World War I

Docudrama

THE CAUSES OF THE FIRST WORLD WAR.

List of Roles	Objectives
Role Tasks & Responsibilities	Days leading to War Declaration
Trial Procedures	Leaders' Statements
Criteria for Assessment	Useful links

List of Roles

THE DEFENCE

THE PROSECUTION

GERMANY

The Emperor

The Chancellor

The Minister for Defence

AUSTRIA

The Emperor

The Foreign Minister

The Minister for Defence

DEFENCE LAWYERS

COURT OFFICIALS

COURT REPORTERS

1. England – The Times

2. United States of America – The Los Angeles Times

3. Germany – Die Berliner Morgenpost

JUDGING TRIBUNAL

ENGLAND

Prime Minister

Foreign Minister

Minister for Defence

RUSSIA

The Emperor

Foreign Minister

Minister for Defence

FRANCE

The President

The Foreign Minister

The Minister for Defence

SERBIA

The King

The Foreign Minister

The Minister for Defence

PROSECUTION LAWYERS

OBJECTIVES

To research with primary and secondary sources

to understand the concept of historical causality (causes)

To adopt the subjective viewpoint of a particular person

To pose and to answer questions related to the outbreak of World War 1

To learn to analyse and evaluate the role of the particular people, events and historical forces in the outbreak of World War 1

To present an argument to explain the outbreak of World War 1.

PRE-TRIAL PROCEDURES.

Students will be allocated roles

Students will research both individually and as a group

Allocate duties - it is to your distinct advantage to ensure you know which individual is responsible for the various duties.

Ensure that you fully understand what is your role, and what are your tasks for the docu-drama.

SPECIFIC ROLES

Witnesses	Judges
Lawyers	Court Reporters

WITNESSES

Witnesses must co-ordinate their research with their fellow compatriots so that when one takes the witness stand he is able to answer general as well as particular questions. Each government official should be fully conversant with matters relating to his role.

The lawyers will cross examine countries about both background and immediate causes.

Use specific statements from documents and letters.

Ensure that you are well aware of your lawyers’ questions to you and have prepared your case thoroughly.

Witnesses may be on the stand for 7 (seven) minutes examination by their own lawyers, and a further seven minutes for cross-examination by the lawyers on the other side.

Witnesses are not allowed to bring notes on to the witness stand with them.

Two key witnesses per side may be recalled by by both sides for five minutes at the end of the trial.

Witnesses need to "live out" their part.

The assessment of the witnesses is based on their oral presentation of their case to the court.

Witnesses Lawyers Court Reporters Judges Back to top of page

JUDGES

Prior to the trial, the judges will assemble and organise the evidence which is to be used during the course of the trial . Evidence will require listing and placing in a folder for both Defence and Prosecution to access.
Prior to the trial, the judges will need to draw up a list of proceedings for the day and estimate time constraints for witnesses and lawyers. This will need to be published for both teacher and students.
The judges will need to select one person as leader who will act as arbiter.

The judge will need to begin proceedings and direct the running of the court.

The judge conducts the trial, makes judgements on objections and admissibility of questions or evidence. ie. no hindsight documents or evidence are allowed.

The judges control the court. They punish people who misbehave in court - ie contempt of court. These people are removed and will be dealt with later.

The judge times the lawyers’ cross examinations. Witnesses may be on the stand for 7 (seven) minutes examination by each side’s lawyers.

After the lawyers have made their closing statements, the three judges will each write and present a five minute individual judgement The charge sheet may be put on to an OHT. Judges are expected to present their case with palm cards only.

Their assessment is based on their competency in directing the trial, their written summary and their oral summing up of the judgement.

Witnesses Lawyers Court Reporters Judges Back to top of page

LAWYERS

The prosecution lawyers will need to draw up charges against the defending countries. These charges will form the basis of the trial.

The charges will be written on the charge sheet. Copies of this will be handed to the defence lawyers at the start of the second Library research lesson. A copy of this will also be given to the judges.

The groups of defence and prosecution lawyers need to ensure that they divide up the responsibilities of questioning the particular individual and/or groups of witnesses.

Each group should appoint a "chief Lawyer" to co-ordinate the group’s presentation.

Each group of lawyers will need to prepare opening and closing statements. Opening statements will briefly explain each side’s position in terms of its innocence and who it accuses Closing statements will be a summary of the arguments presented by both sides. They will be the climax of your presentation in that they highlight the cases you have been trying to make.

The lawyers are responsible for preparing questions which provide basic background, discuss the sequence of events and which address the issue of guilt or absence of guilt of the parties on trial.

As in real life, the prosecution and defence lawyers need to talk with and prepare their respective witnesses for the questions which they will ask.

Lawyers will need to deal with both background and immediate causes in cross examining countries.

Use specific statements from documents and letters.

Lawyers may want to present exhibits as evidence and to question witnesses about the exhibits.

Lawyers may wish to object to questions put by the opposition if they are:

Leading questions, hearsay questions or questions that have previously been asked a few times or based on "hindsight" evidence.

Each group of lawyers should decide on a plan of attack in preparing their case, ie. decide on which country to concentrate your case on.

Lawyers need to divide the time between themselves so that they all "get a chance". If they do not do enough they will be marked down. Lawyers and judges may consult on points and lawyers may assist each other with questions.

Witnesses Lawyers Court Reporters Judges Back to top of page

COURT REPORTERS.

1. Prior to the trial Reporters will be responsible for working and researching with the relevant country groups to ensure that background knowledge is accurate and reflects the views of the countries involved. (The American will wish to be regarded as neutral).

2. Prior to the Trial, the Reporters will be responsible for organising a list of the roles and people standing trial, together with the correct names

3. During the trial, Reporters will need to:

take notes on the procedures
take turns in helping witnesses with their evidence/OHT's etc.

4. At the lesson following the trial the Reporters are expected to:

a. attend a Press conference, in which they are interviewed about the proceedings at the trial. They will need to be prepared to discuss the evidence presented, how countries and lawyers conducted themselves, where possible blame for events could lie and the expected outcome. (about 5 minutes - no notes)

b. produce a written report for their newspaper which covers:

the main proceedings of the day based on evidence.
any shock discoveries
how they feel the countries and lawyers conducted themselves
where they feel blame lies,
any outcomes which they predict

(400 - 500 words)

Assessment will be based on particpation, the press conference discussion and the written report.

Witnesses Lawyers Court Reporters Judges

TRIAL PROCEDURES

Opening statements by the prosecution (3 - 4 minutes)
Opening statements by the defence (3 - 4 minutes)
Prosecution witnesses take the stand -
questioned by the prosecution lawyers
cross-examination by the defence lawyers
Defence witnesses take the stand
questioned by the defence lawyers
questioned by the prosecution lawyers
Closing statements by the prosecution lawyers (5 -7 minutes)
Closing statements by the defence lawyers (5 - 7 minutes)
Judges give individual judgements
Overall verdict from tribunal leader

THE FATEFUL DAYS LEADING TO WORLD WAR ONE

1914 JUNE	Many British ships including four battleships were at Kiel in friendship with the Germans.
June 28	Assassination of Archduke Francis Ferdinand at Sarajevo. General Conrad von Hoetzendorf, commander of the Austrian army tries to get a war with Serbia. Count Tisza, the Hungarian Prime Minister was against war. Count Berchtold, Austrian Foreign Minister, tells Conrad that they must first confer with Germany.
July 5	German Chancellor's assurance to Austria-Hungary that Germany would support any action taken, especially in the event of Russian intervention.
July 6	Germany gives a "blank cheque" to Austria. The Kaiser and Bethmann-Hollweg had decided this. Germany told Austria that Germany would stand behind her in her dealings with Serbia
July 23	Tension eased - Austria-Hungary sends harsh ultimatum to Serbia and requires acceptance within 48 hours. Serbia confers with Russia
July 25	Serbia's conciliatory reply satisfies the Kaiser, but Austria-Hungary wants total acceptance, which would mean the end of Serbia's independence.
July 26	Bethmann-Hollweg tells Austria-Hungary to declare war quickly. He wanted Austria to present the world with a "fait accompli" France had been encouraging Russia to support Serbia (a French delegation was in Russia from July 20 - 23). So Russia now carried out, secretly, some war preparations - this was to help later to mobilise quickly and invade Prussia earlier than Germany expected. General Dobrorolski of the Russian General Staff has said that the war was already a settled matter. France summons her troops from Morocco and Algeria Britain proposes mediation, but Bethmann-Hollweg brushes this aside
July 28	Austria-Hungary declares war on Serbia The potential application of the Von Schlieffen plan now dominates the situation France tells Russia to fully mobilise. Actually, Russia should have only threatened to mobilise.
July 29	Russia orders partial mobilisation Belgrade, capital of Serbia, shelled by Austria-Hungary Bethmann-Hollweg tells Russia to stop her mobilisation Sazonov, Russian Foreign Minister, sees the Tsar and urges full mobilisation. British battle fleet proceeds to war stations and Lord Grey - the British Secretary of State for Foreign Affairs - warns Germany of probable British intervention Panic in Berlin
July 30	Bethmann-Hollweg tries to reverse German policy and tells Austria-Hungary to negotiate with Russia Russian Tsar orders a general mobilisation. Moltke telegraphs Vienna and tells Austria-Hungary to fully mobilise against Russia Certainly the war could not now be stopped because of the Von Schlieffen plan!
July 31	Berchtold says: "Who rules in Berlin? Moltke or Bethmann?" Germany sends ultimatums to Russia - demanding demobilisation and to France - demanding her attitude in the event of war between Russia and Germany. Britain requests that France and Germany respect Belgium's neutrality in the event of hostilities Austria-Hungary orders full mobilisation
August 1	France and Germany announce general mobilisation. Germany declares war on Russia and sends ultimatums to France and Belgium
August 2	German troops occupy Luxembourg without a declaration of war. Germany demands transit for her troops and Belgium refuses
August 3	Germany declares war on France
August 4	German troops enter Belgium. Britain sends ultimatum to Germany
August 5	Britain declares war on Germany
August 6	Britain and France declare war on Austria-Hungary
August 23	Japan declares war on Germany

Source: Unknown

Leaders' Statements

Britain

On 31 July 1914, King George V wrote in his diary:

Germany declared war on Russia this evening. Whether we shall be dragged into it God only knows. France is begging us to come to their help ... I think it will be impossible to keep of (of the war) as we cannot allow France to be smashed.

On the same day, the British Foreign Secretary, Sir Edward Grey, wrote:

I was myself stirred with resentment at .... Germany's crime in precipitating the war, and all I knew of Prussia's militarism was hateful. But these must bot be our motives for going to war. The real reason is that if we didn't stand by France and stand up for Belgium against this aggression, we should be isolated, discredited and hated.

A matter of hours before Britain declared war on Germany (4 August) Sir Edward Grey declared:

The lamps are going out all over Europe. We shall not see them again in our time.

British Statement

If I am asked what we are fighting for, I reply in two sentences. In the first place, to fulfill a solemn international obligation to protect Belgium .... I say secondly, we are fighting to vindicate the principle .... that small nationalities are not to be crushed, in defiance of international good faith, by the arbitrary will of a strong and over mastering power....

Prime Minister Asquith, 6 August 1914

German Statement

The present situation is the result of an ill will which has been active for many years against the power and the prosperity of the German Empire.

No lust of conquest drives us .... in a defensive war that has been forced upon us, with a clear conscience and a clean hand, we take up the sword....

Kaiser Wilhelm II 4 august 1914

Britain declared war on Germany on 5 August. After Sir Edward Grey sent a note to the German Chancellor in Berlin demanding the immediate withdrawal of German troops from Belgium soil. The German response to this demand was summed up in the following words:

The Chancellor said that the steps taken by his Majesty's Government were terrible to a degree just for one word: "neutrality", a word in wartime so often disregarded. Just for a scrap of paper Great Britain was going to make war on a kindred nation who desired nothing more than friendship.

French Statement

France has become the object of a brutal and premeditated aggression which is an insolent defiance of international law. Before a declaration of war was addressed to us, before even the German ambassador has asked for his passport, our territory was invaded ....

President Poincaré 4 August 1914

Russian Statement

We now have to intercede not only for a related country - Serbia - unjustly attacked, but also to safeguard the honour, dignity, and integrity of Russia, and her position among the Great Powers.

At this hour of threatening danger, let domestic strife be forgotten .....

Tsar Nicholas II 2 August 1914

YEAR 10 HISTORY - WORLD WAR 1 DOCU-DRAMA

Criteria for Assessment

	RESEARCH	KNOWLEDGE	USE OF SOURCES	COMMUNICATION
A	Student has shown himself to be actively on-task during preparation periods. Oral /written work shows evidence of well-researched preparation. Student’s development of his role shows a highly developed empathy gained through excellent background reading.	Excellent selection and use of relevant information. Arguments are logically structured and cohesive. They are easy to follow and are very persuasive. Evidence has been used imaginatively.	Excellent ability to identify and interrelate ideas, themes and issues. A thoughtful analysis of the evidence has been made and a there is a clear evaluation of the outcomes	Expression and inflection are used with flair. Excellent projection of voice. Confident eye contact. The speaker’s conviction and poise develop empathy with the audience. Excellent self-presentation. Choice of vocabulary in written work shows flair. There are few, if any, errors in spelling and punctuation. Very neat presentation.
B	Student has shown himself to be on-task during preparation periods. Oral/written work shows evidence of careful preparation. Student’s development of the role shows empathy gained through solid background reading.	.Very good selection and use of relevant information. Arguments are structured, the themes may be followed and the oral is persuasive. Research is supported with well-chosen evidence.	Good ability to identify and interrelate the major ideas, themes and issues. An appropriate analysis of the evidence has been made, and there is an evaluation of the outcomes	Voice uses expression and inflection with effect. It is clearly audible. Eye contact is maintained. The speaker is confident and poised, and able to develop rapport with his audience. Very good self-presentation.. A wide range of appropriate vocabulary is used in written work. There are some minor errors in grammar, spelling and punctuation. Careful presentation.
C	Student has remained mostly on task during preparation periods. Oral/written work is adequately prepared. Student’s development of the role shows some empathy gained from his background reading.	The selected information is mostly relevant to the theme. Some areas are covered adequately, others lack depth. Orals may be above or below the allocated time. There is some structure to the argument, and major themes are identified. There is some attempt to present ideas in a persuasive way. Appropriate evidence supports the research.	Able to identify and interrelate some of the main ideas, themes and issues. There has been an attempt to analyse the evidence and evaluate the outcomes	Voice has some expression and inflection. It may be heard by most people. There is some eye contact. Speaker has confidence and poise and presents himself well. Choice of vocabulary in written work is mostly appropriate for the task. There are errors in grammar, spelling and punctuation. Acceptable presentation.
D	Student has found some difficulty in remaining on-task during preparation periods. Oral/written work lacks evidence of organised research. Student has developed little empathy for his role from his background reading.	Information may be inaccurate or only partly relevant. Oral is below or above the allocated time. The arguments lack clear structure and may not be easy to follow. There is little attempt to present ideas in a persuasive way. Research may not be fully supported with appropriate evidence.	Able to identify and interrelate a few ideas, themes and issues. Little attempt has been made to analyse of evaluate ideas.	Voice has little expression or inflection. It cannot easily be heard by all. Eye contact is minimal. Speaker may lack confidence and poise. Notes have been used. Poor visual self-presentation.; Choice of written vocabulary may be limited or inappropriate for the task. There are frequent errors in grammar, spelling and punctuation. Presentation lacks neatness.
E	Student has been mostly off-task during preparation periods. Oral/written work lacks evidence of preparation or organisation. Student has no empathy for his role.	Information lacks relevance to the theme. Most content areas are brief/inaccurate or incomplete. Oral is well below the allocated time. There is no structure to the arguments and ideas lack cohesion or relevance. There is no attempt to persuade or to present the oral with impact. Little or no evidence is used to support ideas.	Very few ideas, themes or issues have been identified or interrelated. Work lacks analysis of the evidence and evaluation of the outcomes.	Voice lacks expression and/or inflection. It cannot be heard easily. Notes have been used extensively. No eye contact. Very poor self-presentation. Use of English in written work is limited and inappropriate. Frequent errors in grammar, spelling and punctuation impede the meaning. Poor presentation.

Useful Links

These links were all current when this list was compiled. Please advise webmaster of any changes.

http://www.worldwar1.com/armory.htm A detailed description of all types of armory from zeppelins to artillery.

http://www.worldwar1.com/docarch.htm Documents relating to events leading up to the outbreak of World War I. Useful for all groups.

http://www.worldwar1.com/maps/php00d.jpg A clear and handy map of Italy, Austro-Hungary and the Balkans porior to WWI

http://www.worldwar1.com/bioindex.htm

http://raven.cc.ukans.edu/~kansite/ww_one/bio/p/p-index.html

http://www.spartacus.schoolnet.co.uk/FWWcentral.htm

http://www.spartacus.schoolnet.co.uk/FWWpolitical.htm

Find your personality (or someone else's!) plus pictures in the biographic lists on these sites.

http://www.worldwar1.com/posters.htm Sets of recruiting posters from across the world. Useful in assessing propaganda and attitudes.

http://www.worldwar1.com/tlindex.htm A selection of articles, timelines, detailed background on various events leading to World War I. Eg. The Pig War (Serbia/Austria/Russia), the Morocco Crises (Germany, Great Britain, France), The Alliance System etc., the Daily Telegraph Affair (Gret Britain/Germany), etc. Primary and secondary resources.

http://apps.vantagenet.com/aforums/thread.asp?dbid=1&id=1997111472430 Forum on WWI. Scroll through messages or add your own request for specific information on the war

http://raven.cc.ukans.edu/~kansite/ww_one/comment/blk-hand.html Very helpful site for the Serbian and Austrian groups.

http://raven.cc.ukans.edu/~libsite/wwi-www/belgneut/BelgTC.htm Was Belgium fair game? A site which may provide useful information for Germany.

http://raven.cc.ukans.edu/~kansite/ww_one/comment/sarajevo.html Discusses the lead up to andthe assassination at Sarajevo

http://raven.cc.ukans.edu/~kansite/ww_one/comment/sovserb.htm Serbia Through Russian Eyes - from the Soviet Encyclopaedia

http://www.spartacus.schoolnet.co.uk/FWWstatistics.htm Statistics of World War I - though most relate to during and after the war. Check your use carefully.

http://www.spartacus.schoolnet.co.uk/FWWarmies1914.htm Size of standing armies at start of World War I.

http://www.lib.byu.edu/~rdh/wwi/1914m.html An excellent site, its documents cover some of the following events:

The Treaty of London, June 21, 1867 granting neutrality to Luxembourg
The Dual Alliance Between Austria-Hungary and Germany, October 7, 1879
Oxford Laws of War on Land, September 9, 1880 On the Nature of War by Helmut Moltke (the Elder), 1880
The Three Emperors' League, June 18, 1881
The Triple Alliance, May 20, 1882
The Reinsurance Treaty, June 18, 1887
Wilhelm II -- Swearing In New Recruits, November 23, 1891
The Franco-Russian Alliance
Military Convention, August 18, 1892
Letters from the Kaiser to the Czar, 1894 - 1914
Hague Convention, 29 July, 1899 & other ratification dates
The First 'Open Door Note', September 6, 1899
Bülow's 'Hammer and Anvil' Speech before the Reichstag, December 11, 1899
Kaiser Wilhelm II on German Interests in China, July 2, 1900
The ABC Proposal for British Foreign Policy, November, 1901
The Entente Cordiale Between England and France, April 8, 1904
The Schlieffen Plan, 1905
The First Moroccan Crisis, March 31, 1905
Treaty of Portsmouth ending the Russo-Japanese War, 1905
The Anglo-Russian Entente, 1907
The Annexation of Bosnia and Herzegovina by Austria-Hungary, September - October, 1908
The Daily Telegraph Affair, 28 October, 1908
The Racconigi Bargain, October, 1909 (Excerpts)
Agadir Crisis: Lloyd George's Mansion House Speech, 21 July, 1911 Luxembourg Railways Intelligence Report, 24 September, 1911
The Narodna Odbrana,1911 Constitution of the Black Hand,1911
Austro-Hungarian / Rumanian Accord, 5 February, 1913
British Imperial Connexions to the Arab National Movement, 1912-1914
Prince Lichnowsky's Mission to London, Memoirs, 1912-1914
The Zabern Affair, 1913

Creator and Webmaster

Patricia Barry

Last updated 23 July 1999

Mail to p.barry@uq.net.au