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Methodology

 The story of 1918 is complex and in order for a better understanding to be achieved, the major events have been laid out in chronological order. 

Recently Professor Frank Furedi, emeritus professor of sociology at the University of Kent, drew attention to the the role of history in today’s school curriculum. He noted that many students had a limited knowledge of historical events and more importantly their impact on the world today. He writes,’ History really plays very little part in lessons before students are in their teens, and even then, there is little emphasis on facts and even less on chronology.’ He continues,’ Students need to recognise parallels with contemporary current affairs. To appreciate what is truly going on, both past and present, they need to know the sequence, how the story unfolds. Wars like every other story in history have a beginning, a middle and an end. And that means dates.’

In looking therefore at 1918, research has been undertaken and presented in chronological order. Issues which arise in 1918 include;

  • references to local casualties of war
  • the conscription crisis
  • the impact of influenza
  • the war on the Western Front and in the Middle East
  • the destruction of the Russian Royal family
  • the political upheavals which threatened democracies in Western Europe.
  • the embryonic beginnings of a violent reaction to the ending of British rule in Ireland, which was to erupt in 1919.