1

How do you think the start of the First World War is depicted in European countries today?

This question is designed to highlight for students how history can be used in different ways, depending on for instance nationalistic influences. However, reading the texts they will perhaps realize that strong nationalistic perspectives are rare in European historical magazines. Still the selection of topics and images highlights how a nationalistic worldview is clearly present in the use of history (see also the following questions). These national narratives of history are not false, but they only give single perspectives.

2

Look at the covers of magazines from Sweden, Poland, England, Spain and Germany.

Discuss with your classmate similarities and differences in the selection of pictures in different magazines.

a. Can you find any tendency of national perspectives in the pictures?
b. What perspectives are evident in the photos (how do they for instance depict gender, economic, social, power)?
c. What effect do you think the images of history can have in society today?

As a follow up on the previous assignment this question stresses the fact that history is based on a selection of sources, interpretations and presentations. Therefore it is always to some extent biased. Finding the nationalistic biases is an entry to other perspectives of selection and interpretations. Last but not least it is important to note that the use of history can shape our perceptions of the present and expectations for the future. The use of history has an effect on contemporary society. “Forgetting” some groups makes them invisible while other perspectives are highlighted and made manifest. On the front pages there are often white men, military and drama. Ethnic minorities, women, peace, and daily life are made invisible.

3

What caused World War I according to the Swedish and the English article?

This open question is meant to demonstrate that there are various possible explanations. This issue can well be discussed in groups for about ten to fifteen minutes. It is important to encourage students to see various possible explanations at different levels from different perspectives. That political, social and economic tensions, but also coincidence sparked the war.

4

What role did individuals, countries, structures and random events play in causing the war?

This is a follow-up question to the one above. Based upon the articles there is an opportunity to emphasize how different persons, structures and random events collaborated to start World War I.

Here it is useful to stress how the political power structures (imperialism and alliances), economic structures (Germany as a competitor to England) and social structures (class distinctions and the warmongering upper class) can explain the development. Not least, contemporary reflections on war as something exciting and honorable can be seen as a contributory explanation for events; but also how people in power with different agendas contributed. That Princip was successful can be considered a single person’s important “contribution” to the story, but also a random outcome of a series of events that came together making the assassination of Franz Ferdinand possible.

5

Whose fault was the war?

a. Compare the content in the articles with your textbook.

b. Can you find national perspectives in the articles and in the selection of photos?

This question for students to discuss can be the starting point for considering responsibility and guilt in historiography. The question is deliberately formulated in a simple way; the idea is to stimulate simplified responses of guilt that can be expanded by the teacher in more nuanced ways. It is not uncommon that textbooks bluntly blame Germany. In today’s historiography, nuances are beyond simple naming and shaming and guilt. Historians often argue that you should understand what happened from the perspective of those involved, so called historical empathy, not necessarily singling out victims and perpetrators. Yet history is often used in this way, which makes it important to discuss the importance of richness of nuances in history teaching. Furthermore, you can feel free to discuss whether or not we in today’s society use history as a blame game and point out collective guilt towards for example other countries and people based on events in history. Especially the image from Le Petit Journal (1914) has a strong nationalistic bias; and it is an example of the French perspective in 1914.

A third World War

What factors for a future World War can you find in the world today? Discuss what structural and personal factors that might spark another great war?

This question can be used to sum up what students have learned about causes of war, in a historical perspective. As a teacher it is important to make it clear that history does not repeat itself in an exact way. However, there are lessons to be learned, not least how structures and individuals can promote both war and peace. This question is also designed to stimulate students’ ability to look at the links between past, present, and future, often labeled historical consciousness. This question can easily be linked to the present European situation and the European Union as an attempt to preserve peace.