Download WH Unit 6 - WWI through Interwar

Unit 6 - (WWI and Interwar)
Charlotte Mecklenburg Schools
World History
Unit 6 (WWI – Interwar)
Conceptual Lens: War, Economics, and Politics
Author: Keith Marwitz
Unit Overview:
As the 20th century began, Europeans were hopeful in their future. They felt dominant and in control of the economy of the
world with their colonies providing them with riches and prestige. All was well in Europe until 1914 and the start of World War I. For this unit
students will understand that Militarism, Alliances, Imperialism, Nationalism, (M.A.I.N.) can lead to global conflict. The hope that the League
of Nations could keep peace after WWI failed. Dictators came to power in Europe after World War I because of severe social and
economic problems. These dictators who gained power took it by force and at a great cost to the citizens, which lost most of their
rights and individual freedoms.
[Unit 6]
CMS Social Studies – Revised 2015-2016
Unit 6 - (WWI and Interwar)
Civics and Government
History
CONCEPT/CONTENT WEB
War: WWI, Assassination of Archduke
Franc Ferdinand, Treaty of Versailles
Economics: The Great Depression,
Politics: The Russian Revolution,
Powder Keg, Independence Movement
in India, League of Nations,
WWI/RR
Interwar
War
Economics
Politics
War: Allied Powers, Central Powers, Treaty of
Brest-Litovsk, Russian Civil War, and Schlieffen
Plan
Economics: Military Technology, Chemical
Warfare, Airplanes, Total War
Politics: Rise of Dictators, Fascism,
Totalitarianism, Hitler, Stalin, and Mussolini
Culture
Geography
War: Total War, War of Attrition
War: Trench Warfare, Western and Eastern
Fronts
Economics: Industrialization, Mass Production,
Airplanes, Submarines, Machine Guns,
Chemical weapons
Economics: Imperialism, International
Trade
Politics: Territorial Borders, Imperialism,
Zimmerman Telegram, Russo-Japanese
War, and Sino-Japanese War
CMS Social Studies – Revised 2015-2016
Economics and PFL
War: War Debt, Economic Collapse, and
Reparations
Economics: Inflation, The Great Depression,
and Effects of Industrialization
Politics: The League of Nations, Treaty of
Versailles, Socialism
Politics: Gandhi, Fascism, and Marxism
Unit 6 - (WWI and Interwar)
Essential Understandings (Generalizations) and Guiding (Essential) Questions:
War changes a society both economically and socially.
a. What role did technology play in WWI?
b. How do liberties and attitudes change during wartime?
Peace can sometimes give rise to further conflict among rival societies.
a. To what extent is the policy of neutrality a reasonable one?
b. Does appeasement always (sometimes or never) make an aggressor more aggressive?
Technological and social advances may lead to devastation and victory on the battlefield.
a. What is propaganda? What is rhetoric? How are propaganda and rhetoric used during times of war?
b. How did increasing technology and innovation lead to WWI being known as the “Great War”?
Economic development and growth may be stunted as a result of political, military, or social conflict.
a. How did the German depression after WWI lead to the rise of Hitler as a dictator?
b. How will the global depression lead to an upset in the balance of worldwide economic power?
c. How did the role of the world economy evolve during World War I?
d. How did Russia react to the premise of fighting a World War and a civil war concurrently?
In crisis, people may change their values to resolve economic and political conflicts.
a. To what extent should or can a nation limit civil liberties in times of war?
b. How were the evolving technologies of WWI eventually accepted as commonplace
Geography may influence the way in which a war is fought.
a. What role did geography have on WWI?
b. How did trench warfare change the scope of WWI?
c. How did the distance between the powers of WWI affect the ways in which the war was fought?
CMS Social Studies – Revised 2015-2016
Unit 6 - (WWI and Interwar)
Essential Standard Correlations:
HISTORY
GEOGRAPHY &
ENVIRONMENTAL LITERACY
CIVICS AND
GOVERNMENT
ECONOMICS &
FINANCIAL LITERACY
CULTURE
WH.H.1.1
WH.H.1.2
WH.H.6.2
WH.H.7.2
WH.H.1.2
WH.H.7.1
WH.H.1.3
WH.H.7.1
WH.H.7.3
WH.H.7.3
WH.H.7.2
WH.H.7.6
WH.H.7.2
WH.H.7.6
WH.H.7.4
WH.H.7.5
WH.H.8.1
WH.H.8.1
CMS Social Studies – Revised 2015-2016
Unit 6 - (WWI and Interwar)
Unit Vocabulary
Tier 1
Tier 2
Tier 3
Progress
Settle
Independent
Leader
Unite
Afraid
War
Fight
Kill
Country
Government
Emperor
Civil War
Achieve
Advance
Advocate
Alternative
Circumstance
Conflict
Establish
Hostility
Technology
Impact
Innovate
Modern
Preservation
Neutral
Propaganda
Armistice
Authority
Consume
Challenge
Collapse
Draft
Philosophy
Publication
Militarism
Imperialism
Embargo
Sanction Transform
Militaris
Triple Alliance
Triple Entente
Central Powers
Allied Powers
Western Front
Trench warfare
Total war
Genocide
Powder Keg
U‐boats
Zimmerman Note
Treaty of Versailles
Guilt Clause
League of Nations
Black Tuesday
Great Depression
League of Nations
Meiji Restoration
Russo-Japanese War
Sino-Japanese War
Nuremburg Laws
Kristallnacht
Fascism
Totalitarianism
Gulag
Nazi Party
Mein Kampf
Anti‐Semitism
CMS Social Studies – Revised 2015-2016
Unit 6 - (WWI and Interwar)
Key People
Archduke Franz Ferdinand
The Black Hand
Gavrilo Princip
Woodrow Wilson
Kaiser Wilhelm II
Franklin Delano Roosevelt
Mohandas Gandhi
Mussolini
Hitler
Stalin
Mao Zedong
Chang Kai-shek
By the end of this unit, students should be able to state…
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I can describe how war impacts a country’s government and society
I can explain how economic changes can change the life of citizens
I can evaluate the cause and effect of entangling political alliances
I can describe how technology can change how wars are fought.
I can describe the role of major countries involved in World War I.
I can analyze documents and artifacts as they relate to WWI.
I can understand how the roles of nationalism and imperialism and how they relate to WWI.
I can understand the “guilt clause” of the Treaty of Versailles and how it influenced the rise of Hitler and WWII
I can explain how WWI raised questions about human rights and justice.
I can explain the connection between the economic depression in the United States and the eventual global depression.
I can evaluate decisions made by world leaders in times of war and justify/refute their actions.
I can explain the freedoms that individual citizens gave up in the early years of Nazi Germany
CMS Social Studies – Revised 2015-2016
Unit 6 - (WWI and Interwar)
Historical Thinking Skills and Connections
Activities
Chronological
Comprehension
Analysis
Research
Students will label and color-code two
maps of Europe. One map should
show the division between the Central
Powers and the Allies, and the other
should show the creation of new
states after the end of WWI.
Fireside Chats Video – Using the audio
clip linked below, have students listen to
FDR’s first fireside what where he
discussed the state of American
economy. Ask students why FDR chose
to make these recurring addresses to the
public and see if they can learn anything
about his politics/presidency from a
simple audio clip.
Russian Revolution Reading – Have
students read secondary sources on Tsar
Nicholas and Rasputin. After reading,
have students answer questions about
their relationship and the possible
causes for Revolution.
Gandhi’s Example – Pro and Con Primary
sources: Using the source listed below,
have students compare primary and
secondary sources praising the work of
Gandhi and also calling into question the
validity of the movement.
Stalin: Hero or Villain – After learning about the rise
of dictators, have students choose a stance on the
issue and validate their opinions with textual
evidence from their notes/book/internet research.
Letter from the Trenches – Have
students assume the identity of a soldier
on the Western Front of WWI. Students
will write a letter home “from the
trenches” using at least 5 specific
vocabulary words they have learned in
the unit.
Compare the Russian Revolution to the
French Revolution – Provide students
with a paper or digital copy of a graphic
organizer where they can list and
compare/contrast the causes, major
events, and effects of both revolutions.
Fakebook Page: Students will create a
fake social media page for Mahatma
Gandhi. The page must include a profile
picture, a list of friends/acquaintances,
and “wall posts”, which include
conversations with friends and status
updates that include language/content
that Gandhi would have used.
Political Cartoon – Treaty of Versailles
analysis using the political cartoon Gap
in the Bridge (linked below). How is the
cartoon useful in explaining the
weaknesses of the League of Nations?
Treaty of Versailles Simulation (use BEFORE
teaching the Treaty of Versailles)– Assign groups of
students in the class different countries that played
pivotal roles in signing of the Treaty of Versailles
(United States, France, Italy, England, Germany). In
their country/groups, have students decide WHO is
to blame for the war and WHAT the punishment
should be. Then, have the groups combine their
answers to come up with a class-wide resolution.
Trading Cards – Have students create a set of 10
playing cards of important
individuals/events/inventions from WWI through
the interwar period. Each card must have a picture
of the subject on the front, statistical information
and a basic biography/summary on the back.
Mock Trial – Assign students the task of putting
Reginald Edward Harry Dyer on trial. Dyer was the
brigadier general who was responsible for the
Jallianwala Bagh massacre. Have half of the class
prepare a case to prosecute Dyer and have the
other half work on Dyer’s defense. Students should
also be responsible for their own research on the
subject, which could prove to be eye opening!
WWI timeline of events – Students
will create a timeline of WWI
beginning with the Assassination of
Archduke Franz Ferdinand and ending
with the signing of the Treaty of
Versailles
Prior Knowledge and Preview –
Through independent research,
students will create a timeline of
British occupation of India from
inception to independence.
Comparing Wars Across Time –
Students will compare the technology
and use of media in WWI with other
wars throughout history, such as
WWI, the Spanish American War, the
French Revolution, and the American
Revolution. (You can extend this
activity when you get to WWII)
CMS Social Studies – Revised 2015-2016
Story of Assassination: What if? - After
telling students the story of Gavrilo
Princip and the assassination of
Archduke Franz Ferdinand, have
students free-write on alternative
histories surround the event. What if
Gavrilo’s gun jammed, what if the
Archduke had been sick the day of his
Sarajevo trip, etc…
Unit 6 - (WWI and Interwar)
Higher Level
Questions
Remember
Understand
Apply
Analyze
Evaluate
Create
When did the Russian Revolution take
place?
How would you describe the causes of
the banking crisis of 1933?
Put the following countries in order
based on their entrance date into
WWI – Italy, Germany, AustriaHungary, United States, France,
Ottoman Empire, and England
Why do you think it took the United
States over two years to formally
declare war on Germany even though
they had been providing munitions to
the Allies for the majority of WWI?
Compare and contrast the French
Revolution and the Russian Revolution
in terms of the political goals and the
swiftness of the public to take action
against an oppressive system.
Assess the timeline of WWI in terms
of casualties before the United States
entered and after. Though the US
ultimately helps win WWI, did we
vastly increase the number of
potential casualties?
Using your knowledge of World War I
and the events surrounding it, invent
an alternative, but parallel timeline for
the country of Germany in which they
never offer support to AustriaHungary after the assassination of
Franz Ferdinand. Would they still be
involved in WWI? Would there be a
WWI?
What is the main idea of the Zimmerman
Telegram and why did it help the United
States enter WWI?
CMS Social Studies – Revised 2015-2016
Explain the assassination of Archduke
Franz Ferdinand in terms of why he was
targeted and what resulted from his
death.
In 4 sentences, summarize the events
surrounding Japanese Imperialism in
China from 1900-1938
Through your own research, explain how the Great
Depression in the United States led to a financial
depression around the world
How would you clarify the differences
between Marxism, Fascism, and
Totalitarianism?
If you were Woodrow Wilson, which
approach would you use to convince the
United States to become part of the
League of Nations?
Develop an alternative for the Treaty of BrestLitovsk. Would there have been a way for Russia to
leave WWI without offering so many concessions to
Germany?
Why do you think Mao Zedong became
the leader of China even though Chiang
Kai-shek and the Nationalists previously
forced him to retreat?
What can you infer about FDR’s politics
and presidency from listening to just one
of his fireside chats?
Investigate the Armenian Genocide and simplify its
content in a way that you would be able to teach it
to a 3rd grade student.
What are the pros and cons of the
Versailles Treaty?
Validate these two statements:
1. WWI was a war of attrition.
2. WWI was a total war.
Imagine you are a British imperialist in India in 1930
and you have the opportunity to speak with Gandhi.
Justify British Imperialism of India and the refusal of
England to recognize India’s independence.
Combine what you know about WWI
and the subsequent rise of dictators to
predict what will happen to cause
Europe to devolve into WWII.
Choosing only 4 points to alter, adapt
Woodrow Wilson’s 14 points into a
stronger document that would have
garnered more support from the United
States’ government.
Design a weapon that would have helped the Allies
win a more swift victory over the Central Powers.
Using research, you must ONLY use technology that
was available pre-1919. Other than the technology
available, the only limit is your imagination.
After researching the rise of dictators during the
inter-war period, theorize what might happen in
Germany, Italy, and Russia over the next 25 years.
Unit 6 - (WWI and Interwar)
Performance Task and Scoring Guides/Rubric
Generalizations:
‐ War changes a society both economically and socially. ‐ Societies make good and bad decisions in a time of war. ‐ Technological advances may lead to devastation and victory on the battlefield. ‐ Geography may influence the method that a war is fought. ‐ In crisis, people may change their values to resolve conflict within the society ‐ Humans may alter the geography on an environment in order to fight a war. Why: In order to understand the significance of World War I and to understand the impact of the innovation and invention on warfare.
How: Create a digital scrapbook to explore the impacts that World War I had on society at that time through the analysis of primary and secondary
sources.
What: Analyze and evaluate the positive and negative effects of World War I..
Performance Task Summary: Your assignment is to create a multimedia World War One digital scrapbook. You will be gathering resources
(photographs, tables, text, drawings, maps, etc.) on TWO of the topics listed below. Use the checklist below to insure you have met the minimum
assignment requirements.
CMS Social Studies – Revised 2015-2016
Unit 6 - (WWI and Interwar)
WWI and Interwar Digital Scrapbook
My research file includes at least:
Criteria
1. Minimum of three photographs/drawings for each element of the topic
2. One map related to the topic
3. Six points of description for each element of the topic
4. Two point of explanation for each element of the topic
5. One table or chart related to the topic
My research file includes:
Criteria
1. Only historically accurate information
2. A list of all sources used (properly documented)
Performance Task Criteria:
Choose TWO of the following:

Research the following new weapons—flamethrower, tank, machine gun, and poison gasses—used in the Great
War and explain how each changed the face of war by 1918.
 OR
 Research the following aspects of air combat during WWI: Zeppelins, Red Baron, dogfights, and Billy Bishop and
explain how each changed the face of war by 1918.
CMS Social Studies – Revised 2015-2016
Unit 6 - (WWI and Interwar)


OR
Research the following key elements of the War at Sea during WWI—wolf packs, U‐boats, convoys, and the sinking
of the Lusitania and explain how each changed the face of war by 1918.
Process:
‐ As an individual or group, choose TWO of the aspects of WWI to create a scrapbook using a digital resource (Live Binder, PowerPoint,
Prezi, Glogster, Weebly)
‐ Evaluate primary and secondary resources in order to complete the task. Pictures should be collected and annotation of the sources
used should be provided.
‐ The teacher may decide to include presentations of the scrapbooks as an extension of the task.
CMS Social Studies – Revised 2015-2016
Unit 6 - (WWI and Interwar)
Performance Task Rubric:
CMS Social Studies – Revised 2015-2016
Unit 6 - (WWI and Interwar)
Unit Resources
Unit Number - 1
Unit Title
Resource Title
The Assassination of
Archduke Franz
Ferdinand
Frightful First World
War – Horrible Histories
Assassination of
Archduke Franz
Ferdinand
WWI as a Bar Fight
Location
http://wwi.lib.byu.edu/index.php/The_Assassination
_of_Archduke_Franz_Ferdinand
http://www.youtube.com/results?search_query=frig
htful%20first%20world%20war%20horrible%20histor
ies&sm=3
http://www.youtube.com/watch?v=kQpBZU2L2Dg&li
st=PLAIzlhPAV‐GsB8QgoIoXu_lTT1rG31Y_3
https://www.youtube.com/watch?v=OYHjYuCv_xY
WWI in 6 Minutes
https://www.youtube.com/watch?v=-3UjJ5kxiLI
Primary Sources for
Trench Warfare
The Wave
http://www.spartacus.schoolnet.co.uk/FWWtrench.h tm
Crash Course World
History: WWI
WWI Propaganda
Posters
FDR – Fireside Chat
https://www.youtube.com/watch?v=_pFCpKtwCkI
Gandhi’s First Interview
https://www.youtube.com/watch?v=dpjBWw5w444
https://www.youtube.com/watch?v=ICng-KRxXJ8
http://www.learnnc.org/lp/editions/ww1posters
https://www.youtube.com/watch?v=z9CBpbuV3ok
Opposing Views – Paul
https://inkslingerblog.wordpress.com/2012/07/25/paulJohnson on Gandhi
johnson-on-ghandi/
CMS Social Studies – Revised 2015-2016
Summary
Borijove Jevtic, one of the members of the Black Hand who was arrested with Gavrilo
Princip immediately after the assassination, gave this firsthand account of the killing. A
great primary resource on the assassination!
These videos take on a humorous and education twist on WWI. Videos range from 2‐5
minutes and lead to classroom discussion. Videos can be used to supplement a concept
such as trench warfare, causes of World War I, etc.
This video shows the days leading up to the assassination of Archduke Franz Ferdinand
and how members of the Black Hand carried out the murder. This would have a global
impact and start WWI.
An illustrated version of the events of WWI if the altercations of the war had taken place
in a bar. Illustrated and created by a CMS student.
A humorous, yet fact based summary of the entire first World War in 6 minutes. The
fantastic illustrations and summary would provide a great closure for your lesson on
WWI.
This link provides pictures, descriptions and timelines of events for WWI with an emphasis
on trench warfare.
Based on the real experience of a high school class in Palo Alto, CA in April 1967. A
teacher tries to explain the rise of the Nazi party to his students. This video shows how
people can be easily influenced by a powerful leader.
John Green explains the true causes of WWI and the effects that they war had on the
world
Learn NC database of WWI propaganda posters from all over the world
This primary source provides the first 5 minutes of FDR’s first fireside chat on the banking
crisis
This 4 minute clip of Mohandas Gandhi’s first television interview does a good job
showing students Gandhi’s non-violent beliefs.
Paul Johnson’s opposing view on Gandhi and his non-violent resistance movement in
India
Unit 6 - (WWI and Interwar)
CMS Social Studies – Revised 2015-2016