History S E C O N D A R Y 4 This book is a collective work , conceived, designed and created by the Editorial depar tment at Santillana , under the super vision of Teresa Grence. WRITERS José Manuel Fernández Sally Frazer Vicente León Germán Ramírez Heather Sutton EDITORS María Ángeles Fernández Joseph Hopkins Ruth Mar tín Francisco Javier Zabaleta EDITORIAL MANAGER David Ramírez PROJECT DIRECTOR Lourdes Et xebarria BILINGUAL PROJECT DIRECTOR Margarita España Do not write in this book. Do all the activities in your notebook.
Uni t Let ' s get star ted LEARNING SITUATION Bui ld your understanding ESSENTIAL KNOWLEDGE BE A HISTORIAN Introduction to History 8 • Know the past to understand the present • Remember: The crisis of the Old Regime in the 18th century Liberal revolutions and the Restoration The Industrial Revolution Social change and workers' movements Imperialism Spain in the 19th century 1 A tough start to the 20th century. The First World War 24 Why is maintaining peace key to reducing inequalities? 1. H ow did World War I start? 2. T he outbreak of World War I 3. H ow did the war unfold? 4. L ife during World War I 5. P eace and the consequences of World War I 6. 1 905, the start of the Russian Revolution 7. F rom the 1917 revolutions to the Civil War Analyse border organisation after World War I using different documents Write Lenin's biography 2 The interwar years: economic crisis and totalitarianism 48 Why is cooperation necessary to preserve democracy? 1. T he fragile economic recovery of the 1920s 2. T he crash of 1929 and the Great Depression 3. Democracies in crisis 4. Fascist Italy 5. T he road to Nazism in Germany 6. Nazi Germany 7. T he creation of the USSR 8. T he USSR under Stalin's dictatorship Analyse a graph on the post-war crisis Create a timeline from a map Interpret an organisation chart showing the USSR's political system 3 World War II. The world on the verge of destruction 74 Why does remembering the horrors of the past help to prevent them from happening again? 1. T he causes of World War II 2. T he German offensive 3. The Allied counter-attack 4. The Holocaust 5. T he occupied countries: collaboration or resistance? 6. The end of the war and territorial changes 7. Other consequences of the war Analyse the Fascist and Nazi expansion Analyse the war in the Pacific regions 4 Spain: from the crisis of 1898 to the Civil War 98 How did gender equality advance in Spain in the first third of the 20th century? 1. T he decline in the reputation of the Restoration's political system 2. The proclamation of the Second Republic 3. A time of reforms (1931-1933) 4. The crisis of the Republic (1933-1936) 5. The beginning of the Civil War 6. The development of the Civil War 7. Life during the Civil War 8. Consequences of the war Analyse historical press Compare election graphs Analyse Civil War propaganda 5 The Cold War. A period that rocked the world 124 What technological legacy did the Cold War leave? 1. What was the Cold War? 2. The Cold War blocs 3. H ostility between the two great powers (1948-1953) 4. T he years of peaceful coexistence (1953-1962) 5. The return to maximum tension (1963-1973) 6. T he road to the end of the Cold War (1973-1991) Interpret a historical photograph Contents
Pract i se your sk i l l s Take act i on CHALLENGE EXPLORE HISTORY IN MY LIFE USE INFORMATION RESPONSIBLY OTHER POINTS OF VIEW The auxiliary sciences of History Modern and more lethal weapons What the trenches were like A world of contrasts: peasantry and nobility in the Russian Empire Which World War I legacies are still used today? Interpret a propaganda poster from the war (Analyse early 20th-century propaganda) Critical thinking: true or false? Is fake news a modern invention? The First World War through the eyes of a soldier Recreate a peace conference Women in the interwar period Women in the USSR Was mass culture born during the interwar period? Choose a photograph that represents the interwar period (Evaluate photography as a historical source) Critical thinking: true or false? Do photographs lie? Crises yesterday and today Prepare a speech: What does living in a democracy mean to me? Women and World War II Life in the Warsaw ghetto A cooperation case: Vichy France International humanitarian law. The Nuremberg Trials Displaced people and refugees caused by wars Look for information about people who helped others flee the Holocaust (Investigate people who helped to improve the world) Critical thinking: true or false? Was the launch of atomic bombs justified? The Holocaust through survivors' eyes Film a video on World War II memorial sites Objective: Eradicate illiteracy Women during the war Going into exile Labour legislation of the Second Republic Write a news article about the Civil War (Become familiar with journalistic language) Critical thinking: true or false? Factious radio stations confirm Franco's assassination (ABC, 4th October 1936) Intellectuals' views on the war Create a social networking page about prominent women of the 1930s The fight for peace during the Cold War Do you like superhero comics? Recreate a conversation between Kennedy and Khrushchev (Learn to have a debate on opposing sides) Critical thinking: true or false? Is the internet an invention of our times? The Cold War, a fight for individual freedoms or for an equal society? Create an illustrated timeline of the space race
Uni t Let ' s get star ted LEARNING SITUATION Bui ld your understanding ESSENTIAL KNOWLEDGE BE A HISTORIAN 6 Decolonisation of the world 146 How can we help to ensure that people's rights are not violated? 1. Causes of decolonisation 2. The independence of India and Pakistan 3. Decolonisation of Southeast Asia and Oceania 4. D ecolonisation of the Middle East and the Maghreb 5. The independence of Sub-Saharan Africa 6. Independence and economic development Analyse a conflict using maps Prepare a speech for an independence leader of an African country Analyse a country's statistical data 7 The world's major changes since 1945. Tensions and challenges 166 How can volunteering improve the world? 1. Economy and society in the Western world 2. The evolution of Western Europe 3. T he United States of America, the great power of the Western world 4. L atin America: dictatorships, revolutions and indigenous peoples 5. From the USSR to the Russian Federation 6. The evolution of Eastern Europe 7. China, a major world power 8. Other Asian areas 9. Africa after the Cold War 10. The Islamic world Analyse graphs on China's exports 8 Spain: from dictatorship to democracy 194 How did Spain go from a dictatorship to a democracy? 1. What was Franco's ideology? 2. The autarchy era 3. The era of development 4. The end of the dictatorship 5. The start of the Transition 6. The final years of the Transition 7. Democratic Spain 8. Economy and society in democratic Spain Analyse graphs about the Spanish economy Analyse the 1978 Constitution REPORT. An overview of the world we live in 222 What challenges are we facing? • We are 8,000,000,000 people! • An ageing world • Migration is increasing • An increasingly urban world • Demographic challenges in Spain • Tackling inequalities • We are immersed in globalisation • Multicultural societies • Conflict, war and terrorism • Protecting the planet • Making good use of technology ANNEX 246 • The art of the 20th and 21st centuries • Historical texts • Glossaries of History and History of Art • Maps Contents
Pract i se your sk i l l s Take act i on CHALLENGE EXPLORE HISTORY IN MY LIFE USE INFORMATION RESPONSIBLY OTHER POINTS OF VIEW Gandhi and no to violence Migration after decolonisation: the French pieds noirs Interpret urban artwork (Analyse a historical event through art) Critical thinking: true or false? Colonies do not currently exist Are land acquisitions in developing countries a new form of neo-colonialism? Present a talk on human rights May '68, the failed revolution The fall of the Berlin Wall Conflicts and pandemics in Africa Afghanistan and the Taliban regime The struggle for women's equality since 1945 Create a historical podcast (Use different media formats to convey historical information) Critical thinking: true or false? In popular democracies there were no social classes Racial issues yesterday and today Propose a volunteer project Women and the end of the Francoist era Culture and society in democratic Spain The welfare state in Spain Interpret a propaganda documentary: the NO-DO (Analyse Francoist propaganda) Critical thinking: true or false? Does completely independent press exist in democracies? Compare daily life in the 1960s with today Interview people who lived through the Transition
Education is a long road that lasts a lifetime. Follow the WORLD MAKERS learning path to create a more equal, fair and sustainable world. Learning path Douaumont Ossuary in memory of the soldiers who died in the Battle of Verdun A tough start to the 20th century. The First World War 1 The beginning of the 20th centur y was ver y turbulent. Tensions between the great powers, social conf licts and the rivalries between colonial empires created a climate of fierce confrontation . This climate gave rise to the First World War. It was the most destructive war humanity had ever known . The Russian Revolution broke out in 1917, while the First World War was raging. The revolution was successful and gave rise to the creation of a completely new regime. Some people believed the Revolution resulted in the seizure of power by the proletariat. The terrible consequences of the First World War marked the decline of Europe and the rise of the United States of America to world leadership. L E T ' S G E T S TA R T E D Look at the photograph on this page. What does it suggest to you about the First World War? Look at the infographic. What were the trenches like? What new weapons were used in the First World War? What were the consequences of their use? Can we link the trenches and the new weapons to the high number of dead and wounded? What is the link? L E A R N I N G S I T UAT I O N 24 THE FIRST WORLD WAR TRENCH WARFARE Much of the war took place in the trenches. These were ditches dug into the ground, where hundreds of soldiers stayed for months amid mud, rainwater, the wounded, the sick and the dead. MAJOR BATTLES The battles of Verdun (February to December 1916) and the Somme (July to November 1916) were the most bloody, with more than 1,900,000 victims. On the first day of the Battle of the Somme, British cannons fired 1.5 million artillery shells. On that day alone, more than 19,000 soldiers were killed. AIR WAR This was the first war in which aircraft were used in reconnaissance, defence and attack missions. Numerous cities were bombed from the air. FIGHTER AIRCRAFT BY COUNTRY 1914 1918 138 4,500 113 3,300 232 2,390 150 1,200 55 740 244 ARMOURED WARFARE The tank was used for the first time, combining several technological advances: armour, the tracked tractor, the internal combustion engine and high firepower. CHEMICAL WAR The use of poison gas was one of the deadly new weapons of the First World War. NAVAL WARFARE The addition of aircraft carriers and submarines to the navy forced research into new technology, which gave rise to sonar, depth charges, etc. OTHER CASUALTIES AND DAMAGE An estimated 40 million animals died and 30,000 km2 of land in France alone were rendered unusable for agriculture. After the war ended, 16 peace treaties were needed. In total, some 40,000 km of trenches were dug (more than 3 times the diameter of the Earth). The machine guns fired between 400 and 600 bullets per minute. Shelter, hospital, command post, dormitory. barbed-wire entanglement No man's land Gas mask The hand grenade was created in 1915 during the war. Mud, excrement, urine, decomposing bodies, etc. Rats, lice, fleas, etc. Shell HUMAN VICTIMS 20 million people killed. 21 million wounded. 6 million prisoners. 10 million refugees. Peace, key to reducing inequalities in the world Peace is essential to achieving the Sustainable Development Goals, because armed violence has a destructive ef fect. Tensions should be resolved through dialogue. Acting out a peace conference can promote these values. R E T O I N T H I S U N I T. . . You will analyse the reasons for the war, its development and consequences. You will study what the war was like for the public and the soldiers. You will understand life under the Tsars of Russia in the 20th century. You will discover how the Russian Revolution started and its consequences. You will take action. You will organise a peace conference. CHALLE NGE 25 7. The revolutions of 1917 and the Russian Civil War The Revolution of February 1917 Russia joined the First World War in 1914. Militar y defeats and shortages led to discontent and protests, which were harshly repressed . The repression increased anger at the tsar's government and favoured the opposition . The Revolution of 1917 began . The Provisional Government Between March and October 1917, there were two powers in Russia: the Provisional Government and the soviets. The Government adopted some reforms, but remained in the war. Mensheviks, revolutionar y socialists and Bolsheviks demanded immediate peace. Lenin returned from exile. He wanted to break with the Provisional Government and move from the bourgeois revolution to a socialist revolution. In his April Theses he proposed: Russian withdrawal from the war. Redistribution of land among the peasants and control of factories by worker committees. Autonomy for the national minorities. A government of the soviets. Defeats in the war and civil discontent led to a popular insurrection in Petrograd in July. The government blamed the Bolsheviks, and Lenin went back into exile. In September, General Kornilov led the most conservative wing of the army in an unsuccessful coup. 27. Main events of the Revolution EQUALITY Find out who Aleksandra Kollontay was. What did she do to improve Russian women's lives? Find out about Lenin's life. Use reliable sources and compare the information you find. Select the information you find most interesting. Decide what is most relevant and what is secondary. Put the information in chronological order and write a script. Imagine you are Lenin. Tell your group who you are and why you are considered an important historical figure. Your turn Research Lenin's biography A biography is an account of the main events of a person's life. B E A H I S T O R I A N 25. Vladimir Lenin On 23rd Februar y (8th March by the Western calendar), there was a demonstration in Petrograd (Saint Petersburg ). The next day, the city was brought to a standstill by a general strike. On 26th February there was bloody repression by the troops. Just a day later the troops joined the strikers. On 27th February, a Provisional Government led by the moderate socialist Kerensky was formed. On 15th March , Tsar Nicholas II abdicated. * The Russian calendar was 13 days behind the Western European calendar. 2nd-3rd March Abdication of the tsar. Provisional government 4th April Lenin's April Theses Beginning of a great famine in the USSR 25th April Polish–Soviet War Height of war communism 25th-26th October Bolshevik takeover of power 27th August Attempted coup by Kornilov 3rd-4th July Mass demonstrations 28th January Creation of the Red Army REVOLUTION OF OCTOBER 1917 REVOLUTION OF FEBRUARY 1917 REVOLUTION OF 1905 CIVIL WAR 25th February General strike in Russia 9th January Bloody Sunday 1921 1920 1919 1918 1917 1905 26. Aleksandra Kollontay 1 The Revolution of October 1917 On 24th October 1917, Lenin returned from exile and joined the Petrograd Soviet. The next day, the soviets, controlled by the Bolsheviks, took over strategic points around the city. They stormed the Winter Palace (28) and detained the Provisional Government. The October Revolution had begun . A new government was formed (Council of People's Commissars), led by Lenin. Under Lenin, the Bolshevik government made many significant changes: The civil war (1918-1921) The tsarists ( landowners, militar y commanders, the Orthodox Church , etc.) created the White Army to tr y to overthrow the Bolshevik regime. The White Army was supported by other countries who feared the spread of the Revolution . The Bolsheviks, under Trotsky, created the Red Army. In July 1918, the Bolsheviks executed the tsar and his family. In 1921, they launched an offensive and won the war. During the conf lict, "war communism" was introduced to guarantee supplies to the cities and the war fronts. Industries were nationalised and crops were seized to feed the army. Despite this, there was a famine in 1921. The basis of a new state was established in this period: All decisions were taken by the Bolsheviks (now called the Communist Party). A communist dictatorship was established. All other parties were banned. The government repressed strikes and protests violently. Define: Council of People's Commissars, Red Army, war communism. Analyse why the February Revolution took place. Was it a failure? Why or why not? How did the Bolsheviks come to power in October 1917? Describe the process. Compare and decide. Did the Russian Revolution have the same historical relevance as the American and French revolutions? K E Y Q U E S T I O N S 28. Assault on the Winter Palace in 1917 It withdrew Russia from the war (Treaty of BrestLitovsk, 1918). It ordered the expropriation of large estates, without compensation, to distribute land to the peasantry. Factories were placed under workers' control. The dif ferent nationalities within Russia were granted the right of sovereignty. * The Russian calendar was 13 days behind the Western European calendar. 2nd-3rd March Abdication f the tsar. Provisional government 4th April Lenin's April Thes Beginni g of a great famine in the USSR 25th April Polish–Soviet War Height of war com unism 25th-26th October Bolshevik takeover of power 27th Aug st Attempted coup by Kornilov 3rd-4th July Mass demonstra ions 28th January Creation f the R d Army REVOLUTION OF OCTOBER 19 7 REVOLUTION OF EBRUARY 19 7 REVOLUTION OF 1905 CIV L WAR 25th February Gen ral strike in Russia 9th January Bloody Sunday 1921 1920 19 19 8 19 7 1905 41 2 Organise the main events of the Russian Revolution in a table like this. Copy and complete. O R G A N I S E Y O U R I D E A S 1 Summarise the key points from the unit. Copy and complete the diagram in your notebook. Add any additional information you think is relevant. Fi rst Wor ld War S ides … … Causes ... ... ... … … Formation of blocs A P P LY Y O U R K N O W L E D G E Consequences Women's rights League of Nations Paris Peace Conference Objectives:... Objectives:... ... Demographic … … … … Deve l opment Trigger Trigger Main events of the Russian Revolution Revolution of 1905 Revolution of 1917 February October … … … 3 Explain who these people were. Evaluate their historical significance. Vladimir Lenin Alexander Kerensky General Kornilov Woodrow Wilson Nicholas II 4 Define these terms. Triple Alliance war communism Treaty of Brest-Litovsk Menshevik Party White Army Bloody Sunday Use the STUDY NOTES to review the content of this unit. ... Economic ... C H E C K Y O U R P R O G R E S S 42 5 Describe and interpret the painting. What does it show? Look for photos of the war on the internet. Is it a realistic painting? What weapons were used in the First World War? Why do you think the soldiers have their eyes bandaged? Why do you think so many artists chose to depict the horrors of the war? 6 Analyse the roles of the victorious and defeated countries in the peace conferences following the First World War. Explain why the Treaty of Versailles was the harshest of all the treaties that were signed. 7 Analyse and reflect on the following. The widespread incorporation of women into work outside the home during the war. The success or failure of the League of Nations. Imperialist policy as the cause of the war. The Revolution of 1905 as a predecessor of the Bolshevik Revolution of 1917. 9 Put these events in chronological order on a timeline. Outbreak of the First World War Bloody Sunday Peace Treaty of Brest-Litovsk General strike on 23rd February in Petrograd Beginning of the Paris Peace Conference End of the Russian Civil War Battle of Verdun Creation of the League of Nations 10 Analyse the text by Lenin. The peculiarity of the present moment in Russia is the passage from the first stage of the Revolution , which has given power to the bourgeoisie [...], to its second stage, which must place power in the hands of the proletariat and [...] the peasantr y [...]. Lenin, April Theses, 1917 (Adapted) Lenin mentions the first stage of the Revolution. When did it take place? What type of government and economic organisation was imposed in the second stage? How did the Bolsheviks come to power in October 1917? Were Lenin's ideas from the April Theses implemented? 1 W H A T D I D I L E A R N ? Think about what you knew about the first decades of the 20th century before starting this unit. Where did you learn about them: books, films, documentaries, etc.? List the aspects you have found most surprising in the unit and explain why. Which phrase would you use to summarise the beginning of the 20th century? 8 THINK AND COMPARE IN PAIRS Look at this caricature from 1914. Which countries are represented? Which ones look aggressive? How well does it represent the situation in Europe in 1914? Explain. 29. Gassed, by John Singer Sargent, 1919 43 4. Living with war A war economy The countries at war implemented wartime economies that were run by the state. The aim was to ensure supplies reached the general population and the troops: Free trade and production were suspended . Industr y in ever y countr y focused on producing weapons for the army. Mil lions of men became soldiers. As a result, mil lions of women began doing the jobs the men left, in order to fil l the gap in the workforce. 12. Female workers in an arms factory in the UK, 1917 What were the trenches like? Trenches were long tunnels and ditches dug into the earth . They were protected with barbed wire to prevent the enemy from advancing. Trenches had sandbags to defend against heavy artiller y. Soldiers spent months at a time in the trenches in terrible conditions. The cold was intense and rain flooded the trenches. Food was often scarce and the lack of hygiene and plagues (of rats, fleas, etc.) brought disease. On quiet days, some soldiers wrote diaries and letters that provide us with valuable information about the war. In the darkness of night, soldiers could leave the trenches to repair them or attack the enemy. (13 and 15) E X P L O R E 13. British trench in 1916 The trenches are narrow and muddy and full of yellow rainwater. You slip as you walk. Mice run along the embankments. There are rats in the muddy bottom of the trenches. Gusts of wind bring cold stench . There are deep spaces dug into the slopes of the trenches where squads of soldiers protect themselves. Lookouts are concealed among boulders and twigs so they can listen and watch for the enemy. In front of the two enemy trenches are fields of thorny barbed wire. There is also a space where the dead of recent days rot on the bones of those who fell before them. The surrounding land looks like it has been ploughed . Shrapnel has chopped down the trees and burnt the grass. From the bottom of the trenches, rockets emerge, green and white, opening up in the dark night. Ramón María del Valle Incl án, Un día de guerra, in El Imparcial, 11th October 1916 (Adapted) Women mainly worked in weapons factories, building propel lers, mortar shell s and rif les, or packing ammunition . (12) Thi s was hard and dangerous work. Many women were kil led in accidents. Mil lions of women began working in the countr yside and al so as nurses, tram and bus drivers, mechanics, police of ficers, etc. Some women , such as Natalie Tychmini and Dorothy Lawrence, fought on the front line. Others, such as Mata Hari , became spies. 32 1 The home front: surviving hunger and fear The war caused a decrease in the production and importation of food . Governments set limits on the prices of basic items and employed rationing: each person was assigned a daily amount of food . To obtain this food , people needed to show their ration books in certain shops. The lack of products led to a huge surge in the black market (the market for contraband products). Despite this, thousands of people died of star vation . In addition to having a poor diet, people were constantly afraid of dying in an aerial bombing. France and Britain suf fered most from these bombings, but Germany was also attacked in this way. (14) Governments used propaganda to keep up the morale of the population . Posters were put up in cities. In this propaganda , victories were highly praised , defeats were minimised and the enemy was shown as a monster to be destroyed . Bad news was often censored to avoid demoralising soldiers and civilians. In addition , families were encouraged to write letters to the soldiers in an attempt to lift the soldiers' spirits. Analyse the wartime economy. How did it affect women? Use the image to explain war propaganda. K E Y Q U E S T I O N S Investigate • Find out more about the trenches. What structure and zones did they have? What materials were used to make them? Do you think Valle Inclán's description of the trenches is realistic? • Investigate life in the trenches: the tasks done during the day and at night, what the supply of food and hygiene were like, where the soldiers slept, etc. • Describe the photos. • Read the soldier's letter. How does he feel? Why? How would you have felt in that situation? Imagine you are a soldier in the trenches. Write a letter to your family. 18th Januar y 1918 My dearest Madeleine, I am dead tired . All day and night a deluge of iron and steel falls upon us. We lie on the ground (when we can). The days go by sadly amidst the filth , the f leas and the pestilence. How have I not died a hundred times already? I do not know. There is no water. Food rarely reaches us because of the almost constant gunfire that prevents it. You can't wash or change your clothes. For ten days now, my meals have been reduced to a tin of sardines in oil shared with a companion . I cannot take it anymore. I want to get out of here. I want to live and see the light of day. Letter from a soldier in Bénédicte des Mazery, La vie tranchée (Adapted) 14. British propaganda poster about German airships 15. Trench in 1916 33 1 ESSENTIAL KNOWLEDGE 2 CHECK YOUR PROGRESS 3 Think about a real or imaginary situation from daily life with the SUSTAINABLE DEVELOPMENT GOALS in mind, in order to begin the learning process. Contribute to the achievement of one or several of the targets by doing the challenge. Take the Challenge! Go further and investigate. EXPLORE cases, characters and other interesting aspects that will expand your knowledge of the world. To do this, look for reliable information, organise it carefully and draw your conclusions. WHAT HAVE YOU LEARNT? Evaluate: think about what you have learnt and how you constructed your knowledge. Organise your ideas and apply your knowledge to different contexts and situations in the CHECK YOUR PROGRESS activities. Think, make connections and communicate critically by doing the ACTIVITIES throughout the book. Work like a specialist. With the help of the BE A HISTORIAN section you can practise what you learn. Exercise your mind. Practise THINKING TECHNIQUES that will enhance your powers of reflection and thinking. Use the KEY QUESTIONS to review and ensure you have understood the content. Acquire essential knowledge from the clearly explained content and strong visual language: drawings, maps, timelines, etc. LEARNING SITUATION
THE CHALLENGE 5 Make connections with your life, your interests, and the world around you. Find the link between what you've learnt and the world in which you live with HISTORY IN MY LIFE. Critical thinking. In the USE INFORMATION RESPONSIBLY and TRUE OR FALSE? section you will find suggestions for learning how to create truthful content and for deconstructing fake news and myths. Open your mind. Analyse and contrast OTHER POINTS OF VIEW. This will help you understand the diversity of the world in which you live. In addition, there is helpful support material available: With the STUDY NOTES you can revise the key concepts of each unit and check your progress. An ANNEX with: - The art of the 20th and 21st centuries - Historical texts - Glossaries of History and History of Art - Maps TAKE ACTION and complete the CHALLENGE to create a more equal, fair and sustainable world. CORE SKILLS 4 The other legacy of the First World War The First World War immediately makes us think of suf fering, fear, death , destruction , etc. However, some practices, materials and objects that we use today were created or developed during the war to meet the needs and improve the situation of the soldiers. Look at these examples. 11 Read the texts and think. To which field do you relate the objects and techniques: economy, medicine, wellbeing, etc.? Why do you think these objects and techniques were invented or became popular during the First World War? How did they change people's lives? Would you include any of them in the list of humanity's greatest inventions? Explain your answer. 12 If you had lived during the First World War, what inventions would you have found most important? H I S T O R Y I N M Y L I F E 13 Research the relationship between the following aspects and the First World War. Discuss as a class. Mass production of prosthetic limbs. The popularisation of wearing wristwatches. The discovery of stainless steel. 14 MAKE CONNECTIONS. Answer the questions. How useful are the objects, techniques and aspects mentioned above in your daily life? Could you live without any of them? If so, explain which ones. ZIPS Invented in the mid-19th centur y, they were made popular by US Navy and Air Force troops during the First World War. BLUE GOWNS IN OPERATING THEATRES During the war, the surgeon René Leriche ordered operating theatres and the surgeons' clothes to be blue so that they could be distinguished from the dirty white cloths in which the wounded arrived . This helped to reduce infections. PL ASTIC SURGERY It was developed to reconstruct the damaged faces of soldiers by grafting skin from their own bodies. One of the pioneers was the surgeon Harold Gillies. PIL ATES The basics of this exercise technique were devised by the German Joseph H. Pilates while he was in a prison camp in the UK during the war. TRANSFUSIONS Various scientific discoveries allowed transfusions to be carried out using blood bags. This saved the lives of many people during the war. DAYLIGHT SAVING TIME A new timetable was first introduced in Germany in 1916, because of a coal shortage. It saved energy and provided an extra hour of daylight. Shortly afterwards, it was introduced in France and the USA. 44 1 TA K E AC T I O N Act out a peace conference S TA R T I N G P O I N T 1. Remember what you have learnt about the Paris Peace Conference. Search for more information about the conference if necessary. Which countries were present? What were the main agreements that were reached? Who was most prominent at the talks? 2. Select which countries will send delegations to your conference. Make sure there are delegations from at least France, the UK, Russia, the USA and Japan at your conference. Decide whether the defeated countries, especially Germany, will be present. Bear in mind that each country's delegation will consist of more than one person, so they will have to agree on the position they will take at the conference. P R E PA R E YO U R P R OJ E C T 3. Appoint a secretary to record what is said at the conference. 4. Make an opening speech outlining the purpose and objectives of the conference. Choose which historical figure will be in charge. 5. Each delegation should present its proposals and reach joint agreements. Keep a record of the agreements. S H A R E YO U R P R OJ E C T 6. Reflect and evaluate as a class. What were the most difficult problems or issues to resolve? Why? How did you solve them? What was the overall atmosphere at the conference? Have you agreed on the same principles that were established in 1919? Explain why or why not. Do you think you have succeeded in establishing a lasting peace? Why or why not? Throughout history, peace conferences have been an instrument to politically reorganise the world, redefine the roles of countries and build new rules of international conduct. In peace negotiations there are always conflicting interests. If you had been at the Paris Peace Conference in 1919, what would you have said? What would your proposal for a world order have been? Reflect on these ideas by recreating the peace conference. 31. Paris Peace Conference, 1919 32. (A) Woodrow Wilson, (B) George Clemenceau and (C ) David Lloyd George CHALLE NGE A B C 47 1 The purpose of propaganda is to inf luence the public in a certain way. Interpret a propaganda poster from the war 15 Analyse the poster. What does the text on the poster say? The figure on the poster is Lord Kitchener. Find information about him and explain what position he held in 1914. Why was he chosen as the subject of this poster? Describe: the expression on Kitchener's face, the gesture he is making with his hand, the text on the poster, the colours and sizes of the text, who Kitchener is addressing, the feelings he is trying to arouse in the British population, etc. 16 Give your opinion. Do you think this kind of propaganda helped to increase the number of recruits? Would the poster convince you to join the army? Read the adapted excerpt from this letter in the Imperial War Museum in London. What would you ask Kitchener about the letter? 17 Compare. Is advertising and propaganda the same thing? U S E I N F O R M A T I O N R E S P O N S I B LY C R I T I C A L T H I N K I N G Is fake news a modern invention? In 1917, several Spanish newspapers spread the rumour that Lenin was organising the Bolshevik revolution from Barcelona . 18 INVESTIGATE Review your biography of Lenin and find out the missing facts. Why was Lenin exiled from Russia in 1917? Where did he go when he was exiled? When did he return to Russia and under what conditions? Why did he return? What happened when he returned? Did Lenin travel to Spain in 1917? If this was fake news, who spread the rumour and why? Make several hypotheses. 19 CONTRAST Imagine it is 1917. How can you check if this rumour is true? Consider the media of the time and that the world was at war. Think. How would you act nowadays in a similar situation? 20 DECIDE Comment on how difficult it was in the past to disprove a hoax. Why do so many hoaxes continue to spread today? 30. British Army recruitment poster from 1914 Dear Lord Ki tchener, I'm a nine-year-old Irish boy and I want to go to the front. I can cycle ver y fas t on my bike. I wouldn't let the Germans catch me. I am ver y s trong . I want a uni form. Please send me one. Yours sincerely, Alfie Knight OR FALSE ? T R U E 45 S TA R T I N G P O I N T 1. Think before preparing your speech. List some ideas on democracy. Think about history, values, etc. Make a list of aspects that suggest that a society is democratic. For example, respect for freedom and human rights, the right to vote, tolerance, respect for minority groups, etc. Reflect on whether living in a democratic society is better for guaranteeing the political and social rights of the population. Comment using your own experience and media reports. P R E PA R E YO U R P R OJ E C T 2. The following structure (presentation, development and conclusion) will help you to prepare your speech. Presentation of the topic. Capture the attention of the audience. What does it mean to live in a democracy? What are the differences between democracies and dictatorships? What are the different types of democracy, etc. Develop the topic. Ask yourself the following questions: – Why is it important to respect the freedoms and human rights of everyone? Why is it essential to respect minorities? Why is it important to respect ideas that are different from our own? Can democracy and violence coexist? Does fake news endanger democracy? – What is my experience of living in a democracy? Do I know anyone who has lived under a different political system? Explain what it was and try to contrast the two different forms of socio-political organisation. Conclude. Summarise the ideas and draw conclusions. 3. Write the script of your speech. Present your ideas in an organised way. End with a conclusion. S H A R E YO U R P R OJ E C T 4. Practise delivering your speech. Decide when to give your speech and tell your class. Time the speech and take turns so that everyone in the group can parti cipate. Have a script at hand, but do not read it (it is only an aid). Look at your audience. Try to stay still and not move your arms around too much. Start your speech with an anecdote. This will capture the audience's attention. 5. Deliver your speech. When you have finished, ask the audience if they have any questions. Start a debate on the subject. 2 What does democracy mean to you? What advantages does this political system have over others? Reflect on this topic and write a speech about what it means to you to live in a democracy. Discuss your experience as someone who lives in a democratic society. Explain what it means for those of us who are lucky enough to live in a democratic country and benefit from the social and political advantages. Prepare a speech: What does living in a democracy mean to me? CHALLE NGE TA K E AC T I O N 73 Letters, diaries, memoirs, etc. are valuable sources for understanding how those involved experienced the war. The First World War from soldiers’ points of view 21 Analyse the texts. What level of the military do the authors of the texts mostly belong to? How do they describe the war in each case? What feelings do they express? Are they the same or similar feelings in every text? Why do you think there are differences between the texts? One of the letters mentions life on the home front. How does the soldier who wrote the letter feel about life at home? Do you think he is angry? Do you agree with him? Why or why not? 22 Investigate. One of the texts mentions censorship. Research and explain why letters were censored. 23 UNDERSTAND OTHERS Why do you think letters between the fighters at the front and people on the home front were encouraged by governments? How do you think a soldier felt when he received a letter from his family? O T H E R P O I N T S O F V I E W Father, To be evacuated from here you have to be blown up. I would like the Government to see this. I don't care if the letter passes censorship, it's the truth. Forgive me, I don't want them to talk to us about the battlefield, about honour, because I call it butchery. Because this war is nothing but a game of slaughter for us, in which we are led to the slaughterhouse. Your son, desperate to return alive. Jo, P.L.V. From Bénédicte des Mazery, La vie tranchée (Adapted) The General changed the subject. "Soldier. Do you like war?" "Do I like war!" I exclaimed, a little dispirited. "You mean, you are for peace?" Now there was surprise and disdain in the General 's voice. "Is that so, lieutenant?" "No, general ." "And what peace do you want? Come on!" "A victorious peace." The general seemed to calm down. Emilio lussu, Un anno sull 'altipiano (1916-1917) (Adapted) We are in danger of not understanding each other if you speak like someone on the home front and I speak as someone on the front line. Sacrifices of all kinds are what the soldier wants to see shared. That they are the same as at the front. Cartons of sugar? That means there is sugar. Taxes on cinema tickets? That means there are people going to the cinema. Firewood at astronomical prices? That means someone still has warm feet. Letter from a soldier to his wife, From Marc Ferro, La Grande Guerre (Adapted) Mother, we are winning. Even if things turn out differently, the saying that an ending with horror is better than horror without end is true. For death is not the worst thing. Death can awaken new life, and even more so in these times. But we do not want to die, because the homeland will benefit even more from us if we stay alive and then enjoy a glorious peace. I want to stay alive so that I can serve my homeland as much as possible. So I am sure that when we win I will embrace you again. Letter from Lieutenant Leopold von Stutterheim to his mother, August 1914 ( https://www.dhm.de/lemo/) (Adapted) 46 Study notes The best of both worlds At Santillana we take our environmental responsibility seriously. For that reason, we use: Paper from sustainable forests Certified printing companies with good environmental and energy management 100 % recyclable plastic S E C O N D A R Y 4 S E C O N D A R Y 4 History DISCOVER History D I S C OV E R
Douaumont Ossuary in memory of the soldiers who died in the Battle of Verdun A tough start to the 20th century. The First World War 1 The beginning of the 20th centur y was ver y turbulent. Tensions between the great powers, social conf licts and the rivalries between colonial empires created a climate of fierce confrontation . This climate gave rise to the First World War. It was the most destructive war humanity had ever known . The Russian Revolution broke out in 1917, while the First World War was raging. The revolution was successful and gave rise to the creation of a completely new regime. Some people believed the Revolution resulted in the seizure of power by the proletariat. The terrible consequences of the First World War marked the decline of Europe and the rise of the United States of America to world leadership. L E T ' S G E T S TA R T E D Look at the photograph on this page. What does it suggest to you about the First World War? Look at the infographic. What were the trenches like? What new weapons were used in the First World War? What were the consequences of their use? Can we link the trenches and the new weapons to the high number of dead and wounded? What is the link? L E A R N I N G S I T UAT I O N 24
THE FIRST WORLD WAR TRENCH WARFARE Much of the war took place in the trenches. These were ditches dug into the ground, where hundreds of soldiers stayed for months amid mud, rainwater, the wounded, the sick and the dead. MAJOR BATTLES The battles of Verdun (February to December 1916) and the Somme (July to November 1916) were the most bloody, with more than 1,900,000 victims. On the first day of the Battle of the Somme, British cannons fired 1.5 million artillery shells. On that day alone, more than 19,000 soldiers were killed. AIR WAR This was the first war in which aircraft were used in reconnaissance, defence and attack missions. Numerous cities were bombed from the air. FIGHTER AIRCRAFT BY COUNTRY 1914 1918 138 4,500 113 3,300 232 2,390 150 1,200 55 740 244 ARMOURED WARFARE The tank was used for the first time, combining several technological advances: armour, the tracked tractor, the internal combustion engine and high firepower. CHEMICAL WAR The use of poison gas was one of the deadly new weapons of the First World War. NAVAL WARFARE The addition of aircraft carriers and submarines to the navy forced research into new technology, which gave rise to sonar, depth charges, etc. OTHER CASUALTIES AND DAMAGE An estimated 40 million animals died and 30,000 km2 of land in France alone were rendered unusable for agriculture. After the war ended, 16 peace treaties were needed. In total, some 40,000 km of trenches were dug (more than 3 times the diameter of the Earth). The machine guns fired between 400 and 600 bullets per minute. Shelter, hospital, command post, dormitory. barbed-wire entanglement No man's land Gas mask The hand grenade was created in 1915 during the war. Mud, excrement, urine, decomposing bodies, etc. Rats, lice, fleas, etc. Shell HUMAN VICTIMS 20 million people killed. 21 million wounded. 6 million prisoners. 10 million refugees. Peace, key to reducing inequalities in the world Peace is essential to achieving the Sustainable Development Goals, because armed violence has a destructive ef fect. Tensions should be resolved through dialogue. Acting out a peace conference can promote these values. R E T O I N T H I S U N I T. . . You will analyse the reasons for the war, its development and consequences. You will study what the war was like for the public and the soldiers. You will understand life under the Tsars of Russia in the 20th century. You will discover how the Russian Revolution started and its consequences. You will take action. You will organise a peace conference. CHALLE NGE 25
At the beginning of the 20th centur y, there was a climate of strong confrontation between European countries. Germany was an increasingly powerful countr y that wanted to create a colonial empire like the other great European powers. France and the UK feared that German expansionism would threaten their own empires. In this uneasy situation , tensions arose in Morocco and the Balkans. Rivalry between powers Relations in Europe were tense for various reasons: France lost Alsace-Lorraine in 1870 to Germany. France had a strong desire for revenge. The Austro-Hungarian and Russian Empires disputed control of the Balkans. There was great economic rivalr y between Germany and the UK. They were the two most industrially developed states. Germany wanted to form a colonial empire to boost its industrial development. But the UK saw German imperialism as a threat to its colonies. The formation of blocs Germany, under its chancellor, Otto von Bismarck, created an alliance system with two main objectives: To isolate France. To maintain equilibrium in the Balkans. Germany's pacts were the Dual Alliance with AustriaHungar y, and the League of the Three Emperors with Austria-Hungar y and Russia . The German emperor Wilhelm II favoured a more aggressive European policy, (1) and Bismarck was replaced in 1890. This marked the beginning of the Armed Peace (1890-1914). In this period , mutual fears led to an arms race and the European powers divided into two militar y blocs: (2) The Triple Alliance of Germany, Austria-Hungar y and Italy. The Triple Entente (1907) of France, Britain and Russia. Almost ever y countr y increased the size of its army and manufactured new weapons. In this tense atmosphere, any confrontation could lead to large-scale conf lict. 1. What led to the outbreak of war? 1. Caricature of German Emperor Wilhelm II's war policy ANALYSE A HISTORICAL TEXT Read the text. who was Bismarck? What message is he trying to transmit? Sirs: The gravity of the times we live in will not escape any of you. The whole world is wondering whether war will break out. Germany has shown that it does not wish to attack any of its neighbours unless it is forced to. But to carry out this difficult and thankless mission, Germany must be powerful and armed for war. If war did break out, it would be a terrible disaster. The more powerful we are, the more unlikely war is. Bismarck's speech to the Reichstag on the principles of his diplomatic policy, 11th Januar y 1887 (Adapted) 26
1 The crisis in Morocco Colonialism was a constant source of conf lict. Morocco was one of the main focuses of this conf lict. Wilhelm II, the German emperor, spoke in favour of Moroccan independence, against French claims. To avoid a war in Europe, the Algeciras Conference (1906) was organised and France strengthened its control over Morocco. Later, Morocco became a Hispano-French protectorate. In exchange, Germany gained part of French Cameroon . However, after these agreements, the alliance between the UK and France was strengthened . This was the opposite of what Wilhelm II desired . The Eastern Question Another source of tension was the Eastern Question . The Ottoman Empire was collapsing, and Austria and Russia hoped to increase their inf luence in the region . (3) Russia supported the Slavic states (Serbia and Bulgaria) so that they would not come under Austro-Hungarian control . Austria wanted to expand along the coast of the Adriatic Sea . Between 1908 and 1913, three crises culminated in two political changes: Bosnia-Herzegovina was annexed by Austria-Hungar y. Most of Bulgaria was divided up among neighbouring countries. 2. Alliances in 1914 WORK WITH THE IMAGES Look at the map. Name the alliances that formed in Europe shortly before the outbreak of the First World War. Which countries made up each alliance in 1914? Analyse the caricature of Emperor Wilhelm II. – Is he dressed as a civilian or as a soldier? What objects are depicted? – W hat do you think the halo around his helmet means? – Think of a title for the caricature. Define: Triple Entente, Algeciras Conference, Eastern Question. Name the alliances that Bismarck formed. Analyse the objectives of Bismarck's foreign policy. Was Wilhelm II's foreign policy similar to Bismarck's? Explain what the Armed Peace was. K E Y Q U E S T I O N S 3. Caricature of European ambitions in the Balkans 27
The trigger: the crisis of the summer of 1914 Archduke Franz Ferdinand was heir to the AustroHungarian Empire. On 28th June 1914, Ferdinand and his wife were killed in Sarajevo (Bosnia). (4) The killer was a member of the Black Hand group. This group supported the creation of a Great Serbia free from Austrian rule. In response Austria-Hungar y, backed by Germany, issued an ultimatum to Serbia, whom they held responsible for the assassination . Serbia rejected some parts of the ultimatum, and on 28th July 1914, Austria-Hungar y declared war on Serbia . Russia mobilised its military to support Serbia. Germany declared war on Russia, and France. Britain declared war on Germany and Austria-Hungary. Italy did not support Austria-Hungary or Germany, which ended the Triple Alliance. The First World War (also called World War I, or WWI) had begun. A truly global war Two large blocs confronted each other : The central powers: Germany and Austria-Hungar y. The Triple Entente, or Allies: France, Russia and the UK. The two blocs sought new allies, which led to the globalisation of the conf lict. Fourteen European countries and their colonies were involved , plus Japan and the USA. It was also a "total war", in which all the human, economic and technical resources available were used . 2. The outbreak of war Analyse the trigger that started the First World War. How did countries initially align themselves? What do we mean when we say that the war was "global" and "total"? Did these factors make the First World War different to previous wars? Why or why not? K E Y Q U E S T I O N S ANALYSE HISTORICAL TEXTS Read and analyse the texts. What were the reactions to the outbreak of war? An afternoon in August [1914]. The streets were almost deserted when suddenly we heard a drum roll. We listened closely. The man announced the most terrible disaster, the greatest of all evils: a general mobilisation. It was the prelude to war, the accursed, infamous, horrible war. I was astounded that the announcement caused more enthusiasm than desolation. People seemed proud to be living when something formidable would happen. Even the less enthusiastic did not doubt for a moment that there would be an immediate, overwhelming victory. Louis Barthas, World War I Notebooks, 1914-1918 (Adapted) WE WOMEN GATHERED AT AN INTERNATIONAL CONGRESS: We protest against the madness and horror of war that entails the senseless sacrifice of human life and the destruction of the legacy of civilisation . We call on the governments of the world to put an end to this bloodshed and to start negotiations for a permanent peace, based on the principles of justice. International Congress of Women at The Hague, 1915 (Adapted) 4. Archduke Franz Ferdinand and his wife, Sophie Chotek, in Sarajevo, 1914 28
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