WWI Causes and Enlistment

STAGE 5: THE MAKING OF THE MODERN WORLD
DEPTH STUDY 3: AUSTRALIANS AT WAR – WORLD WAR I AND WORLD WAR II
GRADE
YEAR 9
DURATION
7– 8 Weeks (25 hours / 30 lessons)
FACILTATOR
Paige Zavaglia
SCOPE AND SEQUENCE
In the first year of Stage 5, students are introduced to the study of modern history as they examine ‘The Making of the Modern
World’ from 1750 to 1945. This period was characterised by the rise of industrialism, nationalism, and imperialism, and saw
rapid change in the way people lived, worked and thought. This Depth Study focuses on the culminating points of this period –
World War I (1914 – 1918) and World War II (1939 – 1945). In studying both wars closely, students are able to not only assess
their causes and effects, but also their continuing significance.
The four lessons detailed here are situated at the beginning of the unit and focus solely on World War I. While not detailed in
these plans, it is intended that the wars be first studied separately to ensure clarity and then, towards the end of the unit, be
contrasted to show change and continuity. This suite of lessons focuses on the first syllabus aspect: students learn an overview of
the causes of the wars and why men enlisted. The lessons progress as follows: In the first lesson, students outline the main
causes of World War I and begin to inquire as to the underlying motivations of war (ACDSEH021). In the second lesson,
students continue their inquiry through a close study of primary sources. In the third lesson, students examine the reactions to
the outbreak of war, both in Europe and Australia. Finally, in the fourth lesson, students begin to explain why Australians
enlisted to fight, examining the ideas of imperialism and Empire importance (ACDSEH095).
INQUIRY QUESTIONS TARGETED OUTCOMES
1. What were the main causes of WWI?
2. What were the reactions to the outbreak of WWI?
3. Why did Australians enlist to fight in WWI?
> HT5–1: Students explain and assess the historical forces and
factors that shaped the modern world.
> HT5–4: Students explain and analyse the causes and effects of
events and developments in the modern world and Australia.
> HT5–5: Students identify and evaluate the usefulness of sources
in the historical inquiry process.
HISTORICAL CONCEPTS HISTORICAL SKILLS
> Cause and effect: students reflect on the causes of
the war and begin to hypothesis its effects on both the
lives of Australian soldiers and society.
> Empathetic understanding: students develop an
understanding of the reasons why Australians choose
to enlist and the conditions they faced.
> Significance: students begin to recognise the
importance of WWI in Australian history.
> Students read historical texts so as to sequence the major
historical events that lead to the outbreak of WWI
(ACHHS164).
> Students identify and analyse the reasons for different reactions
and perspectives to the outbreak of WWI (ACHHS172,
ACHHS173).
> Students identify, locate, select, and organise information from a
variety of sources, including ICT and other methods
(ACHHS168).
RESOURCES
1. Firstly, the textbook History for the Australian Curriculum 9 (Cambridge, 2012) is used as an introductory text for students to
use as they encounter new material in the study. In Chapter 7, information on World War I is accurately and analytically
presented, however, is done so at a surface level and thus can only be used to introduce. Other sources have been collected to
complement the textbook and these are detailed in each lesson plan.
2. Secondly, Trove (National Library of Australia, 2015) is used to locate and select newspaper clippings to be used as primary
sources that students analyse in class. These primary sources allow students to sequence and explain the historical forces and
factors that led to the outbreak of World War I. This resource can be found at: http://trove.nla.gov.au.
3. Thirdly, the Australian War Memorial’s online compilation of World War I soldier case studies is used to aid in the
development of students’ empathetic understanding. Avoiding the clichéd diary entry approach, these case studies present
detailed historical facts of real soldiers who fought in the war and allow students to connect the historical facts to historical
photographs. This resource can be found at: https://www.awm.gov.au/education/schools/resources/anzac-diversity/.
– –1

EVIDENCE OF LEARNING
As Smagorinsky (2014) suggests, an evaluation system must have validity from research, reliability for replication, and utility for
all participants, and as such, must include both high-stakes summative and low-stakes formative assessments. This suite of four
lessons, situated at the beginning of the broader Depth Study on ‘Australians at War’, provides three opportunities for formative
assessment: in-class written learning tasks, monitored classroom discussion, and short, analytical homework tasks. By
determining the level at which students engage with the varying, low-stakes assessments, the teacher is better equipped to
recognise those who need further instruction in the process of historical analysis and synthesis. In providing students with these
formative assessments, and in reporting back with clear constructive feedback on the quality of their analysis, the teacher is able
to provide specific and ongoing feedback to students on their strengths and areas of improvement.
The summative assessment of this suite of lessons is an individual research task. For this assessment, students complete a dossier
on a significant person involved in the outbreak of World War I. This formal task is to be submitted to the teacher at the beginning
of the fifth lesson and then orally presented to the class in a short, two-minute presentation. This medium-stakes assessment
encourages students to consolidate the information they have learnt so far while simultaneously engaging them in the process of
historical inquiry and research. This task also supports the development of key literacy strategies, as students are instructed to
present their findings in both written and oral form. The assessments are then marked and handed back to the students in the
following lesson – allowing the class to move on to the next content area. While grades are provided, reporting is focused in this
assessment on feedback.
DIVERSIFICATION OF LEARNING
As all students develop their historical and literacy skills at varying speeds, and thus arrive at Stage 5 with differing capabilities, it
is important that lessons are flexible enough to both support those in need and extend those most capable. This lesson series
provides many opportunities for the diversification of learning, and these are noted within the integrated teaching, learning, and
assessment section of each lesson plan.
– –2

LESSON 1 – INTRODUCTION TO WORLD WAR I
As the introductory class to this Depth Study, this lesson aims to spark students’ interest in the study of World War I by presenting
it as the culminating moment of the developing tensions in the changing modern era. By situating the unit within their prior
knowledge, students are encouraged to reflect on its relevancy and are prepared to proceed with new learning. In this lesson,
students outline the main causes of World War 1 (ACDSEH021).
TARGETED OUTCOMES
> HT5-4: Explain and analyse the causes and effects of events and developments in the modern world and Australia.
> HT5-9: Apply a range of relevant historical terms and concepts in communicating an understanding of the past.
Students learn to: Students learn about:
> Outline the main developments in a series of events.
> Analyse the relationship between causes and effects of a series of events and
developments in the modern world.
> The main causes of World War I.
INTEGRATED TEACHING AND LEARNING ACTIVITES MEASURES OF EFFECTIVENESS
5 mins
5 mins
5 mins
10 mins
20 mins
5 mins.
1. Welcome students, settle class, and mark roll.
2. Activate prior knowledge: Brainstorm on board: ‘What would it
have been like to live in Australia at the turn of the century? What
did it mean to be an Australian at this time?’
3. Provide overview: Watch video ‘Causes of World War I’ http://
www.history.com/topics/world-war-i/outbreak-of-world-war-i.
Class discuss: ‘How could the assassination of one man lead to
over a hundred countries committing to war just five weeks later?’
4. Define key concepts: Have students open their textbooks to p.
244. Read aloud as a class. Draw students’ attention to the
developing events that led to war, defining the key concepts of
‘alliances’, ‘armaments’ and ‘catalyst.’
5. Key learning activity: Distribute worksheet (Appendix 1) and
explain what is meant by ‘long-term tensions, short-term tensions,
immediate context, and catalyst event.’ Class discuss how it takes
a ‘climate of tension’ to produce a war not just a singular event. In
table groups, students begin to fill in the worksheet with the
introductory information provided in the textbook and referenced
in the video.
6. Conclude lesson and instruct students to file worksheet for use
next lesson.
Students accurately identify and discuss the
key features of life post-Federation: intense
nationalism / desire to prove oneself / isolation
from Europe etc.
Students clearly explain how war is a result of
many interlinking events. Feedback: Teacher
provides oral feedback and encouragement to
student responses.
Students’ written mind-maps reflect their
developing understandings. Feedback: Teacher
walks around and assesses student
contributions, scaffolding their discussions.
Students’ complexity of mind-maps reflects
their abilities to identify the interlinking causes
and motivations behind the war.
HOMEWORK / DIVERSITY RESOURCES
There is no homework for this lesson. The worksheets will be expanded on in
the next class to develop deeper understandings of the causes and effects of
WWI. However, students who have excelled at the worksheet, already having
written detailed responses, will be encouraged to refine and develop their
analysis in the next class. The worksheet provides, on the other hand, a clear
and encouraging starting point for students who may be struggling.
> Whiteboard and markers
> Projector and computer with internet
> http://www.history.com/topics/world-war-
i/outbreak-of-world-war-i.
> Textbook (See cover sheet)
> Worksheet (Appendix 1)
– –3

LESSON 2 – WHAT LED TO THE OUTBREAK OF WAR?
This lesson aims to build upon students’ skills of analysis and their knowledge of the causes of World War 1 that was developed
last lesson. While preliminary understandings were established previously, in this lesson, students engage more analytically with
the main causes of the war and begin to inquire as to the underlying motivations of its participants (ACDSEH021).
TARGETED OUTCOMES
> HT5-5: Identify and evaluate the usefulness of sources in the historical inquiry process.
> Outline the main developments in a series of events.
> Analyse the relationship between causes and effects of a series  
of events and developments in the modern world.
> The underlying, interlinking motivations
behind significantly involved countries in
World War I.
5 mins
5 mins
5 mins
20 mins
10 mins
5 mins.
2. Activate prior knowledge: Instruct students to open to
their worksheet from last lesson. On the board, copy
flowchart and list contributing factors (e.g. nationalism,
military/economic rivalries, alliances, assassination etc.)
3. Provide overview: Instruct students to prepare to ‘dig
deeper’ as we unpack these underlying causes of war
through primary sources.
4. Learning activity: Open Trove to the two newspaper
clippings. Read aloud each clipping, analyse as a class and
then instruct students to answer the question individually
(Appendix 2 – 10 mins each). Students swap their
responses with a pair and give feedback.
5. Consolidate knowledge: Reflect to students what
analysing the sources has revealed about the causes of
World War 1. Consider the questions: ‘Were these causes
interlinked? Was war inevitable?’
6. Conclude lesson and instruct students to compose for
homework a short, analytical response: “Using Source A
and B, explain the variety of causes that led to the outbreak
of war in 1914.” Scaffold student’s learning by explaining
that the flowchart done in class can be appropriated to a
short answer response.
Students’ contribution to brainstorm demonstrates
their understanding of the concept of a ‘climate of
war’. Feedback: Teacher affirms learning by
commenting to class on the aspects of the
brainstorm they collectively did well and those that
still need addressing.
Students’ note-taking and verbal responses to
analysis part of activity reflect their ability to
comprehend and extract relevant information from
sources, as well as their ability to recall and link this
to prior knowledge. Students demonstrate their
analysis skills in second part of activity. Feedback:
In encouraging peer-review, students become a
community of learners and focus more effectively
on improvement rather than marks.
Students practice analytical writing and the quality
of their answers reflects their learning.
For homework, students use the source analyses completed in class along
with their worksheet from the previous lesson to compose a short answer
response (max. 300 words). The teacher provides feedback on these
responses next lesson. This task allows for student diversity, as the set
question is simple enough to cater to those who may struggle with
analytical responses, while also broad enough to enrich those who wish to
write more and in greater depth.
> Whiteboard and markers
> Projector and computer with internet
> http://nla.gov.au/nla.news-article5235004
> http://nla.gov.au/nla.news-article15527819
> Worksheets (Appendix 2)
– –4

LESSON 3 – HOW DID PEOPLE REACT TO THE OUTBREAK?
Students arrive to this lesson having previously solidified their knowledge of the causes of World War 1 through both in class
tasks and homework analysis pieces. The first part of this lesson is tasked with checking student knowledge so as to confirm that
they are ready to move on. The rest of this lesson is concerned with the question of how both people in Europe and Australia
reacted to the outbreak of war. This lesson will form the basis for the next lesson’s inquiry point into why Australians choose to
enlist (ACDSEH095).
TARGETED OUTCOMES
> HT5-10: Select and use appropriate oral, written, visual and digital forms to communicate effectively about the past for
different audiences.
> Explain different social, political, and cultural reactions to events and
analyse what effect they caused.
> Orally communicate about the past to a group of their peers.
> The different reactions to the outbreak of
World War I in both Europe and Australia.
5 mins
5 mins
15 mins
20 mins
5 mins.
2. Confirm prior knowledge: Instruct students to open to
their homework task from previous lesson. Ask two
students to read their responses aloud and encourage peers
to provide constructive and reflective feedback.
3. Provide overview: Inform students that we are now
moving on to consider reactions to the outbreak of war.
4. Define key concepts: Instruct students to open textbooks
to p. 246-249. Read aloud as a class, pausing to define and
discuss new historical concepts of ‘neutrality’, ‘militant
nationalism’, ‘conscript’, and ‘stagflation.’
5. Learning activity: Role-play. Divide class into two and
give the groups a poster each. On that poster is either
written ‘Let’s Go!’ or ‘I Don’t Think So!’ On the back,
students are to list the reasons for their position  
(e.g. to defend the Empire, for adventure, for safety etc.)
The teacher chooses one student from each group to
present one reason each in the voice of their position. This
is repeated until all students have ‘stood their ground!’ List
on board reasons as students present them.
6. Consolidate knowledge and conclude: As students copy
down the reasons in their books, the teacher models how to
speak analytically about varying perspectives in history.
Students demonstrate their analysis skills and
knowledge of the causes of WW1. Feedback: In
encouraging peer-review, students become a
community of learners and focus more effectively
on improvement rather than marks.
Students’ contribution to class discussion
demonstrates their understanding of the new
concepts.
Students’ responses in the role-play demonstrate
their ability to draw conclusions and their
understanding of differing perspectives of the past.
Feedback: Teacher encourages students’ creativity
and enthusiasm, and reports back orally on their
ideas – developing them if needed as they write
them on the board.
There is no homework for this lesson, however, this knowledge will be
consolidated and built upon next. This lesson particularly caters to those
students who learn through active tasks or those who struggle to
concentrate in conventional lessons. These students, who normally shy
away from engaging in written tasks of inquiry, are foregrounded.
> Textbook (see cover sheet)
> Two posters (one green, one red)
> Whiteboard and whiteboard markers
– –5

LESSON 4 – WHY DID AUSTRALIANS ENLIST TO FIGHT?
As the final lesson in this suite of four on the first aspect point of the Depth Study, students arrive to this lesson having outlined
the main causes of World War I (ACDSEH021) and having examined the reactions to the outbreak of war both nationally and
overseas. In this lesson, students inquire as to why Australians enlisted to fight in World War 1, examining the ideas of
imperialism and Empire importance through an empathy mini-research task (ACDSEH024). This lesson builds upon the
knowledges of the previous four, and is the final lesson before students must complete their formal, summative assessment task.
TARGETED OUTCOMES
> HT5-5: Identify and evaluate the usefulness of sources in the historical inquiry process.
> Explain different social, political, and cultural reactions to events and
empathetically analyse what effect they caused.
> Identify and use historically valid secondary sources in the historical
inquiry process.
> The different reasons why men chose to or
were encouraged to enlist to fight in WWI.
5 mins
5 mins
5 mins
30 mins
5 mins.
2. Confirm prior knowledge: Ask students to recall what
was learnt last lesson. Brainstorm on board: ‘Why were
some Australians enthusiastic about war?’
3. Provide overview: Inform students that we are focusing
on those who did enlist, inquiring as to their motivations.
Inform students that we are going to examine three
soldiers who actually fought in WWI as ‘historical case
studies.’
4. Instruction: In pairs, students are allocated one of the
three case studies and asked to read about ‘their’ soldier.
Students are encouraged to visit other historical sites and/
or the textbook (p.250-254) to gather more information.
Students are then instructed to analytically answer the
question: ‘What reasons might your solider have had for
enlisting in WWI?’ (Approx. 500 words).
5. Research activity: As students complete the activity, the
teacher moves around the classroom/computer lab and
scaffolds student learning where necessary.
6. Conclude lesson by instructing students to send their
completed responses to the teacher by email. Again, there
is no homework, as students should be finalising their
assessment tasks ready to hand in next lesson.
Students’ contribution to brainstorm demonstrates
their understanding of the concept of nationalistic
sentiments and war ‘opportunities’. Feedback:
Teacher affirms learning by echoing student
contributions with praise.
Students’ demonstrate their ability to use evidence to
support a point of view and clearly communicate their
understandings of history in a written response.
Students also demonstrate their ability to synthesis
information from a range of sources. The level at
which students exceed at this task reflects their
learning and determines whether greater scaffolding is
required. Feedback: Teacher monitors pairs’ research
to provide guidance where needed and positive
comments on student work.
Cross-curricular priority area: Aboriginal and
Torres Strait Islander histories and cultures
There is no homework for this lesson; however, students who felt limited
by the time allocated in class to write their responses are encouraged to
continue their work at home. The benefit of this lesson is that students
who typically struggle to write historical responses can receive greater
scaffolding attention from the teacher, while those who feel capable are
able to proceed and excel.
> Computers for students / BYOD with internet
> Textbook (see cover sheet)
> https://www.awm.gov.au/education/schools/
• William Joseph Punch
• William “Billy” Sing
• Emaniol Salikis
– –6

ASSE
Context
This assessment is part of the Mandatory Stage 5 Syllabus – The Making of the Modern World – Depth
Study 3: Australians at War (World War 1 [1914-1918] and World War II [1939-1945]). Prior to this Depth
Study, students have been introduced to the ideas and events significant to the modern world through both
studies of the ‘Overview’ and either ‘Depth Study 1 – Making a Better World’ or ‘Depth Study 2 –
Australia and Asia’. As they arrive at this unit, students broadly understand the historical forces and
factors that shaped the modern world (HT5-1) and are ready to continue sequencing and explaining the
significant patterns of continuity and change as they culminated in the World Wars (HT5-2). By this stage
in their learning, students are familiar with the concepts of primary and secondary sources, fact, opinion,
and bias in sources.
Outcomes
A student:
HT5-1 explains and assesses the historical forces and factors that shaped the modern world.
HT5-5 identifies and evaluates the usefulness of sources in the historical inquiry process.
HT5-9 applies a range of relevant historical terms and concepts when communicating an  
understanding of the past.
HT5-10 selects and uses appropriate written and visual forms to communicate effectively  
about the past for different audiences.
ASSESSMENT TASK
Australians at War: World War I
YEAR 9 HISTORY
Assessment Activity – Dossier
Description of Activity
Students are to imagine they are Intelligence Officers working for the British Secret Service in 1913.
They are issued with a list of seven significant people, ‘Persons of Interest’, who are involved in the
tense climate of hostility in Europe. They are to choose ONE person from this list, who sparks their
interest most, to research. Students inquire into their chosen person’s background, significant life
events, known alliances, and assess their significance in the path to war. They report their findings in
the form of a two-page dossier file to be ‘delivered’ to their superior. For the purpose of the assessment,
they are to report largely on the time period of study (that is, the lead up to war).
1. Archduke Franz Ferdinand of Austria
2. Gavrilo Princip of The Black Hand
3. Kaiser Wilhelm II of Germany
4. Tsar Nicholas II of Russia
5. Prime Minister Nikola Pasic of Serbia
6. President Raymond Poincare of France
7. Prime Minister Herbert Henry Asquith of Britain
– –7

Criteria for Assessing Learning
(These criteria would normally be communicated to students with the activity).
Students will be assessed on their ability to:
• Describe and explain the background, significant life events, and alliances of the chosen person
• Assess the significance of the chosen person in the path to World War I
• Identifies and uses a range of relevant historical information from a number of sources
• Create a detailed dossier that communicates effectively using relevant historical terms and concepts
Guidelines for Marking
The following guidelines for marking show one approach to assigning value to a student’s work.  
It is intended that complementary to a mark and grade, students be provided with detailed individual
comments / notations that report back to them what they did well and areas they could improve.
Range A student in this range:
Very High
16-20
• describes with accuracy and detail the background, significant life events,
and alliances of their chosen person
• assesses clearly the significance of their chosen person in the path to war
• identifies and uses a range of specific and relevant historical information
• creates a detailed and well-structured dossier that communicates effectively
using relevant historical terms and concepts
High
12-15
• describes with accuracy the background, significant life events, and
alliances of their chosen person
• assesses the significance of their chosen person in the path to war
• identifies and uses specific and relevant historical information
• creates a well-structured dossier that communicates using relevant historical
terms and concepts
Satisfactory
7-11
• describes the background, significant life events, and alliances of their
chosen person
• shows some understanding of the significance of their chosen person in the
path to war
• identifies and uses some relevant historical information
• creates a structured dossier that communicates using some relevant
historical terms and concepts
Progressing
1-6
• describes limitedly or inaccurately the background, significant life events,
and the alliances of their chosen person
• shows little understanding of the significance of their chosen person in the
path to war
• identifies and uses irrelevant or inaccurate information
• creates a unstructured dossier that does not communicate using historical
terms and concepts
– –8

Feedback and Reporting
The teacher provides students with detailed written feedback that foregrounds comments about students’
performance in relation to the criteria for assessment. Students are also provided with a mark and, more
important, a grade, to measure how the development of their historical skills are progressing. Oral
feedback on this assessment task could also include reading and discussion of quality responses in the
next lesson, and comparison of the themes that have emerged from students’ work, as well as a
consideration of the sources used.
Future Directions
Students’ understanding of the significant people involved in the path to war in 1914 informs and
solidifies their understanding of the main causes and underlying motivations of World War 1. This
knowledge will help to inform their investigation into the scope and nature of warfare, and the impact of
the wars on Australia. The teacher may wish to provide further opportunities for students to refine their
skills in word processing and presentation in future activities.
ASSESSMENT REPORTING
– –9

Causes of World War I
Although it was the assassination of the Austrian Archduke Franz Ferdinand that was the immediate cause
to the outbreak of World War I in August 1914, the actual causes of the War are much more complicated.
 
– –10
Long Term
Causes
Short Term
Causes
Immediate
Causes
Catalyst
Event
OUTBREAKOFWORLDWARI
APPENDIX A – Worksheet for Lesson 1

Primary Source Analysis A
FOREIGN SITUATION
AUSTRO-GERMÁN
INTRIGUES.
THE FAR EAST.
London, January 14, 1910.
…The coercion put on Serbia
to cease military preparations, we are told,
was only part of an elaborate plan developed
by Count von Aehrenthal, the Austrian
Foreign Minister, for the annexation of that
country and the ultimate conversion of the
Macedonian port of Salonika into an Austrian
naval base. The plan was discussed with Dr.
Von Bethmann Holbveg on the recent visit of
the German Chancellor to Vienna. The
Austro-German intrigues are based on the
supposition that Russia cannot for several
years to come intervene in European
militaries. At the same time care has been
taken by Count von Aetrenthal still further to
minimise this possibility by keeping the Slav
Empire on the qui vue in the Far East.
…Accordingly he has
sent to Japan as Austrian Minister a personal
friend in Herr Von Calle, who will take care to
keep alive by the circulation of carefully-
concocted rumors the tension between Russia
and Japan. Count von Aehrenthal knows two
things, first that Russia is feverishly working
to double her Trans-Siberian rail way, and,
secondly, is reinforcing her Far Eastern
garrison, and he has taken every care that
Japan shall know these things too. Let Russia
again concentrate her armies in Manchuria
and the Balkans as good as belong to Austria,
and nothing can prevent an Austrian garrison
from occupying Belgrade.
APPENDIX B – Worksheet for Lesson 2
FOREIGN SITUATION. (1910, February 19). The Advertiser (Adelaide, SA: 1889 - 1931),
p. 16. Retrieved May 20, 2015, from http://nla.gov.au/nla.news-article5235004.
– –11
QUICK QUESTION:
What does this source reveal about  
tensions in Europe prior to 1914?
NOTES:
>
>
>

Primary Source Analysis B
BRITAIN’S POSITION
Sydney, August 6, 1914.
The Sydney Morning Herald
As it filters through by cable, the news shows
Great Britain as presenting an ever firmer
front to Germany, and the formal declaration
of war on the facts cannot be much longer
delayed. But which of the two Powers will
declare war? A good deal may depend upon
the reply to that question, if Italy is ready to
fight at the call of her allies. Meanwhile we
may discuss Britain's position up to date, to
show that the probabilities of her
participation in the war just begun have really
become certainties. First, it must he noted
that Canada and Australia as directly in touch
with the mother country, have taken step
after step with immediate war as involving
Great Britain in view.
Yesterday we reported the offers of
expeditionary forces from the Dominion and
the Commonwealth both accepted. Today the
Government of Australia has taken the
necessary steps towards mobilising the troops
for home defence, and forthwith the
Commonwealth will get ready for any
eventuality. If Britain were not likely to be at
grips with Germany almost at once, it would
be so much waste of time, money, and
patriotism to deal with the situation in these
terms. But the word to get ready has come as
confirmation of a great deal beside.
…Word has also arrived that the British army
is being mobilized, and soon the Triple
Entente will stand solid, facing Germany and
Austria.
BRITAIN’S POSITION. (1914, August 5). The Sydney Morning Herald (NSW : 1842 - 1954),  
p. 10. Retrieved May 28, 2015, from http://nla.gov.au/nla.news-article15527819.
– –12
NOTES:
>
>
>
QUICK QUESTION:
What does this source reveal about  
the alliances systems of 1914?

WWI Causes and Enlistment

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