Course Profile Twentieth-Century History: Global and
Regional Perspectives, Grade 11, Open, Catholic and Public
Unit
1: Challenges to the Established Order:
The World at the Turn of the 20th
Century (1900-1919)
Time: 22 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5 | Activity 6
| Activity 7
Unit Description
The first
unit of this course focuses on the various challenges to the established world
orders and the sources of stress on citizens, nations, and regions around the
globe at the turn of the century. Students, by adopting the viewpoint and
working with the tools of the historian, develop an awareness of the forces at
work in the first two decades of the twentieth century. Theoretical concepts,
such as nationalism, colonialism, and imperialism, are explored through the
context of practical application, as shifts in the structures of power blocs,
technology, and national and international demographics are considered. This
unit concludes with an examination of the global ramifications of the First
World War. As a linking theme within the activities of the unit, students
investigate how society’s “belief in progress” is tested by events and
developments within these decades. Following the second activity, the
introduction of the course’s culminating summative activity, the creation of a
National Portfolio in a Global Perspective, begins.
Unit Synopsis Chart
K/U =
Knowledge/Understanding C =
Communication
T/I =
Thinking/Inquiry A
= Application
|
Activity |
Time |
Expectations |
Assessment and Evaluation |
Student Tasks |
|
1: The Century Turns: New Ideas for a New Era? |
1.25 hours |
COV.01, CO1.03, SE2.01, CH1.03, HI2.01, HI3.01, HI4.03 CGE3a, 3e, 7f |
Assessment of group work, presentation, brainstorming |
Brainstorming, grouping, formulating responses to primary documents, note taking, and group oral presentations. |
|
2: Technological and Demographic Change at the Turn of the Century |
5 hours |
CO1.02, CO1.03, CC2.03, SEV.01, SE1.03, SE1.05, SE3.03 CGE2e, 3b |
Assessment of note taking, brainstorming, group work Evaluation of technology advertisement and satirical
cartoon |
Researching, creating and presenting technology advertising and satirical cartoon. Demonstrate understanding of satirical cartoon techniques through analysis and an understanding of the impact of technology. |
|
3: Introduction of the Course Culminating Activity: National Portfolio |
1.25 hours |
HIV.01, HIV.04, HI1.01, HI4.01, HI4.02, HI4.03 CGE4f |
Assessment of individual decision-making, group work, note taking (A) |
Demonstrate understanding of dynamics of National Portfolio activity. Student response to personal choices and rationale for decisions. |
|
4: Major Power Blocs and Empires: Colonialism and Imperialism |
4 hours |
COV.01, CO1.01, CO2.05, CC1.02, CC1.04, CCV.03, CC3.01, CC3.02 CGE7f |
Assessment of group work, discussion, jig-sawing, timeline creation and role-playing (K/U and T/I) Evaluation of timeline (K/U) |
Role playing within game simulation. Group work, discussions, jig-saw, and brainstorming on imperialism – both within game simulation and at turn of the century. Understanding of cause-and-effect relationships and use of timelines. |
|
5: Nationalism and Emerging Nationalism at the Turn of the Century |
1.25 hours |
COV.02, CO2.01, CO2.03, CC2.01, CC3.03, CHV.01, CH1.01, CH1.02 CGE3c |
Assessment of note taking, discussion, and application of concepts to National Portfolio (K/U, T/I, A) Evaluation of answers to prepared questions (K/U and T/I) |
Note taking applications from varied media. Student response to prepared questions. Demonstrate understanding of article on developing nationalism. Demonstrate understanding of application of concept of nationalism to National Portfolio activity. |
|
6: World War I: Causes, Course, and Consequences |
8 hours |
COV.02, CO2.03, CO2.06, CCV.03, CC3.02, CHV.01, SEV.01, SE1.01, SE1.02, SEV.03, SE3.04 CGE1d, 1j, 3f |
Assessment of note taking, discussion, written
responses, timeline analysis Assessment of individual student response to video material (A and C) Evaluation of newspaper assignment (K/U, T/I, A, C) Evaluation of Unit Test-objective and essay-style
questions |
Note taking, map analysis, brainstorming, on causes of World War I. Student response to prepared questions on video media. Demonstrate understanding and discuss concepts within chosen literature on the war. Timeline on the course of the war exercise. Group newspaper exercise - group participation observation checklist using rubric. Brainstorming, discussion, worksheet, paragraph response to Treaty of Versailles and aftermath of war. Major Unit Test. Student response to war linked to National Portfolio exercise |
|
7: National Portfolio Research Skills Development Activity |
1.25 hours |
HIV.01, HIV.02, HIV.03, HIV.04, HI1.01, HI1.02, HI1.03 |
Assessment of student comprehension of research methodology (K/U and A) and understanding of National Portfolio tasks (K/U and A) |
Demonstrate understanding of concepts and methods of historical research. Unit Quiz on research methodology. Personal reflection, teacher observation, on progress made towards completion of National Portfolio. |
Activity
1: The Century Turns: New Ideas for a
New Era?
Time: 75 minutes
Description
In this
activity, students work within teacher-directed and/or student-directed
settings to discover the state of the world at the turn of the century. The
focus in this activity is to have students explore the changing nature of
social, economic, and political thought that began in the mid-nineteenth
century and reached its zenith at the beginning of the 20th Century. By the end
of the activity, students are able to describe the significant theoretical
concepts that influenced social thought, such as Social Darwinism and the
“belief in progress”; economic thought, such as mercantilism/expansionism and
protectionism/ isolationism; and political thought, such as nationalism and
imperialism/colonialism. The intent of the activity is to familiarize students,
in general terms, with such concepts before exploring them in terms of specific
historical events, as required in subsequent activities.
Strand(s) & Learning
Expectations
Overall
and Specific Expectations
COV.01 -
demonstrate an understanding of the nature of and relationships between
communities and nations throughout the world at the beginning of the twentieth
century;
CO1.03 -
describe the relationship between the developing world and the European powers
at the beginning of the century;
SE2.01 -
identify the primary characteristics of economic structures in developed
nations;
CH1.03 -
describe key elements that have helped to create a sense of international and
global unity in the twentieth century;
HI2.01 -
demonstrate an ability to distinguish bias, prejudice, stereotyping, or a lack
of substantiation in statements, arguments, and opinions;
HI3.01 -
communicate effectively, using a variety of styles and forms;
HI4.03 -
demonstrate an ability to work independently and collaboratively and to seek
and respect the opinions of others.
Ontario
Catholic School Graduate Expectations
CGE3a -
recognizes there is more grace in our world than sin and that hope is essential
in facing all challenges;
CGE3f -
examines, evaluates, and applies knowledge of interdependent systems (physical,
political, ethical, socio-economic, and ecological) for the development of a
just and compassionate society;
CGE7f -
respects and affirms the diversity and interdependence of the world’s peoples
and cultures.
Prior Knowledge &
Skills
Group
works skills, critical-thinking skills, as well as oral and written
communication skills, are utilized by students to complete this activity.
Students should have an appreciation of the notions of change and continuity,
as well as the implications and uses of chronology, as parts of the basic
toolbox of the historian. Students should be able to distinguish between, and
know how to manage, the unique challenges offered by primary and secondary
documents. A basic understanding of how the terms economic, political, and
social are used by the historian is also essential.
Planning Notes
Teachers
prepare packages of passages that present a selection of the major ideas that
influenced social, economic, and political thought at the turn of the 20th
century. Teachers need to prepare “note worksheets” packages to model proper
note-taking skills for students.
Teaching/Learning
Strategies
1. The teacher initiates a teacher-directed
brainstorming session on the state of the world at present. The intent of the
discussion is to have students gain an awareness of the assumptions that are
often used by individuals as the basis of judging other nations or peoples, as
well as to justify or rationalize the types of interactions that are initiated
between nations. The teacher may assemble a package of props (newspaper or
magazine articles, cultural icons, etc.) to help initiate the discussion.
2. Following the brainstorming, the teacher
divides the class into groups of four or five students. In each group, a leader
is appointed as well as a note recorder. Each group is provided with a passage
or selection of passages, as well as a worksheet that illustrates a mode of
thinking typical of turn of the 20th century. Readings can include passages
from: Alfred T. Mahan’s The Influence of
Sea Power Upon History; Frederick Jackson Turner’s Frontier Thesis; Josiah Strong’s Our Country, Its Possible Future and Its Present Crisis; Rudyard
Kipling’s The White Man’s Burden;
W.E.B. Dubois’s Journal of Negro History;
the Monroe Doctrine; and Wilfred S. Blunt’s Comments
on Imperialism.
3. Each group reads and analyses the ideas
presented in the passages. The leader of each group coordinates the discussion,
while the note recorder prepares a summary report for the class, either in the
form of an overhead or by writing the analysis on the board. During the
discussions, the teacher provides assistance to groups as they struggle with
the language and ideas presented in the documents. The teacher provides the
required materials (overheads, markers, chalk, or chart paper).
4. Once the groups have made their
presentations, the teacher debriefs the exercise, providing an overview of the
concepts and setting them within their historical context. A note worksheet can
be prepared ahead of time by the teacher to provide students with a model for
effective note taking.
5. Natural links can also be made during the
debriefing between prevalent ideas present at the turn of the century that may
still have relevance in our world today.
6. This activity acts as a natural bridge
between the world of generalized concepts and the study of specialized
application, which is illustrated in the next activity.
Assessment &
Evaluation of Student Achievement
2,3 Formative and diagnostic assessment of group
performance within the preparatory activity and during the oral or written
communication exercise
2,3 Formative assessment of individual reading,
thinking, speaking, and group skills observed during the brainstorming session
and in group activities
Accommodations
·
The
teacher provides word lists or assigns peer-reading assistants to help with
student comprehension of original documents.
·
The
teacher may need to photocopy the debriefing notes for individual students or
provide them with a more detailed note-taking sheet to provide additional
strategies.
·
Copies
of all handouts may be necessary for students to examine and make notes on.
·
The
teacher provides pre-formatted note-taking sheets, as well as primary/secondary
document analysis sheets or cue sheets, to assist students in finding the
specific information required.
Resources
Print
Beers,
Burton. World History: Patterns of
Civilization. Englewood Cliffs: Prentice-Hall Inc., 1991.
ISBN 0-13-96845-2
Davis,
M. Dale. Contours in the Twentieth
Century. Toronto: Oxford University Press, 1989.
ISBN 0-19-540593-5
Inge,
Thomas, ed. A Nineteenth Century American
Reader. Washington: United States Information Agency, 1989. ISBN 87-20977
Newman, Garfield and Cynthia Grenier. Impact: Western Civilization and the Wider
World. Toronto: McGraw Hill Ryerson Ltd., 1996. ISBN 0-07-552805-3
West and Non-West: New Perspectives. Vera Dean and Harry Harootunian,
eds. New York: Holt, Rhinhart and Winston, 1963. ISBN 11783-0213
Websites
World
History Archives – www.hartford-hwp.com/archives/index.html
National
Post – www.nationalpost.com
Historyland
– www.historyland.com
Globe
and Mail – www.globeandmail.com
CBC
Newsworld online – www.newsworld.cbc.ca
Twentieth
Century History – http://history.evansville.net/modern.html
Activity
2: Technological and Demographic Change
at the Turn of the 20th
Century
Time: 300 minutes
Description
The focus
of this activity is to have students explore the impact that technological
progress had on an increasingly inter-connected global society. Through
exploration of a specific technological advancement or invention, students
explore positive and negative impacts of the new technology on the life of the
individual within a national or regional perspective. In the final part of the
activity, students examine how the changes in technology can be linked to
global transformations. Students focus on: social transformations, such as
explosions in population and the increased mobility within and between
countries; economic transformations, such as the shift from rural to urban
communities and from agricultural to industrial markets; and political
transformations, such as the rise of reform movements and shifting expectations
for governmental systems. The thematic link to the concept of a “belief in
progress” is emphasized through a student-directed consideration of the
positive and negative implications of technological progress.
Strand(s) & Learning
Expectations
Strand(s): Communities: Local, National, and Global
Overall
and Specific Expectations
CO1.02 -
describe significant nations and communities and the relationships between them
at the beginning of the century;
CO1.03 -
describe the relationship between the developing world and the European powers
at the beginning of the century;
CC2.03 -
explain how belief in progress and technological improvement provides a
framework for understanding the history of the twentieth century;
SEV.01 -
describe key changes in the structures and activities of everyday life during
the twentieth century;
SE1.03 -
describe the nature and effect of changes in the world of work during the
twentieth century;
SE1.05 -
demonstrate an understanding of the effects on daily life of increased
interaction between peoples of the world;
SE3.03 -
demonstrate an understanding of obstacles to the implementation of stable forms
of government in developing nations.
Ontario
Catholic School Graduate Expectations
CGE2e -
uses and integrates the Catholic faith tradition, in the critical analysis of
the arts, media, technology, and information systems to enhance the quality of
life;
CGE3b -
creates, adapts, and evaluates new ideas in light of the common good.
Prior Knowledge &
Skills
Group
work skills, critical-thinking skills, as well as oral and written
communication skills, are utilized by students to complete this activity.
Students need to have some familiarity with the notion of “progress”.
Planning Notes
·
Generate
a list of inventions that were created at the turn of the century. Use the
headings of transportation, communication, power sources, commercial,
agricultural, military, and family lifestyle as general topic research areas
for students to focus their choice of invention.
·
If
using a student-directed approach, provide a list of acceptable websites or
library resources.
·
Provide
a worksheet to guide student research and analysis, as well as to assist
students with the recording of information.
·
Generate
a variety of information packages or resources regarding global transformations
socially, politically, and economically over the first two decades of the
20th century.
Teaching/Learning
Strategies
1. Each student selects a technological
invention or advancement that was developed around the turn of the century. The
teacher should ensure that the inventions chosen by the class cover the full
range of focus topic headings. The student researches his/her invention to
determine the impact(s) that the invention had upon society—socially,
politically, and economically. Information is recorded using the worksheet and
placed in the student’s notebook. Each student creates an advertisement for
his/her invention that illustrates the positive impact(s) that the invention
has had on society and a satirical cartoon that illustrates the negative
impact(s) of the invention upon society. In a small-group setting of five or
six students, each student explains his/her advertisement and cartoon. As an
alternative assignment, students could create a performance or videotaped presentation
for the class. These products would then be posted around the classroom or
performed for the class.
2. The teacher prepares an overhead or a large
print copy of a map of the world in 1900. Students locate on the map the
country where their invention was developed and, if possible, indicate
countries where their technology was utilized. When all students have located
their inventions, the teacher leads a discussion on where the technologies are
primarily available in the world. Students are encouraged to discuss why
technology is being shared unequally around the world and to explore the
impact(s) that a lack of technology could have upon a nation or region.
Parallels to today’s global technological imbalance are encouraged. This
activity acts as a bridge into the next, as it makes students question the
hows, whys, and whos of progress.
3. Students are divided into six groups. The
teacher prepares a set of resources for each group.
4. One group examines ‘currents of thought’
through an exploration of passages taken from contemporary commentators (e.g.,
passages from Thomas Malthus’ Essays on
Population, Mary Shelley’s novel Frankenstein,
Fritz Lang’s Metropolis). The intent
is to have students explore the thoughts of contemporary writers as they
struggled with the problems of their world, such as the effects of unbridled
capitalism, technological progress without ethical considerations, and the
dilemma of population growth and migration.
5. The other five groups are assigned a region
of the world for which they carry out a statistical inquiry. Ideally, the
division of students would mirror the student choice of country and region as
selected for the National Portfolio in a Global Context: Central and South
America (including the Caribbean), Africa, Australasia, and Europe. Each group
examines statistics from the turn of the century on world population growth,
dynamics, and migration patterning; economic development, including patterns in
rural-urban and agricultural-industrial diversification; political development,
including governmental structure, voting rights, and colonial status.
6. Each group reports back to the class.
Students could use the large print map or overhead to illustrate their
information. The presentation focuses on the passages taken from contemporary
commentators.
7. The teacher leads a discussion that focuses
on the problems that students see developing around the world in the first two
decades of the twentieth century. The following type of questions could be
prepared ahead of time to focus the discussion: Who are the have and have-not
countries/regions of the world? Why? / Where are colonies being formed and what
are the predominant types of government in the world? Is there a correlation? /
Where is industrialization happening and where is it not? Why? / What impact
has technology played in the changes to the world? Is progress really being
made in the state of the world? Is “progress” being shared equally among all
peoples? Students incorporate the conclusions reached in the first part of the
activity into the analysis generated through the discussion.
8. The teacher develops with the class a more
formal note on the conclusions reached in the discussion.
Assessment &
Evaluation of Student Achievement
1,6 Formative assessment of group skills by
teacher and peers
1,2,6 Formative assessment of communication
skills during group presentation and class discussions
1 Formative assessment by peers of small
group discussions using teacher-generated rubric
1,2 Summative evaluation by teacher of
advertisement and satirical cartoon
Accommodations
·
The
teacher provides students with assistance in using Internet sources to gather
information or in the interpretation of the statistical material provided.
·
The
teacher provides students with examples of satirical cartoons and a worksheet
on features of cartoons—techniques used by satirists and how to interpret
cartoons—to assist students in the production of their own cartoons.
·
The
teacher may provide students with copies of the final formal note from the
group discussions.
Resources
Print
Catchpole,
Brian. A Map History of the Modern World.
London: Heinemann Educational Books Ltd., 1982. ISBN 0-435-31098-4
Davis,
M. Dale. Contours in the Twentieth
Century. Toronto: Oxford University Press, 1989.
ISBN 0-19-540593-5
Heater,
Derek. Our World This Century.
Toronto: Oxford University Press, 1982. ISBN 0-19-913276-3
Websites
Inventors
Websites:
http://falcon.jmu.edu/~ramseyil/inventors.htm
http://inventors.about.com/science/inventors
http://library.thinkquest.org/C002942/
http://phcswww.neric.org/invent.htm
http://www.cln.org/themes/inventors.htm/
Statistics
Canada – http://www.statcan.ca/english/Pgdb/
Activity
3: Introduction of the Course
Culminating Activity: National Portfolio
Time: 75 minutes
Description
Students
are introduced to the course culminating activity: A National Portfolio in a
Global Context. Students are provided with an overview of the assignment and
are encouraged to begin the process of selecting the country to be studied.
Students should be expected to select their country by a specific date,
allowing the teacher to build time components into various units for countries
from the same region to meet and share information on a regular basis. This
also provides time for the teacher to carry out formative and diagnostic
assessments of students’ progress. Students should be encouraged to act as peer
helpers, using and developing individual expertise to provide assistance and
encouragement to their peers. The intent behind leaving the introduction of the
activity to this date is to allow sufficient time for the stabilization of
course registration. It is important to stress that the culminating is merely
being launched at this point.
Strand(s) & Learning
Expectations
Strand(s): Methods of Historical Inquiry
Overall
and Specific Expectations
HIV.01 -
demonstrate an ability to locate, select, and organize information from a
variety of sources;
HIV.04 -
demonstrate an ability to think creatively, manage time efficiently, and work
effectively in independent and collaborative study;
HI1.01 -
formulate relevant questions for research and inquiry, drawing on examples from
twentieth-century history;
HI4.01 -
demonstrate an ability to think creatively in reaching conclusions about both
assigned questions and issues and those conceived independently;
HI4.02 -
use a variety of time-management strategies effectively;
HI4.03 -
demonstrate an ability to work independently and collaboratively and to seek
and respect the opinions of others.
Ontario
Catholic School Graduate Expectations
CGE4f -
applies effective communication, decision-making, problem-solving, time, and
resource management skills.
Prior Knowledge &
Skills
Students
utilize group skills, as well as individual work skills, to complete this
activity. Students build on their prior knowledge of the portfolio as developed
through the Grade 10 Guidance and English courses.
Planning Notes
·
Make
copies of the course culminating activity outline available to each student.
·
Outline
appropriate sources and methods to begin the process of choosing countries and
may provide geographic atlases, globes, or historical atlases to assist
students.
·
Provide
a list of Internet sites pertaining to individual countries or regions.
·
Assign
a due date for the submission of a student’s choice of country and create a
worksheet for the student to use to submit a list of potential choices.
Teaching/Learning
Strategies
1. The
teacher provides each student with a copy of the assignment and goes over the
components, explaining the rationale for the work and skills that are developed
and emphasized through the project.
2. The
teacher outlines the individual and group components of the assignment, as well
as the formative, diagnostic, and summative assessment roles played by the
teacher and by students.
3. Students are provided time to interact with
their peers and to consider which region and country they would like to study
and with whom in the class they would like to work.
4. The teacher assigns a due date for country
choices and develops a strategy for ensuring that all regions are covered by
the students’ choices, as well as how to deal with student repetition of
choices. A worksheet is provided to students to allow them to make their
initial choices as well as to have them explain their rationale for the
choices.
5. The teacher returns the selection worksheets
with the country approved for each student, as taken from their list of
options, as well as a list of other countries and students who make up their
region.
6. Students begin their research into their
country. At this time, the teacher may opt to assign a number of activities for
the student to complete by Activity 7. The teacher could then utilize this
material to provide a diagnostic and formative assessment of the student’s
progress up to this point in the exercise and take the appropriate action to
accommodate individual student’s needs and learning styles. This activity
promotes close teacher observation of the activity and intervention where and
when necessary.
Assessment &
Evaluation of Student Achievement
3-5 Formative and Diagnostic
assessment of student progress towards completion of the activity
3,4,5 Formative peer assessment of student
progress by region
Accommodations
·
Teachers
encourage students of multi-levelled abilities to form into groups to complete
this assignment.
·
The
introduction of peer assistants within groups would provide instant feedback
and direction to students who might have difficulty with the assignment.
·
Parts
of the assignment may require additional instructions to assist students of
different abilities.
Resources
Goeppfert, Paula S., ed. The Communications Handbook.
ISBN 0-17-601507-8
Activity
4: Major Power Blocs and Empires:
Colonialism and Imperialism
Time: 240 minutes
Description
Through
participation in a game simulation and through student- and teacher-directed
activities, students examine major power blocs and elaborate on the
introductory discussion of concepts such as imperialism, expansionism, and
colonialism. Examples of such practices as they existed at the turn of the 20th
century are analysed. Students understand that balance of power begins to
change and is no longer dependent solely on
Strand(s) & Learning
Expectations
Overall
and Specific Expectations
COV.01 -
demonstrate an understanding of the nature of and relationships between
communities and nations throughout the world at the beginning of the twentieth
century;
CO1.01 -
identify the major blocs of empires and former empires throughout the world as
they existed at the beginning of the century;
CO2.05 -
describe shifts in the international balance of power that took place during
the twentieth century;
CC1.02 -
describe the nature and magnitude of social and political change in the
twentieth century;
CC1.04 -
demonstrate an understanding of the effectiveness of different processes of
change in the twentieth century;
CCV.03 -
demonstrate an understanding of the use and importance of chronology and
cause-and-effect relationships in the study of twentieth-century history;
CC3.01 -
demonstrate an understanding of the significance of timelines in the study of
selected subjects in twentieth-century history;
CC3.02 -
demonstrate an understanding of the cause-and-effect relationship between
decisions taken in history and their consequences in helping to shape
significant historical events.
CGE7f -
respects and affirms the diversity and interdependence of the world’s peoples
and cultures.
Prior Knowledge &
Skills
Students
have experience working in, analysing, and deriving information from game
simulation. Students should be familiar with the jigsaw strategy, the concept
of timelines, and timeline creation.
Planning Notes
·
Teachers
prepare copies of Appendix 1 for student use in the game simulation.
·
Teachers
generate a variety of readings/documents on aspects of imperialism.
·
Students
are expected to do work outside of class time to maintain the time framework
established.
·
Teachers
prepare copies of blank turn-of-the-20th century maps of
Teaching/Learning
Strategies
1. Using this simulation students are introduced
to the topic of international relationships, with emphasis on imperialism,
militarism, alliances, diplomacy, treaties, neutrality, and peace negotiations.
The simulation involves seven independent nations, in a world that consists of
one continent and one island. ‘The teacher will reinforce the concept of
‘balance of power.’ This activity links with the National Portfolio and UN simulations.
2. The teacher distributes maps and national
data (Appendix 1) to each student.
3. Using Appendix 1 as a reference, the teacher
directs a discussion of the realities of the international power situation as
it exists in this simulation. Note should be made of each factor in the table
(figure 2) and that Cold Lake, in the centre of the ‘World’ is the primary, but
not only source of fresh water for the inhabitants, as the ‘world’ is
surrounded by salt water oceans. Each nation’s central intent is to protect its
own sovereignty to the best of their ability.
4. The teacher explains that the class will be
divided into groups, and that a nation will be chosen by or assigned to each.
Each nation should be assigned an area of the classroom that would correspond
to the relative location in the simulation map. Each nation should then choose
a nation leader: give him or her a title appropriate to the form of government
indicated and, if numbers permit, choose a minister of defence, minister of
economics, and minister of culture and heritage, The nation may also chose to
design a flag, select nation’s symbols such as an animal, bird, and/or plant,
and choose its national dress.
5. Each nation now meets independently and
chooses a strategic location for their capital city, which is recorded on a
general reference map at the front of the classroom. Each nation then
undertakes a detailed analysis of strategic position and best option in
alliances for future success as a nation. The representatives of each nation
should consider what they may bargain with to strengthen their position. They
will carefully investigate the strengths and weaknesses of the neighbours. A
detailed, but secret, National Strategic Profile will be written, and presented
to the teacher. The decisions of the nation should be consistent with the type
of government indicated.
6. The first step of the simulation begins as
the teacher explains that
7. The next step is the announcement of a formal
International Convention aimed at avoiding the coming war. At this convention,
each nation must formally address the group and express its position. The true
position need not be revealed, but must act with a full understanding of the
implications of their decisions. At the end of the conference, each nation will
produce an official statement, representing its views of the crisis.
8. The next step, announced by the teacher, is
the invasion of Aridia by
9. The final step involves an all-out invasion
of
10. The simulation’s final stage begins with a
dissolution of the national groups; the participants then engage in a new role
as ‘global citizens’ to discuss peacekeeping strategies that might resolve the
situation, without regard to national identity. An examination of the initial
National Strategic Profile, developed at the beginning of the simulation will
take place, and it should be compared to the final position taken by each
nation in the crisis.
11. Upon completion of the simulation, the teacher
leads a discussion on the concepts of power blocs, alliance systems,
colonialism, imperialism, and nationalism. From information gained in
Activities 1 and 2 and Grade 10 History, students should already have some
knowledge of these concepts. Students reflect on their motivation for and
purpose of establishing alliances and power blocs during the simulation and on
the course of the proceedings.
12. The teacher provides maps of
13. Students are then provided with a selection of
practical readings, focusing on the years between 1870 and 1914, that
distinguish how different countries viewed and practised imperialism,
expansionism, and colonialism. The teacher may wish to jigsaw the activity by
dividing the class into groups, with each group concentrating on a different
country: Germany (Bismarck’s Realpolitik vs. Wilhelm II’s Weltpolitik);
Britain; Russia; France; Italy; USA (Monroe Doctrine; Spanish-American War);
Japan (Meiji reforms; Russo-Japanese War); and Turkey. The teacher provides
charts to document the information obtained from the readings. Students then
investigate the alliances and imperialistic and colonial goals of each country
and place the information on the chart. The groups are rearranged so that each
country is represented in a group. Students present their findings to group
members, while others copy down the information onto their charts.
Possible format for chart:
|
Country |
Foreign Policy/Goals |
Key People/Terms |
|
|
|
|
|
|
|
|
14. Students are provided with a series of maps
depicting imperialism on a global scale:
15. The teacher leads students in a brainstorming
activity on the causes and effects, from both immediate and long-term perspectives,
of European imperialism and on the implications of the application of power and
control to regions and to the lives of individuals. The teacher elicits from
students reasons for a country’s desire for power and expansion and,
subsequently, how they use that power once gained. Teachers may also wish to
discuss the concept of progress from the viewpoint of the colonizer and the
colonized. Students relate the discussion to the game simulation; they may
comment on how they felt as a member of an aggressor nation or a dominated
nation. The teacher concludes by leading students in relating this information
to their National Portfolio country.
Assessment &
Evaluation of Student Achievement
1 Formative assessment of student
participation in the simulation game
13 Formative assessment of student participation
in jig-saw activities
14 Formative assessment of timeline creation
15 Formative assessment of student ability to
relate colonialism to their National Portfolio country
Accommodations
·
The
teacher reviews processes involved in effective group work (e.g., planning,
delegating, helping).
·
·
Non-written
or computer-generated tasks can be substituted for students with writing
difficulties.
·
Students
may work with Special Education teacher or an Educational Assistant may provide
recommendations to help exceptional students complete tasks.
Resources
Websites
AOL
Metasite – http://members.aol.com/Tchrfromoz/wwi.html
Encyclopedia
of World War I – www.spartacus.schoolnet.co.uk/FWW.htm
Imperialism,
Activity
5: Nationalism and Emerging Nationalism
at the Turn of the Century
Time: 75 minutes
Description
In this transition activity,
students analyse and examine the powerful force of nationalism at the turn of
the century. Students make connections between the emergence of nationalism with
the decay of the old empires and the rise of independence within “new world
powers” and the colonized regions of the world. In addition, nationalism is
examined as a causation factor and as a mobilizer of the civilian population in
support of World War I. The Balkan region is examined in detail.
Strand(s) & Learning
Expectations
Overall
and Specific Expectations
COV.02 -
describe the effects of World War I, World War II, the Cold War, and selected
regional conflicts on the nations of the world and on international relations
over the course of the twentieth century;
CO2.01 -
describe the causes, course, and results of significant local and regional
conflicts;
CO2.03 -
demonstrate an understanding of the causes, course, and results of World War I
and II;
CC2.01 -
demonstrate an understanding of the ongoing movement towards decolonization and
national independence throughout the twentieth century;
CC3.03 -
explain the interplay among political, social, economic, and cultural issues,
using key examples from the twentieth century;
CHV.01 -
demonstrate an understanding of the importance of nationalism and
internationalism in twentieth-century societies;
CH1.01 -
describe key elements that have contributed to the development of national
identities in the twentieth century;
CH1.02 -
demonstrate an understanding of how nationalism has affected existing
institutions and the lives of average citizens.
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems.
Prior Knowledge &
Skills
Students
should have completed the Regional Timeline, as introduced in Activity 3.
Planning Notes
·
Teachers
prepare an overhead map of the Austro-Hungarian Empire in 1914.
·
Teachers
prepare a question sheet and select textbook readings, concentrating on Balkan
events pertaining to imperialism and nationalism between 1912 and 1914.
·
Teachers
visually present the geographic features of the area that lead the Balkans to
becoming a “powder keg” (e.g., relief maps of the Balkans).
·
Teachers
research the roles of emerging nationalism in
·
Students
are expected to do work outside of class time to maintain the time framework
established.
Teaching/Learning
Strategies
1. In
order to convey the important role that nationalism played in the pre-World War
I stage, the teacher presents and examines with the class an overhead map of
the Austro-Hungarian Empire in 1914. This “Ram-Shackle Empire” was made up of
eleven different nationalities, many of who desired independence, which caused
internal and external tensions within the Empire and within
2. Students refer to their timelines to examine
the events leading up to World War I in the Balkans, concentrating on events
occurring between 1912 and 1914. The teacher reviews the roles that nationalism
played: in the outbreak of the Balkan wars; in the rise in competition for
colonies; in the rise in strength of the Panslavic movement and the role it
played in the assassination of Archduke Ferdinand. The teacher introduces a
brief comparison discussion with modern-day events in the region.
3. The teacher then expands the discussion to
selected case studies of emerging nationalism in such areas as
Assessment &
Evaluation of Student Achievement
2 Formative assessment of answers to
teacher-prepared questions.
3 Formative assessment of student application
of the concept of nationalism to their National Portfolio.
Accommodations
·
·
For
students with writing difficulties non-written or computer-generated tasks can
be substituted
·
Special
Education teacher may assist with recommendations for exceptional students.
·
Comparative
organizers could be created to assist students with the concepts being studied
and to distinguish between the “then” and “now”.
Resources
Print
Haberman,
Arthur. The Making of the Modern Age.
Heater,
Derek. Our World This Century.
Websites
Balkan
Crisis – www.theAtlantic.com/unbound/flashbks/balkans/usherf.htm
World War
I Document Archive – www.lib.byu.edu/~rdh/ww1
Activity
6: World War I, 1914-1918: Causes,
Course, and Consequences
Time: 480 minutes + 60
minutes for National Portfolio assignment
Description
Through teacher- and
student-directed activities, students apply a model of causation(s) to the
factors leading up to the start of World War I to determine how and why the war
began; identify cause-and-effect relationships; and offer alternatives to the policies
that led to World War I. Students are provided with an opportunity to explore a
variety of key aspects of World War I: significant battles, life in the
trenches, the impact of new weapons, propaganda, and efforts to mobilize
resources on the home front. Students develop a timeline of key events in World
War I. In addition, students work in pairs to create a newspaper about World
War I from a regional perspective. Students explore and examine the
consequences of the Great War on human population, world resources, and world
power structures. The reasons for the Treaty of Versailles, its contents, its
impact on
Strand(s) & Learning
Expectations
Overall
and Specific Expectations
COV.02 -
describe the effects of World War I, World War II, the Cold War, and selected
regional conflicts on the nations of the world and on international relations
over the course of the twentieth century;
CO2.03 -
demonstrate an understanding of the causes, course, and results of World War I
and II;
CO2.06 - describe
CCV.03 -
demonstrate an understanding of the use and importance of chronology and
cause-and-effect relationships in the study of twentieth-century history;
CC3.02 -
demonstrate an understanding of the cause-and-effect relationship between
decisions taken in history and their consequences in helping to shape
significant historical events;
CHV.01 -
demonstrate an understanding of the importance of nationalism and internationalism
in twentieth-century societies;
SEV.01 -
describe key changes in the structures and activities of everyday life during
the twentieth century;
SE1.01 -
describe the effect of the twentieth century on the structure of the family and
on the individual within the family;
SE1.02 -
demonstrate an understanding of how the genocides of the twentieth century have
affected not only the victims and victimizers, but also the world at large;
SEV.03 -
demonstrate an understanding of the variety of political structures experienced
during the twentieth century;
SE3.04 -
demonstrate an understanding of the structure and function of international
governmental organizations and agreements that have attempted to provide global
leadership.
CGE1d - develops attitudes and values founded
on Catholic social teaching and acts to promote social responsibility, human
solidarity, and the common good;
CGE1j - recognizes that ‘sin, human weakness,
conflict, and forgiveness are part of the human journey’ and that the cross,
the ultimate sign of forgiveness is at the heart of redemption (Witnesses to
Faith);
CGE3f -
examines, evaluates, and applies knowledge of interdependent systems (physical,
political, ethical, socio-economic, and ecological) for the development of a
just and compassionate society.
Prior Knowledge &
Skills
·
In
Grades 8 and 10, students explored a variety of issues surrounding World War I
and Canadian participation in that war. Students should have a general
understanding of the causation factors, major battles, technological
advancements, and home front contributions.
·
Students
are familiar with interpreting primary documents and visuals and the concept of
a timeline.
·
Students
should understand the expectations of the National Portfolio assignment.
Planning Notes
·
Refer
to Grade 10 Canadian History in the Twentieth Century Curriculum documents to
familiarize themselves with the content covered on the causes of World War I.
·
Prepare
a number of primary source documents, dealing with the Treaty of Versailles,
which include a wide range of perspectives and proposals.
·
Prepare
overheads dealing with the causes of World War I, obtain copies of blank maps
of Europe (1914 and 1918) for student usage, obtain overheads of a 1914 map of
Europe and a 1918 map of Europe, and preview and gather videos about World War
I.
·
Gather
primary source documents, including front pages from newspapers at the time.
·
Arrange
student access to the Internet and word-processing software.
Teaching/Learning
Strategies
1. Using overheads and information elicited from
students, the teacher reviews the causes of World War I: the emergence of new
nations (Germany and Italy); the role of nationalistic fervour (Balkans);
imperialism; militarism; the alliance system; imperial and economic rivalries,
including the assassination of Archduke Ferdinand; ethnic and ideological
conflicts; diplomatic errors; and domestic discontent and disorder leading up
to World War I. A visually-arresting note (e.g., a “powder keg” drawing) could
illustrate events leading to the start of the war. Students copy key points.
2. Using a 1914 map of
3. In a brief class discussion, students
identify and examine the cause-and-effect relationships between the events
leading up to the war, including how and why different countries aligned
themselves with either the Allied Powers or the Central Powers. Next, students
discuss and offer alternatives to the policies that led to World War I.
Students write a two-page individual response on the topic of alternatives to
the policies that led to World War I.
4. Students may also label the
5. Using a textbook and/or Internet resources,
students research the topics in greater detail. The teacher may also choose to
set up a variety of workstations to deal with the subject matter.
6. In
order to dispel romantic notions of trench warfare and discuss the horrors of
war, students are provided with copies of: “Dulce et Decorum est” and “The
Parable of the Old Man and the Young” by Wilfred Owen and “The Soldier” by
Rupert Brooke. The teacher explains to students that these poems were written
by British poets who served in battle during World War I and that Owen was
killed in battle. Owen’s poetry describes the horror of trench warfare and the
terror of its participants, while Brooke’s poetry is more romantic and
patriotic. Inform students of the English translation of the Latin phrase,
“Dulce et decorum est pro patria mori”: “It is sweet and proper to die for
one’s country.” Students read the selected poems. The teacher initiates class
discussion using the following questions as a guide: a) What ideas are
expressed in each of the poems? B) How are these ideas expressed to the reader?
C) What advice does Owen give to his friend in the final stanza of “Dulce et
Decorum est?” d) In “The Parable of the Old Men and the Young,” what does Owen
suggest about the causes of World War I? E) How do you think the British people
would have reacted to each of these poems? Propaganda posters and photographs
could be presented with the poetry to provide students with the opportunity to
make further connections.
7. Students read concise text overviews of the
war and collect data on key battles. Internet sources may be used. Students
work in pairs to prepare a timeline of events that includes brief descriptions
of the following events: the Battles of Ypres, Vimy, Champagne, Verdun, the Somme,
Jutland, Passchendaele, Caporetto; the Gallipoli Campaign; Italy’s entry into
the war; conscription in Britain; the Brusilov Offensive; the sinking of the
Lusitania; the United States declaration of war on Germany; revolutions in
Russia; the capture of Jerusalem and Baghdad; Germany announcement of a policy
of unrestricted submarine warfare; Japanese offences; the end of the rule of
William II; and the Ottoman Empire acceptance of defeat. Students are
encouraged to be creative with their timelines. Photos and hand-drawn pictures
may be included. Timelines could be posted around the classroom.
8. The teacher reviews the expanding scope of
the war/battles using a world map to highlight key areas.
9. The teacher introduces a summative activity
in which students, working in pairs, create the front page of a regional
newspaper. The use of authentic or replica front pages of newspapers from the
era could act as templates for students to model their own products. Students
investigate aspects of major events and battles of World War I from a regional
(Western Front, Eastern Front,
10. Students examine a chart or charts that
outline(s), by country, its number of casualties, its depletion in resources,
etc. Teachers may emphasize soldier vs. civilian casualties. Teachers may also
look at issues of genocide, such as the Armenian genocide. The notion of
progress could be examined. Did World War I accelerate or decelerate progress?
Students are then asked to formulate their opinions on the immediate
consequences of World War I in a one-page, written response.
11. Using a textbook and prepared question sheet,
students focus on the differences in opinion between the ideas of French Prime
Minister Clemenceau and British Prime Minister Lloyd George on the peace
negotiations; the main idea of American President Wilson’s “Fourteen Points”;
and points of difference between President Wilson and the leaders of other
Allied countries at the Paris Peace Conference.
12. Students
read a summary or primary document of the Treaty or
13. The teacher distributes the following
quotation to the class: “The historian, with every justification, will come to
the conclusion that we were very stupid men….We arrived determined that a peace
of justice and wisdom be negotiated: we left it conscious that the treaties
imposed on our enemies were neither just nor wise”, written by British diplomat
H. Nicholson, who was present at the Paris Peace Conference. The teacher
initiates a discussion of the quotation. Students focus on the reasons for
dissatisfaction with the peace settlements. Students ascertain whether or not
the treaty was too harsh.
14. Student understanding is demonstrated through
an end-of-unit test that focuses on World War I.
15. Students submit a brief one-paragraph
assignment relating World War I and its aftermath to their National Portfolio
country.
Assessment &
Evaluation of Student Achievement
3, 4 Formative assessment of written response
and video questions
6 Formative assessment of student
participation in poetry analysis
7, 10 Formative assessment of timeline completion
and written responses
9 Summative teacher evaluation of
newspaper assignment for each individual’s contribution
13 Formative assessment of student
participation in class discussions
14 Summative evaluation of unit material
through end-of-unit major test
15 Formative
assessment of aftermath of World War I and its consequences to National
Portfolio study
Accommodations
·
·
Non-written
or computer-generated tasks can be substituted for students with writing
difficulties.
·
Special
Education teacher may make recommendations to assists students in completing
tasks.
·
Pre-formatted
timeline sheets, comparison organizers, and decision-making or summary matrices
may be helpful for ESL and/or special needs students.
Resources
Print
Lewis,
Cecil, ed. The Collected Poems of Wilfred
Owen.
Major,
Kevin. No Man’s Land.
Remarque,
Erich Maria. All Quiet on the Western
Front.
The Timetables of History.
Ward,
Harriet. World Powers in the Twentieth
Century.
ISBN 0-563-21114-8
Non-print
World War I
“All
Quiet on the Western Front”, “Gallipoli”, CBC “The Killing Ground”, or PBS “The
Great War” with copyright permission.
Websites
Artists’
Site – www.art-ww1.com/
BBC
History –
http://news.bbc.co.uk/hi/english/special_report/1998/10/98/world_war_i/newsid_197000/197
Economic
Aspects of World War I – www.ukans.edu/~libsite/wwi-www/Clapp/Clapp2.htm
General
Site – www.rootsweb.com/~ww1can/
General
World War I Sites:
www.worldwar1.com
www.spartacus.schoolnet.co.uk/FWW.htm
PBS
– http://www.pbs.org/greatwar/
Poetry
Sites:
http://www.emory.edu/ENGLISH/LostPoets/index.html
http://angelfire.com/wa/warpoetry/Ww1poetry.htm
www.fordham.edu/halsall/mod/1914warpoets.html
Propaganda
Postcard Site – www.ww1-propaganda-cards.com/
Treaty
of
World War
I Document Archives – http://www.lib.byu.edu/~rdh//wwi/index.html
Activity 7: National Portfolio Research Skills
Development Activity
Time: 75 minutes
Description
Students,
with the assistance of the teacher and the library staff, are introduced in a
more formal way to the methods of historical research. Students should be made
aware of the availability and uses of library card catalogues, general
reference materials, periodical indexes, and computerized catalogue search
engines, as well as online Internet search engines, as the framework by which
research can be gathered. The teacher, with the assistance of the library
staff, prepares a manual of general print resources and Internet sites to
assist students as they conduct their research. This activity has three basic
foci. First, to provide students with a basic understanding of how information
can be gathered using a variety of library and Internet resources. Second, to
provide the teacher with an avenue by which the strengths and weaknesses of
individual students’ research skills may be formatively assessed. Last, to
provide teacher and peer assistance to students whose research skills are
deficient in certain specific learning expectations.
Strand(s) & Learning
Expectations
Overall
and Specific Expectations
HIV.01 -
demonstrate an ability to locate, select, and organize information from a
variety of sources;
HIV.02 -
demonstrate an understanding of the steps in the process of historical
interpretation and analysis;
HIV.03 -
communicate opinions based on effective research clearly and concisely;
HIV.04 -
demonstrate an ability to think creatively, manage time efficiently, and work
effectively in independent and collaborative study;
HI1.01 -
formulate relevant questions for research and inquiry, drawing on examples from
twentieth-century history;
HI1.02 -
conduct organized research, using a variety of information sources;
HI1.03 -
organize research findings, using a variety of methods and forms.
Planning Notes
·
Schedule
time with library staff for an orientation session on research skills
·
Book
computer labs as necessary if access to the Internet is not available through
the library.
·
Consult
with the library staff on available resources. Preloaded “bookmarks”,
containing important information or research tips, could be prepared for
students.
·
Create
a guideline of resources that students may access to start their research,
including tips on how to begin researching information, as well as where to
obtain information. This guideline could include a list of school library
resources, community resources, and Internet search engines and sites.
·
Create
a research development worksheet for students to complete to aid the teacher in
formatively assessing student progress in completing their initial information
gathering.
·
Obtain
envelopes or file folders, for students to use as they collect information, and
assign an area of the classroom where these folders/envelopes can be kept safe
and secure.
Teaching/Learning
Strategies
1. The teacher provides each of the students
with a guideline that outlines the various concepts and methods of historical
research. This guideline could also include some practical information, as
outlined above, to assist students in finding information on their topics.
2. The teacher, or library staff, conducts a
Socratic lesson on historical research methods, having students generate
supplementary notes to be added to the guideline handout.
3. Students are scheduled for an initial
research period in the Library/Resource Centre or computer lab to begin the
research process. The teacher circulates around the class, making observational
diagnostic assessments of student progress.
4. The teacher assigns a research development worksheet
for each student to complete. This worksheet should reflect the student’s
progress in obtaining sources to complete their year-end project.
5. The teacher may wish to assess the level of
student understanding of the research process. A formative/diagnostic test
could be created to assess the level of students’ research skills
comprehension.
Assessment &
Evaluation of Student Achievement
3,4,5 Formative and diagnostic assessment of
research skills comprehension and development
Accommodations
·
The
use of peer assistants provides feedback and direction to students with
learning difficulties.
·
The
teacher may need to provide individual assistance, or ask for the assistance of
Special Education teachers, for students who have difficulty in completing
specific research tasks.
Resources
Goeppfert, Paula S., ed. The Communications
Handbook.
ISBN 0-17-601507-8
Appendix 1
The Continent and the
Island- A Simulation
Figure 1
Figure
2: Relative Powers of Each Nation
|
Nation |
Population |
Language |
Military |
Economy |
Government |
Ally |
|
|
2 000 000 |
Pax |
Army – |
Very strong – Natural Resources |
Democratic |
Aridia |
|
Aridia |
600 000 |
Pax |
Army – 1500 |
Weak - Agricultural |
Dictatorship |
|
|
|
4 000 000 |
Centro |
Army – |
Powerful – Industrial/trading |
Military Dictatorship |
None |
|
Pulau |
2 500 000 |
Intran |
Army – |
Strong - Industrial |
Monarchy |
Islandia |
|
Islandia |
500 000 |
Centro |
Navy – 2000 |
Weak – Natural Resources |
Democratic |
Pulau |
|
Northland |
400 000 |
|
Army – 1000 |
Weak - Subsistence |
Democratic |
|
|
Columbria |
8 000 000 |
|
Army – 35 000 |
Strong – Industrial/Natural Resources |
Military Dictatorship |
None |
·
Note
that all military values are relative, and represent equivalent strength of
military personnel, technology, and military equipment in total.
Course
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