: cance: Lawrence of Arabia of Lawrence ict. The war came came war The ict. ict. Members of Members ict. PORTUGAL 0 1000km 500 0 ATLANTIC Source 5.26 5.26 Source OCEAN SPAIN BRITAIN GREAT Dogger Bank1915 FRANCE ALGERIA London (France) The countries involved in World War I and the sites and years of major battles ofmajor years and sites the Iand War World in involved countries The Western Front NETHERLANDS 18 SWITZERLAND Jutland 1916 18 NORTH 18 SEA Answersmayinclude:itwasfoughtacross alarger 1 Answers: Checkyourlearning attacks. the from themselves were abletoprotect soldiers meant warning Prior them. perceive could before humans shells artillery DENMARK MONTENEGRO 14 NORWAY 14 Source 5.27 5.27 Source away from thebattle elds were directly affected bywar warfare wasusedforthe rst time;civilianpopulations the Dardanelles andtheNorthSea;large-scaleaerial Russia, theMiddleEast,Paci c, Italy, NorthAfrica, area thananyprevious war, withfronts inFrance, GERMANY 18 LIBYA (Italy) Berlin ITALY Rome 18 Isonzo 1915 ALBANIA MEDITERRANEAN SEA SWEDEN Sarajevo HUNGARY AUSTRIA- SERBIA Warsaw 14 14 TE Lawrence in Arabia, 1915 Arabia, in Lawrence TE

chapter fi BALTIC SEA 15 GREECE 18 FINLAND 15 17 15 14 16 15 18 16 16 16 17 16 BULGARIA Front Eastern 16 ve Gallipoli 1915 Petrograd ROMANIA 18 18 world warI(1914–1918) EGYPT BLACK SEA RUSSIAN EMPIRE RUSSIAN Moscow Suez Canal 14 14 17 OTTOMAN Beersheba 1917 18 EMPIRE Central Powers offensives, year Occupied bytheCentralPowers Central Powers Major battle front Battle Allied offensives, year Allies Neutral states Eastern Front 15 KEY 16 16 247

ARABIA 18 CASPIAN SEA CASPIAN KUWAIT 15 16 17 PERSIA 15 Thenewcommunicationstechnologyallowedreports 4 Pointsraisedmightinclude:becausepoisongasoften 3 Itisoftenarguedthattechnologicalchangesextended 2 runners andcarrierpigeonswere usedaswell. artillery, somoresuchas conventionalalternatives telephone cablestobelaidandwasvulnerable the newtechnologywasdif cult tomove,required allowed orders tobereceived more quickly. However, from thefrontlines tobedelivered almostinstantlyand artillery. consider itamore cowardly weaponthangunsor was oftendif cult todetect,perhapsmakingpeople than more conventionalweapons;andbecausegas the potentialtodevastatecivilianpopulations,more so against poison-gasattacks;becausepoisongashad it wasverydif cult forsoldierstodefendthemselves caused horri c injuriesthatwere highlyvisible;because stalemates onthemajorfronts. led tothedevelopmentoftrench warfare and outmanoeuvring theiropponents,thenewtechnology Whereas previous warshadbeenwonbysoldiers evenly matchedbattleoftechnologyandtactics. the war, becauseWorld War Iquicklybecamean the rst time. such astelephonesandradiowere usedinwarfare for the communicationstechnology rst time;andmodern guns andpoisongaswere used;tankswere usedfor for the rst time;newtechnologiessuchasmachine 247 247 OXFORD BIG IDEAS HISTORY 9: AUSTRALIAN CURRICULUM 5 WORLD WAR I (1914–1918) 248 249

Australian Curriculum focus your lifetime where civilians have been killed or maimed in an enemy attack? HISTORICAL KNOWLEDGE AND 5 Controversy surrounded the Lusitania because UNDERSTANDING The war also took place in the Middle East. The Gallipoli campaign, for example, was designed Australia’s fi rst battles the Germans claimed that they were attacking a to open up access for the Allies. They needed this access in order to get troops and supplies legitimate military target. is was because the • The places where Australians fought and the nature into Russia—to aid the campaign on the Eastern Front. In the end, the Gallipoli campaign was The fi rst major battle of World War I for Australian of warfare during World War I, including the Gallipoli abandoned, but not before the deaths of around 140 000 soldiers from countries including Britain, troops took place on the Gallipoli Peninsula in Turkey. ship was, in fact, carrying a large consignment campaign Canada, France, Australia, New Zealand, India and Turkey. More than half of those killed were Many Australian men who enlisted in the early of artillery. e British, however, concentrated from Turkey. months of the war believed they would be travelling on the fact that the Lusitania was a passenger to Europe to fi ght against the Germans. However, in Following the withdrawal from Gallipoli in December 1915, some of the Allied troops, ship and that a war crime had been committed. HISTORICAL SKILLS including the Australian Light Horse, were redeployed to Palestine where they and the Arabs fought October 1914, Turkey entered the war on the side of against the Ottoman (Turkish) Empire. Germany. A war crime is the violation of law regarding • Use historical terms and concepts. Japan, a rapidly modernising nation, was also involved on the side of the Triple Entente. In British strategists decided that Australian and New armed con ict. One of those laws is that during • Identify and select different kinds of questions about 1914, in response to a request from Britain, Japanese ships led raids on German naval vessels Zealand soldiers should join the Gallipoli campaign, wartime, civilians must not be murdered or be which was designed to knock Turkey out of the war as the past to inform historical inquiry. around Chinese waters. The Japanese further provided 17 battleships to assist British naval actions ill-treated. Explain why there are laws with regard in the Mediterranean and in South Africa. It is interesting that Japan also took advantage of the war quickly as possible. • Evaluate and enhance these questions. situation to extend its power and infl uence in China. For eight months, from April to December 1915, the to how wars are conducted and how the sinking • Identify and locate relevant sources, using ICT and Allies continued to fi ght on the Gallipoli Peninsula, of the Lusitania could have been considered a war other methods. The USA enters the war but the campaign was ultimately a failure. As a result, the majority of Australian soldiers were moved to the crime. What other examples of war crimes do you At the start of the war, the USA was neutral, but its sympathies defi nitely lay with the members • Identify the origin, purpose and context of primary and Western Front. There they engaged in trench warfare for know? of the Triple Entente. The USA continued to trade with Britain and, it is believed, to provide secondary sources. the next three years, until November 1918. Australian indirect support for the war effort. 6 A er the sinking of the Lusitania, Americans troops who remained in the Middle East, mainly the • Process and synthesise information from a range of In an attempt to stop trade across the Atlantic, the Germans began to use submarine warfare. Light Horse, continued to fi ght the Turks, especially in were told an untrue story that German children sources for use as evidence in an historical argument. On 7 May 1915, the British passenger ship Lusitania was sunk by a German submarine, killing 1198 the Australian and Anzac Mounted Divisions and the were given a day o school to celebrate the passengers (see Source 5.28). Among the dead were 128 Americans. Source 5.29 A painting by • Evaluate the reliability and usefulness of primary and Imperial Camel Corps. Lieutenant General Sir Carl Jess, Following the sinking of two more British ships sinking. What was the purpose of making up secondary sources. Australian infantry on fatigues at carrying American passengers, Germany agreed to stop Formation of the Anzacs Gallipoli such a story and why did the British want the • Identify and analyse the perspectives of people from submarine attacks on ships carrying civilians. This pledge When the war began, there was an equally enthusiastic response from Australia and New United States to enter the war? lasted until March 1917—a month in which German the past. Zealand. Initially their two forces were separate. The Australian troops formed the First submarines sunk more American ships. On 6 April 1917, Australian Imperial Force and the New Zealanders the First New Zealand Expeditionary Force. • Identify and analyse different historical interpretations the USA declared war on Germany. Early in 1915, as the two forces were training in Egypt, it was decided by General Birdwood, (including their own). Another suggested motivation for the USA joining the commander of the Australian and New Zealand forces, to form a combined corps. The fi rst name war was the large amount of money that American bankers • Develop texts, particularly descriptions and discussions suggested was the Australasian Army Corps, but this was rejected by New Zealand. Eventually the had lent to the British and French. It was important that that use evidence from a range of sources that are title Australia and New Zealand Army Corps (or ANZAC) was adopted. It was under this banner that the Triple Entente countries win the war in order for them the soldiers of both countries fought at Gallipoli and throughout World War I. referenced. to pay back the debt to the USA. The addition of thousands • Select and use a range of communication forms (oral, of fresh American troops at this crucial point of the war Gallipoli was intended to boost the war effort of the Triple Entente graphic, written) and digital technologies. and maximise their chances of winning the war. The fi rst major engagement of the Anzacs was as part of a campaign that aimed to take the This is in fact what happened. The American troops Ottoman Empire (Turkey) out of the war. The plan was to open up a supply line from the were fi t and enthusiastic. The USA also supplied extra Mediterranean through to Russia. food, facilities, and money to fund the fi nal months of The only way that Britain and France could move troops, equipment or armaments to their ally Answers: Check your learning the campaign. Russia was through the Mediterranean Sea and into the Black Sea. To do this they had to pass through Source 5.28 A sketch of the passenger Turkish waters (see Source 5.30). 1 Because the major European powers had large colonial ship Lusitania sinking on a trip from The fi rst part of the campaign plan was launched in March 1915. This involved a naval attack Liverpool to New York after it was hit Check your learning empires and their colonies and dominions were drawn by a torpedo from a German U-boat through the Dardanelles—a sea passage from the Mediterranean Sea to the Black Sea. This action into the war as well. on 7 May 1915 1 World War I was predominantly a European war. Why were people from so many other parts failed because the entrance to the Dardanelles had been mined. Three Allied battleships were of the world involved? destroyed by these mines, and another three were badly damaged. 2 Points raised might include: they probably helped 2 What impact do you think the early Australian and New Zealand successes in the Pacifi c A plan was then developed to launch a land attack on the Gallipoli Peninsula from the Aegean Sea to convince sceptics that it was not just a European would have had on attitudes to war? coast. The hope was that the Allies would surprise the Turks, defeat them quickly and then march on con ict but that it was also Australia’s war; the ease 3 What was TE Lawrence’s role in the Middle East? to take control of the Turkish capital, Constantinople (now Istanbul). This would open up the desired with which the Australians and New Zealanders won 4 Identify the main reasons why the USA became involved in World War I. Which do you believe supply lines through to Russia, and help the Allies to fi ght Germany and Austria from the east. to be the most important? Why? the battles probably contributed to the idea that the war would be won easily; and the lack of Australian 248 oxford big ideas history 9: australian curriculum chapter fi ve world war I (1914–1918) 249 casualties in the successes may have convinced some people that war was an adventure rather than dangerous. 3 Lawrence was an advisor to the Arabic Prince Faisal Teaching tips Digging deeper: Truth or lies? may be covered up? Can concealing the truth ever 3 Use the key phrase ‘Lusitania propaganda’ to and assisted Faisal in waging a guerrilla campaign Question 5 of ‘Digging deeper: Truth or lies?’ e sinking of the passenger ship Lusitania raises be justi ed? search the Internet for an image of how the against the Ottoman Empire in Arabia. asks students to consider the concept of war some interesting questions about truth in wartime. 2 Propaganda is information that is misleading sinking of the Lusitania was used as propaganda. 4 Answers may include: the large nancial investment crimes. Students might consider the behaviour of History is not only about nding out what events or biased in some way in order to promote a Explain again, what emotion the image tries to the United States had already made in the Allies and the European settlers in Australia and whether took place in theSAMPLE past, it is also about forming an particular political cause or view. e sinking provoke in its viewer. Do you think the use of the need to ensure the Allies won to recoup that their behaviour constituted a war crime. In 1991, opinion about why these events took place based on of the Lusitania was used as propaganda. propaganda such as this can ever be justi ed? investment; Germany’s policy of unrestricted submarine a group of activists congregated around a statue evidence. ‘Evidence’ can sometimes be in uenced A powerful image used at the time was of a When you have completed this task, swap the warfare, which resulted in the sinking of several of John Batman in Melbourne and tried the statue by a particular attitude or viewpoint. Have students mother drowning with her baby. e image was image you have found with the person sitting next passenger ships carrying American passengers; and for war crimes committed against Indigenous answer the following questions individually or in used in posters with the slogan ‘enlist’. What to you and ask them to describe what emotion the the United States’ cultural, linguistic and historical ties Australians. groups. emotions are being provoked as a result of this image is trying to evoke. with the Allies. Workbook resources sort of propaganda and what political message is 4 e sinking of the Lusitania had a great impact 1 e truth is not always told in times of war. Can Activity 5.3 it sending? at the time. Can you think of another event in Places where Australians fought you think of at least three reasons why the truth OXFORD BIG IDEAS HISTORY 9: AUSTRALIAN CURRICULUM 5 WORLD WAR I (1914–1918) 250 251

Australian Curriculum focus

HISTORICAL KNOWLEDGE AND Moscow On 25 April 1915, ground troops from Britain, GREAT NORTH DENMARK Conditions at Gallipoli UNDERSTANDING BRITAIN SEA Neutral France, Australia, New Zealand, India and the British BALTIC SEA NETHERLANDS Allies Conditions at Gallipoli were extremely diffi cult. The Allies landed • The places where Australians fought and the nature ATLANTIC London dominion of Newfoundland (now a Canadian province) Berlin Warsaw RUSSIAN Central Powers OCEAN GERMANY EMPIRE in the Turkish spring. A sweltering summer followed. The bitterly of warfare during World War I, including the Gallipoli landed on the Gallipoli Peninsula. The campaign was Occupied cold winter would really take its toll. For men used to temperate FRANCE AUSTRIA- in trouble from the beginning. As the Australian and CASPIAN SEA campaign SWITZERLAND HUNGARY Australian conditions, the icy north wind and snowfalls cut right New Zealand troops landed at what is now called Anzac PORTUGAL Sarajevo through the meagre protection offered by inadequate uniforms. • The commemoration of World War I, including debates Cove (see Source 5.32), they faced cliffs up to 100 metres MONTENEGRO ROMANIA BLACK SEA SPAIN SERBIA Frequent rainfalls fl ooded the trenches and turned the battlefi elds about the nature and signi cance of the Anzac legend high and heavy resistance from behind the Turkish Rome BULGARIA ITALY to mud. PERSIA fortifi cations. Those soldiers who made it to the beach Gallipoli OTTOMAN EMPIRE Despite the rain and snow, drinking water was in short supply. It were unprotected as they faced the Turkish guns. The GREECE ALBANIA had to be shipped in to the troops, and this could be diffi cult if a HISTORICAL SKILLS Anzacs managed to secure the beach and made limited ALGERIA (France) N supply ship ran into problems. Water was rationed carefully and progress up the cliffs and inland. MEDITERRANEAN SEA • Use historical terms and concepts. KUWAIT soldiers were so conscious of the shortages that they often shaved with Although the plan had been to make seven Suez Canal leftover cold tea. Food was more plentiful, although lacking in variety. • Identify and select different kinds of questions about kilometres of progress, the day ended with barely one 0 1000 km LIBYA (Italy) EGYPT ARABIA Rations commonly included canned meat, corned beef (called ‘bully the past to inform historical inquiry. kilometre achieved. More than 600 Australian soldiers beef’) and hard biscuits. Fresh food was rarely available. Source 5.32 Anzac Cove, Gallipoli were killed on the fi rst day of the campaign. On hearing TURKEY • Evaluate and enhance these questions. Poor health was a major problem. Painful conditions and diseases of the disastrous landing, the British commander of the Turkish 19th Division is such as trench foot, dysentery, diarrhoea and gastroenteritis were • Identify and locate relevant sources, using ICT and campaign, General Sir Ian Hamilton, ordered the troops deployed to contain Suvla Bay Anzac troops at Sari Bair. common in the damp conditions of the trenches. Illness was spread by other methods. to ‘dig, dig, dig until you are safe’. Source 5.33 rats, lice, fl ies and mosquitoes. Many pests were attracted by the strong Hamilton’s decision to persist with the campaign ANZACS We landed on Gallipoli in what we were wearing and • Identify the origin, purpose and context of primary and Troops odour of decomposing bodies and human waste. Poor sanitation and was supported by news of the success of the Australian Objective continued to wear it day and night until the socks were the secondary sources. Territory gained poor food-handling practices meant the germs were often transferred submarine AE2. On 25 April it became the fi rst Allied Battleship fi rst garments to become unwearable, and they were cast out to food and water supplies. Anzac Cove • Process and synthesise information from a range of warship to penetrate the Dardanelles, and attacked TURKISH and we went barefoot in our boots. Turkish shipping until it was damaged and scuttled on Troops Battery (weapons unit) sources for use as evidence in an historical argument. Sari Bair Withdrawal We discarded our tunics during the day as the weather 30 April. Fortress became hotter, and working and living in earthen trenches, • Evaluate the reliability and usefulness of primary and Minefields In December 1915, the Anzacs were fi nally ordered to withdraw In May 1915, the Turks launched a great counter- while sometimes sweating profusely caused our pants and from Gallipoli. To hide the fact that they were leaving, they rigged secondary sources. offensive to destroy the beachhead, but were driven thick pure woollen shirts to become even worse than fi lthy. Anzacs land at Anzac Cove up some rifl es to fi re at random. They did this by attaching tins to • Identify and analyse the perspectives of people from back. During this battle, Australian Lance Corporal (April 1915). Turkish 19th Division drive 15 000 Anzacs back to the rifl es’ trigger mechanisms with string. When the tins fi lled with We got only suffi cient fresh water, in fact, on some days Albert Jacka became a national hero after receiving the the beach. the past. water dripping from other tins suspended above, their weight caused barely enough to drink, so washing garments was out of Victoria Cross for single-handedly holding a trench and the triggers to be pulled and the rifl es to fi re. This tactic became the question, and so the only alternative was to get down • Identify and analyse different historical interpretations killing seven Turks. In August, the Australians and New to the beach and wash our garments and ourselves in the Aegean Sea Kilid Bahr Plateau known as the ‘ghost guns of Gallipoli’. Soldiers also carefully (including their own). Zealanders launched two famous diversionary attacks. brine, which as far as our garments was concerned made wrapped the horses’ hooves in cloth to muffl e the sound of their The Australians captured Lone Pine in fi ghting so fi erce little difference. leaving. The last Australian soldiers were evacuated overnight on that seven Victoria Crosses (the highest Commonwealth Krithia 19–20 December. Because of its effi ciency, the silent withdrawal There were parasites which caused an abominable itch to military decoration for valour ‘in the face of the enemy’) is usually remembered as the most successful part of the Gallipoli which ever part of the skin where they operated. They lived were awarded to their men. At the Nek, a charge by campaign. and bred mainly in the seams of the inner garments and as Lighthorsemen cost 234 lives on an area the size of three Teaching tips Cape Helles there was no hot water or chemicals available for their control Over the course of the campaign, 8709 Australians died, and 19 000 tennis courts. N Three battleships or destruction the fi eld was open for them to multiply and l l e s hit mines and the were wounded. Over the same period, over 80 000 Turks were killed. Ask students where Gallipoli is and what they On the battlefi eld, respect grew between the Turkish D a r d a n e British abandon fl ourish. The best control means available was to wear the their naval attack During their time on Gallipoli, the ‘diggers’—as Australian troops soldiers and the Anzac troops. Each side saw the other as 0 500 km clothing inside out and then there were no seams next to the have heard about Gallipoli in World War I. A er (March 1915). became known—displayed a courage and ingenuity that would form honourable, and agreements were made to hold fi re and skin for the pest to hide away in and breed. This I did with this discussion, watch the Anzac landing in 3-D at the basis of the Anzac legend. This legend would contribute to the bury the dead respectfully (see Source 5.31) and both Source 5.30 The Gallipoli Peninsula (detail above) and its position in the region (top map) my fl annel shirt, but I simply could not come at wearing my Australian sense of identity over the course of the 20th century. ‘Gallipoli: the First Day’ on the ABC website (see the sides had an amnesty to enable a number of dead Turkish trousers inside out, even though many of the other men did. Source 5.31 weblink in the obook extras panel on this spread). soldiers to be buried under the Red Crescent fl ag of their It simply looked too awful. nation. Over time, the two sides even began trading with It is stated in messages from Cairo that the majority of wounded who have An extract from a letter that Lieutenant Frank Boyes wrote about e 3-D animation gives a very clear explanation of conditions at Gallipoli each other. arrived there deny the stories of Turkish atrocities. They state that the Turks are Enter the ID numbers below into the search eld of what happened. Using this medium highlights the fi ghting most fairly. In one case, a Turk dressed the wounds of a British soldier Despite these offensives and counter-offensives, your obook to access these resources. under fi re. danger the Anzacs faced from the beginning and the the situation on Gallipoli was to remain essentially Source 5.34 Gallipoli, Turkey, 18 December 1915. This photo unchanged for the eight months of the campaign. Another left his water bottle with a wounded Australian. An Australian who ID05.09 Weblink: Anzac landing in 3-D loss of life that occurred. is of an Australian Army mock attack arranged in the Anzac area was taken prisoner, but subsequently escaped, stated he was very well treated. for photographic purposes two days before the evacuation took Visit the ABC website ‘Gallipoli: the First Day’ Extract from the Melbourne newspaper The Argus, 22 June 1915 place (AWM H10379) Skillbooster: Gallipoli – personal stories and watch an animation of the Anzacs landing in 1 Have students visit ‘Gallipoli: the First Day’ on 250 oxford big ideas history 9: australian curriculum chapter fi ve world war I (1914–1918) 251 Gallipoli. the ABC website (see the weblink in the obook ID05.10 Weblink: Anzac pro les extras panel on this spread) and click on the Visit the ABC website ‘Gallipoli: the First Day’ to ‘Pro les’ section. Students can choose a pro le b What emotions did the soldier feel when 2 Refer students to Source 5.33. is letter contains access pro les of soldiers involved in the Gallipoli of one of the Australian soldiers who served in landing at Gallipoli? Why do you think he information about the conditions at Gallipoli. campaign. Gallipoli. Make sure they choose a pro le that felt these emotions? Do you think you would Ask students to describe the experience and why ID05.11 either provides a video account of the person’s Weblink: Gallipoli and the Anzacs feel the same if you had been in the same it was nothing like what most men had been used experience of Gallipoli or a diary or letter extract. Access a wealth of fascinating information and situation? to at home. Once they have chosen their soldier, students can SAMPLE primary source material about Gallipoli at this answer the following questions. c Why is primary evidence such as this dedicated Anzac website. important in providing us with not only a Name the soldier and how old he was in 1915. ID05.12 Weblink: Jack Hazlitt—World War I what happened but how it felt to experience State when and where he was born and when digger this battle? he died. Visit the National Film and Sound Archive and watch a video clip of Jack Hazlitt talking about his experiences as a runner at Gallipoli. 252 2 One line of the song says, ‘We buried ours, and and ‘We ours, says, song buried of the line One 2 war man’s before the young life the does Why 1 the class. of rest the with responses group their then discuss and groups in questions following the to discuss World during War You I. students may ask Gallipoli in maimed is who asoldier about talks and of war spread). on this panel futility the about is esong o the in weblink (see the tostudy lyrics tothe access them give and Matilda’ played Waltzing ‘And song Bogle band Eric the the Play students Waltzing Matilda’ Skillbooster: ‘Andthebandplayed forsold £276 AUD (more $400 000). than 000 World in toaprivate War awarded Irecently been value. commercial e tohave Cross Victoria rst have a medals wartime that mentioning worth be World in awarded War I). also on It medals might the in weblink (see the wartime in awarded are medals why students the Ask class. the in tostudents them showing consider medals, toany you haveIf access Teaching tips • • • • • • • • HISTORICAL SKILLS • UNDERSTANDING HISTORICAL KNOWLEDGEAND Australian Curriculumfocus 5 WORLD WAR I(1914–1918) CURRICULUM HISTORY 9: AUSTRALIAN IDEAS BIG OXFORD of war? futility the demonstrate again’. Howthis does over all we started then theirs, Turksthe buried the war? a life tohis contrast vivid er such in stand graphic, written)anddigitaltechnologies. Select andusearangeofcommunicationforms(oral, referenced. that useevidencefrom arangeofsources thatare Develop texts,particularlydescriptionsanddiscussions (including theirown). Identify andanalysedifferent historicalinterpretations the past. Identify andanalysetheperspectivesofpeoplefrom secondary sources. Evaluate thereliability andusefulnessofprimary sources foruseasevidenceinanhistoricalargument. Process andsynthesiseinformationfrom arangeof secondary sources. Identify theorigin,purposeandcontextofprimary Use historicaltermsandconcepts. campaign of warfare duringWorld War I,includingtheGallipoli The placeswhere Australiansfoughtandthenature o book extras panel on this spread for information for spread information on this panel extras book book extras book extras ‘Simpson’ Kirkpartrick. He believes that Simpson Simpson that He believes Kirkpartrick. ‘Simpson’ legend of John the about Delusion and Donkeys Dust, book the wrote Wilson Graham Historian For yourinformation not toforget important it is do you think Why 5 the about saying songwriter the is What 4 man young tothe costs personal were the What 3 Gallipoli? Worldabout at happened War what Iand glori war? of cation song? the in

focus on … 252 Source 5.35 5.35 Source in theAIF,andwasplacedwith free passagebacktoEngland,heenlisted doing avarietyofjobs.Hopingtoget next fouryearswanderingaroundAustralia merchant vesselin1910andspentthe Kirkpatrick jumpedshipfromaBritish English-born PrivateJohnSimpson Kirkpatrick andhisdonkeys Private John ‘Simpson’ made contributionstothewar. two individualsandthewaysinwhichthey section, wewilllookinmoredetailatthese landed atGallipolion25April1915.Inthis Bridges, wholedtheAustralianforcesthat of MajorGeneralSirWilliamThrosby In contrast,fewpeopleknowthestory John SimpsonKirkpatrickandhisdonkey. of Gallipoli,willnameSimpson—Private Most Australians,ifaskedtonameahero contestability: with an injured soldier (AWM J06392) soldier injured an with oxford 9:australiancurriculum bigideashistory Simpson and one of his donkeys donkeys ofhis one and Simpson two heroes two subject torifl eandshrapnel fi re.’ fearless rescuesofwoundedmenfromareas the applauseofpersonnelforhismany end ofthevalley…hefrequentlyearned the admirationofeveryoneatupper ‘Private Simpsonandhislittlebeastearned The then-ColonelJohnMonashsaidofhim, Simpson Kirkpatrick. at AnzacCoveunderhistruename,John his lastsoldiertosafety.Simpsonwasburied returned alonetothefi eldhospital,carrying machine-gun fi re.HisfaithfuldonkeyDuffy On 19May,PrivateSimpsonwaskilledby the injuredsoldiers. cover whileSimpsondartedouttoretrieve kilometres. Thedonkeywaskeptunder sniper fi re—aroundtripofalmost2.5 often makingupto15tripsadaythrough Simpson workedtirelesslyandcheerfully, donkey wastheperfectmobilestretcher. name wasDuffy.Thesure-footedandsteady donkey, recordsfromthetimesuggest know theexactnameSimpsongave one ofthedonkeys.Althoughwedonot animals. Simpsonsoonformedabondwith some donkeysthathadbeenusedaspack the landing,however,Simpsonspotted fi eldhospitalsfortreatment.Thedayafter transporting woundedsoldiersbacktothe Simpson, andmanyothers,hadthejobof of Gallipoli. he foundhimselflandedonthebeaches 3rd FieldAmbulance.On25April1915, that thelandinghadbeenafailureand Late inthedayon25April,Bridgesrealised Cove onthemorning25April1915. Division thatwasthefi rsttolandatAnzac Imperial Force.BridgesledtheAustralian the raisingandnamingof1stAustralian names inAustralia.Hewasresponsiblefor for severalyears,oneofthebest-known was aherooftheGallipolilandingand, Major GeneralSirWilliamThrosbyBridges Th Major Sir General William rosby Bridges Answersmayinclude: theTurkish armycontrolled a 2 To knockTurkey outofthewarquickly, toopensupply 1 Answers: Checkyourlearning inaccurate. historically men) are 300 he saved that fact (such the Simpson as surrounding stories of the many that He argues at Gallipoli. soldiers other of the any than better any he was that fact the but contests soldier agood was made limitedprogress; theAlliessuffered heavy series ofwell-forti ed positions,sotheAlliedsoldiers and Austria–Hungaryfrom theEast. lines toRussiaandallowtheAllies toattackGermany Australia fromWorldWarI. ‘Sandy’ wastheonlyhorsebroughtbackto established inCanberra.Moreover,hishorse of Duntroon,themilitarycollegehehad September 1915,wasburiedinthegrounds knighted justbeforehisdeathand,in soldier broughtbackin1990).Hewas Australia forburial(apartfromtheunknown World WarIwhosebodywasreturnedto Bridges wasoneofonlytwosoldiersfrom three dayslater. the campaign,Bridgeswasshot.Hedied putting himselfindanger.Only20daysinto troops onthefrontlines,evenifhewas Bridges gainedareputationforvisitinghis should evacuate,tonoavail. British GeneralSirIanHamiltonthatthey General Godley,hetriedtoconvincethe Together withtheNewZealandCommander, before therewerefurtherlossesoflife. concluded thattheyshouldleaveGallipoli 5.36 Source SAMPLE(AWM A02867) William Throsby Bridges campaign’. Palestine and Sinai ‘the as involved what known was in became They to fi continue remained the Egypt. in against Turks ghting deployed were However, to France. mounted troops the infantry Australian the Gallipoli, from withdrawal the Following AustralianThe Light Horse last successful cavalry charge in history (see Source 5.37). (see Source history in charge cavalry successful last the called been has and of Turkish Beersheba, base important the 1917. October in atof Beersheba capturing aimed was charge The East. Middle the in troops asignifi made troops fi but into battle, swiftly who would ride soldiers infantry of trained amounted force was answer The mounted soldiers. to doaway with reluctant leaders military made However, distances vast Australia’s weapons. artillery and infantry more developed powerful nations (1899–1902). obsolete as forces were becoming Traditional cavalry War Boer the during developed hadbeen that mounted infantry Source 5.37 Source Pointsraisedmightinclude:becausetheAnzacs 3 The most famous battle fought by the Light Horse was the Battle Battle the foughtwas Horse Light battle bythe most famous The and of cavalry acombination was Horse Light Australian The ght on the ground like regular infantry. Australian mounted Australian infantry. regular like ground ght onthe ingenious soldiers. the ‘ghostgunsofGallipoli’showed theAnzacstobe the BritishArmy;andbecauseinnovations suchas performed incredible featsthatwongreat praisefrom because individualssuchasLieutenantAlbertJacka trying toful l their objectivesdespiteheavycasualties; because theyfollowedtheirorders andcontinued surpassed theBritishArmy’s expectationsofthem; Turkish armywere insuf cient. casualties; andthetacticsdevisedtodriveback The Charge of the Australian Light Horse atBeersheba Horse Light Australian ofthe Charge The cant contribution to the defeat of Turkish defeat to the contribution cant , 1917, (1920) ART02811) (AWM Lambert George Individualresponses willvary. 5 TheAustraliansoldierswere evacuatedfrom Gallipoli 4 5 4 3 2 1 Check your learning of lives. disastrous landingandoffensives whichcostthousands be afarmore successfulpartofthecampaignthan ef ciency ofthiswithdrawal,manypeopleconsider itto soldiers evennoticedtheretreat. Becauseofthe the ‘ghostgunsofGallipoli’ensured thatfewTurkish under thecoverofdarknesswithoutanycasualtiesand remembered asa‘hero’? you thinkeitherSimpsonorBridgesdeservetobe Given theirbriefperiodsofserviceatGallipoli,do part ofthecampaign. of theAnzacsfromGallipoliwasmostsuccessful Explain whysomepeoplearguethatthewithdrawal hoped to? praise, eventhoughtheydidnotachievewhat Why doyouthinktheAustraliansoldiersearnedhigh unsuccessful. Give tworeasonswhythecampaignwas What wastheaimofGallipolicampaign? chapter fi ve world warI(1914–1918) 253 the band played Waltzing Matilda’. Waltzing played band the of ‘And lyrics the Bogle’s toview website, Eric Visit Matilda’ ID05.14 in World War I. were awarded that medals outFind more the about ID05.13 o your search the below into numbers ID the Enter eld of book to access these resources. Weblink: ‘And the band played Waltzing ‘And played Waltzing band Weblink: the Weblink: Wartime medals Wartime Weblink: 253 253 OXFORD BIG IDEAS HISTORY 9: AUSTRALIAN CURRICULUM 5 WORLD WAR I (1914–1918) 254 255

Australian Curriculum focus

HISTORICAL KNOWLEDGE AND UNDERSTANDING The Western Front The Western Front is seen by many historians as the defi ning experience of World War I. New weapons, such as gas and tanks, were introduced there. Defensive tactics using machine guns, • The places where Australians fought and the nature Although the Gallipoli campaign was the fi rst major engagement for trenches, barbed wire and artillery meant that rather than a rapid war of movement, war on the of warfare during World War I, including the Gallipoli Australian and New Zealand troops, it was not the fi rst campaign of Western Front became bogged down in a senseless series of attacks and counter-attacks, each campaign the war. Nor was it the centre of action. The fi ghting that took place achieving little but costing millions of lives. along the Western Front through France and Belgium (see Source 5.39) was the most destructive and enduring of all of the theatres of war Breaking the stalemate during World War I. HISTORICAL SKILLS Between 1915 and 1918, many attempts were made to break the stalemate of trench confl ict. At the start of the war, in August 1914, the Germans had marched • Use historical terms and concepts. These attempts tended to follow a pattern. Initially there would be a long and sustained through Belgium into France. Fierce resistance from the British and artillery attack—opposing trenches would be bombarded with explosive shells. These attacks • Identify and select different kinds of questions about French stopped them from moving further into France. However, the could go on for a few hours or sometimes for many days. It was believed that this would force the past to inform historical inquiry. Allies were unable to drive the Germans back. By Christmas 1914, there the defending troops underground, destroying their fortifi cations and clearing the way for was a deadlock. The Germans and the Allies faced each other across a line • Evaluate and enhance these questions. troops to cross no man’s land (the narrow strip of land between opposing trenches that of trenches (see Source 5.38) that stretched from Ostend on the Belgian belonged to neither army). coast in a south-easterly direction to the Swiss border (see Source 5.39 for • Identify the origin, purpose and context of primary and Weighed down with heavy equipment, soldiers would cross the strip of territory to their more detail). secondary sources. opponent’s trenches. Struggling through mud-fi lled shell holes created by their own artillery, • Process and synthesise information from a range of they might learn that the bombardment had not destroyed the barbed-wire obstacles between Source 5.38 French soldiers wait the lines. More frightening still was the possibility that the artillery attack had failed to destroy sources for use as evidence in an historical argument. in their trenches on the Western the enemy’s position. Often, as attacking soldiers made their way across no man’s land, the • Evaluate the reliability and usefulness of primary and Front during World War I. enemy would emerge from deep bunkers to fi re on them with machine guns. secondary sources. Generally, such assaults on enemy trenches failed to achieve their goals. Confusion, smoke, noise and death turned plans into chaos. If attackers reached enemy lines, hand-to-hand (or one- NETHERLANDS • Identify and analyse the perspectives of people from on-one) combat with rifl es, bayonets, pistols and grenades often followed. If ground was gained, the past. Ostend it could be retaken in a counter-offensive only weeks later. The only real consequence of most of Nieuport • Identify and analyse different historical interpretations BRITAIN AntwerpAnAntwerpt p the battles that took place on the Western Front over four years was death and injury. GhentGheGhentt Calais Cologne (including their own). BrusselsBl Boulogne Ypress Aachen Neuve Chapelle LoLoosL s BELGIUMBEELGIUM R ENGLISH GERMANY h MonsMMoons in DouaiDouuaaii e Arras R CHANNEL R iv i Vimy RRidge r e ve e r Skillbooster: Primary source interpretation r iv S R om e me BapaumeBapauume ll se Amiens o Trench warfare PeronnePeronP nnee M M FRANCE eu se LUXUXXXEMBOURGXEEMBOUREMBOURGRGG Refer students to Source 5.38 and then ask them to R i Compiègne ve complete the following questions. r er iv R Soissons e RheimsRhheims is 1 What type of warfare were soldiers engaged in? O Metz ChâteauC Thierry Verdun L ORR AI 2 Why were trenches such as the one shown in Châlons St Mihiel NE Source 5.38 dug? Paris e Sein R Nancyn ver ive Ri r M 3 What is the enemy likely to do if they see the a StrasbourgS rn French soldiers move from the trenches and e charge the enemy lines? Describe the fatalities KEY Epinal N E Points of attack with gains C that might be involved on both sides. A S Trenches line L Mulhousel 4 Can you think of why both sides would put A German occupied large amounts of barbed wire in front of their 0 80 km SWITZERLAND trenches? (neutral) Source 5.39 The Western Front, 1915. The two-trench system ran unbroken from the Belgian coast to Switzerland. Source 5.40 Allied soldiers at the Battle of the Somme, 1916 5 If there was overhead bombing, do you think

trench warfare would still be e ective? 254 oxford big ideas history 9: australian curriculum chapter fi ve world war I (1914–1918) 255 6 e type of warfare used in World War I is sometimes referred to as ‘attrition warfare’. e tactic aims to wear down the enemy with continual loss of life until the enemy collapses or surrenders. e side that wins therefore will be the one that has the most resources. What do you think of this tactic? What are the pitfalls? 7 e soldiers in Source 5.38 are formally lined up SAMPLE to witness one soldier being awarded a medal. Describe how you would feel if you were one of the French soldiers lined up. OXFORD BIG IDEAS HISTORY 9: AUSTRALIAN CURRICULUM 5 WORLD WAR I (1914–1918) 256 257

Australian Curriculum focus • Read your poem out loud to yourself and correct any errors. HISTORICAL KNOWLEDGE AND • Share your poem with another class member. UNDERSTANDING The Somme Life in the trenches Answers: Check your learning The fi rst Battle of the Somme (an area along the banks of the Somme River) The trenches that soldiers dug during World War I were typically around two metres deep • The places where Australians fought and the nature 1 Individual responses will vary. An example might be: The was one of the most costly attempts to break the stalemate of the trenches. by two metres wide. On both sides, conditions were barbaric, although German trenches of warfare during World War I, including the Gallipoli Between July and November 1916, the Allied forces tried to break through tended to be better engineered and more comfortable than the French and British Western Front was the theatre of war that ran through campaign German lines. Focused on a 19-kilometre front in northern France, the equivalents. To avoid snipers (marksmen trained to ‘pick off’ enemy soldiers from concealed Northern France from the north Belgian coast to the • The commemoration of World War I, including debates soldiers managed to push the Germans back by about eight kilometres. locations), soldiers spent most of the daylight hours under the trench line—most attacks Swiss Border. It was characterised by the use of trench These gains came at an enormous price. The initial ‘softening up’ took place at dusk or in the early morning when visibility was poor. Soldiers were often bored about the nature and signi cance of the Anzac legend warfare and remained a stalemate for much of the war. bombardment used over 1.5 million shells in a week-long attack. British during the day, and caught brief moments of sleep where they could. Those falling asleep deaths on the fi rst day of the assault are estimated at over 19 000. Thirty- on watch could be severely punished. 2 French and British troops had successfully halted the HISTORICAL SKILLS fi ve thousand were injured and 2000 were counted as missing. French The soldiers had to share the trenches with millions German advance in 1914 and both sides had dug a casualties for the fi rst day alone were around 7000. of rats (see Source 5.42) that fed on the remains of dead system of trenches to defend their positions. The two • Use historical terms and concepts. Later in the Somme campaign, Australian and New Zealand troops fought soldiers left on the battlefi elds. With so much available lines of trenches extended from the Belgian coast • Identify and select different kinds of questions about at Pozières from 23 July to 8 August 1916. After making early gains, Australia food, some rats grew to be as large as cats. They bred to the Swiss border. Despite repeated attacks and the past to inform historical inquiry. suffered over 23 000 casualties. By the end of the Somme campaign, casualty constantly and spread disease as they ran over the faces fi gures for the Allies were around 620 000 dead and wounded, and 500 000 of the sleeping soldiers. counterattacks, neither side could break the stalemate • Evaluate and enhance these questions. for the Germans. Lice were also constant companions that lived and until 1917. • Identify and locate relevant sources, using ICT and laid eggs in the seams of the soldiers’ uniforms. The Australian engagements on the Western Front 3 Because the entire campaign cost the Allies around other methods. troops were often unable to bathe or change their clothes Australians fi ghting on the Western Front between 1916 and 1918 were for weeks at a time. Even when washed, it was almost 620 000 casualties and the Germans around 500 000 • Identify the origin, purpose and context of primary and Source 5.41 The remains of Commonwealth soldiers who died engaged in numerous battles that were to earn more than 50 Victoria during the Battle of Fromelles, and objects recovered at the site, impossible to rid clothes of the lice eggs. Lice were casualties, yet the stalemate on the Western Front secondary sources. Crosses for the soldiers who participated. Australians again distinguished are recorded by specialists of the Oxford Archaeology Institute responsible for the spread of ‘trench fever’. If soldiers after being recovered in mass graves in Fromelles. remained unbroken. • Process and synthesise information from a range of themselves in battle and earned a reputation for courage and toughness, were fortunate enough to end up in military hospital, especially in 1918, under the leadership of General Sir John Monash. it took them up to 12 weeks to recover from this painful 4 Points raised might include: because the commanders sources for use as evidence in an historical argument. There was also terrible loss of life. In battles along the Somme, and illness. As the war continued, delousing stations were had little experience of trench warfare and did not • Evaluate the reliability and usefulness of primary and at towns such as Passchendaele, Villers-Bretonneux, Ypres and Amiens, built behind the trench lines. have alternative plans; because the commanders Relentless rain turned the trenches to canals of secondary sources. thousands of soldiers were killed or wounded, often for little gain in the futile were stationed behind the front lines, and were ‘game’ of trench warfare. stagnant mud. Trench foot, acquired from standing for • Identify and analyse the perspectives of people from therefore removed from the massive human cost of Two of the most destructive battles involving Australians were at long periods in wet, muddy conditions, was a fungal the past. Fromelles in northern France in 1916 and at Bullecourt, closer to Paris, in infection that caused swelling. Serious cases could the offensives; and because they believed that the • Identify and analyse different historical interpretations 1917. At Fromelles, an attack on the German trenches was designed to draw result in amputation. The winter of 1916 was one of offensives were worth the huge numbers of casualties, the harshest on the Western Front. The cold was so (including their own). German attention away from an onslaught on the German lines because they would eventually force the Germans to intense that water was carried to the troops as blocks of Source 5.42 German soldiers display the result of a night’s rat-catching in a trench 80 kilometres to the south, on the banks of the Somme River. on the Western Front. • Develop texts, particularly descriptions and discussions ice. Boiled water would develop a crust of ice after only surrender due to the size of their own losses. The attack was unsuccessful and the cost was terrible. In one day, 1917 Check your learning a minute or two. Soldiers slept huddled together for that use evidence from a range of sources that are Australian soldiers were killed and over 3600 were injured, some to die later 5 Points raised might include: they were ordered to; warmth under their quota of two blankets each. referenced. of their injuries. This event has been described as ‘the worst 24 hours in 1 In your own words, defi ne the Western Front. non-Australian soldiers faced being shot for desertion Adding to the smell of death and decay that hung over the trenches was a variety of other Australia’s entire history’. 2 Why had the war become ‘bogged down’ on the • Select and use a range of communication forms (oral, sickening odours. The smell of unwashed soldiers and overfl owing latrines (toilets) mixed with if they did not take part in these attacks; propaganda Because the Germans quickly regained any territory they had lost, the Western Front by the end of 1914? graphic, written) and digital technologies. the remains of poison gases, cigarette smoke and a variety of food smells was so intense that new may have convinced some soldiers that they were Australians had no opportunity to bury the dead. The Germans buried 3 Why is the fi rst Battle of the Somme regarded as arrivals were often physically sick. many in mass pits. During the 1920s, most of the bodies were reburied one of the most disastrous battles of the war? ghting and dying for a just cause; they did not want John Alexander Raws was a South Australian soldier who spent only four weeks on the in Commonwealth War Graves cemeteries, but one mass grave remained 4 When it was obvious that little or nothing was gained their friends to have died in vain; and some soldiers may Western Front before he was killed in shelling on 23 August 1916. He wrote to his family, undiscovered until 2007. In that year, as a result of painstaking research by through repeated assaults on enemy trenches, why have seen death or serious injury as a way out of the war historian Lambis Englezos, a burial site was identifi ed on the edge of the describing conditions in the trenches (see Source 5.43). do you think military commanders continued to hellish conditions of the trenches. Teaching tips town of Fromelles. order these assaults? Source 5.43 It has since been confi rmed that up to 400 Australian soldiers are buried 5 Despite their knowledge of terrible loss of life and e rst skillbooster on this spread focuses on the We are lousy, stinking, ragged, unshaven, sleepless. Even when we’re back a bit we can’t sleep for our in this mass grave. The process of identifying these soldiers and preparing injury, soldiers continued to take part in these own guns. I have one puttee [fabric strip wound around the lower leg for protection], a dead man’s importance of a proper burial and remembering them for reburial (see Source 5.41), with full military honours, in a newly assaults on the Western Front. Suggest three helmet, another dead man’s gas protector, a dead man’s bayonet. My tunic is rotten with other men’s the sacri ces soldiers made during World War I. built cemetery is slow and delicate. Up to 75 soldiers have been positively reasons why they did so. blood and partly splattered with a comrade’s brains. It is horrible but why should you people at home identifi ed so far through the use of DNA technology. Consider showing students a short video clip of not know. World War I soldiers being given a proper burial in John Alexander Raws Fromelles cemetery (see the weblink in the obook Enter the ID numbers below into the search eld of extras panel on this spread). 256 oxford big ideas history 9: australian curriculum chapter fi ve world war I (1914–1918) 257 your obook to access these resources. e second skillbooster asks students to write a ID05.15 Weblink: ‘Ode of Remembrance’ poem about life in the trenches. If you have not Read the complete poem ‘For the fallen’ from which asked students to write a diary extract about life in important. Ask students to complete the following discovered in Fromelles. Why is it important to Skillbooster: Life in the trenches • Let your thoughts ow. Do not think about the the ‘Ode of Remembrance’ is taken. the trenches already (Activity 5.4 in the Workbook) tasks relating to a mass grave in Fromelles. itemise these remains? Creating a poem about the experience of World poem yet, just jot down any words or ideas that consider doing this second skillbooster. It requires ID05.16 Weblink: Fromelles cemetery 1 What happened to the bodies of soldiers who died 5 Why is it considered important to bury the dead War I soldiers and nurses in the trenches is an come to mind when you think about life in the students to think about life in the trenches as well in the battle of Fromelles? appropriately? e ective way of encouraging students to empathise trenches. ink about how you would feel if you Visit the BBC website to view a video of World War I as practising writing poetry. Consider asking a soldiers from Britain and Australia being given a 2 Why were bodies later exhumed and reburied in 6 Read the fullSAMPLE text of ‘Ode of Remembrance’ by with these men and women. Ask students to research had to go through the ordeal of trench warfare. guest speaker, such as an English teacher with some proper burial in Fromelles cemetery. Commonwealth War Graves cemeteries? Laurence Binyon (see the weblink in the obook and prepare a short poem of their choice based • Decide which type of poem you wish to write. expertise in poetry writing, to talk to your students. 3 Why would the discovery of the mass grave extras panel on this spread) or refer to Source 5.65 on the daily lives of those in the trenches. Before You may want to write a rhyming poem or ID05.17 Weblink: World War I poems Skillbooster: We shall remember them in 2007 be important for the families of those in this chapter for a short extract. Describe students begin the task, consider giving them the just use free verse. If you would like to write a Read some poetry from World War I about life in what the ode is calling us to do and why this is following advice. rhyming poem, get some advice via the weblink e Allied attack on the Germans in Fromelles, soldiers who had lost their lives? the trenches. important. provided in the obook extras panel on this spread. France was unsuccessful and resulted in huge 4 Refer to Source 5.41 and list some of the items • Read some poems about life in the trenches rst ID05.18 Weblink: Rhyming poems casualties. Burial of the dead was extremely that were found at the burial site when it was (see the weblink in the obook extras panel on Learn how to write a poem that rhymes. this spread). OXFORD BIG IDEAS HISTORY 9: AUSTRALIAN CURRICULUM 5 WORLD WAR I (1914–1918) 258 259

Australian Curriculum focus

HISTORICAL KNOWLEDGE Observation balloons Early fi ghter aircraft were used to locate AND UNDERSTANDING Trench warfare engaged in ‘dogfi ghts’. enemy positions. • The places where Australians fought and the nature The trenches along the Western of warfare during World War I, including the Gallipoli Front were approximately 700 campaign kilometres long, stretching from the coast of Belgium to the border of • The commemoration of World War I, including debates Switzerland (see Source 5.39). In most about the nature and signi cance of the Anzac legend cases, trenches were two metres deep by two metres wide. Life in the trenches along the HISTORICAL SKILLS Western Front could vary quite a lot, • Use historical terms and concepts. but for most soldiers conditions were appalling. During the winter months, • Identify and select different kinds of questions about rainfall turned the low-lying trenches No man’s land was a the past to inform historical inquiry. into mud pits. In some cases the maze of barbed-wire water reached waist height, leading to entanglements, shell holes • Evaluate and enhance these questions. and rotting corpses. condition called trench foot, which • Identify the origin, purpose and context of primary and caused the feet to rot. During the Far behind the lines, artillery secondary sources. summer months, rats, lice and fl ies positions were established to Primitive tanks lumbered infested the trenches. The rats could shell enemy trenches. • Evaluate the reliability and usefulness of primary and through no man’s land. grow to the size of cats, feeding off secondary sources. men’s rations and the constant supply of • Select and use a range of communication forms (oral, rotting bodies. graphic, written) and digital technologies.

Skillbooster: Case study Intricate trench systems Read the following case study to the class and have zigzagged across the landscape, from the Swiss them answer the questions that follow. border to the Belgian coast. Capturing moments in history Life in the trenches was a lice- infested, miserable existence. Historians are making the most of digital technology Often standing ankle-deep in mud and slime, soldiers suffered and have established a virtual archive of letters, trench foot and other illnesses. keepsakes and memories from World War I. e organisers of the project called Europeana 1914–1918 (see the weblink in the obook extras panel on this spread) collect material from across Europe, capturing information about the war for future generations. A roadshow was organised in Field hospitals, transport Many soldiers Preston, England, which revealed some interesting depots and staff positions suffered greatly information about life in the war. One woman were located behind the lines, from the trauma of and often featured bunkers. battle, and shell- brought a notebook that related to her grandfather. shocked troops were He had kept a lock of his daughter’s hair with him frequently regarded while ghting in the war. Source 5.44 An artist’s impression of trench warfare during World War I as cowardly.

A little closer to home, a trunk of keepsakes from 258 oxford big ideas history 9: australian curriculum chapter fi ve world war I (1914–1918) 259 Sergeant ‘Jack’ Slatter, who served in World War I, was found by his family when they were cleaning Workbook resources up their garage in Bentleigh East, Melbourne. e Activity 5.4 Trench warfare discovery of a grenade from World War I was a little 3 Why is it important to document materials from Ninety years a er the war, it has been found that concerning and police had to be called. Defence the past? land around Ypres Salient and the Somme has an force bomb specialists took the grenade away and For your information excess of iron in it. thankfully it was not thought to be dangerous. e e term ‘iron harvest’ refers to the remains of Skillbooster: Interactive family donated a rare German rearm, also found SAMPLE Enter the ID numbers below into the search eld of warfare, such as barbed wire, shrapnel balls and An interactive learning module for trench warfare is in the trunk, to the Australian War Memorials and your obook to access these resources. bullets, that can still be found across the former available on the obook (see the weblink in the obook Jack’s medals to the Returned Services League. ID05.19 Interactive: Trench warfare Western Front today. e material is largely from extras panel on this spread). is module includes 1 Is material such as the lock of hair and the World War I and the unexploded munitions are a range of illustrations, images, audio and/or video ID05.20 Weblink: Europeana 1914–1918 grenade primary or secondary evidence? still dangerous. e remains of warfare are also and extension activities. Visit the Europeana 1914–1918 website to nd out 2 Apparently it was common for soldiers to keep a creating environmental problems with rust from the how they are capturing individual histories of World lock of hair from a loved one with them. Why do remaining bombshells polluting the land and water. War I for others to see. you think they did this? OXFORD BIG IDEAS HISTORY 9: AUSTRALIAN CURRICULUM 5 WORLD WAR I (1914–1918) 260 261

Australian Curriculum focus 3 Submarines were able to sink merchant ships and therefore seriously restrict the importation of food and other vital goods for the war effort in Europe. HISTORICAL KNOWLEDGE AND 4 Points raised might include: determination, bravery, UNDERSTANDING Nurses on the Western Front resilience, medical knowledge, composure, good At the start of the war, a small number of women wanted to join the • The places where Australians fought and the nature communication and interpersonal skills, and the ability services but were told that war was ‘no place for ladies’. The only women of warfare during World War I, including the Gallipoli allowed to enlist and serve overseas were nurses. to work with limited resources. campaign The nurses worked under appalling conditions, especially on the Western Front where makeshift fi eld hospitals were set up often in trenches behind the Teaching tips lines (see Source 5.45). The nurses became known as ‘the roses of no man’s land’. HISTORICAL SKILLS Consider watching the short audio slideshow on the Over the course of World War I, 2562 Australian nurses joined the AIF as • Use chronological sequencing to demonstrate the members of the medical units. Out of this number, 2139 served overseas in end of the Great War on the BBC website. It touches relationship between events and developments in the Middle East and on the Western Front. Twenty-fi ve women lost their lives on some of the reasons why the allies were able to while serving overseas and 388 received military honours. different periods and places. break the stalemate and ends with a group of school • Use historical terms and concepts. Source 5.46 children rejoicing on hearing the news that the war • Identify the origin, purpose and context of primary and I cannot remember what came next, or what I did, except that I kept calling was over (see the weblink in the obook extras panel secondary sources. for the orderly to help me and thought he was funking [showing cowardice], on this spread). but the poor boy had been blown to bits. Somebody got the tent up, and when • Process and synthesise information from a range of I got to the delirious pneumonia patient, he was crouched on the ground at the sources for use as evidence in an historical argument. back of the stretcher. He took no notice of me when I asked him to return to bed, so I leaned across the stretcher and put one arm around and tried to lift him • Evaluate the reliability and usefulness of primary and in. I had my right arm under a leg, which I thought was his, but when I lifted secondary sources. I found to my horror that it was a loose leg with a boot and a puttee on it. It was one of the orderly’s legs which had been blown off and had landed on the • Identify and analyse the perspectives of people from Source 5.45 A nurse in a makeshift hospital on the patient’s bed. The next day they found the trunk about 20 yards away. the past. Western Front Sister Kelly, an Australian nurse in France described her experiences when a bomb hit a casualty clearing station behind the lines Source 5.48 South Australians celebrating Armistice Day near Parliament House War at sea The end of the war Skillbooster: The end of the war In 1914, the sea was vital for transportation, trade and communications. The stalemate on the Western Front dragged on through 1916, 1917 and into 1918, with little Protecting one’s own sea lanes—or striking at those of the enemy—was change. By early 1918, troops on both sides were exhausted, resources were depleted and Have students read through these pages and refer an essential part of the war effort. morale was at rock bottom. For the surviving original Anzacs who had enlisted with such back to the timeline (Source 5.1) at the beginning of Because the main fl eets of Britain and Germany were considered vital to enthusiasm in 1914, there was a feeling that the war would never end. the chapter to answer these questions. any sea campaign, both nations were unwilling to use them in a large naval Australian troops had distinguished themselves at Pozières, Ypres, Passchendaele and Villers- battle unless absolutely necessary. As a result, the only major sea battle of Bretonneux. In mid 1918, they helped to drive the Germans back from south of the Somme. Some 1 e stalemate continued on the Western any importance between Britain and Germany was fought at Jutland in Australian offi cers, particularly General John Monash, distinguished themselves on the Western Front during 1916. Describe the stalemate 1916. Although both sides claimed victory, most historians believe the Front, with Monash responsible for developing tactics for coordinated infantry, artillery, tank and why trench warfare was one of the main British triumphed. After this, German ships were largely restricted to and aircraft attacks. harbour defence. On 11 November 1918, the Armistice (ceasefi re) was signed and ‘the war to end all wars’ contributing factors for it. Submarines were an alarming new weapon used during World War I. was over. 2 In what year did the United States join the war? They were fi rst used by the Germans to attack and sink merchant ships (see 3 What year was the communist revolution Source 5.47). They were commonly referred to as U-boats (Unterseeboote) and were able to limit the transportation of imported food and vital goods in Russia? between allied countries. The involvement of the USA in World War I was a Check your learning 4 Russia withdrew from the war in 1917. How might direct result of Germany’s U-boat campaign. 1 Identify and list some features of life in the trenches. the departure of Russia from the war have helped Another naval tactic that reduced the ability of ships to carry soldiers and supplies, was the laying of underwater mines (explosives) in the North 2 Suggest one reason why it was good that soldiers such as John Alexander Raws (Source 5.43) wrote to family about the real horrors of war, and one reason why it was not. Germany in its e orts to defeat the Allies? Source 5.47 A surfaced World War I German U-boat Sea. Although agreements had been made regarding where mines could be 5 e events of 1918 saw the Allies break the placed, neither side was very strict in following them. Mines made the North 3 In what ways did submarines change the way in which World War I was fought? stalemate. What were some of the tactics that Sea a very dangerous place for ships. This was also a problem for the neutral 4 What qualities did nurses need to possess in order to do their jobs successfully under such nations of Norway and Sweden, which were heavily reliant on the North Sea diffi cult circumstances? helped to break the stalemate and drive the for their trade with the rest of the world. German’s back? 6 Getting food to the soldiers on the front was a 260 oxford big ideas history 9: australian curriculum chapter fi ve world war I (1914–1918) 261 major problem for the Germans when the crops failed in 1917. Describe how this would have hindered Germany’s war e orts. 11 Why could it be true to say that no one won Another reason for the United States entering the Answers: Check your learning over the trenches; the noise of constant shelling gave many soldiers ‘shell shock’; and disease was rife. 7 Describe why the United States’ decision to nally World War I? war was the publication of the Zimmerman telegram 1 Answers may include: the trenches were infested with enter the war would have been greeted with great 2 Points raised might include: Positive: it may have For your information decoded by the British. e telegram revealed plans rats and lice; soldiers struggled to sleep; offensives relief by the Allies. for Germany to enter into an agreement with Mexico were usually conducted in the early morning or at dusk, discouraged other young men from enlisting; letters e involvement of the Americans in World War I 8 On what date was the Armistice (cease re) that Mexico wouldSAMPLE enter the war if the United States so soldiers were often bored during the day; constant such as Raws’ might have helped to rally support signed? is thought to be one of the factors that helped the did. If Germany defeated the USA, Mexico was rain turned the trenches to mud; the trenches often against the conscription campaign; and it allowed family Allies eventually defeat Germany. e American ooded and soldiers on the frontlines often suffered members to know to send useful items such as socks 9 Have you ever participated in the minute of promised Texas, New Mexico and Arizona in return Enter the ID number below into the search eld of decision to enter the war was brought about by trench foot which could require amputation if it became and biscuits to the soldiers at the front. silence on the 11th hour of the 11th day of the for its support. your obook to access this resource. 11th month to remember those who died in the Germany’s decision to attack and sink merchant gangrenous; the cold was a major problem for soldiers Negative: letters such as Raws’ would have made the ID05.21 Weblink: e end of the war war? What purpose does a minute’s silence serve? ships that carried food and vital goods needed for the with unsatisfactory uniforms and equipment, especially war less popular and affected recruitment numbers; Allied war e ort as they crossed the Atlantic Ocean. and letters such as Raws’ would probably have been 10 Describe the sense of relief and celebration that in winter; there was a lack of fresh drinking water; toilets Visit the BBC website to watch an audio slideshow on Germany’s tactic was to starve the Allies of resources. often over owed and the stench of decaying esh hung censored. would have been felt on 11 November 1918. the end of World War I. OXFORD BIG IDEAS HISTORY 9: AUSTRALIAN CURRICULUM 5 WORLD WAR I (1914–1918) 262 263

Australian Curriculum focus join the war on the side of the Allies because it needed to ensure the Allies won so that American banks would recoup their investment in the war effort. HISTORICAL KNOWLEDGE AND 15 a Points raised might include: because shell-shocked UNDERSTANDING soldiers’ symptoms often prevented them from • The places where Australians fought and the nature bigideas returning to the front; some people thought soldiers of warfare during World War I, including the Gallipoli were faking their symptoms to avoid returning to campaign 5.2 How and where was World War I fought? the front; and because there was little medical • The commemoration of World War I, including debates knowledge of post-traumatic stress disorder or Remember Apply Analyse Create about the nature and signi cance of the Anzac legend other mental illnesses during World War I. 1 What happened on the fi rst day of the Gallipoli campaign? 8 Re-read ‘Breaking the stalemate’. Use the material to write a 12 Do you think the Gallipoli landing and the Anzac legend would 18 Create a Venn diagram comparing trench warfare on the b Individual responses will vary. 2 What was the view of Major General Bridges about the future song or poem about the futility of war. have become as central to Australian culture and folklore if it Western Front and at Gallipoli. Use all of the information HISTORICAL SKILLS of the Gallipoli campaign? 9 Compare the views and experiences of John Alexander Raws had not been the nation’s fi rst experience of war? available to you, in particular Sources 5.42, 5.43, and 5.44. 16 Points raised might include: that for much of Australia’s • Use historical terms and concepts. 3 Give an example of one weapon or tactic used during the war: (Source 5.43) and Lieutenant Frank Boyes (Source 5.33). 13 Conduct a survey of ten people (males and females of varying history Anzac Day and other experiences of World War I a on land a What are the similarities and what are the differences ages and backgrounds) about the legend of Simpson and his donkey. Base the survey around the following questions: were considered a small part of Australia’s identity; b at sea between the two men’s experiences? a What did Simpson do at Gallipoli? that the celebration and commemoration of Australia’s c in the air. b What do you think were the reasons for these differences? 10 Take on the role of a relative of either of the men listed in b Where did Simpson come from? World War I experience was revived and transformed in Answers: Big ideas Understand Question 9. Write a letter to him commenting on the horror of c What had he done before enlisting in the AIF? the 1990s; that the experiences of World War I shaped his experiences but also attempting to boost his spirits and d Why did he enlist in the AIF? 1 Infantry forces made up of units from France, Britain, 4 Look at the image below. Australia’s involvement in World War II; and that the a Identify as many factors as possible that made life in the spur him on to continue the fi ght. e Why is he so famous? Western Front Both Gallipoli qualities that were prized in the AIF, such as mateship, Australia, New Zealand, India and Newfoundland trenches hard for soldiers. 11 Conduct research on an Australian soldier who died in World f Does he deserve his legendary status? landed on the Gallipoli Peninsula. The rst wave of the b Of these factors, which do you think would be the most War I. You may like to gather information on a family member, Use the information you have gathered from the survey to camaraderie, courage and ingenuity, are still prized as Australian force suffered heavy casualties during the diffi cult to tolerate. Give reasons for your answer. or investigate a name from your local war memorial, church or prepare a class debate on the topic: ‘Simpson was a great central to Australia’s self-identity today. school, or the honour board at your local RSL. Once you have 5 What can you learn about the resources and tactics of the Australian.’ landing, and failed to ful l its objective of reaching seven decided who you would like to research, go to the Australian 17 Individual responses will vary. Points raised might two sides from the fact that there was a stalemate along the 14 Although the United States did not enter the war until April War Memorial website and collect information on the following kilometres inland. The landing was a disaster and the Western Front for four years? 1917, the sinking of the Lusitania in 1915 is often cited as a include: Australia has continued to take part in wars points: Australian troops and the New Zealand reinforcements 6 Read the letter written from the trenches by John Raws reason for US involvement. What would you say to someone overseas since World War I; while there were protests a name and age at time of enlistment were ordered to dig into their positions and secure the (Source 5.43). who said that the sinking of the Lusitania was the event that against World War I, protests have become larger and b possible reasons for enlistment a Why do you think he felt that people at home should know brought on US involvement? ground they had gained. c role in the war (major battles fought, interesting 19 Draw a sketch or make a papier-mâché model of the beach more vocal since the Vietnam War; the development of what he was going through? 15 Soldiers who suffered from ‘shell shock’ were often regarded information) at Anzac Cove where the troops landed during the Gallipoli television means that the realities of warfare are far more 2 Bridges thought that the landing had been a failure and b What impact do you think these letters would have had on as cowardly. d date and cause of death. campaign (see Source 5.32 and fi nd other resources on the believed that the AIF should leave Gallipoli before they the views of war at home? Suggest several responses. a Why were they regarded as cowardly? visible today; and the United Nations has replaced the Internet or in your school library). Ensure that you label your b If you had lived during World War I, do you think that suffered further losses of life. 7 Why do you think that women were excluded from the armed sketch or model, and highlight the diffi culties that the soldiers alliance system as the main deterrent to war. you, too, would have regarded such soldiers as cowards? services but were encouraged to join as nurses? would have faced on arrival. You can fi nd more information at 3 Answers may include: Give reasons for your response. Remember to use your 18 Points raised might include: Western Front: equipment the Australian War Memorial website. historical empathy skills when you answer this question. shortages forced soldiers to use the clothes and a Machine guns, artillery, trench warfare, infantry 20 Create a PowerPoint presentation or photo essay (a equipment of their dead comrades; constant rain, mud charges, tanks and creeping barrage tactics Evaluate combination of images and words) that tells the story of Australia’s involvement in World War I from the outbreak of and ooded trenches were a major problem; soldiers b Ships, submarines and sea mines 16 To what extent do you think the experience of World War I war to Armistice Day. Your presentation may include writing, has been a defi ning feature in the development of Australian suffered extremely cold conditions, especially in winter; c Zeppelins, planes for surveillance and spying, your own sketches, cartoons, posters and pictures—or a identity? the AIF were deployed as ‘shock troops’ rather than machine guns and planes for aircraft-to-aircraft combination of all of these. Choose suitable music from the 17 Based on the knowledge you have gained from this chapter war era to accompany your presentation. ordered to simply hold a particular area; and the ‘dog ghts’ and from other sources, do you think people’s attitudes Australians were supported by tanks, heavy artillery, 4 a Answers may include: the terrible living conditions, towards war in general has changed over the years? Give reasons for your response. machine guns and aeroplanes, unlike at Gallipoli or including the constant cold and damp, the rats in Palestine. and the poor food; the constant noise of shells Both: there was a stalemate for much of the campaigns; exploding; shell shock; knowing that a sniper could soldiers in both campaigns had to wear the same shoot you at any time; the emotional trauma of garments for extended periods; both campaigns had seeing your friends killed or wounded; and diseases problems of water shortages, lice, rats, trench foot and and medical conditions such as trench foot. disease. b Individual responses will vary. Gallipoli: soldiers suffered uncomfortably hot, sweaty 5 Points raised might include: that their resources were 262 oxford big ideas history 9: australian curriculum chapter fi ve world war I (1914–1918) 263 conditions; there was a lack of fresh water, so washing fairly evenly matched; that technological developments was only possible in the ocean; the soldiers’ woollen had made the war into a stalemate; that neither side’s uniforms were unsuitable for the conditions at Gallipoli; pre-war planning was successful; and that both sides have written a letter in reply sympathising with the 9 a Points raised might include: Similarities: both men such as ‘creeping barrage’ artillery re, were used No: much of the ‘Anzac legend’ was based on the and the AIF had to dig their own trenches and hold the failed to understand the nature of the war they had soldiers or reaf rming the justness of their cause; had to wear the same garments for extended on the Western Front; and the AIF was larger and fact that the AIF surpassed all expectations of it, so if beach head. committed to. and they may have ignored the letter and preferred periods of time; both had water shortages which its resources were further stretched on the Western Australia had been heavily involved in previous wars, 19 Individual responses will vary. 6 a Points raised might include: so that people on the to accept the sanitised of cial version of the war. prevented them from washing; both mention the Front than at Gallipoli. this legend may not have been so signi cant; and a 20 Individual responses will vary. home front would not pressure young men to enlist; 7 Points raised might include: women were perceived terrible smell; and both had problems with lice. 10 Individual responses will vary. similar ‘legend’ may already have developed around to tell the people on the home front not to support SAMPLE previous experiences of war. as physically inferior; women were needed to keep the Differences: the heat and the sweat were major 11 Individual responses will vary. Billy Hughes’ push for conscription; and to provide home front functioning; it was thought that the presence problems for Boyes in Gallipoli but not for Raws in 12 Individual responses will vary. Points raised might 13 Individual responses will vary. an alternative account of the war to the of cial of female soldiers might distract the young men and France; Boyes does not complain of sleeplessness include: Yes: World War I was not the nation’s rst 14 Points raised might include: that the sinking of the version presented in the media or by government. undermine military discipline; it was feared that women but Raws does; and Boyes did not have to take the experience of war, as the small Australian army had Lusitania was symbolically important but was not b Points raised might include: people may have would be corrupted by the brutality of war; and equipment of dead soldiers because of shortages. been involved in the Boer Wars; and even if Australia the major reason for American intervention; that the opposed conscription; they may have stopped non-combatant roles such as nursing were considered b Points raised might include: the two men were had been heavily involved in previous wars, World War I Lusitania was one of many passenger and merchant pressuring young men into enlisting; they may more acceptable. describing different theatres of war with vastly was so different to previous wars that the experience ships carrying Americans that were sunk by the German have joined anti-war and paci st groups; they may 8 Individual responses will vary. different climates and conditions; different tactics, would have been signi cant anyway. navy; and that the United States was always likely to OXFORD BIG IDEAS HISTORY 9: AUSTRALIAN CURRICULUM 5 WORLD WAR I (1914–1918) 264 265

Australian Curriculum focus Casualties (captured, missing, wounded or killed) from Allied and Central Powers nations World War I

HISTORICAL KNOWLEDGE AND Nation Total Casualties Source 5.50 A comparison of British Commonwealth casualties, World War I UNDERSTANDING The effects of the war on the British Empire 3 249 179 • The impact of World War I, with a particular emphasis European home fronts Total casualties (captured, French Republic 4 331 375 on Australia (such as the use of propaganda to Total soldiers missing, wounded % of World War I had a wide-ranging impact on the Country sent to war or killed) casualties in uence the civilian population, the changing role of European home fronts. All of the European Russia 7 190 000 Britain 5 000 000 2 535 424 50.71 women, the conscription debate) combatant (fi ghting) nations introduced some form Italy 1 600 123 of conscription or national service. In Germany, Canada 422 405 210 100 49.74 for example, the Hindenburg Programme in 1916 Australia 331 781 215 585 64.98 Japan 3314 made all men aged between 17 and 50 eligible for HISTORICAL SKILLS New Zealand 98 950 58 526 59.01 • Identify and select different kinds of questions about national service, either in the army or in war-related Belgium 196 098 industries. In all combatant nations, soldiers too badly India 1 096 013 140 015 12.77 the past to inform historical inquiry. wounded to return to the front had to be cared for by Statistics from Australian Campaigns in the Great War, Lt. The Hon Staniforth Smith Serbia, Slovakia and 435 596 • Evaluate and enhance these questions. a combination of government aid and charity. Food Montenegro shortages were a problem for all the home fronts. • Process and synthesise information from a range of In Germany, people were forced to make do with Romania 279 540 sources for use as evidence in an historical argument. substitute goods, such as coffee made from acorns • Identify and analyse the perspectives of people from instead of coffee beans. Greece 28 007 The war also had a major impact on neutral nations. the past. Portugal 15 280 Denmark, Norway and Sweden relied on the North Sea • Identify and analyse different historical interpretations trade, and this was threatened by Germany’s submarine U.S.A. 233 954 (including their own). warfare. Despite remaining neutral throughout the war, • Select and use a range of communication forms (oral, the Netherlands suffered widespread unemployment and Casualties: Allied nations = food shortages because of the drop in trade, and was even graphic, written) and digital technologies. forced to introduce rationing in 1917. Germany 6 116 200

Austria 2 521 734 Source 5.49 An Australian pro-conscription poster from 1917 encouraging Australians to enlist. The effects of the war on After heavy casualties on the Western Front, Britain pressured Australia to make a bigger contribution to the war effort. Australia’s home front Turkey 883 19 Skillbooster: The human cost of war World War I had a signifi cant impact on Australia. Bulgaria 446 000 is activity is designed to encourage students The nation was only 13 years old when it was drawn Casualties: Central = to take a closer look at the statistics with regard How did World War I affect life at into this confl ict, which is still seen as one of the most to casualties in World War I and develop a better important events in the history of the world. Powers nations home in Australia? As a result of World War I, Australia lost over 60 000 Source 5.51 Australia Labor Party anti-conscription leafl et appreciation of them. Total casualties: all = 5.3 young men. Many of these men were the fi ttest and most 1 Ask students to create a bar chart showing the World War I was diff erent from all other wars that came before it. Historians able of the male population. As a percentage of total troops sent to war, Australia’s losses were the nations often describe it as the fi rst ‘total war’, because it was the fi rst time that nations percentages of World War I casualties from the highest of any of the Commonwealth nations (see Source 5.50). had mobilised all of their industries, resources and citizens for the war eff ort. The initial enthusiasm with which most Australians greeted the outbreak of war did not last. By Statistics from Australian Campaigns in the Great Commonwealth countries Britain, Canada, Before World War I, most people’s involvement in wars was usually limited to the middle of 1915, the reality of war began to dawn. Following the landing at Gallipoli, Australians War, Lt e Hon. Staniforth Smith. received the news of more than 2000 deaths. As a result, many in the nation took a more sober Australia, New Zealand and India using the paying taxes and worrying about friends and family members engaged in the gures from the last column of Source 5.50. view or became disillusioned. There was still strong support for the war and the soldiers, but any fi ghting. ‘Total war’ placed many new pressures on those left at home. excitement had evaporated. 2 e table in the right-hand column of this spread During World War I, civilians in all countries were forced to make sacrifi ces. Shortages By late 1916, Australia was a bitterly divided country. Not only was there a growing dissatisfaction shows casualties from both Allied nations and of food, luxuries and even everyday necessities had to be accepted so that armies could with the war, but a real sense that there was ‘inequality of sacrifi ce’. Many working-class Australians Central Powers nations in World War I. Allied be adequately supplied and supported. With so many men away at war, there was an felt that they had contributed the most in terms of enlisting soldiers, and that they were also being nations are shaded in green and Central Powers expectation that women would take on many duties previously the responsibility of exploited at home. There was a perception that middle- and upper-class people were less affected by men. Women did a great deal of voluntary work, including fundraising and assisting the war. Some were even seen to be profi ting from lucrative government war contracts. nations are shaded in blue. with recruiting. They also moved into previously male domains in the workforce, such as These perceptions were not always accurate, but they still had an impact on the growing divisions a Calculate how many casualties there were working in munitions factories. In Britain, women were also able to join the armed forces, in the nation. There was also division between those who had gone to war and those who had not. but only for home defence. in total from the Allied and Central Powers Much of this bitterness came to a head with the conscription debate in 1916 and 1917. nations. b Calculate how many casualties there were 264 oxford big ideas history 9: australian curriculum chapter fi ve world war I (1914–1918) 265 from Central Powers nations. c Calculate how many casualties there were from Allied nations. For your information d Which countries or empires su ered the greatest casualties? Allied soldiers who fought in World War I referred to 3 Statistics sometimes do not mean a lot to us the total number of casualties su ered in each battle unless we compare the statistics with data that as the ‘butcher’s bill’. SAMPLE is familiar to us. Compare the total casualties in all nations in World War I with the population of Australia which is now approaching 23 million. Describe the enormity of human loss in World War I using this comparison. Enter the ID number below into the search eld of your obook to access this resource. ID05.01 Flashcard glossary: World War I 266 8 Everyone is pulling together to help the war war tohelp the together pulling is Everyone 8 that company the as Aspirin using Ihave stopped 7 over is war now the and teller bank afemale Iam 6 taken was street next the in family eGerman 5 immigrants German are My parents afraid. Iam 4 of my town name but the Germantown in Ilived 3 Ihave feel and anurse work as enjoying Iam 2 neighbour door tomy next not talking Iam 1 war. of the aspect or negative apositive indicates scenario the whether todecide students ask and class tothe scenarios following the Read books. student of their pages on these Have students text the through read rst aspects of thewar Skillbooster: Positiveandnegative • • • • • • • HISTORICAL SKILLS • UNDERSTANDING HISTORICAL KNOWLEDGEAND Australian Curriculumfocus 5 WORLD WAR I(1914–1918) CURRICULUM HISTORY 9: AUSTRALIAN IDEAS BIG OXFORD soldiers soldiers over there. ghting for e knitting morning the spent Ijust ort. German. it is makes up my job. me togive expect they now. scared is but everyone authorities. away by the people were good ey surname. We our changed Australia. in born Iwas and toHolbrook. changed been has for us. hard so ghting too are who something menof Australia the er get. help he can the all needs and over my is there when son conscription ghting tovote ‘no’ going is she for believe now. Icannot (including theirown). Identify andanalysedifferent historicalinterpretations the past. Identify andanalysetheperspectivesofpeoplefrom secondary sources. Evaluate thereliability andusefulnessofprimary sources foruseasevidenceinanhistoricalargument. Process andsynthesiseinformationfrom arangeof Evaluate andenhancethesequestions. the past toinformhistoricalinquiry. Identify andselectdifferent kindsofquestionsabout Use historicaltermsandconcepts. women, theconscriptiondebate) in uence the civilianpopulation,thechangingrole of on Australia(suchastheuseofpropaganda to The impactofWorld War I,withaparticularemphasis 11 11 10 awhite received and today my mail Iopened 9 overseas. here and soldiers the tofeed beef supplying busier Ihavebeen never and afarmer I am …’ action in killed was Wilson Sergeant you that toinform regret ‘… said, deeply that today atelegram I received else’s war? Igo to should Why feather. someone ght 266 Source 5.53 changing. lives their found home women also onthe the front overseas, conditions dangerous women faced these While nurses. as generally served, 2000 more than and war of of the involvementMost women supportive were atstart the impactThe of war onAustralian women fi set and publications, and letters intern and monitor things, to, other right among legal the government gave federal Act the war. This of the for duration powers the gave increased government the which Act, War 1914, the Precautions In passed government federal the WarThe Precautions Act regarded as women’s as regarded work. to be continued that telephonists and typists secretaries, as roleswere such However, to do this. there Most women willing were soldiers. for returned way home, tomoved the making into men’s roles would return traditional necessary. not fi to men more at home, to free services the jobs women in over male to take of training aim the with formed Women’swas Corps Australian The Service effort. war the 1915. some women who to wanted role play also were amore in active There Women’s the formed involvement any war. Goldstein in the in Army Peace war. bythe money to affected help raised those they and clothing, warm had troops the that to ensure knitted and sewed Women girls and families. their and for soldiers packages put care together groups These Association. Women’s Country the and Cross Red Australian the as such organisations byabout13 cent. per home hadrisen ofoutside women the percentage war, of end working the the the By areas. war-relatedcontrolled these work jobs in able women and to were rarely gain government The tellers. bank and store clerks as roles, such male traditionally lower might wages. However, this that women able were onsome to take by at some resistance was home. effort There war women the to wanted support at war, off men young 500 work.or domestic However, around 000 with dressmaking nursing, teaching, as roles such female traditionally in working trade unions wherein the services of women could be utilised. utilised. be could ofwomen services the wherein available positions are no there that intimating but offer, patriotic its for corps the thanking department, Mr. Defence ofthe T.from Trumble, secretary received been has Areply duties. such for 700 women provide to authorities Defence the to fi for men an offer release made ago weeks a few purposes, ghting to inorder hands, kitchen and clerks, orderlies, ofmotor-drivers, duties the undertake to women oftraining object the with recently which formed was and of1000, amembership which has Corps, Women’s Australian Service The When the war was over, there was an expectation that women that who had expectation over, was an was war the there When to opposed were Goldstein, Vida activist women,political Some as such of women were involved war, numbers the vast volunteer in During number asmall with war, homemakers, most the womenBefore hadbeen oxford 9:australiancurriculum bigideashistory ght overseas. However, they were told that their services were were services their that told were they However, overseas. ght to hiring women in traditionally male jobs, as it thought jobs, as was male womentraditionally in to hiring German–Australians, levy a direct income tax, censor censor incometax, adirect levy German–Australians, xed prices for certain goods. goods. for certain xed prices The Argus , Melbourne 4 January 1917 4January , Melbourne 15 15 14 13 12 Servicemen’s Settlement Scheme. Settlement Servicemen’s Returned the under land not granted but Iam my country served and soldier Aboriginal an I am dropped. power of my wages purchasing the and rich became owners the while watched and Hunter Valley the in miner acoal I was busy. so havebeen never and ashearer I am 1915. in steelworks Newcastle the I got with ajob believed they had divided loyalties. loyalties. haddivided they believed Australians Anglo-Celtic Many scrutiny. and suspicion under came World War German–Australians I,these of start the after immediately Almost towns. small and major the cities in lived Germans of Victoria. Districts Western the and Australia Valley South in Barossa the as such areas in represented well particularly were They Australia. in hadsettled Germans many century, 19th of the half second the Throughout within’ Discrimination against ‘the enemy national security, and many were taken into custody. were taken many and security, national to threats potential were considered German–Australians Germany, with were at war Empire British of rest the the and However, Australia when migrants. ofson German the John Monash, was General AIF, of the commander fi the For example, AIF. the in enlisted them fi Australian as many of ofIndeed themselves rst. think nation moved 1920s. into the the as lives to were help that their shape opportunities up hadopened war ones, the younger women, especially confi and skills hadgained occupations At the time, many German–Australians hadcome to German–Australians many time, At the women whoEven the hadworked voluntary in SAMPLE 5.52 Source Australian Red Cross poster Cross Red Australian dence. For many For many dence. rst Australian Australian rst Source 5.54 5.54 Source uses anti-German sentiment to encourage people to enlist in the armed forces. armed the in to enlist people to encourage sentiment anti-German uses 700 were naturalised Australians. were naturalised 700 about and Australia in born 70 hadbeen these, Of Australia. in imprisoned hostility. and suspicion faced sometimes army Australian the in who enlisted names German with soldiers Even rottweiler. and dachshund the as of dogsuch breeds stones at German English-sounding ones. to more names their changed German–Australians Many Gardens. Belgian the became Gardens German the Townsville, In Kitchener. Lord Marshal, Field British the Mount Kitchener—after renamed was Mount Bismarck in Tasmania, the town of Bismarck became Collinsville; and in Victoria, Holbrook; became Wales, NewSouth German’. Germantown In ‘too sounded it that thought of towns names the changed and schools German down Over the course of the war, 4500 people considered to be ‘Germans’ were were ‘Germans’ to be considered people war, of 4500 the course the Over throwing children as such reactions, of absurd reports also are There government closed the of German–Australians, threat to the response In This poster, created by the New South Wales Recruitment Committee, Committee, Recruitment Wales South New bythe poster, created This

focus on … German literature.’ with theGermannation;wearenotatwar Griffi thssaid,‘Imightremarkthatweareatwar in schools,theNSWEducationMinisterArthur there wastalkofbanningtheGermanlanguage businesses suchaswineriesandbakeries.When neighbours, andtoshoptradewithGerman Valley continuedtomixonfriendlytermswith empathised withGermans.SomeintheBarossa However, therewerestillAustralianswho particular attentiontotheRedCross.’ towards assistingthetroopsonthisside,shepaid me verymuch…Sheworkedhardineveryrespect descent) wasdeniedthevote:‘Nowthishashurt mother (anAustralian-bornwomanofGerman Magazine in1918objectingtothefactthathis fi ghtinginFrancewrotetotheBritish-Australasian Germans wereforbiddenfromvoting.Asoldier conversation. Inthe1917election,Australian-born demonised inthepress,postersandgeneral During WorldWarI,GermansandTurkswere to empathisewiththem. targeted groupareactuallyknownitbecomeseasier hate andblame.Whenindividualmembersofthe the scapegoatgroup,whichmakesiteasierto history. Thegeneralpublicusuallyknowslittleabout blame), forparticulareventsoverthecourseof or usedasscapegoats(thoseseentobearthe Jews orMuslimshaveoftenbeenheldresponsible, Ethnic orreligiousgroupssuchasIrishCatholics, look forsomeonetoblame. depression ornaturaldisaster,itishumannatureto When timesaretough,whetherthroughwar, time war prejudice during empathy: chapter fi ve world warI(1914–1918) 267 267 267 OXFORD BIG IDEAS HISTORY 9: AUSTRALIAN CURRICULUM 5 WORLD WAR I (1914–1918) 268 269

Australian Curriculum focus

HISTORICAL KNOWLEDGE AND UNDERSTANDING Source 5.55 Impact on the Australian economy The conscription debate Aspro was developed • The impact of World War I, with a particular emphasis in Australia as a direct World War I had a major economic impact on Australia and other nations. One of the most divisive and bitter arguments of the war was about the issue of conscription. result of the war. The cost of providing weapons, ammunition and supplies to the forces Conscription is the act of calling up eligible people (in this case, men) for compulsory military on Australia (such as the use of propaganda to Aspirin, a pain relief at home and overseas was vast. To meet these expenses, the federal service. By 1916, most of the initial excitement of war had been replaced by the grim reality in uence the civilian population, the changing role of medication that had been used in Australia government introduced income tax. It was also necessary to borrow funds that war meant suffering and death. Although there was a peak in enlistments after Gallipoli, women, the conscription debate) for years, became from overseas. Australia borrowed heavily from Britain to build vital from late 1915, numbers steadily declined. unpopular because wartime infrastructure, such as expanded railways. Australia would take The Labor Prime Minister, Billy Hughes (see Source 5.57), announced in 1916, following a trip it was made by the over 20 years to pay back loans taken out during the war. to the Western Front, that conscription was vital to continue the war effort. This was despite the German company HISTORICAL SKILLS Bayer. The redirection of raw materials to the war effort and the needs of fact that only a year earlier he had declared, ‘In no circumstances would I agree to send men out of • Use historical terms and concepts. wartime industries caused infl ation. As a result, the cost of living in Australia this country to fi ght against their will.’ rose by up to 50 per cent during the war years. The war also disrupted A plebiscite (a public vote or opinion poll) on conscription for overseas service was held in • Identify and select different kinds of questions about international trade. Naval blockades and the use of shipping for military October 1916. It was narrowly defeated. Most of Hughes’ Labor parliamentarians were opposed the past to inform historical inquiry. purposes meant fewer ships were available to move trade goods to overseas to conscription and, as a result, the Labor Party split. At the end of 1916, Hughes and 24 of his • Identify the origin, purpose and context of primary and markets. The Australian government had introduced tariffs (or taxes) on supporters left the Labor Party and formed a new party. The new Nationalist Party was made up of imported goods to protect its local wartime supplies. Many countries looked Hughes and his supporters, along with most of the former members of the Liberal Party. A second secondary sources. elsewhere for trade and discovered new sources in Japan and the USA. plebiscite was held in late 1917 and it was also defeated. Hughes could still have introduced Source 5.57 William Morris (Billy) Hughes • Process and synthesise information from a range of On the positive side, however, Australia developed new industries. conscription, as the results of the plebiscite were not binding, but he chose not to. sources for use as evidence in an historical argument. The fact that fewer goods could be brought in from overseas meant that Although both plebiscites were defeated, achieving inventive Australians began to develop alternatives that were made here. no change at all, the divisive impact on the nation was • Evaluate the reliability and usefulness of primary and By the end of the war, 400 new products were being manufactured in lasting. The issue split friends, neighbours, workmates secondary sources. Australia. The Newcastle steelworks, opened in 1915, was fl ourishing, the and even families. Well into the 1920s the scars of these • Identify and analyse the perspectives of people from Australian National Shipping Line had been established and the role of the bitter battles could be felt in the Australian community. Commonwealth Bank expanded considerably. the past. Supporters of conscription tended to be middle- and One new product, developed as a direct result of the war, was a medication upper-class people of British and Protestant background. • Identify and analyse different historical interpretations called Aspro (see Source 5.55). Before the war, aspirin (which at the time was The pro-conscriptionists argued that it was the patriotic (including their own.) a trademarked German-made pain reliever called Aspirin) had been widely duty of Australians to continue to support the war effort. used for pain relief in Australia. After the outbreak of war, the use of aspirin They accused opponents of being lazy and selfi sh, of became unpopular and unpatriotic because it was made by the German being ‘German lovers’ and of letting down the thousands company Bayer. Two Australian pharmacists, George Nicholas and Henry who had already given their lives. In their propaganda, Smith, analysed aspirin and came up with an Australian version, which they they used images of noble Australian soldiers and Teaching tips called Aspro. Aspro became one of the most widely used over-the-counter showed the Germans as grotesque, inhuman monsters medicines available in Australia. (see Source 5.58). Ask students what they think is likely to happen to There were people who profi ted from supplying goods needed for the war Opponents of conscription were more likely to the price of a desired good when there is a shortage effort. These included farmers who supplied wheat, dairy products and meat be working class, Catholic and of Irish background. of that good. Follow this up by de ning in ation for to feed the soldiers here and overseas. Wool was in great demand for soldiers’ Catholic Archbishop Daniel Mannix was the unoffi cial uniforms and munitions factories were working overtime to support the war leader of the anti-conscription campaign and he urged students. In ation occurs when there is more money effort. Catholics to vote ‘No’. Those who opposed conscription in circulation than there are goods to purchase. However, many workers felt that they were not sharing in the wartime claimed that Australia had already given enough of its As a result, prices for those goods increase causing profi ts. Wages fell but the cost of living rose. This led to some resentment and young men. They said that it was not really Australia’s even to strike action in the coal industry, the railways and the wharves. These war. They also argued that several hundred thousand the purchasing power of the currency to decline. strikes drew much criticism. The strikers were described as unpatriotic and soldiers had gone voluntarily to the war and that it was Students might like to know that post World War I, selfi sh, and they were largely unsuccessful. not necessary to force Australians to fi ght. Germany experienced hyperin ation which is extremely high in ation. In Germany, banknotes were used as wallpaper or kindling for res as they had very little monetary value.

Source 5.56 Wool, used to make Source 5.58 World War I poster, Skillbooster: Cast your vote soldiers’ uniforms, was a valued encouraging Australian men to fi ght commodity during the war. against a monstrous enemy 1 Have students draw up the table below in their

notebooks. Before they read anything about 268 oxford big ideas history 9: australian curriculum chapter fi ve world war I (1914–1918) 269 whether eligible people should be forced to undertake military service, have them think Workbook resources about the issue from both sides and ask them to present any possible arguments they can think of 2 Students should now read the section, ‘ e how they would have voted in the 1916 and 1917 Activity 5.2 Enlistment, recruitment and in their table (whether they personally agree with conscription debate’ in their student books. ey plebiscites. Give students each a piece of paper conscription the arguments or not). could also explore the conscription debate website with the following question and ask them to cast (see the weblink in the obook extras panel on this their vote. Once you have collected their spread) where they can listen to audio recordings votes, compareSAMPLE the class vote with the decisions of Arguments for Arguments against of what various groups and people thought about both the 1916 and 1917 plebiscites. Enter the ID number below into the search eld of conscription conscription conscription. Once they have done this, have your obook to access this resource. Are you in favour of conscription? them add any additional arguments to their table. ID05.22 Weblink: Conscription debate 3 Students should now be able to decide where ❒ Yes ❒ No Visit the Museum of Australian Democracy website they stand on conscription. Ask them to decide and listen to audio tapes about the conscription debate. OXFORD BIG IDEAS HISTORY 9: AUSTRALIAN CURRICULUM 5 WORLD WAR I (1914–1918) 270 271

Australian Curriculum focus support the British war effort; and Irish Catholics, who were a vocal section of the anti-conscription movement, were generally working class. HISTORICAL KNOWLEDGE AND 8 Individual responses will vary. UNDERSTANDING Many trade unionists opposed conscription, arguing that the war was a capitalist war and should not be supported. Some trade unionists also argued 9 Products to research might include: German breeds of • The impact of World War I, with a particular emphasis that if the majority of able-bodied Australian men were sent to the front, bigideas dog, such as Dachshunds and Rottweilers, and food on Australia (such as the use of propaganda to employers would begin to employ non-whites at lower wages, undermining products, such as German sausages and German beer. in uence the civilian population, the changing role of the gains that Australian workers had made over the preceding 14 years. Women were equally divided on the issue and were used by both sides 5.3 How did World War I affect life at home in Australia? 10 Individual responses will vary. women, the conscription debate) of the campaign. Images of women and children frequently appeared in 11 a Answers may include: propaganda successfully conscription propaganda (see Source 5.59). Remember Analyse 1 What roles were open to Australian women during World War I? 11 Negative attitudes towards Germans, even those who were convinced Australians that Germans were their HISTORICAL SKILLS However, it is important to recognise that the divisions between the two sides were not clear. Many farmers were opposed to conscription even though 2 What is a plebiscite? born here or were naturalised Australians, were widely held monstrous enemies; most people were affected during World War I. • Use chronological sequencing to demonstrate the they actually prospered as a result of the war. There were also some Protestant 3 Why do you think both sides of the conscription issue used by the war in some way or knew someone who a How do you explain this reaction? relationship between events and developments in religious leaders who were anti-conscription. Among those who had lost women, especially mothers, in their propaganda? was ghting the German army on the Western b Do you think the same reaction would happen today if different periods and places. loved ones in the war there were those who did not want others to suffer as 4 What was signifi cant about the number of Australian deaths in Australia were at war with a country from which many Front, so German-Australians became convenient they had. World War I? • Use historical terms and concepts. Australian citizens had migrated? Other bereaved families wanted to make sure that the war was won scapegoats; and Australia as a nation was • Identify and select different kinds of questions about so that their sons would not have died in vain. Understand Evaluate extremely nervous about the threat of invasion, so 5 Why do you think that Billy Hughes held two plebiscites when the past to inform historical inquiry. 12 Do you think that wars are more likely to have a unifying or many Australians could have genuinely feared that The consequences of war he had the power to introduce conscription without the nation’s a divisive impact on a country? Explain your view. German-Australians were a threat to their national • Evaluate and enhance these questions. support? Approximately 65 million people from 30 nations were directly involved 13 Do you think the war might have affected Australia differently 6 Why do you think that the offer of the Australian Women’s security. in World War I. Of those involved, 9 million soldiers were killed or if conscription had been introduced? Write a report to outline Service Corps was rejected? mortally wounded, 22 million were wounded and 5 million went missing the possible effects of conscription on the war effort and the b Individual responses will vary. Points raised might in action and were never recovered. Civilians were also at grave risk. 7 Can you explain why middle- and upper-class people were home front. include: Yes: similar things occurred during World more likely to support conscription than working-class people? Answers: Check your learning Source 5.59 A pro-conscription poster (AWM ARTV05469) During the war, around 9 million people who were not directly involved War II and after the September 11 terrorist attacks; in the fi ghting died from starvation, epidemics or military actions. For Create Apply and Australia is still nervous about its status as a 1 Answers may include: it highlighted divisions in Australia, which was still a young nation, the total losses were enormous. 14 Put yourself in the role of a business operator during World Australian society, such as between Catholics and About 60 000 or 18.5 per cent of Australians who served overseas never 8 Divide the class into two sections, one for conscription and War I. When one of your male employees enlisted, you resource-rich, scarcely populated landmass, so that made it home. one against it. Hold a conscription rally. You may wish to do employed a young woman who has proved to be excellent. same fear could motivate a similar reaction. No: Protestants and between the working and upper some further research on the arguments used and the people Australia, which had entered the war with such You have spent time and money developing her skills and classes; the number of women working outside the involved in the conscription campaigns. Each side must international bodies, such as the United Nations, enthusiasm and confi dence in 1914, was a more serious, knowledge. When your former employee returns from the prepare: would place pressure on Australia not to react in a home rose by 13 per cent during the war and many sober and divided nation when the war was over. There had war, he expects to be re-employed. He has lost a leg and is • a speech suffering from shell shock. You have to decide what to do. young women continued to seek employment after been much sorrow and division but there had also been similar way; and Australia’s multicultural society has • a persuasive cartoon You cannot afford to employ them both. the war ended; Australia borrowed heavily to nance reason for great pride. As the years progressed, many were to made it more accepting of naturalised Australians in • a poster that would be carried in a rally. a On a sheet of paper, write all the arguments for sacking look back on World War I as one of the defi ning infl uences the war, creating debts that took several decades to the woman and re-employing the man. On the other recent years. on the nation’s development. 9 Aspro was developed because Bayer Aspirin was no longer repay; Australia developed new industries, such as imported from Germany. Research other products that had side, list the reasons why you should keep the young 12 Individual responses will vary. been imported from Germany and Austria before the war to woman and tell the man to look elsewhere. pharmaceuticals, in response to the decline in wartime 13 Individual responses will vary. Points raised might see if their banning led to the development of other Australian b Write a letter to the one who will not get the job, justifying trade; the conscription debate had established that products. your decision. include: the government may have struggled with what most Australians did not believe in conscription; and 10 Many women wrote letters to newspapers arguing for and to do with conscientious objectors; members of the Australia’s population was altered by the deaths of more against conscription. Choose one side of the argument and anti-conscription group, especially the anti-conscription than 60 000 mostly young men during the war. Check your learning write a letter to the editor from the perspective of a parent whose son is a soldier at the front line. socialists, may have radicalised in response; Australia 2 Answers may include: the government invested heavily 1 Identify three ways in which World War I changed would have suffered even greater casualties in the war; in war-related industries, such as the wool industry; Australia. the AIF may have been forced to introduce a harsher 2 How did the war infl uence Australian manufacturing? new local industries were developed in response to code of discipline to integrate reluctant conscripts into 3 How did Australians show their contempt for military life; Australia’s agriculture and raw industries the decline of wartime trade, such as the Newcastle Germany during the war? Steelworks; and the war created industrial unrest in 4 Why did many farmers oppose conscription? would have suffered from a lack of labour; the army may the manufacturing industries, as some trade unions have been forced to create more non-combatant roles Source 5.60 A sculpture commemorating Australian soldiers 5 What roles did Australian women play in the war believed the war was being used as an excuse to in World War I on the Anzac Memorial, Sydney effort in Australia? for paci sts and conscientious objectors; and most reduce wages and working conditions. volunteer soldiers serving on the Western Front voted against conscription, so they may have been angry at 3 Answers may include: by interning 6500 German- 270 oxford big ideas history 9: australian curriculum chapter fi ve world war I (1914–1918) 271 Australians in internment camps; towns with German having to serve alongside inexperienced conscripts who names were renamed; many German-Australian had not shared their experiences. businesses were boycotted; German schools were 14 a Individual responses will vary. governments do not necessarily have to act on the authority to introduce conscription without his party’s 7 Points raised might include: because it was the working closed; children sometimes threw stones at German Answers: Big ideas b Individual responses will vary. Students’ responses results of a plebiscite (unlike a referendum). support. and lower-middle classes who made up the bulk of the breeds of dog; soldiers in the AIF with German names 1 Answers may include: traditionally female roles should refer to speci c examples taken from (a). frontline soldiers in the AIF, so the upper and middle were often treated with hostility; Australian-Germans such as teaching, dressmaking, domestic work and 3 Points raised might include: because women could 6 Points raised might include: because the AIF was classes were less affected by the realities of the war; (even those born in Australia) were forbidden from factory work; war-speci c work such as nursing and exercise in uence over men to enlist or stay at ghting in distant theatres of war, there may genuinely because the upper and middle classes were more likely voting in the 1917 elections; and attempts were made munitions manufacturing; volunteer work such as home; because their votes could be decisive for both have been limited non-combatant positions available SAMPLE to enter the army as of cers rather than frontline soldiers to ban German literature in schools. with the Australian Red Cross, the Country Women’s sides; and because women were worried about the in Australia; the non-combatant roles the Australian prospects of life without a male breadwinner when Women’s Service Corps was offering to ll may have and were therefore less likely to be used as ‘cannon 4 Because conscription would have forced many of them Association, the Australian Women’s Service Corps, peace returned. ensured there was a place in the army for paci sts and fodder’; the upper and middle classes were more likely to abandon their farms to serve in the AIF, potentially and the Women’s Peace Army; and more traditionally conscientious objectors, so the army did not want them to have a private school background, where military destroying their livelihood. male roles that they lled during the war, working as 4 Australia had the highest casualty rate as a percentage of troops sent to war of any Commonwealth nation in lled by women; and they may have been concerned skills and achievements were considered important; 5 Answers may include: working as store clerks, secretaries, drivers, typists and telephonists. World War I. that women were not up to the task of lling such many upper-class Australian families sent their children bank tellers, secretaries, drivers, teachers, nurses, 2 A plebiscite is a kind of public vote, where all eligible important jobs. to study in Britain so they were more likely to want to dressmakers, domestic servants; and being involved voters get the opportunity to vote on a speci c issue. 5 Hughes’ own Labor Party did not support conscription, in volunteer organisations such as the Australian Plebiscites give an insight into public opinion but so a successful plebiscite would have given him the Red Cross. OXFORD BIG IDEAS HISTORY 9: AUSTRALIAN CURRICULUM 5 WORLD WAR I (1914–1918) 272 273

Australian Curriculum focus

HISTORICAL KNOWLEDGE AND UNDERSTANDING The legacy of the war

• The commemoration of World War I, including debates The legacy of World War I has shaped many aspects of Australian society and culture about the nature and signi cance of the Anzac legend over the course of the 20th century, both positively and negatively. The restrictions on trade imposed by the war forced Australia to develop new industries. The War Service Homes scheme was responsible for the development of new HISTORICAL SKILLS suburbs—streetscapes of comfortable Californian bungalows that are so desirable today. • Use historical terms and concepts. New hospitals, including the Repatriation General Hospital established in Hobart in 1921, were set up to care for those who had returned from war with physical or sometimes mental • Identify the origin, purpose and context of primary and injuries. The Returned and Services League (RSL), established in 1916, continues to provide secondary sources. support and advocacy for the veterans of any war that Australia has engaged in over the past century. • Process and synthesise information from a range of However, the war also left Australia a bitterly divided nation. The conscription debate sources for use as evidence in an historical argument. had reignited sectarianism (disagreement between Protestants and Catholics) and split the • Evaluate the reliability and usefulness of primary and Labor Party. The nation was saddled with huge war debts, a rising unemployment crisis, secondary sources. and a series of costly and unsuccessful schemes to convert large parts of the country to agricultural production. The Paris Peace Conference also had a lasting legacy on Australian • Identify and analyse the perspectives of people from society. The Australian delegation’s refusal to accept the racial equality proposal ensured the past. that the White Australia policy would dominate Australia’s interwar immigration policy. • Identify and analyse different historical interpretations It also turned Japan from an ally into a potential enemy. (including their own). The Anzac legend

Source 5.61 The Shrine of Remembrance opened in Melbourne in 1934 to commemorate Victorians For Australians, commemoration of war has always been closely who gave their lives in World War I. Similar war memorials exist in towns and cities across Australia. tied to the Gallipoli landing on 25 April 1915. Despite more Skillbooster: The Anzac legend successful or more destructive engagements during World War I, and despite up to 15 war experiences since 1918, it is Gallipoli A legend is a story that has been handed down from How is World War I remembered that symbolises Australia’s war experience. generation to generation. Legends are o en said to Despite the disastrous landing and loss of life, Australians at have taken place, but parts of them are o en not able home met the news from Gallipoli with a sense of pride. In the fi rst and commemorated? news reports that reached Australia, the soldiers were praised for to be authenticated—meaning they may not be true. 5.4 their courage and gallantry. Since the beginning of recorded history, certain individuals have been e Anzac legend (sometimes referred to as Anzac British war correspondent (journalist) Ellis Ashmead-Bartlett recognised for their actions during times of war. Whether they are seen wrote of the Anzacs, ‘There has been no fi ner feat in this war than spirit) tells of how the Anzacs (members of the as honourable leaders or bloodthirsty villains, key historical fi gures like this sudden landing in the dark and storming the heights, above Australian and New Zealand Army Corps) possessed Charlemagne, Attila the Hun, William the Conqueror, Genghis Khan and all holding on whilst the reinforcements were landing.’ (The Argus, certain qualities. Some of these Anzac qualities are Napoleon are remembered all around the world for the contributions they 8 May 1915). His views were echoed by British General Sir Ian Hamilton: expressed below. made in battle and for the ways in which they altered the course of history. • Anzacs will never quit. In the same way, wars can be defi ning points in the development of nations. For Source 5.62 • Anzacs help their mates. example, the USA was born as a result of the American War of Independence, and the … History contains no fi ner record of dauntless bravery than is here unifi ed nations of Germany and Italy were established following a series of wars in described, while the knowledge of the magnifi cent part taken in this • Anzacs are brave. the 19th century. spectacular drama by our own gallant troops will thrill every heart • Anzacs endure hardship. Symbols, traditions and events that commemorate war are important elements in in our own land. almost all nations. Well-tended war cemeteries can be found wherever signifi cant battles Ian Hamilton, ‘Australia’s Glorious Day: The Offi cial Story of the Landing and Attack by Our Combined Forces at the Dardanelles’ • Anzacs are larrikins. have been fought. The Australian War Memorial in Canberra is one of the most visited sites 1 Ask students to consider each of these statements in the country. War memorials, avenues of honour and statues of war heroes can be found The greatest praise of all came from King George V, who stated and explain whether they think the Anzacs in virtually every Australian town and city. Events and ceremonies that commemorate that the diggers had ‘indeed proved themselves worthy sons of the the wars in which Australia has fought are held each year on Anzac Day in April and Source 5.63 Cover of The ANZAC Book, a collection of stories, possessed these qualities. Students must support empire’. poems, sketches and reminiscences by the Australian soldiers at Remembrance Day in November. Gallipoli, edited by CEW Bean (AWM ART90422) their answer with examples from the source material in this chapter. 272 oxford big ideas history 9: australian curriculum chapter fi ve world war I (1914–1918) 273 2 It has been said that the qualities possessed by the Anzacs have become part of our national identity (what it means to be an Australian). Ask students if they think that Australians possess the qualities For your information Also of interest in this discussion is the building of the Teaching tips in the statements? Why/Why not? It is interesting to note that Professor Manning Anzac legend. Charles Bean was Australia’s o cial For background information, or if you your students 3 ‘In times when disasters have hit Australia in Clark in A History of Australia found evidence that war historian and wrote about the legend. It has been are particularly interested and competent, it is worth the form of oods, bush res and cyclones, the Anzacs did not always live up to their honourable said that Bean exaggerated the sacri ces that the watching the Q&A Anzac Day special (see the Australians have come together to help each reputation. Clark documented that some soldiers in Anzacs made in SAMPLEorder to provide comfort to those weblink in the obook extras panel on this spread). other. ey have helped in rescue e orts and have families who had lost their loved ones in the war. Egypt behaved badly on occasion by drinking too e program discusses the Anzac legend and Enter the ID number below into the search eld of provided food and shelter as well as comfort to much, brawling and going to brothels. whether it is relevant today. your obook to access this resource. survivors. is is a way in which the Anzac spirit It might be worthwhile noting that some criticise the ID05.01 continues today.’ Flashcard glossary: World War I legend of the Anzacs, believing it to be based on male ID05.23 Weblink: Anzac legend Comment on whether you agree or disagree with mateship, excluding females. this statement. Visit the ABC website to view the Q&A Anzac Day special. OXFORD BIG IDEAS HISTORY 9: AUSTRALIAN CURRICULUM 5 WORLD WAR I (1914–1918) 274 275

Australian Curriculum focus

HISTORICAL KNOWLEDGE AND UNDERSTANDING Origins of the legend • The commemoration of World War I, including debates The signifi cance of the Gallipoli campaign, and the origin of the Anzac legend that surrounds it, can about the nature and signi cance of the Anzac legend largely be linked to the fact that it was the fi rst time that Australians had fought in a war. As a united HISTORICAL SKILLS country, Australia had only existed for 13 years at the time it went to war. Australians at home waited eagerly • Identify and select different kinds of questions about for accounts of the fi rst encounter of the Australian the past to inform historical inquiry. Imperial Force. When news of the fi rst battles at Gallipoli appeared in Australian papers on 8 May 1915, • Evaluate and enhance these questions. the fact that the landing had been a failure was almost • Identify and locate relevant sources, using ICT and completely overlooked. other methods. Commentators at the time, and in the years since 1915, have developed the theme that Gallipoli was • Identify the origin, purpose and context of primary and a defi ning national experience. It has been said that secondary sources. ‘Australia became a nation on the shores of Gallipoli’. • Process and synthesise information from a range of Historians have referred to the Gallipoli experience sources for use as evidence in an historical argument. as Australia’s ‘baptism of blood’ or ‘baptism of fi re’. Australian historian Bill Gammage wrote of the • Evaluate the reliability and usefulness of primary and experience, ‘The circumstances of a national army, Source 5.66 Anzac soldiers in the trenches using periscope rifl es (AWM A03868) secondary sources.

• Identify and analyse the perspectives of people from an arena, a brave enemy … led three nations, Australia, the past. New Zealand and Turkey, to create national traditions from the Gallipoli Campaign.’ • Identify and analyse different historical interpretations Source 5.64 Dawn service is held on 25 April each year at Anzac Cove, Gallipoli. It has also been suggested that, although they were (including their own). enemies, a sense of respect developed between the Anzac • Develop texts, particularly descriptions and discussions soldiers and the Turks. Engraved at Anzac Cove are the Anzac Day commemoration that use evidence from a range of sources that are words written in 1934 by Kemal Atatürk, Commander of Anzac Day, 25 April, was made a day of commemoration in 1916, and ceremonies and marches the Turkish 19th Division during the Gallipoli campaign, referenced. were held all around Australia. A march was also held in London, England, where the Anzac and the fi rst President of the Turkish Republic, from 1924 • Select and use a range of communication forms (oral, troops were hailed by local newspapers as ‘The Knights of Gallipoli’. By 1927, Anzac Day had to 1938: become a public holiday in Australia, with marches and dawn services held around the country graphic, written) and digital technologies. Source 5.68 annually. The events of 25 April 1915, on a peninsula in Turkey, continue to resonate with Australians Those heroes that shed their blood and lost their lives … today. More than any other event in Australia’s history, the Gallipoli landing occupies a special you are now lying in the soil of a friendly country. place. A legend has developed around Gallipoli that grows stronger as the years pass. Schoolchildren Therefore rest in peace. There is no difference between Skillbooster: Report on Anzac Day learn about the Gallipoli landing and relish legends such as the story of Simpson and his donkey. the Johnnies and the Mehmets to us where they lie side by Hundreds of thousands of Australians join in or watch Anzac marches through large capital cities and side here in this country of ours. You, the mothers, who commemorations sent their sons from far away countries, wipe away your small country towns. Many more take part in commemorations and wreath-laying ceremonies at war tears; your sons are now lying in our bosom and are in Have students use the Internet to research traditions memorials throughout the country. peace. After having lost their lives on this land they have Each year, increasing numbers of young Australians fi nd their way to Gallipoli to be present at the and rituals that are now part of Anzac Day. Ask become our sons as well. Anzac Day dawn service. It has become something of a rite of passage. Anzac ceremonies, wherever Memorial written by Kemal Atatürk, 1934 students to describe what happens to commemorate they are held, traditionally conclude with the words from Laurence Binyon’s poem ‘For the Fallen’: Anzac Day. In their descriptions they should include: Source 5.65 • the Dawn Service They shall grow not old, as we that are left grow old; • the gun re breakfast held a er the dawn service Age shall not weary them, nor the years condemn. on Anzac Day At the going down of the sun and in the morning Source 5.67 ‘A present from home—“Do they think we’re on a We will remember them. bloomin’ pic-nic?” ’, cartoon from The ANZAC Book, 1916, edited • the Anzac Day march and who is allowed to Laurence Binyon, ‘For the Fallen’ by CEW Bean, p. 64 (AWM ART00052) march • two-up 274 oxford big ideas history 9: australian curriculum chapter fi ve world war I (1914–1918) 275 • wearing medals (describe the protocol) • wearing rosemary • laying a wreath of owers Teaching tips • the ode of remembrance Watch a short video clip showing the Anzac Day • the last post service in Townsville (see the weblink in the obook • Anzac biscuits. extras panel on this spread). Stop at various points Students should nish their report by discussing and ask students to point out the symbols, rituals, SAMPLE whether they think Anzac Day should continue music and poetry that are part of the service. and why. For your information Enter the ID number below into the search eld of your obook to access this resource. Anzac Day is now a day that commemorates all ID05.24 Weblink: Anzac Day service Australians who served and died in wars, con icts and peacekeeping operations. It is no longer just Visit the ABC website to view the Anzac Day dawn about the Gallipoli landing on 25 April 1915. service in Townsville. 276 the traditional lands of Lake Condah in Victoria Victoria in Condah of Lake lands traditional the to He belonged ‘black’. not apure-blooded was o Herbert that documented had time at the cers to accepted He was recruiting as war the in ght Fi the with Battalion. Gun France h Machine Western Front on the in served Lovett Herbert Case study2:HerbertLovett schemes. settlement soldier the under land granted was soldier one Indigenous only that It seems schemes. settlement state various under tofarm land allocated be could servicemen returned A block. settlement asoldier war, the er not granted He was country. for fought his he had though even he received of recognition lack the and found he still racism by the a frustrated was Douglas war the er ‘di someone out as him that erent’. It claimed is marking clearly him, studied had anthropologists and doctors but not before German prisoners, black of of acamp Worldin charge in War I placed and Germans by the captured was Douglas rejection. of for fear background Aboriginal their not list did di tocon many cult that given number this rm World in War Ibut enlisted it is Australians Indigenous World 400 say War sources Some I. during Battalion 13th the in served who serviceman Indigenous an was Grant Douglas Private Case study1:DouglasGrant follow. which questions the answer them have then and tostudents studies case these Read soldiers andtheAnzacspirit Skillbooster: IndigenousAustralian • • • • • • HISTORICAL SKILLS • UNDERSTANDING HISTORICAL KNOWLEDGEAND Australian Curriculumfocus 5 WORLD WAR I(1914–1918) CURRICULUM HISTORY 9: AUSTRALIAN IDEAS BIG OXFORD graphic, written)anddigitaltechnologies. Select andusearangeofcommunicationforms(oral, (including theirown). Identify andanalysedifferent historicalinterpretations the past. Identify andanalysetheperspectivesofpeoplefrom secondary sources. Evaluate thereliability andusefulnessofprimary sources foruseasevidenceinanhistoricalargument. Process andsynthesiseinformationfrom arangeof Use historicaltermsandconcepts. about thenature andsigni cance oftheAnzaclegend The commemorationofWorld War I,includingdebates application. areplytohis He received never at Lake Condah. lands traditional on his block settlement soldier World from for a War applied John return II, his World the in War Upon II. also enlisted Herbert this, Despite Tyers Gippsland. in Lake Station to Condah Lake in Mission Aboriginal the from removed been had families many Aboriginal that he found war the from he returned when and earlier. (AWM FOR/66/0665/UN) fiyears 50 battle in ‘mateship’ of Gallipoli at spirit the evident rst the Vietnam War) indicates, Australian soldiers have maintained 276 5.69 Source oxford 9:australiancurriculum bigideashistory As this photo (taken on 19 August 1966 during 1966 during 19 on August (taken photo this As

focus on … to Gallipoli. at half-masttopayrespectthisfi nallink Australia andoverseas,fl agswere fl own the defenceforces.Onthisday,around Minister JohnHowardandthechiefsof funeral wasattendedbythethenPrime grounds aroundayearlater.Campbell’s trenches. Hewasdischargedonmedical ammunition, suppliesandwatertothe Gallipoli inNovember1915.Hecarried of 18requirement.Campbelllandedat about hisagetomeettheminimum enlisted intheAIFatage16,afterlying (‘Alec’) Campbell,aged103.Campbell 2002 withthedeathofAlexanderWilliam Gallipoli campaignwasloston16May The lastlivingAustralianlinktothe signifi cance: cance: Source 5.70 Source in signifi grown Day has World Anzac 1980s after War the butdecades since II, the Day in Anzac in interest in some decline was to fade.There begin signifi World of the the last died, Warwould Idiggers of Gallipoli cance the as that It expected static. was legend not has remained Anzac The Anzac legendtodayThe is fi rmly and securely at the centre of national consciousness. fiis consciousness. of national thecentre at andsecurely rmly legend 2015, Anzac of in place the the of Gallipoli centenary the approaches nation the as fact, In landing. Gallipoli of commemoration the to the linked events are sporting even and programs radio and television services, church Gallipoli landing. of the awareness popular and media brought widespread campaign, of the 75th the 1990, to mark in anniversary survivors of Gallipoli pilgrimage The have events brought of 1915 the community. wider of attention to the the of fi popularity the Worldas Gallipoli with such combined lms War Iveterans of numbers declining to the paid attention complex. The are story Gallipoli As the years progress, its place in Australia will continue to grow and change. and to grow continue will Australia its in place progress, years the As legend not is static. Anzac the that to recognise buthappen, it important is will this that It unlikely is landing. Gallipoli of the oralongside instead story, national recognised of the be bad,should and good aspects other Day. for possible replacements Anzac as suggested 5.69) been Source have all War (see Tan Vietnam WorldKokoda of the in Long in Battle the War and II World in War I,Tobruk and Villers-Bretonneux atand Pozières battles The commemoration. of national more deserving are engagements war other that Alec Campbell Alec 3 Describe the ‘double injustice’ that occurred to occurred that injustice’ ‘double the Describe 3 two of these treatment the you Do think 2 scheme? settlement soldier the is What 1 Today, interest in Anzac Day has never been stronger. School assemblies, assemblies, Today, stronger. School never Day been has Anzac in interest legend the and Anzac the of in interest resurgence for this reasons The Others have argued that the focus on Anzac Day glorifi onAnzac focus the that have argued Others have Some suggested legend the notits critics. is without Nevertheless, both the men in these case studies. case these menin the both not? Why/Why spirit? Anzac the captures Australians Indigenous cance. cance. SAMPLEAlec Campbell es war and that that and war es

focus on … Source 5.76 Source 5.75 Source 5.74 Source 5.73 Source 5.72 legend acrosstime. indicates thatAustralianshavedebatedthemeaningofAnzac on itsoriginsandimportancevary.Thisrangeofsourcesclearly Although AnzacDayissignifi cantinAustraliansociety,opinions contestability: contestability: extras panel on this spread.) on this panel extras o the in weblink (See the of warfare. horrors the with compared legend when Anzac of the lie to the refers and experience war the It describes Vietnam. about written asong was Redgum band Australian of the Green)’ Light Schuman by John the (A in Walk ‘I Was toconclude. 19 asong Only playing Consider Teaching tips May they rest with God. rest with they May future. the to pass and cherish must heirs, which their we, and fithem—embodied after came those who rstAnzacs—and which values those human ofthe And nations. ofour essence very the meaning, the depth, the spirit, the Of past. our Of identity. national Of honour. Of gratitude. Of loss. Of sadness. of great sense The hearts. ofour quiet we it inthe feel shoreline, this along more once settle will that silence inthe and dawn, early of the words’. for stillness inthe deep But too something ‘about Clark, Manning historian Australia’s said It is, great Zealanders. New and Australians us to means day this all that express can No one them. inside spirit Anzac the carries teachers and grandparents parents, their from stories the heard who has …Everyone were planted ofalegend seeds the ofGallipoli, beaches the swarmed Anzacs fi the When identity. Australian the to central and present, and past Australian ofthe part integral an is spirit Anzac The day. ofthat sentimentality heady already the amplify to it tended inthat dangerous and excessive somehow then me to ‘seemed Seymour, wrote calendar’, Australian in the day solemn most the over settled which had haze beery … the call kinsmen. to you are proud Empire ofthe citizens the and inarms, brothers as you claimed have Army British the Your in comrades heroes. as you hailed world has The Immortals. ofthe temple inthe aplace you won have deeds your Soldiers, manhood. ofAustralian idea their to true be could they unless living life dear, worth but not was Life very was Prime Minister Billy Hughes, Anzac Day ceremony, ceremony, Day Anzac Hughes, Billy Minister Prime Address by His Excellency the Governor-General Governor-General the Excellency byHis Address the Anzac legend Anzac the Edwina Chestney, Simpson Prize Essay, 2010 Prize Simpson Chestney, Edwina The One Day of the Year Alan Seymour, the of Day One The Sir at William Deane Gallipoli, 25 1999 April (1938) Anzac of Story The Bean, CEW London, 1916 rst , 1960 , book Source 5.78 Source 5.77 5.71 Source 25 April 191525 April AQ2781) (AWM hundred years ago. Is it not now time for Australia to cast it aside? cast to Australia for time now ago.Isit not years hundred a currency had inwar. that are made idea an It is men and nations that is legend Anzac ofthe premise key The relevance. general of aspirit to birth give could society unnatural an such how ask We might well age male cohort. narrow avery from were drawn associates their then even and end, on foryears company all-male in ofbeing situation distinctive were inthe life …They normal from were far removed soldiers The experience. oftheir uniqueness Asignifi world. ofthe side other the on service active on Force (AIF) Imperial Australian ofthe members the among born was nation of the spirit the that idea overbearing the again at look to It essential is apeople. as collectively us, changed rather, it has changed; not has legend Anzac ofthe essence the Thus, era. ofabygone rhythm the to beats legend ofthe heart and nature essential the crusades, and voices absent for account to made been have alterations Whilst Australian soldiers in a boat headed towards Anzac Cove, Cove, Anzac towards headed aboat in soldiers Australian cant problem with this proposition is the very very the is proposition this with problem cant What’s Wrong with Anzac? with Wrong What’s and Marilyn Lake, New South Books, April 2010 April Books, South New Lake, Marilyn and Lauren McAlary, Simpson Prize Essay, 2010 Prize Simpson McAlary, Lauren chapter fi ve world warI(1914–1918) Henry Reynolds (ed.) Reynolds Henry 277 Schuman. John songwriter the about information contains lyrics. Green)’ the read Light and also website is ‘I song Was 19 the (A tothe Only in Walk Listen ID05.25 resource. this toaccess obook your search the below into number ID the Enter eld of Weblink: ‘I was only 19’ only ‘I was Weblink: 277 277 OXFORD BIG IDEAS HISTORY 9: AUSTRALIAN CURRICULUM 5 WORLD WAR I (1914–1918) 278 279

Australian Curriculum focus integral and ongoing part of Australia’s identity; Source 5.76 says that the values embodied by the original AIF soldiers are still incredibly important HISTORICAL KNOWLEDGE AND today; and Source 5.77 suggests that the Anzac UNDERSTANDING Remembrance Day (Armistice Day) legend has collectively in uenced the nature of the • The commemoration of World War I, including debates Anzac Day is the main day for war commemoration in Australia and bigideas Australian people. about the nature and signi cance of the Anzac legend New Zealand. However, Remembrance Day, 11 November, is a more Sources questioning the Anzac legend: Source 5.74 general recognition of the sacrifi ces made in war. This date marks the 5.4 How is World War I remembered and commemorated? day and the hour when the Armistice (ceasefi re) was signed, bringing says that Anzac Day has become a celebration HISTORICAL SKILLS an end to World War I. of drinking and nationalism rather than solemn Remember 11 Examine the observations in Sources 5.72 to 5.78. • Use historical terms and concepts. In many countries, people pause for one minute at 11.00 a.m. on a Divide them into two categories: those supporting the commemoration of war; and Source 5.78 1 What was the immediate reaction in Australia to news of the Remembrance Day to remember those who gave their lives in war. Red Anzac legend and those questioning it. says that the AIF represented a tiny fraction of Gallipoli landing? poppies are worn to symbolise the dead. At these ceremonies, the poem b How do you explain the fact that there are different According to the legend, what are the main characteristics of Australian society who experienced exceptional ‘In Flanders Fields’ is frequently read. 2 interpretations of the Anzac legend? the Australian ‘digger’? circumstances, and that it is wrong to claim that c How do you envisage that Anzac Day may be celebrated For your information 3 Why are red poppies worn on Remembrance Day? in the year 2050? such a small, uniform group of young men could Red poppies are a symbol of remembrance. In France Understand Evaluate de ne the identity of an entire society. Source 5.79 b Points raised might include: that all historical and Belgium they were the rst plants to grow a er 4 Was it signifi cant that the Anzacs were praised by an English 12 It has been argued that wars are essential to a nation’s In Flanders fi elds the poppies blow journalist, a British general and the King of England? development and sense of identity. Do you believe this is true? events are open to interpretation; that people’s action on the battle elds had stopped. e red colour Between the crosses, row on row, 5 The Anzacs were fi ghting the Turks on their home soil. They In your answer, make reference to features of Australia’s war perspectives on historical events can change over symbolises the shedding of blood and sacri ce. That mark our place; and in the sky could be said to have invaded Turkey. However, there seems experiences at several points during World War I. The larks, still bravely singing, fl y time; that the Anzac legend has been invoked by to have been a mutual respect between the two peoples, which 13 Around the time of Anzac Day, analogies are often made Scarce heard amid the guns below. Answers: Check your learning has grown through the years. How would you explain this? between sport and war. References are made to ‘mateship’, many different people and groups with very different We are the Dead. Short days ago ‘teams going into battle’, ‘combat’, ‘courage’ and so on. Some ideologies; and many of the Anzacs, such as Alec 1 Answers may include: war cemeteries, war We lived, felt dawn, saw sunset glow, Apply suggest that this is appropriate; others say it is disrespectful to Loved and were loved, and now we lie Campbell, resisted the glori cation of the war. memorials, national days of commemoration, statues 6 Reread the memorial written by Kemal Atatürk (Source 5.68). the soldiers who gave their lives. What is your view? In Flanders fi elds. of notable soldiers and leaders, literature and walks of Imagine you are one of the mothers whose sons are buried at c Individual responses will vary. Points raised Take up our quarrel with the foe: Gallipoli. Write a letter of gratitude to Atatürk. Create honour. To you from failing hands we throw might include: that Anzac Day might become 7 Research one of the war engagements that some suggest 14 Carefully study the observations on the Anzac legend (Sources The torch; be yours to hold it high. celebrated as Australia’s National Day, because 2 Answers may include: the Australian War Memorial in should replace Gallipoli as the day of national commemoration 5.72 to 5.78). For each observation, provide an image that If ye break faith with us who die Canberra, which is both a memorial and a museum; (Pozières, Villers-Bretonneux, Tobruk, Kokoda or Long Tan). refl ects its sentiments. You may use photographs, sketches, it is more accessible and inclusive than Australia We shall not sleep, though poppies grow there are local war memorials in most towns in Australia, Write a proposal to the Government suggesting the change and paintings, cartoons or other images. Day; that it might decline in importance as military ‘In Flanders Fields’, John McCrae (1872–1918) giving evidence to support your proposal. as well as in many schools and universities; ceremonies 15 Interview ten people (males and females of various ages and achievements become less relevant to Australian occupations). Use these interviews, plus other material in society; it might continue to be commemorated are held to commemorate war on Anzac Day (25 April) Analyse this chapter, to write an article for your school newsletter or and Remembrance Day (11 November); sporting events 8 Why do you think that wars and war experiences are such annual. The article is to be titled: ‘What Anzac Day means with memorial services and marches by currently signifi cant parts in so many national stories? are held on signi cant days, such as Anzac Day; and to Australians today’. serving and former soldiers; and the descendants 9 Examine the cartoon ‘A present from home’ (Source 5.67). school assemblies and church services are held on of soldiers may outnumber the serving and former a What point is it making and how is the point made? soldiers in the Anzac Day marches. Anzac Day. Check your learning b How would a cartoon such as this contribute to the Anzac 3 Points raised might include: it was only Australia’s legend? 12 Points raised might include: Yes: the experiences of 1 What evidence is there that war commemoration is an important 10 Some have suggested that the Peter Weir fi lm Gallipoli (1980) the AIF at Gallipoli were adopted as the cornerstone second involvement in the war, and its rst major part of many nations’ histories? played an important role in the revival of interest in the Anzac of Australia’s national identity; and Australia was campaign since federation; it was well reported and 2 In what ways do Australians commemorate war? legend. View the fi lm and suggest why the fi lm may have represented by its own delegation at the Paris Peace publicised by of cial correspondents such as CEW 3 Why do you think the Gallipoli landing is such a signifi cant event in had this impact. Refer to specifi c features of the fi lm (scenes, Bean; the AIF fought valiantly at Gallipoli, despite the Australia’s history? characters, incidents, symbols and music). Conference, despite Britain being responsible for terrible planning of the Dardanelles Campaign by 4 Why do some Australians challenge the celebration of Anzac Day? Australia’s foreign affairs, suggesting that Australia the British commanders; and the Gallipoli Campaign 5 Why is Alec Campbell considered to be a signifi cant individual? became increasingly recognised by other nations How do you explain the fact that there are different interpretations has been politicised and romanticised to t various 6 because of the achievements of the AIF. of the importance of the Anzac legend? ideologies. No: Because Australia did not ght in its own defence 4 Answers may include: because it glori es war; because in World War I; World War I created divisions in the Gallipoli landing was unsuccessful in so many ways; Australian society, massive debts and an unemployment because it was not Australia’s rst action in World War I; crisis, limiting rather than contributing to the nation’s 278 oxford big ideas history 9: australian curriculum chapter fi ve world war I (1914–1918) 279 because several AIF actions on the Western Front— development; and Australia already had a unique both successful and unsuccessful—may be more national identity prior to World War I. deserving of national commemoration; and because 13 Points raised might include: For: it is part of the the focus on Anzac Day as the de ning national Answers: Big ideas soldiers were still British awards; such praise helped 6 Individual responses will vary. b Points raised might include: because it re ects the Australian tradition and identity to stand by your mates Australian of cials justify the war to an increasingly unique brand of humour often attributed to the experience of Australia ignores other signi cant aspects 1 Australian newspapers praised the soldiers for their 7 Individual responses will vary. and sport is the peacetime equivalent of that ethos. dissatis ed and war-weary public; and the Australian Anzacs; it suggests that the Anzacs were able to of Australia’s history that have also contributed to the courage and dignity. 8 Points raised might include: because many nations Against: it continues the male dominated view of media and government bestowed similar praise on overcome immense dif culties with resourcefulness national identity. 2 Answers may include: creativity, great courage, were formed out of military uprisings; because war Australian identity that links it to physical toughness the AIF. and good humour. 5 Because he was the last survivor of the Gallipoli resourcefulness, resilience and humour. SAMPLEhas historically played a key role in Western ideas of and precludes females from an equal sense of national 5 Points raised might include: there was little historical manhood and nationhood; and because popular culture 10 Individual responses will vary. identity; it trivialises the sacri ces made by soldiers in Campaign when he died in 2002. 3 To symbolise and commemorate the dead, and in enmity between Australia and Turkey; volunteer soldiers has transmitted military values and beliefs. 11 a Sources supporting the ‘Anzac legend’: Source World War I and subsequent wars. 6 Points raised might include: that all historical events reference to the poem ‘In Flanders Fields’. on both sides had enlisted for similar reasons; both 9 a The cartoon makes the point that packages and 5.72 says that the AIF soldiers at Gallipoli were 14 Individual responses will vary. are open to interpretation; that people’s perspectives 4 Individual responses will vary. Points raised might sides respected the bravery of their opponents; both presents soldiers received were often impractical, willing to die for their ideal of ‘Australian manhood’; on historical events can change over time; and include: because Australia was still a Dominion of the 15 Individual responses will vary. sides appreciated the respect shown to the dead and showing that people at home knew little of the Source 5.73 says that the soldiers of the AIF were that the Anzac legend has been invoked by many British Empire, such tributes from British journalists wounded; and the respective governments have made realities of the war. The cartoon uses irony to make celebrated as heroes by all the Allied nations; different people and groups. and of cials were symbolically signi cant; the highest speci c attempts to improve relations since World War I. this point, as the soldier is seen opening a ‘home Source 5.75 says that the Anzac legend is an honours which could be bestowed on Australian cookery’ book sent from home. OXFORD BIG IDEAS HISTORY 9: AUSTRALIAN CURRICULUM 5 WORLD WAR I (1914–1918) 280 281

Australian Curriculum focus

HISTORICAL KNOWLEDGE AND UNDERSTANDING • An overview of the causes of World War I and the connectingideas reasons why men enlisted to ght in the war • The places where Australians fought and the nature of warfare during World War I, including the Gallipoli Plastic surgery then and now campaign World War I was a brutal war that resulted in the deaths of about 15 million • The impact of World War I, with a particular emphasis soldiers and wounded about 20 million. Civilians were also horribly aff ected, on Australia (such as the use of propaganda to A new kind of surgery in uence the civilian population, the changing role of with over 7 million killed. Many of these deaths were the result of more eff ective At the outbreak of World War I, plastic surgery was still very basic. The development women, the conscription debate) weapons, such as machine guns, mortar bombs, chemical weapons and of anaesthetics had made more complicated surgical techniques possible, but those techniques were still not fully developed. As surgeons had to deal with an increasing • The commemoration of World War I, including debates fl amethrowers. Th e damage these new weapons infl icted on human beings number of men with horrifi c wounds, many new techniques were improvised on the spot. about the nature and signi cance of the Anzac legend could be horrifi c. Medical science did its best, given the still relatively primitive Devastating facial wounds (most often caused by gunshots) became a priority for plastic surgeons because they often prevented soldiers from returning to any kind of normal life. resources and technologies at the time, to make life for damaged people more Harold Gillies, a New Zealand facial surgeon based in England, pioneered many methods HISTORICAL SKILLS bearable. Perhaps the most signifi cant medical innovation to come out of the such as skin grafts, complicated ‘fl ap surgery’, and ‘staged’ grafts in order to treat these types of wounds. Gillies founded a hospital for facial wound victims which conducted • Use chronological sequencing to demonstrate the war was plastic surgery. over 11 000 operations on 5000 men. relationship between events and developments in 1 What were some of the plastic surgery techniques pioneered by Harold Gillies? different periods and places. 2 What do you think would have happened to the man in Source 5.81 if he had not had • Use historical terms and concepts. reconstructive surgery?

• Identify and select different kinds of questions about SourceSource 5.x 5.81 Four Four views stages of facial of facial reconstruction, reconstruction World around War Ithe time of World War I the past to inform historical inquiry. • Evaluate and enhance these questions. Unprecedented injuries • Identify and locate relevant sources, using ICT and The new weaponry of World War I was responsible From ‘normal’ to ‘perfect’ other methods. for entirely new types of injuries. Metal pieces (shrapnel) from exploded bombs, mines or shells After World War I, plastic surgery served a vital role: to allow soldiers with • Identify the origin, purpose and context of primary and mangled and disfi gured soldiers’ faces and bodies, terrible wounds to function in civilian society again. People today who have secondary sources. poison gas burned their skin, and bullets from been disfi gured by injuries can also benefi t from techniques that had their machine guns shattered their bones or tore off • Process and synthesise information from a range of beginnings in that war. Cosmetic surgery (that is, unnecessary but desirable limbs. The injuries sustained by many soldiers were plastic surgery to alter one’s appearance) became more popular in the last sources for use as evidence in an historical argument. horrifi c. To allow maimed and wounded soldiers half of the 20th century. Today, cosmetic surgery often caters to the modern- • Evaluate the reliability and usefulness of primary and to return to any kind of normal life, new types of day obsession with ‘perfection’. In 2010, in the USA alone, an estimated 10 secondary sources. reconstructive surgery needed to be developed. million purely cosmetic procedures were carried out on perfectly healthy men 1 What were some of the new types of wounds and and women aiming to cosmetically improve their appearances. The dramatic • Identify and analyse the perspectives of people from injuries suffered by soldiers in World War I? increase in the number of procedures worldwide has caused many to question the past. 2 What kind of obstacles do you think injured the ethics of surgeons who have much to gain fi nancially. Others argue that • Identify and analyse different historical interpretations soldiers would have had when they returned to the choice to ‘enhance’ one’s natural appearance is a basic right. civilian life after World War I? 1 How did the nature of the wounds suffered by soldiers in World War I lead to (including their own). the development of purely cosmetic surgery? • Develop texts, particularly descriptions and discussions Source 5.80 Devastating new weapons introduced during World War I caused terrible injuries. 2 What similarities and differences can you identify between the role of plastic Source 5.82 Jocelyn Wildenstein after her that use evidence from a range of sources that are surgery in World War I and cosmetic surgery today? cosmetic surgery referenced.

• Select and use a range of communication forms (oral, What evidence is there that plastic surgery has become a way for people to ‘improve’ on nature? graphic, written) and digital technologies.

280 oxford big ideas history 9: australian curriculum chapter fi ve world war I (1914–1918) 281 Answers: Unprecedented injuries 1 Answers may include: shrapnel wounds; poison gas Differences: many plastic surgery procedures, burns; dis gured faces and bodies due to artillery shells; Answers: A new kind of surgery Answers: From ‘normal’ to ‘perfect’ such as breast implants, are undertaken for purely and shattered bones and amputated limbs due to 1 Answers may include: skin grafts, ap surgery and 1 The nature of the wounds suffered by many soldiers in cosmetic purposes; plastic surgeons are highly paid machine guns. staged grafts. World War I would have prevented them from leading professionals, rather than experimental surgeons 2 Points raised might include: being afraid of going out 2 Points raised might include: his open wound would a normal civilian life after the war ended. The surgical breaking new ground. Teacher resources in public; dif culty meeting new people; dif culties most likely become infected, which may have killed him; techniques developed to treat these wounds, and allow SAMPLE Chapter 5 World War I reconnecting with old friends and family members; he would have struggled with feelings of shame and the soldiers to live relatively normal lives, began to be Editable chapter test feelings of shame about their appearance; dif culties embarrassment, impacting on his life; he would have used for purely cosmetic purposes in the second half of nding a job; and dif culties functioning normally. struggled with basic bodily functions, such as eating the 20th century. Available online at www.oup.com.au/ and drinking; and he would have lacked con dence in 2 Points raised might include: Similarities: plastic surgery bigideashistory9. Click on the ‘Teacher his engagements with others. can still be used to allow people with terrible wounds to Resources’ tab and enter the password (which live a relatively normal life; many of the techniques used can be obtained by contacting your Oxford in modern plastic surgery were pioneered by Dr Harold representative). Gillies during World War I.