UNIT+10+--+FROM+BAD+TO+WORSE +WORLD+WAR+II

Lesson Objectives:
• Student can identify the causes and global consequences of World War II. • Student can explain the ideologies of fascism and Nazism and analyze how fascist and authoritarian regimes seized power and gained mass support in Italy, Germany, Spain, and Japan. • Student can analyze the relative importance of the legacy of World War I, the depression, ethnic and ideological conflicts, imperialism, and traditional political or economic rivalries as underlying causes of World War II. • Student can explain German, Italian, and Japanese military conquests and drives for empire in the 1930s. • Student can analyze the precipitating causes of the war and the reasons for early German and Japanese victories. • Student can analyze the motives and consequences of the Soviet nonaggression pacts with Germany and Japan. • Student can explain the major turning points of the war, and describe the principal theaters of conflict in Western Europe, Eastern Europe, the Soviet Union, North Africa, Asia, and the Pacific. • Student can assess how the political and diplomatic leadership of such individuals as Churchill, Roosevelt, Hitler, Mussolini, and Stalin affected the outcome of the war. • Student can analyze how and why the Nazi regime perpetrated a “war against the Jews” and describe the devastation suffered by Jews and other groups in the Nazi Holocaust. • Student can compare World Wars I and II in terms of the impact of industrial production, political goals, national mobilization, technological innovations, and scientific research on strategies, tactics, and levels of destruction. • Student can assess the consequences of World War II as a total war.



BBC World
Check out this great BBC News story about KIS's own Mr. Tabbara regarding his students' work with [|BBC World Class World News for Children] ftabbara@kis.or.kr.

Guiding Questions
Before we get to the actual events of World War II, we will start off by looking at what caused it. As we have just studied, the world was in a state of shock from 1900 to 1940. The Great Depression suffocated economies around the world. Many injustices such as the British occupation of India were being challenged by the world. Other countries such as Turkey were simply trying to find their identity. To name the early 20th century "the broken world" is all too fitting and led to people looking for **new** answers to old questions. One of the first questions was how were countries going to stabilize themselves?

First, look at what was happening with the major powers of the time period. It was proving that capitalism was failing in places like the U.S., Great Britain, and France. This was mainly due to the recession and eventually depression that comes along with capitalism. The Communist state of Russia was appearing to be more of a threat than an answer (at least to the powerful Western European countries). You have to remember that the social structure of Europe had just went through a huge metamorphosis and those that had gained power through capitalist means were not willing to give up their wealth. Since the majority of the population in Europe was extremely poor, there was a reason why they now would look to Communism as an answer. Therefore, Communists were viewed as a threat by the democratic leaders in most societies, but they carried great sway with rural and working class populations. As the old saying goes, as one door closes another one opens. To balance the tug-of-war between democracy and communism, a new door would open leading to the political theories of //Fascism//.

To begin the unit, we will first explore the ideas of Fascism. Below is a list of questions that we want you to think about while exploring the issue. So here we go!

1. What is Fascism? 2. Why was Germany and Italy the perfect place for Fascism to grow and thrive? 3. In your opinion do you see how a Fascist government would be appealing to the masses? Why or why not? 4. What are some of the major characteristic of Fascism?

Before we begin let us look at how Fascist you are! Click in this link for a [|Fascist personality test!]

14 Characteristics of Fascism
Today during class, you will first look at the list that examines the characteristics of Fascism created by Dr. Britt. For more information about the sources, look at the end of the article*.

Dr. Lawrence Britt has examined the fascist regimes of Hitler (Germany), Mussolini (Italy), Franco (Spain), Suharto (Indonesia) and several Latin American regimes. Britt found 14 defining characteristics common to each:

1. Powerful and Continuing Nationalism - Fascist regimes tend to make constant use of patriotic mottos, slogans, symbols, songs, and other paraphernalia. Flags are seen everywhere, as are flag symbols on clothing and in public displays.

2. Disdain for the Recognition of Human Rights - Because of fear of enemies and the need for security, the people in fascist regimes are persuaded that human rights can be ignored in certain cases because of "need." The people tend to look the other way or even approve of torture, summary executions, assassinations, long incarcerations of prisoners, etc.

3. Identification of Enemies/Scapegoats as a Unifying Cause - The people are rallied into a unifying patriotic frenzy over the need to eliminate a perceived common threat or foe: racial, ethnic or religious minorities; liberals; communists; socialists, terrorists, etc.

4. Supremacy of the Military - Even when there are widespread domestic problems, the military is given a disproportionate amount of government funding, and the domestic agenda is neglected. Soldiers and military service are glamorized.

5. Rampant Sexism - The governments of fascist nations tend to be almost exclusively male-dominated. Under fascist regimes, traditional gender roles are made more rigid. Divorce, abortion and homosexuality are suppressed and the state is represented as the ultimate guardian of the family institution.

6. Controlled Mass Media - Sometimes to media is directly controlled by the government, but in other cases, the media is indirectly controlled by government regulation, or sympathetic media spokespeople and executives. Censorship, especially in war time, is very common.

7. Obsession with National Security - Fear is used as a motivational tool by the government over the masses.

8. Religion and Government are Intertwined - Governments in fascist nations tend to use the most common religion in the nation as a tool to manipulate public opinion. Religious rhetoric and terminology is common from government leaders, even when the major tenets of the religion are diametrically opposed to the government's policies or actions.

9. Corporate Power is Protected - The industrial and business aristocracy of a fascist nation often are the ones who put the government leaders into power, creating a mutually beneficial business/government relationship and power elite.

10. Labor Power is Suppressed - Because the organizing power of labor is the only real threat to a fascist government, labor unions are either eliminated entirely, or are severely suppressed.

11. Disdain for Intellectuals and the Arts - Fascist nations tend to promote and tolerate open hostility to higher education, and academia. It is not uncommon for professors and other academics to be censored or even arrested. Free expression in the arts and letters is openly attacked.

12. Obsession with Crime and Punishment - Under fascist regimes, the police are given almost limitless power to enforce laws. The people are often willing to overlook police abuses and even forego civil liberties in the name of patriotism. There is often a national police force with virtually unlimited power in fascist nations.

13. Rampant Cronyism and Corruption - Fascist regimes almost always are governed by groups of friends and associates who appoint each other to government positions and use governmental power and authority to protect their friends from accountability. It is not uncommon in fascist regimes for national resources and even treasures to be appropriated or even outright stolen by government leaders.

14. Fraudulent Elections - Sometimes elections in fascist nations are a complete sham. Other times elections are manipulated by smear campaigns against or even assassination of opposition candidates, use of legislation to control voting numbers or political district boundaries, and manipulation of the media. Fascist nations also typically use their judiciaries to manipulate or control elections.


 * Information above was taken directly from an article that was produced by Dr. Lawrence Britt in //Free Inquiry// magazine, //Volume 23, Number 2.//** Or click on the link provided[| here] for more information.

II. After reading the 14 characteristics of Fascism, you will be broken into groups. In this assignment, you will have to pick one of the statements above and prove if it is true by looking at the Fascist states of Germany, Italy, Japan or Spain. You may conduct research using the following resources. Please feel free to expand on this list if you find a good website or other source:

//Weimar Republic// (Blue Book) //Hitler's Germany// (Yellow Book) //World History: Patterns and Interactions// p. 426-435
 * Textbooks:**

[|ABC-CLIO] Username: KIS Password: Welcome [|John Clare.net] [|The Best History Sites] [|A Web of English History] [|The Seeds of Evil] [|Introduction to the Weimar Republic] [|Economic and Political Problems in the Weimar Republic] [|The Weimar Republic Teachers Paradise] [|The Weimar Republic Timeline] [|Nazism]
 * Websites:**

[|Fascism in Italy Revision Notes] [|Italian Life Under Fascism] [|Italian Fascism] [|Education in Fascist Times Through Pictures and Reports]

[|Fascism in Spain and Italy]

[|Will Japan adopt Fascism?]

Secondary Source List: [|The Fascist Revolution: Toward a General Theory of Fascism by Brian C. Anderson] [|Economic Fascism by Thomas J. DiLorenzo]

Fascist Wiki
Once you have finished your research you will need to create a wiki that proves if your characteristics stated above are true or not. You MUST include written text and may also use stats, videos, pictures, etc. to convey your ideas.


 * German Fascism B || German Fascism D ||
 * Italian Fascism B || Italian Fascism D ||
 * Spanish Fascism B || Spanish Fascism D ||
 * Japanese Fascism B || Japanese Fascism D ||


 * Homework: **Read p. 24-31 in //Weimar Germany//.

Why was the Weimar Republic a good place for Fascism to flourish?


Translation of Poster: //"**Who is Adolf Hitler?** The man from the people, for the people! The German front soldier who risked his life in 48 battles for Germany! **What does Adolf Hitler want?** Freedom and food for every decent working German! The gallows for profiteers, black marketeers and exploiters, regardless of religious faith or race! **Why is Adolf Hitler not allowed to speak?** Because he is ruthless in uncovering the rulers of the German economy, the international bank Jews and their lackeys, the Democrats, Marxists, Jesuits, and Free Masons! Because he wants to free the workers from the domination of big money! Working Germans! Demand the lifting of the illegal ban on his speaking!"// (Courtesy of Dr. Robert D. Brooks.)


 * Reviewing the Characteristics of Fascism**

To start off class we will spend the first 15 minutes peer-editing each others "Characteristics of Fascism" wikis. The purpose of this is two-fold. First, we want you to learn from your fellow students. Second, we want you to help each other make this work as publishable as possible. Your teacher will assign which work you will peer-edit. Once you are done peer-editing, we will take 1-2 minutes per team discussing the research you have found to date.

**Factors of Analysis and the Weimar Republic**
Remember these? We spent several classes examining these for different periods last semester. Let's revisit them again now because they will help us understand our guiding question.

Politics Geography Religion Economy Social Issues Foreign Relations Culture Education Science Technology

Not all of these will help us understand why Fascism flourished in the Weimar Republic. Even if they would, we may not be able to find the research necessary to prove it. Take a moment and think about which factors you think we can use along with our //Weimar Germany// books to help answer our question. Brainstorm with your team what you already know from the reading along with the factors of analysis you choose.

**Weimar Cartoons**
As you have read //Weimar Germany//, I hope that you have taken note of the political cartoons that you have noticed along the way. They can capture in pictures and phrases what historians need pages to explain. With your team, we would like to challenge you to create a ToonDoo or Comic Life gallery portraying how one of the factors of analysis was at work within Weimar Germany and helped make Fascism flourish there. Please approach this endeavor as follows:


 * Brainstorm ideas once you have selected your factor of analysis.
 * Script or storyboard your ideas so that your gallery educates your classmates and teacher effectively about your factor of analysis.
 * Illustrate your gallery using ToonDoo or Comic Life and post it on your wiki gallery page next class.
 * Homework:** Weimar Factors of Analysis Galleries due by 8:00 A.M. next class day. Review //Weimar Germany// book.

WORLD HISTORY BRIGHTMAN D
[|Nazi Schooling]
 * Interesting Resource:** What would it be like at a school in Nazi Germany? Look at primary sources by going through the link below.

**Guiding Questions**
1. What were the beliefs and values of the three most authoritarian dictators of the 1930s? 2. What influences led them to become such dominant characters? 3. Why do you think so many people in these societies were drawn to their leadership?

**Character Collages**
To answer these questions, your team will create a life-sized character collage of your assigned dictator out of butcher paper. Your character collage must contain the following:


 * Words and phrases that capture the beliefs, values and influences of your dictator
 * Memorable quotes by your dictator that express his beliefs and values
 * Visuals that show key ideas, beliefs and values of your dictator

During the next class period, you will share and present these with the class. You will approach this project as follows:


 * 1) **Research:** Gather information about your dictator from the textbook, ABC-CLIO, and on-line resources. Brainstorm ideas for the character collage. Make sure that all major ideas are included in the collage.
 * 2) **Graphic Design:** Design and organize the overall appearance of your collage. Make sure that all visuals clearly and accurately represent your dictators influences, values, and beliefs.
 * 3) **Illustrate:** Draw an outline of your dictator on butcher paper including his face. Draw or affix visuals as needed. Add words, phrases, and quotes as needed to complement the collage.

During today's class, work on research and graphic design. At the beginning of the next class, you will have 5 minutes to work with your team to illustrate your character collage. This makes it essential that you come to class prepared with all research, illustration supplies (markers, colored pencils, printed photos, etc.) and visual materials. At promptly 5 minutes, your collages will be posted for review by your classmates and teacher to enjoy.

The following rubric will be used to assess this project.

[|Character_Collage_Rubric.jpg]


 * Homework:** (a) Finish your research and print out items for your collages. (b) Work on Final Projects.

Final Project Question Check
Pull out your developed questions for the FINAL PROJECT.

**Gallery Swap Character Collage**
To start off the lesson you will have 10 minutes to finish up your character collages while I check your questions. When your teacher says stop working, you will hang your collage in a designated place assigned to you by your teacher.

Your teacher will handout the Character Collage Rubric. You will be responsible for grading two other groups work. Enjoy each other's work and don't hesitate to ask questions. (10-15 min.)

1. What similarities do Hitler, Mussolini and Franco have in common? 2. How are these men different? 3. What characteristics of Fascism did each leader emphasize and why? 4. Do you see why these men were so popular or is it a historical phenomenon that they ever gained power?
 * Character Collage Discussion Questions:** After exploring the three leaders we will explore the following questions: (5-10 min.)

We will start on a simulation that will we will call **"//A League of their Own: What would you do?//"** Follow the steps below: 1. You will be assigned a country. 2. Read the following documents in the perspective of your assigned country. Make sure and answer the questions at the bottom of each of the readings. The readings are below the country assignments. 3. Next class we will act out the League of Nations and go through each scenario using a Socratic Seminar format. Check out the following links to review how to actively participate in a Socratic Seminar.

[|Socratic Seminar Leader] (Only one of you will be a leader in each class.)

[|Socratic Seminar Participants] (All but one of you will be participants.)


 * Grading:** Your participation in the seminar will be graded as follows.




 * Country Assignments:**
 * United States (Note: The U.S. never joined the League of Nations due to domestic opposition, but they did play an international role.)
 * France
 * Italy
 * Great Britain
 * Russia (Note: In reality you were kicked out of the league of nations in 1939, but for this simulation we will keep you in.)
 * Germany
 * China
 * Japan (Note: Withdrew in 1933, but again for this simulation we will have you represent Japan.)
 * Czechoslovakia
 * Poland
 * Ethiopia
 * Austria
 * Belgium (Note: Remember WWI, this could help you with what could be going through their head at this time.)
 * Korea (Note: At this time, Korea was occupied by Japan and not represented in the League, but think how they would respond.)
 * Switzerland
 * Spain
 * Hungary
 * Holland (The Netherlands)
 * Denmark
 * Yugoslavia
 * Romania


 * Simulations Readings:** All documents must be read and questions answered by next class.










 * Homework:** 1. Prepare Simulation Readings; 2. Read //Hitler's Germany// p. 1-11; 3. Continue work on final project.

League of Nations Debate
Today we will enact the League of Nations on the question of, "Should there be an action(s) taken against European fascist governments for their aggressive moves?" The class will look at at each situation. Placards will be used to identify which country you represent.


 * Homework:** Read p. 431-435 in Modern World History: Patterns and Interactions, reflect on the simulation and see how accurately the class simulated history. If the conference did emulate history, why? If not why? Be ready to discuss and **bring world history textbooks to next class.**

[|Student Hoaxes World's Media on Wikipedia]
Before we resume our debate today, I would like you to read the following news article. What conclusions do you derive from this article? How does it impact your own research? How does it impact your own ideas regarding technology? Does it give you any ideas about how you could challenge society in an equally intriguing way?

Finish League of Nations Debate
Let's see how we decide to address the aggression of fascist dictators in the 1930's.

Causes of WWII
1. Did our simulation conference emulate history? Why or why not? 2. Break students into groups of 2-3 and have them rank the top 3-5 causes of WWII. Each cause must have reasoning behind the ranking. 3. Groups will present there ideas in a mini-class discussion.


 * Guiding Question: What was the course of WWII?**

When military historians discuss World War II, they typically analyze it by separating it into two categories: Western and Eastern. The Western Theater consists of all military actions that took place in Europe and North Africa, while the Eastern Theater consists of all battles that occurred in the Soviet Union, East Asia, Southeast Asia, and the Pacific. As sort of a pun, we challenge you today to literally turn these military events into theater.


 * You will be assigned to read pages 441-450 in class today.
 * After you are done reading inform me and I will ask you a quick quiz question to insure that you understand the concepts. If you answer the question wrong you will have to reread the section and then another question will be asked.
 * You and a partner will be assigned two sections from the //Modern World History// textbook.
 * After rereading and thoroughly understanding your sections, you and your partner will need to develop a script that will be used to act out your section of the reading. All aspects of your reading must be conveyed through dialogue and action. Make sure to have a plan set for next class. Have music and other forms of media that you might want to include picked out and ready to go. NO READING DIRECTLY FROM THE TEXT! This will be completed by the end of class today.
 * Next class you will film your section by using iMovie and the MacBook iSight camera. Your group will have a total of 50 minutes to record, edit and post. Any late work will result in a deduction of grade. Quality of concepts is much more important than the quality of movie. Here is an example (And it is really good! Hope you enjoy!) from last year WHICH had less time than what was given to your group.
 * Your films and scripts must be posted on your assigned Wiki page so that they may be viewed by your classmates.

Your films will be graded for creativity, accuracy of content, level of interest, and successful/timely posting to the wiki. **They are due at the 50 minute mark of your second class.**

Act I: Germany Sparks a New War in Europe--Germany's Lightning Attack on Poland p. 441-2 Act II: The Soviets Make Their Move--The Phony War p. 442 Act III: The Battle for France and Great Britain--France Falls p. 442-3 Act IV: Germany Attacks Great Britain p. 443-4 Act V: The Eastern Front and the Mediterranean--Great Britain Strikes Back p. 444-445 Act VI: The War in the Balkans--The United States Aids Its Allies p. 445-6 Act VII: Japan Seeks a Pacific Empire--The Tide of Japanese Victories p. 447-449 Act VIII: The Allies Turn the Tide of War--The Allies Go on the Offensive p. 449-450
 * Partnered Reading Sections:**

sections titled "Introduction: Never Again?" and "Part I" pages 1-9 for homework. You should be able to identify and discuss the topics on the reading study guide handout given to you at the end of class by next class.
 * Homework:** Download the Choices Unit on **Genocide**. When you open this document in Preview, you will see a navigation bar on the right-hand side of the screen labeled **Student Text.** Click on the arrow next to Student Text and a drop-down table of contents should appear. Read the



WWII Theater Filming
You have the entire period to film your WWII Theater Acts. They are due by the beginning of next class. You may post your work on our class project page as follows:

WORLD HISTORY BRIGHTMAN D

 * Homework:** Read "Part II" in your **Genocide** Choices Unit p. 10-27. Use the study guide example on the handout to help you process the "Five Case Studies" of Genocide in your own notes on the reading. We will use your notes from both readings in a simulation next class, so please read carefully and think about the following question: **How should the world address genocide in the future so that it doesn't happen again?**



The Holocaust Firsthand (10 minutes)
To begin our contemplation of genocide and what we can do to stop it, it is important to understand it. So far, you have read some excellent analysis in the Choices unit defining genocide and demonstrating it in five case studies. Let's return to World War II and take a look at the Jewish Holocaust perpetrated by the Nazis during World War II. The following clip shows the process of the holocaust as well as students' reactions to it. Reflect on your own thoughts and feelings after reading your homework over the past two nights as well as seeing this clip. How could something like this happen in a society?

Exploring Options to Confront Genocide (20 minutes)
Now, you will have an opportunity to argue four different approaches to stopping genocide in the world that are currently being practiced by governments today and reflect on which ones you think are best. You will be presented with an option in a team of 3-4 students with a list of roles that you need to divide among yourselves. Over the next 30 minutes, you will analyze your argument as a team and divide your argument of your option based on the roles chosen for yourself. In 30 minutes, you will present your option to the United Nations Human Rights Council convened on the question of genocide prevention trying to persuade them that your option is the best option of those being presented today. Each team will have 10 minutes to present and be cross-examined by UNHRC. At the end, they will deliberate and vote on the best option based on the presentations made. During your presentations, tie in as many examples as possible from your reading and class video clips.

United Nations Human Rights Council Convenes on the Question of Genocide (45 minutes)
Many people say "Never again" when talking about genocide, but yet, genocide still occurs in the world. What should the world community do about it? Over the next 40 minutes, you will hear four options being argued to the United Nations Human Rights Council. Your individual and team performance today will be graded using the rubric that was distributed to you with your reading handouts for homework. Do your best to persuade the UNHRC that your option is the best way to confront genocide in our world. We will take time at the end to reflect on our discussion and explore what we can do to [|stop genocide now] moving forward.


 * Homework:** Read the entire section that your films were based on in //MWH 441-450//. Then, watch at least four films and respond in the discussion tab whether you think those teams did a good job of summarizing and analyzing their assigned text in a creative and compelling way.

Best Picture Awards
Before we take a look at a brilliant historian's answer to that question, please take the first 5 minutes of class nominating the top 2 WWII Theater films you watched last night on the Polldaddy survey below. Once you have nominated your films, discuss the question above with your classmates around you: "How did the Allies win?" Be ready to share your analysis with the class later.

Genocide Roundtable
How do we stop genocide moving forward? What do you think about politicians and historians who deny that these genocides happened? Be sure to bring up any final questions or thoughts you have about this topic.

How the Allies Won Breakout
A brilliant professor at the University of Exeter, Dr. Richard Overy, wrote a fascinating analysis where he explored the guiding question we just asked you: "[|How the Allies Won]." While it is recommended that you read his analysis, today you will become an expert on one of his main thesis points and learn about his other points from your classmates in a jigsaw breakout session. Counting off in threes, you will divide into three large groups examining one of his points. Together, you will read through it and take notes on his main ideas in a summary format. After 10 minutes, you will be asked to team up with two experts on the other topics and share your summaries with each other in 10 minutes or less. Teams should become experts on the following texts as follows:

1. [|Soviet Transformation]

2. [|American Power]

3. [|German Errors]

WWII: The End
Now, we will take a look at how the war ended and the aftermath. This is crucial as it leads directly to our next unit: The Cold War. These notes will also be crucial for you on the WWII Quest.


 * Homework:** If you have any unanswered questions, read //MWH// 455-465.

How did the Allies win World War II?
Ponder this question for the first 15 minutes of class and try to construct as thorough an answer as possible. Then, we will have some peer review time to reinforce the writing skills necessary to perform well on the WWII Quest next class.

The A-Bomb
We will now consider and reflect on the atomic bombing of Hiroshima and Nagasaki that was instrumental in ending the war in the Pacific Theater and defeating Japan. What do you think this meant for the world moving forward?

Some Final Numbers
**Jews Killed Under Nazi Rule**
 * || **Original Jewish Pop.** || **Jews Killed** || **Percent Surviving** ||
 * **Poland** || 3,300,000 || 3,000,000 || 10% ||
 * **Soviet Union** || 2,850,000 || 1,252,000 || 56% ||
 * **Hungary** || 650,000 || 450,000 || 30% ||
 * **Romania** || 600,000 || 300,000 || 50% ||
 * **Germany/Austria** || 240,000 || 200,000 || 16.3% ||

**Costs of World War II: Allies and Axis** (in billions)** || **Military Killed/Missing** || **Civilians Killed** ||
 * || **Direct War Costs
 * **USA** || $288 || 292,131 ||  ||
 * **Great Britain** || $117 || 271,311 || 60,595 ||
 * **France** || $111.3 || 205,707 || 173,260 ||
 * **USSR** || $93 || 13,600,00 || 7,720,000 ||
 * **Germany** || $212.3 || 3,300,000 || 2,893,000 ||
 * **Japan** || $41.3 || 1,140,429 || 953,000 ||


 * Source:** //MWH//, p. 454 & 465.

Final Project Work Time
Your final project is due next week. You need to use your time wisely to make progress on this. I will be coming around to answer questions as needed.


 * Homework:** Review for your WWII Quest. Possible Quest topics include: Weimar Germany and its influence on WWII, Fascism, Causes of WWII, Course of WWII, and Perspectives of WWII from Allied or Axis Point-of-View.