Senior Secondary Unit of Work: VCE History: Unit 1



Vicroria UniversitySenior Secondary Unit of Work: VCE History: Unit 1Area of study1: Crisis and conflictAndreas Nilsen 4492542Tutor: Doug Cargeeg This is an abridged VCE unit of study and so does not include all key knowledge and skills required by the VCAA. A complete unit may include a major essay or exam to fill in these gaps. This abridged version focuses on the lead up to the second world war. By the end of this abridged unit students are able to explain and analyses the build up to World War II. They achieve this by mapping the geopolitical changes resulting from the treaties signed following World War I investigating the internal and external pressures of key powers at this time. The unit then investigates the rhetoric and propaganda of countries’ justification for their involvement in conflict . VCE students are expected to have some level of skill and knowledge of ICT and some level of knowledge about the first World War though previous study and the fact that ANZAC day is a national day of memorial in Australia. Table of contentsUnit of study overviewPage 2Activity 1Page 3Activity 2Activity 2 Assessment RubricPage 4Page 5Activity 3Activity 3 HandoutPage 6Page 7Activity 4Propaganda Poster handoutPage 10Page 11Activity 5WWII Propaganda Presentation Checklist WWII Propaganda Peer feedback SheetActivity 5 assessment RubricPage 16Page 17Page 18Page 19ReferencesPage 20 Area of Study Area of study1: Crisis and conflict The first half of the twentieth century was a period of political upheaval. In Europe by 1914 the traditional hierarchical world symbolised by the monarchical system had begun to crumble. In the aftermath of the World War I the borders in Europe, Asia, Africa and the Middle East were redrawn, new countries were created and the empires of the defeated powers broken up. In this new order, which was characterised by economic and social unrest, political ideas such as communism, socialism and fascism gained popular support. In Asia, Africa and the Middle East nationalist movements emerged which blended aspects of Western political theories with local ideas and practices. The new and existing political orders came into conflict with each other as they sought to represent the interests of various groups of people, nationalities, classes and races. Movements for internationalism, and organisations such as the League of Nations worked to replace war with diplomacy as a means of resolving conflict between rival nations and ideologies. Despite these efforts the world was plunged into a second world war in 1939. This area of study focuses on the circumstances surrounding the collapse of the traditional order, the post-war structures, the different political ideas and movements that emerged, and the conflicts which resulted from competing attempts to establish and legitimise them.(VCAA 2013)OutcomeOn completion of this unit the student should be able to analyse and explain the development of a political crisis and conflict in the period 1900 to 1945. To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 1: Crisis and conflict.Key KnowledgeStudents investigate geopolitical changes resulting from the treaties signed following World War I, for example the breakup of the Ottoman Empire, the creation of Iraq, as reflected in a comparison of contemporary maps and historical maps.Students engage with information about conflict which emerged from attempts to implement new political and social ideas, international conflict such as World War II; and, if appropriate, the extent to which the conflict had its origins in the post-World War I settlements.Students assess circumstances leading to the emergence of new political ideas about social and economic orderStudents investigate the means by which individuals, organisations and groups of people attempted to establish and legitimise particular political ideas; for example, rhetoric and propaganda, education, symbols, appeals to the past, appeals to nationalistic sentiment.Key SkillsStudents will create, annotate and interpret maps.Students use key concepts relevant to the selected historical context; such as culture, nationalism, internationalism, race, ideology, gender and classStudents analyse written and visual evidence.Students synthesise evidence to draw conclusions.Activity 1Key KnowledgeStudents engage with information about conflict which emerged from attempts to implement new political and social ideasStudents assess circumstances leading to the emergence of new political ideas about social and economic orderKey SkillsStudents use key concepts relevant to the selected historical context; such as culture, nationalism, internationalism, race, ideology, gender and classResourcesBlack, J. (2002). The World in the Twentieth Century. Longman, London, United Kingdom.World War II Vocabulary and Important Terms TIMELINE: and Socialism: Crash Course World History #33 Activity 1DiscussionStudents discuss key concepts relating to crisis and conflict.In small groups discuss the meaning of the terms ‘political’, crisis’, ‘conflict’, ‘nationalism’, ‘internationalism’. Student can research these words online to understand the deeper meanings of these words. After discussion ask students to complete quizlet regarding Crisis and conflict vocabulary record these words and their definitions in their workbooks or document for reference and discuss the following question in groups presenting their conclusions to the class for further discussionWhy are these words important when we talk about conflict?Can we predict if and when conflict will arise?Is conflict preventable? If so why does it happen?Discuss the ideas associated with ‘communism’, ‘fascism’, ‘socialism’, ‘liberalism’ and capitalismWatch clip regarding Capitalism and socialism ‘Capitalism and Socialism: Crash Course World History #33’ Students create Venn diagrams, networks and/or concept maps showing where or if these ideas share commonalities and where/if they conflict. Activity 2Key KnowledgeStudents investigate geopolitical changes resulting from the treaties signed following World War I, for example the breakup of the Ottoman Empire, the creation of Iraq, as reflected in a comparison of contemporary maps and historical maps.Students engage with information about conflict which emerged from attempts to implement new political and social ideas; for example the international conflict such as World War II; and, if appropriate, the extent to which the conflict had its origins in the post-World War I settlements.Key Skills Students will create, annotate and interpret maps.ResourcesAtlas of World War I, Gilbert, Martin, 1997, A History of the Twentieth Century Volume One 1900-1933, Harper Collins, London.Hobsbawn, Eric, 1994, Age of Extremes: The Short Twentieth Century 1914-1991, Abacus, London.VCAA: VCE Twentieth Century History; Crisis and Conflict, Unit 1 War I: Interactive Map Activity 2Assessment taskMapping ExerciseUsing ICT or other methods students are to locate, create and compare a pre WW1 (pre1914) map of the chosen region with a post WW1 (pre-1919) map of the same region. StudentsCreate a political pre-WWI map of one of the following regions:The Middle EastEuropeAsiaShowing Independent countries and those under the control of another powerThe political system in place in that country; for example, liberal democracy, communism, socialism, colonial controlInternal and external threats to the existing political structure. B) Annotate the post-1919 map to indicate:Independent countries and those under the control of another powerThe political system in place in that country; for example, liberal democracy, communism, socialism, colonial controlInternal and external threats to the existing political structure.Students must identify changing borders, the creation and/or disappearance of countries and the collapse of empires.They may present this in any way so long that it is clear and meets the criteria. Studetns should use the assessment rubric as a guideCriteriaHighMediumLowUnsatisfactoryStudents will create, annotate and interpret maps.Map DesignMarks /10Creatively and clearly integrates all important map elements includingKey or LegendSymbols and LabelsGrid and IndexScaleDirection Includes all important map elementsKey or LegendSymbols and LabelsGrid and IndexScaleDirectionIs missing an important map element Missing more than one important map elementStudents will create, annotate and interpret maps.Students investigate geopolitical changes resulting from the treaties signed following World War I, as reflected in a comparison of contemporary maps and historical maps.Marks /20Creatively and clearly integrates all key geopolitical elements including:Changing bordersCreation or disappearance of countriesCollapse of empiresThe political system(s) in place in relevant countriesIncludes all geopolitical elements Changing bordersCreation or disappearance of countriesCollapse of empiresThe political system(s) in place in relevant countriesIs missing an important geopolitical element Missing more than one important element Students will create, annotate and interpret maps.Students engage with information about conflict which emerged from attempts to implement new political and social ideas; i.e. the extent to which the conflict had its origins in the post-World War I settlementsMarks /20Clearly defines and explains the political systems in place of relevant countries.Provides explanations for Internal and external threats to political structure in relevant countriesDefines or explains the political systems in place of relevant countries.Provides explanations for Internal or external threats to political structure in relevant countriesDefinitions and/or explanations for political systems and threats to these systems briefly statedDefinitions and/or explanations for political systems are vague or inaccurate Little explanation given for Internal or external threats to political structuresTotal /50 CommentsActivity 3Key KnowledgeStudents assess circumstances leading to the emergence of new political ideas about social and economic order.Students are aware of the main characteristics of the new political ideas.Students investigate the means by which individuals, organisations and groups of people attempted to establish and legitimise particular political ideas; for example, rhetoric and propaganda, education, symbols, appeals to the past, appeals to nationalistic sentiment.Key SkillsStudents use key concepts relevant to the selected historical context; such as culture, nationalism, internationalism, race, ideology, gender and class.Students analyse written and visual evidence.ResourcesWorld History for Us All,. V. Stalin, 1947 (English Translation 1953), Problems of Leninism, Foreign Languages Publishing House, Moscow, Russia.World War II: Before the War, 3The Lead up to WWII:NationalismStudents revise key concepts and vocabulary from Activity 1,.Using the three primary source texts given ask students to answer the following questions:According to Tanaka, how is Japan different from England and the United States?According to Hitler, how is land ownership determined?What are the similarities between Tanaka’s and Hitler’s arguments for expansion? What argument could be made against Tanaka’s justification for expansion? What arguments against Hitler’s?According to Stalin, how is Russia different from other countries?In what ways are Stalin, Hitler, and Tanaka taking the same position on the importance of industrialisation for their countries’ power relative to other countries?-457200-5207000-326390-12446000-253365-55372000Activity 4Key KnowledgeStudents investigate the means by which individuals, organisations and groups of people attempted to establish and legitimise particular political ideas; for example, rhetoric and propaganda, education, symbols, appeals to the past, appeals to nationalistic sentimentKey SkillsStudents analyse written and visual evidence.Students synthesise evidence to draw conclusions.Resources B., (1942) Man the Guns, will not give up Petrograd, , V. (1943) To the West!, 4PropagandaPoster AnalysisStudents analyse and compare propaganda poster political group; identify the message ofThe representation and how it seeks to promote the group’s political cause in the war efforts in Europe, the Pacific and Australia establishing the cultural and ideological differences between them. Ask students to look carefully at each poster, and then to write short responses to the questions that follow for each poster.1. What is your immediate reaction upon seeing this poster for the first time? Appealing? Shocking?What emotions (if any) does it bring forth in you? Explain2. Which country created this poster? 3. Is the government agency, artist or private corporation, that created this poster mentioned? If yes, which one(s)? 4. What colours are mainly used? Do these colours have symbolic value? If yes give a description. 5. Describe any symbols (minimum of three) used in the poster and explain what each one represents:6. Are any slogans or phrases included? If yes, explain.7. What are the main messages of this poster? Possible answers:__ seeking your support for soldiers and sailors? __ asking you to do your part on the home front?__ intending to stir up negative feelings toward the enemy soldier and nation?__ other ______________________________________________________8. Describe how the poster brings out the message(s). Illustrations? Colours? Symbols? Words?____________________________________________________________________________________________________________________________________________________9. As a result of seeing this poster, what action do you think the poster’s creator hopes you will take?__________________________________________________________________________10. In your judgement, is this a good war propaganda poster? Why or why not? Does it get its message across clearly? Is it appealing? Easy to understand? Posters Handout“Man the Guns, Join the Navy,” 1942 Created by McClelland Barclay571502476500Barclay was a professional artist before joining the US Navy during World War II. He contributed many posters, illustrations, and officer portraits for the Navy. |Produced for the Navy Recruiting Bureau, NARA Still Picture Branch.Source: 190505524500“Petrograda Ne Otdadim” (We will not give up Petrograd!)Artist and date unknown Source:“Na Zapad!” (To the West!), 1943Created by Victor IvanovRussian soldier knocking German sign “To the East” off birch tree, a symbol of Russia.Published by Izd-vo “Izobrazitel’noe iskusstvo”; printed by “Plakat.” Yanker poster collection (Library of Congress)Source:“Allons-y … Canadiens” (Let’s Go, Canadians)Created by Henri Eveleigh, undatedPublished by the Director of Public Information, Ottawa, issued under the authority of the Honorable J. T. Thorson, Minister of National War Services.Source: South (AWM ARTV09225) An Australian propaganda poster released in 1942. The poster was criticised for being alarmist when it was released and was banned by the Queensland government.Source Australian War Memorial (AWM) catalog number ARTV09225 Sourced from:?: The poster was made and published in 1942 by an unknown artist working for the Australian Government. As a result it is no longer under copyright or(AWM_ARTV09225).jpgActivity 5Key KnowledgeStudents investigate the means by which individuals, organisations and groups of people attempted to establish and legitimise particular political ideas; for example, rhetoric and propaganda, education, symbols, appeals to the past, appeals to nationalistic sentiment.Key SkillsStudents analyse written and visual evidence.Students synthesise evidence to draw conclusions.ResourcesThe National WWII Museum, Propaganda Posters at a Glance , World War II Propaganda - , Recruitment and conscription in Australia, War I propaganda, BBC series Peoples Century, episode 2, Killng Fields. Capra's "Why We Fight" World War II Propaganda Series 5Propaganda presentationAssessedStudents creating a multimedia presentation analysing how WWII propaganda was used in different countries. Students use rubrics and checklists provided to plan and monitor their work. Students give peer feedback via feedback sheets providedStudents analysis of a variety of texts should include:? a description of the literal and symbolic elements in text (poster, article, speech, film etc.)? the historical context in which the texts were produced? what the text reveal about the conflict at the timeWWII Propaganda Presentation ChecklistMy presentation includes a variety of examples of WWII propaganda.Different formatsDifferent purposesDifferent countriesMy presentation has a theme.Engages the viewerUnifies the presentationSays something important about propagandaI created a storyboard for my presentation.Opening title/theme slidePropaganda examplesConcluding slideI analyse the propaganda examples.Propaganda techniques usedContextPurposeEffectivenessEthicsI draw conclusions about the propaganda.Connections to conflicts throughout historyConnections to important events, people, and places of WWIIRole propaganda played in the WarI create slides.Appropriate amount of text on each slideAppropriate font sizeGraphics to add meaningAnimations to add meaningMusic/Video to add meaningSlide transitions to add meaningI practice giving my presentation.Introduce presentationSlide commentaryConclude presentationLength of practiced presentation 107442049022000107442078867000What were some useful comments from viewers of my draft or practice presentation?1074420-2527300010655304572000107442049022000107442078803500How did/should I revise my presentation to make it better?WWII Propaganda Presentation Peer FeedbackDistribute the following form to your group members when you practice your presentation.What do you think the theme of the presentation was?137160058864500What were 3 good things about the presentation, such as content, pace, speaking skills? ab13716004572000c1362710-10033000137160063563500What are 2 things the presenter could improve? ab1362710-10033000What different types of propaganda did you see in the presentation and what countries did they come from?PropagandaCountryHighMediumLowNeeds improvementInvestigate propaganda, by which individuals, organisations and groups of people attempted to establish and legitimise particular political ideas Marks /10I Investigate several examples of WWII propaganda in different formats, such as poster, music, speeches, or leaflets, from a variety of countries on both sides of the war for a variety of purposes. I investigate some examples of WWII propaganda in different formats from more than one country.The propaganda I investigate is generally the same kind and mostly from one country.The propaganda I analyse is all the same kind or is all from the same country.Analysis of written and visual evidence Marks /15I analyse the various components of each piece of propaganda, describe its purpose and the context in which it was used, correctly identify the tools that were used in it, and evaluate its effectiveness.I analyze each piece of propaganda, describe its purpose, and correctly identify the tools that were used in it.I attempt to analyze each piece of propaganda and identify the tools that were used in it, but my analysis may be inaccurate or simplistic.I make a superficial analysis of each piece of propaganda and inaccurately identify the tools that were used in it.Students synthesise evidence to draw conclusions Marks /15I synthesise what I have learned about conflict, from different sources: the important people, places, and events of World War II, and the reasons which motivated different countries to join the War, to drawing conclusions about the role that propaganda played in the War.I synthesise information from different sources to draw reasonable conclusions about the role that propaganda played in the War.I make predictable and obvious conclusions about the role that propaganda played in the War.I repeat or paraphrase the ideas of others about the role that propaganda played in the War.Presentation: Style Marks /4I use an appropriate technical writing style and various presentation features in my presentation, organising the information by headings, subheadings, and bullets with information is conveyed in as few words as possible.I use an appropriate technical writing style in my presentation, using headings, subheadings, and bullets to convey information efficiently.I try to use an appropriate technical style of writing in my presentation, but information is often confusing, wordy, or difficult to find.I do not use technical writing in my presentation, and it is difficult for the audience to understand what I am trying to say.Presentation: Time Marks /3My presentation fits within the 3-5 minute time period.My presentation is a bit too long or too short.My presentation is a too long or too short.My presentation is far too short or too long to finish.Presentation: Public Speaking Marks /3I begin my presentation with an introduction, end it with a conclusion, and accompany the slides with appropriate, relevant comments that enhance the meaning of the presentation.I begin my presentation with an introduction, end it with a conclusion, and accompany the slides with appropriate, relevant comments.I generally just read my slides and make a few relevant comments.I just read my slides.Total Marks /50 Comments ReferencesDigital History, (2011) History Online. Retrieved October 10, 2014 from , J. (2002). The World in the Twentieth Century. Longman, London, United Kingdom.Gilbert, M. (1995). The Day The War Ended; VE Day in Europe and Around The World. Harper Collins. London, United Kingdom.Gilbert, M. (1997). A History of the Twentieth Century Volume One 1900-1933, Harper Collins. London, United Kingdom.Gilbert, M. (1998). Descent Into Barbarism: A History of the Twentieth Century 1933-1951. Harper Collins. London, United Kingdom.Hobsbawn, E. (1992). Age of Empire 1914. London, United Kingdom: Abacus.Hobsbawn, E. (1994). Age of Extremes: The Short Twentieth Century 1914-1991. London, United Kingdom: Abacus.Martin, G. (1997). A History of the Twentieth Century - 1900-1933. London, United Kingdom: Harper Collins.Montgomery Country Public Schools, (2012). History Resources. Retrieved October 5, 2014 from Curriculum Assessment Authority, (2013). VCE History Study Design. Retrieved October 10, 2014 from , J. V. (1947) Problems of Leninism, Foreign Languages Publishing House, Moscow, Russia.Truman Presidential Museum & Library, (2011). War Posters. Retrieved October 17, 2011 from ................
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