1. Total War How far was the First World War an example of Total War?

2. What is Total War?  Your ideas…

3.  Total war is a military conflict in which nations mobilize all available resources in order to destroy another nation's ability to engage in war.  Term popularised by Arthur Marwick (historian)  Total war is a military conflict in which nations mobilize all available resources in order to destroy another nation's ability to engage in war.  Term popularised by Arthur Marwick (historian)

4. What does this mean?  Contrast with ‘limited wars’ of 18th Century  Total war:  All encompassing  Severe  Total mobilisation of nation’s resources for victory  Undermining of existing social and political structures and institutions  Colossal psychological trauma  Contrast with ‘limited wars’ of 18th Century  Total war:  All encompassing  Severe  Total mobilisation of nation’s resources for victory  Undermining of existing social and political structures and institutions  Colossal psychological trauma

5. All encompassing?  Thoughts?  Fought across the world  (e.g. Africa and Middle East)  Land, sea and air  Conscription in all countries by 1914  (except Britain 1916)  Between nations not rulers (so civilians were targets) (E.g. shelling of Paris, sinking of Lusitania)  Thoughts?  Fought across the world  (e.g. Africa and Middle East)  Land, sea and air  Conscription in all countries by 1914  (except Britain 1916)  Between nations not rulers (so civilians were targets) (E.g. shelling of Paris, sinking of Lusitania)

6. Severity  Appalling casualties:  10 million killed, 20 million wounded, 5 million widows left, 9 million orphans  Many wounded = permanently blind / disabled  New forms of killing e.g. poison gas  New bitterness between nations e.g. racial hatred: anti British or German  Appalling casualties:  10 million killed, 20 million wounded, 5 million widows left, 9 million orphans  Many wounded = permanently blind / disabled  New forms of killing e.g. poison gas  New bitterness between nations e.g. racial hatred: anti British or German

7.  Churchill: ‘This is no ordinary war, but a struggle between nations for life and death. It raises passions between nations of the most terrible kind’.  Daily Mail advice: refuse to be served by an Austrian or German waiter. If he says he is Swiss ask to see his passport’.  Use of propaganda  Churchill: ‘This is no ordinary war, but a struggle between nations for life and death. It raises passions between nations of the most terrible kind’.  Daily Mail advice: refuse to be served by an Austrian or German waiter. If he says he is Swiss ask to see his passport’.  Use of propaganda

10. Severity continued  Accusations of atrocities on both sides  Many accusations false  Turks against Armenians - worst atrocities - half million killed in deliberate genocide  Areas of fighting on Western front devastated  Accusations of atrocities on both sides  Many accusations false  Turks against Armenians - worst atrocities - half million killed in deliberate genocide  Areas of fighting on Western front devastated

11. Government intrusion into everyday life  Through 19th C more regulation  Increased dramatically  E.g. of Britain: government…  Took over running of railways  Materials requisitioned  Rationing  Conscription into necessary industries e.g. mining and farms (also women)  ‘Daylight saving time’ - extend time  Strikes illegal  ‘Official secrets act’  Similar in European countries  Through 19th C more regulation  Increased dramatically  E.g. of Britain: government…  Took over running of railways  Materials requisitioned  Rationing  Conscription into necessary industries e.g. mining and farms (also women)  ‘Daylight saving time’ - extend time  Strikes illegal  ‘Official secrets act’  Similar in European countries

12. Undermining of Institutions  Massive power to military leaders (expecting short war)  E.g. France - ‘war zone’ Joffre in command (govt dissolved)  E.g. Britain - no one dared criticise Kitchener  E.g. German high command dominated govt - Hindenburg & Ludendorff  E.g. Austria Reichrat dissolved in 1916  By end of war end of 3 empires  Social revolutions. Increase in Trades unions, Women’s rights - votes  Decline in organised religion  Massive power to military leaders (expecting short war)  E.g. France - ‘war zone’ Joffre in command (govt dissolved)  E.g. Britain - no one dared criticise Kitchener  E.g. German high command dominated govt - Hindenburg & Ludendorff  E.g. Austria Reichrat dissolved in 1916  By end of war end of 3 empires  Social revolutions. Increase in Trades unions, Women’s rights - votes  Decline in organised religion

13. Psychological Trauma  Shock - literature of time e.g. ‘war poets’  Owen, Sassoon, Remarque  Pacifism gained adherents - became respectable after WW1  Cynicism and Fatalism - decline in church attendance  Shock - literature of time e.g. ‘war poets’  Owen, Sassoon, Remarque  Pacifism gained adherents - became respectable after WW1  Cynicism and Fatalism - decline in church attendance

14. Your thoughts…  In what ways was WW1 a ‘Total War’?  Can you argue that it wasn’t?  In what ways was WW1 a ‘Total War’?  Can you argue that it wasn’t?

15. Task:  Groups of 3  You need to read further and together plan an essay plan:  ‘To what extent was World War One an example of Total War?’  Find evidence that it was but also any evidence it wasn’t  Bring textbooks on Tuesday  Groups of 3  You need to read further and together plan an essay plan:  ‘To what extent was World War One an example of Total War?’  Find evidence that it was but also any evidence it wasn’t  Bring textbooks on Tuesday