GRADE 8 TERM 4 HISTORY (World War 1 (1914–1918)

WORKSHEET NO 1

OVERVIEW OF LONG TERM AND IMMEDIATE CAUSES OF WWI

Use Source A below and your own knowledge to answer the questions that follow

Source A
Nationalism united but also divided. In Europe it consolidated many states, by means of alliances,
which had personal goals in mind. It also brought Asia, Europe, Africa and the Pacific regions into
touch with one another for the first time as the world of competing nationalisms... When the subjects
of the state become the citizens of a state nationalism often comes to the fore.
European expansion also contributed to World War I. The main reasons for the expansion were
economic and political motives.
Economic factors: protecting home interests; expanding elsewhere in overseas; resisting traditional
changes; obtaining a monopoly of the export and import market, raising or lowering tariff barriers
according to colonial needs.
Political motives: a growing national awareness was clear in Britain, Germany, Italy, France and
Russia for example. Each regarded their colonial goals and achievements as part of a religious
calling, as a humane mission, as a right, as a duty, as a responsibility.

The death of Frans Ferdinand

On 28 June the archduke and his wife were shot and killed by Gavrilo Princip, a Bosnian member
of a secret Serbian organisation. The Serbians demanded a free southern Slav state and a greater
Serbia to include all Slavs south of the Danube.
This source, taken and adapted from History In Action, 1987, explains the causes of
World War I.

1.1 Name THREE causes of World War I according to this source. 3×1= 3
1.2 Explain why the Europeans wanted to expand their territories. 1×2 =2
1.3 Quote a line that shows that the European countries 1×1=1
did not trust each other.
1.4 Define the following historical terms:
A. Nationalism 1×1=1
B. Imperialism. 1×1=1
1.5 Why did Europeans expand their Territories? 1×1=1
1.6 Compare nationalism and expansionism as two causes of the WW I 2x1=2
1.7 What do you think was the mood of the author? 1×1=1
1.8 Why do you think the killing of one man caused the war? 1×1=1
1.9 Explain how useful this source is to a historian studying the causes of 1×1=1
 the World War I
1.10 Using this source and your own knowledge, explain how Nationalism 2x1=2
caused World War I
1.11 Using this source and own knowledge, explain which group was most 2x1=2
offended by the killing of Franz Ferdinand.
1.12 Do you think these causes were good enough to cause World War 1? 2x1=2

(20)
MEMORANDUM WORKSHEET NO 1

1.1 Nationalism 1×1=1

European expansion 1×1=1
The killing of Franz Ferdinand 1×1=1
1.2 Political factors 1×1=1
Economic motives 1×1=1
1.3 “External threats and fears can also unite a community to think in 1×1=1
terms of national ...”
1.4 A. Nationalism - A patriotic feeling that can sometimes be extreme, 1×1=1
when it is marked by Feeling of superiority over other countries; can
also refer to advocacy of political independence for a particular
country.
B. Imperialism- The policy extending a nation’s authority by territorial / 1×1=1
military gain or by the establishment of economic and political
dominance over other nations.
1.5 They wanted to strengthen their economies; grow their political 1×1=1
strength; protect themselves against powerful states; increase their
political influence worldwide.
1.6 • Nationalism: The states had to make sure that its own people 2×1=2
protected their own country. It would unite people who would thus
have the will to protect it. Democracy would be established and
countries would stop undermining each other.
● Expansionism: European countries would gain more money /
economic power and control colonies and strengthen their army.
European countries would exploit colonies
1.7 Sad/disappointed 1×1=1
1.8 It was a catalyst that sparked the anger and frustrations of the 1×1=1
European countries due to the many tensions already existing between
them.
1.9 ● Useful: The source shows both the long-term and short-term 1×3=3
causes of the World War I.
● Not useful: Learners to provide valid reasons.
1.10 ● Countries feared one another, so, through nationalism, they wanted 1×3=3
to protect themselves against aggressors.
● When some countries got involved in this process, other viewed
them with suspicion and mistrust occurred.
1.11 Central powers, because they felt the Allied powers had everything to 1×3=3
do with the killing.
1.12 Yes: There was huge mistrust; greed led to tensions; the killing at 1×3=3
Sarajevo indicated serious tensions that existed. (Learners must
provide motivation if they say ‘No’.)
WORKSHEET NO 2

OVERVIEW OF LONG TERM AND IMMEDIATE CAUSES OF WWI

Study Source A and B below and answer the question that follows:

Source A

Source B

1.1 In an essay of about one and half pages discuss the reasons why the 1×20=20
first war broke out?
MARKING GUIDELINE WORKSHEET NO 2

CAUSE of World War 1 Essay:

The outbreak of World War I in 1914 was the result of a complex interplay of factors,
including political, economic, and social tensions that had been building for decades. The
war, often described as the "Great War," was triggered by a combination of immediate
events and long-standing issues that created a highly volatile environment in Europe. Below,
the primary causes of the outbreak of World War I are explored in detail.

1. Militarism

One of the key factors leading to World War I was the rise of militarism in Europe. Militarism
refers to the belief in the power and necessity of maintaining a strong military and the
glorification of military values. In the decades leading up to the war, the major European
powers engaged in an arms race, significantly increasing the size and capability of their
militaries. This arms race was particularly evident between Germany and Great Britain, with
Germany building up a formidable army and navy to challenge British naval supremacy.

The military buildup created an atmosphere of fear and suspicion among the European
powers, each of which felt the need to be prepared for war at any moment. Military leaders in
these nations gained significant influence over government policy, and war was increasingly
seen as a viable means of resolving disputes. The extensive military preparations made war
not only possible but also likely, as nations were ready to mobilize their forces at short
notice.

2. Alliances

The intricate system of alliances that developed in Europe in the late 19th and early 20th
centuries also played a crucial role in the outbreak of World War I. These alliances were
intended to provide security and prevent war by creating powerful blocs of nations that would
deter potential aggressors. However, they also created a situation in which a conflict
between two nations could quickly escalate into a broader war involving multiple countries.

The two main alliance systems were the Triple Alliance, comprising Germany, Austria-
Hungary, and Italy, and the Triple Entente, consisting of France, Russia, and Great Britain.
These alliances were supposed to ensure mutual defense, meaning that if one member of
the alliance was attacked, the others were obligated to come to its aid. This interlocking
network of alliances meant that any localized conflict had the potential to draw in multiple
powers, turning a small-scale war into a full-blown international conflict.

3. Imperialism

Imperialism, the competition for colonies and global dominance, was another significant
factor contributing to the outbreak of World War I. The late 19th and early 20th centuries
were marked by intense competition among European powers for overseas colonies,
particularly in Africa and Asia. This competition led to numerous conflicts and rivalries as
nations sought to expand their empires and secure resources and markets for their
industries.
Germany, a relatively new player in the imperial game, was particularly aggressive in its
pursuit of colonies, which brought it into conflict with established colonial powers like Britain
and France. The scramble for colonies created tensions and distrust among the European
powers, as each nation sought to protect its interests and prevent others from gaining an
advantage.

The imperial rivalries also extended to the Balkans, a region of strategic importance where
the interests of Austria-Hungary, Russia, and the Ottoman Empire clashed. The desire to
dominate and control territories in the Balkans further heightened tensions, particularly
between Austria-Hungary and Serbia, which had the support of Russia.

4. Nationalism

Nationalism, or the belief in the superiority and interests of one's nation, was a powerful force
in early 20th-century Europe and played a central role in the outbreak of World War I.
Nationalist sentiments were particularly strong in the Balkans, where various ethnic groups
sought independence from the Austro-Hungarian and Ottoman Empires. Serbia, in particular,
was a hotbed of nationalist activity, with many Serbs seeking to unite all South Slavs under a
single nation-state.

The assassination of Archduke Franz Ferdinand of Austria-Hungary by a Serbian nationalist

in Sarajevo on June 28, 1914, was the immediate spark that set off the war. Austria-
Hungary, with the backing of Germany, saw this as an opportunity to crush Serbian
nationalism once and for all and issued an ultimatum to Serbia. When Serbia’s response did
not fully satisfy Austria-Hungary, the empire declared war on Serbia, triggering a chain
reaction as the alliance system came into play.

Nationalism was also a significant factor in other parts of Europe. In France, the desire to
recover the provinces of Alsace and Lorraine, lost to Germany in the Franco-Prussian War of
1870-71, fueled anti-German sentiment. Similarly, pan-Slavic nationalism in Russia led to
strong support for Serbia and opposition to Austria-Hungary’s influence in the Balkans.

5. The Assassination of Archduke Franz Ferdinand

The assassination of Archduke Franz Ferdinand, heir to the Austro-Hungarian throne, by

Gavrilo Princip, a Bosnian Serb nationalist, was the immediate trigger for World War I. The
assassination took place in Sarajevo, Bosnia, a region that had been annexed by Austria-
Hungary, much to the resentment of Serbian nationalists.

Austria-Hungary’s reaction to the assassination was swift and aggressive. Backed by

Germany, it issued a harsh ultimatum to Serbia, demanding a series of actions that would
effectively give Austria-Hungary control over Serbia's internal affairs. When Serbia’s
response fell short of these demands, Austria-Hungary declared war on July 28, 1914. This
declaration set off a domino effect, as Russia mobilized in defense of Serbia, Germany
declared war on Russia, and France and Britain were soon drawn into the conflict as well.

Conclusion

The outbreak of World War I was the result of a combination of factors, including militarism,
alliances, imperialism, and nationalism, all of which created a highly unstable and
competitive international environment. The assassination of Archduke Franz Ferdinand acted
as the spark that ignited this volatile situation, leading to the rapid escalation of a regional
conflict into a global war. The war that followed was devastating, resulting in unprecedented
loss of life and laying the groundwork for further conflicts in the 20th century, including World
War II.

(ANY RELEVANT ANSWER THE LEARNER/S WILL WRITE)

PRESENTATION LEVEL 7 LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL

Very well Well planned Writing Clear Some Largely Answe
planned and and structured. structured. attempt to attempt to descriptive
structured. Synthesis of Constructed construct an organise / with little/ at all w
Good information. an argument. the some structu
synthesis of Constructed argument. Evidence informatio attempt to
information. an argument. Evidence used to a n into an develop an
CONTENT Constructed Evidence used used to large extent argument. argument.
an argument. to support the support to support Evidence
Very good use argument. argument. the not well
of evidence to argument. used in
support the supportin
argument. g the
argument.

LEVEL 7
Question has
been fully 16-17 [Gr
answered. 8-9]
Content selection 18-20 [Gr 8- 12-13 [Gr
fully relevant to 9] 7]
line of argument. 13-15 [Gr 7]
LEVEL 6
Question has
16-17 [Gr 8- 14 [Gr 8-
been answered. 15 [Gr 8-9]
9] 9]
Content selection 11 [Gr 7]
12-13 [Gr 7] 10 [Gr 7]
relevant to a line
of argument.
LEVEL 5
Question
answered to a
13 [Gr 8- 12 [Gr 8-
great extent. 14 [Gr 8-9]
9] 9]
Content 10 [Gr 7]
9 [Gr 7] 8 [Gr 7]
adequately
covered and
relevant
LEVEL 4
Question
10 [Gr
recognizable in 12 [Gr 8-
11 [gr 8-9] 8-9]
answer. Some 9]
7 [Gr 7] 6 [Gr
omissions/ 8 [Gr 7]
7]
irrelevant content
selection
 LEVEL 3
9 [Gr
Content selection 10 [Gr 8- 8 [Gr 8-
8-9]
does not always 9] 9]
5 [Gr
relate. Omissions 6 [Gr 7] 4 [Gr 7]
7]
in coverage.
LEVEL 2
Sparse content. 8 [Gr
7 Gr 8- 6 [Gr
Question 8-9]
9] 9]
inadequately 4 [Gr
3 [Gr 7] 2 [Gr
addressed 7]
LEVEL 1
Question not
0-5 [G
answered. 6 [Gr 8-
8-9]
Inadequate 9]
0-1 [G
content. 2 [Gr 7]
7]
Significant
irrelevance

WORKSHEET NO 3
COUNTRIES IN EUROPE WHICH FOUGHT IN WWI

Read the source below and use your own knowledge to answer the following questions:
First World War. (adapted from:www.firstworldwar.tp/cause-of world war.)

1.1 Name the TWO allies of the First World War. 2×1=2
1.2 Which countries formed the Central Powers? (Name THREE) 3×1=3
1.3 What ended the First World War end and when? 1×3=3
MARKING GUIDELINES WORKSHEET NO 3

1.1 Britain, France, Japan, Italy, Russia and the USA formed the Allied 2×1=2
Powers (any 2)
1.2 Germany, Austria, Hungary, Bulgaria, the Ottoman Empire and Turkey 3×1=3
formed the Central Powers.(Any 3 )
1.3 When both the allies signed the Peace Treaty known as armistice, the 1×3=3
First World War came to an end in November 1918
WORKSHEET NO 4

CONSCRIPTION AND PROPAGANDA IN BRITAIN

Use Source A below and your own knowledge to answer the questions that follow

Source A
These two pictures show how the British Army recruited citizens to fight against the
Germans during World War I. They are from the Parliamentary Recruiting Committee,
London 1914 and 1915, Museum of London and
www3.nfb.ca/cefhistoire/docs/docs/coll/DOC_593899.jpg.

1.1 According to the Source, how many men did the British army need? 1×1=1
1.2 What was the age group required by the army? 1×1=1
1.3 Who is the person in the picture? 1×1=1
1.4 Why do you think Britain used posters to recruit soldiers? 1×1=1
1.5 What evidence is there in the source that shows that volunteers would 1×1=1
be paid?
1.6 Using this source and your own knowledge, do you think these posters 1×1=1
helped?
1.7 Where were these posters placed other than Britain? 1×1=1
1.8 Define the following Concepts: 1×1=1
A. Conscription 1×1=1
B. Volunteer 1×1=1
1.9 Use these sources and own knowledge to write a paragraph of about 1×8=8
eight lines on how Britain recruited soldiers and the response of the
British.
Your paragraph must have the following structures:
⮚ Topic Sentence
⮚ Supporting information
⮚ Concluding sentence
MEMORANDUM FOR WORKSHEET NO 4

1.1 100 000 1×1=1

1.2 Between 19–35 (ex-soldiers up to 45) 1×1=1
1.3 King of Britain 1×1=1
1.4 They exploit the economic situation (army as a form of employment in 1×1=1
times of massive unemployment)
● To reinforce the fact that Britain was under attack
● To reach as many Britons as possible.
● To exploit (and ferment) patriotism.
1.5 “Pay at Army Rates” 1×1=1
1.6 Yes: Many British and colonies were patriotic and joined the war. 1×1=1
(Learners must provide motivation if they say ‘No’.)
1.7 All British colonies. 1×1=1
1.8 A. Conscription.-Compulsory military service 1×1=1
B. Volunteer -A person who freely enlists for military service
1.9 Rubric [Any relevant response]
Level Indicators Marks
Level 1 Uses evidence in an elementary manner Marks: 0-2
e.g. shows little or no understanding.
Uses evidence partially to report on topic or
cannot report on topic.
Level 2 Evidence is mostly relevant and relates to a Marks: 3-5
great extent to the topic.
Uses evidence in a very basic manner.
Level 3 Uses relevant evidence e.g. demonstrates a Marks: 6-8
thorough understanding
Uses evidence very effectively in an
organized paragraph that shows an
understanding of the topic.
WORKSHEET NO 5
CONSCRIPTION AND PROPRAGANDA

Use Source A and Source B and your own knowledge to answer the following questions:

SOURCE A

PROPAGANDA POSTERS IN BRITAIN

SOURCE B
In the First World War, British propaganda took various forms, including pictures,
literature and film. Britain also placed significant emphasis on atrocity propaganda as a
way of mobilising public opinion against Germany and the Central Powers during the First
World War.[1] For the global picture see Propaganda in World War I.

1.1 How did Britain use propaganda? 1×2=2

1.2 What was the impact of propaganda in World War 1? 1×3=3
1.3 What were the FIVE objectives of WWI propaganda? 1×5=5
1.4 What is the main message of this propaganda poster? 1×3=3
1.5 Why did Germany use propaganda in WWI? 1×2=2
(15 )
MARKING GUIDELINES /MEMO WORKSHEET NO 5

1.1 Various written forms of propaganda were distributed by British 1×2=2

agencies during the war. They could be books, leaflets, official
publications, ministerial speeches or royal messages. They were
targeted at influential individuals, such as journalists and politicians,
rather than a mass audience

1.2 World War One was full of images urging people to join the army, 1×3=3
buy bonds, or support the war by growing their own victory
garden. These images created nationalism as well as showed how
evil the enemy was.

1.3 To recruit men to join the army; ✓ To recruit women to work in the 1×5=5
factories and in the Women’s Land Army; ✓ To encourage people to
save food and not to waste; ✓ To keep morale high and encourage
people to buy government bonds.

1.4 The overall message produced by the propaganda poster is that real 1×3=3
men will enlist in the war effort in the belief that their future children
will be proud to know that their fathers did their part.

1.5 Propaganda is used to try to make people think a certain way. 1×2=2
Stories about bad things the Germans had done were told to make
people angry and frightened so everyone would want Britain to beat
them in the war.
TOTAL ( 15 )
WORKSHEET NO 6
CONSCIENTIOUS OBJECTORS

Study the source below and answer the questions that follow:

1.1 Critically consider the source above and comment on each of the 4×2=8
following as they relate to the image:
source type (primary/secondary)
__________________________________________________________

whether bias is evident

__________________________________________________________

Exaggerations
___________________________________________________________
___________________________________________________________
limitations.
___________________________________________________________

1.2 Are people who do not support war called conscientious objectors or
absolutists?
1.2.1 What is the difference between conscientious objectors and an absolutist? 1×2=2
1.2.2 Consider both sides - give a reason for supporting war and a reason to be 1×2=2
 against it.
1.3 Why were black South African volunteers not allowed to carry weapons? 2×1=2
Use the information and your own knowledge to discuss this in detail.
(14)
MARKING GUIDELINES /MEMO WORKSHEET NO 6

1.1 Source type (primary/secondary) - This source is primary. It was war 1×8=8
time propaganda - created during the era being studied.

Whether bias is evident - Bias is evident. The conscious objector is

shown in a negative light. It is clear that the creator of this postcard
is against their actions.

Exaggerations - The noses of the conscious objectors are long and

red. This is to make them look absurd and perhaps point to a
problem with alcohol. They are paler than the other soldiers
indicating that they do not work as hard.

Limitations - This source is an example of propaganda. It is biased

and shows opinion.

1.2
1.2.1 Conscientious objectors have a moral or religious objection to war 1×2=2
but are often willing to assist in a non-combative way. Absolutists are
unwilling to participate in any way during a war.

1.2.2 Accept any reasonable answers: 1×2=2

For - “to protect or support one’s country” Against - “people who fight
in wars are innocent civilians and do not deserve to die”

1.3 The Apartheid laws had not yet been created in South Africa. 2×1=2
However, there were many other restrictive laws at the time. These
laws ensured that black people in South Africa were suppressed and
unable to assert themselves, despite being the majority population.
The South African government did not want to give black South
Africans access to weapons as they feared that they would be used
to take back control.
 WORKSHEET NO 7
TRENCH WARFARE ON THE WESTERN FRONT

Study sources 1-5 and answer the questions that follow:

Memories from the trenches

The memories of soldiers who fought in the trenches in World War One are a fascinating source about
life in the war. Primary source memories from World War One have given historians a vast resource to
use.

Source 1

“Whilst sleeping during the night, we were frequently awakened by rats running over us. When this
happened too often for my liking, I would lie on my back and wait for a rat to linger on my legs; then violently
heave my legs upwards, throwing the rat into the air. Occasionally, I would hear a grunt when the rat landed
on a fellow victim.” (R L Venables)

Source 2

“If you have never had trench foot described to you, I will explain. Your feet swell to two to three times
their normal size and go completely dead. You can stick a bayonet into them and not feel a thing. If you
are lucky enough not to lose your feet and the swelling starts to go down, it is then that the most
indescribable agony begins. I have heard men cry and scream with pain and many have had to have
their feet and legs amputated. I was one of the lucky ones, but one more day in that trench and it may
have been too late.” (Harry Roberts)
 Source 3

“To get a ‘cushy’ one is all the old hands think about. A bloke in the Camerons wanted a ‘cushy’ bad! Fed
up and far from home he was. He puts his finger over the top and gets his trigger finger taken off and two
more besides. “I’m off to bonny Scotland!” he says laughing. But on the way down to the dressing station,
he forgets to stoop low where an old sniper is working. He gets it through the head.” (Robert Graves)

Source 4

“We slept in our clothes and cut our hair short so that it would tuck inside our caps. Dressing simply
meant putting on our boots. There were times when we had to scrape the lice off with the blunt edge of a
knife and our underclothes stuck to us. “ (Elizabeth de T’Serclaes – a nurse on the front line)

Source 5

“We must look out for our bread. The rats have become much more numerous lately because the trenches
are no longer in good condition. The rats here are particularly repulsive, they are so fat – the kind we call
corpse-rats. They have shocking, evil, naked faces, and it is nauseating to see their long, nude tails. “Erich
Maria Remarque

1.1 Do you think the sources above are reliable? Give 2 reasons for your 3×1=3
answer.
1.2 With reference to source 2, explain what is trench foot? 4×1=4
1.3 Study sources 2 and 5. Rats were a pest in the trenches. How did 2×1=2
the rats affect the life of the soldiers?
1.4 What was the other pest the soldiers had to deal with? (source 4) 1×1=1
1.5 What do you call the mental condition that could affected the men 1×1=1
after fighting for a long period?
1.6 What is the modern term for the condition mentioned above? 1×1=1
1.7 In which source are the soldiers` mental condition clearly affected? 2×1=2
Explain your answer.
1.8 In source 5 the rats are referred to as corpse- rats. Explain this 1×2=2
concept.
1.9 Refer to source 4. Give two reasons why the soldiers slept in their 2×1=2
 clothes.
1.10 What in source 1 suggests that the trenches were overcrowded? 1×1=1
1.11 Explain Cushy one in source 3. 1×1=1
1.12 Refer to the sources and list the emotional and physical suffering of 5×1=5
the soldiers in the trenches.
1.13 Was is it only the soldiers that suffered in the frontline? Explain you 2×1=2
answer.
(28)
MEMORANDUM WORKSHEET NO 7

1.1 Yes. √ The writers were living in the trenches or they had first-hand 3×1=3
experience of the war. They were there and lived through it. √√ (any
acceptable answers)

1.2 Your foot swell to two or three times its normal size. √ You first have 4×1=4
no feeling in the foot √ and then agonizing pain starts. √ It must be
amputated. √

1.3 They ran over the soldiers at night when they tried to sleep. √ They 2×1=2
ate their bread. √ They ate on the corpses. √ (any two)

1.4 Lice. √ 1×1=1

1.5 Shell –shock √ 1×1=1

1.6 Post-Traumatic Stress Disorder (PTSD) √ 1×1=1

1.7 Source 3.√ The soldier laughs when his finger is shot of. √ He loses 2×1=2
concentration and lifts his head to high and that results in his death.√
He has his finger shot off on purpose. √ (any two)

1.8 The rats were feeding on the corpses. √That is why they were so fat. 1×2=2
√

1.9 They did not have time to change clothes in the war conditions / they 2×1=2
had no privacy / they did not have clean clothes / they had to be
ready for an attack at any time. (Accept any two)

1.10 As the soldier kick the rat off his legs, it often landed on another 1×1=1
person and not on the ground. √√

1.11 Cushy implies a better and easier life. To go home will be much 1×1=1
better than in the trenches.√√

1.12 Emotional: shell-shock, repulsed by the rats, fear Physical: trench 5×1=5
foot, death, illness, injury, pain, swelling, amputation (accept others if
it refers to the sources) √√√√√

1.13 No. √ In source 4 the nurse on the front line suffers emotional 2×1=2
hardship.√
WORKSHEET NO 8
MUSIC AND POETRY
Study the song in Source A and the poem in Source B and answer the questions that
follow

Source A Source B

1.1 What is common between the two Sources? 1×1=1

1.2 How do they differ from one another? 1x1=1
1.3 How did the style of music and poetry change during the course of 2×1=2
the war?
1.4 Mention THREE reasons why songs were sung by soldiers 3×1=3
(8)
MEMORANDUM WORKSHEET NO 8

1.1 Both sources discuss the war 1×1=1

1.2 . Source A is upbeat and positive. It was created at the start of WW 1x1=1
I. Source B is melancholy and discusses all of the negative aspects
of the war. It was created a few years into World War I.
1.3 It went from being upbeat and pro-war, to melancholy and critical. 2×1=2
1.4 To keep the soldiers’ spirits up. 3×1=3
To encourage support for the countries involved in the war.
To encourage people to think of and support the soldiers
 WORKSHEET NO 9
WWI AND SOUTH AFRICA: BATTLE OF DELVILLE WOOD 1916

Use Source A below and your own knowledge to answer the questions that follow:
SOUTH AFRICA’S COURAGE AND SACRIFICE AT DELVILLE WOOD
COMMEMORATED

● Old tombstones are seen at a cemetery. Image Credits :Delville-Memorial-2023-1

Military veterans, serving members of the South African National Defence Force (SANDF),
and diplomatic representatives have honoured the memories of those who fought and died
at Delville Wood during World War l.

Speaking at the annual memorial service held at the Commonwealth plot in the Thaba
Tshwane New Military Cemetery, Chaplain Colonel Pieter Roos, said this was a fitting
opportunity and venue to pay tribute to soldiers who were willing to lay down their lives on
the battlefield. These were brave men who were willing to stand their ground; they
displayed selfless devotion because of a commitment towards their country and they paid
the highest price…The Commonwealth plot contains 293 war graves from the Second
World War 272 South African, 21 from the United Kingdom, one Greek, one Belgian and 1
non-war grave…

Adapted from: https://www.sabcnews.com/sabcnews/south-africas-courage-and-sacrifice-

at-delville-wood-commemorated/

1.1 Where was the battle of Delville Wood ? 1×1=1

1.2 What happened in the battle of Delville Wood? 1×1=1

1.3 How many South Africans fought in the battle of Delville Wood? 1×1=1

1.4 Why was it difficult to fight there? 1×1=1

1.5 Explain the reason why the battle of Deville Wood is important for 2×1=2
South Africa.

(6)
MEMORANDUM WORKSHEET NO 9

1.1 Longueval, a commune in the Somme department in Hauts-de- 1×1=1

France in northern France.

1.2 The 1st South African Infantry Brigade made its Western Front début 1×1=1
as part of the 9th (Scottish) Division and captured Delville Wood on
15 July.

1.3 The South African Brigade had gone into battle here on 15th July 1×1=1
1915 with a strength of 121 officers and 3,032 other ranks.

1.4 The six days and five nights during which the South African Brigade 1×1=1
held the most difficult post on the British front - a corner of death on
which the enemy fire was concentrated at all hours from three sides

1.5 The Battle of Delville Wood went down in the history of WW I as an 2×1=2
example of supreme sacrifice and heroism and remained the most
costly action the South African Brigade fought on the Western Front.
 WORKSHEET NO 10
WWI AND SOUTH AFRICA: SINKING OF THE MENDI 1917

Use Source A below and your own knowledge to answer the questions that follow

Source A
This source, taken from http://en.wikipedia.org/wiki/SS_Mendi, shows how World
War I affected South African soldiers.

Battalion Total number Killed Wounded Missing

First 779 115 363 75
Second 697 106 385 92

Third 876 128 418 231

Fourth 699 108 308 85

Other 104 0 2 0

Extract

On 21 February 1917, during World War I, the SS Mendi was transporting 823 members of the 5th
Battalion, South African Native Labour Corps to France. She had sailed from Cape Town via Lagos,
to Plymouth, before going towards Le Havre. At 5am, while under escort of the destroyer HMS Brisk,
she was struck and cut almost in half by the SS Darro (11,000 BRT), an empty meat ship that was
going to Argentina.

616 South Africans (607 of them black troops) plus 30 British crewmembers died in the disaster.
The majority where from the rural areas of the Pondo Kingdom in the Eastern Cape, South Africa.
Most of them had never seen the sea before this voyage. Very few of them could swim. The white
South Africans were officers and NCOs. Some men were killed outright in the collision, and some
were trapped below decks.

1.1 How many people on the SS Mendi died? 1×1=1

1.2 Who were the majority of the people on the ship? 1×1=1
1.3 What was the SS Mendi? 1×1=1
1.4 How many South Africans were killed at Delville in total? 1×1=1
1.5 Do you think the South African soldiers were well prepared for the 1×1=1
war? Explain.
1.6 Which Battalion suffered the most defeat? 1×1=1
1.7 Compare the table and the extract
1.7.1 What are the similarities between the TWO? 1×1=1
1.7.2 Why do you think South got involved in the war? 1×1=1
1.8 How do you think the African soldiers would have felt when the SS 1×1=1
Mendi sank?
1.9 Using the source and own knowledge, write a paragraph of about (8)
eight lines to explain the experiences of Black South Africans in
WWI.
Your paragraph must have the following structures:
⮚ Topic Sentence
⮚ Supporting information
⮚ Concluding sentence
1.10 Explain how these experiences of South Africans in World War I are 1×1=1
remembered in South Africa today
1.11 Do you think all South Africans supported this war? Explain. 2×1=2
(20)
MEMORANDUM WORKSHEET NO 10

✔
1.1 617
1.2 Black men from the Eastern Cape in South Africa. ✔
1.3 A battleship carrying black South Africans to World War 1 ✔
1.4 447 1×1=1
1.5 ● Yes: The graph shows that not many soldiers were killed. While 1×1=1
there were only a few South Africans, they fought in foreign land
and made a good impression.
● No: Many were killed and wounded because they were not properly
trained
1.6 The First Battalion. 1×1=1
1.7.1 The two sources: explain the participation of South Africans in the War 1×1=1
and describe their experiences.

1.7.2 South Africa was a member of British colony, so it was automatic that
the country would enter the war on the side of Britain.
1.8 Learners’ own answers: could include frightened, regretful at not being 1×1=1
able to fight.
1.9 Rubric [Any relevant response] (8)

Level Indicators Marks

Level 1 Uses evidence in an elementary manner Marks: 0-2
e.g. shows little or no understanding.
Uses evidence partially to report on topic or
cannot report on topic.
Level 2 Evidence is mostly relevant and relates to a Marks: 3-5
great extent to the topic.
Uses evidence in a very basic manner.
Level 3 Uses relevant evidence e.g. demonstrates a Marks: 6-8
thorough understanding
Uses evidence very effectively in an
organized paragraph that shows an
understanding of the topic.
1.10 National memorial at Delville Wood 1×1=1
1.11 No. 2×1=2
Minority pro-republican Afrikaners, outraged by British influence over
South Africa affairs staged an armed rebellion against the government
Black South Africans were largely apathetic to the declaration of the
War
WORKSHEET NO 11
WWI AND SOUTH AFRICA: SINKING OF THE MENDI 1917

Carefully study the Source below on the newspaper article about the loss of the SS MENDI
and answer the questions that follows:

LOSS OF THE MENDI

At 5 am on 21 February 1917, in thick fog about 10 nautical miles (19 km) south of St.
Catherine's Point on the Isle of Wight, the Royal Mail Steam Packet Company cargo ship
Darro accidentally rammed Mendi's starboard quarter, breaching her forward hold. Darro
was an 11,484 GRT ship, almost three times the size of the Mendi, sailing in ballast to
Argentina to load meat. Darro survived the collision but Mendi sank, killing 616 Southern
Africans (607 of them black troops) and 30 crew.

It was foggy and Dark,so the rescuing process became slow.

Some men were killed outright in the collision; others were trapped below decks. Many
others gathered on Mendi's deck as she listed and sank. Oral history records that the men
met their fate with great dignity. An interpreter, Isaac Williams Wauchope (also known as
Isaac Wauchope Dyobha), who had previously served as a Minister in the Congregational
Native Church of Fort Beaufort and Blinkwater, is reported to have calmed the panicked
men by raising his arms aloft and crying out in a loud voice:

African troops were called on during the war not only to fight on African soil, but also to
reinforce European armies on the Western and Middle Eastern fronts. ... Over a million
troops were actually recruited during the war to supplement the generally small forces
maintained by the colonial authorities.South Africa was a British colony.

1. When did the Mendi sink? 1×1=1

2. Explain why it was important for South Africa to join World 1 in 1×2=2
1917?
3. How many Black South African were killed, according to Source A? 1×1=1
4. Why did so few survive? 1×2=2
5. Why did the Mendi sink? 1×2=2

6. If you were South African at that time, would you agreed to fight? 1×2=2
Give a reason for your answer.
MARKING GUIDELINES /MEMORANDUM FOR WORKSHEET NO 11

1 1917 1×1=1

2. South Africa was a British colony, so wherever Britain was involved 1×2=2
in a war, it was automatically that she should enter the war too

3. 616 1×1=1

4. It was foggy and dark, so the rescuing process became slow. 1×2=2

5. It collided with another ship. 1×2=2

6. YES; Fighting would have shown patriotism to my mother country. 1×2=2

NO; The war was for the British, as South African it had nothing to
do with me.
(any suggestions of the learner )
WORKSHEET NO 12
THE CHANGING ROLES OF WOMEN IN THE WORKPLACE IN BRITAIN IN WWI

Use Source A, Source B and your own knowledge to answer the questions that follows:

Source A

Women in Britain during World War 1

Source B
Women worked as conductresses (and occasionally drivers) on buses, trams and
underground trains. Between 1914 and 1918, an estimated two million women took on
jobs which had been previously been filled by men, an increase from 24 per cent of
women in employment in July 1914 to 37 per cent by November 1918.
Adapted from www.altrnatehistory.com.http

1. What was the role of British women in WW1? 1×2=2

2. What did women do in Britain during the war? 1×2=2
3. How did women's lives change during WW1? 1×3=3
MARKING GUIDELINES /MEMO WORKSHEET NO 12

1. 80,000 British women volunteered in the various nursing services 1×2=2

which operated during the war. They worked alongside nurses from
Britain's colonies and dominions, including around 3,000 Australians
and 3,141 Canadians.

2. With thousands of men away serving in the armed forces, British 1×2=2
women took on a variety of jobs during the Second World War. They
also played a vital role on the home front, running households and
fighting a daily battle of rationing, recycling, reusing, and cultivating
food in allotments and gardens.

3. In 1918 women over the age of 30 were given the right to vote and a 1×3=3
year later the Sex Disqualification (Removal) Act made it illegal to
exclude women from jobs because of their sex. But the very same
year, the Restoration of Pre-War Practices, meant that men should
be given priority in employment.
WORKSHEET NO 13
THE DEFEAT OF GERMANY AND THE TREATY OF VERSAILLES

1.1 What was the Treaty of Versailles? (1x2=2)

1.2 When and where was the Treaty of Versailles signed? (2x1=2)
1.3 Which FOUR countries were the main signatories of the Treaty of (4X1=4)
Versailles?
1.4 What were the FIVE key terms imposed on Germany by the (5X1=5)
Treaty of Versailles?
1.5 What was the War Guilt Clause? (1X2=2)
1.6 How did the Treaty of Versailles affect Germany's economy? (1X2=2)
1.7 What were the long-term consequences of the Treaty of (1X2=2)
Versailles?
1.8 What was the League of Nations? (1x2=2)
1.9 The source above is a newspaper cutting 0n the end of WWI. Write an (20)
essay of about one and half pages to discuss the defeat of Germany
and the Treaty of Versailles

[41]
WORKSHEET NO 13 MARKING GUIDELINE
THE DEFEAT OF GERMANY AND THE TREATY OF VERSAILLES

The Treaty of Versailles was a peace treaty signed on June 28,

1919, that officially ended World War I. It imposed harsh
1.1
penalties and territorial losses on Germany, the main aggressor
in the war.✓✓

1.2 The Treaty of Versailles was signed on June 28, 1919✓, in the
Hall of Mirrors at the Palace of Versailles, near Paris, France.✓

1.3 The main signatories were the Allied Powers, including France✓,
Britain,✓ and the United State✓s, as well as Germany✓, which
was forced to accept the terms.

1.4 Germany was required to:

o Accept full responsibility for causing the war (War

Guilt Clause).✓
o Pay reparations to the Allied countries.✓
o Disarm and reduce its military to 100,000 troops.✓
o Surrender significant territories, including Alsace-
Lorraine to France.✓
o Lose all of its overseas colonies.✓

1.5 The War Guilt Clause (Article 231) was a part of the treaty that
placed full blame for the war on Germany and its allies, making
them responsible for all damages caused during the war.✓✓

1.6 The treaty devastated Germany's economy, leading to

hyperinflation, unemployment, and a deep economic depression
due to the heavy reparations and loss of industrial territory✓✓
1.7 The treaty is often cited as a contributing factor to the outbreak of
World War II,✓✓ as it left Germany humiliated, economically
crippled, and politically unstable, leading to the rise of extremist
movements like Nazism.
1.8 The League of Nations was an international organization created
by the treaty to maintain peace and prevent future conflicts.✓✓
1.9 The Treaty of Versailles, signed on June 28, 1919, was the
primary peace settlement that brought an official end to World
War I. The treaty imposed significant and harsh conditions on
Germany, which had profound and far-reaching consequences
for the nation and for the broader European landscape. Below,
the major outcomes of the Treaty of Versailles for Germany are
explored in detail.

1. Territorial Losses

One of the most significant outcomes of the Treaty of Versailles

for Germany was the loss of territory. The treaty required
Germany to cede substantial amounts of land, significantly
altering the map of Europe and reducing Germany's geographical
size and influence. Some of the key territorial losses included:

● Alsace-Lorraine: This region, which had been seized by

Germany from France in the Franco-Prussian War of
1870-71, was returned to France.
● The Saar Basin: This coal-rich area was placed under the
administration of the League of Nations for 15 years, after
which a plebiscite would determine its future. During this
period, the coal mines were controlled by France.
● Rhineland: The Rhineland was to be demilitarized,
meaning that Germany could not station any military
forces in this region. This was intended to act as a buffer
zone between Germany and France.
● Polish Corridor: Germany was required to cede territory
to the newly established state of Poland, including West
Prussia, which provided Poland with access to the Baltic
Sea. This created the "Polish Corridor," effectively
separating East Prussia from the rest of Germany.
● Colonial Losses: Germany was forced to surrender all of
its overseas colonies, which were distributed among the
Allied powers as mandates under the League of Nations.

These territorial losses were deeply resented in Germany, where

they were seen as an unjust and humiliating blow to national
pride and a significant weakening of the nation's economic and
strategic position.

2. Military Restrictions

The Treaty of Versailles imposed severe restrictions on

Germany's military capabilities. The intent was to prevent
Germany from ever again becoming a military threat to Europe.
The key military restrictions included:

● Army Size: The German army was limited to 100,000

troops, with no conscription allowed. This small size was
intended to make it impossible for Germany to wage an
offensive war.
● Navy and Air Force: The treaty imposed strict limitations
on the size and number of Germany’s naval vessels.
Submarines and military aircraft were entirely prohibited.
● Prohibition of Tanks and Heavy Artillery: Germany was
forbidden from possessing tanks, heavy artillery, and other
offensive military weapons.
● Demilitarization of the Rhineland: As mentioned earlier,
the Rhineland was to be completely demilitarized, with no
German troops or fortifications allowed in this strategically
important area.

These military restrictions were designed to cripple Germany’s

ability to wage war but also left the country feeling vulnerable and
humiliated. The German military, once a symbol of national pride,
was reduced to a mere fraction of its former strength, which
contributed to widespread resentment and anger among the
German populace.

3. Reparations

One of the most contentious aspects of the Treaty of Versailles

was the issue of reparations. Germany was held responsible for
the war and was therefore required to make reparations
payments to the Allied powers, particularly to France and
Belgium, which had suffered significant devastation during the
war. The exact amount was not determined at the time of the
treaty but was later set at 132 billion gold marks (approximately
$33 billion at the time).

These reparations were intended to compensate the Allies for the

destruction caused by the war, but they placed an enormous
financial burden on Germany. The reparations payments strained
the German economy, contributing to hyperinflation, economic
instability, and widespread hardship during the early 1920s. The
German government, struggling to meet these obligations,
resorted to printing money, which led to a catastrophic
devaluation of the German mark and economic chaos. The
economic turmoil caused by reparations payments fueled political
instability and contributed to the rise of extremist movements,
including the Nazi Party.

4. War Guilt Clause

The Treaty of Versailles included a controversial "war guilt

clause" (Article 231), which placed full responsibility for the war
on Germany and its allies. This clause was deeply resented by
the German people and government, as it not only justified the
reparations but also stigmatized Germany as the sole aggressor
in a conflict that had been the result of complex international
tensions.

The war guilt clause had profound psychological and political

effects in Germany. It was viewed as an unjust and humiliating
accusation that ignored the shared responsibility of other nations
in the events leading up to the war. The clause became a rallying
point for German nationalists and was exploited by political
leaders like Adolf Hitler, who used it to fuel anti-Versailles
sentiment and to promote his agenda of revenge and the
restoration of German power.

5. Political and Social Impact

The Treaty of Versailles had a destabilizing effect on Germany's

political and social landscape. The treaty's harsh terms were
widely seen as a betrayal by the Weimar Republic, the
democratic government that had come to power after the
abdication of Kaiser Wilhelm II. The Weimar government, which
had no choice but to sign the treaty under the threat of continued
Allied occupation, was blamed for the national humiliation and
economic suffering that followed.

Conclusion

The Treaty of Versailles had profound and lasting consequences

for Germany. It imposed harsh territorial, military, and economic
conditions that humiliated the nation and crippled its economy.
The war guilt clause and reparations payments were particularly
resented, contributing to political instability, economic hardship,
and a widespread sense of injustice. These outcomes not only
undermined the Weimar Republic but also paved the way for the
rise of Adolf Hitler and the outbreak of World War II. The Treaty
of Versailles, rather than securing lasting peace, sowed the
seeds of future conflict, demonstrating the dangers of a peace
settlement that imposes excessive punishment on a defeated
nation.