History of the Modern World War and Revolution 1917 Mrs. McArthur Walsingham Academy Room 111 Notre Dame de Lorette – A Soldier Walks Through the Flooded Trenches (François Flameng) Vocabulary: Section 1 Entente: a nonbinding agreement to follow common policies (Br. And Fr. 1904), which led to close military and diplomatic ties. Militarism: a glorification of the military; fed arms race and painted war in romantic colors. Alsace and Lorraine Ultimatum: Austria sent Serbia a final set of demands. Serbia agreed to most but not all which gave Austria the opportunity to declare war 7/28/14 Mobilize: prepare its military forces for war Neutrality: policy of supporting neither side Checkpoint Questions: Section 1 pp. 817: Triple Alliance: Germany, Italy, Austria-Hungary vs. Triple Entente: France, Britain, Russia Pp 819: Economic competition, imperial rivalries an arms race created antagonism between the great powers. Nationalism contributed to the situation and threatened central authority in A-H and Ottoman empires. pp. 819: Austria blamed Serbia for the assassination and took the opportunity to attack it. Germany backed Austria. pp. 821: Alliances drew more and more countries into what began as a regional conflict. Russia stood by its ally, Serbia. France stood by its ally, Russia. Undecided Britain was drawn in when German invaded neutral Belgium. pp. 821: Because of a renewed sense of patriotism people rushed to firght for their homelands.

Color Transparency 159: The Mule Track by Paul Nash English painter, Paul Nash (1889-1946) was a soldier who became an official war artist during WWI. He was sent to the Western Front where he witnessed and then painted the devastation of modern warfare. Note signs of artillery shells, poison gas, and the destructive power of modern weapons. See the soldiers trying to control the terrified mules as the mule track descends closer to the explosions. In his battle landscapes, Nash always portrayed the effects of war. He was influenced by cubism before the war. After the war his works show the influence of surrealism. Nash wrote the following concerning his work as an official artist for the War Propaganda Bureau: I am no longer an artist. I am a messenger who will bring back word from the men who are fighting to those who want the war to go on forever. Feeble, inarticulate will be my message, but it will have a bitter truth and may burn their lousy souls. What does this statement say about how he felt about his work, his superiors and the war? 7 of 8

Major Battle Sites: WWI

Section 3: Winning the War, pp. 829-833 Waging Total War Nations restructured their economies to feed their war efforts. All citizens—women included—had roles to play in the war-driven economy. The average citizen was also made a target when navies began forming blockades to stop not only military supplies, but food and ships carrying civilians. Color Transparency 156: Louis Raemaeker’s To the End Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals. After listening to the Witness History audio, ask, “What is the tone of the song?” (optimistic, excited, eager) “What do you think was the purpose of this song?” (to motivate troops) “Do you think the song fulfills that purpose?” (Answers will vary.) When showing Color Transparency 156, use the lesson suggested in the transparency book to guide a discussion on how propaganda art was used in World War I. When showing Color Transparency 160, use the lesson suggested in the transparency book to guide a discussion about Wilson’s terms for resolving the conflict. Morale Collapses With mounting death tolls and massive food shortages in most of Europe and Russia, troops began to desert their posts. In Russia, a revolution erupted that would bring V.I. Lenin to power. Note Taking Transparency 124 1 of 8

Section 3: Winning the War Witness History Audio: An American War Song: Over There The United States Declares War When Germany announced they would resume unrestricted submarine warfare and the German foreign minister was discovered soliciting Mexico’s help against the United States, President Wilson asked Congress to declare war on Germany. Note Taking Transparency 160: The Fourteen Points Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals. After listening to the Witness History audio, ask, “What is the tone of the song?” (optimistic, excited, eager) “What do you think was the purpose of this song?” (to motivate troops) “Do you think the song fulfills that purpose?” (Answers will vary.) When showing Color Transparency 156, use the lesson suggested in the transparency book to guide a discussion on how propaganda art was used in World War I. When showing Color Transparency 160, use the lesson suggested in the transparency book to guide a discussion about Wilson’s terms for resolving the conflict. Victory at Last When fresh troops arrived in Europe by the thousands, the weary German forces were no match. Austria-Hungary were also unraveling and its subject nations seized the moment to revolt. Progress Monitoring Transparency QuickTake Section Quiz 2 of 8

Color Transparency 156: Louis Raemaeker’s To the End 4 of 8

Note Taking Transparency 124 5 of 8

Color Transparency 160: The Fourteen Points 6 of 8

Progress Monitoring Transparency (1 of 2)

Progress Monitoring Transparency (2 of 2)

Section 5: Revolution and Civil War in Russia, pp. 829-833 Witness History Audio: Voices From the Front Witness History Audio: V.I. Lenin The March Revolution Ends Tsarism The deaths and civilian poverty due to World War I led to the collapse of the Russian monarchy. In its place ruled Duma politicians. However, radical socialists led by V.I. Lenin soon took center stage. Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals. After listening to the Witness History audio, ask, “How does the writer of the letter feel about the war?” (He does not believe in it.) “How have conditions at home affected his opinion?” (His family’s imminent starvation makes him want to help them instead of fighting.) When showing Color Transparency 161, point out the borders of the Russian Empire before WWI and 1921. Then point out the line of the treaty of Brest-Litovsk. Ask, “How did Russia’s territory change from 1914-1921?” (Russia lost control of the Baltic States, Finland, and Poland.) Point out that Russia did not lose as much territory as it would have if the Treaty of Brest-Litovsk had stood. As students to consider how Russians may have felt about losing so much territory. Lenin and the Bolsheviks Lenin spread Marxist ideas among factory workers. He supported the implementation of socialism through a revolution of workers. Note Taking Transparency 173 Witness History Video: The Fall of the Tsar 1 of 7

Section 5: Revolution and Civil War in Russia The November Revolution Brings The Bolsheviks to Power Lenin promised “Peace, Land, and Bread” to the weary and starving Russian people, while the provisional government continued with the war effort. In November 1917, factory workers and sailors overthrew the government, and Lenin’s Bolsheviks took control. Russia Plunges into Civil war A war between counter revolutionaries and Communists broke out and lasted three years. The Allies sent troops to support the counter revolution. The Communists took extreme measures to ensure success—forcing peasants to produce food for the army and to work in factories, executing suspects and sending others to labor camps. Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals. After listening to the Witness History audio, ask, “How does the writer of the letter feel about the war?” (He does not believe in it.) “How have conditions at home affected his opinion?” (His family’s imminent starvation makes him want to help them instead of fighting.) When showing Color Transparency 161, point out the borders of the Russian Empire before WWI and 1921. Then point out the line of the treaty of Brest-Litovsk. Ask, “How did Russia’s territory change from 1914-1921?” (Russia lost control of the Baltic States, Finland, and Poland.) Point out that Russia did not lose as much territory as it would have if the Treaty of Brest-Litovsk had stood. As students to consider how Russians may have felt about losing so much territory. Color Transparency 161: Russia Before and After the Revolution of 1914 and 1921 2 of 7

Note Taking Transparency 173 4 of 7

Color Transparency 161: Russia Before and After the Revolution 1914 and 1921 5 of 7

Progress Monitoring Transparency (1 of 2)

Progress Monitoring Transparency (2 of 2)

Assignment 1 Read text, pp. 831-833 identifying 3 new terms and answering 3 checkpoint questions. Check your knowledge Begin DBQ study Notes: Chapter 26 Test: Fri. 1/29 Book Club: Sign Up this week for Remembrance Discussion sessions.

Assignment 2 Read text, pp. 839-842, defining proletariat and answering 3 Checkpoint questions. Answer 2 questions, pp. 840, 841 captions. Continue DBQ study

Assignment 3 Read text, pp. 834-838, identifying 5 new terms and answering 4 Checkpoint questions. Review PP Notes, esp. study aides.

Assignment 4 Infographic, pp. 835. Answer questions. Map Skills Activity, pp. 837 Political Cartoon, pp 838 Check your knowledge Notes: Chapter 26 Test: Fri. 1/29 Book Club: Sign Up this week for Remembrance Discussion sessions.