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Document-based question (DBQ)

Changing attitudes toward the First World War

  • Unit 8
  • 7 points
  • About 60 minutes

You write an argument essay that answers a question using seven documents plus history you know. Points come from your thesis, context, use of the documents and outside evidence, sourcing and complex understanding. On the exam: 1 required question (Section II, Question 1), 60 minutes recommended including a 15-minute reading period, 25% of the score. Seven documents; the topic falls between 1450 and 2001.

The question and its sources

Suggested time: 60 minutes, including 15 minutes to read the documents. The documents have been edited for this exercise.

Document 1

Now, God be thanked Who has matched us with His hour,

And caught our youth, and wakened us from sleeping,

With hand made sure, clear eye, and sharpened power,

To turn, as swimmers into cleanness leaping,

Glad from a world grown old and cold and weary,

Leave the sick hearts that honour could not move,

And half-men, and their dirty songs and dreary,

And all the little emptiness of love!

Source: Rupert Brooke, British poet who joined the Royal Naval Division in 1914, opening lines of the sonnet "Peace," written in late 1914, in 1914 and Other Poems (London: Sidgwick & Jackson, 1915). Brooke died of illness on his way to the Gallipoli campaign in April 1915.

Document 2

[August 1, 1914:] If we must have war, all parties cease. We are only German brothers. In times of peace this or that party has attacked me; I forgive them now with all my heart. If our neighbors are not satisfied to leave us in peace, then we hope and pray that our good German sword will come out of the struggle victorious.

[August 4, 1914:] No lust of conquest drives us on; we are inspired by the unalterable will to protect the place in which God has set us for ourselves and all coming generations. . . . In a defensive war that has been forced upon us, with a clear conscience and a clean hand we take up the sword.

Source: Kaiser Wilhelm II of Germany, speech from the window of the royal palace in Berlin after the order to mobilize (August 1, 1914) and address opening the Reichstag (August 4, 1914). Trans. in Christian Gauss, The German Emperor as Shown in His Public Utterances (New York: Charles Scribner's Sons, 1915), pp. 324–327.

Document 3

"Two armies fighting each other—that's like one great army committing suicide!" . . .

"They'll say those things to us by way of paying us with glory, and to pay themselves, too, for what they haven't done. But military glory—it isn't even true for us common soldiers. It's for some, but outside those elect the soldier's glory is a lie, like every other fine-looking thing in war. In reality, the soldier's sacrifice is obscurely concealed. The multitudes that make up the waves of attack have no reward. They run to hurl themselves into a frightful inglorious nothing."

Source: Henri Barbusse, French writer who volunteered in 1914 and served as an infantryman on the Western Front, Under Fire: The Story of a Squad, a novel based on his experience in the trenches, published in France in 1916. Trans. W. Fitzwater Wray (London: J. M. Dent & Sons, 1917).

Document 4

I am making this statement as an act of wilful defiance of military authority because I believe that the war is being deliberately prolonged by those who have the power to end it. I am a soldier, convinced that I am acting on behalf of soldiers. I believe that the war upon which I entered as a war of defence and liberation has now become a war of aggression and conquest. . . .

I have seen and endured the sufferings of the troops and I can no longer be a party to prolong these sufferings for ends which I believe to be evil and unjust. . . . On behalf of those who are suffering now, I make this protest against the deception which is being practised upon them; also I believe it may help to destroy the callous complacency with which the majority of those at home regard the continuance of agonies which they do not share and which they have not enough imagination to realise.

Source: Siegfried Sassoon, British infantry officer decorated for bravery, "Finished with the War: A Soldier's Declaration," July 1917, sent to his commanding officer, read aloud in the House of Commons on July 30, 1917, and printed in The Times (London) on July 31, 1917.

Document 5

Bent double, like old beggars under sacks,

Knock-kneed, coughing like hags, we cursed through sludge,

Till on the haunting flares we turned our backs,

And towards our distant rest began to trudge. . . .

If you could hear, at every jolt, the blood

Come gargling from the froth-corrupted lungs . . .

My friend, you would not tell with such high zest

To children ardent for some desperate glory,

The old Lie: Dulce et decorum est

Pro patria mori.*

*Latin: "It is sweet and fitting to die for one's country."

Source: Wilfred Owen, British infantry officer, "Dulce et Decorum Est," written in 1917–1918 after a gas attack. Owen was killed in action one week before the armistice in November 1918; the poem was published in Poems (London: Chatto & Windus, 1920).

Document 6

The Congress of Soviets of all Russia in session at Petrograd adopted resolution that all belligerents commence negotiations for just democratic peace such as is wanted by majority of working classes of all belligerents and was wanted in Russia after fall of monarchy; such peace should be immediate, without annexations or forcible conquest of foreign nation and without indemnities. . . .

The government regards it a crime to continue war to partition weak nations among the powerful and proclaims its solemn decision to sign peace conditions as above. All peace negotiations shall be absolutely open and non-secret and all secret treaties of former Government shall be published and declared null and void.

Source: Ira Nelson Morris, U.S. minister in Sweden, telegram from Stockholm to the U.S. secretary of state, November 10, 1917, summarizing the Decree on Peace adopted by the Bolsheviks' Congress of Soviets in Petrograd on November 8, 1917. The wording is Morris's summary, based on what he called Bolshevik sources, not the text of the decree itself. Papers Relating to the Foreign Relations of the United States, 1918, Russia, vol. 1 (Washington, D.C.: Government Printing Office, 1931), pp. 242–243. A U.S. government work.

Document 7

So far as possible, therefore, it was the policy of France to set the clock back and to undo what, since 1870, the progress of Germany had accomplished. By loss of territory and other measures her population was to be curtailed; but chiefly the economic system, upon which she depended for her new strength, the vast fabric built upon iron, coal, and transport must be destroyed. . . .

This is the policy of an old man [French prime minister Georges Clemenceau], whose most vivid impressions and most lively imagination are of the past and not of the future. He sees the issue in terms of France and Germany, not of humanity and of European civilization struggling forwards to a new order. The war has bitten into his consciousness somewhat differently from ours, and he neither expects nor hopes that we are at the threshold of a new age.

Source: John Maynard Keynes, British economist who represented the British Treasury at the Paris Peace Conference and resigned in protest in June 1919, The Economic Consequences of the Peace, 1919 (New York: Harcourt, Brace and Howe, 1920), chapter 3.

Suggested time: 60 minutes

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The essay

7 points

Evaluate the extent to which European attitudes toward the First World War changed in the period 1914 to 1919. In your response you should do the following: • Respond to the prompt with a historically defensible thesis or claim that establishes a line of reasoning. • Describe a broader historical context relevant to the prompt. • Support an argument in response to the prompt using at least four documents. • Use at least one additional piece of specific historical evidence (beyond that found in the documents) relevant to an argument about the prompt. • For at least two documents, explain how or why the document's point of view, purpose, historical situation, and/or audience is relevant to an argument. • Demonstrate a complex understanding of a historical development related to the prompt through sophisticated argumentation and/or effective use of evidence.

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