Knowledge Organiser – Conflict and Tension, 1894-1918 (WWI) Unit One: the Causes of the First World War
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The American Attitude Toward the First Moroccan Crisis and the Algeciras Conference Betty Mullen Loyola University Chicago
Loyola University Chicago Loyola eCommons Master's Theses Theses and Dissertations 1952 The American Attitude Toward the First Moroccan Crisis and the Algeciras Conference Betty Mullen Loyola University Chicago Recommended Citation Mullen, Betty, "The American Attitude Toward the First Moroccan Crisis and the Algeciras Conference" (1952). Master's Theses. Paper 1174. http://ecommons.luc.edu/luc_theses/1174 This Thesis is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Master's Theses by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1952 Betty Mullen THE AMEllIOAlf ATTItuDE TOWARD TIlE FIRST MOROCCAN CRISIS AliI> T.8E ALGECIRAS COI'FERENOB by Betty 111111_ A Thesls Submitted to the Faoulty of the Graduate Sohool of Loyola University in Partial Fulflll.eut of the Requlrements to'l! the Degr.. of Dner ot Arts June 1952 ... LIFE Betty Mullen wal born in Chicago,. 111inoi8, May 11, 1926 • She waa graduated tram St. Thoma. the Apostle High School, Chicago, IlUDOis, June, 1944, and from Rosary College, River Foreat, Illinois, June, 1948, with the degree ot Baohelor of Arta. From 1948 to 1952 the author taught History at Visitation High ~chool, Chioago, Illinois. During this period she took courses in History ~t Loyola University. 11 TABLE OF COITENTS Chapter Page I. A BACKGROUND STUDY OF THE MOROCCAN SITUATION. • • • • • • • • • 1 Importance ot Moroeco--Al1gnment of the Great Powers and the Seoret Treaties. -
The German Fear of Russia Russia and Its Place Within German History
The German Fear of Russia Russia and its place within German History By Rob Dumont An Honours Thesis submitted to the History Department of the University of Lethbridge in partial fulfillment of the requirements for History 4995 The University of Lethbridge April 2013 Table of Contents Introduction 1-7 Chapter 1 8-26 Chapter 2 27-37 Chapter 3 38-51 Chapter 4 39- 68 Conclusion 69-70 Bibliography 71-75 Introduction In Mein Kampf, Hitler reflects upon the perceived failure of German foreign policy regarding Russia before 1918. He argues that Germany ultimately had to prepare for a final all- out war of extermination against Russia if Germany was to survive as a nation. Hitler claimed that German survival depended on its ability to resist the massive faceless hordes against Germany that had been created and projected by Frederick the Great and his successors.1 He contends that Russia was Germany’s chief rival in Europe and that there had to be a final showdown between them if Germany was to become a great power.2 Hitler claimed that this showdown had to take place as Russia was becoming the center of Marxism due to the October Revolution and the founding of the Soviet Union. He stated that Russia was seeking to destroy the German state by launching a general attack on it and German culture through the introduction of Leninist principles to the German population. Hitler declared that this infiltration of Leninist principles from Russia was a disease and form of decay. Due to these principles, the German people had abandoned the wisdom and actions of Frederick the Great, which was slowly destroying German art and culture.3 Finally, beyond this expression of fear, Hitler advocated that Russia represented the only area in Europe open to German expansion.4 This would later form the basis for Operation Barbarossa and the German invasion of Russia in 1941 in which Germany entered into its final conflict with Russia, conquering most of European 1 Adolf Hitler, Mein Kampf, trans Ralph Manheim (Boston: Houghton Mifflin Company, 1943, originally published 1926), 197. -
Primary Source and Background Documents D
Note: Original spelling is retained for this document and all that follow. Appendix 1: Primary source and background documents Document No. 1: Germany's Declaration of War with Russia, August 1, 1914 Presented by the German Ambassador to St. Petersburg The Imperial German Government have used every effort since the beginning of the crisis to bring about a peaceful settlement. In compliance with a wish expressed to him by His Majesty the Emperor of Russia, the German Emperor had undertaken, in concert with Great Britain, the part of mediator between the Cabinets of Vienna and St. Petersburg; but Russia, without waiting for any result, proceeded to a general mobilisation of her forces both on land and sea. In consequence of this threatening step, which was not justified by any military proceedings on the part of Germany, the German Empire was faced by a grave and imminent danger. If the German Government had failed to guard against this peril, they would have compromised the safety and the very existence of Germany. The German Government were, therefore, obliged to make representations to the Government of His Majesty the Emperor of All the Russias and to insist upon a cessation of the aforesaid military acts. Russia having refused to comply with this demand, and having shown by this refusal that her action was directed against Germany, I have the honour, on the instructions of my Government, to inform your Excellency as follows: His Majesty the Emperor, my august Sovereign, in the name of the German Empire, accepts the challenge, and considers himself at war with Russia. -
To End All Wars Manual EBO
EPILEPSY WARNING PLEASE READ THIS NOTICE BEFORE PLAYING THIS GAME OR BEFORE ALLOWING YOUR CHILDREN TO PLAY. Certain individuals may experience epileptic seizures or loss of consciousness when subjected to strong, flashing lights for long periods of time. Such individuals may therefore experience a seizure while operating computer or video games. This can also affect individuals who have no prior medical record of epilepsy or have never previously experienced a seizure. If you or any family member has ever experienced epilepsy symptoms (seizures or loss of consciousness) after exposure to flashing lights, please consult your doctor before playing this game. Parental guidance is always suggested when children are using a computer and video games. Should you or your child experience dizziness, poor eyesight, eye or muscle twitching, loss of consciousness, feelings of disorientation or any type of involuntary movements or cramps while playing this game, turn it off immediately and consult your doctor before playing again. PRECAUTIONS DURING USE: • Do not sit too close to the monitor. • Sit as far as comfortably possible. • Use as small a monitor as possible. • Do not play when tired or short on sleep. • Take care that there is sufficient lighting in the room. • Be sure to take a break of 10-15 minutes every hour. USE OF THIS PRODUCT IS SUBJECT TO ACCEPTANCE OF THE SINGLE USE SOFTWARE LICENSE AGREEMENT CONTENTS WARNING 1 Fixed Units 32 INTRODUCTION 2 Command Chain 32 Leadership 37 INSTALLATION 3 Promoting & Relieving System Requirements 3 -
The Commandant's Introduction
The Commandants Introduction By Michael H. Clemmesen his issue of the Baltic Defence Re- It seems now to have been generally members seem to have realised this fact. view marks a change in the editorial recognized that the Alliance has to be To succeed, the transformation must line that is symbolised by the changed reformed thoroughly to remain relevant take the alliance forward and change it cover. The adjustment is not only caused to the leading member state. The U.S.A., from being a reactive self-defensive alli- by the fact that the three Baltic states have involved as she is in the drawn-out War ance. The outlined new NATO is a po- succeeded in being invited to NATO as Against Terror that was forced upon her litically much more demanding, divisive, well as to the EU and now have to adapt by the 11 September 2001 attacks, is not and risky framework for military co-op- to the new situation. It is also based on impressed by the contribution from most eration. Its missions will include opera- the realisation that the two organisations of the European allies. Only a small tions of coercion like the one against will change their character when the inte- progress has been made in the Yugoslavia with regard to Kosovo as well gration of the new members takes place. enhancement of the force structures of as pre-emptive Out-of-NATO area crisis The implementation of the new editorial the European members since the 1999 response operations military activism line will only come gradually. -
Conflict and Tension 1894 – 1918
Conflict and tension 1894 – 1918 Wider world depth study Revision workbook Acklam Grange History department 60 minutes 4 questions to answer. Total of 44 marks. Q1. This source supports …….How do you know? 4 marks Q2.How useful are sources B and C ……..12 marks Q3. Write an account of a crisis………8 marks Q4.The main reason for………was….How far do you agree? 16 marks + 4 SPaG Author: Mrs G Galloway Name: What you need to know Part One – The causes of the First World War The Alliance system including: The Triple Alliance, the Franco – Russian Alliance and the relations between the Entente powers. The crises in Morocco and the Balkans (1905 – 1912) and their effects on international relations. Britain and the challenges to splendid isolation. Kaiser Wilhelm’s aims in foreign policy, including Weltpolitik. Colonial tensions European rearmament, including the Anglo-German naval race. Slav nationalism and relations between Serbia and Austria- Hungary The assassination of Archduke Franz Ferdinand in Sarajevo and its consequences The July crisis Timeline 1870 Franco-Prussian war. France was defeated. Germany as a country was created. Alsace and Lorraine were taken from France. To try and protect Germany from a revenge attack by France Germany entered into an alliance with Austria- Hungary and Italy (Triple Alliance) Early 1900s Anglo-German naval race. 1906 Britain launches the HMS Dreadnought. All countries in Europe also building up their arms 1905 First Moroccan Crisis – led to the humiliation of the Kaiser and the creation of the Triple Entente between Britain, France and Russia. Although not intended as a military alliance Germany felt threatened as it was surrounded by hostile neighbours. -
World War I Unit #1 Organiser in Europe in 1914”
Knowledge “War was inevitable Year 8 World War I Unit #1 Organiser in Europe in 1914”. Causes of Tension and War Archduke Franz Ferdinand Gavrilo Princip Key Terms • A member of the Austrian Royal • Gavrilo Princip was Family - nephew of Emperor Franz born in Bosnia in Militarism Building up military forces. Military Josef 1894, the son of a The army and navy – • Heir to the Austrian throne (next in postman. Agreements between fighting forces line to be the Emperor / ruler of • He became a Alliances countries to support each Alliances Austria-Hungary) member of the Black other in war. Promises between • Not very well liked in Austria Hand – a Serbian countries to support Pride and devotion to one’s • Married to Sophie and had three terrorist organisation Nationalism each other country. Children which wanted to hurt Colony • Was sent on a Royal tour to Sarajevo, Austria and get it out The countries that make One country taking over the capital of Bosnia – a county which of Bosnia. up an Empire Imperialism another country Austria has just taken over. • Planned to The Balkans economically and politically. • Assassinated on June 28, 1914 by assassinate Franz Serbia and Bosnia Gavrilo Princip Ferdinand The murder of Franz Nationalism Assassination Ferdinand. Profound pride in ones country Timeline of 1914 – events leading up to the start of WW1 Competition Rivalry over trade. Slav An ethnic group from June 28 - Archduke Franz Ferdinand, prince to the Austria- Russia Alliances Hungary throne, is assassinated in Sarajevo by a Serbian named Annex In 1914 there were two main power blocks / alliances: Gavrilo Princip. -
French Perceptions of Britain from Fashoda to the Boer War
Cross Channel Reflections : French Perceptions of Britain from Fashoda to the Boer War. John Edward Blockley. Submitted in partial fulfillment of the requirements of the Degree of Doctor of Philosophy. 1 Statement of Originality. I, John Edward Blockley, confirm that the research included within this thesis is my own work or that where it has been carried out in collaboration with, or supported by others, that this is duly acknowledged below and my contribution indicated. Previously published material is also acknowledged below. I attest that I have exercised reasonable care to ensure that the work is original, and does not to the best of my knowledge break any UK law, infringe any third party’s copyright or other Intellectual Property Right, or contain any confidential material. I accept that the College has the right to use plagiarism detection software to check the electronic version of the thesis. I confirm that this thesis has not been previously submitted for the award of a degree by this or any other university. The copyright of this thesis rests with the author and no quotation from it or information derived from it may be published without the prior written consent of the author. Signature: John Edward Blockley. Date: 10 July 2014 Acknowledgement of Support. This work was supported by a Queen Mary, University of London, French studies bursary. Abstract. This Thesis adopts a variety of different approaches in order to throw light on French perceptions of the British at the turn of the twentieth century. Introduction, chapters one and two set these in the broader context of nineteenth-century attitudes, in particular the genre of invasion literature, and the corpus of work produced by writers from the Ecole Libre, Paris. -
Debating Cannae: Delbrück, Schlieffen, and the Great War Andrew Loren Jones East Tennessee State University
East Tennessee State University Digital Commons @ East Tennessee State University Electronic Theses and Dissertations Student Works 5-2014 Debating Cannae: Delbrück, Schlieffen, and the Great War Andrew Loren Jones East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/etd Part of the European History Commons, and the Military History Commons Recommended Citation Jones, Andrew Loren, "Debating Cannae: Delbrück, Schlieffen, and the Great War" (2014). Electronic Theses and Dissertations. Paper 2387. https://dc.etsu.edu/etd/2387 This Thesis - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. Debating Cannae: Delbrück, Schlieffen, and the Great War ___________________________________________ A thesis presented to the faculty of the Department of History East Tennessee State University in partial fulfillment of the requirements for the degree Master of Arts in History ________________________________________ by Andrew L. Jones May 2014 ________________________________________ Dr. Stephen G. Fritz, Chair Dr. Dinah Mayo-Bobee Dr. John M. Rankin Keywords: Nationalism, Delbrück, Schlieffen, German War Planning, Germany, Sedan, Moltke, War Enthusiasm, German Wars of Unification, World War I ABSTRACT Debating Cannae: Delbrück, Schlieffen, and the Great War by Andrew L. Jones Debating Cannae: Delbrück, Schlieffen, and the Great War provides the reader a view of the historical struggle between Alfred von Schlieffen and Hans Delbrück. They argued fiercely about the foundation of the German Empire and the use of history. -
Excellent Information #1 World War I: Outbreak, Experience & Aftermath
Excellent Information #1 World War I: Outbreak, Experience & Aftermath Terms and concepts: Hapsburgs (Dual Monarchy, Austria-Hungary) "Great Powers" Hohenzollerns (Germany) liberalism Romanovs (Russia) Ottoman Empire nation-states empires conservatism socialism (Marxism) parliaments Karl Marx (1818-1883) constitutional government Friedrich Engels (1820-1895) Reichstag (German parliament) Germany Social Democratic Party (SPD) Duma (Russian parliament, 1906-1917) Alsace-Lorraine Bosnia-Herzegovina Archduke Franz Ferdinand & Sarajevo Burgfrieden (peace of the fortress) August Days Schlieffen Plan Battle of the Marne trenches Battle of Verdun home front total war Turnip Winter (1916-17) Erich Ludendorff Paul von Hindenburg David Lloyd George November Revolution (Germany) Armistice (11 Nov 1918) Mustafa Kemal (Atatürk) Bela Kun (Hungarian communist) Woodrow Wilson Georges Clemenceau Fourteen Points Treaty of Versailles Rhineland “War guilt” clause (art. 231) League of Nations Major Language Groups: Romance Germanic Slavic Other Non Indo-Euro Indo-European French German Russian Latvian Hungarian Italian English Ukrainian Lithuanian Finnish Spanish Dutch Bulgarian Greek Estonian Portuguese Danish Serbo-Croatian Albanian Udmurt Romanian Norwegian Slovak Welsh Turkish Swedish Czech Gaelic Icelandic Polish Armenian Population of Powers (in millions) 1890 1900 1910 1913 Russia 116.8 135.6 159.3 175.1 US 62.6 75.9 91.9 97.3 Germany 49.2 56.0 64.5 66.9 Austria-Hung. 42.6 46.7 50.8 52.1 Japan 39.9 43.8 49.1 51.3 France 38.3 38.9 39.5 39.7 Britain 37.4 -
Opposition to the Burgfrieden: 1914–18
chapter 3 Opposition to the Burgfrieden: 1914–18 The Great War divided the international labour movement in ways that were neither foreseen nor straightforward. Workers had to choose between pre- serving the strength of the organisations that they had laboriously built over generations and the slow realisation that this very strength was being abused to legitimise a global massacre. These difficulties were further compounded by massive war propaganda: as Müller’s example shows below, even a social- ist worker had to struggle to emancipate himself from it. And under wartime censorship, propaganda was the only ‘information’ available. Splitting with their organisations did not even occur to workers who had been sceptical of or opposed to the war from the beginning: they continued to believe that only collective action would give them strength, including the strength to oppose the war – after all, that was what the labour movement had always been about. So organised workers did not leave the labour movement so much as begin to build opposition networks within it. This chapter tells the story of those that Richard Müller and his comrades in the DMV metal workers’ union built dur- ing the Burgfrieden, the political truce between the social democrats and the government that subordinated the German labour movement to the ‘national interests’ of the Reich when war broke out.1 ‘The Great Betrayal’ The onset of the World War did not come as a surprise to the European labour movement. By the time Otto von Bismarck left office in 1890, the system of European alliances that the famous chancellor had so carefully devised was starting to crumble. -
Europe's Scramble for Africa: Why Did They Do
Debating the DOCUMENTS Interpreting Alternative Viewpoints in Primary Source Documents Europe’s Scramble for Africa: Why Did They Do It? The 2008 World History Course Description of the College Board Advanced Placement Program* lists five themes that it urges teachers to use in organizing their teaching. Each World History Debating the Documents booklet focuses on one or two of these five themes. The Five Themes 1. Interaction between humans and the environment (demography and disease; migration; patterns of settlement; technology) 2. Development and interaction of cultures (religions; belief systems, philosophies, and ideologies; science and technology; the arts and architecture) 3. State-building, expansion, and conflict (political structures and forms of governance; empires; nations and nationalism; revolts and revolutions; regional, transregional, and global structures and organizations). 4. Creation, expansion, and interaction of economic systems (agricultural and pastoral production; trade and commerce; labor systems; industrialization; capitalism and socialism) 5. Development and transformation of social structures (gender roles and relations; family and kinship; racial and ethnic constructions; social and economic classes) This Booklet’s Main Themes: 1 Interactions between humans and the environment 3 State-building, expansion, and conflict * AP and Advanced Placement Program are registered trademarks of the College Entrance Examination Board, which was not involved in the production of and does not endorse this booklet. ©2008 MindSparks, a division of Social Studies School Service 10200 Jefferson Blvd., P.O. Box 802 Culver City, CA 90232 United States of America (310) 839-2436 (800) 421-4246 Fax: (800) 944-5432 Fax: (310) 839-2249 http://mindsparks.com [email protected] Permission is granted to reproduce individual worksheets for classroom use only.