Unit Plan: War and Violence

Unit Plan: War and Violence

Grade 11 Modern History

Kelsey Elliott, Joanna Bryson, Nick Learmouth, Sean Evans

1.0 CURRICULUM MAP

1.1 Vision for the Year

Grade 11 Modern History focuses on the development of modern European countries and integrating European history into a larger world context. The curriculum timeline begins in the late 18th century through to today. The outcomes of the course have been divided into three units. Unit one: Rights and Revolution, is designed to achieve a general understanding of the causes the revolutions. Unit two: War and Violence, looks at the general exercise of power in its many forms. Unit three: Triumph and Tragedy, focuses on the impact of war (including the Cold War) and crimes against humanity. The grade 11 Modern History curriculum introduces six historical thinking concepts to help students critically think and analyze the past, and how it can be linked to the present.

1.2 Course Plan Unit Plan: Modern History, Grade 11

Unit One: Rights and Revolution.

30 Classes. Sept 7th – Oct 21st.

6 class periods, Cushion days/test or project prep time.

Oct 22nd – Oct 29th

Unit Two: War and Violence.

20 Classes. Nov 1st – Nov 30th.

7 class periods, Cushion days/presentation and project

Dec 1st – Dec 9th

Unit Three: Triumph and Tragedy

20 class periods. Dec 10th – Jan 20th

3 class periods, Cushion days/exam preparation.

Jan 21st – Jan 25th

1.2.2 Rationale

We decided to focus on Unit Two: War and Violence, and Unit Three: Triumph and Tragedy, and less time on Unit One: Rights and Revolution. Our rationale behind our curriculum mapping is to focus more of our time on the historical events that directly involved Canada instead of the French Revolution which took place in France, and the Industrial revolution which took place in England. This is not to say that the French Revolution and especially the industrial Revolution did not effect Canadian society or have significance for our future as a country. Instead we felt that it was important to give Canada more focus since we live in Canada, and that the events of WWI and WWII helped grow Canada’s clout and power on the international stage.

1.3 Primer

Modern History 112 is organized around three major units: Rights and Revolution; War and Violence; and Triumph and Tragedy. Each unit has its own outcomes, and teachers can use the six historical thinking concepts (historical significance, evidence, continuity and change, cause and consequence, historical perspective, and moral dimension) to extend and deepen the learning of the outcomes.

The first unit, Rights and Revolution (so-called because its main topics are the French Revolution and the Industrial Revolution), begins where grade 10 Ancient and Medieval History leaves off – the shift is from the end of the Middle Ages (Reformation, etc) to the French Revolution. Students study the causes of revolutions and expand on that topic using some of the six historical thinking concepts. Students are encouraged to compare these early revolutions with more modern examples. Key terms for this unit are Enlightenment, Absolutism and Revolution.

From Rights and Revolution the course moves into War and Violence; the Industrial Revolution segues into the unification of Germany and then into World War I. The overall goal is for students to be able to analyze and explain the role that ethnic nationalism played in international conflict from 1860 to 1945. For this unit, it is important to focus on Historical Perspective-taking as conflicts like the First World War are best understood from the points of view of all countries involved. Teachers must be sure to avoid “presentism” – examining the past through a 21st century lens. Key terms for this unit are Nationalism, Destruction and Disillusionment.

The final unit in Modern History 112 is Triumph and Tragedy, which begins with the period right after the end of World War I and goes up to the Cold War. There is a focus on Cause and Consequence, such as in examining the consequences of World War I (the Great Depression, etc) as well as the causes of World War II. Students will be able to define and clearly understand Totalitarianism.

Unit 2: War and Violence [20 classes]

2.1 Curriculum outcomes – what to teach

Enduring Understanding: 3.1.1 Know, understand and be able to express examples of power relationships and the ways they manifested themselves during the period of the 1860s to 1914.

3.2.3 Examine historical perspectives to explain the concept of ethnic nationalism and the role it played in the exercise of power in Europe from 1860 to 1945.

4.1.1/4.1.2 Know and understand that mechanized/industrialized warfare led to an increased level of destruction, and comprehend the effects of war on individuals and societies.

4.2.1 Understand and be able to explain the points of view of those negotiating the treaties to end the Great War in 1919.

Important to Know: 3.2.1 Be able to express how power is typically exercised on a continuum and that the exercise of power can have both intended and unintended consequences.

3.3.1 Examine the role nationalism plays in a modern society involved in conflict.

4.2.2 Demonstrate how the articles of the Treaty of Versailles were at odds with the stated goal of achieving collective security.

Worth Being Familiar With: 3.2.2 Analyze the ingredients of power potential.

2.2 Concept

This unit is organized around the concept of nationalism. Nationalism was a major factor in events leading up to the First World War, in events which caused/led to the War, and in events which followed the War. Hence nationalism nicely connects all the different aspects of this unit.

2.3 Unit Framework/Strategy and Methods/Focus Question

The focus question comes from outcome 3.1.1: Students will know, understand and be able to express examples of power relationships and the ways they manifested themselves during the period of the 1860s to 1914.

Our over-arching unit type is project-based. This involves creating a final “product” of some sort. Within the different outcomes, students will complete smaller projects such as researching and presenting on a certain nation’s perspective both before and after the war. As a wrap-up for the unit, students will write a research essay which brings the whole unit together. This allows students to analyze, apply and synthesize information rather than simply regurgitating it. The essay will answer the driving question [noted above].

Lesson Title
/ Specific Objectives / Methods/Activities / Resources / Assessments
Days 1 & 2
Change in Germany / -Define power relationship.
-Understand impact of Franco-Prussian War (1870-71) / Teacher presentation. Activity: Group discussions on various stages of F.P War / History Text; pictures, map of Europe
Day 3
Nationalism + European Expansion,
Empires / -Express how Franco-Prussian Wars relates to WWI. / Maps, crayons to color with. Hand outs explaining areas of occupation and control. Modern maps for references / Maps, crayons to color with. Hand outs explaining areas of occupation and control. Modern maps for references
Day 4
Alliances and issues / -collaborate in groups
-express ideas about negotiations / Activities: group work.–perspective of each power –fears and reasons alliances were made
Day 5
Peace conference preparation / Present group idea / “Marconigram” / Maps. Text books. Web print offs. Instruction for presentation
Day 6
Peace conference II / -how power relations affect collaboration / Presentations about countries’ ambitions and fears / Assign Paper on European alliances and power relations
Day 1,
Power Potential / -Understand the concept of “power potential” / -direct instruction; class discussion / -textbook
Days 2 & 3, The African Land Grab / -Understand how countries exercised ethnic nationalism during the African Land Grab / -Direct instruction by the teacher; class discussion with questions such as “who, what, when” / -textbook / Exit slip [third class]
Days 4&5, Ethnic Nationalism and the African Land Grab / -Analyze and explain the motives of the countries who took part in the land grab / -Students will work in groups of 3 or 4 each representing a country who took part in the land grab; they will clearly demonstrate to the rest of the class the motives of their country for taking part in the land grab / -textbook, class notes, internet resources / -students will be graded on their presentation to the class
Day 1
Industrial Revolution [review] / -Understand the impact of industrialization / Review of Industrial Revolution – brain storm how technology changed and compare and contrast the impacts before and after. Use graphic organizers to record thoughts / Review of what was learned in previous classes. / Entrance Slip
Days 2 & 3
World War I
Shell Shock / -Understand mechanized warfare and the role it played in WWI / Examine primary sources (ex. Letters from soldiers, a selection from the movie – All Quiet on the Western Front) describing different perspectives from soldiers about trench warfare / crossing No Man’s Land. In groups of 4, students will evaluate the effectiveness of this strategy. No man’s land. / -Primary documents
- All Quiet on the Western Front
Day 4
Impact on Society / -Understand the role and impact of propaganda
-Understand the role women played in homefront / Impact on society – what role did propaganda play? What was life for citizens?
-Review the economic and political impact.
Review the role women and the War / Examples of WWI propaganda
Possible source: http://www.firstworldwar.com/posters/index.htm
In class notes & text book examples
Day 5
Disillusionment / Define Destruction and Disillusionment / Review the impact of WWI on all persons involved. / Students will analyze the notes and content from the week. / In class students will be able to define Destruction and Disillusionment and the impact of WWI on all persons involved. Students will write a short paper (1 page – in class) reviewing the changes and impact technology played in WWI and comparing what they now today about technology in war.
Day 1, The Great War Ends / -What is a treaty?
-Become familiar with the Paris Peace Conference / Direct instruction; interactive learning (questions, comments, etc); discussion focused on “Who, what, when” / Map of the world showing the participants in World War I (http://en.wikipedia.org/
wiki/File:WWI-re.png); selections from
Paris 1919: Six Months that Changed the World by Margaret MacMillan (Random House, 2003). / One-minute paper – students have one minute to write a brief summary of what they learned from class that day / what sticks out in their mind; students must also write down one question they have about that day’s lesson
Day 2, The Treaty of Versailles / -Understand the main goal(s) of this treaty / Direct instruction; interactive learning (questions, comments, etc); discussion focused on “Who, what, when” / Excerpts from the Treaty (http://www.firstworldwar.com/
source/versailles.htm). / Exit slip: Based on what you have heard today about the clauses in the Treaty of Versailles, do you think the Treaty was fair to all involved? Why or why not?
Days 3 & 4,
Countries Represented in the Treaty of Versailles / - Understand and be able to explain the points of view of those negotiating the treaties to end the Great War in 1919 / Students will be divided into 8 groups (3-4 people per group) each representing a country involved in the Treaty; they will use their textbook, notes, class handouts, and internet resources to research their nation’s needs/position, agree on a strategy for peace negotiation and come to the table prepared to bargain [activity taken directly from grade 11 curriculum document] / -textbook,
class handouts,
notes,
internet resources / By the end of day 4 groups will pass in a brief outline of their main points
Day 5, Negotiations / - Understand and be able to explain the points of view of those negotiating the treaties to end the Great War in 1919 [continued] / Each group will have 5 minutes to present their country’s position/needs at the end of World War I; they must show a clear understanding of their country’s point of view [apply, analyze, synthesize, evaluate] / Presentation made be made orally or may include visuals (posters, powerpoint, etc). Students will not lose marks if they simply present orally as long as they can clearly demonstrate their understanding / Students will be assessed on how well they present their information from the historical perspective of their country; must avoid using “presentism” – presenting facts from a modern-day perspective