Key Concept
Time, place and space This refers to the absolute or relative position of people, objects or ideas. It focuses on how we construct and use our understanding of location in time, place and space.
Related Concepts
Relationships
Conceptual Understanding
Conflict can occur at a range of scales and for a multitude of reasons, both individual and societal. The human experience is littered with the consequences of these conflicts.
Inquiry Questions
Factual:
Conceptual:
Debatable:
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What were the causes of WW1?
Task 1
Working in small groups, you are to create a presentation, and prepare to argue your point in a class discussion, that justifies your involvement in World War One.
When war was declared by the main belligerents over the week of July 28th to August 4th, 1914, there was no absolute reason or necessity for this course of action. Indeed, on July 28th, the day Austria-Hungary declared war on Serbia, a German general wrote: "unfortunately ... peaceful news. The Kaiser wants peace", after Kaiser Wilhelm of Germany had a change of heart. The great historian AJP Taylor stated of the build up to WW1, "Nothing is inevitable until it happens".
However, the choices were for war. You must explain and convince others as to why your country declared war.
The countries are:
The presentation should contain maps, data, quotes from leaders and politicians, public opinion and images.
You should use political, economic and social and cultural reasons to justify your countries actions.
For the discussion, you must answer to both your enemies and the International Criminal Court of Human Rights for war crimes against the millions who died and suffered. Good luck with that!
Working in small groups, you are to create a presentation, and prepare to argue your point in a class discussion, that justifies your involvement in World War One.
When war was declared by the main belligerents over the week of July 28th to August 4th, 1914, there was no absolute reason or necessity for this course of action. Indeed, on July 28th, the day Austria-Hungary declared war on Serbia, a German general wrote: "unfortunately ... peaceful news. The Kaiser wants peace", after Kaiser Wilhelm of Germany had a change of heart. The great historian AJP Taylor stated of the build up to WW1, "Nothing is inevitable until it happens".
However, the choices were for war. You must explain and convince others as to why your country declared war.
The countries are:
- Austria-Hungary
- France
- Germany
- Serbia
- Britain
- Russia
- Bulgaria
- The Ottoman Empire
- Japan
- Italy
The presentation should contain maps, data, quotes from leaders and politicians, public opinion and images.
You should use political, economic and social and cultural reasons to justify your countries actions.
For the discussion, you must answer to both your enemies and the International Criminal Court of Human Rights for war crimes against the millions who died and suffered. Good luck with that!
What was the soldier's experience at the front?
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The war started with vast movements of troops through Belgium and northern France. However, after the German advance was stopped outside of Paris, a very different type of war in the west set in.
Watch the video and answer the following questions. 1. What advantage did the Germans have on the ridge above the River Aisne? 2. Why did both sides start to "en-trench" after the Battle of the Aisne? 3. Describe how the battles had changed from earlier battles such as Mons. 4. Describe some of the characteristics of trench warfare:
5. In what way was war in the east, between Austria and Russia, different? |
Task 2
Working in peer support groups of 2 or 3, design a trench system that includes a range of needs and characteristics as listed below. Use the images and links below as a guide for the design and features to include.
Use blank A3 paper that will then be pasted into your book.
Annotation and explanation is vital.
Headings, sub-headings, colour, a key and layout are also of importance.
Include in your diagram:
Working in peer support groups of 2 or 3, design a trench system that includes a range of needs and characteristics as listed below. Use the images and links below as a guide for the design and features to include.
Use blank A3 paper that will then be pasted into your book.
Annotation and explanation is vital.
Headings, sub-headings, colour, a key and layout are also of importance.
Include in your diagram:
- Clearly designed and labelled trench system
- Explanation of features and structures using annotation
- Some sense of scale and perspective
- Call outs that can act as a "zoom in" to show greater detail
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Task 3
Later in the war, changing battlefield tactics, and the use and integration of new and improving technologies, eventually helped break the "stalemate" of the trenches and, in part, led to the eventual Allied victory on the Western Front.
Using up-to-date and fully technologically advanced battlefield strategies and techniques, you are to create a battle-plan for the successful storming of the formidable Hindenburg Line around the area of Arras.
This was what we would now think of as late in the war, but the soldiers and armies fighting at the time could not know this and the casualties sustained were as high as at any point in the war thus far.
Later in the war, changing battlefield tactics, and the use and integration of new and improving technologies, eventually helped break the "stalemate" of the trenches and, in part, led to the eventual Allied victory on the Western Front.
Using up-to-date and fully technologically advanced battlefield strategies and techniques, you are to create a battle-plan for the successful storming of the formidable Hindenburg Line around the area of Arras.
This was what we would now think of as late in the war, but the soldiers and armies fighting at the time could not know this and the casualties sustained were as high as at any point in the war thus far.
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The types of tactical and technical evolution included:
Before the British heavy guns could neutralise the defending German artillery, the gunners had to know where the German artillery was. With the introduction of the Tucker microphone, the British could determine the German gun’s characteristics, including the calibre, muzzle velocity, direction of fire, and approximate range. This stunning development gave the British the decided advantage of being able to locate and bring fire onto the German guns before the German guns could locate the British artillery because the Germans were using crude stethoscopes to locate the British guns. The inability of the Germans to develop technology equal to the Tucker microphone, limited their ability to knock out the British guns before being destroyed or forced to withdraw from the British artillery fire.
- Troops working in smaller, more mobile units with a range of equipment and roles rather than massed infantry seen previously. These units would include machine gunners (including more mobile light machine guns), bombers using grenades, and artillery spotters who could accurately call in artillery support.
- The coordination of infantry, artillery, tanks and planes during attacks meant that defenders were given little rest or time and space to bring up reserves or to respond to gains of the attackers.
- Infantry and artillery would be informed by pilots and spotters, who would also bomb and strafe reserve units and enemy artillery.
- Tanks would move up in support of infantry to give cover and greater firepower.
- Artillery would shell specific locations as and when needed, rather than general shelling of wide areas.
- All of this had specific timings, objectives and allocation of resources.
- Here is a specific example of how innovations and tactics combined to allow for greater attacking success:
Before the British heavy guns could neutralise the defending German artillery, the gunners had to know where the German artillery was. With the introduction of the Tucker microphone, the British could determine the German gun’s characteristics, including the calibre, muzzle velocity, direction of fire, and approximate range. This stunning development gave the British the decided advantage of being able to locate and bring fire onto the German guns before the German guns could locate the British artillery because the Germans were using crude stethoscopes to locate the British guns. The inability of the Germans to develop technology equal to the Tucker microphone, limited their ability to knock out the British guns before being destroyed or forced to withdraw from the British artillery fire.
- Other advantages such as wireless radio, different types of shell (high-explosive, gas, smoke for cover), a wide range of aeroplane design and uses, motorised vehicles of many types, larger artillery guns with greater firepower and range, mortars for short range bombing, aerial photography showing enemy trench systems, strong-points and troop and equipment movements.
So, on to victory...
In small groups, you must create a detailed battlefield plan of attack to take the enemy position shown below.
You must have specific:
Place these on a map of the area to be attacked (using PowerPoint, Sway, Prezi or similar) for evaluation by the Generals at HQ. The plan with the greatest likelihood of success will be used for the attack.
You must have specific:
- Locations
- Timings
- Numbers (amounts - of troops, tanks, planes artillery)
- Directions of attack
Place these on a map of the area to be attacked (using PowerPoint, Sway, Prezi or similar) for evaluation by the Generals at HQ. The plan with the greatest likelihood of success will be used for the attack.
However...
Resources are not endless and you must select what you will use and in what numbers from the list below, deploying them in the best way you see fit for victory and success in the coming offensive.
Resources are not endless and you must select what you will use and in what numbers from the list below, deploying them in the best way you see fit for victory and success in the coming offensive.
Within reason, you can use units of bombers (grenades), light machine guns, communications units, sapper (building and construction) units as and were you see fit.
You also have 50 light artillery pieces.
You also have 50 light artillery pieces.
Choose only 1 resource from this list
50 tanks 30 fighters and reconnaissance aircraft 40 Heavy artillery pieces 30 000 troops |
Choose only 1 resource from this list
20 tanks 20 fighters and reconnaissance aircraft 20 Heavy artillery pieces 15 000 troops |
Choose only 1 resource from this list
10 tanks 10 fighters and reconnaissance aircraft 10 Heavy artillery pieces 10 000 troops |
Choose only 1 resource from this list
3 tanks 3 fighters and reconnaissance aircraft 3 Heavy artillery pieces 5000 troops |
Play up, play up, and play the game...
Assessment criteria
Criterion A: Knowing and understanding
i. use a range of terminology in context
ii. demonstrate knowledge and understanding of subject-specific content and concepts, through descriptions, explanations and examples.
Achievement level Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
1–2 The student:
i. makes limited use of terminology
ii. demonstrates basic knowledge and understanding of content and concepts through limited descriptions and/or examples.
3–4 The student:
i. uses some terminology accurately
ii. demonstrates satisfactory knowledge and understanding of content and concepts through simple descriptions, explanations and examples.
5–6 The student:
i. uses considerable and relevant terminology accurately
ii. demonstrates substantial knowledge and understanding of content and concepts through descriptions, explanations and examples.
7–8 The student:
i. consistently uses a range of terminology accurately
ii. demonstrates excellent knowledge and understanding of content and concepts through developed and accurate descriptions, explanations and examples.
i. use a range of terminology in context
ii. demonstrate knowledge and understanding of subject-specific content and concepts, through descriptions, explanations and examples.
Achievement level Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
1–2 The student:
i. makes limited use of terminology
ii. demonstrates basic knowledge and understanding of content and concepts through limited descriptions and/or examples.
3–4 The student:
i. uses some terminology accurately
ii. demonstrates satisfactory knowledge and understanding of content and concepts through simple descriptions, explanations and examples.
5–6 The student:
i. uses considerable and relevant terminology accurately
ii. demonstrates substantial knowledge and understanding of content and concepts through descriptions, explanations and examples.
7–8 The student:
i. consistently uses a range of terminology accurately
ii. demonstrates excellent knowledge and understanding of content and concepts through developed and accurate descriptions, explanations and examples.
Criterion D: Thinking critically
i. analyse concepts, issues, models, visual representation and/or theories
ii. summarise information to make valid, well-supported arguments
iv. recognise different perspectives and explain their implications.
Achievement level Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
1–2 The student:
i. begins to analyse concepts, issues, models, visual representation and/or theories in a limited way
ii. begins to identify connections between information to make simple arguments
iv. identifies different perspectives.
3–4 The student:
i. completes a simple analysis of concepts, issues, models, visual representation and/or theories
ii. summarises information to make some adequate arguments
iv. recognises different perspectives and suggests some of their implications.
5–6 The student:
i. completes a suitable analysis of concepts, issues, models, visual representation and/or theories
ii. summarises information in order to make usually valid arguments
iv. clearly recognises different perspectives and describes most of their implications.
7–8 The student:
i. completes a detailed analysis of concepts, issues, models, visual representation and/or theories
ii. summarises information to make consistent, well-supported arguments
iv. clearly recognises different perspectives and consistently explains their implications.
i. analyse concepts, issues, models, visual representation and/or theories
ii. summarise information to make valid, well-supported arguments
iv. recognise different perspectives and explain their implications.
Achievement level Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
1–2 The student:
i. begins to analyse concepts, issues, models, visual representation and/or theories in a limited way
ii. begins to identify connections between information to make simple arguments
iv. identifies different perspectives.
3–4 The student:
i. completes a simple analysis of concepts, issues, models, visual representation and/or theories
ii. summarises information to make some adequate arguments
iv. recognises different perspectives and suggests some of their implications.
5–6 The student:
i. completes a suitable analysis of concepts, issues, models, visual representation and/or theories
ii. summarises information in order to make usually valid arguments
iv. clearly recognises different perspectives and describes most of their implications.
7–8 The student:
i. completes a detailed analysis of concepts, issues, models, visual representation and/or theories
ii. summarises information to make consistent, well-supported arguments
iv. clearly recognises different perspectives and consistently explains their implications.