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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… ● ● ● ● ● ● ● ● ● ● ● ● 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