Download Portfolio Directions - The Twentieth Century Crisis

World History
Portfolio Directions
The Twentieth Century Crisis
Technological advancements of the twentieth century had a huge impact on
warfare and led to greater damage and casualties. Before W orld War I,
although war was brutal, many romanticized it. To target citizens in battle was
considered especially cruel and contrary to the “civilized rules of warfare.” In
the twentieth century, however, some brutal leaders purposefully sought to
exterminate civilians—men, woman, and children–as part of their total war
effort, and considered civilian casualties merely a means to an end. In 1948, in
the wake of nearly five decades of atrocities committed around the world, the
United Nations adopted the Universal Declaration of Human Rights.
In this unit, you will study the course of World Wars I and II, as well as the
Holocaust. For the Twentieth Century Crisis Portfolio, you will choose a topic
to study in greater depth. As you study the causes and effects of this event,
you will also explore international efforts to prevent future wars, genocide,
and brutal dictatorships. You will read the Universal Declaration of Human
Rights and determine what influence your chosen event had on the
international agreement.
Choose one of the following topics:
•
Brutal Dictatorship, Oppression of Political Enemies: Stalin
•
Ethnic Cleansing: Armenian Genocide
•
Inhumane treatment of Prisoners of War: Bataan Death March
•
Aggressive Expansionism: Italian invasion of Ethiopia
Resources for each topic are included in unit lessons. To find which lessons
contain the resources for your selected topic, use the outline on the following
page. You will need to skip ahead and read the section of World History:
Modern Times that covers your topic during Lesson 1.
•
Note: The links for ALL videos and websites are located in the Activity
portion for the respective lesson. The link for all printed documents is
located in the Getting Started portion for the respective lesson.
© 2011 Connections Academy®, LLC. All rights reserved.
Part 1 Resource List
You can find resources to begin studying your chosen topic within the lessons
recommended below.
Keep track of the resources you use because you will submit a bibliography in Part 2 of
the portfolio project.
Brutal Dictatorship, Political Oppression: Stalin (Lesson 6)
1. Watch “The Purges” Discovery Education™ streaming video.
2. Read the People in World History Activity about Joseph Stalin.
3. Read World History: Modern Times, pp. 540–547.
Ethnic Cleansing: Armenian Genocide (Lesson 9)
1. Read about the Armenian genocide by following the Social Studies link in the Tip
box. You may also choose to explore the timeline at the bottom of the page by
clicking on specific years. Photographs are also available for you to look at by
clicking on the flashing part of the camera at the top left of the page.
2. When you’ve finished exploring the site, click on “Open Journal.” Read the
questions on the right side of the page (click the number 2 to read the second
question).
3. Read World History: Modern Times, pp. 563–567.
Aggressive Expansionism: Italian invasion of Ethiopia (Lesson 13)
1. Watch the “Italy’s Invasion and Conquest of Ethiopia” Discovery Education™
streaming video.
2. Read either “Ethiopia’s Plea for Help” and/or “Mussolini Justifies His Invasion of
Ethiopia.”
3. Read World History: Modern Times, pp. 591–595.
Bataan Death March (Lesson 14)
1. Click on the Special Features link in the left margin of the “Bataan Rescue”
website. Click the Survivor Interviews link to watch “The Story of Corporal Jolley”
and the “Prisoner Interviews.”
2. Read the letters included in the section “On the Home Front: Oral and Charles
Cheney.” You may want to click on the “View Letter” icon at the top right of
some of the letters to see their original form.
3. Read World History: Modern Times, pp. 610–611.
© 2011 Connections Academy®, LLC. All rights reserved.
Portfolio Time Line and Point Value
Note: This portfolio involves more independent research.
Part
Part 1
Part 2
Part 3
Due Date
Lesson 6
Lesson 16
Lesson 16
Point Value
15 point
30 points
15 points
© 2011 Connections Academy®, LLC. All rights reserved.
Part 1
1. Provide a paragraph summary of the event/topic that you researched. Include
where and when it occurred. (5 points*)
2. Complete the following chart on the people and technology involved in the event.
(10 points*)
Who/What
Involvement in Event
(may include their action or response to
event)
Leaders – Who was responsible (leaders or
government) for the event taking place?
Casualties – Which group(s) was targeted
in this event?
Opposition – Did anyone oppose or try to
prevent this event (may be within the
nation or another government opposing
the event)? What did the opposition do to
prevent/stop the event?
Supporters – Who supported or helped to
carry out the government orders? What did
the supporters do to carry out the event?
Technology – How did technology
enable the events to take place?
* Note: Keep track of the resources you use for Part 1. In Part 2, you will submit a
bibliography of resources you used to complete the activity.
© 2011 Connections Academy®, LLC. All rights reserved.
Part 2: Impact
The leaders involved in these events may have disputed their responsibility or
justified their use of force as a necessary act of war.
Use the lesson resources and additional resources to answer the following
questions. (5 points each)
1. How did the leaders responsible for the event explain their involvement? What was
the purpose of their actions?
2. What impact did the decisions and actions have on the leaders responsible? Did
their power increase or decrease as a result? Did they face repercussions for their
actions? Explain. Consider both the long and short-term impacts.
3. How did the event impact the group(s) targeted? Consider the long and short-term
impacts.
4. How did the event affect the rest of the nation? How did the event affect the
international community? Consider the long and short-term impacts.
Bibliography
Using MLA format, create a bibliography of the resources you used to complete the
questions for Parts 1–2. In addition to your textbook and lesson resources, you should
have at least two other resources. (You need a total of 4–5 resources.) (10 points)
© 2011 Connections Academy®, LLC. All rights reserved.
Part 3: Reaction
An immediate reaction to the tragedies of World Wars I and II was increased
international effort to prevent war. World War I led to the creation of the League of
Nations. The League was unable to maintain lasting peace. During World War II, Allied
powers formed the United Nations. In 1948, the United Nations drafted and approved
the Universal Declaration of Human Rights.
Read the Universal Declaration of Human Rights* and answer the questions below. (5
points each)
A strong response to each question will include complete sentences, clear
explanations, and references to facts to support your opinion.
1. Choose three articles from the Universal Declaration of Human Rights that
address the issue(s) you uncovered while researching your chosen
event/topic. Explain how each article reflects the topic you studied.
2. What are some of the obstacles to enforcing and realizing these articles?
What are the benefits of an international agreement to address the issue(s)?
3. In addition to the Universal Declaration of Human Rights, what other actions could
individuals, nations, and the international communities take to prevent acts like the
one you studied from happening again?
*The link for the document is located in the Activity portion of Lesson 1.
© 2011 Connections Academy®, LLC. All rights reserved.