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. 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