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Womens roles before, during and after WW1
The changing roles of women during World War 1
The changing role of women in the first world war
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The first world war saw a lot of refusal towards the war effort by men which made the government afraid due to the futile and indiscriminate slaughter of the British army at the battle of the Somme in 1916 where General Haig's tactics failed to show success which resulted in Britain losing a vast majority of soldiers by 1916. Therefore the government feared that they might lose World War one as well because there a lot of casualties which needed to be replaced and many men were becoming antisocial and refused to join the war, these people were known as conscientious objector or short for C.Os. Some C.Os did not want to fight in the war but were keen to do there bit in the war, so they were willing to help out in weapon factories and go to the trenches and became stretcher bearers theses types of C.Os were known as non commandant, however some C.Os were total refused to do any type of military work these were known as the absolutists. By 1916 volunteers to join the war started drying up,as their was many reasons why men refused, being that they pacifists who isolated themselves from a type of violences, political objector who went against the idea that Germany were their enemy, and religious objector who followed the words of the bible which says “thou shell not kill” so they were against the idea of shedding blood of their own kind. Consequently, Britain introduced conscription in 1916 where the law stated that you had to severe your country in the military for a certain time period this only went for unmarried mans. But in 1916 the military services act got introduced which widened conscription to married man as well. Conscription increased the power of the British army massively which was what the Government wanted as they neede...
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... and remorse inside C.Os by presenting them a situation in which they would be questioned about the war by their children which may not happen in reality as some children's may feel the opposite and instead feel proud of the father taking a stand for what his rights. In addition to this the government are trying to put C.Os in a early negative mindset of feeling guilt and remorse for their actions so it gradually build to the day they get confronted by their children which might no even happen which compromises the reliability of the source. Being a primary interpretation is is partly useful as it deems negativity because it wants o change the mindset of C.Os to make them feel embarrassment and guilt, however the source also interprets to us how desperate and selfish government was as they just cared about winning the war and ignored C.Os moral beliefs.
...f the innocent is what captured my attention the most. Hundreds and thousands of innocent civilians were killed for simply being in the wrong place at the wrong time. Caputo mourns not only for the dead, but also for the men that are now emotionally and psychologically scarred for life. The images and sounds of death will forever be carved into their minds. Throughout this history class, I have been able to learn and understand new vocabulary and apply it to my reading. I would not have been able to understand the book, as well as I do, without becoming familiar with the terminology. A Rumor of War changed by view on the Vietnam War. Before reading this narrative, I did not realize the number of lives lost or the poor environments soldiers were subjected to. Philip Caputo was extremely detailed in his descriptions and painted a brilliant picture of the war.
...it may help us arrive at an understanding of the war situation through the eyes of what were those of an innocent child. It is almost unique in the sense that this was perhaps the first time that a child soldier has been able to directly give literary voice to one of the most distressing phenomena of the late 20th century: the rise of the child-killer. While the book does give a glimpse of the war situation, the story should be taken with a grain of salt.
The Vietnam War was a psychological and physical battle for all the young men who were drafted or volunteered. Caputo's own reasons for volunteering illustrate the mentality for some of the men entering into this journey. Those who are inducted into Vietnam face disturbing moral dilemmas that can be expected in an "ethical wilderness." The draft introduced a myriad of young men to the once forgotten moral ambiguity of war. Average American citizens must balance right from wrong in a world without morals or meaning. Caputo himself struggles with the idea that killing in combat is morally justified.
World War 1 began in 1914, and because Great Britain was involved, Canada found itself pulled into the war as well. At the beginning of the war, Borden promised never to force men to fight. However, by 1916 the Allies found their situation had taken a turn for the worse, and were in desperate need of new soldiers. Canada’s Prime Minister, Robert Borden, was an imperialist. He desperately wanted Canada to be seen as an equal by Great Britain, and believed that providing large numbers of Canadian troops may accomplish this. However, as word of trench conditions and number of casualties reached home, fewer and fewer men were volunteering to be sent overseas, knowing that they would likely never return home. By 1917, Borden had only one unused
In his short story, O’Brien unravels step by step the irony in the double meaning of truth, implied in this first statement, “This is true”, to the reader which is then woven through the entire story. By trying to characterize what constitutes a true war story, but never really achieving this goal, the true irony of his short story is revealed. Even though in some instances giving away his opinion explicitly, the sheer contradiction of honesty and reality becomes even more visible in an implicit way by following O’Brien’s explanations throughout the story while he deconstructs his first statement. The incongruity between his first statement and what is actually shown in his examples does not need any explicit statements to drive home his message.
These men are transformed into guilt-laden soldiers in less than a day, as they all grapple for a way to come to terms with the pain of losing a comrade. In an isolated situation, removed from the stressors, anxieties, and uncertainties of war, perhaps they may have come to a more rational conclusion as to who is deserving of blame. But tragically, they cannot come to forgive themselves for something for which they are not even guilty. As Norman Bowker so insightfully put it prior to his unfortunate demise, war is “Nobody’s fault, everybody’s” (197).
During the First World War, Britain introduced conscription for the first time to massively increase the input of power of their army had and forced men aged 16-19 to serve in the army. However, a group of roughly 16,800 men refused to serve. These groups of people were called Conscientious Objectors; sometimes called COs or Conchies; and many were very religious and believed that thou shall not kill as it is a sin in the Bible. This was a main point that most Conscientious Objectors did not take any part during the First World War as they believed it would result in pointless bloodshed. The Government’s and general public’s view on Conscientious Objectors was that Conscientious Objectors were unpatriotic cowards and the Government used propaganda to manipulate the general public’s view on Conscientious Objectors by showing that they would not aid the Britain and were weak. As a result they were treated harshly. The Government made being a Conscientious Objector very hard and difficult as they would enforce tribunals which consisted of ex- military officials who were biased as they were for the First World War. Therefore, these people gave huge prison sentences to Conscientious Objectors as a scare tactic to reduce the number of Conscientious Objectors. Historians use interpretations to show the message behind each source to see it’s reliable or useful. Also this is done to see if the source itself is a primary or secondary interpretation which shows if the source’s view and meaning is from the author of sources (primary interpretation) or giving a generalised views on people who were there at the time (secondary interpretation).
The act of applying conscription during the First and Second World Wars have nearly torn Canada apart. The conscription crisis of 1917 was a treacherous event that occurred during the First World War. During this time the relations between Quebec and the rest of Canada were in an all time low in our Canadian history. The Québécois thought conscription was merely unnecessary no matter what circumstance; while all other Canadians did essentially want conscription occur. The contrast was inevitably high on the issue of conscription between the Québécois and the rest of Canada thus creating a solution when conscription was indeed needed was impossible. However while William Lyon Mackenzie King was the Prime Minister during the Second World War; he reacted differently in comparison to Robert Borden. Although King promised not to introduce conscription as did Borden in his campaign race; he dealt the issue of conscription in a more controlled manner. Essentially Mackenzie King approached the issue of conscription using prior knowledge learnt from World War One.
Nationalism influenced people’s thoughts about war, twisting their minds to believe that their government and military was supreme and would win a war quickly. Because “most European countries, with the exception of France and Prussia, had not had any major wars within the 19th century, they stepped into the 20th century thinking that they were immune to defeat. This idea of immunity developed as countries forgot of their past wars and sufferings. The British were confident in their naval forces, the Germans in their arms and ships, and the Russians thought their land was protected by God. Citizens strongly believed that their country was the best and would do just about anything to help their country. It became a school boy’s duty to enlist in the army upon his graduation. As Erich Maria Remarque states in his book, All Quiet on the Western Front, the “young men of twenty... whom Kantorek calls the ‘Iron Youth,’” are the ones sent off to war in Germany. Their teachers drilled this message into their minds from a young age. The boys were told that it was their duty to their country to fight. Zara Steiner, British Historian, related that British teachers were told “to teach boys that success in w...
middle of paper ... ... Children within the United States whose parents serve in the military are left to deal with issues of separation and fear. The fear of not knowing when their parents are coming home, and if they’ll come back to the same person they were when they left. Since we are incapable of hiding violence and the act of war from children, it is better to help them understand the meaning behind it and teach them that violence is not always the answer. Children react based on what they see and hear, and if the community and world around them portrays positive things, then the child will portray a positive attitude as well.
During the majority of the war, men were guided into civilian and military positions through a policy that the Selective Service Director Lewis B. Hershey called "channeling." The draft system used induction as a threat to "channel" people into more desirable pursuits that were in the interests of the nation. For instance, an engineer earned a deferment from the war because he was needed at home while a person who did not have a deferment could be inducted into the army. For every solider in combat, there were many other positions that needed to be filled...
were mobilized and for the high military casualties compared to civilian deaths. However, it was also a total war, where the entire nation's population was involved. Everyone contributed to the war efforts from civilians working in factories making uniforms, guns, tanks and ammunition, to families with men at the front. Probably the most prevalent group that contributed a major role in World War I, were women. They took on many responsibilities not only at the home, replacing men in offices and factories but also serving in the arm forces. More that 25,000 women served in Europe in WW I, they helped nurse the wounded, and provide food and other supplies to the military. They served as telephone operators, entertain troops and adhered to the expectations that were pressured on them from society. Their actions in World War I eventually led to the passing of the 19th amendment.
...opted children. When the war ended, many children did not return to their biological families because they were so young when they were stolen that they didn’t know the truth. Many that could remember were too scared to leave or feared that their parents had already been killed. Children were trained to lie without understanding why and the lies caused them to lose the ability to separate reality from fiction. Children should never have been forced to deal with so much, so quickly. They were robbed of a real childhood when they should have been encouraged to explore their surroundings. The youth, like Anne, who grew up in World War II were tainted by these events and have undergone much more trauma than most of us can even imagine.
...turning back. Once they have been robbed of their innocence, they are unable to revert to their previous selves. War and facing the inevitable reality of death can change a person and disturb them for the rest of their lifetime. Many soldiers are naïve when they decide to serve their country; they plan on becoming a hero like their role models of the past. But when one truly experiences war for themselves, they find it unimaginable how people continue to declare war and urge young men to fight and honor their nation and family. One will remain innocent until he experiences the genuine emotional trauma of war.