FOR EXAMINATIONS FROM SUMMER 2015 ONWARDS AQA GCSE Modern World History w Revision Guide Second Edition David Ferriby, Steve Waugh and Ben Walsh i7 HODDER EDUCATION LEARN MORE

FOR
EXAMINATIONS
FROM
SUMMER 2015
ONWARDS
AQA
GCSE Modern World History
w
Revision Guide
Second Edition
David Ferriby, Steve Waugh
and Ben Walsh
i7
HODDER
EDUCATION
LEARN MORE

AQA GCSE Modern World History Revision Guide Second Edition David Ferriby, Steve Waugh and Ben Walsh , , HODDER EDUCATION AN HACHETTE UK COMPANY

AQA
GCSE Modern World History
Revision Guide
Second Edition
David Ferriby, Steve Waugh
and Ben Walsh
, , HODDER
EDUCATION
AN HACHETTE UK COMPANY

Acknowledgements The Publishers would like to chatlk the following for permission to reproduce copyrighc macerial: Photo credits p.10 © Henry Gurtmann/Getcy Images; p.27 © Reproduced with permission of Punch Lrd, www.punch.co.uk; p.52 © Popperfoco/Getry Images; p.93 © Culver Pictures; pp.101 & 102 © David King Collection; p.108 © The Wiener Library; p.110 Courtesy The British Cartoon Archive, Uaiversity of Kem © Evening Standard/Solo Syndication; p.121 © Bettmann/Corbis; p.123 © l11e Granger Collection, NYCffopFoto p.134 © Buyenlarge/Getcy Images; p.143 ©Topham PicturepointffopFoto; p.145 both© Bemnann/Corbis. Every efforc has been made to contact copyright holders, and the publishers apologise for any omissions which they will be pleased to rectify at the earliest opportunity. Alchough every efforc has been made to ensure chat website addresses are correct at time of going to press, Hodder Education cannot be held responsible for rhe content of any websice mentioned in this book. lr is sometlmes possible co find a relocated web page by typing in the address of the home page for a websice in the URL window of your browser. Hachette UK's policy is to use papers th at are natural, renewable and recyclable produces and made from wood grown in sustainable forests. The logging and manufacmring processes are expected to co nform to che environmental regulations of the country of origin. Orders: please contact Bookpoint Ltd, 130 Milcon Park, Abingdon, Oxon OX14 4SB. Telephone: (44) 01235 827720. Fax: (44) 01235 400454. Lines are open 9.00-5.00, Monday to Saturday, wich a 24 - hour message-answering service. Visic our website at www.hoddereducation.co.uk. © David Ferriby, Steve Waugh and Ben Walsh, 2014 First published in 2010 by Hodder Education, An Hachette UK company, 338 Euston Road, London NWl 3BH This second edittion published 2014 Impression number 10 9 8 7 6 5 4 3 2 Year 2016 2015 2014 All rights reserved. Apart from ,my use permitted under UK copyright law, no part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or held within any information storage and retrieval system, without permission in writing from the publisher or under licence from th e Copyright Licensing Agency Limited. Further details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Linlited, Saffron House, 6-10 Kirby Street, London EClN 8TS. Cover phoco: President Nixon with helmeted soldiers, 1969 © Bectmann/CORBIS Illustrations by Barking Dog Art, Peter Lubacli and Phoenix Photosecting Typeset by lntegra Software Services Pvt. Ltd., Pondiclierry, India Printed in India A catalogue record for this title is available from the British Library ISBN: 978 1471 831 751

Acknowledgements
The Publishers would like to chatlk the following for permission to reproduce
copyrighc macerial:
Photo credits
p.10 © Henry Gurtmann/Getcy Images; p.27 © Reproduced with permission of
Punch Lrd, www.punch.co.uk; p.52 © Popperfoco/Getry Images; p.93 © Culver
Pictures; pp.101 & 102 © David King Collection; p.108 © The Wiener Library;
p.110 Courtesy The British Cartoon Archive, Uaiversity of Kem © Evening
Standard/Solo Syndication; p.121 © Bettmann/Corbis; p.123 © l11e Granger
Collection, NYCffopFoto p.134 © Buyenlarge/Getcy Images; p.143 ©Topham
PicturepointffopFoto; p.145 both© Bemnann/Corbis.
Every efforc has been made to contact copyright holders, and the publishers
apologise for any omissions which they will be pleased to rectify at the earliest
opportunity.
Alchough every efforc has been made to ensure chat website addresses are correct at
time of going to press, Hodder Education cannot be held responsible for rhe content
of any websice mentioned in this book. lr is sometlmes possible co find a relocated
web page by typing in the address of the home page for a websice in the URL
window of your browser.
Hachette UK's policy is to use papers th at are natural, renewable and recyclable
produces and made from wood grown in sustainable forests. The logging and
manufacmring processes are expected to co nform to che environmental regulations
of the country of origin.
Orders: please contact Bookpoint Ltd, 130 Milcon Park, Abingdon, Oxon OX14
4SB. Telephone: (44) 01235 827720. Fax: (44) 01235 400454. Lines are open
9.00-5.00, Monday to Saturday, wich a 24 - hour message-answering service. Visic
our website at www.hoddereducation.co.uk.
© David Ferriby, Steve Waugh and Ben Walsh, 2014
First published in 2010 by Hodder Education,
An Hachette UK company,
338 Euston Road,
London NWl 3BH
This second edittion published 2014
Impression number 10 9 8 7 6 5 4 3 2
Year 2016 2015 2014
All rights reserved. Apart from ,my use permitted under UK copyright law, no
part of this publication may be reproduced or transmitted in any form or by any
means, electronic or mechanical, including photocopying and recording, or held
within any information storage and retrieval system, without permission in writing
from the publisher or under licence from th e Copyright Licensing Agency Limited.
Further details of such licences (for reprographic reproduction) may be obtained
from the Copyright Licensing Agency Linlited, Saffron House, 6-10 Kirby Street,
London EClN 8TS.
Cover phoco: President Nixon with helmeted soldiers, 1969 © Bectmann/CORBIS
Illustrations by Barking Dog Art, Peter Lubacli and Phoenix Photosecting
Typeset by lntegra Software Services Pvt. Ltd., Pondiclierry, India
Printed in India
A catalogue record for this title is available from the British Library
ISBN: 978 1471 831 751

Photo acknowledgements ii How to use this book iv Introduction 1 International Relations: Conflict and Peace in the Twentieth Century Unit 1: Chapter 1: The origins of the First World War c. 1890-1914 8 Chapter 2: Peacemaking 1 918-1919 and the League of Nations 18 Chapter 3: Hitler's foreign policy and the origins of the Second World War 28 Chapter 4: The orig in s of the Cold War; 1 945- 1 960 36 Chapter 5: Crises of the Co ld War and Detente, 1960-1980 50 Chapter 6: The co ll apse of Communism and the Post-Cold War World, 1980-2000 59 Chapter 7: From Tsardom to Communism: Russia, 1914-1924 66 Chapter 8: Weimar Germany, 191 9- 1929 77 Chapter 9: The Roaring '20s: USA, 191 9- 1929 86 Chapter 10: Stalin's dictatorship: USSR, 1924-1941 96 Chapter 11: Hitler's Germany, 1 929- 1945 106 Chapter 12: Depression and the New Deal: USA, 1929-1941 120 Chapter 13: Race relations in the USA, 1 945- 1968 129 Chapter 14: War in Vietnam, 1954-1975 139

Photo acknowledgements ii
How to use this book iv
Introduction 1
Unit 1: International Relations: Conflict and Peace in the Twentieth Century
Chapter 1: The origins of the First World War c. 1890-1914 8
Chapter 2: Peacemaking 1 918-1919 and the League of Nations 18
Chapter 3: Hitler's foreign policy and the origins of the Second World War 28
Chapter 4: The orig in s of the Cold War; 1 945- 1 960 36
Chapter 5: Crises of the Co ld War and Detente, 1960-1980 50
Chapter 6: The co ll apse of Communism and the Post-Cold
War World, 1980-2000 59
Chapter 7: From Tsardom to Communism: Russia, 1914-1924 66
Chapter 8: Weimar Germany, 191 9- 1929 77
Chapter 9: The Roaring '20s: USA, 191 9- 1929 86
Chapter 10: Stalin's dictatorship: USSR, 1924-1941 96
Chapter 11: Hitler's Germany, 1 929- 1945 106
Chapter 12: Depression and the New Deal: USA, 1929-1941 120
Chapter 13: Race relations in the USA, 1 945- 1968 129
Chapter 14: War in Vietnam, 1954-1975 139

Key issues (beginning of chapter) The key issues are what the examiners will have in mind when they are setting questions. The exams would never ask you to 'write everything you know about X or Y' , they always have an angle. These key issues are 'the angle'. 'The reason for learning the rest of the facts is so that you can answer questions about these key issues. The content follows exactly what the AQA specification says about those key issues. Explanation and Comment The main text explains all the content clearly and the Comment boxes provide extra information co put events in context or highlight other issues that you should be aware of. Key terms These boxes help you to learn the essential vocabulary by providing you with difficult or new words and giving a defiriition of their meaning. These are specialise terms chat might be used in an exam without any explanation so you need to be able to understand chem and use chem confidently in your own writing. You could make your own glossary in your notebook. Revision task Use these tasks co make sure you have trnderstood every topic and to help you record the key information about each topic. 1hese tasks help you to think about the content rather than simply read it. Exam practice These boxes provide sample exam questions for each topic. You can check your answers against sample answers online at www.hodderplus.co.uk/modernworldhiscory to help co improve your grades. Exam tip These tips accompany the Exam practice questions. They give you extra tips on how co answer the questions successfully in order to get the best grades possible. Key content (end of chapter) This is a revision checklist. Be sure you know about each term or phrase in this key content summary. You can also check your knowledge of each topic with our free 'quick quizzes' which you can find online at www.hodderplus.co. uk/ modernworldhistory.

Key issues (beginning of chapter)
The key issues are what the examiners will have in mind when they are setting questions. The exams would
never ask you to 'write everything you know about X or Y' , they always have an angle. These key issues are
'the angle'. 'The reason for learning the rest of the facts is so that you can answer questions about these key
issues. The content follows exactly what the AQA specification says about those key issues.
Explanation and Comment
The main text explains all the content clearly and the Comment boxes provide extra information co put
events in context or highlight other issues that you should be aware of.
Key terms
These boxes help you to learn the essential
vocabulary by providing you with difficult
or new words and giving a defiriition of
their meaning. These are specialise terms
chat might be used in an exam without
any explanation so you need to be able to
understand chem and use chem confidently
in your own writing. You could make your
own glossary in your notebook.
Revision task
Use these tasks co make sure you have
trnderstood every topic and to help you
record the key information about each
topic. 1hese tasks help you to think about
the content rather than simply read it.
Exam practice
These boxes provide sample exam questions for each topic. You can check your answers
against sample answers online at www.hodderplus.co.uk/modernworldhiscory to help
co improve your grades.
Exam tip
These tips accompany the Exam practice questions. They give you extra tips on how co answer the questions
successfully in order to get the best grades possible.
Key content (end of chapter)
This is a revision checklist. Be sure you know about each term or phrase in this key content summary. You can
also check your knowledge of each topic with our free 'quick quizzes' which you can find online at
www.hodderplus.co. uk/ modernworldhistory.

You will soon be caking your GCSE in Modern World History. Your aim is co gee che best grade c hat you can. Our aim in this book is to help you get that grade. To improve your grade you need to: • get organised - this book will help you make a revision plan and stick co it • know the content - this book will help you learn the core content for your course • apply your knowledge - this book will help you apply what you know co actual examination questions. How to revise There is no single way co revise, but there are some golden rules everyone should follow. 1 Know the objectives of your course Ask your teacher for full details of the course you are caking. This book is geared co the AQA Modern World syllabus. 2 Make a revision plan and stick to it Start your revision early - che earlier the better. Revise regularly - regular, shore spells are better than panicky six-hour slogs until 2a.m. 3 Revise actively Be a scribbler; make notes as you learn. You will need an exercise book for most of the revision casks but you can also write in this book. The rest of this introduction is about how co apply these rules co your revision and make sure chat you gee the grade you are aiming for. I . Kn ow the o bj ect iv es of your co ur se As ses sment obje c tive s in GCSE Hi s tory 1 Recall, select and communicate knowledge and understanding of history You h ave to know things, and be able co explain what you know in a way that shows you understand what you are writing. This means: • using your knowledge of a topic co back up what you say in your answer • organising this knowledge co answer che question sec. 2 Demonstrate understanding of the past through explanation and analysis of . .. • key concepts: causation, consequence, continuity, change and significance within a historical context • key features and characteristics of the periods studied and the relationship between them. This means organising your answer in order co: • show the ability co analyse when this is asked for, rather than to describe • show understanding of causation, etc. 3 Understand, analyse and evaluate: (a) a range of source material as part of a historical enquiry This means using any kind of material, including photographs, diaries, books, recorded interviews and films from the period you are studying. You are expected to: • be able to select important information from the source • interpret what is being said and make inferences • decide how useful or reliable the source is to a historian.

You will soon be caking your GCSE in Modern World History. Your aim is co gee che best grade c hat you
can. Our aim in this book is to help you get that grade.
To improve your grade you need to:
• get organised - this book will help you make a revision plan and stick co it
• know the content - this book will help you learn the core content for your course
• apply your knowledge - this book will help you apply what you know co actual examination questions.
How to revise
There is no single way co revise, but there are some golden rules everyone should follow.
1 Know the objectives of your course
Ask your teacher for full details of the course you are caking. This book is geared co the AQA Modern
World syllabus.
2 Make a revision plan and stick to it
Start your revision early - che earlier the better. Revise regularly - regular, shore spells are better than
panicky six-hour slogs until 2a.m.
3 Revise actively
Be a scribbler; make notes as you learn. You will need an exercise book for most of the revision casks but
you can also write in this book.
The rest of this introduction is about how co apply these rules co your revision and make sure chat you gee
the grade you are aiming for.
I . Kn ow the o bj ect iv es of your co ur se
As ses sment obje c tive s in GCSE Hi s tory
1 Recall, select and communicate knowledge and understanding of history
You h ave to know things, and be able co explain what you know in a way that shows you understand
what you are writing. This means:
• using your knowledge of a topic co back up what you say in your answer
• organising this knowledge co answer che question sec.
2 Demonstrate understanding of the past through explanation and analysis of . ..
• key concepts: causation, consequence, continuity, change and significance within a historical context
• key features and characteristics of the periods studied and the relationship between them.
This means organising your answer in order co:
• show the ability co analyse when this is asked for, rather than to describe
• show understanding of causation, etc.
3 Understand, analyse and evaluate:
(a) a range of source material as part of a historical enquiry
This means using any kind of material, including photographs, diaries, books, recorded interviews and
films from the period you are studying.
You are expected to:
• be able to select important information from the source
• interpret what is being said and make inferences
• decide how useful or reliable the source is to a historian.

Introduction of (b) how aspects the past have been interpreted and represented in different ways as part of a historical enquiry This means that you have to be able to analyse and interpret how and why historical events, people and situations have been interpreted and represented in different ways. You are expected to: • decide how fair or accurate an interpretation is • compare different interpretations of an event. In all this, remember that the examiner is interested in seeing how much you can think for yourself and apply your knowledge and understanding to the question set. 2. Make a revision pl an You not only need to plan your revision for History, but you need to fi.t it in with your revision for all your other GCSE subjects. You could use this table to plan your overall revision. Dates Revision targets and deadlines Mon th Week Hi story Sci ence E ng lish Othe rs Jan 4 Key po ints summary card for Russia Feb 2 Tests on metals Mar Contro ll ed Assessment sessi on You could then construct a table like the one below to plan your History revision. In your plan, aim to come back to each topic several times so that you revise in stages. Stage 1: Put the date normal school-based work on a topic will be/was completed. Stage 2: Put the target date for finishing your own summary of the key points for each topic. Stage 3: Decide when you will give yourself memory tests. Stage 4: Schedule time for fine-tuning your revision (for example, fin al memorising and/or practice examination questions). History topics Date Key poin~ summary Memory test Fine tuning 1 Versa ill es March Apr il Specimen Paper 2 League of Nations 3 3. Revise ac t ively When faced with revising for GCSE History, most students say: The ideas in this book are aimed at helping you to remember the core content.

Introduction
(b) how aspects of the past have been interpreted and represented in different ways as part of a historical enquiry
This means that you have to be able to analyse and interpret how and why historical events, people and
situations have been interpreted and represented in different ways.
You are expected to:
• decide how fair or accurate an interpretation is
• compare different interpretations of an event.
In all this, remember that the examiner is interested in seeing how much you can think for yourself and
apply your knowledge and understanding to the question set.
2. Make a revision pl an
You not only need to plan your revision for History, but you need to fi.t it in with your revision for all your
other GCSE subjects.
You could use this table to plan your overall revision.
Dates Revision targets and deadlines
Mon th Week Hi story Sci ence E ng lish Othe rs
Jan 4 Key po ints summary
card for Russia
Feb 2 Tests on
metals
Mar Contro ll ed Assessment
sessi on
You could then construct a table like the one below to plan your History revision. In your plan, aim to
come back to each topic several times so that you revise in stages.
Stage 1: Put the date normal school-based work on a topic will be/was completed.
Stage 2: Put the target date for finishing your own summary of the key points for each topic.
Stage 3: Decide when you will give yourself memory tests.
Stage 4: Schedule time for fine-tuning your revision (for example, fin al memorising and/or practice
examination questions).
History topics Date Key poin~ summary Memory test Fine tuning
1 Versa ill es March Apr il Specimen Paper
2 League of Nations
3
3. Revise ac t ively
When faced with revising for GCSE History, most students say:
The ideas in this book are aimed at helping you to remember the core content.

In tro du ct ion Use the revision tasks in this book The best way to remember information is to use it - revise actively. To take an everyday example: to to start with it is difficult to remember a new telephone number, but the more you use it the easier it is to remember it. Throughout this book, you will find revision tasks. Don't miss them out. If you do the tasks you will have to use the information in the book. If you use the information you will remember it better. Th e more you use the information the better you will remember it. Use the 'key words ' method 11link of your brain as a computer. To read a file on a computer, you need to know the name of the file. The file name is the key, and if you do not have this key y ou cannot get to the file, even though the compu ter has the file in its memory. ~ PE ACE TREATI ES A FTER L__J THEF.IR ST WO RLD WA R ~ THE CAUS ES OFTHE L__J SEOONDWO RLD WA R Your brain works in a similar way. When you read something it goes in, but to get the information out again you need the key to unlock your memory. So one way to jog your memory is to use a 'key words' method. This is how it works. 1 As you read through each paragraph, highlight one or two key words. For example, when answering the question: ' What were the main political and economic features of the USA during the 1920s?' • It had a democratic s ystem of iovernment. The President and Congress of th e USA were chosen in fr ee democratic elections. • It had a capitali st economy. Business and property were privately owned. Individuals could make profits in business or move jobs if they wished. H owever, they might also go bankrupt or lose their jobs. • The USA was the world's wealthiest country, but under capitalism there were always great contrasts - some people were very rich, others were very poor. 2 You can then use cue cards, or the key content list at the end of each chapter , to summarise your key words for each subheading. In this wa y, you can summarise a whole topic on one sheet. 3 Later on, return to your revision pl an and recall or rewrite impo.rcant paragraphs using just the key words to jog your memory. Other revision ideas Different people revise in different ways and you may have your own ideas on how to work. H ere are some other techniques that students have used. • summarising events in diagrams or pictures • making a recording of the text and playing it back • using acronyms or mnemonics • working with friends: testing each other - comparing your answers to practice questions.

In tro du ct ion
Use the revision tasks in this book
The best way to remember information is to use it - to revise actively. To take an everyday example: to
start with it is difficult to remember a new telephone number, but the more you use it the easier it is to
remember it.
Throughout this book, you will find revision tasks. Don't miss them out. If you do the tasks you will have
to use the information in the book. If you use the information you will remember it better. Th e more you
use the information the better you will remember it.
Use the 'key words ' method
11link of your brain as a computer. To read a file on a computer, you need to know the name of the file. The
file name is the key, and if you do not have this key y ou cannot get to the file, even though the compu ter
has the file in its memory.
~ PE ACE TREATI ES A FTER
L__J THEF.IR ST WO RLD WA R
~ THE CAUS ES OFTHE
L__J SEOONDWO RLD WA R
Your brain works in a similar way. When you read something it goes in, but to get the information out again
you need the key to unlock your memory. So one way to jog your memory is to use a 'key words' method.
This is how it works.
1 As you read through each paragraph, highlight one or two key words. For example, when answering the
question:
' What were the main political and economic features of the USA during the 1920s?'
• It had a democratic s ystem of iovernment. The President and Congress of th e USA were chosen in fr ee
democratic elections.
• It had a capitali st economy. Business and property were privately owned. Individuals could make profits in
business or move jobs if they wished. H owever, they might also go bankrupt or lose their jobs.
• The USA was the world's wealthiest country, but under capitalism there were always great contrasts -
some people were very rich, others were very poor.
2 You can then use cue cards, or the key content list at the end of each chapter , to summarise your key
words for each subheading. In this wa y, you can summarise a whole topic on one sheet.
3 Later on, return to your revision pl an and recall or rewrite impo.rcant paragraphs using just the key words
to jog your memory.
Other revision ideas
Different people revise in different ways and you may have your own ideas on how to work. H ere are some
other techniques that students have used.
• summarising events in diagrams or pictures
• making a recording of the text and playing it back
• using acronyms or mnemonics
• working with friends:
testing each other
- comparing your answers to practice questions.

I nt roduction How to answer exam questions Unit I of the examination Chapters 1-6 cover what is included in the examination for Unit 1 on International Relations in the Twentieth Century. In the ex.amination, you will only be answering questions on THREE of these six chapters. Make sure that you only revise the chapters that cover what you have studied! If NB you are only enteredfor the Short Course GCSE exam, you need only answer questions on TWO chapters. 1 1h e origins of the First World War (pages 8-17) 2 Peacemaking 1918- 1919 and the League of Nations (pages 18 - 27) 3 Hid er 's foreign policy and the origins of the Second World War (pages 28- 3 5) 4 The origins of the Cold War, 1945- 1960 (pages 36-49) 5 Crises of the Cold War and Detente, 1960- 1980 (pages 50-58) 6 The collapse of Communism and the Post- Cold War World , 1980-2000 (pages 59-65) In the examination, there is one set of three questions on each of the six chapters. 'The three questions will always be of the same types and appear in the san1e order: • De sc ription of key fea t ur es and c hara cte ri s tic s For example, ' Describe the Nazi-Soviet Pact of August 1 93 9.' 4 ma rks When answering this type of question, stick to description of the event or situation. Do NOT be tempted to analyse or give reasons. This is not required. The question is testing your knowledge only. For a high mark, the examiner will be looking for descriptive details. • Sour ce (written or visual) requiring analysis and e valuation For exar :n ple, ' Do you agree wi th Source A d 1a t lack o f i nt erest in the Sud etenla nd was the main reason th at the Mu n ich Ag reement of Se ptember 1938 was signed? Explain yo ur answ er by referring to th e purpose of the source, as well as using its c ont ent and you r ow n kn ow ledge.' 6 marks When answering mis type of question, you need to consider whether you agree or disagree - or whether your view is a mixture of both; that is, th.e source has uses, but it also has limitations. You need then to consider mese uses and limitations in terms of: who said/ wrote the source, and when, where and why - that is, its purpose and its what the source provenance (where it comes says in relation to An a ly sing sources from). Is it likely t o be biased? what you know - Was it produced to express an that is, its content opinion; to record facts; to make someone laugh; to influence the opinion of others? Do not assume that a source produced at the time is necessarily more useful than one produced later, or vice versa. Take each source on its merits. In all aspects of the answer, try to develop your ideas by explaining chem fully, and/or giving facrual derails. This will enable you to reach a high level. A word of warning on limitations: do not include impossible limitations. If the source is a photograph of an event, do not say that the source is limited because it misses out all factual derails. Concentrate on the way in which the source might be limited in terms of what it is - not what it isn't.

I nt roduction
How to answer exam questions
Unit I of the examination
Chapters 1-6 cover what is included in the examination for Unit 1 on International Relations in the
Twentieth Century.
In the ex.amination, you will only be answering questions on THREE of these six chapters. Make sure
that you only revise the chapters that cover what you have studied!
If
NB you are only enteredfor the Short Course GCSE exam, you need only answer questions on TWO chapters.
1 1h e origins of the First World War (pages 8-17)
2 Peacemaking 1918- 1919 and the League of Nations (pages 18 - 27)
3 Hid er 's foreign policy and the origins of the Second World War (pages 28- 3 5)
4 The origins of the Cold War, 1945- 1960 (pages 36-49)
5 Crises of the Cold War and Detente, 1960- 1980 (pages 50-58)
6 The collapse of Communism and the Post- Cold War World , 1980-2000 (pages 59-65)
In the examination, there is one set of three questions on each of the six chapters. 'The three questions will
always be of the same types and appear in the san1e order:
• De sc ription of key fea t ur es and c hara cte ri s tic s
For example, ' Describe the Nazi-Soviet Pact of August 1 93 9.' 4 ma rks
When answering this type of question, stick to description of the event or situation. Do NOT be tempted
to analyse or give reasons. This is not required. The question is testing your knowledge only.
For a high mark, the examiner will be looking for descriptive details.
• Sour ce (written or visual) requiring analysis and e valuation
For exar :n ple, ' Do you agree wi th Source A d 1a t lack o f i nt erest in the Sud etenla nd was the main reason
th at the Mu n ich Ag reement of Se ptember 1938 was signed? Explain yo ur answ er by referring to
th e purpose of the source, as well as using its c ont ent and you r ow n kn ow ledge.' 6 marks
When answering mis type of question, you need to consider whether you agree or disagree - or whether
your view is a mixture of both; that is, th.e source has uses, but it also has limitations. You need then to
consider mese uses and limitations in terms of:
who said/
wrote the source,
and when, where and why
what the source - that is, its purpose and its
provenance (where it comes
says in relation to
what you know - An a ly sing sources from). Is it likely t o be biased?
Was it produced to express an
that is, its content
opinion; to record facts; to
make someone laugh; to
influence the opinion of
others?
Do not assume that a source produced at the time is necessarily more useful than one produced later, or
vice versa. Take each source on its merits.
In all aspects of the answer, try to develop your ideas by explaining chem fully, and/or giving facrual
derails. This will enable you to reach a high level.
A word of warning on limitations: do not include impossible limitations. If the source is a photograph of
an event, do not say that the source is limited because it misses out all factual derails. Concentrate on the
way in which the source might be limited in terms of what it is - not what it isn't.

In tro du ct ion • Longer-answer question requiri ng analysis JO marks 1his kind of question will ask you to analyse which of two events or situations listed was more important, for example, in causing something to happen. For example, ' Which was more important as a reason for the development of the Cold War in rhe years 1948 to 1955: • the Berlin Blockade, 1948-1949 • the Korean War, 1950- 1953? You must refer both reasons when explaining your answer.' to 1he important thing here is to concentrate on ANALYSIS - that is, . explaining WHY each event or situation contributed to the Cold War. Do NOT waste your time in the exam DESCRIBING each event. 1hat will only get you a maximum of level 2 (3 - 5 marks). Ideall y, write a paragraph giving reasons why one was important, then a second paragraph for th e other , and then a third paragraph giving a conclusion, and assessing which was more important - with dear reasoning. Unit 2 of the examination Chapte rs 7 -1 4 cover the eight most popular topics in the examination for Unit 2 on Twentieth -C entury Depth Studies. In the examination you need to answer the questions from any ONE topic in Section A, ONE topic in Section Band ONE topic in Section C. (Not all three can be on the USA.). Make sure that you only revise the chapters that cover what you have studied! SEC TION A 7 From Tsardom to Communism: Ru ssia, 1914-1924 (pages 66-76) 8 Weimar Germany, 1919- 1929 (pages 77 - 85) 9 The Roaring '20s: USA, 1919- 1929 (pages 86-95) SECTIONB 10 Stalin's dictatorship: USSR, 1924- 1941 (pages 96-105) 11 H itler's Germany, 1929- 1945 (pages 106-119) 12 Depression and the New Deal: USA, 1929- 1941 (pages 12~128) SEC TIONC 13 Race relations in the USA, 1945- 1968 (pages 129- 138) 14 War in Vietnam, 1954-1975 (pages 139- 148) 1he other two topics on the question paper are not covered in this book. They are: • Britain: the challenge in North ern Ireland, 1960- 1999 • The Middle East, 1956- 1999. Unit 2 - Section A There is a set of three questions on each of the three topics. Remember that you have only to answer the three questions on ONE topic. The th ree questions on each topic will always be of the same types and appear in the same order: • Comprehens i on and deducti on 4 marks For example, 'What does Source A sugges t about the reasons for the introduction of War Communism in Russia in 1918?' When answering this type of question, stick to what is asked. Do NOT include your own knowledge on the subject. All you have to do is show that you have understood what is in the source. You can ge t two marks for to just saying what is in the source. The other two marks require you to show understanding and make a deduction or inference - for example, explaining what the source is hinting at . 1h e answer does not have to be more than a few lines long.

In tro du ct ion
• Longer-answer question requiri ng analysis JO marks
1his kind of question will ask you to analyse which of two events or situations listed was more
important, for example, in causing something to happen.
For example, ' Which was more important as a reason for the development of the Cold War in rhe years
1948 to 1955:
• the Berlin Blockade, 1948-1949
• the Korean War, 1950- 1953?
You must refer to both reasons when explaining your answer.'
1he important thing here is to concentrate on ANALYSIS - that is, . explaining WHY each event or
situation contributed to the Cold War. Do NOT waste your time in the exam DESCRIBING each event.
1hat will only get you a maximum of level 2 (3 - 5 marks).
Ideall y, write a paragraph giving reasons why one was important, then a second paragraph for th e other ,
and then a third paragraph giving a conclusion, and assessing which was more important - with dear
reasoning.
Unit 2 of the examination
Chapte rs 7 -1 4 cover the eight most popular topics in the examination for Unit 2 on Twentieth -C entury
Depth Studies.
In the examination you need to answer the questions from any ONE topic in Section A, ONE topic in
Section Band ONE topic in Section C. (Not all three can be on the USA.). Make sure that you only revise
the chapters that cover what you have studied!
SEC TION A
7 From Tsardom to Communism: Ru ssia, 1914-1924 (pages 66-76)
8 Weimar Germany, 1919- 1929 (pages 77 - 85)
9 The Roaring '20s: USA, 1919- 1929 (pages 86-95)
SECTIONB
10 Stalin's dictatorship: USSR, 1924- 1941 (pages 96-105)
11 H itler's Germany, 1929- 1945 (pages 106-119)
12 Depression and the New Deal: USA, 1929- 1941 (pages 12~128)
SEC TIONC
13 Race relations in the USA, 1945- 1968 (pages 129- 138)
14 War in Vietnam, 1954-1975 (pages 139- 148)
1he other two topics on the question paper are not covered in this book. They are:
• Britain: the challenge in North ern Ireland, 1960- 1999
• The Middle East, 1956- 1999.
Unit 2 - Section A
There is a set of three questions on each of the three topics. Remember that you have only to answer the
three questions on ONE topic.
The th ree questions on each topic will always be of the same types and appear in the same order:
• Comprehens i on and deducti on 4 marks
For example, 'What does Source A sugges t about the reasons for the introduction of War Communism
in Russia in 1918?'
When answering this type of question, stick to what is asked. Do NOT include your own knowledge on the
subject.
All you have to do is to show that you have understood what is in the source. You can ge t two marks for
just saying what is in the source.
The other two marks require you to show understanding and make a deduction or inference - for
example, explaining what the source is hinting at . 1h e answer does not have to be more than a few lines
long.

I nt roduction • Analysis {e.g. causation) using your knowledge 6 marks For example, 'Explain why African Americans hated the Ku Klux Klan in the USA in the 1920s.' What is needed here is NOT description, but reasoning. To get a high mark, you need to explain two or more reasons with relevant details. It is in providing the details that you can use your knowledge. Preferably set out your answer in two or three paragraphs. • Utility: .Analysing how useful a source is 10 mat·ks For example, ' How useful is Source D for studying hyperinflation in Germany in 1923? Use Source D and your knowledge to explain your answer.' You need to discuss the uses and limitations of the source in terms of: • content • analysis of the provenance (as explained on page 4). Do not asstUne that a source produced at the time is necessarily more useful than one produced later, or vice versa. Take each source on its merits. Do not waste time at the start of your answer describing the content of the source. This part of your answer can only reach level I. In the exam, you might find it useful to plan ideas quickly by drawing a rough grid: Reasons w hy the source is u se ful - using your Reasons why the so uroe is limited in use - using knowledge. your knowledge. Reasons w hy the source is useful- by l ook ing at the Reasons w hy the source is limited in use - by purpose and provenance. lo ok ing at the p,urpose and provenance. Don 't worry if you cannot put ideas in all four boxes. It is more important to develop two or three ideas in some detail (for knowledge) and depth of explanation (for source analysis). Your answer does need to have at least one developed point based on knowledge and one based on source analysis. Ideally, your answer might be set out clearly in two paragraphs to reflect this. Unit 2 - Sections Band C There are TWO questions on each of the topics. You have to answer the two questions on ONE topic in Section Band the two questions on ONE topic in Section C. The pairs of questions on each topic will always be of the same types and in the same order: • Explanation - analysis of key features u sing knowledge; causation; co nsequ ence 8 marks For example, ' Explain the effects of the Wall Street Crash on th e peop le of the USA, 1929 - 1932 .' When answering this type of question, focus on explanation, not simple description. For the question above you would need to explain, with supporting details, two or more effects to get a high mark. • Lo nger-answer question req uiring analysis of an i nt erpretation 12 marks The question will provide a quotation and ask you the extent to which you agree with the interpretation. For example, ' "The New Deal did little to help the economic recovery of the USA in the 1930s." How far do you agree with this interpretation? Explain your answer .' The important thing to concentrate on is ANALYSIS - that is, explaining the reasons why you agree and disagree. The quotation will have been chosen co allow you to do both - that is, partly agree and partly disagree. Ho wever, do not expect chat there will always be the same balance between them! Hi story is not like that! For each point you make, try to provide a clear explanation in relation to the quotation, and include relevant factual details. 1his will mean chat you have made a developed point. You need to aim for at lease one agreeing point, and one disagreeing point, to get a good mark.

I nt roduction
• Analysis {e.g. causation) using your knowledge 6 marks
For example, 'Explain why African Americans hated the Ku Klux Klan in the USA in the 1920s.'
What is needed here is NOT description, but reasoning. To get a high mark, you need to explain two or
more reasons with relevant details. It is in providing the details that you can use your knowledge.
Preferably set out your answer in two or three paragraphs.
• Utility: .Analysing how useful a source is 10 mat·ks
For example, ' How useful is Source D for studying hyperinflation in Germany in 1923? Use Source D
and your knowledge to explain your answer.'
You need to discuss the uses and limitations of the source in terms of:
• content
• analysis of the provenance (as explained on page 4).
Do not asstUne that a source produced at the time is necessarily more useful than one produced later, or
vice versa. Take each source on its merits.
Do not waste time at the start of your answer describing the content of the source. This part of your
answer can only reach level I.
In the exam, you might find it useful to plan ideas quickly by drawing a rough grid:
Reasons w hy the source is u se ful - using your Reasons why the so uroe is limited in use - using
knowledge. your knowledge.
Reasons w hy the source is useful- by l ook ing at the Reasons w hy the source is limited in use - by
purpose and provenance. lo ok ing at the p,urpose and provenance.
Don 't worry if you cannot put ideas in all four boxes. It is more important to develop two or three ideas in
some detail (for knowledge) and depth of explanation (for source analysis).
Your answer does need to have at least one developed point based on knowledge and one based on source
analysis. Ideally, your answer might be set out clearly in two paragraphs to reflect this.
Unit 2 - Sections Band C
There are TWO questions on each of the topics. You have to answer the two questions on ONE topic in
Section Band the two questions on ONE topic in Section C.
The pairs of questions on each topic will always be of the same types and in the same order:
• Explanation - analysis of key features u sing knowledge; causation; co nsequ ence 8 marks
For example, ' Explain the effects of the Wall Street Crash on th e peop le of the USA, 1929 - 1932 .'
When answering this type of question, focus on explanation, not simple description. For the question above
you would need to explain, with supporting details, two or more effects to get a high mark.
• Lo nger-answer question req uiring analysis of an i nt erpretation 12 marks
The question will provide a quotation and ask you the extent to which you agree with the interpretation.
For example, ' "The New Deal did little to help the economic recovery of the USA in the 1930s." How
far do you agree with this interpretation? Explain your answer .'
The important thing to concentrate on is ANALYSIS - that is, explaining the reasons why you agree and
disagree. The quotation will have been chosen co allow you to do both - that is, partly agree and partly
disagree. Ho wever, do not expect chat there will always be the same balance between them! Hi story is not
like that!
For each point you make, try to provide a clear explanation in relation to the quotation, and include
relevant factual details. 1his will mean chat you have made a developed point. You need to aim for at lease
one agreeing point, and one disagreeing point, to get a good mark.

In tro du ct ion In addition, to get a very high mark , you need to include a clear judgement in relation the to interpretation. Sometimes the judgement might provide an oportunity for differentiation - for example, in the question above, the answer might vary for different years in the 1930s; and for different aspects of the economy - some recovered more than others. Online resources 11lis revision guide is also supported by representative example answers to every kind of Exam practice question from all of the chapters - covering both core and depth content - which are available online at www.hodderplus.co. uk/ modernworldllisrory • Along with the example answers, a Comment is also given. Reading through these against your answers will help you to build your confidence, improve your answers and, ultimately, your grades. • Quick quizzes are also available onHne at www.hodderplus.co.uk/modernworldhistory to test your knowledge of the key content. These accompany the Key content boxes found at the end of each chapter, whicl1 allow you to tick off each area as you learn them.

In tro du ct ion
In addition, to get a very high mark , you need to include a clear judgement in relation to the
interpretation. Sometimes the judgement might provide an oportunity for differentiation - for example, in
the question above, the answer might vary for different years in the 1930s; and for different aspects of the
economy - some recovered more than others.
Online resources
11lis revision guide is also supported by representative example answers to every kind of Exam practice
question from all of the chapters - covering both core and depth content - which are available online at
www.hodderplus.co. uk/ modernworldllisrory
• Along with the example answers, a Comment is also given. Reading through these against your answers
will help you to build your confidence, improve your answers and, ultimately, your grades.
• Quick quizzes are also available onHne at www.hodderplus.co.uk/modernworldhistory to test your
knowledge of the key content. These accompany the Key content boxes found at the end of each chapter,
whicl1 allow you to tick off each area as you learn them.

Unit 1: International Relations: Conflict and Peace in the Twentieth Century Chapter 1: The origins of the First World War c. 1890-1914 The period 1890-1914 saw rivalry between the Great Powers of Europe, with crises in Morocco and Bosnia bringing war closer. The assassination of the Archduke Franz Ferdinand in July 1914 set off a chain of events that led to the outbreak of the First World War. Key issues As with all examinati on top ics, yo u will be expected to do mo re than si mp ly learn the content and wr i te it out again. You will need to show understanding of key issues from the period. These are: • Why were there two armed camps in Europe in 1914? • Why did war break out in 1914? 1.1 Why were there two armed camps in Europe in 1914? By 1907, Europe was divided into two rival groups. These were the Triple Alliance of Germany, Austria- Hungary and Italy, and the Triple Entente of Britain, France and Russia. Development of the Triple Alliance and Triple Entente 1904 Anglo-French Entente Cordlale 1879 1894 Germany and Austria-Hungary Franco-Russian Dual Alliance Dual Alliance • Be aware of what was agreed in this The formation of the Triple Alliance and the Triple Entente. alliance. This detail will impress an examiner. Th e Triple Allian ce 1bis alliance was eventually signed in 1882 . Key term • In 1879, the German C h ance llor Bismarck signed the Dual Alliance with Austria to strengthen Germany against France and Russia. Chancellor: chief • Three years later, Italy joined and it became the Triple Alliance. This was a minister (equivalent of defensive alliance with all three powers agreeing to support each other if one of Prime Minister in Britain). them was attacked by two or more powers.

Unit 1: International Relations: Conflict
and Peace in the Twentieth Century
Chapter 1: The origins of the First World War c. 1890-1914
The period 1890-1914 saw rivalry between the Great Powers
of Europe, with crises in Morocco and Bosnia bringing war
closer. The assassination of the Archduke Franz Ferdinand in
July 1914 set off a chain of events that led to the outbreak of the
First World War.
Key issues
As with all examinati on top ics, yo u will be expected to do mo re
than si mp ly learn the content and wr i te it out again. You will need
to show understanding of key issues from the period. These are:
• Why were there two armed camps in Europe in 1914?
• Why did war break out in 1914?
1.1 Why were there two armed camps in
Europe in 1914?
By 1907, Europe was divided into two rival groups. These were the Triple Alliance
of Germany, Austria- Hungary and Italy, and the Triple Entente of Britain, France
and Russia.
Development of the Triple Alliance and Triple
Entente
1904
Anglo-French
Entente Cordlale
1879 1894
Germany and Austria-Hungary Franco-Russian
Dual Alliance Dual Alliance
• Be aware of
what was agreed in this
The formation of the Triple Alliance and the Triple Entente.
alliance. This detail will
impress an examiner.
Th e Triple Allian ce
1bis alliance was eventually signed in 1882 .
• In 1879, the German C h ance llor Bismarck signed the Dual Alliance with Key term
Austria to strengthen Germany against France and Russia. Chancellor: chief
• Three years later, Italy joined and it became the Triple Alliance. This was a
minister (equivalent of
defensive alliance with all three powers agreeing to support each other if one of Prime Minister in Britain).
them was attacked by two or more powers.

1.1: Why were there two armed camps in Europe in 1914? Th e Tripl e Enten te This came together in three different stages. 1. The Fran c o-Rus s ian Dual Alliance of 1894 These two countries allied for several reasons: • Kaiser Wilhelm II had made it clear that he did not favour close relations with Russia. • Both France and Russia felt isolated in Europe. • France was still determined get revenge on Germany for the defeat of 1871 to and wanted to recover the provinces of Alsace-Lorraine, • Russia was in need of a loan to help develop her economy. The alliance was defensive, with both countries agreeing to support each other if attacked by Germany or Austria -H ungary. 2. The Entente Cordiale of 1904 Key term At the en d of the nineteenth century, Britain played very little part in events in Europe. This isolation, because it was a deliberate Briti sh policy, became known Entente: no t an a lli an ce , as 'splendid isolation'. Howe ver, France and Britain, who had been great rivals for but an agreement to many years, surprisingly signed an entente in 1904, which became known as the se ttle differen ces . Entente Cordiale. There were several reasons for this: • Britain felt increasingly isolated, especially as Germany had declined co sign an agreement in the years 1900--02 limiting naval expansion. • There was increasing rivalry between Germany and Britain due to German naval expansion. • France continued to want revenge on Germany and the recovery of the lost provinces. • Britain wanted to stop French interference in Egypt and the French wanted a free hand to expand into Morocco. As a result of the Entente Corcliale, France allowed Brit ain co go ahead with reforms in Egypt, and Britain promised not to oppose any French action in Morocco. Although only a loose agreement, it had several important effects: • Kaiser Wilhelm was suspicious of the agreement and became determined to break it up. • It encouraged French expansion in Morocco. • Anglo-French relations became closer in the years after 1904 so chat by 1914 the two countries even planned how to fight a future war against Germany. 3. The Anglo-Russian Entente of 1907 1his was signed mainly due co French influence as France was already in alliance with Ru ssia and had signed the Entente Corcliale with Britain. Moreover, Britain and Ru ssia were keen to settle areas of difference in the Middle East, especially Persia, and the Far East. Brit ain now had agreements with France and Russia and this is often referred as the Triple Entente , although no such alliance actually to existed. The alliance system, including the Triple Alliance and the Triple Entente, was important because: • it increased tension in Europe. It was like having two rival gangs fighting for influence • a dispute between one of the members could well involve the other members. This would turn a dispute between two countries into a major conflict between all six.

1.1: Why were there two armed camps in Europe in 1914?
Th e Tripl e Enten te
This came together in three different stages.
1. The Fran c o-Rus s ian Dual Alliance of 1894
These two countries allied for several reasons:
• Kaiser Wilhelm II had made it clear that he did not favour close relations
with Russia.
• Both France and Russia felt isolated in Europe.
• France was still determined to get revenge on Germany for the defeat of 1871
and wanted to recover the provinces of Alsace-Lorraine,
• Russia was in need of a loan to help develop her economy.
The alliance was defensive, with both countries agreeing to support each other if
attacked by Germany or Austria -H ungary.
2. The Entente Cordiale of 1904
At the en d of the nineteenth century, Britain played very little part in events in Key term
Europe. This isolation, because it was a deliberate Briti sh policy, became known
Entente: no t an a lli an ce ,
as 'splendid isolation'. Howe ver, France and Britain, who had been great rivals for
but an agreement to
many years, surprisingly signed an entente in 1904, which became known as the se ttle differen ces .
Entente Cordiale. There were several reasons for this:
• Britain felt increasingly isolated, especially as Germany had declined co sign an
agreement in the years 1900--02 limiting naval expansion.
• There was increasing rivalry between Germany and Britain due to German naval
expansion.
• France continued to want revenge on Germany and the recovery of the lost
provinces.
• Britain wanted to stop French interference in Egypt and the French wanted a
free hand to expand into Morocco.
As a result of the Entente Corcliale, France allowed Brit ain co go ahead with
reforms in Egypt, and Britain promised not to oppose any French action in
Morocco. Although only a loose agreement, it had several important effects:
• Kaiser Wilhelm was suspicious of the agreement and became determined to
break it up.
• It encouraged French expansion in Morocco.
• Anglo-French relations became closer in the years after 1904 so chat by 1914
the two countries even planned how to fight a future war against Germany.
3. The Anglo-Russian Entente of 1907
1his was signed mainly due co French influence as France was already in alliance
with Ru ssia and had signed the Entente Corcliale with Britain. Moreover, Britain
and Ru ssia were keen to settle areas of difference in the Middle East, especially
Persia, and the Far East. Brit ain now had agreements with France and Russia and
this is often referred to as the Triple Entente , although no such alliance actually
existed.
The alliance system, including the Triple Alliance and the Triple Entente, was
important because:
• it increased tension in Europe. It was like having two rival gangs fighting for
influence
• a dispute between one of the members could well involve the other members.
This would turn a dispute between two countries into a major conflict between
all six.

Chapter 1: The origins of the First World War c. 1890-1914 tasks Revision 1 Using the information on pages 8- 9, complete a copy of the following grid and complete each section. r Aiii;~;;; "'"""''"'·'""T M;; · b;;; ·--·-"'"'"T wh;;;~;d ·"""""f wh;t;;;;;~j"' "''""! l ag r eeme nt ................................................ i , l .......................................... i ..................................................... ............................................... :., :,., ;, ; : i l l i l Tri ple All iance =···---·······- .. ····· .... -·········-- ... :--·-···-·--·-···-·--·-···-·--:··---·····---·····---·····---·:···---·····---·····---·······--: i i I i i i j" ;~;i Entente Cordials ~~ R: ;; ;~ ..... " .. "i" ............... " .. '"'""'"'""·-·r-"" ...... " ...... ___ ..... """'i"'""" ...... " ........ " ......... You may be asked to describe the key features of the i Entente i i i ; alliance system . You should 1 I I 1 J 1 ................................................. , ................................................. , ............................................. 1 .............................................. 1 include references to the 2 What is the difference between an alliance and an entente? Triple Alliance and the Triple Entente, and their effects 3 In five words or fewer, summarise the importance of the alliance system. on international relations . Kaiser Wilhelm ll's aims in foreign policy Wilhelm became Kaiser (Emperor) of Germany in 1888. His subsequent actions did much to i ncrease tension and rivalry between the Great Powers. Bri ta in France Wilhelm's actions did The Kaiser was Key term much to create rivalry determined to with Britain. challenge the Entente Weltpolitik: Cordiale by interfering wor ld • He was determined to with French interests po li cy. expand the German in Morocco. empire and find a 'place in the sun'. This policy of Weltpolitik threatened British interests in the Turkish Empire, Africa and the Russia Far East. Wilhelm II fully • He was determined supported the to build up a German interests of navy. This threatened Austria-Hungary in British naval the Balkans. This supremacy. infuriated Russia. The Moroccan crises of 1905 and 1911 and their effects on the alliances RIOD E ORO 1884 FRENCH WEST AFRICA 0 800km 1893- 1904 Map showing t:he Moroccan crises.

Chapter 1: The origins of the First World War c. 1890-1914
Revision tasks
1 Using the information on pages 8- 9, complete a copy of the following grid and
complete each section.
r Aiii;~;;; "'"""''"'·'""T M;; · b;;; ·--·-"'"'"T wh;;;~;d ·"""""f wh;t;;;;;~j"' "''""!
l ................................................ ag r eeme nt i ..................................................... , ............................................... l .......................................... i
;, ; :., :,., :
i l l i l
Tri ple All iance
=···---·······- .. ····· .... -·········-- ... :--·-···-·--·-···-·--·-···-·--:··---·····---·····---·····---·:···---·····---·····---·······--:
i i I i i i
j" ;~;i Entente Cordials ~~ R: ;; ;~ ..... " .. "i" ............... " .. '"'""'"'""·-·r-"" ...... " ...... ___ ..... """'i"'""" ...... " ........ " ......... You
may be asked to describe
the key features of the
i Entente i i i ; alliance system . You should
1 1 ................................................. I , ................................................. I , ............................................. 1 1 .............................................. 1 J include references to the
2 What is the difference between an alliance and an entente? Triple Alliance and the Triple
3 In five words or fewer, summarise the importance of the alliance system. Entente, and their effects
on international relations .
Kaiser Wilhelm ll's aims in foreign policy
Wilhelm became Kaiser (Emperor) of Germany in 1888. His subsequent actions
did much to i ncrease tension and rivalry between the Great Powers.
Bri ta in France
Wilhelm's actions did The Kaiser was
Key term
much to create rivalry determined to
with Britain. challenge the Entente
Cordiale by interfering Weltpolitik: wor ld
• He was determined to
expand the German with French interests po li cy.
empire and find a in Morocco.
'place in the sun'. This
policy of Weltpolitik
threatened British
interests in the Turkish
Empire, Africa and the
Russia
Far East.
Wilhelm II fully
• He was determined supported the
to build up a German interests of
navy. This threatened Austria-Hungary in
British naval the Balkans. This
supremacy. infuriated Russia.
The Moroccan crises of 1905 and 1911 and their effects on the alliances
RIOD E ORO
1884
FRENCH WEST AFRICA
1893- 1904 0 800km
Map showing t:he Moroccan crises.

1.1: Why were there two armed camps in Europe in 1914? These two crises did much co increase rivalry between Britain and Germany and France and Germany. Th e fi rst crisis, 1905-06 France already had an empire in North Africa, which included Algeria and Tunisia. Morocco would complete this North African Empire. The Kaiser, however, decided to interfere in Morocco. • He wanted to test the strength of the Entente Cordiale and hoped to split it apart. He did not believe Britain would stand by France over Morocco. • He did not want co see France extend her North African Empire. In 1905 , the Kaiser paid a visit to the Moroccan port ofTangiers where he made a speech declaring that Morocco should remain independent of France. This sparked a crisis. France, supported by Britain, refused to back down. However, the French did agree co the Kaiser's demand for an international conference to discuss the future of Morocco. The conference cook place at Algeciras in Spain in 1906 and was a disaster for the Kaiser. Only Austria- Hungary supported his demands for Moroccan independence. Britain fully supported the French. 'The crisis had important effects on the alliances: • France was in effect given a free hand in Morocco and was grateful co Britain. • The Kaiser's attempts to break up the Entente Cordiale had backfired. His interference had strengthened relations between Britain and France. • Anglo- German rivalry intensified as the Kaiser blamed the British for his ' Candidates often confuse the key humiliating defeat. features of these two The seco nd Moroccan ( or Ag ad ir ) cr isis, 191 I Moroccan crises. Ensure you revise them thoroughly. In 1911, the French finally occupied Fez in Morocco. 'The Kaiser sent a gunboat You may well be asked to called the Panther to the Moroccan port of Agadir in order to force the French to describe the key features of one or both. agree to compensation in the form of the French Congo in central Africa. However, Germany's actions backfired. Britain was determined to support France as both countries believed that Wilhelm was crying to sec up a German Exam practice naval base in Morocco. Lloyd George, the British Chancellor of the Exchequer and a well- known pacifist, made a speech at Mansion House in London in which I Which of the two he directly warned the Germans that Britain would back the French, by war if Moroccan crises was necessary. Britain's fleet was even prepared for war. In the end , Germany backed the bigger threat to down rather than risk war. peace in the years The crisis had several important effect s: 1900-14~ Give • It greatly increased tension in Europe. reasons for your • It strengthened the Anglo-French Entente due to British support for the French. choice. • 'The Kaiser had suffered another humiliating defeat and was unlikely to back You must refer to down a third time. both crises in your • le increased Anglo- German rivalry. The Kaiser once again blamed his answer. (I O marks) humiliation on the British. Revision task In Exam practice question 1 above, Copy and complete the following table to show similarities and differences you are being asked to r-·····--·--·--·--·--·--·-·T between the two Moroccan crises. s1;ii;;i;i;; -· .. -- .. · .. -- .. ·-- ... T oitt ; ;;~ ~ ;; ·- ... ·-·-- .. ·-- .. compare the importance of ·--·--····1 two different events. Ensure J ....................... ,_ ... , .... ,_ ..................... .J you explain each one in i. :. ~~: . ?~ ! ~ ~ ~ ~ - ~~~:,::9.~ j-····-····-····-····-···--· .... -- .. ·-- .. your answer. Remember to make a final judgement on i i / l Agad ir c risis, 19 11 the relative importance of : ............. - ... - ............................. .i ............................ _. __ , ... ,.. __ ,_ ............ ,_ ....................... ._ ........... _ ... , .............. __ , ..... ..z each reason for each crisis.

1.1: Why were there two armed camps in Europe in 1914?
These two crises did much co increase rivalry between Britain and Germany and
France and Germany.
Th e fi rst crisis, 1905-06
France already had an empire in North Africa, which included Algeria and Tunisia.
Morocco would complete this North African Empire. The Kaiser, however, decided
to interfere in Morocco.
• He wanted to test the strength of the Entente Cordiale and hoped to split it
apart. He did not believe Britain would stand by France over Morocco.
• He did not want co see France extend her North African Empire.
In 1905 , the Kaiser paid a visit to the Moroccan port ofTangiers where he made a
speech declaring that Morocco should remain independent of France. This sparked
a crisis. France, supported by Britain, refused to back down. However, the French
did agree co the Kaiser's demand for an international conference to discuss the
future of Morocco.
The conference cook place at Algeciras in Spain in 1906 and was a disaster
for the Kaiser. Only Austria- Hungary supported his demands for Moroccan
independence. Britain fully supported the French. 'The crisis had important effects
on the alliances:
• France was in effect given a free hand in Morocco and was grateful co Britain.
• The Kaiser's attempts to break up the Entente Cordiale had backfired. His
interference had strengthened relations between Britain and France.
• Anglo- German rivalry intensified as the Kaiser blamed the British for his ' Candidates
humiliating defeat. often confuse the key
features of these two
The seco nd Moroccan ( or Ag ad ir ) cr isis, 191 I Moroccan crises. Ensure
you revise them thoroughly.
In 1911, the French finally occupied Fez in Morocco. 'The Kaiser sent a gunboat You may well be asked to
called the Panther to the Moroccan port of Agadir in order to force the French to describe the key features of
agree to compensation in the form of the French Congo in central Africa. one or both.
However, Germany's actions backfired. Britain was determined to support
France as both countries believed that Wilhelm was crying to sec up a German Exam practice
naval base in Morocco. Lloyd George, the British Chancellor of the Exchequer
and a well- known pacifist, made a speech at Mansion House in London in which
I Which of the two
he directly warned the Germans that Britain would back the French, by war if Moroccan crises was
necessary. Britain's fleet was even prepared for war. In the end , Germany backed the bigger threat to
down rather than risk war. peace in the years
The crisis had several important effect s: 1900-14~ Give
• It greatly increased tension in Europe. reasons for your
• It strengthened the Anglo-French Entente due to British support for the French. choice.
• 'The Kaiser had suffered another humiliating defeat and was unlikely to back
You must refer to
down a third time.
both crises in your
• le increased Anglo- German rivalry. The Kaiser once again blamed his
answer. (I O marks)
humiliation on the British.
Revision task In Exam
practice question 1 above,
Copy and complete the following table to show similarities and differences you are being asked to
r-·····--·--·--·--·--·--·-·T between the two Moroccan crises. s1;ii;;i;i;; -· .. -- .. · .. -- .. ·-- ... T oitt ; ;;~ ~ ;; ·- ... ·-·-- .. ·-- .. compare the importance of
·--·--····1
two different events. Ensure
J ....................... ,_ ... , .... ,_ ..................... .J you explain each one in
i. :. ~~: . ?~ ! ~ ~ ~ ~ - ~~~:,::9.~ j-····-····-····-····-···--· .... -- .. ·-- .. your answer. Remember to
make a final judgement on
i i / l
Agad ir c risis, 19 11 the relative importance of
: ............. - ... - ............................. .i ............................ _. __ , ... ,.. __ ,_ ............ ,_ ....................... ._ ........... _ ... , .............. __ , ..... ..z each reason for each crisis.

Chapter 1: The origins of the First World War c. 1890-1914 Bosnian crisis 190~09 and its effects on the alliances J-, N t RUSSIA AUSTRIA-HUNGARY F RA N CE TU RKEY " Mediterranean Sea The Balkans in 1908 (shown by the area in red). In 1908, Austria- Hungary annexe d Bosnia and Herzegovina. This led to a serious Key term international crisis. The Serbians were furious because they had hoped to make Bosnia part of a greater Serbian state. They appealed to Russia for help. Russia 's Annexed: w hen answer was to call for an international conference to discuss the annexation. territ ory is se ized and Austria- Hungary refused attend and was fully backed by Germany. m ade pa rt of another to Germany demanded that Russia accept the annexation. Russia had little choice co un try's empire. but to back down as its army was no match for German forces. 'This crisis again increased tension between the Great Powers for several reasons: Co mm e nt • Serbia was furious with Austria- Hungary. It wanted revenge and the return of Bosnia. The Bosnian crisis is • Russia was humiliated but was now unlikely to back down in another crisis. often described as a • Germany was now fully committed to supporting Austro- Hungarian policy in dress rehearsal for the the Balkans, even if it led to war. crisis that followed the • Russia drew even closer to Britain and France. assassination at Sarajevo in 1914. Revision tasks 1 Why did the Bosnian crisis increase rivalry between: • Austria and Serbia • Austria and Russia • Russia and Germany? 2 Why was the crisis settled without resort to war? The arms race - military and naval In the years before 1914, there was competition between the Great Powers with regard to the size and strength of their armed forces, including their armies and navies. This arms race encouraged rivalry between the Great Powers as each tried to enlarge and strengthen their armed forces.

Chapter 1: The origins of the First World War c. 1890-1914
Bosnian crisis 190~09 and its effects on the alliances
J-,
N t
RUSSIA
AUSTRIA-HUNGARY
F RA N CE
TU RKEY
" Mediterranean Sea
The Balkans in 1908 (shown by the area in red).
In 1908, Austria- Hungary annexe d Bosnia and Herzegovina. This led to a serious
Key term
international crisis. The Serbians were furious because they had hoped to make
Bosnia part of a greater Serbian state. They appealed to Russia for help. Russia 's Annexed: w hen
answer was to call for an international conference to discuss the annexation. territ ory is se ized and
Austria- Hungary refused to attend and was fully backed by Germany. m ade pa rt of another
Germany demanded that Russia accept the annexation. Russia had little choice co un try's empire.
but to back down as its army was no match for German forces. 'This crisis again
increased tension between the Great Powers for several reasons:
Co mm e nt
• Serbia was furious with Austria- Hungary. It wanted revenge and the return
of Bosnia. The Bosnian crisis is
• Russia was humiliated but was now unlikely to back down in another crisis. often described as a
• Germany was now fully committed to supporting Austro- Hungarian policy in dress rehearsal for the
the Balkans, even if it led to war. crisis that followed the
• Russia drew even closer to Britain and France. assassination at Sarajevo
in 1914.
Revision tasks
1 Why did the Bosnian crisis increase rivalry between:
• Austria and Serbia
• Austria and Russia
• Russia and Germany?
2 Why was the crisis settled without resort to war?
The arms race - military and naval
In the years before 1914, there was competition between the Great Powers with
regard to the size and strength of their armed forces, including their armies and
navies. This arms race encouraged rivalry between the Great Powers as each tried
to enlarge and strengthen their armed forces.

1.1: Why were there two armed camps in Europe in 1914? Military Key te rm s Every majo r power in Europe, except Britain, had introduced co n scr ip tio n , which Conscripti,on: all males led huge armies. These armies could be mo bilised at a moment 's notice. In the to of a certain age group years 1900-14, the main European powers more than doubled their spending on have to serve in the their armies. Guns, shells, bullets and other weapons were stockpiled in case of war. armed forces , usually for Even more destructive weapons were developed, such as the machine gun and huge one or two years. field guns. The arms race brought war nearer because: Mobilise: to get armed • it increased tension between the Great Powers because as one power increased forces ready for battle. its army, another would follow suit • it made war more likely - as each country increased its army and weapons it became even more confident of success in a future war and more willing to test its armed forces. K ey f ·~ D ' Triple Alliance So l diers In army Great f Br itain D ......_ ,22 Triple Entente ....iili- warshi ps 711,000 - submari nes - 64 Ge f rm any 2,200,000 ......_ 85 - 23 Aus tria- f Hu ngary 810,000 RUSSIA ......_2 6 - 6 0 The military capacity of Europe's alliances, 19 1 4. Naval Key ter m Another aspect of the arms race was the naval competition between Britain and Germany in the years 1900--14. The navy was vital to Britain in order to protect Obsolete: out of date. The old battleships its empire, prevent invasion and guarantee its position as a great power. Germany were no match in size , already had the world's best army. H owever, in 1898, Germany began to build a speed or firepower for fleet of bat tleships to rival the British navy. the Dreadnought. HMS At first, this was not a major threat to Britain because the Royal Navy was far Dreadnought represented superior an d it would take Germany many years to catch up. However, this all such a marked advance in changed with the launch of the British super-battleship H MS Dreadnought in naval technology that the 1906. Dreadnought was faster, bigger and had a much greater firing range than name became associated existing battleships. It made all previous battleships o bsol ete. This meant that with an entire generation Britain was now only one new battleship ahead of Germany. A race developed of battleships. known as between the two countries to see who could build the most. In 1909, Britain had 'Dreadnoughts'. eight Dreadnought battleships to Germany 's seven.

1.1: Why were there two armed camps in Europe in 1914?
Military Key te rm s
Every majo r power in Europe, except Britain, had introduced co n scr ip tio n , which
Conscripti,on: all males
led to huge armies. These armies could be mo bilised at a moment 's notice. In the
of a certain age group
years 1900-14, the main European powers more than doubled their spending on have to serve in the
their armies. Guns, shells, bullets and other weapons were stockpiled in case of war. armed forces , usually for
Even more destructive weapons were developed, such as the machine gun and huge one or two years.
field guns. The arms race brought war nearer because: Mobilise: to get armed
• it increased tension between the Great Powers because as one power increased forces ready for battle.
its army, another would follow suit
• it made war more likely - as each country increased its army and weapons it
became even more confident of success in a future war and more willing to test
its armed forces.
K ey
f
·~ D
' Triple Alliance So l diers In army Great f Br itain
D ......_ ,22
Triple Entente ....iili- warshi ps 711,000
- submari nes
- 64
Ge f rm any
2,200,000
......_ 85
- 23
Aus tria- f Hu ngary
810,000
RUSSIA
......_2 6
- 6
0
The military capacity of Europe's alliances, 19 1 4.
Naval
Key ter m
Another aspect of the arms race was the naval competition between Britain and
Germany in the years 1900--14. The navy was vital to Britain in order to protect Obsolete: out of date.
its empire, prevent invasion and guarantee its position as a great power. Germany The old battleships
already had the world's best army. H owever, in 1898, Germany began to build a were no match in size ,
speed or firepower for
fleet of bat tleships to rival the British navy.
the Dreadnought. HMS
At first, this was not a major threat to Britain because the Royal Navy was far
Dreadnought represented
superior an d it would take Germany many years to catch up. However, this all
such a marked advance in
changed with the launch of the British super-battleship H MS Dreadnought in
naval technology that the
1906. Dreadnought was faster, bigger and had a much greater firing range than
name became associated
existing battleships. It made all previous battleships o bsol ete. This meant that
with an entire generation
Britain was now only one new battleship ahead of Germany. A race developed
of battleships. known as
between the two countries to see who could build the most. In 1909, Britain had
'Dreadnoughts'.
eight Dreadnought battleships to Germany 's seven.

Chapter 1: The origins of the First World War c. 1890-1914 1906~ Co mm e nt 1907~~~ Some historians believe 1908~~ that the anns race made 1909~~ war less likely. They 1910~~~ argue that the build- up 1911~~~~~ of annies, navies and 1912~~~ .-4-..-4-. weapons acted as a .-4-.-4-.-4-. 1913~~~~~~~ deterrent in a similar 1914~~~ .-4-. way to the nuclear anns I ...t..... race that followed the Brita in Total bu il t by 1914: 29 Germany~ T ota lbuilt byl914: 17 ! Second World ffilr. Number of Dreadnoughts built by Britain and Germany, 1906--14. The naval race poisoned relations between Britain and Germany. Britain feared Exa'11 practice German world domination if the Kaiser had control of both the strongest army and navy. 1 Describe the main feanues of the arms task Revision race taking place at dus time. (4 marks) Write your own definitions of the following terms: • conscription • Dreadnought Exam practice • naval race. question1 above ri s a Unit 1 question. You will need to include precise details of 1.2 Why did war break out in 1914? the competition for bigger armies and navies. You will The assassinat ion in 1914 of Archduke Franz Ferdinand, the Austrian heir the to also need to describe two throne, by a Serbian terrorist set off a chain of events that led to the outbreak of the key features . Remember key First World War. features can include causes , events or results. The aims of Austria-Hungary and Serbia in th , e Balkans Rivalry between Austria -H ungary and Serbia played a major pare in the outbreak of the First World War. Austria-Hungary Austria -H ungary felt increasingly threatened by Serbian nationalism in the years after 1900. 1he main concern of the Austro- Hungarian Government was that the population of Serbs within its empire would want co be part of a greater Serbia, which might in turn lead to a break-up of the Austro- Hungarian Empire. Austria -H ungary, fully supported by Germany, became determined to crush Serbia, especially when it was gready strengthened by the Balkan Wars of 1912- 13. Serbia Serbia wished to unite all Serbs living in south -east Europe into an enlarged state of Greater Serbia and was supported by Russia who regarded herself as the protector Key ter ms of all Slavs. Slavs: the name given The assassination at Sarajevo to the different national groups who l ive in the On 28 June 1914, Archduke Franz Ferdinand and his wife Sophie were assassinated Balkans , the area of by Gavrilo Princip, a member of the Black Hand terrorist organisation, during south-eastern Europe. a state visit to Sarajevo. Austria -H ungary was furious and blamed the Serbs. Ultimatum: a final Having secured full backing from the Kaiser, on 23 July Austria -H ungary sent an demand - or else! ultimatum co Serbia, which it knew the Serbs would reject.

Chapter 1: The origins of the First World War c. 1890-1914
1906~ Co mm e nt
1907~~~
Some historians believe
1908~~
that the anns race made
1909~~
war less likely. They
1910~~~
argue that the build- up
1911~~~~~ of annies, navies and
1912~~~ .-4-..-4-.
weapons acted as a
1913~~~~~~~ .-4-.-4-.-4-. deterrent in a similar
1914~~~ .-4-. way to the nuclear anns
I Brita in ...t..... Total bu il t by 1914: 29 Germany~ T ota lbuilt byl914: 17 ! race that followed the
Second World ffilr.
Number of Dreadnoughts built by Britain and Germany, 1906--14.
The naval race poisoned relations between Britain and Germany. Britain feared Exa'11 practice
German world domination if the Kaiser had control of both the strongest army
and navy. 1 Describe the main
feanues of the arms
Revision task
race taking place at
dus time. (4 marks)
Write your own definitions of the following terms:
• conscription
• Dreadnought Exam practice
• naval race. question1 above ri s a Unit
1 question. You will need
1.2 Why did war break out in 1914? to include precise details of
the competition for bigger
The assassinat ion in 1914 of Archduke Franz Ferdinand, the Austrian heir to the armies and navies. You will
also need to describe two
throne, by a Serbian terrorist set off a chain of events that led to the outbreak of the
key features . Remember key
First World War. features can include causes ,
events or results.
The aims of Austria-Hungary and Serbia in th , e
Balkans
Rivalry between Austria -H ungary and Serbia played a major pare in the outbreak
of the First World War.
Austria-Hungary
Austria -H ungary felt increasingly threatened by Serbian nationalism in the years
after 1900. 1he main concern of the Austro- Hungarian Government was that
the population of Serbs within its empire would want co be part of a greater
Serbia, which might in turn lead to a break-up of the Austro- Hungarian Empire.
Austria -H ungary, fully supported by Germany, became determined to crush
Serbia, especially when it was gready strengthened by the Balkan Wars of 1912- 13.
Serbia
Serbia wished to unite all Serbs living in south -east Europe into an enlarged state of
Greater Serbia and was supported by Russia who regarded herself as the protector Key ter ms
of all Slavs.
Slavs: the name given
The assassination at Sarajevo
to the different national
groups who l ive in the
On 28 June 1914, Archduke Franz Ferdinand and his wife Sophie were assassinated
Balkans , the area of
by Gavrilo Princip, a member of the Black Hand terrorist organisation, during
south-eastern Europe.
a state visit to Sarajevo. Austria -H ungary was furious and blamed the Serbs.
Ultimatum: a final
Having secured full backing from the Kaiser, on 23 July Austria -H ungary sent an
demand - or else!
ultimatum co Serbia, which it knew the Serbs would reject.

1.2: Why did war break out in 1914? The ultimatum included ten demands that meant the virtual end of Serbian Comment independence. Surprisingly, the Serbs accepted all but one. However, Austria- Hungary, determined on revenge, declared war on Serbia on 28 July 1914. 111 1911, the Black Hand terrorist society tasks Revision formed, which. aimed to u11ite all Serbs into 1 Summarise in no more than five word s the reasons for the rivalry between a Greater Serbia. By Austria-Hungary and Serbia. 1914, it had 2,500 2 Why did this rivalry involve other great powers? members. It planJJed to assassinate Archduke FranzFerdinand , the The ev , ents leading to war - the role of alliances heir to the throne of Austria -H ungary, when in 1914 he visited Sarajevo in Each country had to mobilise quickly to gain an advantage. Once one country June 1914. began to move its troops to the front line, the enemy had to do the same or risk immediate defeat. In other words, once mobilisation began it was difficult to stop. Here are the events that led to the outbreak of the First World War. Comment 28 July Austria declares war on Serbia. It has been suggested that Austria -H ungary 30 July Russia moves i ts armed forces to help Serbia defend deliberately set up the itself against Austri a- Hungary. Germany warns Russia to assassination to prow.de stop mobilising. Russia ignores the warning. an excuse to crush Serbia. After all, the Archduke tra veiled in an open - top car and the visit 1 August Germany dec lares war on Russia and warns France to coincided with Serbian remain neutral. Italy declares that it w ill remain neutral. National Day. 2August France begins to mobilise its armed forces. 3 August Germany dec lares war on France. ,, 4August Germany in vades Belgium as part of the Sch li effen Plan. Ensure you Later that day , Britain declares war on Germany. know the key dates from 28 June to 4 August 1914 . Precise knowledge of dates will impress an examiner. The Schlieffen Plan and its effects on the outbreak of war Although the assassination at Sarajevo sparked off a chain of events that led to the outbreak of the First World War, the German invasion of Belgium on 4 August Comment 1914 was due to the Schlieffen Plan. It has been suggested that The Schlieff en Plan the Schlieffen Plan forced the Gennans into a Because of the alliance system, Germany believed it might have to fight a war on war against France and two fronts - against France in the west a nd Russia in the east. As early as 1904, the Russia as it was based head of the German army, von Schlieffen, devised a plan to overcome the problem on a war on two fronts . of fighting a war on two fronts: This may account for • The German army was to sweep through Belgium and defeat France in the first the German declarations few weeks of war. of war on Russia and • 1his would then allow the German army to move to the Eastern Front to defeat France. the Russians.

1.2: Why did war break out in 1914?
The ultimatum included ten demands that meant the virtual end of Serbian
Comment
independence. Surprisingly, the Serbs accepted all but one. However, Austria-
Hungary, determined on revenge, declared war on Serbia on 28 July 1914. 111 1911, the Black
Hand terrorist society
Revision tasks formed, which. aimed
to u11ite all Serbs into
1 Summarise in no more than five word s the reasons for the rivalry between
a Greater Serbia. By
Austria-Hungary and Serbia.
1914, it had 2,500
2 Why did this rivalry involve other great powers? members. It planJJed to
assassinate Archduke
FranzFerdinand , the
The ev , ents leading to war - the role of alliances heir to the throne of
Austria -H ungary, when
in 1914
he visited Sarajevo in
Each country had to mobilise quickly to gain an advantage. Once one country June 1914.
began to move its troops to the front line, the enemy had to do the same or risk
immediate defeat. In other words, once mobilisation began it was difficult to stop.
Here are the events that led to the outbreak of the First World War. Comment
28 July Austria declares war on Serbia. It has been suggested
that Austria -H ungary
30 July Russia moves i ts armed forces to help Serbia defend deliberately set up the
itself against Austri a- Hungary. Germany warns Russia to assassination to prow.de
stop mobilising. Russia ignores the warning. an excuse to crush
Serbia. After all, the
Archduke tra veiled in an
open - top car and the visit
1 August Germany dec lares war on Russia and warns France to
coincided with Serbian
remain neutral. Italy declares that it w ill remain neutral.
National Day.
2August France begins to mobilise its armed forces.
3 August Germany dec lares war on France.
,,
4August Germany in vades Belgium as part of the Sch li effen Plan.
Later that day , Britain declares war on Germany. Ensure you
know the key dates from
28 June to 4 August 1914 .
Precise knowledge of dates
will impress an examiner.
The Schlieffen Plan and its effects on the outbreak
of war
Although the assassination at Sarajevo sparked off a chain of events that led to the
outbreak of the First World War, the German invasion of Belgium on 4 August Comment
1914 was due to the Schlieffen Plan.
It has been suggested that
The Schlieff en Plan
the Schlieffen Plan forced
Because of the alliance system, Germany believed it might have to fight a war on the Gennans into a
war against France and
two fronts - against France in the west a nd Russia in the east. As early as 1904, the
Russia as it was based
head of the German army, von Schlieffen, devised a plan to overcome the problem
on a war on two fronts .
of fighting a war on two fronts:
This may account for
• The German army was to sweep through Belgium and defeat France in the first
the German declarations
few weeks of war.
of war on Russia and
• 1his would then allow the German army to move to the Eastern Front to defeat
France.
the Russians.

Chapter 1: The origins of the First World War c. 1890-1914 Key • Schlieffen Plan (German) • French Plan • Austrian Plan 0 500km • Russian Plan The Schlieffen Plan. The Schlieffen Plan's effect on the outbreak of war The German invasion of Belgium on 4 August 1914 brought Britain into the war. The British had no intention of supporting Russia and it would have been difficult for the British Government to convince the British public to go to war simply due to close relations with France. The German invasion of Belgium provided ideal Comment reasons for intervention: In 1871, Prussia • Belgian neutrality had been guaranteed by the Great Powers, including Prussia, became part of a united in the 1839 Treaty of London, which the Kaiser described as a 'scrap of paper'. Gennany. • The British people were shocked by German aggression against a small nation. Responsibility for the outbreak of war No one country was fully responsible for the outbreak of war in 1914. Coun try Respons ibility France The French were detennined to get revenge on Germany, regaining the lost provinces of Alsace-Lorraine and expanding into Morocco. Russia The Tsar fully supported Serbia and its attempts to create a Greater Serbia. Russia began mobilising on 30 July 1914. Britain The British took part in the naval race against Germany, supported France during the Moroccan crises, and declared war on Germany after its in vasion of Belgium. Germany Wilhelm II followed a po li cy of Weltpolitik, threatened Britain with the bu il d up of his navy, cha ll enged France dur in g the Moroccan crises, and fully backed Austria- Hungary in 1908-09 and 1914. Austri a-Hungary The Austro-Hungarian Government was determined to crush Serbia. It annexed Bosnia in 1908 and declared war on Serbia in July 1914 fo ll ow ing Serbia's acceptance of nine of the ten po ints of the ultimatum. Serbia Serbia was detennined to create a Greater Serbia that threatened the Austro- Hu ngarian Em pi re. It cha ll enged the Austro-Hungarian annexation of Bosnia in 1908. The Black Hand organisation was set up in Serbia and assassinated Franz Ferdinand.

Chapter 1: The origins of the First World War c. 1890-1914
Key
• Schlieffen Plan (German)
• French Plan
• Austrian Plan
0 500km • Russian Plan
The Schlieffen Plan.
The Schlieffen Plan's effect on the outbreak of war
The German invasion of Belgium on 4 August 1914 brought Britain into the war.
The British had no intention of supporting Russia and it would have been difficult
for the British Government to convince the British public to go to war simply due
to close relations with France. The German invasion of Belgium provided ideal Comment
reasons for intervention:
In 1871, Prussia
• Belgian neutrality had been guaranteed by the Great Powers, including Prussia,
became part of a united
in the 1839 Treaty of London, which the Kaiser described as a 'scrap of paper'.
Gennany.
• The British people were shocked by German aggression against a small nation.
Responsibility for the outbreak of war
No one country was fully responsible for the outbreak of war in 1914.
Coun try Respons ibility
France The French were detennined to get revenge on Germany, regaining the lost provinces of
Alsace-Lorraine and expanding into Morocco.
Russia The Tsar fully supported Serbia and its attempts to create a Greater Serbia. Russia
began mobilising on 30 July 1914.
Britain The British took part in the naval race against Germany, supported France during the
Moroccan crises, and declared war on Germany after its in vasion of Belgium.
Germany Wilhelm II followed a po li cy of Weltpolitik, threatened Britain with the bu il d up of his navy,
cha ll enged France dur in g the Moroccan crises, and fully backed Austria- Hungary in
1908-09 and 1914.
Austri a-Hungary The Austro-Hungarian Government was determined to crush Serbia. It annexed Bosnia
in 1908 and declared war on Serbia in July 1914 fo ll ow ing Serbia's acceptance of nine of
the ten po ints of the ultimatum.
Serbia Serbia was detennined to create a Greater Serbia that threatened the Austro- Hu ngarian
Em pi re. It cha ll enged the Austro-Hungarian annexation of Bosnia in 1908. The Black
Hand organisation was set up in Serbia and assassinated Franz Ferdinand.

1.2: Why did war break out in 1914? Revision tasks 1 Using a story board or cartoon strip describe the Schlielfen Plan. 2 Give each country responsible for the outbreak of the war a rating of 1- 5, with 5 Britain has no written meaning greatest responsibility. Give reasons for your decisions. alliances with France. 3 But It has an Draw a timeline to show the main developments of 1890-1914. Indicate on your obligation timeline how these developments increased rivalry between the Grea ·t Powers. to honour. We have a vital interest In 4 On one side of A3 paper, sununarise the main reasons for increased rivalry and seeing that France is the outbreak of war in 1914. not overwhelmed by • Arrange the reasons clockwise in rank order, beginning with the most Germany. important at twelve o'clock. • Draw lines to show links between the reasons. Write explanations for these Exam practice links along the lines. 1 Source 1 .suggests reasons why Britain Key content went to war in August 1914. Do you agree You need to have a good working knowledge of the following areas. that these were the Tick off each item once you are confident in your knowledge. main reasons? Explain 0 The development and members of the Triple Alliance, the your answer by referring to: Entente Cordiale and the Anglo-Russian Agreement; Britain's • the purpose of the emergence from 'splendid isolation' source - what is it 0 Kaiser Wilhelm ll' s aims in foreign policy: Weltpolitik, a 'place in trying to make you the sun', his attitudes towards Britain and the development of believe? the navy • its content - what 0 The Moroccan crises of 1905 and 1911 and their effects on the is it suggesting alliances about British reasons? 0 The Bosnian crisis of 1908-09 and its effects on the alliances • your own comexmal 0 The arms race - military and naval: why countries increased the knowledge - in size of their armies; the Anglo-German naval race other words, what D The aims of Austria-Hungary and Serbia in the Balkans; the role do you know about of the Black Hand terrorist group the n:aso ns for 0 The assassination at Sarajevo; the response of Austria- Britain going to war in 1914? (6 marks) Hungary; the ultimatum and Serbia's response D The events leading to the war; the role of the alliances in 1914 2

AQA GCSE Modern World History Revision Guide 2nd Edition