Ascension Parish Comprehensive Curriculum

Unit 7: Totalitarianism and Global Conflict (1900-1945)

Ascension Parish Comprehensive Curriculum Concept Correlation Unit 7: Totalitarianism and Global Conflict (1900-1945) Time Frame: Regular 6 weeks; Block 3 weeks Big Picture: (Taken from Unit Description and Student Understanding)  The rise of totalitarianism in Europe resulted in global conflicts.  There are identifiable causes and effects of World War I, the Russian Revolution and the Great Depression, and World War II.  World War I, the Russian Revolution, the Great Depression, and World War II had social, economic and political impact on European society. Guiding Focus GLEs Activities GLEs Questions 35 Describe the origins, major events, and peace settlements of World War I from multiple Concept 1: WWI Activity 37: 8, 15, international perspectives (H-1C-H13) (Evaluation) Mapping the 35 39. Can students Great War 36 Describe the causes and consequences of the Russian Revolution of 1917 (H-1C-H13) describe the origins, GQ 39 (Synthesis) major events, and peace settlements of Activity 38: World War I from Meeting the 37 Explain how art, literature, and intellectual thought reflect changes brought about by World multiple international Major Figures 35 War I (e.g., Freud, Einstein) (H-1C-H13) (Analysis) perspectives? of the Great War 38 Explain the causes and consequences of global depression following World War I (e.g., rise of GQ 39 totalitarian systems) (H-1C-H13) (Synthesis) 35 39 Describe the political, social, and economic conditions leading to the rise of totalitarianism in Activity 39: the Soviet Union, Germany, Italy, Japan, and Spain (H-1C-H13) (Comprehension) Trench Warfare GQ 39

Activity 40: The Treaty of Versailles v. 8, 35 Wilson’s Fourteen Points GQ 39

Unit 7: Totalitarianism and Global Conflict (1900-1945) 1 Unit 7: Totalitarianism and Global Conflict (1900-1945)

Concept 2: Russian Revolution 40 Describe the origins, major events, and peace settlements of World War II, including important decisions made at wartime conferences (H-1C-H13) (Comprehension) 14. Can students construct a 41 Explain the consequences of World War II as a total war (e.g., occupation of defeated powers, timeline to Nuremberg trials, Japanese war trials, Cold War, NATO, Warsaw Pact) (H-1C-H13) (Evaluation) explain and analyze historical Activity 41: periods in world Russian history? Revolution of 8, 36 1917 40. Can students GQ 14, 40 describe the causes and consequences of the Russian Revolution of 1917?

Concept 3: The Activity 42: 37 Roaring 20’s Enlightenment in the 41. Can students Twentieth explain how art, Century literature, and GQ 41 intellectual thought reflect changes brought about by World War I?

2 Unit 7: Totalitarianism and Global Conflict (1900-1945)

Concept 4: Between Activity 43: 38 the Fires Global Depression GQ 42 42. Can students explain the causes and consequences of global depression following World War I? 43. Can students describe the political, social, and economic conditions leading to the rise of totalitarianism in the Soviet Union, Germany, Italy, Japan, and Spain?

Reflections

Concept 5: World Activity 45: War II Causes of 39, 40 World War II 44. Can students GQ 44 describe the origins, major Activity 46: events, and peace Propaganda of 40 settlements of WWII GQ: 44 World War II, including Activity 47: 40 important Conduct of decisions made WWII GQ 45 at wartime

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conferences? Activity 48: 45. Can students Wartime 40, 41 explain the Atrocities consequences of GQ: 44, 45 World War II as Activity 49: a total war? The Holocaust and the 40, 41 Middle East Pursuit GQ: 44, 45 Activity 50: Atomic 41 Warfare GQ: 45 Activity 51: Wartime 40, 41 diplomacy GQ:44, 45

Unit 7: Totalitarianism and Global Conflict (1900-1945) 5 Unit 7: Totalitarianism and Global Conflict (1900-1945) Unit 7 - Concept 1: WWI GLEs *Bolded GLEs are assessed in this unit

8 Debate a historical point of view, with supporting evidence, on an issue or event in world history (H-1A-H1) (Evaluation) 15 Interpret or analyze historical data in a map, table, or graph to explain historical factors or trends (H-1A-H4) (Analysis) 35 Describe the origins, major events, and peace settlements of World War I from multiple international perspectives (H-1C- H13) (Evaluation)

Purpose/Guiding Questions: Vocabulary:  Examine the long-term causes of the  Militarism war.  Nationalism  Why did trench warfare create a  Imperialism stalemate?  Alliance systems  How did the US become involved in  Black Hand WWI?  Trench warfare  What were the failures of the Treaty of  Belligerent Versailles? The League of Nations?  War of attrition  Conscription  Schliefflen Plan  No Man’s Land  Trench foot  Trench mouth  Mobilization  Total war  Genocide  Home front  Western front  Armistice  Mandates  Shell shock  Mustard gas  Mechanized warfare  Contraband  Missionary diplomacy  Zimmerman note  U-boat  Propaganda  Reparations Assessment Ideas: Resources:  Timeline/Maps  Outline maps of Europe circa 1914 Unit 7: Totalitarianism and Global Conflict (1900-1945) 6 Unit 7: Totalitarianism and Global Conflict (1900-1945)  Presentation/Informal Essay  Video clip depicting trench warfare  Journal  Audio clip George Cohan Over There  Graphic Organizer/Map  Primary and secondary resources  Wilson’s 14 Points  Excepts from Treaty of Versailles  Graphic Organizer KEY CONCEPTS: See Strand H (categories A and C) in the Statewide Guide to Assessment (found as an appendix in this guide)

Instructional Activities

Activity 37: Mapping the Great War (CC Unit 6, Activity 1) (GLEs: 8, 15, 35)

To introduce this unit have students brainstorm causes of conflicts between people (e.g., envy, jealousy, power, racial issues, conformity, revenge, insulting a family member or close friend, etc.). Ask students to predict which of these causes would most likely culminate in a physical altercation. Working in pairs, have students research and list the causes of the Great War (nationalism, militarism, imperialism, systems of alliances, assassination of Ferdinand). Students should then correlate the two lists noting the similarities in causes of conflicts between people and countries.

Distribute the Road to World War I Timeline BLM. (See the BLM.) Working in small groups of three or four, have students study the vertical timeline of events and communications from the date of Austrian Archduke Francis Ferdinand’s assassination to the formal declaration of war by Austria against Serbia and Russia (June 28, 1914 to August 6, 1914). Historians have long debated which European nation was most responsible for starting World War I (Austria or Germany). Ask the students to debate the issue of which country was the most responsible for starting World War I according to the information on the timeline. After deciding whether Austria or Germany was the most responsible, have each group create another timeline of the events that support their opinions. Each group should present their timelines to the class with specific supporting evidence written below the timelines. A teacher-led class discussion should emphasize the assassination of Francis Ferdinand as the trigger that ignited the Great War and that the underlying causes of nationalism, militarism, imperialism, alliances, and the arms race set the stage for the World War I. Each of these underlying causes should be thoroughly discussed with the class.

Provide political outline maps of Europe and the world in 1914 for the students http://www.schoolhistory.co.uk/gcselinks/wars/firstwwlinks/worksheets/alliances_pupilmap.pdf. http://www.schoolhistory.co.uk/gcselinks/wars/firstwwlinks/worksheets/alliances_map.pdf Working in pairs or small groups, have the students color or shade the maps illustrating the nations allied against one another (including colonial territories) and the neutral countries. A legend should be created on both maps depicting the colors or shading used for each group of nations (Central Powers, Allied Powers, neutral countries). Ask the groups to respond to the question: How did colonization make this a world war?

Have students, using maps of Europe, locate the following: Paris, Tannenberg, Verdun, Marne, Somme, Ypres, and Gallipoli and investigate them in order to note the significance of each of Unit 7: Totalitarianism and Global Conflict (1900-1945) 7 Unit 7: Totalitarianism and Global Conflict (1900-1945) these locations during the Great War. Have students, using a map of World War I battle sites (click here for a World War I battle map), locate the following: Paris, Tannenberg, Verdun, Marne, Somme, Ypres, and Gallipoli. Ask the students to use their textbook or the Internet to investigate these battle sites and note the significance of each during the Great War. A teacher-led class discussion of the battles should explain why the majority of historians have stated that World War I was a new kind of war, like none other before it. Discussion topics should include the following:  war strategies of the Central Powers and the Allied Powers,  new forms of warfare,  new weapons,  the various fronts of the war, and  World War I as a total war and war of attrition (include the death toll).

Activity 38: Meeting the Major Figures of the Great War (CC Unit 6, Activity 2) (GLE: 35)

In classroom discussion, tie in each of the following figures into World War I. What was the perspective of each in relation to World War I. Address the origins, major events, and peace settlements of World War I.  Alfred von Schlieffen  Helmuth von Moltke  Joseph Jacques Joffre  Henri-Philippe Petain  Georges Clemenceau  David Lloyd George  Woodrow Wilson  Vittorio Orlando  William II  Nicholas II  Ferdinand Foch Address the following terms in discussion: belligerent, propaganda, war of attrition, trench warfare, and contraband...

Ask students to explain, after their presentations, how World War I was a new kind of war. Have them address objectives, strategy, weapons, and technology in their explanation.

Have students respond to the following prompt for homework:

Churchill once said: "Are there not other alternatives than sending our armies to chew barbed wire in Flanders?"

You must create your own strategy for avoiding a stalemate in trench warfare and present that action plan to your classmates. In other words, the students have been made a general in the British army (or the Germany army) and they must present a course of war.

Unit 7: Totalitarianism and Global Conflict (1900-1945) 8 Unit 7: Totalitarianism and Global Conflict (1900-1945) Activity 39: Trench Warfare (Teacher-Made Activity) (GLE: 35)

View a video clip from World War I that depicts trench warfare, no man’s land, mechanized warfare, mustard gas and the level of destruction caused by World War I. Tie into homework assignment by comparing the various strategies students created to trench warfare. Students should describe the scenes of war and the atrocities created by it. After viewing the clip, students should read from a primary source (e.g. Wilfred Owen’s “Dulce Et Decorum Est,” excerpt from All Quiet on the Western Front) that describes the various aspects of World War I. Using information gained from video and reading, as homework, students should create a journal entry as if they were a soldier in World War I. They should be creative in their writing and should include accurate historical information.

Student should listen to the sound clip of Over There from George Cohan. Explain why Americans were excited to join the war cause. How were Americans involved in the war before the actual entry into the war? Compare the honor associated with war in WWI & WWII to war today.

Activity 40: The Treaty of Versailles v. Wilson’s Fourteen Points (Teacher Modified, CC Unit 6, Activity 3) (GLEs: 8, 35)

Provide students with copies of Wilson’s Fourteen Points and specific provisions of the Treaty of Versailles. Label the two documents simply as “Peace Treaty One” and “Peace Treaty Two.” Students should first read the documents alone and evaluate which peace treaty they believe would bring lasting peace to the world. After students have read alone, assign pairs of students to share the information they have discovered on their own. The two students should debate which peace treaty they would have chosen if they were at the peace tables. Why would they have chosen their perspective treaties? As a class, teacher should lead debate between the two treaties presenting them as the Fourteen Points and Treaty of Versailles. Students should reexamine the long-term causes of the war and evaluate the treaties effectiveness at stopping acts of aggression. Ask students to read through the provisions of the Treaty of Versailles and Fourteen Points evaluate the impact (success or failure) of each provision. Provide a chart to record notes from the analysis for example:

Provisions of the Treaty Conditions of Settlement Prediction of Success

How was the treaty viewed in various countries (e.g., United States, France, Germany, Poland, Czechoslovakia, etc.)? Compare and contrast the Treaty of Versailles with Wilson’s proposed Fourteen Points. Why was Wilson unable to get the United States Senate to approve the Treaty of Versailles? What was the Senate’s specific opposition to membership in the League of Nations? How did the United States make its peace with Germany and the other Central Powers?

Unit 7: Totalitarianism and Global Conflict (1900-1945) 9 Unit 7: Totalitarianism and Global Conflict (1900-1945) Ask other students to create maps of Europe illustrating national boundaries that changed as a result of the Treaty of Versailles. Ask students to respond to the question: How does this map emphasize the role that nationalism played as new countries emerged?

Have students investigate the causes of the entry of the United States into World War I. Students should record the causes in a student-created cause-and-effect chart (unrestricted submarine warfare, the Zimmermann Note, and the sinking of the Lusitania should be among the listed causes). The effects part of the chart should be completed by listing the various impacts the United States entry had on the war (e.g., fresh troops to relieve the war-weary European soldiers, opening of the German blockade to allow supplies to reach the Allies, boost to Allied morale, etc.).

Have students investigate the events listed below that pertain to the end of World War I. Information about each event should be solicited from various students in a teacher-led class discussion.

 German Offensive of 1918 on the Western Front  Second Battle of the Marne  Withdrawal of Russia from the war in early 1918  Allied Offensive of 1918 and the crossing of the Hindenburg Line  Armistice of November 11, 1918

World War I demonstrated how nationalism could be a very powerful force for change. Ask students how nationalism impacted the United States after September 11, 2001. Have students support their answers with specific examples of nationalism.

Have students complete the World War I Causes and Effects BLM that was started in Activity 1 by filling in the effects of World War I in the boxes on the right side. Ask the students to respond to the following prompt in their learning logs (view literacy strategy descriptions): Which effect do you believe had the greatest impact on the world and why? After students reflect on the question in their learning logs, solicit volunteers to share their responses with the class. Unit 7 - Concept 2: Russian Revolution GLEs *Bolded GLEs are assessed in this unit 8 Debate a historical point of view, with supporting evidence, on an issue or event in world history (H-1A-H1) (Evaluation) 36 Describe the causes and consequences of the Russian Revolution of 1917 (H-1C-H13) (Synthesis)

Purpose/Guiding Questions: Vocabulary:  Why was Lenin able to rise to power?  Bolsheviks  What did Russian withdrawal do to the  Reds Allied cause?  Whites  How is this event the beginning of  Communism turmoil between the Soviet Union and Unit 7: Totalitarianism and Global Conflict (1900-1945) 10 Unit 7: Totalitarianism and Global Conflict (1900-1945) the West? Assessment Ideas: Resources:  Historical timeline/informal Debate (Activity 1) KEY CONCEPTS: See Strand H (categories A and C) in the Statewide Guide to Assessment (found as an appendix in this guide)

Activity 41: Russian Revolution of 1917 (Teacher Modified, CC Unit 6, Activity 4) (GLEs: 8, 36)

Discuss the following with students.  Nicholas II  Grigori Rasputin  Alexander Kerensky  Vladimir Ilyich Lenin  Leon Trotsky  Petrograd  Siberia  Poland  Ukraine  How did the absolutism of Russian monarchs contributed to the rise of communism and totalitarianism?  What is provisional government, and how does it relate to this revolution?  What is communism, and how does it relate to this revolution?  Why did the Russians accept the totalitarian rule of Communist dictators?  How did the Russian Revolution change feudal society (e.g., collective farms and central planning of the Russian economy)?

Create a timeline of important events of the Russian Revolution from the onset of World War I to the creation of the USSR and explain the importance of the events on the timeline.

Bolshevik coup d’etat of Petrograd Battle of Tannenberg March Revolution of 1914 Creation of Petrograd Soviet October Revolution of 1914 Russian entry of WWI Kerensky’s reign as minister of justice Russian Civil War Creation of USSR British blockade Death of Rasputin Rise of Lenin to power Exile of Lenin to Siberia Riots in Petrograd Unit 7: Totalitarianism and Global Conflict (1900-1945) 11 Unit 7: Totalitarianism and Global Conflict (1900-1945) Abdication of the czar Death of the Romanovs Trotsky’s control of the red military Defeat of the white army

When completed, have the class informally debate the following questions:

 Was Lenin justified in closing down the elected assembly in 1918?  Why is the Russian Revolution a significant turning point in world history?  What impact did it have on global affairs?  Why did the Russian Revolution fail to achieve its goals to defeat capitalism?  What was (is) the weakness of a centrally planned economy?  What is the weakness of a totalitarian state  What are the weaknesses of a totalitarian state? Unit 7 – Concept 3: The Roaring 20’s

GLEs *Bolded GLEs are assessed in this unit

37 Explain how art, literature, and intellectual thought reflect changes brought about by World War I (e.g., Freud, Einstein) (H-1C-H13) (Analysis)

Purpose/Guiding Questions: Vocabulary:  Why were the ‘20s considered a time  Id of happiness?  Ego  What were the changes brought about  Superego by World War I?  Impressionism  Cubism  Prohibition  Bootleg  Jazz  Swing music  Organized crime Assessment Ideas: Resources:  Station activity  Video clip Birth of a Nation  Art examples  Architectural examples  Primary and secondary sources KEY CONCEPTS: See Strand H (categories A and C) in the Statewide Guide to Assessment (found as an appendix in this guide)

Activity 42: Enlightenment in the Twentieth Century (Teacher Modified, CC Unit 6, Activity 5) (GLE: 37)

Unit 7: Totalitarianism and Global Conflict (1900-1945) 12 Unit 7: Totalitarianism and Global Conflict (1900-1945) Create stations around the room with examples from the following list. Assign students into groups and allow 7-8 minutes per station. Have students visit each station and answer teacher made assessment. Examples should include (but are not limited to) writings, quotes, artwork, architecture, and video clip from Birth of a Nation. A guiding premise should be to identify how these areas reflect changes brought about by World War I.

 Architecture: Louis Sullivan, Frank Lloyd Wright  Music: Louis Armstrong (jazz), Claude DeBussy (classical)  Art: Picasso (Cubism), Matisse (Impressionism)  Science: Planck (Quantum theory), Einstein (relativity)  Psychology: Freud (psychoanalysis), John B. Watson (behaviorism)  Literature: Steinbeck, Aldous Huxley  Film: D. W. Griffiths, Birth of a Nation

Unit 7 - Concept 4: Between the Fires

38 Explain the causes and consequences of global depression following World War I (e.g., rise of totalitarian systems) (H-1C-H13) (Synthesis) 39 Describe the political, social, and economic conditions leading to the rise of totalitarianism in the Soviet Union, Germany, Italy, Japan, and Spain (H-1C- H13) (Evaluation)

Purpose/Guiding Questions: Vocabulary:  How did the Treaty of Versailles fail?  Inflation  What is the importance of a global  Deflation economy?  Reparations  Why did democracy fail in European  War guilt nations?  Global depression  Why were totalitarian leaders able to  Xenophobia rise to power?  Racism  How were the stages set for the  Anti-Semitism Holocaust?  Totalitarian Assessment Ideas: Resources:  Informal essay  Graphic Organizer  Venn diagram  Circular Flow of Goods and Services model KEY CONCEPTS: See Strand H (categories A and C) in the Statewide Guide to Assessment (found as an appendix in this guide)

Activity 43: Global Depression (CC Unit 6, Activity 6) (GLE: 38)

Ask students to explain the causes and consequences of the Great World Depression.

Materials List: Global Depression Opinionnaire BLM, overhead projector (optional), chart paper

Provide students with the Global Depression Opinionnaire BLM (view literacy strategy descriptions) that will encourage them to take a position on the budgetary and monetary policies of a government. (See the BLM.) Opinionnaires are used to promote critical understanding of content area concepts by activating and building on relevant prior knowledge. They are used to build interest and motivation to learn more about a particular topic. Opinionnaires force students to take positions and to defend those positions, therefore giving a good snapshot of students’ background knowledge about a topic. The emphasis is not on the correctness of their opinions but rather on students’ point of view.

The procedure for using an opinionnaire is to create opinion-like statements about the topic of study. Emphasis is on students’ point of view. Students will work in groups of two to read and discuss each statement. They will record the reasons for their opinions. This promotes language production, activates prior knowledge, and leads to engaged reading, listening, and discussion. Students are then asked to share their opinions on each statement. Divide the class into two separate groups, the supporters and the non-supporters. Ask the two groups to debate the statements and allow any students who have changed their minds to move to the other group following the discussion.

The global depression that followed World War I had many causes. Among the causes were questionable governmental monetary and budgetary decisions. Have students respond to the Global Depression Opinionnaire BLM by following the procedures described in the above paragraph.

What Are Your Opinions about the Monetary and Budgetary Policies of Governments

Directions: After each statement, write SA (strongly agree), A (agree), D (disagree), or SD (strongly disagree). Then in the space provided, briefly explain the reasons for your opinions.

1. A government should be able to simply print more money to offset inflationary periods. ______Reasons:

2. A government should be able to tax the rich in order to help distribute the wealth and provide services to the poor and disabled. ______Reasons:

Review the economic aspects of the Treaty of Versailles. Ask students to define reparations and explain how Britain and France used them to punish Germany for its “war guilt.” Present to students an economic model illustrating the failure of reparations and trade restrictions, such as:

Great Britain Germany Demanded payment of reparations in British Needed to acquire British pounds to pay pounds. reparations Refused entry of German goods that were in Produced industrial goods in competition with competition with domestic goods Great Britain German reparations payments in pounds Had to purchase pounds with German marks— increased the supply of money in England reducing the amount of money in Germany to without an increase in goods. purchase goods Experienced inflated prices (inflation) as too Experienced deflated prices as too little money much money chases too little product was available to buy goods produced (deflation) The loss of German colonies after WWI Germany, without adequate resources to buy greatly hindered Germany’s ability to pounds to pay reparations, printed money to pay generate resources to buy pounds. their bills, creating inflation.

Tell students to assume they are living in Germany in 1923 and the unemployment rate is nearing thirty percent. The government starts printing money to encourage spending to stimulate production. Have the students articulate the following in discussion or in writing:  What happens when the supply of money exceeds the amount of goods available to buy?  Have students recall what happened when vast amounts of gold flowed into Spain in the early sixteenth century (Inflation of 1550).

In Germany in 1923, prices increased by high percentages daily. Have the students answer the following questions:  What happens to people’s savings during this kind of situation?  Would you rather spend than save?  Would you rather have the goods or the money?\

Relate to the economy today and ask the students the following questions:  How has your (or your parents) spending changed with the increased price of gas?  Would you rather save your money today or spend it? Why?

Unit 7: Totalitarianism and Global Conflict (1900-1945) 15 Unit 7: Totalitarianism and Global Conflict (1900-1945)  Predict future changes in the economy. What do you think will happen in 6 months? One year?

Write the following journal stem on the blackboard or overhead and ask the students to respond to the prompt in their learning logs (view literacy strategy descriptions). Ask students to share their answers with the class.

Which of the causes of the Global Depression was the most important contributing factor and why?

Have students investigate further, in groups, to create an economic model that explains graphically the causes and consequences of global depression following World War I. (Be sure to provide students with The Circular Flow of Goods and Services model and an appropriate explanation of how changes in economic flows affect services, and facilitate their understanding of how that brought about the Great Depression.) A class discussion of the causes and effects should be teacher-facilitated to ensure student understanding.

Ask students to reflect on what happened to individuals caught in this situation and describe the following impacts on the economy:  An American farmer notices high prices on wheat as WWI breaks out 1914. He responds by borrowing money to increase the size of his farm. He continues to increase production as prices remain high. In 1921 the price of wheat drops by seventy percent as European farmers can now feed their nations.  British government needs food to supply troops fighting Germany. They borrow money (increases supply of money) to pay for American food. The war ends with heavy debt. What happens to the British supply of money?  Germany loses the war and faces debt (paying reparations). Why is inflation an easy way to pay off debt? What happens to workers and consumers when the government prints money to pay off debts easily?

Once this content is covered, be sure to have students return to their opinionnaires and make revisions to their initial responses, if necessary. Hold a brief class discussion based on students’ revised responses to the opinionnaire.

Activity 44: Rise of Totalitarianism in the World after World War I (Teacher Modified, CC Unit 6, Activity 7) (GLE: 39)

“Many forms of government have been tried, and will be tried in this world of sin and woe. No one pretends that democracy is perfect or all-wise. Indeed, it has been said that democracy is the worst form of government except all those other forms that have been tried from time to time.”— Winston Churchill, 1947 Election of 2050(correlates with the election of 1932 in Germany)(if a student “catches on” to the similarities, just attempt to stymie their observation) Set the stage by telling students that it is the year 2050 and the United States has just lost WWIII. Inform them that in losing the war the U.S. has been forced to give up California, New Mexico and Arizona. We have had our military’s might stripped in that we no longer have any nuclear Unit 7: Totalitarianism and Global Conflict (1900-1945) 16 Unit 7: Totalitarianism and Global Conflict (1900-1945) weapons, nor a marine corps, and an extremely limited army and navy. We have international peacekeeping forces controlling our Great Lakes region. We have been forced to pay $100 trillion dollars to the winning side. Our economy weakens with high unemployment and extremely high inflation (with a pound of beef now costing $1 million). Ask the students to brainstorm what the important issues of the presidential election of 2050 would be as a class. Write these issues on the board so as to make a chart when the students are introduced to the candidates. Then introduce the students to four presidential candidates. (This may be done through just reading the candidates’ stance or through dramatizations.) PAUL HINMAN (actually Paul Von Hindenburg) - very old and sick. Incumbent president. Wants to abide by the treaty and pay reparations. Feels that tax cuts should be given to the rich to stimulate the economy. Does not agree with the consensus that things are “bad.” THEODORE DUSTON (actually Theodor Duestenberg) – feels that the United States must rebuild our military. Claims that U.S. history is dominated by the might and influence of our military. ERNEST TAYLOR (actually Ernst Thaelman) – feels that the United States can only survive if we turn to communism and a totalitarian dictatorship of the proletariat. He feels no effort should be made in rebuilding the military. ALBERT HUNTER (actually Adolf Hitler) – decorated veteran of the war. Feels traitors in the government caused the U.S. to lose the war. He promises to rebuild the military, to take back our lost lands, to put people to work, to provide free education….He tells the young people of the country that theirs is the responsibility of raising our country from the ashes of defeat. After each of the candidates are introduced, have the class to fill in the chart on the board of what they stand for in regards to what the class felt was important. After the last candidate, have the students to vote. Use the results as a segue into the situation of Germany after WWI and why the Nazis were voted into power. When finished with election of 2050 compare to election of 1932 in Germany. How was Hitler able to rise to power? What are the advantages to have a charismatic personality? Compare to the rise of other totalitarian governments throughout Europe and Japan. Be sure to address the following governments:

 collapse of the Weimar Republic and the rise of Hitler and Nazism  military dominance (Tojo) in Japan over the monarchy  rise of Franco in Spain  rise of Mussolini in Italy  rise of Stalin in the Soviet Union

Students should create a Venn diagram comparing totalitarian and democratic governments. Lead a class discussion regarding what life might be like living under a totalitarian regime versus a democratic life. Compare governments in the Middle East today to American style of government. Which system of government is strongest and why?

Ask the class to consider common elements leading to the rise of totalitarian societies and engage in a debate in which the class attempts to rate the following in order of impact, greatest to least:

 worldwide depression

Unit 7: Totalitarianism and Global Conflict (1900-1945) 17 Unit 7: Totalitarianism and Global Conflict (1900-1945)  absence of democratic traditions  reactions to Karl Marx and Communism  xenophobia, racism, and anti-Semitism  intense nationalism and glorification of the state  aggression and motives for expansion

Working in small groups of two or three, ask the students to use chart paper to create a three-part Venn diagram (or use the Three-Part Venn Diagram BLM) to compare and contrast fascism in Italy, Germany, and Japan. Post the Venn diagrams around the room and have each group make a short presentation on their diagram. The class should compare the Venn diagrams for similarities and differences.

The teacher should lead a class discussion on modern-day remnants of totalitarianism around the world. China, Cuba, Belarus, North Korea and Venezuela are some examples that could be included in the investigation of modern-day remnants of totalitarianism

Unit 7 - Concept 5: World War II

40 Describe the origins, major events, and peace settlements of World War II, including important decisions made at wartime conferences (H-1C-H13) (Evaluation) 41 Explain the consequences of World War II as a total war (e.g., occupation of defeated powers, Nuremberg trials, Japanese war trials, Cold War, NATO, Warsaw Pact) (H-1C-H13) (Evaluation)

Purpose/Guiding Questions: Vocabulary:  Compare fascism to communism.  Fascism  Why did the Treaty of Versailles fail at  Communism causing lasting peace?  Totalitarian  How was World War II more  Policy of appeasement destructive than World War I?  Lebenstraum  Why was World War II a total war?  Aryan  What role did Great Britain play in the  Mein Kampf war? Why was it important that it not  Fuhrer be lost to Hitler?  Blitzkrieg  What were the consequences of the  Sitzkrieg Holocaust?  Luftwaffe  What effects has it had on the modern  Royal Air Force world?  Blitz  Why was the use of propaganda  Radar significant?  Sonar  Why is the United Nations significant  Isolationists in the world today?  Cash and Carry Unit 7: Totalitarianism and Global Conflict (1900-1945) 18 Unit 7: Totalitarianism and Global Conflict (1900-1945)  What were the consequences of nuclear  Lend Lease Act war?  Destroyers for Bases  Operation Overlord  Battle of the Bulge  Scorched earth policy  V-E Day  Concentration camps  Extermination camps  Kristallnacht  Ghetto  Island hopping  Kamikaze  V-J Day  Propaganda  Manhattan Project  Nuclear war  Nuremberg War Trials

Assessment Ideas: Resources:  Informal Debate/Political Cartoon  Propaganda cartoons  History journal  Internet sites  Propaganda project/Interview  Atlas/maps  History journal  Graphic Organizer  Graphic Organizer  Video clips depicting Holocaust  Map/Debate )  Literary excerpts reflecting the Holocaust  Excerpt from Hiroshima KEY CONCEPTS: See Strand H (categories A and C) in the Statewide Guide to Assessment (found as an appendix in this guide)

Activity 45: Causes of World War II (Teacher-Made Activity) (GLE: 40)

Provide students with information regarding the state of the German economy prior to the onset of World War II. Discuss inflation rates, problems with reparations and the war guilt clause, and continual rise of goods and services.

Conduct an informal debate with students. Provide them with the statement: World War II was simply a continuation of World War I.

Review with students the rise of totalitarian governments. Compare fascism to communism. Use a linear diagram to show political left and right.

Discuss the policy of appeasement, failures of the United Nations, and failures of the Treaty of Versailles. Have students create a political cartoon dealing with one of the previous issues. Unit 7: Totalitarianism and Global Conflict (1900-1945) 19 Unit 7: Totalitarianism and Global Conflict (1900-1945)

Activity 46: Propaganda of World War II (Teacher-Made Activity) (GLE: 40)

View propaganda cartoons made during World War II (e.g., Disney’s Des Fuhrer’s Face, Raising the Perfect Child, Popeye’s You’re a Sap, Mr. Jap). Why was it necessary for the America to create propaganda. During discussion focus on US involvement during the war. Why did wartime production end the depression in America? Have students visit the following websites www.archives.gov/education/lessons/wwii-posters/ and www.ohiohistory.org/etcetera/exhibits/kilroy/posters/. They should analyze the given propaganda and determine the goals of each. Students should them create their own wartime poster addressing the following:  A clearly stated goal  Use of persuasion  Emotional appeal  Productiveness of use

Students could also conduct an interview with a World War II veteran. The interview should be taped or videoed. Provide students with a list of leading questions.

Activity 47: Conduct of World War II (CC Unit 6, Activity 9) (GLE: 40)

Using a historical atlas, ask students to identify and describe (1) military expansion of the Axis Powers, (2) Allied counterattacks, and (3) areas occupied by the Allied Powers at the end of the war. In a teacher-led discussion or working in cooperative groups of three or four, students should research the significant battles of World War II to make presentations to the class. Significant battles of World War II include: Invasion of Poland, Fall of Paris, Battle of Britain, Pearl Harbor, Stalingrad, El Alamein, Invasion of Sicily, Coral Sea, Midway, Guadalcanal, Okinawa, Normandy, Battle of the Bulge, Berlin, Hiroshima and Nagasaki. Information on the battles can be gathered on a graphic organizer like the following:

Battle Date Significant Military Outcome Significance of the Generals Strategy Battle to war El Alamein Oct-Nov Allied- Allies Allied Axis powers forced out 1942 Montgomer wanted to Victory of Egypt and then y prevent northern Africa- kept Axis- German Germans from capturing Rommel access to Arabian oil Arabian oil

Distribute copies of the World War II Key Military Events BLM, chart or poster paper, and two different colored markers to student groups consisting of three or four members. Using student textbooks or the Internet, have each group look up the dates of the battles to create parallel timelines depicting the Axis attacks and victories in one color on the first timeline and then the Allied counterattacks and victories in another color on the second timeline. Ask the students to study the two timelines and determine when the war turned in favor of the Allies.

Unit 7: Totalitarianism and Global Conflict (1900-1945) 20 Unit 7: Totalitarianism and Global Conflict (1900-1945) Working in cooperative groups that include a research manager, graphics manager, and technical manager, students will research the significant battles of World War II and present the information to the class. The creation of the presentation may be an in-school or home project. Groups can be given a choice as to which medium they want to use for their presentations: storyboard, movie commentary, or PowerPoint© presentation. The research manager would be responsible for obtaining the required factual information on the assigned battle(s). The graphics manager would be responsible for downloading pictures of the battles and maps. The technical manager would be responsible for creating the storyboard, movie, or PowerPoint©. Required information should include the following:  name and date of the battle,  map of the battle’s location,  significant generals for both the Allied and Axis Powers,  military strategy behind the battle,  interesting statistics of the battle,  at least one photograph of the battle (or video clip),  outcome of the battle (Allied or Axis victory), and  the significance of the battle to the war.

Activity 48: Wartime Atrocities (CC Unit 6, Activity 10)

(GLEs: 40, 41) Have students list the details of the peace settlements of WWII, listing the important decisions that were made as a result. Describe the origins, major events, and peace settlements of World War II, in particular including the state of Israel.

Challenge the class to discuss the following questions:  Would the world community today permit another totalitarian dictator to assume power and threaten neighboring peoples? What about Saddam Hussein and his invasions of Iran and Kuwait?  Would the world community today permit ethnic cleansing like that undertaken in World War II Germany? What about atrocities committed in Rwanda, Burundi and Darfur?  What should be the policy of the United Nations in dealing with expansion-driven dictators for whom there are documented human rights violations? What should be American policy? Should U.N. and U.S. policy be the same? Why or why not?

Activity 49: The Holocaust and Middle East Peace Pursuit (CC Unit 6, Activity 11) (GLEs: 40, 41)

Before reading about and investigating the Holocaust, have students generate questions about the Holocaust by responding to a SQPL (Student Questions for Purposeful Learning) prompt (view literacy strategy descriptions). Write the following SQPL prompt on the board:

Hitler’s “final solution” has been viewed by many historians as the most evil crime ever committed.

Unit 7: Totalitarianism and Global Conflict (1900-1945) 21 Unit 7: Totalitarianism and Global Conflict (1900-1945) Have students take virtual tours via the Internet of Holocaust museums and other appropriately reliable sites. The United State Holocaust Memorial Museum is an excellent source of information found at www.ushmm.org. If internet access is not readily available, have students view video clips depicting life in concentration and extermination camps (e.g., Schindler’s List, The Pianist, Band of Brothers Episode 9). Provide students with a map of Europe in 1945 and ask them to use different symbols to represent German concentration camps and German death camps. Have students analyze the significance of the location of the different types of camps (most of the death camps are located in Poland). They should also read/view excerpts of The Diary of Anne Frank, Schindler’s List, and Night to create reader response journals for discussion of social and political conditions under Nazism (e.g., Kristallnacht, Warsaw Ghetto, Holocaust, concentration camps, and genocide). Guiding questions should be: Why did the Nazis conduct these practices? How were they able to systemically implement these atrocities? Why did the rest of the world not intervene sooner? What were the consequences of the discovery of these atrocities? Then have students examine the most recent articles online or in the news about the Israeli-Palestinian conflict and articulate how this situation has roots in the Holocaust.

Have students then engage in a debate about the degree to which the U.N. is responsible for helping establish peace in the Middle East and to what degree the U.S. should offer support in the Middle East peace process.

Below are some suggested Internet sites for student research: United States Holocaust Memorial Museum Fortunoff Video Archive of Holocaust Testimonials at Yale University Southern Institute's Louisiana Survivors’ Testimonials at Tulane University

Below are suggested writings from Holocaust survivors of concentration and death camps:  Night by Elie Wiesel,  Because of Romek by David Faber, and  I have Lived a Thousand Years by Livia Britton-Jackson.

Clips from the following movies could be useful resources: Night, The Grey Zone, Schindler’s List and The Pianist.

Holocaust research should address the SQPL questions along with the following questions:  Who were Heinrich Himmler and Reinhard Heydrich?  What is the meaning of “holocaust” and why was it associated with this incident of genocide?  Who were the Schutzstaffel and the Einsatzgruppen?  Who were the collaborators?  What was Kristallnacht?  What was the Warsaw Ghetto?  What was the difference between concentration camps and death camps?  What was the Final Solution?  What rationalization did the Nazis use to justify the Holocaust?  What other people were targeted in the Holocaust besides the Jews?  How were the Nazis able to systematically implement these atrocities?  Why did the rest of the world not intervene sooner?  What were the consequences of the discovery of these atrocities? Unit 7: Totalitarianism and Global Conflict (1900-1945) 22 Unit 7: Totalitarianism and Global Conflict (1900-1945)

A teacher-led class discussion should facilitate the answers to all SQPL questions along with the above guiding questions. After the class discussion, ask students to write a reflection on whether the primary or secondary sources had the greatest effect on their perception of the Holocaust.

Provide students with a map of Europe in 1945 depicting concentration and death camps (click here for map of concentration and death camps during WWII) and ask them to analyze the significance of the location of the different types of camps (e.g., most of the death camps were located in Poland instead of in Germany).

Have students examine the most recent articles online or in the news about the Israeli-Palestinian conflict and articulate how this situation has roots in the Holocaust. Have students then engage in a debate about the degree to which the U.N. is responsible for helping establish peace in the Middle East and to what degree the U.S. should offer support in the Middle East peace process.

Working in small groups, ask the students to research incidents of genocide since World War II (e.g., Cambodia, Bosnia, Rwanda, the Congo, Sudan, Iraq, etc). Each group should make a short presentation of their research to the class. Ask students to discuss the following statement:

Supporting Israel’s determination to prevent its destruction by its Arab neighbors and to bring international attention to genocide, the United States has instituted a “Holocaust Remembrance Day.” Why do you think it is so important to never forget what happened to the Jews in Europe during World War II?

Activity 50: Atomic Warfare (Teacher Modified, CC Unit 6, Activity 12) (GLE: 41)

The Truman Library website would be a great source of information for this activity (click here for the Truman Library primary documents on the atomic bomb).

Ask the students to respond to the following question in their learning logs (view literacy strategy descriptions):

How has the world accepted or failed to accept Truman’s decision to use the atomic bomb against Japan?

Solicit student volunteers to share their answers. Remind students that the information in their learning logs can appear on their unit test and on quizzes.

Have students examine and debate the moral dilemma facing Harry S. Truman when he decided to drop atomic bombs on Hiroshima and Nagasaki.. Ask the class to respond to the following questions: Why would President Truman hesitate in dropping atomic bombs? Why would he decide to use the ultimate weapon? Why has his decision been criticized? What might he have done differently and why? Why has the atomic bomb never been dropped again? What are the

Unit 7: Totalitarianism and Global Conflict (1900-1945) 23 Unit 7: Totalitarianism and Global Conflict (1900-1945) dangers of nuclear warfare? Why is the US fearful of countries like Iran and North Korea creating atomic weapons?

Activity 51: Wartime Diplomacy (CC Unit 6, Activity 13) (GLEs: 40, 41)

WWII made diplomacy and meetings difficult for leaders of the Allied Nations. Assign students to role-play prominent figures at wartime conferences, explaining what was accomplished and the implications of their decisions at  the Atlantic Charter conference;  Casablanca;  Yalta; and  Potsdam.

Conduct a summary discussion relating wartime conferences to postwar actions or inaction, including the following:  formation of a United Nations organization;  end of colonialism;  absence of a collective peace treaty;  occupation forces in Europe and Japan;  Nuremberg trials;  Japanese war trials;  Cold War;  NATO; and  Warsaw Pact.

Unit 7: Totalitarianism and Global Conflict (1900-1945) 24 Unit 7: Totalitarianism and Global Conflict (1900-1945) Name/School______Unit No.:______

Grade ______Unit Name:______

Feedback Form This form should be filled out as the unit is being taught and turned in to your teacher coach upon completion.

Concern and/or Activity Changes needed* Justification for changes Number

* If you suggest an activity substitution, please attach a copy of the activity narrative formatted like the activities in the APCC (i.e. GLEs, guiding questions, etc.).

Unit 7: Totalitarianism and Global Conflict (1900-1945) 26