DBQ DISCUSSION: WHO OR WHAT IS TO BLAME FOR THE
FIRST WORLD WAR?
Step 1: As you read each document, use the annotated reading strategy. Then summarize what the author is trying to say.
Consider the author’s point of view (POV) or bias in your summary.
Annotated Reading
__ Underline the important ideas
== Double underline the most important ideas
 Circle important vocabulary
 Triangle around things you are unsure of
? Ask question, agree, disagree, comment, or connect
Step 2: After you are finished reading each of the documents, use the graphic organizer on the last page to prepare for a
discussion on the following focus questions:
Could the First World War have been avoided? Who or what is to blame?
Step 3: Discussion! We will have a proficiency assessed discussion on this topic. The good news is you get to use your
notes from the discussion on our test! You are required to speak at least three times but you will also be assessed on the
quality of what you discuss. Refer to your scoring guide for how you’ll be assessed.
CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on high
school topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Exceeding (A)
Proficient (B)
Progressing (C)
Emerging (D)
Insufficient Evidence
(F)
Everything in proficient
plus…
-Insightful and original
ideas
-Contributions inspire
further discussion or
reference other classmate’s
contributions
-Came to discussion
prepared with DBQ packet
complete
-Talked at least three
times, not just asking
questions
-Justified with details from
the documents
-Respectful and tolerant,
did not dominate
-Talked at least three times
but contributions were
generic or lacked support
from documents
-May have appeared
disengaged at times
-May have dominated the
discussion
-May have made minor
errors or lacked
preparation
-Participated but didn’t
meet minimum
requirements
-Contributions often vague,
incorrect, or difficult to
follow
-Was disrespectful at times
or often dominated
discussion
-Minimal attempt was
made but not enough
evidence to show that the
student was well informed.
-Student was often
distracted, distracting
others, or disrespectful.
Document 1
Background essay: Who or What was to blame for World War I? 2002.
In the years before 1914, various pacts were drawn up between the major nations in
Europe. On one side you had the colonial powers of Great Britain, France and Russia, and on the
Other side was Germany, Austria and Hungary. Both sides had been building up their armed
Forces and on June 28th 1914 when the Austrian Grand Duke Franz Ferdinand was assassinated
At Sarajevo in Serbia. This area, known as the Powder Keg region, now had a spark that would
Light the powder keg exploding all of Europe into turmoil.
Austria declared war on Serbia, and Serbia’s ally Russia mobilized their army to come to
Serbia’s aid. Germany who was an ally of Austria then declared war on Russia and within days
France and Britain declared war on Germany. As a result, fighting was to break out on the
Eastern and Western flanks of Germany.
The Western Front stretched from the Belgian coast to Switzerland. It was fortified on
Both sides with trenches, barbed wire and artillery. For three-and-a-half years there was
Stalemate with neither side making any significant progress from the original battle lines that
Had been drawn up. During this period of time, millions of lives were lost in useless offensives.
On the Eastern Front, the war was more mobile, and although each side enjoyed more
Successful advances, because both sides were evenly matched, what would be a significant gain
One month would turn into a defeat the following month.
The balance of power was altered with the entry of the U.S.A. into the conflict in 1917,
Which followed German submarines sinking neutral American ships? Increased support from the
French and British colonies also enabled the extension of the Fronts, notably the invasion from
The south by Australian troops.
Eventually, the strain on Russia took its toll and this led to the Revolution in 1917, and
The Bolshevik government arranged an armistice with Germany in 1918. This provided a brief
Period of relief for the overstrained German war machine, as they could now transfer troops from
The Eastern to the Western Front. This only prolonged the inevitable and with the increased input
of fresh American troops, the German lines were finally broken and overrun. To the south, the
Italian army defeated the Austrians and the German government was forced to surrender and sign
the Peace Treaty at Versailles.
Summary:
Document 2:
“German Deserter’s War Experience”, 1917.
It was dark, and it rained and rained. From all directions one heard in the darkness the wounded calling, crying, and
moaning. The wounded we had with us were likewise moaning and crying. All wanted to have their wounds dressed, but
we had no more bandages. We tore off pieces of our dirty shirts and placed the rags on those sickening wounds. Men were
dying one after the other. There were no doctors, no bandages; we had nothing whatever. You had to help the wounded
and keep the French off at the same time. It was an unbearable, impossible state of things. It rained harder and harder. We
were wet to our skins. We fired blindly into the darkness. The rolling fire of rifles increased, then died away, then
increased again. We sappers were placed among the infantry. My neighbour gave me a dig in the ribs."
Summary:
Document 3
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Document 4
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Document 5
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Document 6
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Document 7
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Document 8
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Document 9
Note from German Foreign Secretary Arthur Zimmerman to German Ambassador to Mexico
(written January 19,1917 in Berlin). Intercepted and released on March 1, 1917 by British Naval
intelligence.
"On the first of February we intend to begin submarine warfare unrestricted. In spite of this it is our intention to
keep neutral the United States of America. If this attempt is not successful we propose an alliance on the
following basis with Mexico: That we shall make war together and together make peace. We shall give general
financial support, and it is understood that Mexico is to reconquer the lost territory in New Mexico, Texas and
Arizona. The details are left for your settlement. You are instructed to inform the President of Mexico of the
above as soon as it is certain there will be an outbreak of war with the United States…Please call to the
attention of the President of Mexico that the employment of ruthless submarine warfare now promises to
compel England to make peace in a few months.”
Summary:
Document 10
This is an excerpt from the Austro-Hungarian Red Book No. 7. It is the ultimatum that Austria-Hungary
sent to Serbia on July 23, 1914.
. . . the Royal Serbian Government has done nothing to repress these movements. It has permitted the
criminal machinations of various societies and associations directed against the Monarchy, and has
tolerated unrestrained language on the part of the press, the glorification of the perpetrators of outrages
and the participation of officers and functionaries in subversive agitation.. . . .
. . .[The] Royal Government see themselves compelled to demand from the Royal Serbian Government a
formal assurance that they condemn this dangerous propaganda against the Monarchy. . . .
. . . To accept the collaboration in Serbia of representatives of the Austro-Hungarian Government for the
suppression of the subversive movement . . .
Summary:
Document 11
Considering what’s happening in the cartoon, what conclusions can you draw about the artist’s POV?
Document 12
From: American cartoon, entitled "The Crime of Ages- Who Did It,” 1914.
Considering the title and what’s happening in the cartoon, what conclusions can you draw about the artist’s POV?
Discussion Focus Question: Could the First World War have been avoided? Who or what is to blame?
Causes of the War
Evidence that War was Avoidable or Unavoidable
Write some Level 2 questions related to this topic:
1.
2.
Write some Level 3 questions related to this topic:
1.
2.
Who/What was Responsible?
Document
Source(s)
Document Source