Download Peace-making Part 2

HWA CHONG INSTITUTION (HIGH SCHOOL)
History Scheme-of-Work 2010 (Secondary Two)
Modern World History
Semester 1 : Term 1, Weeks 2 – 10
Week
Core Curriculum
Wks
2
to
th
The World at the Turn of the 20 century
The Road to War
Causes of WWI
4
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




nationalism
colonial and trade rivalry
arms race
militarism : Kaiser Wilhelm II and German
nationalism
system of alliance:
o The Triple Alliance – Alliance
between Germany, Italy and
Austria-Hungary
o The Triple Entente – Alliance
between United Kingdom, France
and Russia
Schlieffen Plan
assassination of Austrian Archduke
Resources
 Core for all topics
- textbook –Modern World History
by Ben Walsh
- Teacher’s Resource book by Ben
Walsh
Connections
Identity
The World at the Turn of The World at the Turn
the 20th century
of the 20th century
The Road to War
The Road to War
Students draw parallels
between more current
 Students imagine
events like the Bosnian
what would it be
war (1992-1995) and
like for a soldier to
Balkan wars (3rd Balkan
be stationed in the
War : 1991-2001) to the
trench for two
causes of World War I?
weeks? What was
(n.b. any other relevant
their living
contemporary case studies
condition? What
may be used.)
-Did the war break out due
to ambition of its leaders?
Or due to the constraints
they faced? (No choice?)
- Which was the most
important cause for the
outbreak of WWI?
- What caused the war,
and who was to blame?
- Students empathise
feelings of soldiers who
fought in World War I
http://www.johndclare.net/
http://www.activehistory.co.uk
1
goes through their
minds?
Practice
The World at the Turn
of the 20th century
The Road to War
Essay :
explanation /
judgemental
Did the war break out
due to ambition of its
leaders? Or due to the
constraints they faced?
(No choice?)
- Which was the most
important cause for the
outbreak of WWI?
- What caused the war,
and who was to blame?
Self-composed songs /
and poems based on
World War I content
SBQ:
Causes leading to
outbreak of World War I
Extension:
IDS platform with Sec
2 literature
HWA CHONG INSTITUTION (HIGH SCHOOL)
History Scheme-of-Work 2010 (Secondary Two)
Modern World History
Week
Core Curriculum
Connections
Identity
Practice
FPSP Approach
- Step 1: Brainstorm the
problems that might
arise as a result of the
TREATY OF
VERSAILLES:
“Punishing Germany” (Tr
to prepare a scenario
similar to post war
Germany)
 Understand how they
Examine a few
(territorial, military)
prominent terms from the
TOV. Infer the impact of
these terms, such like
Article 231, The War
Guilt clause on Germany.
 Teacher’s own resources
 War poems and songs
Mason, James and Leonard Angela Modern
World History(OUP 1997)
http://www.firstworldwar.com/origins/causes.ht
m
http://tinyurl.com/yd337ym Why did Germany
lose World War I?
http://tinyurl.com/y9pbfky What caused World
War I?
Wks
5- 6
Hopes of Preventing another War: Peacemaking part 1
The End of World War I
 Post war settlement
o The Paris Peace Conference, the Big Three,
contrasting views and opinions of Big Three
o The Paris Peace Settlement :Terms of the
peace treaties
o Impact on Germany : The Treaty of
Versailles (1919) – its terms and conditions >implications of terms
Resources
o http://www.historylearningsite.co.uk/treaty_o
f_versailles.htm
FPSP skill focus:
o Flexibility (different
categories of problems)
Creativity (original ideas
NE Message:
2

themselves may
have different
viewpoints for their
personal interests.
Reflect on how
personal experience
as in the case of the
‘Big Three’ affect
decision making.
Exercise points of view
for and against the
treatment of TOV on
Germany
Germany too harshly
punished? According to
who? What yardstick do
we use to measure?
HWA CHONG INSTITUTION (HIGH SCHOOL)
History Scheme-of-Work 2010 (Secondary Two)
Modern World History
Week
Core Curriculum
Connections
Identity
We must ourselves
defend Singapore.
We are proud to defend
Singapore ourselves, no
one else is responsible for
our security and wellbeing.
Wks
7-9
Wk 7
CNY
Wk
10
(camp
and
sabbat
ical)
Peace-making Part 2
Introduction of LON (the earliest means in
promoting collective security and economic cooperation)
The Formation of LON:
Origin, objectives and key features of LON.
- End of WWI
- LON emerged from the TOV
- Role of Woodrow Wilson : Wilson’s
fourteen points
- Successes and failures in the 1920s
Hopes of Preventing another War: Part 3
Reconstruction and recovery : aid to
Germany Germany
o Role of USA : Dawes Plan and
Young Planv - effectiveness of
aid to Germany
Peace-making Part 2
Compare the LON and UN
in terms of aims,
successes and failures.
- Students realize that
history can be written from
a biased view towards the
needs and interests of a
particular group of people
/ nation and that
- The intepretation of
historical events may
change over time as a
result of changing
perspectives and
availability of new
evidence and artifacts
Resources
Norman Lowe, Mastering Modern History,
Macmillian, 4th Ed, 2005.
- Nigel Kelly, The Modern World, Heinemann
publishing, 1999.
3
Practice
Source-based
Target skills : inference
and reliability
Peace-making Part 2
Peace-making Part 2
 Understand how they
Suggested debates
topics:
 LON too ideal?
Doomed to fail from
the beginning?
themselves may
harbor biases.
 Theory vs practise.
The cause of failure of
LON?
 Should Germany have
relied on itself for its
post-war recovery?
HWA CHONG INSTITUTION (HIGH SCHOOL)
History Scheme-of-Work 2010 (Secondary Two)
Modern World History
Week
Core Curriculum
Connections
Identity
Practice
http://www.historyplace.com/worldwar2/timeline
/ww2time.htm
UN website
Term Rise of Authoritarian Regimes
o
An overview of the rise of authoritarian
2
regimes: Communist Russia, Nazi
Wks
Germany and fascist Japan
1-2
Case Study of Germany
Rise of Hitler and Nazism
Hitler: The Chancellor
Reasons for Hitler’s rise to Power 1929-1933
 Impact of Great Depression on
Germany
 Nazi appeal
 Propaganda
 Negative Cohesion
 Support from: nationalists and
industrialists
 Political violence : role of stormtroopers
Resources
The Movie (3 Parts)
- Hitler: Rise of Evil
Josh Brooman, ‘Germany 1918-45’, Longman,
2nd Edition, 2001
Rise of Authoritarian
Regimes
 Compare Communist
Russia / Fascist Japan
with Germany
FPSP Approach:
Steps 2 & 3:
- Tr to identify 3-4
underlying
problems
- In groups pupils to
generate Solutions
– “League of
Nations –
Singapore’s
Problem”
Use of SCAMPER, PMI,
CAF Techniques
- FPSP skills : clarity,
relevance
- Reflections – Done after
watching Movie: Hitler:
Rise of Evil
.
Concept of leadership
4
Rise of Authoritarian
Rise of Authoritarian
Regimes
Regimes
Paul’s wheel of
Reasoning
 ‘Germany then clearly Source-based Question
faced many limitations Usefulness: Establishing
and was humiliated by the usefulness of a
sources.
TOV’. Using the
Paul’s wheel of
reasoning model,
 Essay : evaluate
identify the problems
which is the most
Germany experienced
important reason for
then, and ask if Hitler
the rise of Hitler.
was justified to expand
(Group task on Eand oppose the terms
Learning Website)
of TOV. Was it really
a question of survival
or sheer pride? In the
process, students
research on what
Hitler and the Nazi
advocated by studying
sources ranging from
propaganda posters,
speeches, Hitler
biography, ‘Mein
Kampf’, etc.
(Discussion Board on
E-Learning Website)
HWA CHONG INSTITUTION (HIGH SCHOOL)
History Scheme-of-Work 2010 (Secondary Two)
Modern World History
Week
Core Curriculum
Connections
Identity
Practice
Problem solving
 Role play: Bearing in
mind the problems
faced by the Weimar
Government, as a
dominant member in
the Reichstag, which
do you think the
government should
solve first and why?
 How does one lead a
war torn country like
Germany? What kind
of leadership Germany
need?
 Consider possible
solution, limitations
and outcome.
 Ranking and
prioritizing problems.
 Understanding
constraints
Extension : problems
faced by Weimar
Germany
Term Hitler’s Germany 1933-1934 (Part I)
2
Wks Period of Consolidation :The end of democracy
 Reichstag Fire : February 1933
3-10


Dictator - Enabling Act, March 1933
Elimination of national opponents :
Hitler’s Germany 19331934 (Part I)
 Apart from the Jews,
there were many who
were exterminated by
the Nazis as they were
5
Hitler’s Germany 19331934 (Part I)
Role play: Imagine you
are ______, how would
you view Hitler/Nazis as
your leader?
Hitler’s Germany 19331934 (Part I)
Essay :
Evaluation: Which is the
most effective strategy in
HWA CHONG INSTITUTION (HIGH SCHOOL)
History Scheme-of-Work 2010 (Secondary Two)
Modern World History
Week
Core Curriculum


states, trade unions & political parties
Elimination of Nazi opponents : Night of
the Long Knives, 30 June 1934
Death of Hindenburg, August 1934
Hitler’s Germany 1934-1939 (Part II)
How was Nazi Germany governed?
 A dictatorship
 Police state : The SS, Gestapo
 Propaganda state : Ministry of
propaganda – the press, films, radio,
rallies and campaigns, books, theatre,
art and music
Hitler’s Germany 1934-1939 (Part III)
 Nazis and the Young People
 Economic Policy
 Women
 Concentration camps
 Persecution of minority groups and the
Jews
Connections
Identity
seen as non-Aryans
such like the disabled,
homosexuals
 What is the definition of
an Aryan? By
nationality? Or is it just
a term coined by Hitler
at his own
convenience?
(Reflections – Done
after watching Movie:
The Pianist)
Students realize the
assumptions we make
about people who are
different from us.
Difference between
prejudice, discrimination,
stereotypes. (World War
2 Newspaper Project)
Genocide – students to
explore how genocides
happen, can they be
prevented? (Online
Newspaper Task)
Resources:
The Movie: “The Pianist” or “Schlinder’s List”
Anne Frank’s diary. VT900/ANN
Prelude to War (1935 – 1939) VT940.53/PRE
Suggested Readings: ‘Night’ by Elie Wiesel
Term Breakdown of International Peace In Europe Breakdown of
International Peace In
Collective security in practice:
3
6
Leadership:
Hitler a Good Leader?
Definition of ‘good’
How should one view
Hitler as a leader?
Compare and contrast
Greenleaf’s perception of
a servant leader.
- Qualities of a leader.
(More than just brilliant
strategists but also
compassionate) (World
War 2 Newspaper
Project)
Practice
helping Hitler to
consolidate his power?
(Discussion Board
Activity on E-Learning
Website)
Discuss lessons learnt
from the destruction
caused by the Nazi
persecution of the Jews.
(Discussion Board
Activity on E-Learning
Website and Online
Newspaper Task)
To achieve what you
want at the expense of
others? Relate to how
the Nazi removed those
who were seen as a
threat to their rule. (Video
Reflections – Hitler’s
Germany)
Breakdown of
International Peace In
Breakdown of
International Peace In
HWA CHONG INSTITUTION (HIGH SCHOOL)
History Scheme-of-Work 2010 (Secondary Two)
Modern World History
Week
Core Curriculum
Wks Weaknesses of LON revealed
1-3 Failure of the Appeasement policy


Italy’s aggression towards Anschluss
Hitler’s expansionist policy
Resources
Video : Germany: Road to War
Web-based Home learning
Wks
4-6
Breakdown of International Peace In the
Pacific
War in Pacific
- Reasons for Japan’s expansionism into
East Asia and South East Asia.
Lack of natural resources
Lack of arable land
Population boom
Rise of Japanese militarism
- Invasion into Manchuria
- Invasion into China
War in the Pacific
- Invasion into South East Asia
- Attack on Pearl Harbour
Connections
Identity
Practice
Europe
Europe
Europe
Comparison of technology
used in warfare in World
War I and World War II
compared to technology of
today.
Forgoing (LON’s)
principles for the sake of
own interest?
The importance of
upholding the principles.
What happens when they
are bent. =>implication :
loses credibility.
Essay :
How far did the
appeasement policy
bring about the outbreak
of WWII? (Newspaper
Commentary Activity)
Importance of diplomacy
and deterrence
(Re-cap of FPSP LON
Activity)
Breakdown of
International Peace In
the Pacific
Critique of movie related
war in the pacific, e.g.
Pearl Harbour
7
Self vs organizational
interest. Which comes
first? E.g. LON etc.
Breakdown of
International Peace In
the Pacific
Differentiate between
needs and wants.
Because we ‘Need’
something (including for
our survival) is it
therefore justified that we
take from others by
force? Darwin’s law?
Survivor of the fittest?
SBQ:
Causes leading to
outbreak of World War II
Breakdown of
International Peace In
the Pacific
Discussion:
Could the outcome of
WWII be very different if
Japan had not ‘invited’
the US into WWII?
- Examine in details the
role of the US during
WWII
Compare the Election in
1948 and 1955 and
discuss their significance
to Singapore’s road to
independence
HWA CHONG INSTITUTION (HIGH SCHOOL)
History Scheme-of-Work 2010 (Secondary Two)
Modern World History
Week
Core Curriculum
Connections
Identity
Practice
End of War World II
Students realize
dilemma faced by
leaders in decision
making and
consequences they
have to bear and relate
to their own experience.
End of War World II
Discussion:
Was it right of Truman to
drop the atomic bomb on
Japan?
Resources
- Norman Lowe, ‘Mastering Modern History’,
Macmillian, 4th Ed, 2005.
- Nigel Kelly,’The Modern World’, Heinemann
publishing, 1999.
- The 20th Century: As it was Lived, 2nd Edition,
2007.
--Crisis and Conflict: An Enquiry approach to
Modern World History,2007.
Term
3
Wks
7-10
End of War World II
 Defeat of Germany
- Factors leading to the defeat of
Germany:
German military blunders, combined
resources of the Allied powers and Allied
military successes
 Defeat of Japan
o Factors leading to Japan’s defeat;
spread too thin, resistance from
occupied territories, atomic bomb
Resources
Newsweek article: 60th year anniversary of
Japan’s surrender. Refer to the aftermath of
the atomic bomb and its long term effects on
the environment and residents of Nagasaki and
Hiroshima.
(Will be provided as supplementary reading)
Term
4
End of War World II
Environmental issue:
Results of the Atomic
bomb on Japan. The
extent of damage caused
by the bombs.
FPSP Approach:
Steps 4, 5 & 6
- Choosing criteria for
evaluating alternative
solution ideas. “How to
end World War II in the
Pacific”
- Rank the solutions
based on criteria
selected
- Coming up with an
Action Plan to “End the
Pacific War
Revision and exam
8
.
HWA CHONG INSTITUTION (HIGH SCHOOL)
History Scheme-of-Work 2010 (Secondary Two)
Modern World History
9