BB+WWI+STARTER+ACTIVITIES

We want you to gain some ideas about World War 1 from this exercise and then share them with your teacher.

Choose one of the following activities

Write your answer in your own words as an email message to jpipe@mags.school.nz


 * Complete the activities in any order. After each completed activity send the email to jpipe@mags.school.nz**


 * ACTIVITY 1 **
 * Use this article to write an interview with an eye-witness about what happened on the fateful day in 1914.**

1914
==== On the morning of June 28, 1914, while traveling in a motorcade through Sarajevo, the capital city of Bosnia and Herzegovina, Archduke Francis Ferdinand and his wife Sophie were assassinated by a Serbian nationalist. The Archduke had ignored warnings of a possible assassination plot and decided to tour the capital on the anniversary of the 1389 battle of Kosovo. This battle was a humiliating collective memory for all Serbs, in which Serbia was defeated by the Turks, ending Serbia's independence as a nation. ==== ==== The Archduke was chosen as a target because Serbians feared that after his ascension to the throne, he would continue and even heighten the persecution of Serbs living within the Austro-Hungarian empire. Serbia had gained independence from the Ottoman Empire in 1878. At that time, Serbia laid claim to several regions of Bosnia and Herzegovina which were inhabited primarily by Serbs. However, the Congress of Berlin granted permission to Austria-Hungary to occupy Bosnia and Herzegovina, including the disputed Serbian areas. In 1908, Austria-Hungary officially annexed all of occupied Bosnia and Herzegovina, adding additional fuel to the fires of Serbian nationalism. ==== ==== The Serbian terrorist organization, the Black Hand, had trained a small group of teenage operatives to infiltrate Bosnia and carry out the assassination of the Archduke. It is unclear how officially active the Serbian government was in the plot. However, it was uncovered years later that the leader of the Black Hand, Colonel Dragutin Dimitrijevic, was also the head of Serbian military intelligence. ==== ==== As Francis Ferdinand and his party proceeded through Sarajevo, the first of the Black Hand operatives tossed a bomb at the Archduke's automobile. The chauffeur saw the explosive and accelerated to avoid the impact. Sophie ducked, and Francis Ferdinand deflected the bomb with his arm, causing it to bounce off the back of the car and explode behind them, demolishing the next car and seriously injuring several aides. To avoid capture and interrogation, the unsuccessful assassin, nineteen-year-old Nedjelko Cabrinovic, swallowed a cyanide pill and jumped into the river. However, he was hauled out of the river and detained. ==== ==== As the Archduke's entourage resumed its tour of Sarajevo, the Archduke's chauffeur took a wrong turn and drove within ten feet of another Black Hand agent, Gavrilo Princip. Princip stepped up to the car and fired two pistol shots. One bullet hit Sophie, killing her instantly. The other hit Francis Ferdinand, who died within minutes. Like Carbinovic, Princip attempted suicide, but was captured before succeeding. ==== ==== Austrian reaction to the assassination was swift, as the Sarajevo crisis was seen as the Empire's last chance to assert its supremacy in the Balkans. Austrian foreign minister Count Leopold von Berchtold was determined to make use of the assassinations to crush once and for all the Serbian nationalist movement. Berchtold sent an envoy to Berlin, who was assured by Emperor William II on July 5th that Germany would fully support any action which the Dual Monarchy might take against Serbia. On July 6th, German chancellor Theobald von Bethmann-Hollweg issued the blank check of unconditional German support. ==== ==== On July 23, 1914, Austria-Hungary presented Serbia with a lengthy list of demands, with a 48 hour period in which to comply. These demands included abolishing all Pan-Serb propaganda, expelling from office any persons thought to have nationalist sympathies, taking legal action against certain officials designated by Austria-Hungary, and allowing agents of the Dual Monarchy to control all investigations and proceedings concerning the Sarajevo murders. Minutes before the July 25th deadline, Serbia issued a conciliatory reply to Berchtold's demands, stating that Serbia wished the dispute to be submitted to the International Tribunal at the Hague. This conciliation was rejected. On July 28, 1914, Austria-Hungary declared war on Serbia. World War I had begun. ====

Straubing, H. E. (1989). **The Last Magnificent War**. New York: Paragon House, p. 58.
Anna Chartres, Christchurch Girls' High School
 * ACTIVITY 2 **
 * Summarise in your own words the essay below. Use whatever summary technique you like**. **Include in your summary some of the Ideas that we talked about yesterday.**

Each year as dawn breaks on the anniversary of the landing at Gallipoli, the 'Last Post' haunts the corridors of time as minds are cast back in remembrance of World War I. Although there are no longer any surviving ANZAC soldiers in New Zealand, old faces continue to be replaced by new as later generations gather at war memorials on ANZAC day to commemorate both the courage and honour of the New Zealand troops and the national identity forged while fighting for the British Empire. Nothing can romanticise the tremendous loss of life the Anzacs experienced at Gallipoli. As in the Boer War, New Zealand saw their involvement in World War I as an opportunity to prove the country's ties with Britain, at the same time quenching an instinctive thirst for adventure that lay close to the hearts of many young Kiwi men. The campaign was designed to provide the allies with a link to Russia by clearing the Dardenelles of Turkish forces, but as a result of several errors of strategy, the ANZAC soldiers spent eight months clinging to the cliffs of the Gallipoli peninsula fighting an unseen Turkish enemy firmly established in trenches above the landing point long before the attack. Yet surrounded by the remnants of the tactical invasion, the New Zealanders displayed on an international level many of the traits that Kiwis are renowned for today. Primarily, a generosity of spirit encircles the reputation of the New Zealanders in the trenches as comradeship and tough times became the dictates of courage and bravery. This spirit embraced the needs of the 'motherland' as our soldiers fought, not to defend our own borders, but in aid of the British. Today our honest, practical national character is reflected in the hospitality we extend to tourists, and the same altruistic attitude displayed on the battlefield is now found in a more domestic setting - in our communities and in our rural areas. New Zealanders also respond to the needs of others on an international front, supporting projects overseas with generosity. From the time New Zealand troops fought at Gallipoli our national attitude to war has changed substantially, but nevertheless the reasons behind decisions made in times of conflict have altered little. In 1915 most of the boys who fought at Gallipoli volunteered their services in the belief that their contribution was for 'the greater good' and that as New Zealanders they were defending freedom in support of the British. In more recent years our country has again shown a national conscience on an international stage by adopting a nuclear free pacific stance in face of weighty opposition. Yet with the green expanse of Hagley Park standing in central Christchurch and flowers filling the Christchurch Cathedral during the recent Floral Festival, it would seem unthinkable to have our country's nuclear free policy any other way. Footage of Gallipoli shows New Zealanders displaying a 'number eight fencing-wire' mentality still joked about today. Faced with grenades from the Turkish side, the Kiwi soldiers retaliated with 'grenades' made from tin cans. To avoid risking lives, to see over the trenches to fire, New Zealand soldiers invented the periscope rifle capable of sighting and shooting and to act as a decoy during the ANZAC evacuation, self firing guns held together with string were mounted above the trenches. Our down to earth approach and originality can be seen today in all areas, from farming to manufacturing, including such inventions as the Hamilton Jet Boat, designed for our shallow rivers and now used worldwide. To recognise our national identity, the unique qualities that characterise us as New Zealanders, is to acknowledge our past. The victory of spirit that escorted our military involvement at Gallipoli is part of the gift of heritage that the youth of this country receive. As we endeavour to support international initiatives for world peace today may we remember the generations that strived to give us a country of opportunity. Lest we forget. Anna Chartres


 * ACTIVITY 3 **

**//Instructions://** · **//All headings and questions must be written out as well as the answers//** · **//Write answers on to the email and send to jpipe@mags.school.nz//**

**GAS, TANKS AND TRENCH WARFARE** 1. Why was gas used? 2. What colour was the gas used in WW1? 3. What effect did the gas have on its victims? 4. Why was the tank a good invention at that time? 5. What did the tanks use the tightly-bound brushwood for? 6. What are the differences between old tanks and new tanks? (Within the 1914-18 period) 7. When did the USA enter the war? 8. How many British were killed on the first day of the Battle of the Somme? 9. What year did Russia leave the war? 10. Why can a trench not be dug deeper? 11. What has been used to build up safe barricades? 12. What caused water-filled craters ? 14. Why were horses used for transport under these conditions? 15. What is your source(s) for your answers?

**CONSCIENTIOUS OBJECTORS** 1. What % of men of military age in New Zealand would not fight? 2. How did the Army make a man’s cell unpleasant? 3. What was Archibald Baxter charged with? 4. Where was he sent to after his court-martial? 5. What happened to him while he was in prison? 6. After his sentence where was he sent? 7. What is ‘field Punishment Number One? 8. What is your source?

**Find a PHOTO from WW1** 1. What is the title of your photo? 2. What is the source of the photo? 3. Select a person from the photo and identify him/her 4. What can this person see? 5. What can this person smell? 6. What can this person feel?

**Find another PHOTO** 1. What is the title? 2. What is the source? 3. What is happening in the picture? 4. What might have happened just prior to the picture? 5. What might happen next?

**CREATIVE ACTIVITIES** Either 1. Write a poem that a soldier would write that describes life at the front or 2. Write a letter home to your mum explaining what it is like at the front. or 3. Write a diary entry for a day in your life at war