Grade by Grade
E. The World since 1900 · The World since 1900

The First World War as a Global War

E2 E1 E1.2 A1.3 A1.4About 75 minutes
Learning goals
  • I can explain the long-term and immediate causes of the First World War.
  • I can show that the war was global, using examples from Africa, Asia and the Middle East.
  • I can describe how new technology changed warfare.
  • I can analyse the peace of 1919 from several perspectives.

Words to know

militarism
A belief in building strong armed forces and being ready to use them.
alliance
A formal agreement between countries to support each other, often in war.
armistice
An agreement to stop fighting.
reparations
Payments a defeated country is made to pay for war damage.
self-determination
The right of a people to choose its own government.
mandate
A territory taken from a defeated power and governed by a victor under League of Nations supervision.
total war
War that mobilizes a society's whole economy and population.

A shot in Sarajevo

On June 28, 1914, Gavrilo Princip, a young Bosnian Serb nationalist, shot and killed Archduke Franz Ferdinand, the heir to the Austro-Hungarian throne, in Sarajevo. Five weeks later most of Europe was at war. Four years later, about 9 million soldiers were dead, four empires had collapsed, and the map of Europe, Africa and the Middle East had been redrawn.

In Grade 10 (CHC2D) you studied Canada's war: Vimy Ridge, conscription and the home front. Here you will look at the war as a global event: who fought, why, and how it changed the world.

Why did a murder become a world war?

Historians separate long-term causes (conditions that made war likely) from the immediate cause (the spark). A common memory aid is M-A-I-N:

  • Militarism: Germany and Britain raced to build battleships; most continental powers had huge conscript armies and detailed war plans. Germany's Schlieffen Plan called for attacking France through Belgium.
  • Alliances: the Triple Entente (France, Russia, Britain) faced Germany and Austria-Hungary. Alliances meant a local crisis could pull in every great power.
  • Imperialism: rivalry for colonies and markets, for example two crises over Morocco (1905 and 1911).
  • Nationalism: Serbian nationalists wanted to unite South Slavs, threatening multi-ethnic Austria-Hungary; French people wanted back Alsace-Lorraine, lost in 1871.

After Sarajevo, Austria-Hungary, backed by Germany, declared war on Serbia (July 28). Russia mobilized to support Serbia. Germany declared war on Russia and France, and invaded Belgium. Britain declared war on August 4, 1914, which automatically brought in its empire, including Canada.

Historians still argue about responsibility. Article 231 of the Treaty of Versailles blamed Germany and its allies. Some later historians (such as Fritz Fischer in the 1960s) also stressed German aims; others (such as Christopher Clark in The Sleepwalkers, 2012) argue that leaders in several capitals shared responsibility.

Long-term causes and the spark: the M-A-I-N modelMilitarismarms race, warplans, big armiesAlliancesTriple Entente vsCentral PowersImperialismrivalry forcolonies, marketsNationalismSerbian, German,French and othersThe spark: Sarajevo, June 28, 1914Archduke Franz Ferdinand assassinatedChain reaction, July 28 to August 4, 1914Austria-Hungary, Russia, Germany, France, Britain
Long-term causes made Europe a powder keg; the assassination was the spark. Notice that the spark alone does not explain a world war.

New technology, new kind of war (E1.2)

Industrial technology made this war deadlier than any before:

  • Machine guns and artillery made attacks across open ground extremely costly. On the Western Front, armies dug trenches from the North Sea to Switzerland.
  • Poison gas: Germany released chlorine gas at Ypres in April 1915. Both sides then used gas.
  • Tanks first went into battle on the Somme in September 1916.
  • Aircraft began as scouts and became fighters and bombers.
  • Submarines: German U-boats sank merchant ships, including the liner Lusitania (May 1915). Unrestricted submarine warfare helped bring the United States into the war in April 1917.
  • Medicine also changed: blood transfusions, X-rays and new surgery saved many soldiers, and plastic surgery grew out of treating facial wounds.

A world war, not just a European war

  • Colonial soldiers and workers: more than a million men from India served in France, Gallipoli, Mesopotamia and East Africa. France recruited about 200 000 soldiers from French West Africa (the tirailleurs sénégalais). Britain and France also brought in about 140 000 Chinese labourers to dig trenches and unload ships.
  • Africa: British, Belgian and Portuguese forces fought German forces in East Africa until after the armistice. Both sides forced huge numbers of Africans to carry supplies, and tens of thousands of these carriers died of disease, hunger and overwork.
  • The Ottoman Empire joined Germany in late 1914. Allied troops, including Australians and New Zealanders (ANZACs) and the Newfoundland Regiment, failed to take the Gallipoli peninsula in 1915–1916. A young Ottoman officer there, Mustafa Kemal, later founded modern Turkey. During the war the Ottoman government carried out the Armenian Genocide, which you will study in the lesson Genocide and Crimes against Humanity.
  • The Middle East: Britain encouraged an Arab Revolt (1916) by promising support for Arab independence, while secretly agreeing with France to divide the region (the Sykes–Picot Agreement, 1916) and issuing the Balfour Declaration (1917) supporting a Jewish national home in Palestine. These contradictory promises are covered in The Modern Middle East.
  • Asia and the Americas: Japan joined the Allies and seized Germany's colony at Qingdao in China and its Pacific islands. The U.S. and Brazil joined the Allies in 1917.
A world war: some of the people and places involvedSouth AsiaMore than amillion soldiersfrom India servedin Europe, theMiddle East andEast AfricaAfricaAbout 200 000West Africansoldiers in theFrench army; hugenumbers of carriersin East AfricaEast AsiaJapan seizedGerman-heldQingdao (1914);about 140 000Chinese labourersworked behindAllied linesMiddle EastOttoman Empirejoined Germany;Gallipoli1915–1916;Arab Revoltfrom 1916The AmericasCanada andNewfoundlandfought from 1914;the U.S. from1917; Brazilfrom 1917
People from every inhabited continent took part. Many colonial soldiers and workers hoped that service would earn their peoples more rights after the war.

The end of the war and a deadly flu

Revolution took Russia out of the war (Treaty of Brest-Litovsk, March 1918). Germany's last great offensive failed, the Allied Hundred Days pushed German forces back, and Germany signed an armistice on November 11, 1918. Germany's emperor had already abdicated.

As the war ended, an influenza pandemic, often called the "Spanish flu", spread around the world in 1918–1920. Estimates of its death toll vary widely; many historians use a figure of around 50 million, more than the war itself.

The peace: Paris, 1919

The victors met in Paris in 1919. The Treaty of Versailles with Germany was signed on June 28, 1919, five years to the day after Sarajevo.

  • War guilt: Article 231 made Germany and its allies accept responsibility for the war's loss and damage.
  • Reparations: Germany had to pay. In 1921 the bill was set at 132 billion gold marks.
  • Territory and military: Germany lost Alsace-Lorraine, land to the new Poland and all its colonies. Its army was limited to 100 000 men.
  • League of Nations: U.S. President Woodrow Wilson proposed it in his Fourteen Points, but the U.S. Senate refused to join.
  • Mandates: Germany's colonies and the Ottoman Empire's Arab lands were handed to Britain, France, Japan and others as mandates, colonies in all but name.

Wilson spoke of self-determination: the right of peoples to choose their own government. Colonized peoples took him at his word. A young Vietnamese activist (later known as Ho Chi Minh) sent a petition for Vietnamese rights to the conference. Japan proposed a racial equality clause for the League's covenant; it was blocked. Self-determination was applied mostly to Europeans. In 1919, protests broke out across the colonized world: in Egypt, in Korea (the March First Movement against Japanese rule), in India, and in China, where students protested on May 4, 1919, after the conference gave Germany's rights in Shandong to Japan.

The First World War and the peace, 1914–1919 (not to scale)1914Sarajevo; warspreads1915Gas at Ypres;Gallipoli1916Verdun, Somme;Arab Revolt1917U.S. enters; tworevolutions in Russia1918Armistice,November 111919Versailles;May Fourth (China)
Six years that changed the world. The peace of 1919 is as important for this unit as the fighting.
Worked example

Modelled example: One treaty, four perspectives (A1.3, A1.4)

How did different groups see the peace settlement of 1919? Model how to use historical perspective without judging people by today's values.

  1. A French veteran: France lost about 1.4 million soldiers, and much of the fighting happened on French soil. Harsh terms and reparations seemed fair and necessary for security.
  2. A German civilian: Germany was not invited to negotiate. Many Germans called the treaty a Diktat (dictated peace) and resented Article 231. Nationalist politicians, including Hitler, later exploited this anger.
  3. A Chinese student in Beijing: China had sent workers to help the Allies, yet Germany's rights in Shandong went to Japan. This felt like betrayal and sparked the May Fourth Movement.
  4. An Indian soldier returning home: he had fought for the Empire, but India received no self-government. Instead, 1919 brought the repressive Rowlatt Act and the Amritsar massacre, when British-led troops fired on an unarmed crowd. Many Indians turned to Gandhi's movement.
  5. Assess the sources: for each perspective, a historian would look for primary evidence (a veteran's memoir, German newspapers, student manifestos, Indian nationalist speeches) and ask who created each and why.

The same treaty looked like justice in Paris, humiliation in Berlin, and betrayal in Beijing and much of the colonized world. That variety of perspectives helps explain both the Second World War and the rise of anti-colonial movements.

Just for fun

A funny-but-true fact: the British gave the first armoured fighting vehicles the code name "tank" to keep them secret, so factory workers would think they were building water tanks. The name stuck.

Hands-on activity

Map the war at home

You need: a printed or hand-drawn outline map of the world (or a world map on a screen), coloured pencils, and a device with internet access.

  1. Colour the Allies in one colour and the Central Powers (Germany, Austria-Hungary, the Ottoman Empire, Bulgaria) in another.
  2. Shade the colonies of each side, lightly, in the same colours.
  3. Mark five places where fighting happened outside Europe: for example, Gallipoli, Mesopotamia, Palestine, East Africa, Qingdao.
  4. Use the Canadian War Museum or Veterans Affairs Canada website to find one Canadian connection (for example, the Newfoundland Regiment at Gallipoli and Beaumont-Hamel).
  5. Write two sentences answering: Why is it accurate to call this a world war?

What to look for: colonies included, at least three non-European locations, and an answer that uses evidence from the map.

Your turn

1

What does M-A-I-N stand for?

2

What was the immediate cause of the war?

3

Name three new or newly important technologies of the war.

4

Give two examples showing that the war was global.

5

What did Article 231 of the Treaty of Versailles say?

6

What was a mandate?

7

Why did Chinese students protest on May 4, 1919?

More practice: warm-up

1

On what date did the armistice end the fighting?

2

Which alliance included France, Russia and Britain?

3

Which country entered the war in April 1917?

4

Which U.S. president proposed the League of Nations?

5

About how many soldiers died in the war?

More practice: on your own

1

Explain how the alliance system turned a regional crisis into a general war.

2

Why did colonized peoples feel betrayed by the 1919 peace?

3

Why did trench warfare develop on the Western Front?

4

Explain one way the war changed the Middle East.

5

Why might the 1918 influenza pandemic be considered as significant as the war?

Challenge

1

Evaluate this claim: "Germany caused the First World War." Use at least two historians' views.

2

How did the First World War contribute to the decline of European empires, even though the victors gained territory?

3

Use cause and consequence: connect the Treaty of Versailles to later events in Germany and China.

Check your understanding

Quiz

1.

Where was Archduke Franz Ferdinand assassinated in 1914?

2.

Which statement best explains why historians call this a world war?

3.

What was the main purpose of the mandate system created after the war?

4.

What sparked China's May Fourth Movement in 1919?

5.

Which technology was first used on a large scale at Ypres in April 1915?

6.

Which historian argued that leaders in several capitals "sleepwalked" into war?

For parents and teachers

Big idea: The First World War as a global event (E2), with attention to new technology (E1.2) and to the peace settlement's effects worldwide (E1). Skills: assessing sources and using perspective (A1.3, A1.4).

How to help: Ask your teen to explain M-A-I-N without notes, then ask "Which cause matters most, and why?" If your family has a connection to the war in any country, share it; the Canadian Virtual War Memorial and Library and Archives Canada service files are good places to search for Canadian soldiers.

Sensitive content: The lesson mentions deaths on a large scale, the Amritsar massacre and, briefly, the Armenian Genocide, which is taught later in its own lesson. Some families have direct connections to these events.

Common difficulties:

  • Treating the assassination as the whole cause.
  • Seeing the war only through the Western Front.
  • Forgetting that the 1919 peace affected colonies and the Middle East, not only Germany.