To: Students in Todd Weir's section of Prof. Abrams' "The Turbulent Century" class

I've drawn up a number of questions on the readings this week, which are meant   both to help you think of some key issues while reading and to serve as a basis    for our discussion in section on Thursday. You're not expected to prepare answers to these questions, but just to bear them in mind when you do the reading. Have fun!

Todd Weir

Franz Ferdinand and Sophie leaving Sarajevo
City Hall on the day of their deaths

Palmer reading:

Palmer writes that although the war might have ended as a "universal war for the freedom of nations", it did not begin as one. How did the progression of the war lead to increasing emphasis on separatist nationalisms (Think too about Karl Kraus' play)? In particular, what were the effects of occupation and re-occupation, total war, war of attrition, the Russian Revolutions of February and October, and the US entry into the war? Why does Palmer see the end of the 1916 as a turning point?

What war aims did the great and small powers pursue and how did these change over the course of the war? What is significant about the 1915 publication of Friedrich Naumann's" Mitteleuropa" (p. 130)?

What were the careers of the idea of the amalgamated Slavic states, Czechoslovakia and Yugoslavia? Which great powers supported and opposed these states and why?

What relationship did the communist revolutions in Russia and Hungary have to nationalism and separatism?

What problems were solved by the post-war treaties and which were created?

What evidence is there that WWI ended first in 1920 or even 1923?

In an angry reaction to the Ausgleich of 1867, which create the dual monarchy of Austria-Hungary, the Czech Palacky published his "The Idea of the Austrian State" (in the Palmer reading of last week). Compare the ideal of nationhood laid out in Palacky's book with that of Woodrow Wilson during and immediately after WWI.

Hanak reading:

Pay attention to the letters themselves, especially nos. 21 and 22, as well as the sections "Model letters and letter-writing guides", "Themes" and "Basic categories of thought".

What do the letters tell us about continuities and changes in peasant and worker mentalities during the war? In particular think about the questions of deference and social antagonism. What are the effects of the war of attrition and the Russian Revolution?

Kraus reading:

How does Kraus satirize chauvinism? Think of some of the nobles' names and the action in Act I, Scene 7.

What does Kraus believe happens to value of language as a bearer of "truth" in war? Think about the role of the reporters and photographer and the quote in the prologue: "News reports stand up as people, and people wither into editorials. Cliches walk around on two legs while men are having theirs shot off."

What is Kraus' point about Bethlehem Steel in Act II, Scene 3?

What is Kraus' attitude towards the role of the clergy in war (Act II, Scenes 13-16) and the role of science (Act III, Scene 3)?

With the war in its final years, Kraus satirizes the changing German war aims (Act III, Scene 11) and the power of rumor (Act III, Scene 16). Analyze scenes 13-16. Why do they seem so jarring in this play?