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The Great War Begins

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The Great War Begins WH07_te_ch26_sec1_NA_s.fm Page 816 Friday, January 19, 2007 12:27 PM Step-by-Step WITNESS HISTORY AUDIO SECTION 1 Instruction The Spark 1 On June 28, 1914, Gavrilo Princip, a member of a Serbian terrorist group, killed Austrian Archduke Objectives Francis Ferdinand and his wife Sophie. As you teach this section, keep students The first [bullet] struck the wife of the Archduke, the focused on the following objectives to help “ Archduchess Sofia, in the abdomen. She died them answer the Section Focus Question instantly. and master core content. 1 The second bullet struck the Archduke close to ■ 1 the heart. He uttered only one word, ’Sofia’—a call Describe how international rivalries and nationalism pushed Europe to his stricken wife. Then his head fell back and he toward war. collapsed. He died almost instantly.” —Borijove Jevtic, co-conspirator ■ Explain how the assassination in Sara- ᮡ The assassin, Gavrilo Princip jevo led to the start of World War I. The assassinations triggered World War I, called “The Great War” by people at the time. ᮤ Austrian Archduke Francis ■ Analyze the causes and effects of the Ferdinand and his wife Sophie Focus Question Why and how did World War I begin European alliance system. in 1914? The Great War Begins Prepare to Read Objectives By 1914, Europe had enjoyed a century of relative peace. Idealists • Describe how international rivalries and hoped for a permanent end to the scourge of war. International Build Background Knowledge L3 nationalism pushed Europe toward war. events, such as the first modern Olympic games in 1896 and the Ask students to think about how Euro- • Explain how the assassination in Sarajevo led to First Universal Peace Conference in 1899, were steps toward keeping the peace. “The future belongs to peace,” said French econ- pean nationalism in the 1800s strength- the start of World War I. omist Frédéric Passy (pa SEE). ened some countries, but weakened large • Analyze the causes and effects of the European alliance system. Not everyone was so hopeful. “I shall not live to see the Great empires. Have them predict how this War,” warned German Chancellor Otto von Bismarck, “but you situation might lead to problems in the will see it, and it will start in the east.” It was Bismarck’s predic- early 1900s. tion, rather than Passy’s, that came true. Terms, People, and Places Set a Purpose L3 entente ultimatum Alliances Draw Lines ■ WITNESS HISTORY Read the selection militarism mobilize While peace efforts were under way, powerful forces were pushing neutrality aloud or play the audio. Alsace and Lorraine Europe towards war. Spurred by distrust of one another, the great AUDIO Witness History Audio CD, powers of Europe—Germany, Austria-Hungary, Italy, Britain, The Spark France, and Russia—signed treaties pledging to defend one another. Reading Skill: Summarize As you read, use a These alliances were intended to promote peace by creating power- Ask Who killed the Archduke and chart to summarize the events that led up to the ful combinations that no one would dare attack. In the end, they his wife? (Gavrilo Princip) Why outbreak of World War I. might Princip have done this? had the opposite effect. Two huge alliances emerged. (Sample: to make a statement about Alliances Tensions The War The Triple Alliance The first of these alliances had its origins in Serbian nationalism) Tell students that Form Rise Begins Bismarck’s day. He knew that France longed to avenge its defeat in • • • they will learn more about the causes • • • the Franco-Prussian War. Sure that France would not attack Ger- and consequences of the assassination • • many without help, Bismarck signed treaties with other powers. In as they read this section. • 1882, he formed the Triple Alliance with Italy and Austria-Hungary. In 1914, when war did erupt, Germany and Austria-Hungary fought ■ Focus Point out the Section Focus on the same side. They became known as the Central Powers. Question and write it on the board. Tell students to refer to this question as they read. (Answer appears with Section 1 Assessment answers.) Vocabulary Builder ■ Preview Have students preview the Section Objectives and the list of Use the information below and the following resources to teach the high-use words from this section. Terms, People, and Places. Teaching Resources, Unit 6, p. 7; Teaching Resources, Skills Handbook, p. 3 ■ Reading Skill Have students use High-Use Word Definition and Sample Sentence the Reading Strategy: Summarize status, p. 817 n. high standing or prestige worksheet. The challenging team threatened our team’s status as basketball champions. Teaching Resources, Unit 6, p. 8 overseas, p. 818 adj. across the sea, foreign Monica was hoping for overseas travel in her new job so she could learn about far-off cultures. 816 World War I and the Russian Revolution WH07_te_ch26_sec1_NA_s.fm Page 817 Tuesday, March 7, 2006 4:06 PM European Alliances and Military Build-Up, 1914 For: Audio guided tour 60˚ 20˚ W N 0˚ Web Code: nap-2611 10˚ W NORWAY Central Powers ■ Have students read this Allies SWEDEN Neutral Nations section using the Structured Read Neutral nations that later Aloud strategy (TE, p. T20). As they joined the Allies Neutral nations that later read, have students fill in the chart Nor a joined the Central Powers th e summarizing the sequence of events S S ea D The Balkans ENMARK ic UN lt leading to the start of World War I. K ITED a 100,000 soldiers 50˚ N ING B DOM Reading and Note Taking Study Guide, p. 232 S I A GERMA R U S A NETH NY t Lond . l a n on Berlin O t i c c e BE a n LGIUM Teach LU N X. Paris W Alsac Lo e- E rraine Vienna Alliances FRA S NCE Budapest SWIT Z. AUSTRIA–HUNGARY Draw Lines L3 ANIA Instruct 40˚ N ROM Sea Sarajevo lack L B ■ Draw stu- A Introduce: Key Terms SERBIA G ITALY MONTENEGRO ARIA dents’ attention to the key term U S BULG T PAIN R ple entente (in blue) in the text. Explain Rome tantino O ALBANIA Cons P that an entente is a type of alliance. R E M P I A N E Ask students to brainstorm why coun- G R E E C E T T O M O tries might form alliances. ■ Teach Ask students to make a quick Conic Projection list of the countries in the Triple Alli- 0200 400 mi M e d i t e r r a n e a n S e a ance and the countries in the Triple 0200 400 km Entente. Ask Why did Germany Map Skills By 1914, most of Europe 1. Locate (a) Germany (b) Alsace- 3. Synthesize Information Based on form alliances with Italy and was divided into two armed camps, the Lorraine (c) the Balkans (d) Serbia the information on the map, which Austria-Hungary? (to protect itself Allies and the Central Powers. Millions 2. Regions Why would Germans worry alliance do you think had the greater against a potential attack by France of troops stood ready for war. about the alliance between France military advantage in 1914? and/or Russia) and Russia? ■ Quick Activity Have students access Web Code nap-2611 to take the The Triple Entente A rival bloc took shape in 1893, when France and Geography Interactive Audio Russia formed an alliance. In 1904, France and Britain signed an entente Guided Tour and then answer the (ahn TAHNT), a nonbinding agreement to follow common policies. Though map skills questions in the text. not as formal as a treaty, the entente led to close military and diplomatic ties. Britain later signed a similar agreement with Russia. When war began, these powers became known as the Allies. Independent Practice Other alliances also formed. Germany signed a treaty with the Otto- Have students fill in the Outline Map man empire. Britain drew close to Japan. Allies and Central Powers and use a map What two large alliances took shape before the key to identify the different alliances. beginning of World War I? Teaching Resources, Unit 6, p. 15 Monitor Progress Rivalries and Nationalism Increase Tension Vocabulary Builder The European powers jealously guarded their status. They competed for status—(STAT us) n. high standing, Circulate to make sure students are position in many areas. Two old empires, Austria-Hungary and Ottoman rank, or prestige accurately filling in their Outline Maps. Turkey, struggled to survive in an age of nationalism. Answers Solutions for All Learners Map Skills 1. Review locations with students. L1 Special Needs L2 Less Proficient Readers L2 English Language Learners 2. France and Russia bordered Germany on two To reinforce the concept of alliances, ask students to Use the following resources to help students acquire sides and could attack it from each direction. suppose they came across two groups of classmates basic skills. 3. The Allies appear to have a greater advantage. involved in a fight. Each group asks them to join their Adapted Reading and Note Taking They have more troop strength and surrounded side. Ask students the pros and cons of staying out of Study Guide the major Central Powers. the fight. What are the the pros and cons of getting ■ Adapted Note Taking Study Guide, p. 232 the Triple Alliance, made up of Germany, Italy, involved? How would they decide who to help? Then, ■ Adapted Section Summary, p. 233 and Austria-Hungary; and the Triple Entente, have students compare and contrast their responses made up of France, Britain, and Russia with the chart entitled “Reasons for Entering the War.” Chapter 26 Section 1 817 WH07_te_ch26_sec1_NA_s.fm Page 818 Tuesday, March 7, 2006 2:21 PM Rivalries and Nationalism Competition Economic rivalries helped sour the international atmo- sphere.
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