HISTORY WW1 SOURCE ANALYSIS

Question 1

SOURCE A: WHO

Answer 1

The creator of the timeline is not shown in the image, but it was likely created by a historian, an educational organization, or a textbook publisher as an informative or teaching resource about World War I.

Question 2

SOURCE A: WHAT

Answer 2

This source is a timeline highlighting significant events during World War I. It covers major battles, military actions, and key moments like the assassination of Archduke Franz Ferdinand, the Battle of the Marne, and the first use of gas by Germans.

Question 3

SOURCE A: WHEN

Answer 3

Since this is a timeline that shows events from 1914 to 1916, it was created much later than the events it describes. As a secondary source, it was likely produced in the 20th or 21st century.

Question 4

SOURCE A: WHERE

Answer 4

The timeline focuses on Europe and Turkey, as it details events in Belgium (Ypres), France (the Marne), and the Gallipoli campaign in Turkey, alongside other areas involved in World War I.

Question 5

SOURCE A: WHY

Answer 5

The timeline was created to inform or educate people about the chronological progression of major events during World War I. It simplifies the sequence of important battles and decisions that shaped the war, likely for academic or historical reference.

Question 6

SOURCE A: HOW

Answer 6

The source is presented visually, as a timeline, making it easier to follow the order of events. The visual elements, like photos of soldiers in the muddy trenches, enhance the representation of the grim realities of the war. The source uses dates, brief descriptions, and images to concisely convey historical events.

Question 7

SOURCE A: CONCLUSION

Answer 7

The source provided is a secondary source, as it is a visual timeline summarizing key events from World War I. The source compiles historical information but was not created during the time of the events it represents.

Question 8

SOURCE B: WHO

Answer 8

This source comes from The Times newspaper, dated Tuesday, April 27, 1915. It discusses the Allied forces, particularly the British and their attack on Gallipoli during World War I. The source also mentions the involvement of the Fleet and Army, which were key players in the conflict.

Question 9

SOURCE B: WHAT

Answer 9

The article reports on the landings at Gallipoli Peninsula, part of a broader campaign during World War I aimed at securing the Dardanelles. The Army of the Allies had landed at various points on the Gallipoli Peninsula, facing heavy opposition from entrenched Ottoman forces. The source also notes the continuation of joint operations between the Fleet and the Army and mentions the stubborn resistance of the enemy.

Question 10

SOURCE B: WHEN

Answer 10

The article was published on April 27, 1915, during the early days of the Gallipoli Campaign, which began on April 25, 1915 (referred to as the 267th day of the war). This places the report just a couple of days after the initial landings.

Question 11

SOURCE B: WHERE

Answer 11

The location is the Gallipoli Peninsula, situated in what is now modern-day Turkey, near the Dardanelles strait. This was a key strategic point during the war, and the map included in the source provides a visual depiction of the region and key locations.

Question 12

SOURCE B: WHY

Answer 12

The Gallipoli Campaign was undertaken by the Allies (particularly Britain, Australia, New Zealand, and France) to open up a new front in the war, relieve pressure on Russia, and secure a sea route to the Black Sea. The Allies aimed to seize the Dardanelles and take control of the Ottoman capital, Constantinople (now Istanbul).

Question 13

SOURCE B: HOW

Answer 13

The source describes the initial successful landings on the peninsula, although the troops met heavy resistance. The report highlights how the enemy was well-entrenched behind barbed wire, but despite this, the Allied forces managed to establish positions before nightfall.

Question 14

SOURCE B: CONCLUSION

Answer 14

This is a secondary source because it is a newspaper article reporting on events that occurred two days earlier, and it is a publication summarizing official statements from military operations. It focuses on the landings and the difficulties the Allied forces faced in advancing. It also serves to inform the public about the campaign’s progress, though it doesn’t include personal perspectives from those directly involved in the landings.

Question 15

SOURCE C: WHO

Answer 15

The journal entry was written by Eric Rapkins, a soldier who took part in the Gallipoli landing on April 25, 1915. He records his experiences during the battle and its immediate aftermath.

Question 16

SOURCE C: WHAT

Answer 16

This journal entry describes the harsh realities of war, focusing on the aftermath of the Gallipoli landing. Eric talks about the casualties, mentioning that he has had to carry dead soldiers and that shrapnel from Turkish bombardments is causing significant damage. He specifically mentions losses among the soldiers, including one sergeant shot through the brain and multiple wounded individuals.

Question 17

SOURCE C: WHEN

Answer 17

The journal entry was written on April 25, 1915, which is the day of the Gallipoli landing during World War I. This was a significant military campaign involving Allied forces (including Australian and New Zealand troops) landing on the Gallipoli Peninsula in Turkey.

Question 18

SOURCE C: WHERE

Answer 18

The focus of the source is on the Gallipoli Peninsula in Turkey, where the ANZAC forces and other Allied troops landed to fight the Ottoman Empire during World War I. The journal reflects the situation on the battlefield during the campaign.

Question 19

SOURCE C: WHY

Answer 19

Eric Rapkins likely wrote this journal entry to document his personal experiences during the Gallipoli landing. Soldiers often kept journals to record their thoughts, emotions, and observations during difficult times in war.

Question 20

SOURCE C: HOW

Answer 20

The source is presented in the form of a journal entry with raw, personal reflections. Rapkins writes in a conversational tone, describing the brutal realities of war in straightforward language. Terms like “dead uns” (slang for young soldiers) and descriptions of shrapnel flying overhead give the reader a vivid picture of the chaotic battlefield environment.

Question 21

SOURCE C: CONCLUSION

Answer 21

This is a primary source written by a soldier who was directly involved in the Gallipoli campaign. It provides a firsthand account of the devastation and human cost of the war, offering unique insight into the experiences of soldiers during this significant military operation. The use of informal language and the detailed depiction of events make it a powerful representation of wartime experiences.

Question 22

SOURCE D: WHO

Answer 22

The exact creator is unknown, but it was likely commissioned by the Australian government or military during World War I as part of their recruitment campaign. The target audience is South Australian men, urging them to join the fight.

Question 23

SOURCE D: WHAT

Answer 23

This recruitment poster is calling on South Australians to enlist in the military with the slogan “Coo-ee! Fall in!” and “We want YOU at the front.” The image shows a soldier holding a rifle, ready for action, in a patriotic appeal to recruit men to serve in the war. It encourages people to step up and take part in the fighting during World War I, using emotional and patriotic appeals.

Question 24

SOURCE D: WHEN

Answer 24

The poster was likely created during World War I (1914-1918), as part of the Australian military’s efforts to gather more soldiers for the war, specifically from South Australia.

Question 25

SOURCE D: WHERE

Answer 25

The poster is directed at South Australians, specifically targeting men to enlist and serve at the warfront. The British flag in the poster emphasizes the connection to the British Empire and the shared responsibility to defend the empire.

Question 26

SOURCE D: WHY

Answer 26

The poster was created to recruit soldiers for the war effort, specifically aiming to inspire a sense of duty and patriotism among South Australian men. The use of the British flag and the call to action emphasizes a sense of unity and responsibility to fight for the empire.

Question 27

SOURCE D: HOW

Answer 27

The source is presented in the form of a colorful recruitment poster. It uses bold text like “Coo-ee! Fall in!” and “We want YOU at the front” to grab attention. The soldier depicted is active, standing with a rifle, symbolizing readiness for battle. The patriotic appeal is reinforced with the image of the British flag, which represents loyalty to the empire.

Question 28

SOURCE D: CONCLUSION

Answer 28

This is a primary source from World War I, created to encourage South Australian men to enlist and join the military. The imagery, combined with the slogans and the British flag, appeals to a sense of duty and nationalism. Recruitment posters like this were a common tool used by governments to inspire enlistment, and this one specifically targets South Australians to “help at the front” during the war.

Question 29

SOURCE E: WHO

Answer 29

The poster was created by David Henry Souter, an artist and illustrator. It represents an important aspect of World War I propaganda, aiming to engage civilians and generate support for the war effort, particularly by encouraging enlistment and service in medical or relief roles.

Question 30

SOURCE E: WHAT

Answer 30

This is a propaganda poster from World War I (1914-1918), featuring a nurse standing in front of a large red cross, with the word “HELP” prominently displayed beside her. It likely aimed to recruit volunteers for medical services or encourage support for the Red Cross and similar organizations helping wounded soldiers.

Question 31

SOURCE E: WHEN

Answer 31

The poster dates from the World War I period, specifically 1914-1918, as indicated by the text. Propaganda like this was common throughout the war as governments sought to rally public support and resources for the war effort.

Question 32

SOURCE E: WHERE

Answer 32

While the poster doesn’t explicitly state a location, such posters were commonly distributed across Allied nations, including Britain, Australia, and New Zealand, where volunteer medical services played a significant role. It likely circulated in countries that contributed nurses and aid to the war effort.

Question 33

SOURCE E: WHY

Answer 33

The purpose of this poster was to encourage people to support the war effort, particularly by joining medical services or providing aid to those who were injured. The image of a nurse and the Red Cross symbol evoke a sense of duty, compassion, and urgency, calling on the public to help.

Question 34

SOURCE E: HOW

Answer 34

The poster uses emotional appeal to stir action. The image of a nurse—an iconic figure of care and compassion—along with the word “HELP,” suggests that civilian support was crucial. The simplicity of the design and the striking use of the Red Cross symbol made the message clear and urgent.

Question 35

SOURCE E: CONCLUSION

Answer 35

This is a primary source, as it is a direct piece of historical evidence from World War I, created as part of propaganda efforts to influence public behaviour and sentiment. The poster highlights the importance of medical services during the war, urging citizens to support the cause. It likely encouraged people to volunteer or donate to organizations like the Red Cross.

Question 36

January 1915 – Germans use gas for the first time:

Answer 36

In January 1915, the Germans used poison gas for the first time in the war. This was a new and dangerous weapon that caused terrible injuries and deaths, and it changed how battles were fought during World War I.

Question 37

April 1915 – The Allies (including the ANZACs) start fighting at Gallipoli:

Answer 37

In April 1915, the Allied forces, including Australian and New Zealand soldiers (ANZACs), began the Gallipoli Campaign in Turkey. They aimed to capture important land, but the mission failed, and many soldiers lost their lives. This battle is remembered as an important event in Australian and New Zealand history.