A Teacher’s Guide to

World War One:

A History in Documents

Frans Coetzee
Marilyn Shevin-Coetzee

OXFORD UNIVERSITY PRESS

 O X F O R D U N
A Teachers Guide to
World War One-. A History in Documents
by Frans Coetzee and Marilyn Shevin-Coetzee
Guide prepared by Emily Berry, Billerica Memorial High School, Billerica, MA
INTRODUCTION
The Great War, or World War I, was a defining
event of the early twentieth century. The legacy
of imperialist rivalries, arms races, and ultra-
nationalist movements that led to World War I
had dramatic immediate and long-term conse-
quences. This unprecedented global conflict
subjected combatant nations to the demands of
waging "total war." On the one hand, new tech-
nological developments made warfare horrifical-
ly destructive. On the other, wartime conditions
created new opportunities for women and
minorities. WWI resulted in widespread rear-
rangement of national boundaries. Empires
crumbled and new states emerged, disrupting
the international balance of power, altering race
relations, and raising questions about the role of
the United States in world affairs. Although this
was a world war, the experiences of the nations
and ethnic groups reflected each country's own
values and motivations, and this collection
includes documents representing all the major
countries involved so that students can examine
the events from many different perspectives.
The collection also enables students to appreci-
ate the impact of the war on individuals as well
as nations by presenting numerous personal
accounts. The collection deals with a variety of
issues, including generally unknown or over-
looked aspects of the conflict such as war
babies, prison camps, and the use of genocide. It
also introduces students to visual sources, such
as photographs and posters. The wide range of
documents helps give students a more accurate
understanding of the nature of war and its
I V E R S I T Y P R E S S
effects,- this collection enables them to gain a
broader knowledge and deeper understanding of
World War I.
SAMPLE LESSONS
LESSON 1. FINDING FACTS AND
ANALYZING FOR POINT OF VIEW
This first lesson gives students an opportunity to
test their skills in reading and analyzing docu-
ments. Thematically, it involves the circumstances
surrounding the outbreak of the war, and it
assumes that the students have had some exposure
to this topic. The teacher should review relevant
facts before starting and guide the students
through their analysis and discussion.
Selection: "The Spark," ultimatum approved by
Austrian Emperor Franz-Joseph (pp. 24-26)
1. Before assigning the reading, the teacher
should review with students the events surround-
ing the assassination of Archduke Ferdinand on
June 28, 1914, and the major parties involved (i.e.
Austria-Hungary, Serbia, Serbian nationalist
groups). He/she should also identify the author
and intended audience of this document or have
the students read about Emperor Franz-Joseph in
a reference work.
2. Have students, either individually or with
partners, read through the selection. Ask them
to make a list in their own words of Austria-
Hungary's demands.
3. Use these lists as a basis for class discussion
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evaluating the demands. Ask questions such as:
• What kinds of demands did Austria-Hungary
make?
• What is the tone of this document?
• What conclusions can you make about Austria-
Hungary and Emperor Franz Joseph?
• Do you think these demands were fair?
• How does the fact that a response was required
in 48 hours affect your response to this docu-
ment?
• How did this document relate to the outbreak
of World War I?
4. For further enrichment students can:
• Rewrite the document to create what they
believe is a "better" list of demands.
• Draft a possible response from Serbia.
• Consider Germany's reaction to this document.
How does it relate to their "blank check"?
LESSON 2. COMPARING AND
CONTRASTING DOCUMENTS
This lesson encourages students to think critically
as they compare and contrast several related doc-
uments. They have an opportunity to examine
different perspectives on the same topic. The
teacher should help the students draw conclu-
sions across the documents.
Selections: This collection provides numerous
possibilities for grouping documents. By examin-
ing groups of documents students learn to com-
pare and contrast historical sources. Two poten-
tial sets are:
Set 1; Documents demonstrating the experiences
and/or motivations of various nation-states on the
outbreak of war.
"Europe Mobilizes," selections from The White Book
of the German Foreign Office (pp. 26-28),- writ-
ings from Russian Duma member Gregor
Alexinsky (pp. 29-30)/ addresses to parliament by
Sir Edward Grey (pp. 30-33),- "Holy War," state-
ments of Turkish religious leaders (pp. 33—35).
2
P A G E S FROM H I S T O R Y
I V E R S I T Y P R E S S
Set 2: Documents detailing the personal experi-
ences of individual soldiers.
"Answering the Call," diary of French Lt Rene
Nicolas (pp. 46-48); tetters of German soldier
Franz Blumenfeld (pp. 48-49); "Baptism of Fire/'
account by British soldier Donald Hankey (pp.
59-62)/ poem "Attack" by Siegfried Sasson (p.
62),- diary of Benito tviussolini (pp. 64-66).
1. Working in small groups (although the lesson
can certainly be modified for students to work
individually or as an entire class), students should
each read and analyze a document and then share
what they have discovered. You may choose to
give each pupil within a group a different docu-
ment that they will share with the group or have
each group work together on an individual docu-
ment that they will later share with the whole
class.
2. For each document students should answer the
following:
• Who is the author?
• Where is he/she from?
• Who is his/her intended audience?
• What type of document is this?
• What was the author's purpose in writing?
• What is the tone of this document?
• What new facts can be collected from reading
this document?
3. Students' findings from the various documents
should be compiled on a chart displayed on the
chalkboard and/or a handout.
4. Once the basic information is compiled the
students should then be able to draw conclusions
across the documents. They should focus first on
what is similar about the documents in the group
and what is different. After discussing the details,
the teacher should lead students toward the
broader questions raised by these sources. For set
1: Why did countries join the war? and for set 2: What
was it like to fight in WWb
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5. To take the analysis even further ask students
to identify which documents within the groups
they think are most accurate or most useful and
why.
LESSON 3. VISUAL SOURCES
Lesson 3 encourages students to broaden their
awareness of and familiarity with visual docu-
ments as primary sources. The World War I era is
known for its development of propaganda (a term
that the teacher should review with students),
particularly in the form of posters.
Selections: Chapter5"AdvertisingtheWar"(pp.
109-13). See also the illustrations on PP- 32, 55,
95, 97, 103, 117,
1. Have students choose three or four posters
with which to work. For each item ask them to
answer the following questions:
• What do you notice first when looking at this
poster?
• Who or what does the poster portray? How do
you respond to it?
• Who designed or produced this work? What
was its purpose?
• Does this poster seem fair and accurate or does
it exaggerate? If so, how?
2. As a class, have students discuss their general-
izations about these posters. Ask them: What is
the value of these sources?
3. For further enrichment assign students a par-
ticular nation and ask them to design their own
poster, keeping in mind the perspective of an
artist from that nation and the anticipated audi-
ence.
LESSON 4. DOCUMENT-BASED
QUESTION (DBQ)
A document-based question asks students to uti-
lize a number of sources to answer an essay ques-
tion. They should read and interpret information,
I V E R S I T Y P R E S S
then use it to formulate and support a clear thesis.
The teacher should guide the students through
the writing process.
I. Selections: "Women Doing Their Part" (pp.
71–79}
Ask students to write a three- to four-page
essay, using the primary sources provided, to:
Evaluate the impact of World War 1 upon
women.
0. Selections: "African Roots," W.E. B. Du Bois
(pp.35-37); "Answering the Call," Ludwig
Geiger, (pp. 41–42); "Ignorance and Intolerance,"
Victor Schmier, a Dutch citizen on French-
African soldiers (pp, 86–87),- and "Dissidence and
Disorder,"Sir Hamilton Johnston (pp. 87-88);
and Indian National Congress (pp. 123–25).
Ask students to write a three- to four-page
essay, Busing the primary sources provided, to-.
Evaluate the impact of World War I on
minorities and colonial peoples.
III Selections; 'Dissidence and Disorder," No-
ConscSription fellowship (pp. 125-26); "Dislike of
the Unlike," President's Mediation Commission
(pp. 135–37). and Scott Nearing (pp. 138–39).
Ask students to write a three- to four-page
essay, using the primary sources provided, to:
Explore the tension between the govern-
ment's need to maintain order in wartime
and the importance of civil liberties in a
The teacher may need to guide students step-by-
step through the writing process, especially if
they are unfamiliar with document-based ques-
tions.
Step 1. Have students read each document care-
fully, taking notes on important points. Be sure
they identify the author, audience, main idea, and
tone.
Step 2. After analyzing the documents, students
should formulate a thesis—a single sentence that
answers the assigned question.
Step 3. Ask students to write an outline for their
essay. The outline should include two or three
P A G E S FROM H I S T O R Y 3
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main ideas that a student will use to prove his/her Websites

thesis, as well as the documentary evidence that
will be used to support the argument.
Step 4. Students should begin drafting their
essays based on their outlines.
Teachers, be sure to advise students of the criteria
on which they will be graded before they begin
work on this exercise. Essays should:
• Have a clear thesis.
• Use evidence from the documents and clearly
explain how it supports the thesis.
• Be well organized.
• Use correct grammar and be free of spelling
errors.
http://www.pbs.org/greatwar/
This companion site for the PBS video series includes
interviews and an interactive timeline.
http://www.firstworldwar.com
This site includes vintage audio recordings as well as
personal memories and diaries. There are also sev-
eral forums for discussion.
http://www.spartacus.schoolnet.co.uk/FWW.htm
This extensive site has links to summaries of events,
biographies, and information on weapons and
technology.

SELECTED RESOURCES
Printed Sources
Cooper, Michael L. Hell Fighters-. African American
Soldiers in WWI. New York: Lodestar, 1997.
Written for young readers, this book offers infor-
mation on the experiences of African-American
soldiers.
Higonnet, Margaret R., ed. Lines of Fire: Women Writers
of WWI. New York.- Plume, 1999. This is a collec-
tion of short, contemporary pieces by female
authors from a variety of countries. The works
include political essays, memoirs, and short fiction.
Keegan, John. An Illustrated History of the First World
War. New York: Random House, 2001. Containg
OXFORD
UNIVERSITY PRESS
440 illustrations and photographs, this work
Published by Oxford University Press, Inc.,
places particular emphasis on military history. 198 Madison Avenue, New York, New York 10016
Winter, Jay and Blaine Baggett. The Great War and the www.oup.com
Shaping of the Twentieth Century. New York: Penguin
ISBN 0-19-517374-0 $3.95
Studio, 1996. This book is the companion to the
PBS video series and website.

Video
"The Great War and the Shaping of the Twentieth
Century." KCET, BBC, and Imperial War Museum
of London, 1996. PBS Home Video. Eight hours
on four cassettes.

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