Vicroria University

Senior Secondary Unit of Work: VCE History: Unit 1

Area of study1: Crisis and conflict

Andreas Nilsen 4492542

Tutor: 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.

Senior Secondary Unit of Work: VCE History: Unit 1 Andreas Nilsen 4492542

Table of contents

Unit of study overview Page 2

Activity 1 Page 3

Activity 2

- Activity 2 Assessment Rubric

Page 4

Page 5

Activity 3

- Activity 3 Handout

Page 6

Page 7

Activity 4

- Propaganda Poster handout

Page 10

Page 11

Activity 5

- WWII Propaganda Presentation Checklist- WWII Propaganda Peer feedback Sheet- Activity 5 assessment Rubric

Page 16

Page 17Page 18Page 19

References Page 20

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Senior Secondary Unit of Work: VCE History: Unit 1 Andreas Nilsen 4492542

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)

Outcome On 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 Knowledge Students 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 order

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 Skills Students 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 class

Students analyse written and visual evidence.

Students synthesise evidence to draw conclusions.

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Senior Secondary Unit of Work: VCE History: Unit 1 Andreas Nilsen 4492542Activity 1

Key Knowledge Students engage with information about conflict which emerged from attempts to implement new political and social ideas

Students assess circumstances leading to the emergence of new political ideas about social and economic order

Key Skills Students use key concepts relevant to the selected historical context; such as culture, nationalism, internationalism, race, ideology, gender and class

Resources Black, J. (2002). The World in the Twentieth Century. Longman, London, United Kingdom.

World War II Vocabulary and Important Termshttp://quizlet.com/214349/world-war-ii-vocabulary-and-important-terms-flash-cards/

WWII TIMELINE: http://www.nationalww2museum.org/history/final/interactive_timeline.html

Capitalism and Socialism: Crash Course World History #33 https://www.youtube.com/watch?v=B3u4EFTwprM

Activity 1

Discussion

Students 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 vocabularyhttp://quizlet.com/214349/world-war-ii-vocabulary-and-important-terms-flash-cards/

Students 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 discussion

Why 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’ https://www.youtube.com/watch?v=B3u4EFTwprM

Students create Venn diagrams, networks and/or concept maps showing where or if these ideas share commonalities and where/if they conflict.

Activity 2

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Senior Secondary Unit of Work: VCE History: Unit 1 Andreas Nilsen 4492542Key Knowledge Students 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.

Resources Atlas of World War I, http://commons.wikimedia.org/wiki/Atlas_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 1http://www.vcaa.vic.edu.au/vce/studies/history/history-sd.pdf

World War I: Interactive Map http://www.worldology.com/Europe/world_war_1_imap.htm

Activity 2

Assessment task

Mapping Exercise

Using 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.

StudentsA) Create a political pre-WWI map of one of the following regions: The Middle East Europe AsiaShowing Independent countries and those under the control of another power The political system in place in that country; for example, liberal democracy, communism,

socialism, colonial control Internal 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 power The political system in place in that country; for example, liberal democracy, communism,

socialism, colonial control Internal 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 guide

Criteria High Medium Low Unsatisfactory

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Senior Secondary Unit of Work: VCE History: Unit 1 Andreas Nilsen 4492542Students will create, annotate and interpret maps.

Map Design

Marks /10

Creatively and clearly integrates all important map elements including Key or Legend Symbols and Labels Grid and Index Scale Direction

Includes all important map elements Key or Legend Symbols and

Labels Grid and Index Scale Direction

Is missing an important map element

Missing more than one important map element

Students 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 /20

Creatively and clearly integrates all key geopolitical elements including: Changing borders Creation or

disappearance of countries

Collapse of empires The political

system(s) in place in relevant countries

Includes all geopolitical elements Changing borders Creation or

disappearance of countries

Collapse of empires

The political system(s) in place in relevant countries

Is 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 settlements

Marks /20

Clearly defines and explains the political systems in place of relevant countries.

Provides explanations forInternal and external threats to political structure in relevant countries

Defines or explains the political systems in place of relevant countries.

Provides explanations forInternal or external threats to political structure in relevant countries

Definitions and/or explanations for political systems and threats to these systems briefly stated

Definitions and/or explanations for political systems are vague or inaccurate

Little explanation given for Internal or external threats to political structures

Total /50 Comments

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Senior Secondary Unit of Work: VCE History: Unit 1 Andreas Nilsen 4492542Activity 3

Key Knowledge

Students 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 Skills Students 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.

Resources World History for Us All,http://www.montgomeryschoolsmd.org/schools/wjhs/depts/socialst/Cohen/ww2pacific/tanaka.html

J. V. Stalin, 1947 (English Translation 1953), Problems of Leninism, Foreign Languages Publishing House, Moscow, Russia.

World War II: Before the War, http://www.theatlantic.com/infocus/2011/06/world-war-ii-before-the-war/100089/

Activity 3

The Lead up to WWII:Nationalism

Students revise key concepts and vocabulary from Activity 1,.

Using the three primary source texts given ask students to answer the following questions:

1. According to Tanaka, how is Japan different from England and the United States?

2. According to Hitler, how is land ownership determined?

3. What are the similarities between Tanaka’s and Hitler’s arguments for expansion?

4. What argument could be made against Tanaka’s justification for expansion? What arguments against Hitler’s?

5. According to Stalin, how is Russia different from other countries?

6. 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?

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Senior Secondary Unit of Work: VCE History: Unit 1 Andreas Nilsen 4492542

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Senior Secondary Unit of Work: VCE History: Unit 1 Andreas Nilsen 4492542

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Senior Secondary Unit of Work: VCE History: Unit 1 Andreas Nilsen 4492542

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Senior Secondary Unit of Work: VCE History: Unit 1 Andreas Nilsen 4492542

Activity 4

Key Knowledge

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 Skills Students analyse written and visual evidence.Students synthesise evidence to draw conclusions.

Resources http://www.trumanlibrary.org/educ/warposters.pdf

http://digital.library.mcgill.ca/warposters/english/introduction.htm

McClellend B., (1942) Man the Guns,http://www.archives.gov/exhibits/powers_of_persuasion/man_the_guns/images_html/ma_the_guns.html

We will not give up Petrograd, http://filebox.vt.edu/users/efalwell/sovietprop/stalin5.htmlhttp://digital.library.mcgill.ca/warposters/search/searchdetail.php?ID=8722&version=e

Ivanov, V. (1943) To the West!, http://memory.loc.gov/cgi-bin/query/D?yan:14:./temp/~pp_7fVL

Activity 4

PropagandaPoster Analysis

Students 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? Explain

2. 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?

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Senior Secondary Unit of Work: VCE History: Unit 1 Andreas Nilsen 4492542

Posters Handout

“Man the Guns, Join the Navy,” 1942 Created by McClelland Barclay

Barclay 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.

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Senior Secondary Unit of Work: VCE History: Unit 1 Andreas Nilsen 4492542Source:

http://www.archives.gov/exhibits/powers_of_persuasion/man_the_guns/images_html/ma_the_guns.html

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Senior Secondary Unit of Work: VCE History: Unit 1 Andreas Nilsen 4492542

“Petrograda Ne Otdadim” (We will not give up Petrograd!)Artist and date unknown Source:http://filebox.vt.edu/users/efalwell/sovietprop/stalin5.html

“Na Zapad!” (To the West!), 1943Created by Victor Ivanov

Russian 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)

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Senior Secondary Unit of Work: VCE History: Unit 1 Andreas Nilsen 4492542Source:http://memory.loc.gov/cgi-bin/query/D?yan:14:./temp/~pp_7fVL::

“Allons-y … Canadiens” (Let’s Go, Canadians)Created by Henri Eveleigh, undated

Published by the Director of Public Information, Ottawa, issued under the authority of the Honorable J. T. Thorson, Minister of National War Services.

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Senior Secondary Unit of Work: VCE History: Unit 1 Andreas Nilsen 4492542Source:http://digital.library.mcgill.ca/warposters/search/searchdetail.php?ID=8722&version=e

Coming 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: http://www.awm.gov.au/database/collection.asp Copyright: 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

http://upload.wikimedia.org/wikipedia/commons/f/f1/Coming_South_(AWM_ARTV09225).jpg

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Senior Secondary Unit of Work: VCE History: Unit 1 Andreas Nilsen 4492542Activity 5

Key Knowledge 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 Skills Students analyse written and visual evidence.

Students synthesise evidence to draw conclusions.

Resources The National WWII Museum, Propaganda Posters at a Glance http://www.nationalww2museum.org/learn/education/for-students/ww2-history/at-a-glance/propaganda-posters.html

PBS, World War II Propaganda - http://www.pbs.org/wgbh/amex/goebbels/peopleevents/e_propaganda.html

Propaganda, Recruitment and conscription in Australia, http://www.skwirk.com/p-c_s-14_u-42_t-47_c-139/propaganda/nsw/propaganda/australia-and-world-war-i/recruitment-and-conscription

World War I propaganda, BBC series Peoples Century, episode 2, Killng Fields. http://www.youtube.com/watch?v=4iFnce-4e74

Frank Capra's "Why We Fight" World War II Propaganda Series http://www.youtube.com/watch?v=yBUKRAE2O9c

Activity 5

Propaganda presentation

Assessed

Students 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 time

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Senior Secondary Unit of Work: VCE History: Unit 1 Andreas Nilsen 4492542WWII Propaganda Presentation Checklist

1. My presentation includes a variety of examples of WWII propaganda. Different formats Different purposes Different countries

2. My presentation has a theme. Engages the viewer Unifies the presentation Says something important about propaganda

3. I created a storyboard for my presentation. Opening title/theme slide Propaganda examples Concluding slide

4. I analyse the propaganda examples. Propaganda techniques used Context Purpose Effectiveness Ethics

5. I draw conclusions about the propaganda. Connections to conflicts throughout history Connections to important events, people, and places of WWII Role propaganda played in the War

6. I create slides. Appropriate amount of text on each slide Appropriate font size Graphics to add meaning Animations to add meaning Music/Video to add meaning Slide transitions to add meaning

7. I practice giving my presentation. Introduce presentation Slide commentary Conclude presentation Length of practiced presentation

8. What were some useful comments from viewers of my draft or practice presentation?

9. How did/should I revise my presentation to make it better?

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Senior Secondary Unit of Work: VCE History: Unit 1 Andreas Nilsen 4492542

WWII Propaganda Presentation Peer FeedbackDistribute the following form to your group members when you practice your presentation.

1. What do you think the theme of the presentation was?

2. What were 3 good things about the presentation, such as content, pace, speaking skills? a

b

c

3. What are 2 things the presenter could improve? a

b

4. What different types of propaganda did you see in the presentation and what countries did they come from?

Propaganda Country

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Senior Secondary Unit of Work: VCE History: Unit 1 Andreas Nilsen 4492542

High Medium Low Needs improvement

Investigate propaganda, by which individuals, organisations and groups of people attempted to establish and legitimise particular political ideas

Marks /10

I 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 /15

I 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 /15

I 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 /4

I 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 /3

My 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 /3

I 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

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Senior Secondary Unit of Work: VCE History: Unit 1 Andreas Nilsen 4492542References

- Digital History, (2011) History Online. Retrieved October 10, 2014 from http://www.digitalhistory.uh.edu/historyonline/us35.cfm

- Black, 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 http://www.montgomeryschoolsmd.org/schools/wjhs/depts/socialst/Cohen/ww2pacific/tanaka.html

- Victorian Curriculum Assessment Authority, (2013). VCE History Study Design. Retrieved October 10, 2014 from http://www.vcaa.vic.edu.au/vce/studies/history/history-sd.pdf

- Stalin, J. V. (1947) Problems of Leninism, Foreign Languages Publishing House, Moscow, Russia.

- Truman Presidential Museum & Library, (2011). War Posters. Retrieved October 17, 2011 from http://www.trumanlibrary.org/educ/warposters.pdf

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