FIRST WORLD WAR CAUSES SIMULATION
DQ's: How important was Imperialism and Alliances in causing the First World War?
OK, so this was a simulation that I've (Mr Bish) been doing for several years and it came about as a result of wanting to demonstrate the importance of the failure of diplomacy in 1914 and how alliances triggered a general European war when one seemed unlikely to most at the time. We will need to also demonstrate how the European war became a world war once the European powers pulled in their empires.
Some brief background to how this current version of the sim was devised. I was looking around for a sim that did all of the above and had a bit of depth to it as well. The ones I could find either had a turn based element, but lacked a conclusion or vice versa. So I decided to combine two sims together to try to create a rich, layered sim. The turn based cards come from a resource on teachit history (no credit whatsoever) and the finale comes from active history (again no credit). As the sim is essentially a mash up I'll provide a numbered running order below.
The resources you will need...
Some brief background to how this current version of the sim was devised. I was looking around for a sim that did all of the above and had a bit of depth to it as well. The ones I could find either had a turn based element, but lacked a conclusion or vice versa. So I decided to combine two sims together to try to create a rich, layered sim. The turn based cards come from a resource on teachit history (no credit whatsoever) and the finale comes from active history (again no credit). As the sim is essentially a mash up I'll provide a numbered running order below.
The resources you will need...
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pre-lesson prep
PRINT OUT ALL OF THE RESOURCES FIRST BEFORE TRYING TO MAKE SENSE OF THIS, IN COLOR!
1. You will need the two word docs above printed out. In the case of the first one you will need to have each of the event cards cut out and in the correct order. In the case of the briefing document, these will need to be photocopied for each country.
2. You will need to set 8 group tables up with the country flag of each of the 8 countries visible, there are photocopies of these available...You should arrange the group tables like a map of Europe (Germany in middle France to west, Russia to east etc.)
3. On each group table there should be the following: The country flag, the briefing document for each country, see the 3rd doc. An additional briefing doc, see top of the second doc.
4. Teacher has each countries event cards and
1. You will need the two word docs above printed out. In the case of the first one you will need to have each of the event cards cut out and in the correct order. In the case of the briefing document, these will need to be photocopied for each country.
2. You will need to set 8 group tables up with the country flag of each of the 8 countries visible, there are photocopies of these available...You should arrange the group tables like a map of Europe (Germany in middle France to west, Russia to east etc.)
3. On each group table there should be the following: The country flag, the briefing document for each country, see the 3rd doc. An additional briefing doc, see top of the second doc.
4. Teacher has each countries event cards and
tHE LESSON
1. For the first 5 minutes set the scene, it is 1900 and the European powers dominate the globe through their trade and empires. Recap the scale of these empires. Now get them to look over the double page spread from the modern minds textbook, this is scanned in on the student pages of the weebley and take notes on their own country.
2. This can be done on the following sheet or in their own books. Encourage them to read over the the other countries briefs in Modern Minds textbook. Now tell them that you are about to begin the simulation. That they must use all of their empathy skills to make decisions based on the information that they have and the course and direction of events as they occur from their own national self-interest.
3. brief them further that they act as the government of their country, particularly the diplomatic service of their respective governments. Use the Powerpoint presentation that is on the board and go through the first few slides...
4. Further set the scene with perhaps a recap of the Keynes quote from 1914 and explain that it is not in the interests of any country to disturb the peace and explain why. Countries are free to use all of the diplomatic powers of a government including the entering and leaving of treaties, the creation and amendment of secretive agreements.
5. Event 1. One student from each country comes to pick up the first event card. Students have 2-3 minutes (you judge) to secretly discuss the event and once understood an envoy/diplomat can be sent from a country to speak with another country. Stress the secrecy of pre-1914 diplomacy. There should be no open summits, only bilateral discussions. Whilst this is occurring I used to play the national anthems of one of the countries to add mood. See the powerpoint, this has links to them all.
6. Go through each of the 4 events, this will take around 20-30 minutes, try not to disturb the flow, the music helps keep the secrecy and students focused. When you get to event 4 I always used to put on 'Mars: Bringer of War' to really ramp up the tension, by this time students will have alliances formed and potentially be saber rattling...By the end of event 4 explain that countries will now be faced with a variety of What if suggestions (see above powerpoint)...
7. Explain to them them the concept of 'Reservoir Dogs' pistol hands and play out each of the scenarios. The First for example is 'Germany attacks UK.' Get the countries to stand up and literally Germany draws pistols at UK, Uk likewise will do similar and then see what happens with the rest and how far the chain will go!! (It is of course all very organic and plays out based on the secret diplomacy of the event rounds'
There are 4 'What if scenarios' the last one is arguable the least likely: 'Austria attacks Serbia' but of course is the trigger of the alliance system and of the war.
Now for some debrief. Try to leave at least 15 minutes for this or make sure students cover this as homework you can use the below questions:
Debrief:
Why did secret diplomacy increase the likelihood of European War?
How important were alliances in causing the First World War?
Why did the declaration of War by Austria on Serbia lead to War in 1914?
Why was the system of interconnections so fragile and likely to breakdown in 1914?
What has been done since 1914 to ensure that war cannot break out like this?
Read the last paragraph of the Keynes source from the lesson on Industrialization Do you think that the end of the first age go globalization should have come as such a shock to the people of Europe in 1914?
2. This can be done on the following sheet or in their own books. Encourage them to read over the the other countries briefs in Modern Minds textbook. Now tell them that you are about to begin the simulation. That they must use all of their empathy skills to make decisions based on the information that they have and the course and direction of events as they occur from their own national self-interest.
3. brief them further that they act as the government of their country, particularly the diplomatic service of their respective governments. Use the Powerpoint presentation that is on the board and go through the first few slides...
4. Further set the scene with perhaps a recap of the Keynes quote from 1914 and explain that it is not in the interests of any country to disturb the peace and explain why. Countries are free to use all of the diplomatic powers of a government including the entering and leaving of treaties, the creation and amendment of secretive agreements.
5. Event 1. One student from each country comes to pick up the first event card. Students have 2-3 minutes (you judge) to secretly discuss the event and once understood an envoy/diplomat can be sent from a country to speak with another country. Stress the secrecy of pre-1914 diplomacy. There should be no open summits, only bilateral discussions. Whilst this is occurring I used to play the national anthems of one of the countries to add mood. See the powerpoint, this has links to them all.
6. Go through each of the 4 events, this will take around 20-30 minutes, try not to disturb the flow, the music helps keep the secrecy and students focused. When you get to event 4 I always used to put on 'Mars: Bringer of War' to really ramp up the tension, by this time students will have alliances formed and potentially be saber rattling...By the end of event 4 explain that countries will now be faced with a variety of What if suggestions (see above powerpoint)...
7. Explain to them them the concept of 'Reservoir Dogs' pistol hands and play out each of the scenarios. The First for example is 'Germany attacks UK.' Get the countries to stand up and literally Germany draws pistols at UK, Uk likewise will do similar and then see what happens with the rest and how far the chain will go!! (It is of course all very organic and plays out based on the secret diplomacy of the event rounds'
There are 4 'What if scenarios' the last one is arguable the least likely: 'Austria attacks Serbia' but of course is the trigger of the alliance system and of the war.
Now for some debrief. Try to leave at least 15 minutes for this or make sure students cover this as homework you can use the below questions:
Debrief:
Why did secret diplomacy increase the likelihood of European War?
How important were alliances in causing the First World War?
Why did the declaration of War by Austria on Serbia lead to War in 1914?
Why was the system of interconnections so fragile and likely to breakdown in 1914?
What has been done since 1914 to ensure that war cannot break out like this?
Read the last paragraph of the Keynes source from the lesson on Industrialization Do you think that the end of the first age go globalization should have come as such a shock to the people of Europe in 1914?