Download History 11 - Chilliwack School District

History 11 BAA Course
School District:
SD 33
Course Developed by:
Dave Bortolussi
Date Developed:
April 12, 2004
School Name:
Sardis Secondary
Principal:
Bob Patterson
Board Authority Approval Date:
Board Authority Signature:
Course Name:
History 12
Grade Level of Course:
11
Number of Course Credits:
4
Number of Hours of Instruction:
120 hrs.
Prerequisites:
Social Studies 10, strong reading and writing skills are an asset.
Course Synopsis:
History 11 begins with the French Revolution and its impact on European society as a whole. The course
then proceeds to examine the balance of power system which presumably fostered and sustained the
longest period of general peace in European history but ultimately gave rise to one of the bloodiest
conflicts in history, World War I. The events of World War I and its culmination, the Treaty of Versailles,
form the next segment of the course. The hardships and sacrifices created by World War I in the interwar period will show students how the seeds of World War II were sown. The course will end with a
look at the events of World War II and how they resulted in the ensuing Cold War and the nuclear arms
race.
Course Rationale:
History 11 is intended to bridge the gap between the Social Studies 11 curriculum, which concentrates
more on the development of Canada and its emergence on the world stage between 1867 and 1919,
and the History 12 program which focuses mainly on the global situation in the mid to late Twentieth
Century. It is intended that this course will give all students a much fuller understanding of the events
which helped shape the Twentieth Century and which continue to cast their shadows into the new
millennium.
Instructional Framework:
Unit/Topic
Title
Time
Unit 1
The Age of Revolution
20 hours
Unit 2
Post-Napoleonic Europe
30 hours
Unit 3
World War I
20 hours
Unit 4
Between the Wars
20 hours
Unit 5
World War II
30 hours
Total Hours 120 hours
Unit 1: The Age of Revolution:
In this unit, students will become familure with Enlightenment ideals and how they led to social and
political change in the eighteenth and nineteenth centuries.
1. The Enlightenment – it is expected that students will:
 Explain the meaning of the term enlightenment
 Identify enlightenment ideals
 Name various notable enlightenment figures
 Explain how enlightenment ideals changed European thinking about society
 Explain how enlightenment ideals led to revolution
2. Pre-Revolutionary France – it is expected that students will:
 Identify the main elements of pre-revolutionary France
 Explain how the old social order clashed with enlightenment ideals
 Know the main events leading to revolution
 Demonstrate an understanding of how revolutionary leaders attempted to set and fulfill
enlightenment ideals
 Assess whether the French Revolution succeeded in reaching its goals or failed
3. The Rise of Napoleon – it is expected that students will:
 Know how Napoleon rose to power
 Understand how Napoleon gathered and manufactured support
 Explain how Napoleon changed French and ultimately European society
 Know how and why Napoleon was defeated
 Assess whether Napoleon was a man of enlightenment
 Understand why Napoleon is generally regarded as the first truly modern leader
Unit II: Post Napoleonic Europe
In this unit students will consider how European powers attempted to limit future French ambitions and
restore order after the final defeat and subsequent exile of Napoleon in 1815. In particular, students
will critically examine attempts to create and maintain a balance of power in Europe in the wake of
Napoleon’s demise. They will also study the clash between conservative values and more progressive
forces evolving within European society. Finally students will focus on the geo-political issues
surrounding nineteenth century imperial expansion, the arms race and final stages leading to World War
I.
1. Reaction to Revolution – it is expected that students will:
 Know the major figures in attendance at the Congress of Vienna
 Explain how the great powers attempted to create a balance of power
 Assess the strengths and weaknesses of the balance of power that was created
2. Industrialization and Political Ideology – it is expected that students will:
 Define liberalism, conservatism, socialism and communism
 Explain how industrialization led to the evolution of modern political ideologies
 Evaluate the effectiveness and consequences of attempts to suppress certain ideologies
in nineteenth century Europe
 Compare and contrast the main elements of the four major modern political ideologies
 Assess and explain their own political values in relation to the four main ideologies
 Analyze the current ideological landscape in society
3. Changes in the Balance of Power – it is expected that students will:
 Identify the main figures involved in the unification of Germany and Italy
 Define Realpolitik
 Assess the role or realpolitik in the unification of Germany and Italy
 Assess the impact of German and Italian unification on the Balance of Power in Europe
 Analyze the impact of realpolitik on the course of European history in the late
nineteenth century
 Know the cause of the Crimean War
 Assess French, British and Russian participation in the Crimean War
 Know the causes of the Franco-Prussian War
 Understand the reasons for Prussia’s success in the Franco-Prussian War
 Evaluate the long range implications of the Franco-Prussian War
4. Imperialism – it is expected that students will:
 Review the imperial history of the European powers
 Identify factors leading to further imperial history of the European powers
 Identify factors leading to further imperial expansion in the nineteenth century
 Analyze the process of imperial domination
 Assess the consequences of the process of imperial domination
 Study the Boer War as a model of European imperial domination
 Evaluate the impact of imperial expansion on the Balance of Power in Europe
5. Powers in Conflict – it is expected that students will:
 Recognize the relationship between imperialism and nationalism
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Explain how imperialism and nationalism led to growing tensions between the European
powers
Identify the members of the Triple Alliance and the Triple Entente
Know how the Triple Alliance and Triple Entente were formed
Explain how the alliance system contributed to the growth of dangerous rivalries in
Europe
Identify sources of instability in pre-World War I Europe
Unit III: World War I
In this unit students will take a close look at World War I: how it began; how it became a bloody
stalemate and how it changed Europe, as well as the world, forever.
1. Explosion to Stalemate – it is expected that students will:
 Know which countries were initially involved in the war and how they were allied
 Describe how World War I began
 Know the attack and defense strategies of the major powers
 Explain why the attack and defense strategies of the major powers failed
 Identify the factors which led to trench warfare
2. Total War – it is expected that students will:
 Define total war
 Explain why World War I was a total war
 Define the term war of attrition
 Identify and describe several key battles of attrition
 Assess the full cost of attrition as a battle strategy (military, political and social)
3. Russia’s Collapse – it is expected that students will:
 Know the causes of the Russian Revolution
 Identify the main figures involved in the Russian Revolution
 Explain how the Bolsheviks came to power
 Evaluate the impact of Russia’s collapse on the course of the war
4. The Allied Victory in the West – it is expected that students will:
 Understand the strategy behind Germany’s 1917 offensive
 Know the reasons for America’s entry into the war
 Assess the impact of America’s entry into the war
 Know the causes of Germany’s surrender in 1918
5. The Treaty of Versailles – it is expected that students will
 Know the main participants in the treaty process
 Know the goals of each of the main participants at Versailles and evaluate the impact of
those agendas on the final outcome of the negotiations
 Know President Wilson’s Fourteen Points for peace
 Describe the structure of the League of Nations
 Assess the strengths and weaknesses of the Treaty of Versailles
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Analyze how the Treaty of Versailles set the stage for the next major war
Unit IV : Between The Wars
In this unit students will follow the attempts of the European powers to rebuild after the war, the rise of
totalitarianism, the struggles of the League of Nations, the effects of The Great Depression and the
policy of appeasement.
1. The Post-War World – it is expected that students will:
 Identify the European successor states
 Explain the concept of national self-determination
 Know why British and French foreign policy diverged in the inter-war period
 Explain the effects of U.S. isolationism in the inter-war period
2. The Rise of Totalitarianism – it is expected that students will:
 Define the term fascism
 Know how and why Mussolini rose to power in Italy
 Know the elements of Mussolini’s corporatist state
 Describe Germany’s economic and political problems in the 20’s and 30’s
 Understand why the French army occupied the Ruhr in 1923
 Understand the impact of the French occupation on the Weimar Republic
 Know how Hitler formed and led the Nazi Party to prominence in Germany
 Describe how Hitler used and manipulated the democratic system to gain power
 Describe how Hitler used propaganda and the politics of hatred to gain power
 Explain how Hitler created The Third Reich
 Understand the relationship between Shinto and the rise of military rule in Japan
 Know the reasons for Japan’s ascendancy in Asia
 Know the basis for Japan’s expansionist policies between the wars
3. The Great Depression – it is expected that students will:
 Define the term economic depression
 Know the difference between an economic depression and a recession
 Describe the factors leading up to the Great Depression
 Know the terms “buying on margin” and “buying on installment”
 Explain why the stock market crashed in 1929
 Know the terms New Deal and Welfare State
 Describe the major elements of The New Deal
 Assess the impact on the New Deal on American society and policy
 Assess the impact of the Great Depression on industrial society and government
4. Appeasement and the Road to War – it is expected that students will:
 Define the term appeasement
 Evaluate the League of Nations’ handling of the Abyssinian and Manchurian crises
 Explain why Britain and France chose appeasement policies in response to German,
Japanese and Italian aggression
 Know the reasons behind Italian, Japanese and German aggression
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Explain why appeasement failed
Unit V: World War II
In this unit students will take a detailed look at the second major conflict of The Twentieth Century with
an eye toward how these events led to the ensuing Cold War and the nuclear age. We will also examine
how past decisions and policies affected the strategies and decisions made by the various combatants.
1. Early Success of The Axis Powers – it is expected that students will:
 Define the term blitzkrieg and be able to explain how the Axis powers used this strategy
to gain the upper hand in the European and South Pacific theatres of war
 Name significant battles of the early stages of the war and explain the strategies
employed
 Define the terms holocaust and anti-Semitism
 Describe Hitler’s Final Solution
2. Turning the Tide – it is expected that students will:
 Explain the significance of the Battles of Midway, El Alamein and Stalingrad in changing
the course of the war
 Assess the role of technology in the Battle of the Atlantic
3. The Allied Victory in Europe – it is expected that students will:
 Explain the significance of Operation Overlord (D-Day), Operation Market Garden
(Amheim), The Battle of the Bulge, The Battle of Kursk and the Battle of Berlin in terms
of the outcome of the war in Europe
 Know the outcomes of the conferences at Yalta, Teheran and Potsdam as well as the
factors which determined those outcomes
 Describe the Allied occupation of Germany and the end of Nazi rule
 Recognize the beginnings of the Cold War within the Allied occupation of Germany
4. The Allied Victory in the Pacific – it is expected that students will:
 Know the meaning of “island hopping”
 Know the significance of the battles of Guadalcanal, Iwo Jima, Leyte Gulf and Okinawa
 Know the significance and development of The Manhattan Project
 Know the significance and outcome of The Trinity Tests
 Assess the decision to drop atomic weapons on Japan in 1945
 Analyze the pros and cons of ending the war with atomic weapons
 Understand the role of atomic weapons in the Cold War
 Describe the factors leading to the Cold War
Instructional Components
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Direct instruction
Indirect instruction
Interactive instruction
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Video
Research
Assessment Component
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80% Formative (quizzes, essays, short analyses, research projects etc.)
20% Final Exam
Learning Resources
Textbooks:
E. Alyn Mitchner and Joanne Tufts. Century of Change: Europe from 1789 to 1918. Reidmore Books.
Edmonton, Alberta, 1997
E. Alyn Mitchner and Joanne Tufts. Global Forces of The Twentieth Century. Reidmore Books.
Edmonton, Alberta, 1997
Documentaries
The Rise and Fall of Napoleon
The Battle of Waterloo
The Franco-Prussian War
The Great War and the Twentieth Century: Volumes 1 – 8
The World at War: Volumes 1 – 20 (selections)
The Rise and Fall of the Third Reich
D-Day
The Battle of The Bulge
Movies
The Battle of Britain
Midway
Memphis Belle
A Bridge Too Far
Fat Man and Little Boy
Hiroshima: Out of The Ashes