How the world changed.

1. 1918 – 1939 The years between WWI and WWII How the world changed.

2. Integrated Social Studies Grade 9 Wendy Garbrandt This project was developed for Ohio ninth grade World History students.

3. Table of Contents Make sure to hyperlink the table of contents to the appropriate section in your presentation. • Introduction • Essential Question • Background • Assessment: Learning Contract • Student Activities • Teacher Support Materials

4. Introduction What happened around the world from 1918-1939?

5. Introduction • In this lesson you will learn about World War One and the changes that occurred at the close of the war that caused a chain reaction of events throughout the world that caused World War Two. • Essentially you will understand how the rest of the world was shaped during the 20th century. Adolf Hitler 1919

6. Essential Question The Essentials We Hope to Discover

7. The Essential Question • How did the economic, political, and geographic changes that occurred at the end of World War One lead to the onset of World War Two?

8. World War One, Why? What happened in the world during the years of 1914-1919? World War One began on June 28, 1914 when Archduke Franz Ferdinand and his wife Sophie were assassinated in Sarajevo. Sarajevo was the capital of the Austro Hungarian Empire province of Bosnia Herzegovina.

9. Understanding Alliances The Archduke was assassinated by a member of The Black Hand, and two months after his death the Austro-Hungarian Empire declared war against Serbia. Because of the TRIPLE ALLIANCE Italy and Germany mobilized against Serbia. Russia was aligned with Serbia, and therefore the Russia, and the members of the TRIPLE ENTENTE, Britain and France, mobilized against the Triple Alliance. All of Europe was preparing for war.

10. Beyond the Triple Entente and Triple Alliance. • Alliances were not the only cause of the war. Other contributing factors included… • Industrialization and the rapidly expanding European economy. • The demand for social and governmental changes throughout some European countries and anti change sentiment throughout others. • An arms race. • The want for more territory to expand empires.

11. A new kind of war • The use of heavy artillery and gas on the war front caused suffering unlike that ever seen before. • Trench warfare became the standard for both sides throughout the war. Each battalion had its own supply of rum that it distributed to its soldiers. Each division of 20,000 men received 300 gallons.  Every soldier carried iron rations -- emergency food that consisted of a can of bully bee, biscuits and a tin of tea and sugar.  A single pair of rats could produced up to 880 offspring in a year.  A total of 3,894 men in the British Army were convicted of self-inflicted wounds. A firing-squad offense -- none were executed, but all served prison terms.  The British Army treated 20,000 soldiers for trench foot during the winter of 1914-15.  One-third of all casualties on the Western Front may have been killed or wounded in a trench.  A lit candle was fairly effective in removing lice, but the skill of burning the lice without setting yourself on fire was difficult to learn.  Soldiers in the trenches often depended on impure water collected from shell-holes or other cavities, causing dysentery.Source: Spartacus Educational

12. Trench Warfare • "[the bodies] we could not get from the German wire continued to swell ... the color of the dead faces changed from white to yellow-gray, to red, to purple, to green to black." Robert Graves, poet, novelist, critic

13. Not War, Slaughter • The Human toll of this war is unlike anything we can imagine in contemporary times. • Click here to gain understanding about the loss of life during World War One. Veteran receiving a face mask.

14. Understanding World War One • The United States only entered the war in 1917, near the end. Understand the British perspective by watching this BBC video.

15. Informational Resources The End of World War One and Beyond

16. The End of World War One • The War ended in November 1918 with the signing of the Armistice. Read President Woodrow Wilson's Fourteen Points Peace Proposal. Read the peace agreements set forth by the Treaty of Versailles 1. Norway2. Sweden3. Denmark4. Netherlands5. Belgium6. Portugal 7. Switzerland8. Estonia9. Latvia10. Lithuania11. Germany-East Prussia12. Czechoslovakia 13. Austria14. Hungary15. Yugoslavia16. Albania17. Greece18. Bulgaria

17. Changes in Europe 1918-1939 • Study the post World War One timeline. • Watch a video about the World Wide Spanish Flu Pandemic. • Learn about King George V Monarch of the United Kingdom. • Learn about Germany and the Weimar Republic. • Learn About the Great Depression

18. Changes in America 1918-1939 • View pictures of Lancaster during the Great Depression.

19. Assessment Activities for Your Portfolio

20. Student Activities for Portfolio • Create at least two activities each multiple intelligence on the planning matrix. Make sure to represent each range of Bloom’s Taxonomy. • You will choose 2 of these activities to be compulsory, or required for all. • You will use the planning matrix to create a learning contract. • You will assign points for the activities based on the various levels of Bloom’s taxonomy. • You will determine the total minimum number of points which must be earned. • You will determine any additional requirements the students must meet as they make their selections.

21. Learning Contract Lets put what you have learned into practice! • The highest possible school is 100. • The two compulsory assignments are worth 25 points each, totally 50 possible points, or 50% of your grade. • The compulsory assignments are in BOLD TEXT! • You may select activities of your choice to complete the assignment, but they must be from more than one learning area. • Your work may be submitted in hard copy or electronically by email no later than June 20. All papers must be typed (Ariel, 11 point, double spaced). Presentations of your work will take place the last week of the grading period in class.

22. Learning Contract

23. Learning Contract

24. Learning Contract

25. Teacher Support Materials subtitle

26. Support Materials • This lesson will cover at least 10 class periods of material and teaching of World History. • Important components must include: • Content area standards the lesson addresses • Learning objectives for the lesson • Other optional components: • Annotated bibliography of research materials and related media the teacher may want to use in the classroom to present to students or to increase personal subject knowledge • Works cited list of materials used to create the lesson including pictures and multi-media sources • Teaching tips regarding how you envision the lesson working • An assessment rubric to go with the portfolio assessment

27. Content Standards • Ohio Social Studies Academic Content Standards. Analyze the reasons that countries gained control of territory through imperialism and the impact on people living in the territory that was controlled. Connect developments related to World War I and the development of World War II. Analyze the consequences of oppression, discrimination and conflict between cultures. Analyze the ways that contacts between people of different cultures result in exchanges of cultural practices. Analyze the cultural, physical, economic and political characteristics that define regions and describe reasons that regions change over time. Analyze geographic changes brought about by human activity using appropriate maps and other geographic data. Analyze the patterns and processes of movement of people, products and ideas. Analyze the differences among various forms of government to determine how power is acquired and used. Analyze ways people achieve governmental change, including political action, social protest and revolution.

28. Objectives The student will identify the changes that occurred geographically at the end of World War One by using maps, texts, and multimedia sources and know 100% of the new countries formed. The student will be able to summarize how World War One ended, name the treatise and other important documents, the key leaders, and be able to label them to 90% accuracy on a map and fill in the blank assessment. The student will be able to list the economic and political changes within Germany, France, Poland, Austria, and France and write an essay describing their social structure, their leader, and their imports and exports, and how the global turmoil between the wars affected life in these countries to show 85% understanding.