Aldridge SHS Year 10 HISTORY Unit 4 - the Move to War

Aldridge SHS Year 10 HISTORY Unit 4 - The Move to War

DURATION: 5 weeks 30 x 55 mts lessons

Topic A Student Task: Topic B Student Task:

By referring to primary and secondary sources, assess Refer to primary and secondary sources to develop an the validity of the following statement on the Japanese hypothesis to the following question. attack on Pearl Harbour. Why did Japan attack Pearl Harbour and set its nation STATEMENT on a war path with America? In 1941, without any warning, Japan made an unprovoked attack on the United States navy at Pearl Harbour. It was a masterful, though incomplete, tactical achievement.

LEARNING GOALS Success Criteria Resources GENERAL Students able to Week 1 Identify Key Individuals Key individuals Learning Goal 1 Analyse a Political Cartoon Acquire K&U of the Understand the relationship Text - Contested Spaces – Conflict in the conflicting interests between the Pacific War to Pacific between America and Japan events in Europe Pages 20 to 32 in the Asia pacific region. Hypothesise about similarities * Two economic and between Germany, Italy and PP Japan 1919 – 1940 military powers in conflict Japan eg Military solutions * Both after strategic and sought for domestic problems, economic advantage Manchuria 1931 * Growth of dictatorships in Violent response, Rise of police Overview Europe power, The Great depression, Imperialism, Civilian Government loses control.

Week 2 Understand USA’s involvement Text - Contested Spaces – Conflict in the Learning Goal 2 in the Treaty of Versailles and Pacific Acquire K&U of the the League of Nations Pages 33 to 46 dilemma for the USA 1919 Debate the pros and cons of an PP USA 1919 – 1940 – 1940 Isolationist Policy ISOLATIONIST OR INTERVENTIONALIST

Week 3-5 Note Taking bases on an Learning Goal 3 analysis of the Question Text - Contested Spaces – Conflict in the Review the essential Pacific elements of a high quality Did Japan attack without analytical essay Warning? Web sites Was the attack unprovoked? Acquire K&U of Was it a masterful tactical Exemplars Essay structure achievement? Essay structure A Referencing – Endnotes Was the attack a complete Essay structure B Annotated Bibliography success? Notes Topic A Reflective Journal Measured by senior Modern Referencing – Endnotes History criteria Annotated Bibliography Reflective Journal PLANNING & USING A HISTORICAL

RESEARCH PROCESS

FORMULATING HISTORICAL KNOWLEDGE THROUGH CRITICAL 1 INQUIRY

COMMUNICATING HISTORICAL KNOWLEDGE LEARNING GOALS Success Criteria Resources GENERAL Students able to Week 6 Complete an overview of a 14 Chapter 5 pages 77 to 92 Learning Goal 4 page chapter using small  K&U of the Japanese group speed reading. Contested Spaces – Conflict in the Pacific occupation of Southeast Students identify the key Asia by speed reading issue. chapter 5 in one lesson. Identify key issues related to occupation, resistance,  K&U of the concept of imputes for independence, Imperialism and its treatment of alien POWs impact on South others.

Week 7 Movies Learning Goal 5 Write a review Critical review how this Pearl Harbour – Controversial – Love event has been portrayed triangle – sixtieth anniversary of the in the media. attack – wrapped in nationalism – of little historical value

Tora Tora – 1970 – The most balanced / objective movie made on this historical event

An Original Newsreel About the Bombing of Pearl Harbor http://www.theatlantic.com/video/index/2 49620/an-original-newsreel-about-the- bombing-of-pearl-harbor/

Week 7 Students reflect on their The Pacific War Historical Learning Goal 5 research skills and the Society Review of Topic reliability of the sources they

used and the conclusions they developed. http://www.pacificwar.org.au/pear l_harbor.html

2 Extension Unit

Guiding Questions

1. What accounts for the growing hostility that had developed between the United States and Japan by the early 1930s? 2. In its approach to the Sino-Japanese conflict of the 1930s, did the United States place itself on a path to war? 3. Was the "southern advance" a reasonable attempt to address to Japan's international dilemma, or was it a reckless step toward war? 4. Was war between the United States and Japan inevitable after September 1941?

LEARNING GOALS Success Criteria GENERAL Students able to Context Response to the The Growth of U.S.– following question: Japanese Hostility, 1915– 1932 Why did Japan invade Learning Goal 1 Manchuria in 1931, Using contemporary and why did the documents, students in this United States lesson will explore the rise consider this a matter of animosity between the of concern? United States and Japan.

Explain how Japan's ambitions Locate the following on a in China conflicted with the blank map of East Asia: American concept of the "Open China Japan Door." Manchuria Discuss the means by which the United States and Japan sought Identify and explain the peaceful means of resolving significance of the their differences. following terms:

Articulate why U.S. trade and "open door" immigration policies angered the Japanese. "Twenty-One Demands Explain the importance of the Manchurian Incident of 1931, "Lansing–Ishii and the American response to Agreement it, for the deterioration in U.S.– Nine-Power Pact Japanese relations. "non-recognition"

LEARNING GOALS Success Criteria GENERAL

3 Activity 1 LG students will look at four documents pertaining to U.S. and Japanese policies in China. By examining these, and answering questions about them, they should gain an understanding of why tensions developed between the two countries.

Learning Goal 2 Examine the overall principles which underlay both Japanese and American foreign policy in the mid- to late-1930s.

Context America and the Sino- Japanese Conflict, 1933– 1939

Learning Goal 3 Examine primary documents and maps to discover why Japan embarked on its "southern advance."

Context Japan's "Southern Advance" and the March toward War, 1940–1941

Learning Goal 4 Students put themselves in the shoes of U.S. and Japanese diplomats in the final months of 1941.

Context The Failure of Diplomacy, September–December 1941

4 In this unit, students:

Learning Goals

Explain how Japan's ambitions in China conflicted with the American concept of the "Open Door."

Discuss the means by which the United States and Japan sought peaceful means of resolving their differences.

Articulate why U.S. trade and immigration policies angered the Japanese.

Explain the importance of the Manchurian Incident of 1931, and the American response to it, for the deterioration in U.S.- Japanese relations.

Explain why Japan went to war against China during the 1930s.

Articulate the reasons why the United States believed that its interests were at stake in East Asia.

Discuss how the United States responded to developments in the Sino-Japanese War.

Assess the effectiveness of U.S. foreign policy in East Asia in the 1930s.

Define what Japanese leaders meant by the "southern advance," and explain why they opted to pursue it.

Articulate the U.S. response to the "southern advance," and assess whether it was a reasonable one.

Explain why Tokyo decided in September 1941 to prepare for war against the United States.

List and explain the issues that divided the United States and Japan in the fall of 1941.

Articulate the reasons why Japan chose to go to war against the United States.

Assess the overall effectiveness of U.S. foreign policy during this period.

BLOOMS TAXONOMY Blooms Level Description Creating Putting together ideas or elements to develop an original idea or engage in creative thinking. Evaluating Judging the value of ideas, materials and methods by developing and applying standards and criteria Analysing Breaking information down into its component elements Understanding Understanding of given information

5 Skills and Key Concepts for National Curriculum

Chronology, terms and concepts Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164) Use historical terms and concepts (ACHHS165) Historical questions and research Identify and select different kinds of questions about the past to inform historical Inquiry (ACHHS166) Evaluate and enhance these questions (ACHHS167) Identify and locate relevant sources, using ICT and other methods (ACHHS168) Analysis and use of sources Identify the origin and purpose and context of primary and secondary sources (ACHHS169) Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS170) Evaluate the reliability and usefulness of primary and secondary sources (ACHHS171) Perspectives and interpretations Identify and analyse the perspectives of people from the past (ACHHS172) Identify and analyse different historical interpretations (including their own) (ACHHS173) Explanations and communication Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS174) Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175) Key Concepts of historical understanding are: Evidence Information obtained from historical sources used to construct an explanation or narrative, to support a hypothesis, or prove or disprove a conclusion. Continuity and change Continuities are aspects of the past that have remained the same over certain periods of time. Changes are events or developments from the past that represent modifications, alterations and transformations. Cause and effect The relationship between a factor or set of factors (cause/s) and consequence/s (effect/s). These form sequences of events and developments over time. Perspectives A point of view or position from which events are seen and understood, and influenced by age, gender, culture, social position and beliefs and values. Empathy An understanding of the past from the point of view of the participant/s, including an appreciation of the circumstances faced, and the motivations, values and attitudes behind actions. Significance The importance that is assigned to particular aspects of the past, such as events, developments, movements and historical sites, and includes an examination of the principles behind the selection of what should be investigated and remembered. Contestability Debate about particular interpretations of the past as a result of the nature of available evidence and/or different perspectives