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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 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