World War I and the Ten Commandments of War Propaganda

Classroom Intentions and Educational Framework

The study of history requires active engagement and specific behavioral norms within the academic environment. Students are instructed to pay close attention to the teacher whenever it is requested (Prestar atención al docente cuando lo pide) as they begin the unit. This section is identified as page $102$ of the curriculum and falls under section $2.1$: The First World War (La Primera Guerra Mundial). A marker of $00^\circ$ is also noted at the beginning of the material.

The Fundamental Nature of War Propaganda

A primary theme in the study of conflict is the manipulation of information. This is summarized by the profound observation: "The first victim of war is truth" (La primera víctima de una guerra es la verdad). When societies choose war as a method to resolve conflicts, media outlets and propaganda tactics gain vital importance in establishing and maintaining the narrative.

Arthur Ponsonby, a British politician, diplomat, pacifist, writer, and social activist, is responsible for this famous quote. Ponsonby was a vocal critic of the propaganda lies disseminated during the First World War. To expose these tactics, he outlined "The Ten Commandments of War Propaganda" (Los diez mandamientos de la propaganda de guerra), which demonstrate how governments influence public perception during times of crisis.

The Ten Commandments of War Propaganda

The framework provided by Arthur Ponsonby consists of the following $10$ principles used to justify conflict and mobilize populations:

$1$. We do not want war (Nosotros no queremos la guerra). $2$. The enemy is the only one responsible for the war (El enemigo es el único responsable de la guerra). $3$. The enemy is an execrable being (El enemigo es un ser execrable). $4$. We pretend to have noble ends (Pretendemos nobles fines). $5$. The enemy commits atrocities voluntarily; our own faults are involuntary errors (El enemigo comete atrocidades voluntariamente. Lo nuestro son errores involuntarios). $6$. The enemy uses unauthorized weapons (El enemigo utiliza armas no autorizadas). $7$. We suffer few losses; the enemy's losses are enormous (Nosotros sufrimos pocas pérdidas. Las del enemigo son enormes). $8$. Artists and intellectuals support our cause (Los artistas e intelectuales apoyan nuestra causa). $9$. Our cause has a sacred, divine, or sublime character (Nuestra causa tiene un carácter sagrado, divino o sublime). $10$. Those who question the war propaganda are traitors (Los que ponen en duda la propaganda de guerra son unos traidores).

Learning Objectives and Pedagogical Goals

The curriculum for studying modern warfare is designed to achieve specific cognitive and analytical milestones:

• Identifying and knowing the underlying causes of the First World War.

• Interpreting the complex development of the armed conflict as it unfolded.

• Analyzing the legal and social consequences of the war and the subsequent organization of peace.

• Performing contrasted comparisons between different historical or contemporary scenarios.

• Generating solutions and alternatives to address problems at both local and global scales.

Historical Timeline of the First World War and Preceding Events

The following chronology outlines the significant milestones leading up to and during the Great War:

• $1907$: The establishment of the Triple Entente (Triple Entente), which included France, the United Kingdom, and Russia (Francia, Reino Unido y Rusia).

• $1908$ - $1911$: Years of building tension and preparation.

• $1912$ - $1913$: The outbreak and resolution of the Balkan Wars (Guerras balcánicas).

• $1914$: The official start of the First World War (Inicio de la Primera Guerra Mundial).

• $1915$: The point at which Italy enters the war (Entrada de Italia en la guerra).

• $1916$: The occurrence of the Battle of Verdun and the Battle of the Somme (Batallas de Verdún y Somme).

• $1917$: A critical turning point featuring the Russian Revolution (Revolución rusa) and the official entry of the United States into the war (Entrada de Estados Unidos en la guerra).

• $1918$: The signing of the Armistice (Armisticio) which ended the fighting.

• $1919$: The convening of the Paris Peace Conference (Conferencia de paz de Paris) to formalize post-war conditions.

Questions and Discussion

Students are prompted to engage in critical thinking regarding the ethics and methods of conflict through several key questions:

• Why do you think the majority of people are against wars? (¿Por qué piensas que la mayoría de la gente está en contra de las guerras?)

• For what purposes do you believe war propaganda tactics have been used frequently? (¿Para qué crees que se han utilizado con frecuencia las tácticas propagandísticas de guerra?)

• In pairs, think of a recent conflict and identify an example of propaganda that is based on one of the commandments of war propaganda. (Pensad en parejas en un conflicto reciente e identificad un ejemplo de propaganda que se base en alguno de los mandamientos de la propaganda de guerra.)

Our Challenge: Decalogue for Peace

As a constructive exercise (Nuestro Reto), students are asked to propose a "Decalogue for Peace." This involves thinking about and drafting specific ideas to promote a culture of peace within their immediate environment and across the world. This project acts as a moral and practical counterbalance to the propaganda techniques used to incite violence.