Prompt: Evaluate the extent to which nations or groups used the memory of the First World War to advance their political objectives in the period 1918–1939.

My Writing:

While nations/groups used memory of WW1 to advance their political objectives in diffrent ways, both nations and groups heavily used the memory of the First World War to advance their political objectives because the memory of WW1 allowed leaders to use the common experience to envoke emotions such as nationalism and anger which these leaders used to push their political objectives.

Leading up to WW1 countries such as Britian had imperialized many states across the world, including in Africa and Asia. These imperial contries often treated their colonies poorly, only using them for their own benifit. After the beginign of the 20th century tensions between European countries rose as alliances were made such as the Triple Alliance, and militarism and nationalism grew. New war tactics and technology such as trench warefare and machine guns made WW1 especially bloody. Imperial colonies were asked to support their colonizers in return for greater degrees of rule. The imperial colonies did not provide this in the end.

Hitler uses the memory of WW1 to help create nationalism in his supporters to push his political believes. In document 3 Hitlers mentions how during WW1 the Germans have been betrayed by other groups such as the Jews, but also by their own people. The text is a speech that Hitler gave to his own right-wing supporters that he will eventually use to carry out his plans in WW2. Hitler uses the betrayals, specifically to him and his followers to envoke anger and resentment toward the groups that betrayed him which he later used to make them follow his horrific plans for WW2.

Minister of Turkey uses WW1 to envoke nationalism to Turkish people. In Document 6 the Minister of Turkey gives a speech to commemorate the fallen soldiers in a battle during WW1 and thanks groups such as the Young Turks for helping strenghten their empire. By talking about all the people it took (such as the deaths in the battle and the other groups) to create a greater Turkey for everyone, the Minister creates a stronger sense of nationalism. This nationalism that he envokes will later be used to help morale for WW2.

Documents:

Document 1

Source: Tomb of the Unknown Warrior in Westminster Abbey, London, the traditional burial place of many English monarchs, prime ministers, great scientists, and artists. Built in November, 1920.

parkerphotography / Alamy Stock Photo

The tomb of the Unknown Warrior is located in the most prominent place in Westminster Abbey, directly in front of the main entrance.

Document 2

Source: Mohandas Gandhi, Indian independence leader, statement at his trial for sedition, Ahmedabad, India, March 1922.

When the existence of the Empire was threatened in 1899 by the Boer War,* I offered my services to England, raised a volunteer ambulance corps and served at several military engagements . . . I received medals for my service. . . .

When the war broke out in 1914 between England and Germany, I raised a volunteer ambulance corps in London, staffed by Indians living in London at the time, chiefly students. Its work was acknowledged by the authorities to be valuable. Lastly, in India when a special appeal was made at the war conference in Delhi in 1918 by Lord Chelmsford for Indian recruits [to serve in the British armies in the war, I struggled at the cost of my health to raise a corps in Kheda until the very end of the war. . . . In all these efforts at service to Britain, I was motivated by the belief that it was possible by such services to gain a status of full equality in the Empire for my countrymen. . . .

But all that hope was shattered. I saw that Britain’s reforms in India . . . were only a method of further robbing India of her wealth and of prolonging her servitude. I came reluctantly to the conclusion that the British connection had made India more helpless than she ever was before, politically and economically.

*an armed conflict in southern Africa, which pitted the British colonial authorities against rebellious Boer (Dutch) settlers

Document 3

Source: Adolf Hitler, provincial leader of the Nazi Party in Bavaria and future Chancellor of Germany, speech in front of right-wing paramilitary supporters, September, 1922.

The economy is of secondary importance. World history teaches us that no people became great through economic success alone: it was actually economics that brought them to their ruin. Nations die when their races disintegrate. Germany, too, did not become great through economics.

A nation that loses its honor becomes politically defenseless, and then becomes enslaved also in the economic sphere. With that in mind, we must call to account the criminals of November 1918.* It cannot be that two million Germans should have fallen in vain and that afterwards one should sit down as friends at the same table with traitors. No, we do not pardon, we demand vengeance!

The dishonoring of the nation must cease. For those who betrayed their Fatherland at Versailles, the gallows is the proper place. Our streets and squares shall once more bear the names of our heroes; they shall not be named after Jewish traitors. The administration of the state must be cleared of the rabble that is being fattened at the stall of the political parties and international finance. We must demand the disclosure of all secrets that now surround the signing of the peace treaty. With thoughts of love? No! But in holy hatred against the Jewish cabal and their enablers who have ruined us!

We demand the immediate expulsion of all Jews who have entered Germany since 1914, and of all those who have gained their wealth through trickery on the Stock Exchange or through other shady transactions.

*a reference to the so-called “stab-in-the-back” theory, which held that German soldiers had not lost the war, but had been betrayed by corrupt politicians and financiers eager to accept defeat.

Document 4

Source: Political platform of the Communist International, a Soviet-sponsored organization of communist parties and movements from around the world, based in Moscow, 1929.

The war crisis of 1914–18 was accompanied by the disgraceful collapse of the unity of socialist parties in Europe. Acting in complete violation of the principle that the proletariat has no fatherland under capitalism, as explained in the “Communist Manifesto” written by Marx and Engels, the leaders of the socialist parties in the various countries, with a few exceptions, voted for the war, came out definitively in defense of the imperialist “fatherland” (i.e., the state organizations for the imperialist bourgeoisie) and instead of combating the imperialist war, became its loyal soldiers, bards, and propagandists. In this way, socialist parties betrayed their principles and turned into servants of imperialism.

The principal function of the socialist parties in the West at the present time is to disrupt the essential militant unity of the proletariat in its struggle against capitalism. Western socialism serves the interests of the bourgeoisie and acts as the bourgeoisie’s agent among the working class. It has shown itself to be wholly in favor of class-cooperation, rather than class struggle. Even though at certain periods it is compelled to play the part of an opposition party and pretends to be defending the class interests of the proletariat, it is only doing that to win the confidence of the workers and to be in a position to betray more shamefully the lasting interests of the working class. In the midst of the decisive class battles of our time, this type of socialism is splitting and disrupting the unified front of the proletarian struggle against capital.

Document 5

Source: C.W. Chandler, Australian pastor, “ANZAC,” article published in Labor Daily, the newspaper of Australia’s leftist Labor Party, April, 1930.

The word “ANZAC”* conjures up in our minds too many unhappy memories, and, to make matters worse those unhappy memories are today being foully exploited by all manner of politicians who buttress up the system that is working toward further wars.

Australia and New Zealand are proud of their war veterans and rightly so, but the less that pride has to do with cheap sentimental drama, the better. A New Zealand veteran I knew, upon hearing that a fund was being established to raise money for the building of a war memorial in Auckland [New Zealand] butted in with the remark: ‘We don’t want your memorial; we want work.’ That may not be how all of our veterans feel, but we can be certain that the bulk of them get rather fed up of the pseudo-patriotism of those who stayed at home during the war and made much profit at the expense of those who went through four years of blood and agony.

ANZAC Day,* to be rightly spent, should be spent as a day of national contrition. We should make an imaginative pilgrimage to the graves of our ANZACs, and pledge ourselves over their cold ashes to the cause of universal peace. Lastly, in our desire to translate this sentiment into action, we can do no better than work for the greater unity and solidarity of Labor the world over. For only when people say “No,” will wars become things of the barbaric past, and with them will perish the system of exploitation that produced them.

*ANZAC is an a Acronym for “Australian and New Zealand Army Corps,” a military unit in which Australians and New Zealanders fought for Great Britain in the First World War. ANZAC day, April 25, the day of the Gallipoli landings in 1915, became a national holiday in Australia after the war.

Document 6

Source: Shukru Kaya, Interior Minister of Turkey, speech at the 1931 commemoration of the fallen in the battles of the Gallipoli Campaign.*

Today, it is with honor and pride that we see that the mighty states who fought against us here with such force, now look upon Turkey and its great leader [Mustafa Kemal Atatürk] with respect and appreciation. We owe an endless debt of gratitude to the Turkish youth who shed their blood to save the fatherland and make it a proud and respected nation again.

Although no great monument for these nameless heroes has been erected yet, we should not be grieved. For it is the indestructible Turkish state that these glorious heroes established and protected—and it is highest monument to their sacrifice that will always make them be remembered with love.

Across the battlefield, we also see the graves of the warriors who fought against us. We also appreciate those who rest there. The history of civilization will judge those lying opposite each other and determine whose sacrifice was more just or humane and who to appreciate more: the monuments of the invaders, or those of the heroes who died defending the fatherland.

*a military campaign in 1915, in which Ottoman forces successfully repelled an attempted invasion by British and French troops at the Dardanelles Straight south of the Ottoman capital Istanbul. The British forces included a large number of soldiers from Australia, New Zealand, Canada, and India.

Document 7

Source: Margaret Kornitzer, British writer and social worker, The Modern Woman and Herself, book published in 1932.

Many women today are further than ever from knowing what they want. They do not realize that their new wide horizons require a wider self-knowledge. It is not that the new kind of woman has been produced within the last two decades or so. We are not new. But our circumstances are different.

During the war, a generation of middle-class women acquired the habit of independence in a manless England. This sudden achievement of all that feminists had dreamed of for a hundred years or more turned out to be more than our male society at large had bargained for. So in 1918 women found out that they were expected to surrender everything they had gained during the war, and to behave as if nothing had happened to them or to the world in the previous four years. But the modern woman cannot go back and forget.

Rubric:

PART A: THESIS/CLAIM

Collapse 

To earn this point, the thesis must make a claim that responds to the prompt rather than restating or rephrasing the prompt. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion.

01

Maximum score criteria

Responds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning about how nations or groups used the memory of the First World War to advance their political objectives in the period 1918–1939.

Examples that earn this point include:

· “Many political leaders used the memory of the First World War to support their political objectives of boosting nationalism and fostering a sense of unity among their people.” (includes a claim and introduces a line of reasoning evaluating how nations or groups used the memory of the First World War to advance their political objectives in the period 1918–1939)

“Although many nations used the memory of the First World War to advance their political objectives like increasing patriotism, some groups used it to challenge the political status quo.” (includes a claim and introduces a line of reasoning evaluating how nations or groups used the memory of the First World War to advance their political objectives in the period 1918–1939)

PART B: CONTEXTUALIZATION

Collapse 

To earn this point, the response must describe broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question that are relevant to the topic of the prompt. To earn this point, the context provided must be more than a phrase or a reference.

The course framework often allows teachers the flexibility to select their own examples when teaching the course content. As a result, responses may vary.

01

Maximum score criteria

Describes a broader historical context relevant to the First World War and its aftermath in the period before 1939.

The course framework often allows teachers the flexibility to select their own examples when teaching the course content. As a result, responses may vary. Examples of context might include the following, with appropriate elaboration:

· Collapse of empires following the First World War

· Imperialist competition in Africa and Asia

· Enhanced military technology leading to increased casualties during the war

· Mobilization of populations in both the home countries and the colonies

· The suffrage movement in Europe and North America

The growth of ideological movements, such as fascism and communism

PART C1: EVIDENCE – USES THE CONTENT OF THE DOCUMENTS

Collapse 

To earn this point, the response must accurately describe — rather than simply quote — the content from at least three of the documents.

01

Maximum score criteria

Uses the content of at least three documents to address the topic of the prompt. Must accurately describe—rather than simply quote—the content from at least three documents

• Document 1: Tomb of the Unknown Warrior image in Westminster Abbey, 1920
• Document 2: Mohandas Gandhi statement at sedition trial, 1922
• Document 3: Adolf Hitler speech in Bavaria, 1922
• Document 4: Political platform of the Communist International, 1929
• Document 5: Chandler article published in Australian Labor Party newspaper, 1930
• Document 6: Kaya speech to commemorate Gallipoli campaign, 1931
• Document 7: Kornitzer book on the modern woman, 1932

PART C2: EVIDENCE – SUPPORTS AN ARGUMENT USING DOCUMENTS

Collapse 

To earn this point, the response must accurately describe—rather than simply quote—the content from at least four documents. In addition, the response must use the content of the documents to support an argument in response to the prompt.

01

Maximum score criteria

Supports an argument in response to the prompt using at least four documents.

• Document 1: Tomb of the Unknown Warrior image in Westminster Abbey, 1920
• Document 2: Mohandas Gandhi statement at sedition trial, 1922
• Document 3: Adolf Hitler speech in Bavaria, 1922
• Document 4: Political platform of the Communist International, 1929
• Document 5: Chandler article published in Australian Labor Party newspaper, 1930
• Document 6: Kaya speech to commemorate Gallipoli campaign, 1931
• Document 7: Kornitzer book on the modern woman, 1932

Examples of evidence used to support an argument:

· “The inscription on the Tomb of the Unknown Warrior demonstrates that nations primarily used the memory of the First World War to arouse patriotism in their populations because the inscription says that the soldier had given his life ‘For God, For King and Country.’”

· “Chandler’s article about the Anzac celebrations in Australia shows that some groups used the memory of the carnage of the First World War to challenge the nationalist goal of using commemorations to instill patriotism because he argued that the Anzac commemorations would better be used as a day of national contrition and a day to work for universal peace.”

PART C3: EVIDENCE - EVIDENCE BEYOND THE DOCUMENTS

Collapse 

To earn this point, the response must describe the evidence and must use more than a phrase or reference. This additional piece of evidence must be different from the evidence used to earn the point for contextualization. The point for evidence beyond the documents may be awarded for evidence that appears in any part of the response.

The course framework often allows teachers the flexibility to select their own examples when teaching the course content. As a result, responses may vary.

01

Maximum score criteria

Uses at least one additional piece of the specific historical evidence (beyond that found in the documents) relevant to an argument about the prompt.

· This additional piece of evidence must be different from the evidence used to earn the point for contextualization. Typically, statements credited as contextualization will be more general statements that place an argument or a significant portion of it in a broader context.

· Statements credited as supporting evidence beyond the documents will typically be more specific details that function as support for a particular point made in an argument, analogous to the function of evidence drawn from the documents.

The course framework often allows teachers the flexibility to select their own examples when teaching the course content. As a result, responses may vary. Evidence beyond the documents might include the following, with appropriate elaboration:

· Specific instances of the use of propaganda to increase nationalism among populations in the Entente and Axis nations during and after the First World War

· Commemoration of specific battles that took place during the war, such as the battles of the Somme, Verdun, and the Marne

· Specific terms of the Treaty of Versailles, such as the imposition of reparations on Germany, the occupation of German territories

· The formation of specific new states from former European empires in central and eastern Europe, such as Czechoslovakia and Yugoslavia

· The formation of the League of Nations and the growth of the global peace movement following the war

· The Mandate System in the Middle East

· The Lost Generation

· Wilson’s Fourteen Points

· The Kellogg-Briand Pact

· The Washington Naval Conference of 1922

· Proposal to abolish racial discrimination at the Paris Peace Conference

PART D1: ANALYSIS AND REASONING - SOURCING

Collapse 

To earn this point, the response must explain how or why (rather than simply identifying) the document’s point of view, purpose, historical situation, or audience is relevant to an argument about the prompt for each of the two documents sourced.

01

Maximum score criteria

For at least two documents, explains how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument.

• Document 1: Tomb of the Unknown Warrior image in Westminster Abbey, 1920
• Document 2: Mohandas Gandhi statement at sedition trial, 1922
• Document 3: Adolf Hitler speech in Bavaria, 1922
• Document 4: Political platform of the Communist International, 1929
• Document 5: Chandler article published in Australian Labor Party newspaper, 1930
• Document 6: Kaya speech to commemorate Gallipoli campaign, 1931
• Document 7: Kornitzer book on the modern woman, 1932

Examples of sourcing a document:

· “Gandhi is using the opportunity to speak in his defense at his sedition trial to directly address the British imperialists in India. Although he was formally only addressing the judge and his accusers at the trial, he undoubtedly realized that his public statement would be heard both in Great Britain and among his fellow Indians. This gave him the opportunity to state how the promises the British made during the war had not been honored, which justified his call for independence.”

· “Hitler made a name for himself by rousing his supporters with fiery speeches, such as the one in Document 3. His purpose in the speech was to mobilize political support for the Nazi party; therefore, he uses exaggerated claims, racially based attacks against Jews, and inflammatory accusations that Germany’s established political parties had betrayed the country at the end of the war and during the peace treaty negotiations.”

“Turkey’s interior minister, Shukru Kaya, delivering a speech full of praise for the country’s fallen heroes from the First World War would have been a natural thing for a leader of a nation state to do. The fact that he also specifically includes praise for Turkey’s president, Mustafa Kemal Ataturk, is also understandable given Shukru Kaya’s position as a minister serving under Ataturk.”

PART D2: ANALYSIS AND REASONING - COMPLEXITY

Collapse 

A response may demonstrate a complex understanding through sophisticated argumentation that is relevant to the prompt. This may be done in a variety of ways, such as:

· Explaining multiple themes or perspectives to explore complexity or nuance; OR

· Explaining multiple causes or effects, multiple similarities or differences, or multiple continuities or changes; OR

· Explaining both cause and effect, both similarity and difference, or both continuity and change; OR

· Explaining relevant and insightful connections within and across periods or geographical areas. These connections should clearly relate to an argument that responds to the prompt.

A response may demonstrate a complex understanding through effective use of evidence relevant to an argument that addresses the prompt. This may be done in a variety of ways, such as:

· Effectively using seven documents to support an argument that responds to the prompt; OR

· Explaining how the point of view, purpose, historical situation, and/or audience of at least four documents supports an argument that responds to the prompt; OR

· Using documents and evidence beyond the documents effectively to demonstrate a sophisticated understanding of different perspectives relevant to the prompt.

This understanding must be part of the argument, not merely a phrase or reference.

While it is not necessary for this complex understanding to be woven throughout the response, it must be more than merely a phrase or reference.

The course framework often allows teachers the flexibility to select their own examples when teaching the course content. As a result, responses may vary.

01

Maximum score criteria

Demonstrates a complex understanding of the historical development that is the focus of the prompt, through sophisticated argumentation and/or effective use of evidence.

Examples of demonstrating a complex understanding might include:

· Explaining the nuance of an issue by analyzing multiple variables, such as analyzing how groups across the political spectrum, or both victorious and defeated nations used the memory of the First World War

· Explaining relevant and insightful connections within and across periods, such as comparing how commemorations of the First World War and the Second World War were similar or different

· Explaining change and continuity in how the war affected existing themes and conflicts in world history, such as nationalism, anti-imperialism, women's rights, etc.—sometimes by exacerbating them (as in the example of criticisms of liberalism and democracy) and sometimes by modifying or reconfiguring them (as in the example of the women's right to vote)

· Confirming the validity of an argument by corroborating multiple perspectives, such as explaining how leaders as diverse as Hitler and Gandhi used the memory of the war despite having completely different political goals

· Qualifying or modifying an argument by considering diverse or alternative views or evidence, such as discussing how governments used the memory of the First World War to inspire nationalism while failing to recognize that nationalism could also be used by groups such as the Nazis to threaten state power